...and Brains

Week 3-Identity Development

...and Brains

    "So, I wonder, how plastic is the brain?" asks Dr. Geraldine Dawson of the UW Seattle.  That is a wonderful question!  Our brains, the machines that form our identity, are so mold-able, and always changing as we develop.  In fact, it has been found that our brains go through a sort of "reorganization" every 2 years or so.  Dr. Robert Thatcher, neuroscientist at University of South Florida College of Medicine, discovered by reading electroencephalographs (EEG's) of adolescents and adults, that these changes seem to happen via waves of nerve growth that sweep across the cerebral hemispheres, revamping some of the brain's synaptic connections.  The cerebral hemispheres are responsible for rational thinking, creativity, decision making, etc.

    It would only make sense, as a physical explanation, that this is what happens when we mature.  This further ties in with the notion that some the less desirable behaviors can be "un-learned".  I am recently going through changes that I believe may very well stem from a "reorganization".  What I thought I wanted as a young adult is not true for me, now that I have actually experienced those very things.  I have learned from these experiences, and am adapting to new ideas and changes (reorganizing).  It is amazing to me--the many discoveries scientists are making today about our innate nature that many of our ancestors never understood.  

Behavioral Genetics and Postpartum Depression

Week 2; Chapters 2 & 3--The Study of Child Development 

Behavioral Genetics and Postpartum Depression

        Here we are, further speculating on my latest question in my last blog: "...where do genetics (our DNA) come into play with our behavior and personalities?"  This, lately, has been on the forefront of my mind because I have a son who has been diagnosed with ADHD and some early on-set ODD.  He is currently undergoing many different tests to determine which learning tools work best for him.

        The doctor he is seeing is considered a Neuropsychologist.  Upon first meeting with the doctor, she asked extensive family background questions.  This led me to believe that she is getting a sense of his, and our family's, behavioral genetics.  Behavioral genetics deals with inheritance of behavioral and psychological traits.  My family does have a history of depression and ADHD, so it's no surprise to me if this influenced my son's behavioral development.  

        So, we are seeing more and more now that our genetics can play a big role in how we develop mentally, but we also see a big influence from the environment we are raised in.  The next topic that touches home for me is Postpartum Depression.  I had an especially tough time several months after my son was born, trying to adjust to parenthood and realizing that life was not all about just me anymore.  

        One of the pieces of advice I received from others before birthing was, "When your child sleeps, you should sleep, too."  I did as those suggested, but found it extremely difficult when my son got a bit older (between the age of 1 and 2), and he didn't want to take a nap.  Well, mommy wanted to take a nap because she was exhausted!  So, when he didn't sleep, I would get angry and frustrated with him--feeling like this was an inconvenience to me somehow.  If I didn't vent my frustration on him, I would take it out on other members of my family.  Little did I know what this venting of frustration would do to him later on.  He watched my every move, and picked up on all of my habits.  Psychologists aren't joking when they say, "Children are like sponges--they absorb it all!"

        For two years I went un-diagnosed an untreated.  I did not think I was depressed at the time, but I see that now.  I, myself, now see a counselor to keep on top of my depression and learn new tools to deal with stress.  While all the meanwhile, I try to help "reprogram" my child's initial reactions to stress.  Behavioral Psychologists have found that, like the volume buttons on a TV controller, our learned behaviors can be turned up or turned down.  Just because we are "predisposed" to a certain genetic behavioral issue, doesn't mean it can control you.  With the proper tools to help one learn to cope with feelings and learning processes, it can be done.  I very much look forward to my son improving greatly in school and being successful later in life, thanks to modern psychology.  And, I look forward to having better relationships with those in my life.

Brofenbrenner, The Ecological Theory and Systems Approach

*Week 1, Chapter 1, The Study of Human Development

Brofenbrenner, The Ecological Theory and Systems Approach

    What a great chapter!  The study of human development is an endless discussion among many people and scientists.  One topic in particular that captivates me is, The Ecological and System Approach.  Over many centuries, there were developmental psychologists that would debate over what influenced a person's personality, growth and behavior over their lifetime.  One would argue that it was genetics, while another would say it all had to do with their social environment.  Eventually, the Biopsychosocial Framework was created that included four interactive forces of influence.  These included genetics and health related factors, internal cognitive capabilities, societal influences and adaptability to life events.

    

    Most developmental psychologists now agree that the environment plays an important role in our development as humans, though it was ecology theorists who focused on the details of the environment and their influences on human development.  Ecology theory states that the environment in which a person is raised is inseparable from our development as human beings.  Urie Bronfenbrenner, developmental psychologist, created a chart, called a "Chronosystem," that breaks down the environmental factors into four levels as shown below.

    Starting with the microsystem in the center, this involves those closest to you during your upbringing.  For example, your parents, siblings, and other family members.  Working our way outward of the circle, we next come to the mesosystem.  The mesosystem consists of others that you see often, but not in your immediate family; for example, your friends, and teachers.  Next is the exosystem which involves social settings that we may not experience firsthand, but play a role in our society such as governmental rules, our parents' places of employment and our parents' friends. Lastly, we are influenced by the macrosystem which includes our heritage, cultural influence and historical events.

    As humans, we are effected by all of these areas and they all shape who we are as individuals.  I strongly agree with this system because of what I have experienced growing up.  I believe my life experiences have shaped me into who I am.  Becoming a stepmother of three at the age of 21 made me mature a lot faster than others of my age group.  Moving out of my parents' house at the age of 18 made me a more independent person, but I also think the way my parents raised me also had to do with shaping me into an independent person.

    But, where do genetics (our DNA) come into play with our behavior and personalities?  A question I would have for the ecology theorists is, "Where would DNA fit into the chronosystem?"  Some psychologists believe that illnesses and learning disabilities, such as ADHD and OCD, are passed down genetically.  When a person has these diagnosis, it also plays a huge role in how they handle day-to-day life.  Why was this not included in the chart?  In my opinion, it would come first, labeled with the child in the center.