Formative Experiences: The Interaction of Caregiving, Culture, and Developmental Psychobiology

Half-title......Page 3
Title......Page 5
Copyright......Page 6
Dedication......Page 7
Contents......Page 9
List of Figures......Page 13
List of Tables......Page 17
List of Contributors......Page 19
Foreword......Page 25
Preface......Page 29
List of Abbreviations......Page 33
Introduction......Page 37
Formative Experiences: Why, What, How......Page 38
Toward integrated models of development......Page 39
Global Realities, Local Applications......Page 41
Prospects......Page 44
Section one Historical, Cross-Cultural, and Developmental Science Perspectives......Page 45
One Plasticity and Variation: Cultural Influences on Parenting and Early Child Development Within and Across Populations......Page 47
Franz Boas and Child Development......Page 49
The Caudill Project: Child Development and Mental Health......Page 57
Developmental Psychiatry: Guesswork vs. Research......Page 65
References......Page 69
Two From Measurement to Meaning in Caregiving and Culture: Current Challenges and Future Prospects......Page 72
Culture: Similarities and Differences......Page 73
What\'s What? The Mediating Role of Meaning-Making......Page 74
Among or Amongst: Intra-cultural and Cross-cultural Study......Page 76
Studying “Development”: Cross-sectional and Longitudinal Approaches......Page 77
Integrating Culture into Transaction: The Contextual Ecological Model of Development......Page 79
Conveying Culture: Intergenerational Transmission......Page 80
The Mark of History: Addressing Diachronic Change in Culture and Development......Page 81
Moving Forward: A Renewed Research Agendum for Culture, Caregiving, and Human Development......Page 82
References......Page 83
Introduction......Page 87
Three The Social Environment and the Epigenome......Page 89
Introduction: Genotype, Epigenotype, and Phenotype......Page 90
The Histone Code......Page 93
Histone-modifying Enzymes......Page 94
Targeting of Chromatin-modifying Enzymes to Specific Genes......Page 96
DNA Methylation......Page 97
DNA Methylation and Demethylation Enzymes......Page 98
The DNA Methylation Pattern is Reversible; DNA Demethylation Enzymes......Page 99
Targeting DNA Methylation and Demethylation: Chromatin and DNA Methylation......Page 100
Early Life Experience and the Epigenome......Page 102
Epigenetic Programming by Maternal Care in the Rat......Page 103
Reversibility of Epigenetic Programming by Maternal Care......Page 104
Epigenetic Programming by Early Life Events in Humans: rRNA Genes are Hypermethylated in Suicide Victims......Page 106
Epigenetic Marks of Early Life Adversity in the GR Promoter in the Hippocampus of Suicide Victims......Page 107
The Epigenetic Imprint of Socioeconomic Status......Page 109
Summary and Prospectus......Page 110
References......Page 111
The Concept of Sensitive Period......Page 118
Early Learning About the Caregiver......Page 119
Functions of Early Olfactory Learning......Page 121
Sensitive Periods for Learning about the Caregiver......Page 123
Neural Bases of Olfactory Learning during Sensitive Period......Page 124
Early Experience Affects Fear and Anxiety Later in Life......Page 126
Sensitive Periods for Aversive Experience......Page 128
Neural Bases of Aversive Experience......Page 129
Neural Processes Contributing to Sensitive Periods......Page 131
Function of Sensitive Periods......Page 132
Sensitive Periods and Psychopathology......Page 133
References......Page 134
Introduction......Page 142
Temperament Theories......Page 143
Attachment Theory......Page 147
Interactionist Models......Page 151
Typical Development: The Case of Temperamental Shyness......Page 154
Atypical Development: The Case of Child Maltreatment and Abuse......Page 158
Atypical Development: The Case of Childhood Autism......Page 159
Conclusion and Future Directions......Page 162
References......Page 163
Characteristic Features of Williams Syndrome......Page 172
The Social Use of Language in WS Across Cultures......Page 175
Language as an Index of Sociability in Williams Syndrome......Page 176
The Social Use of Language in Children With WS in the United States......Page 177
Individuals with WS Are Unrivaled in Their Use of Social Language......Page 179
Comparisons Across Genres......Page 180
The Intersection of Genetics, Culture, and Social Language in WS......Page 182
Social Use of Language in Children and Adolescents with WS in Italy......Page 183
Social Use of Language in Children and Adolescents with WS in France......Page 184
Discussion: The Interplay of Mind, Genetics, Culture, and Social Language in WS Across Cultures......Page 185
The Social Drive of Williams Syndrome across Cultures......Page 186
Social Beings by Nature......Page 187
Genetics and Culture at Play......Page 188
Across Cultures and Languages......Page 189
Discussion: Nature and Nurture of Sociability Among Individuals with WS......Page 190
Quantitative Data Analysis......Page 191
Conclusion and Future Research Directions: The Social Nature of WS – Where Genetics and Culture Meet and Converge in the East and West......Page 193
Acknowledgments......Page 196
References......Page 197
Introduction......Page 203
References......Page 204
Seven Ethnographic Case Study: Bofi Foragers and Farmers: Case Studies on the Determinants of Parenting Behavior and Early Childhood Experiences......Page 206
Ethnographic Background......Page 207
The Bofi Farmers......Page 208
The Bofi Farmers......Page 209
The Bofi Foragers......Page 210
Case Studies of Early Childhood Experiences......Page 211
Dema......Page 214
Contexts of Early Childhood Experiences......Page 216
References......Page 219
Comments......Page 220
Concluding Remarks......Page 224
References......Page 226
Commentary on: “Bofi Foragers and Farmers: Case Studies on the Determinants of Parenting Behavior and Early Childhood Experiences”......Page 227
References......Page 232
Eight Clinical Case Study: Good Expectations: A Case Study of Perinatal Child-Parent Psychotherapy to Prevent the Intergenerational Transmission of Trauma......Page 233
Background and Presenting Problems......Page 234
Case Conceptualization and Treatment Plan......Page 236
Instilling Hope in the Future: Identifying a Benevolent Figure from the Past......Page 237
Recognizing Anger as a Response to Fear......Page 238
Addressing Substance Abuse as a Response to Stress......Page 239
Becoming a Protective Mother......Page 240
Struggling in the Present with Ghosts from the Past......Page 241
The Next Chapter: Letisha and her Baby......Page 242
References......Page 244
Commentary on: “Good Expectations: A Case Study of Perinatal Child-Parent Psychotherapy to Prevent the Intergenerational Transmission of Trauma”......Page 246
References......Page 250
Introduction......Page 251
The Effect of Maternal Stress on Offspring......Page 252
Why Does Early Life (Perinatal and Postnatal) Stress Produce Psychopathology?......Page 254
Resilience Factors Protect from Development of Adult Psychopathology......Page 255
Conclusion and Further Perspectives......Page 256
References......Page 257
Introduction......Page 260
Naturally Occurring Infant Maltreatment in Nonhuman Primates: General Characteristics......Page 261
Effects on Stress Neuroendocrine Systems......Page 264
Effects on Brain Serotonergic Function......Page 267
Effects on Immune Function......Page 268
Concluding Remarks......Page 269
References......Page 270
Introduction......Page 274
Multi-System Consequences and Interactions of Abuse and/or Rejection......Page 275
The Dimensional Continuum of the Quality of Early Maternal Care in Natural Observations......Page 276
Age or Developmental Specificity of the Time Course of Abuse and Rejection......Page 278
Concluding Remarks......Page 281
References......Page 282
Commentary on: “Infant Abuse in Rhesus Macaques”......Page 284
The Impact of Maltreatment on Developing Biological and Psychological Systems......Page 285
A Multi-Level Perspective on Resilience......Page 287
Conclusion......Page 289
References......Page 290
Ten Clinical Case Study: Multigenerational Ataques de Nervios in a Dominican American Family: A Form of Intergenerational Transmission of Violent Trauma?......Page 292
The Case......Page 293
The Emergency Room Evaluation......Page 294
Libby\'s Symptoms at Home: What to Make of Them?......Page 297
Videofeedback Excerpt Midway Through Videofeedback Session......Page 298
Conclusion......Page 303
References......Page 304
Introduction......Page 306
Medically Unexplained Symptoms......Page 307
A Psychobiological Approach......Page 308
Conclusion......Page 310
References......Page 311
Introduction......Page 313
References......Page 316
Section four Social and Cultural Contexts of Childhood Development: Normative Settings, Practices, and Consequences......Page 317
Eleven Ethnographic Case Study: Inuit Morality Play and the Danish Medical Officer......Page 320
Reference......Page 328
Commentary on: “Inuit Morality Play and the Danish Medical Officer”......Page 329
References......Page 334
Jessen Williamson: Cosmocentrism and Inuit Childrearing......Page 335
A View from Cultural Psychiatry......Page 337
Conclusion: Teasing, Cosmocentrism, and Resilience......Page 341
References......Page 342
Neuropsychiatric Effects of Trauma......Page 344
Neurophysiological Effects of Trauma......Page 349
Normal Brain Development and the Neuroanatomical Effects of Trauma......Page 351
Conclusions......Page 359
References......Page 360
Thirteen Ethnographic Case Study: Maria: Cultural Change and Posttraumatic Stress in the Life of a Belizean Adolescent Girl......Page 367
References......Page 379
Commentary on: “Maria: Cultural Change and Posttraumatic Stress in the Life of a Belizean Adolescent Girl”......Page 380
References......Page 385
Commentary: Can Watching Oprah Cause PTSD?......Page 387
References......Page 391
Introduction......Page 392
Culture and Sexual Development......Page 393
Puberty, Context, and Developmental Process......Page 397
The Sambia Case Study......Page 400
Pubertal Process and Hormonal Development......Page 401
Rethinking Puberty......Page 403
Conclusion......Page 404
References......Page 407
Introduction......Page 411
Fifteen Ethnographic Case Study: Anak PKI: A Longitudinal Case Study of the Effects of Social Ostracism, Political Violence, and Bullying on an Adolescent Javanese Boy......Page 414
Case Study......Page 415
A Cage of Lions: G-30-S and its Impacts on Family History......Page 417
“Child of the Communist Party” and an “Unclean Environment”: Sociopolitical Stigmatization and Family Life Post-1965......Page 418
“My future is disappearing from my sight. I now want to do evil things”: Trauma, Revenge, and Justice in Longitudinal Perspective......Page 419
“MY FACE THEN WAS THAT OF CLAY. NOW I AM A ROCK”: DEVELOPMENT, COPING, AND SOCIAL CHANGE......Page 421
Discussion......Page 424
References......Page 425
Introduction......Page 426
The Effect of Chronic Trauma on Jokos Biological Stress Systems......Page 427
Psychological Development in Adolescence and PTSD Cluster C Symptoms......Page 430
Concluding Remarks......Page 432
References......Page 433
Stressor......Page 434
Symptomatology......Page 436
Concluding Remarks......Page 437
References......Page 438
Introduction......Page 440
Play-fighting and Reciprocity......Page 441
The Neural Basis for Reciprocity......Page 449
The Functions of Play-Fighting in Rats......Page 454
Juvenile Versus Adult Play and the Unity of Function......Page 460
References......Page 462
Introduction......Page 468
Conditioned Defeat......Page 470
Developmental Effects......Page 472
Gender Differences: Phenomenology by Estrus Cycle......Page 473
Underlying Neurobiology of Conditioned Defeat......Page 474
References......Page 477
The Interplay Between Social Experience and Biology......Page 479
The Contribution to an Understanding of Social Development and Psychopathology......Page 482
References......Page 484
Importance of Interpersonal Violence as a Critical Mediator of Stress-Related Disorders......Page 487
Inner City Trauma, Interpersonal Violence, PTSD, and Depression......Page 488
Gene × Environment Interaction to Predict Risk for PTSD......Page 489
Social Defeat as a Model of Interpersonal Violence......Page 492
Brain Regions Involved in Conditioned Defeat and PTSD......Page 493
References......Page 495
Commentary on: “Social Stress as a Formative Experience: Neurobiology of Conditioned Defeat”......Page 499
References......Page 504
Introduction to the Science of the Affective Mind......Page 506
Developmental Landscapes......Page 508
The Basic Emotional Circuits of Animal Brains......Page 509
The Basic Affective Circuits of Mammalian Brains......Page 513
Of Evolutionary Psychology and Developmental Landscapes......Page 519
The Sins of Human Evolutionary Psychology......Page 520
The Epigenetic Construction of Social Brains......Page 521
ADHD Conceptualized as an Epigenetic Sociobiological Disorder......Page 522
Potential Environmental Factors in the Genesis of ADHD......Page 523
ADHD, Psychostimulants, and Drug Abuse......Page 524
ADHD and the Pro-social Effects of PLAY......Page 527
Play and Early-Learning Social Policies......Page 529
References......Page 532
Introduction......Page 539
Overview......Page 541
Cultural Beliefs Shape U.S. Policy......Page 542
Early Childhood Policy and the Emerging Early Childhood Development System......Page 545
New Epidemiology of Childhood......Page 548
Exposure to Poverty......Page 551
The Life Course Health Development Model......Page 552
Current Status of Early Childhood Services in the United States ECD 1.0......Page 556
Innovative ECD Programs: Going from 1.0 to 2.0......Page 559
Conclusion......Page 563
References......Page 565
Differences and Likenesses Among Children Globally......Page 567
Children in the West – and the Rest......Page 569
The Important Early Years......Page 571
Poor Children – Poor Development......Page 572
A Worsening Situation......Page 574
Promoting and Protecting Children\'s Development......Page 575
Social Protection – Income Transfers......Page 577
Family – Not Institutional – Care for Vulnerable Children......Page 578
Conclusion – Protecting and Strengthening Caregiver–Child Relationships......Page 579
References......Page 581
Twenty-one Response to: Global Perspectives on the Well-Being of Children......Page 585
The West and the “Rest”: Developing a Productive Partnership......Page 587
Survival is a Prerequisite for Well-Being and Development......Page 589
The Other Half of the Child-Caregiver Relationship......Page 590
Investments That Pay Off......Page 592
References......Page 593
Index......Page 597