Page 80 - Meeting with Children Book

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behaviorally and relationally, but in brain structure. All
things experienced in caregiver/child exchanges
contribute to higher-level brain development.
Sunderland (2006) notes:
If for example, a child has a bullying parent he
can start to adapt to living in a bullying world,
with all kinds of changes in brain structure and
brain chemical systems, which may result in
hyper-vigilance, heightened aggression or fear
reactions, or heightened attack/defense
impulses in the reptilian part of his brain. (p.22)

We have genetically designed emotional systems
located in the lower brain. These include the rage, fear
and separation distress systems and these systems
are there to assist in basic human survival. Many
situations can trigger one of these systems such as a
loud noise (fear), walking away from your child
(separation distress) and taking something away from
a child (rage). When we are very young the higher
rational brain is not yet available so it is the caregiver
who must intervene and modify the situation and to
assist the child to calm. The more the caregiver is
responsive in the positive direction re: soothing and
calming the child, the more the frontal lobes of the
brain develop to set pathways that will allow the child
to calm the alarm states creating the capacity to
emotionally regulate the self. If alarm states are not
mediated and calmed by a caregiver, primitive
impulses continue and the child will not be able to
sufficiently manage future stressful circumstances
effectively.