dr sarah steel and dr sarah maxwell. objectives what is neglect? the impact on the developing brain...
TRANSCRIPT
Dr Sarah Steel and Dr Sarah Maxwell
ObjectivesWhat is neglect?
The impact on the developing brain
Attachment
How do children present?
Long term consequences evidence from systematic reviews
Physical Neglect
Emotional Neglect
Failure to provide: Food Clothing Shelter Medical care Educational provision
Failure to provide: Comfort Protection Love Discipline Encouragement
Recognition of risk factors
Social and environmental risk factors Poverty, social isolation, poor housing
Care giver risk factors Mental ill-health, domestic violence, parental
conflict, substance misuse, parental history of abuse
Persistent harmful caregiver-child interaction
Symptoms and signs in the child's functioning
What is the impact of neglect on child development?
Structural brain differences
Brain developmentLearning starts in the fetus
Brain size more than doubles in first year of life
40,000 new synapses formed every second in the infant’s brain
Influenced by social forces and so is ‘experience-dependent’
Male brain more vulnerable as matures more slowly
Anatomy of brain
Parent-infant interaction
Still face experimentStill face
AttachmentAttachment = interactive regulation of emotion
Infants seek closeness and comfort from an attachment figure, especially in danger through display of distress signal (crying/ clinging)
Learn to develop strategies for internal regulation of distress
Right brain to right brain
Especially at night
TrustSecurityAttachment
The arousal-relaxation cycle
Fahlberg (1988)
Self worthSelf esteem
The positive interaction cycle
Fahlberg (1988)
Positive interaction cycle serve and return
Responsiveness
Attachment First year of life – right brain development
Visual, acoustic communication Emotional and social processing Response to danger
Second year of life – left brain develops Father important- stimulation, regulation of aggression Cognitive development, speech
Down regulates negative emotional states AND up regulates positive emotions
Gender implicationsTypically mothers are calming and fathers more
arousing and energetic
Suggests contact with parents may be important at different times 1st year Mum and 2nd year Dad?
Mother essential for fear regulation in 1st year and father for aggression regulation later
Implications for contact decisions?
Night time contact?
Things to considerWho can fill the role of predictable, consistent
& emotionally available primary caregiver
Who will be intuitively sensitive to child’s emotional needs
Who can act as regulator of child’s emotional states
At what points of time are these needed
Stress!
Hypothalamic-pituitary-adrenal axis
Core stress response system
Stress leads to (CRH) hormone release from hypothalamus
Stimulates ACTH secretion acts on adrenal gland to produce cortisol
Maltreatment may lead to atypical responsiveness of HPA axis to stress that predisposes to psychiatric vulnerability later in life
Presentation of child
Core–info: Cardiff child protection systematic
reviews
Systematic review 2013
180 articles reviewed 41 answered question
Mixture of case control and cohort studies
Age from 0-6 years
Further school age and teenager review as well
Features in the childPreschool
0-20 months(7 studies,349 cases,237 controls)
20-30 months(3 studies, 125 cases, 113 contols)
3-4 years(4 studies, 86 cases, 125 controls)
Description
Avoidant and disorganised insecure attachment
During play demonstrated greater negativity
Greater negative affect during play
Developmental delay and Language delay
less positive social interaction
Developmental delay, in particular language delay
Passive and withdrawn behaviour
Greater memory deficits
Less ability to discriminate emotions
Emotional behavioural development
Attachment pattern 12 months ambivalent-insecure 18 months avoidant, however some are classified
as ‘secure’
If anxiously attached by two years of age angry, frustrated and non-compliant negative affect Poor coping skills
Infant
Feeding difficulties, crying, poor sleep patterns, delayed development
Irritable, non cuddly, apathetic, non-demanding baby
‘difficult baby’, ‘does not belong to me’, ‘does not love me’, ‘spoiled’, ‘greedy’, ‘attention seeking’, ‘lazy’
ToddlerHead banging, rocking, bad temper
‘Violent’, clingy
Overactive-apathetic, noisy to quiet
Immobile and silent
Developmental delay Language delay Poor social skills
Features in the childInfant school age4-5 years (6 studies,110 cases, 128 controls)
5-6 years(5 studies, 155 cases, 155 controls)
Description
Language delay becomes more evident
Insecure avoidant attachment
Problems discriminating emotional expressions (particularly between angry, sad and fearful expressions) , poor emotional regulation
Poor peer relationships, rate self as angry oppositional
Poor peer relations, less social interactions , more aggressive, conduct problems
Low self esteem
Helpless outlook, view ‘others’ nit as source of help
Less moral more inclined to break rules and cheat
Minnesota study:developmental sequelae
More self-destructive, inattentive and overactive behaviour.
Anxious, withdrawn, unpopular, aggressive and obsessive-compulsive
Lacking humour,
Little sensitivity and empathy
Poorer at following directions and expressing themselves.
Physical examinationUnderweight and or stunted growth
Sad, withdrawn, over affectionate, angry, apathetic
Restless, frozen and non moving, destructive, over active, distant, over friendly
Developmental signs: failure to achieve milestones, failure to thrive, academic failure, under achievement
School age
Behaviour
Soiling and wetting
Present as aggressive and hostile
More impulsive
Poor concentration
May be particularly quiet or withdrawn
Relationships with other children:
Difficulty with friendships
Problems socialising,
Few friends
Perceived as more likely to be aggressive or disruptive
Emotional or self-perception issues:
• Little self-confidence• Low self esteem• Experience symptoms of depression• Difficulty interpreting emotions, such
as anger or sadness• Mood swings • Show levels of affection towards
others, which are inappropriate for the situation
Emotional or self-perception issues
Worthless to others
What happens is beyond their control
Anxiety and helplessness
Fewer effective coping skills
Angry, or restrict their emotional displays
Consider suicide
School performance
• Poor performance in school
• Poor attendance
• Difficulty carrying out complex task
• Lower IQ than their classmates
• May be better at problem solving, planning and abstract thinking
Relationships with parents
Family members lonely Little exchange of informationLack of emotional warmth Parents are more negativeMake demands of their childrenChildren come to expect less support
from their mothers
ImplicationsEarly recognition vital
Recovery potential
1st year Significant
2nd year Some recovery
3rd year Less recovery4th year No change (need school support and public funding)
Long term consequences significant for health education and social care
ChallengesOnce children are showing the signs of neglect we
have missed the oppourtunity to prevent significant harm thus need to act quickly
Waiting until the harm has happened means life long consequences for these children
Need to identify those families at risk and improve assessments of parents ability to nurture their child
Work intensively for limited period but child’s time frame is SHORT
To maximize child's potential need to remove early
Summary Early neglect causes long term irreparable brain
‘damage’
Features in child are on a continuum
Neglect more damaging than a single episode of physical harm but physical harm still triggers a response when neglect does not
Health need to work intensively with families at risk
Children's services need to become involved early
The legal system need to understand the urgency in managing neglect
References ‘Family Law and the Neuroscience of
attachment, Part 1, Allan Schore & Jennifer Mcintosh, Family Court Review, Vol 49 No 3, 2011
Child protection companion 2013: Royal college of paediatrics and child health
Welsh systematic reviews http://www.core-info.cardiff.ac.uk