Class 3: Trauma & Coping in Infancy

Class 3: Trauma & Coping in Infancy

				1	Course Announcements (responding to feedback)

				1.1	Too many assessments: so bundling activity and essay together (reduces tests by one third)

				1.2	Quiz after review or before review? Warning: if after lesson than quiz will be at 9 pm!

				1.3	Suggest exchanging email or telephone numbers

				1.4	Quiz 1 and Essay 1 recorded as 10s BUT I graded them nevertheless.

				1.5	If you can’t hear me, it is YOUR job to let me know

				2	Review of essays

				2.1	Previous question: Most of the chapter focused on risk factors. Much less attention was focused on protective factors. Positive psychologists believe that a better way to help people is to start with their strengths/assets rather than their weaknesses/liabilities. By assets, I do not simply mean money but inner and external resources individuals can call upon. These resources are often not physical things but abilities, services, attitudes. As part of a longitudinal study, you are asked to devise a protocol (criteria or research design) to separate families into two groups: high-assets and low-assets. Briefly describe your protocol. As space is limited, use scratch paper to outline your response then summarize clearly and concisely on your worksheet. You are encouraged to confer with others.

				2.2	Three strategies

				2.3	Questions

				3	Review of today’s reading: Infant (0-12 months) Development

				3.1	Read and critique

				3.1.1	From BBC (3/8/04): Mozart to soothe baby in the womb A millionaire philanthropist is offering a musical boost for mothers-to-be wanting to promote their baby’s development. Peter Kindersley’s organisation, the Sheepdrove Trust is backing a one-off Mozart concert, free to pregnant women and children under three. Research suggests classical music can stimulate the brain’s alpha waves, creating a feeling of calm. The concert will be at Bristol’s St George’s Hall on 28 March. Unborn babies can hear clearly at about 20 weeks of pregnancy and research suggests they will remember the music you have played up to the age of 12 months. The Sheepdrove Trust, based in Berkshire, said a study of premature infants found they were soothed by music: “These babies were clearly distressed, and showed it in their behaviour, their facial expressions of pain and an increase in their heart rate. They quickly regained their normal facial expression and behaviour more quickly, and their heart rate returned to normal more quickly, if music was played to them.” ‘Heartbeat’ The spokeswoman added: “Even the unborn babe has been known to ‘dance’ in the womb to Mozart’s rhythms.” Russian pianist Mikhail Kazakevich and violinist Susan Carpenter-Jacobs will play live music from the CD “The Healing Power of the Mozart Effect”. The BBC project, A Child of Our Time, which follows a number of children from pre-birth to adulthood, studied the effect of music on the unborn baby. Opera music and the soundtrack for Pulp Fiction were played to opera singer Kathryn Singleton’s unborn baby, Matthew. She said: “With the opera, his heartbeat changed with the moods of the piece, then with the really fast Pulp Fiction song he just went absolutely nuts.”

3.1.2

				3.2	Brain Development (warning: your textbook is inadequate here)

				3.2.1	Early environment can shape brain development

				3.2.2	BUT not all brain development finished in first three years!

				3.2.3	Plasticity: Younger brains more able to recover from damage

				3.2.4	Executive function: Development of prefrontal cortex vital for many behaviors

				3.2.5	STOP QUESTIONS?

				3.3	Metaphors of Infant-Parent Interaction

				3.3.1	Scaffolding

				3.3.2	Parents adapt child maturation

				3.3.3	STOP QUESTIONS?

				3.4	Neonatal period (0 - 1 month)

				3.4.1	Myth: Newborn is a blank slate and the world appears as a booming buzzing confusion

3.4.2

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				3.4.3	What is cross-modal perception

				3.4.4	Problems with premies

				3.4.5	STOP QUESTIONS?

				3.5	Age 3 to 6 months

				3.5.1	Attachment behaviors easily observed

				3.5.2	Play

				3.5.2.1	Types

				3.5.2.2	Who takes the lead?

				3.5.2.3	STOP QUESTIONS

				3.6	Age 6 to 12 months

				3.6.1	What’s the big motor change here?

				3.6.2	Cognitive changes

				3.6.2.1	memory

				3.6.2.1.1	stranger anxiety

				3.6.2.1.2	separation anxiety

				3.6.2.2	Awareness of self and others

3.6.2.2.1

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				3.6.2.2.2	Joint attention

				3.6.2.2.3	Social referencing

				3.6.2.2.4	Following directions

				3.6.2.2.5	Imitative learning (toy example)

				3.6.2.3	Language

				3.6.2.3.1	Babbling is not just babbling but prerequisite

				3.6.2.3.2	What about deaf children?

				3.6.2.3.3	STOP QUESTIONS

				3.6.3	STOP! ASK ME!

				4	Age 1 to 3 months

				4.1	Grow!

				4.2	Development of basic self-regulation

4.2.1

				4.2.2	Two components

				4.2.3	How do infants differ in development self-regulation

				4.2.3.1	Temperament

				4.2.3.2	Premies

				4.3	Predicting world and caregiver

				4.3.1	Increased tracking

				4.3.2	Increased discrimination e.g. emotions

				4.4	STOP! ASK ME QUESTIONS!

				5	BREAK 2

				6	Activity and Essay (I want to start this by 8 pm)

				6.1	Essay

				6.1.1	Instructions: You are welcomed to use your notes and consult your peers to answer the following question. You may not consult your textbook.

				6.1.1.1	You are on an advisory task force to design a program to help infants (0-12 months) of mothers serving sentences in prison. The goal of the task force is to design a program that will minimize developmental problems these infants may experience due to the absence of their mothers. Most infants in the programs are raised by their mother’s mother. Infants may visit daily with their mothers for one hour. Mothers had VERY little contact with infants prior to incarceration. Based on your reading of the chapter, make three brief programmatic suggestions to the task force. One suggestion may involve mothers, another involving grandmothers, and a third involving the infant. Try to use material from the readings (e.g. attachment, self-regulation)

				7	Extension: More on early infant learning and cognitive development

				7.1	Clarification and implications of Infant learning and thought

				7.1.1	A not B error

				7.1.2	Object Permanence

				7.1.3	Contingency Learning

				7.1.4	Lesson Learned from Above? Infants are more sophisticated than they seem

				7.2	Major problems particular to the first year

					7.2.1	Decreased marital satisfaction extremely common

				7.2.2	Sleep problems

				7.2.3	Feeding problems (trend is for longer nursing)

				7.2.4	Ear infections (with poor environment may lead to language delay)

				7.2.5	Sudden Infant Death Syndrome (multiple causes)

				7.2.6	Worldwide: malnutrition and diarrhea

				8	Heads up on next readings

				8.1	1 or 2 questions on attachment during toddlerhood (later phases of attachment)

				8.2	Language becoming important in self-regulation

				8.3	Play becoming symbolic and what it reveals

				8.4	Are the Terrible 2’s really terrible?

				8.5	1 question on the beginnings of aggression

				8.6	1 question on moral development (really moral reasoning) OR prosocial behavior

				8.7	1 question on the “refinement” of self or identity

				8.8	Tip: I try to make most of the questions relevant to therapy with families and children

				9	Quiz (a little after 9 am; you can take 20 minutes)

				9.1	Class notes? Yes

				9.2	Reading notes? Yes

				9.3	Peers? No

				9.4	Text? No