Term Project for Developmental Psychology due 11/08/25 The Term Project requirement for the course consists of collecting an Internet article related to Developmental Psychology. You are to summarize

Student’s Name

Developmental Psychology

Term Project #1

March 5

Brain Development in Abused and Neglected Children

Internet Source:

“Brain Development in Abused and Neglected Children.” Brain Briefings, Society for Neuroscience, 2003, http://apu.sfn.org/content/Publications/BrainBriefings/child_abuse.html.

Summary

Everybody knows the physical aspect of abused and neglected children, but in the past few years, research has shown that this maltreatment may affect brain development. This article outlines some of the problems that maltreatment of children can cause to their developing brains. For one, evidence has shown that abused and neglected children have ended up with mental disorders such as learning problems, depression, and post-traumatic stress disorder.
It goes on to explain that although stress teaches our brain to handle certain situations, too much stress can harm the brain. Research has shown that the various stress molecules found in everybody are not working properly in maltreated children and adults. In fact, being overly stressed may also cause brain cells to die. This has been shown in rodents and may be true for humans.
Maltreatment may also affect the anatomy of the brain. Tests have shown that brain areas are smaller in maltreated children than in children who don’t have to worry about the abuse and neglect. These areas include the cerebral cortex and prefrontal cortex, which help with complex actions; the corpus callosum, which helps the two hemispheres of the brain communicate; and the temporal lobes and amygdala, which are thought to help with emotions and memory.
Further research is being done on children who have been maltreated and seem to be fine. Researchers are trying to find whether any other key factors may play a role in the development of their brains, such as genetic make-up or support from another adult. They are also testing ways to block or reverse abuse-related biological alterations, such as through medication. Of course, the only true way to help abused children is to prevent abuse from happening in the first place.

Comparison

In Chapter 3 of our text Human Development: A Life-Span View, the brain is discussed and explained in detail. It talks about how the brain changes and grows over time. Our text explains this better, but the article sums it up by saying, “As children sprout in stature over the years, so do their brains. The cells and circuits build and refine” (Brain Briefings, 2003).
While our text did not talk about how abuse and neglect could cause the brain to have smaller areas, both the text and the article agree that this maltreatment can cause stress in people. I read in both that a little stress helps the body respond to certain situations and that children learn the world is not predictable, but too much stress can cause damage.
Children “…appear more likely than healthy individuals to experience learning problems, depression and post-traumatic stress disorder (PTSD), a condition marked by intense anxiety that sometimes erupts after a horrific experience, according to some studies” (Brain Briefings, 2003). Furthermore, “Adults who were abused as children often experience emotional problems such as depression or anxiety, are more prone to think about or attempt suicide, and are more likely to abuse spouses and their own children” (Human Development, 2003, p. 274).
Stress can affect a child even during pregnancy. I found in the text that when pregnant female animals experience constant stress, their offspring are usually smaller than average and are more apt to experience other physical and behavioral problems (Human Development, p. 65).
Fortunately, both the text and the article also noted that some children who experience abuse and neglect have not been affected by this problem. More research is being done to find out why and how to help prevent abuse. One possible factor both sources mention is whether support from another person or other environmental factors contribute to resilience. The Internet article asks whether genetic make-up, a teacher’s support, or other factors may play a role. The textbook wonders if peer relationships or the type of father-child relationship could influence outcomes for maltreated children (Human Development, p. 274).
They also have different ideas about how to help and prevent maltreatment. The article includes that investigators are testing ways to block or reverse abuse-related biological alterations with medication or other methods. The textbook focuses on providing social support for parents and teaching effective parenting. “When parents know they can turn to other helpful adults for advice and reassurance, they better manage the stresses of child rearing that might otherwise lead to abuse. And families can be taught more effective ways of coping with situations that might otherwise trigger abuse” (Human Development, p. 274).

Critique

Although I wish that this article was a little more detailed, I found it to be interesting and agree with much of it. I’ve never personally experienced abuse or neglect, but it only makes sense that abused and neglected children often develop mental disorders and smaller brain areas. They may be afraid to act or speak for fear of being abused, so they keep to themselves. They learn to suppress emotions and miss out on the positive experiences of a healthy family life.
Without a secure attachment, they may grow up feeling unloved, which alone can lead to depression. Although the text doesn’t explicitly discuss brain anatomy, I think it makes sense that abuse would affect it, since these children lack the emotional, social, cognitive, and physical nourishment they need. As I read more about this topic from other sources, it became obvious that this is something we need to look at more closely. It is heartbreaking to think that something like this can happen to a child.

Works Cited

“Brain Development in Abused and Neglected Children.” Brain Briefings, Society for Neuroscience, 2003, http://apu.sfn.org/content/Publications/BrainBriefings/child_abuse.html.

Kail, Robert V., and John C. Cavanaugh. Human Development: A Life-Span View. 3rd ed., Wadsworth, 2003.

“Unit 19.03.10.” Yale National Initiative, 2019, https://teachers.yale.edu/curriculum/viewer/initiative_19.03.10_g.