Peculiarities of the formation of early attachment models in children with traumatic experiences

Mariana Shved
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Abstract

This article presents the results of a meta-analysis of relevant studies published in English literature between 2010 and 2022, focusing on the definition of traumatic experience, types of psychological trauma, early attachment models, and the concept of mentalization. The search services PsycInfo, PubMed, APA Web-of-Science, and Research Gate were used to accomplish the set objectives. The influence of childhood traumatic events on the development of primary attachment models was explored. It was established that early attachment models are internal representations or perceptions formed during childhood, that determine a child’s perception of close individuals and their relationships. The effectiveness and scientifically substantiated aspects of the Neurosequential Model in Education and the Neurosequential Model of Therapeutics (NMT) in working with children who have experienced traumatic events are described. It was found that childhood traumatic experience affects seven main aspects of psychology: sensory development, dissociation (changes in consciousness), attachment, affect regulation, behavioral regulation, cognitive domain, self-awareness, and identity development. Each type of traumatic experience has its conditions, characteristics, mechanisms, and consequences for the formation of early attachment models in children and overall psychosocial functioning. Thus, understanding the entire spectrum of changes, including neurobiological aspects, is crucial when working with children who have experienced traumatic events and require specialized support. This analysis revealed that the quality of parent-child interaction depends on parents' ability to mentalize and their capacity to understand the child‘s inner world, which, in turn, influences the formation of early childhood attachment models. Depending on the presence or absence of traumatic experiences in a child's life, different attachment styles can be developed. The identified generalizations shed light on the pathogenesis of relationship trauma-related disorders and can be practically applied in the development and implementation of professional recommendations or programs for psychosocial support for children who have experienced traumatic events. Emphasizing the necessity for further empirical research to gain a more detailed understanding of this issue.
有创伤经历的儿童早期依恋模式形成的特殊性
本文介绍了对 2010 年至 2022 年间发表在英文文献中的相关研究进行荟萃分析的结果,重点关注创伤经历的定义、心理创伤的类型、早期依恋模式以及心理化的概念。为实现既定目标,我们使用了 PsycInfo、PubMed、APA Web-of-Science 和 Research Gate 等检索服务。研究探讨了童年创伤事件对初级依恋模式发展的影响。研究证实,早期依恋模式是儿童时期形成的内在表征或感知,它决定了儿童对亲密个体及其关系的感知。介绍了 "神经顺序教育模式 "和 "神经顺序治疗模式"(NMT)在与经历过创伤事件的儿童合作中的有效性和经过科学证实的方面。研究发现,童年创伤经历会影响心理的七个主要方面:感官发展、解离(意识变化)、依恋、情感调节、行为调节、认知领域、自我意识和身份发展。每种类型的创伤经历都有其条件、特点、机制,以及对儿童早期依恋模式的形成和整体社会心理功能的影响。因此,在与经历过创伤事件并需要专门支持的儿童合作时,了解包括神经生物学方面在内的整个变化过程至关重要。这项分析表明,亲子互动的质量取决于父母的心智化能力及其理解儿童内心世界的能力,而这反过来又会影响幼儿依恋模式的形成。根据儿童生活中是否存在创伤经历,可以形成不同的依恋风格。所确定的概括揭示了关系创伤相关障碍的发病机理,可实际应用于为经历过创伤事件的儿童制定和实施心理社会支持的专业建议或计划。强调有必要进一步开展实证研究,以便更详细地了解这一问题。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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