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Social Emotional Risk Factors

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Abstract

Currently most leading authors in empirical developmental research agree that cognitive, emotional and social development are closely connected from the very start. Many researchers share a transactional understanding of development which means that particularly the social-emotional development always takes place in the interaction of an individual with his personal and nonpersonal environment. As will be discussed in this paper: many authors postulate that during evolution only human beings have developed a specialized inferential and representational system for investigating mental states (see e.g. the so called „Theory of Mind“ (ToM) or mindreading). On the other hand human beings are the only one of the social species with an attachment – instinct system for whom the early care of the infant is essential for developing adaptive functioning in social relationships. Empirical findings of different disciplines indicate that attachment and mentalizing are two independent adaptive achievements which have been developed by selection and which are essential for different functions but are dependent on each other during early development. Considering these two developmental lines risk and protective factors of the social emotional development will be elaborated. Finally some possibilities to strengthen the resiliency and the development of prosocial behaviour of „children-at-risk “in different forms of prevention in Kindergartens and schools will be discussed.

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Notes

  1. The IDeA Center is a large interdisciplinary institution for studying „children-at-risk“. The German Institute for Educational Research (Dipf), the Johann-Wolfgang-Goethe University and the Sigmund-Freud-Institut, Frankfurt a. M., are the cooperating institutions. The center is financially supported by the Landes-Offensive zur Entwicklung Wissenschaftlich-ökonomischer Exzellenz (LOEWE) of the State of Hessen, Germany. Currentl around 120 scientists from many different disciplines (educational sciences, psychology, psychoanalysis, neurosciences, didactics etc.) are engaged in 25 different projects in the center.

  2. A further problematic dynamic can also be enforced by a mismatch of temperament and idiosyncratic neurobiological rhythms of the infant and the primary object (see II). For example: Ellman (2010) most impressively pointed out the consequences the adequate and inadequate primary care-giver’s interpretations of sleep-rhythms and the infant’s temperament can have. A temperamental infant can be exposed to over-stimulation (going as far as sleeplessness) and fall into an unbearable psycho-physiological state through an over-stimulating primary object. It is in need of a care giver who is able to prevent over-stimulation. – In contrast infants with a more lethargic temperament require adequate stimulation in order to experience a lustful inner state, which is necessary for a sufficiently good activation during the wake-periods, which then again facilitate recreational sleep. – Weinstein and Ellman (2012) and the other researchers were able to show, which problematic psycho-physiological consequences the care giver’s misinterpretation of the infant’s idiosyncratic and mostly genetically designated behaviour can have. According to Fonagy and Luyten (2011) such early and in extreme cases even traumatizing interaction experiences can lead to a inhibition or detachment of social cognition or in other words the collapse of mentalization. The child’s self is not given the possibility to develop an age appropriate psychic equivalence-mode through an attachment figure’s constant, “understandable” and consistent anticipatable actions and subsequent adequate affect-regulation. The child is therefore neither capable of developing an adequate affect-regulation nor the basic roots for mentalization. Further developmental states of mentalization are compromised or even prevented by such attachment experiences. The authors refer to a “hyperactive attachment-system” (see centre of graph).

  3. Within the frame of this paper we have to focus on some studies from the field of attachment research. Similar findings are reported from studies on the development to mentalize .

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  1. Sigmund-Freud-Institut, c/o JWG-Universität, Hauspostfach 55, Mertonstr. 17-21, 60325, Frankfurt, Germany

    Marianne Leuzinger-Bohleber

  2. University of Kassel, Kassel, Germany

    Marianne Leuzinger-Bohleber

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Leuzinger-Bohleber, M. Social Emotional Risk Factors. Child Ind Res 7, 715–734 (2014). https://doi.org/10.1007/s12187-014-9261-7

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