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The Science of Neglect, “Serve and Return”: reciprocal and dynamic…
The Science of Neglect
Neglect: more significant impact than abuse
Negative consequences can be reversed/reduced
Mitigation methods
Appropriate and timely interventions
Highly supportive care
Therapy
Implications for policy and programmes
Address the distinctive needs of children who are experiencing significant neglect
Invest in prevention programmes that intervene as early as possible
Four types
Chronic under-stimulation
Effects: often leads to developmental delays and may be caused by a variety of factors
Features: ongoing, diminished level of child-focused responsiveness and developmental enrichment
Action: interventions that address the needs of caregivers combined with access to high-quality early care and education for children can be effective
Severe neglect in a family context
Action: intervention to assure caregiver responsiveness and address the developmental needs of the child required as soon as possible
Features: significant, ongoing absence of serve and return interaction, often associated with failure to provide for basic needs
Effects: wide range of adverse impacts, from significant developmental impairments to immediate threat to health or survival
Occasional inattention
Action: no intervention needed
Effects: can be growth-promoting under caring conditions
Feature: intermittent, diminished attention in an otherwise responsive environment
Severe neglect in institutional setting
Feature: “warehouse-like” conditions with many children, few caregivers, no individualised adult-child relationships that are reliably responsive
Effects: basic survival needs may be met but lack of individualised adult responsiveness can lead to severe impairments in cognitive, physical and psychosocial development
Action: intervention and removal to a stable, caring and socially responsive environment required as soon as possible
Impacts
Physical and mental health
Impairments in main function
Disabled self-regulatory skills
Stunting of physical growth
Alters development of body stress response
Cognitive delays
Significant risk for emotional and interpersonal difficulties
“Serve and Return”: reciprocal and dynamic exchanges
Wan Qin, Evangeline, Christina
T01
Occur between young children and educarer/parent
Affects
Formation of neural connections
Circuitry of developing brain
Consequences of unreliable/inappropriate/absent return
Developing brain circuits disrupted
Impaired subsequent learning
behaviour
Lifelong Health
Poor school achievement
Toxic stress
E.g.
From baby (serve)
Cooing
Facial expressions
Crying
From adult (return)
Similar vocalising
Similar expressiveness