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NEURODEVELOPMENT (Disposition (Resiliency & vulnerability: key…

- - - - Uninhibited child
      - Inhibited child
    - - Delay ability
    - - Difficult child
      - Slow-to-warm-up child
      - Easy child
    - - Environment
      - Genetics
  - - - Cluster B
      - Cluster A
      - Cluster C
  - - - The property of being open to injury, wounding, or attack. Results when the interaction between child and environment results in new limitations or difficulties, new threats to homeostasis and integration, new obstacles to learning, and increased difficulties in mastering anxiety or negative experiences.
        
        Vulnerable children
        
        Cognitively delayed or disabled, affectively labile and negative ineffective and attitudinally unresponsive. They have negative feelings about themselves, show poor insight into interpersonal situations, and cannot realistically evaluate others. They possess decreased attentiveness, are inflexible in problem solving, and cannot integrate thoughts, feelings, and behaviors.
        
        "Vulnerability to child psychopathology is determined by a temperament that is characterized by high levels of emotionality/neuroticism and low levels of effortful control."
    - - ?
    - - The ability to recover strengths, spirits, good humor, etc. Associated with "easy" temperament. Reduces the impact of the adverse effects of ineffective, insufficient, and/or dysfunctional parenting.
        
        Resilient children
        
        Cognitively capable, affectively expressive, effective and attitudinally responsive in a variety of ways. They feel good about themselves and show insight into interpersonal situations. They can realistically evaluate others and possess freewheeling attentiveness. They are flexible in problem solving and capable of integrating thoughts, feelings and behaviors.
    - - Involves discrepancies and dissonances between environmental opportunities and demands and the child's capacities and temperament characteristics. Under such circumstances, distorted and maladaptive functioning occurs.
    - - Results when the functioning of the parents or others in the environment with respect to their expectations or demands of the child are in consonance with the child's temperament characteristics and capabilities
    - - Parents and children interact with one another in a reciprocal fashion. The child's actions (e.g. crying or smiling) prompt the parents' responses, which in turn prompt the child's responses.
    - - Tendency to experience negative emotions and moods, feel distressed, and be critical of oneself and others. "Distress proneness." This interacts with other dimensions of temperament and has an impact on attachment/parenting as well as on a child's sense of competence.
        
        Mastery and success result from positive affect
        
        Avoidance and failure result from negative affect
- - - - Prefrontal areas and development of cognitive control. Frontal lobe inhibition of behaviors and moderation of emotions
      - DA, ventral striatum & adolescent-related alterations in reward sensitivity
      - Regional specificity, changes in connectivity & refinement of networks
      - Neurobehavioral response of adolescents to aversive stimuli
      - Arborization, synaptic pruning & myelination
      - Brain plasticity
  - - - Sufficient interaction with caretaker, discriminative abilities of infant, imitative capacities of infant, and object permanence.
      - Precursors to strong and healthy attachments: attunement, predictability, limited number of caretakers, strength of child's needs and clarity of signal, sensitive phase (first two years of life).
        
        Empathy
        
        Compassion
        
        Intentional attunement
    - - Phase III: Clear cut attachments
        
        7 to 24 months
        
        Stranger & separation anxiety. Separation anxiety (8-10mo): child is placed in a strange environment without his primary caretaker and child cannot make a relevant response to bring him/her closer to caretaker.
      - Phase IV: goal-coordinated partnerships
        
        24 months
      - Phase II: attachments in the making
        
        2-7 months
        
        Stranger anxiety (6-8mo): infant reacts with distress in presence of a stranger. Considered to a reaction to discrepancy in faces that is beyond the infant's capacity to assimilate.
      - Phase I: indiscriminate sociability
        
        birth to 2 months
    - - Insecure
        
        Ambivalent-Resistant
        
        Disorganized-Disoriented
        
        Avoidant
      - Secure
    - - Failure-to-Thrive syndromes
      - "Anaclitic Depression"
        
        "Curled up"
      - Reactive attachment
        
        Persistent social and emotional disturbance characterized by at least two of the following: minimal social and emotional responsiveness to others, limited positive affect, episodes of unexplained irritability, sadness, or fearfulness that are evident even during non-threatening interactions with adult caregivers.
        
        Child has experienced a pattern of extremes of insufficient care as evidence by at least one of the following: social neglect or deprivation in the form of persistent lack of having basic emotional needs for comfort, stimulation, and affect met by adult caregivers, repeated changes of primary caregivers leading to unstable attachments (e.g. frequent changes in foster care), rearing in unusual settings that severely limit opportunities to form selective attachments (hospitals, etc.). This criteria is presumed to be responsible for the disturbed behavior in 1.
        
        Consistent pattern of inhibited, emotionally withdrawn behavior toward adult caregivers (minimally seeks comfort when distressed and minimally responsive to comfort when distressed).
        
        Not ASD, disturbance evident before age 5, developmental age of at least 9 months, persistent if present for more than 12 months, severe if child exhibits all symptoms and they are manifesting at high levels.
      - Separation anxiety disorder
        
        Parent not reliably there
      - PTSD (see other branch)
      - Personality disorders (see other branch)
      - Disinhibited social engagement disorder
        
        Behaviors above not limited to impulsivity (ADHD) but include social disinhibited behavior.
        
        Child has experienced a pattern of extremes of insufficient care -- see RAD criteria.
        
        Consistent pattern of behavior in which a child actively approaches and interacts with unfamiliar adults and exhibits at least two of the following: reduced to absent reticence in approaching and interacting with unfamiliar adults, overly familiar verbal or physical behavior, diminished or absent checking back with adult caregiver after venturing away, and/or willingness to go off with an unfamiliar adult with minimal or no hesitation.