It seems that many of the global problems humanity is facing are due to the fact that our  home, Earth, is being overpopulated. Since the Industrial Revolution, the world population has increased its size dramatically. While longevity is on the rise and the overall quality of life has improved significantly, we are far from eradicating hunger, crime, pollution, abuse and neglect. For a large portion of the world population, one or all of the above are a daily reality.

About 963 million people across the world suffer hunger (The Food Secutity Statistics, 2008), which is recognized as the most severe form of poverty (Hunger Report, 2004). This strikingly big number may sound unreal to those of us who have just enjoyed our delicious Starbucks treat. Even worse, we might have been desensitized to numbers ranging in the millions, or even billions, as we see them in the same sentence with bailout, debt, loan, equity, and so forth. In this case however, the number is as real as can be. 963 million people – each of these lives as important and meaningful as the next one. To begin to understand these statistics better, let’s break the numbers down: each day, about 16,000 children die from hunger-related causes (Black, Robert, Morris, Saul, & Jennifer Bryce. “Where and Why Are 10 Million Children Dying Every Year?” 2003). This means, one child perishes every five seconds, due to hunger. The more specific causes for these deaths might be chronic undernourishment, vitamin or mineral deficiencies, which, in turn, lead to heightened susceptibility to illness (Hunger Report, 2004).

The United Nations Office on Drugs and Crime (UNODC) starts its 2008 Annual Report with the following sentence: “Drugs, crime and terrorism remain three of the greatest threats to the peace, security and well-being of humanity”. Sadly, there is little place to argue the opposite. The number of inmates, in the US alone, is compelling: 2,310,984 (U.S. Department of Justice, Bureau of Justice Statistics, 2008). This is a 0.8% increase from the number of 2007. However, the average annual growth from 2000 until 2007 was 2.4%. This means we have an estimated 509 sentenced prisoners per every 100,000 US residents. The number of female inmates is also rising, with numerous cases of pregnant inmates, whose inborn child never stood a chance of starting a ‘normal’ life.

When issues like these continue to describe our modern reality, i cannot help but wonder: Why do people have children? What is a good reason to have a child?

We addressed these question to students in an Introductory Psychology class. The responses were truly puzzling: “To have someone carry your name”, “To have a part of you stay after you’re gone”, “To keep a guy”, “To make your marriage work” and so on.

I stood there, in disbelief, shocked to hear what these young and smart people identified as the ‘reasons’ to have a child. Are these really good reasons for a commitment of this magnitude? If we are so desperate to have someone carry our name, aren’t we being purely egoistic? If we need to carry our genotype forward, we are certainly guided by evolutionary principles, but is this a good enough reason? If it takes a baby to make any guy stay with you, you might want to wonder if this guy is worth keeping, to begin with. If anything, a baby can be a strain on any happy marriage and is rarely prescribed as a remedial for a bad one. So, are these the right reasons? If college students, who thought about the issue, considered these their reasons, I am petrified to know what other people might say. Or do people even think about it? Has it just become the ‘normal’ thing to do – a routine of sorts – find a relationship, build a home, have children? Is it merely what our society considers appropriate? Is it something we do to feel good about ourselves? I hear parents taking such pride in the fact they have given life to another human being; people who think giving life is enough of itself and fail to look for their flaws when it comes to parenting. Is this mature and is it fair to the little person who is yet to come into this world and become part of the statistics (which statistics, we could not know yet)?

I happen to think that a good reason to have a child is the desire and possibility to raise a person of quality, who will contribute to society and might as well make the world a better place. I don’t find it trendy and I don’t think it’s cute either.  It is a serious matter of life and the greatest of all responsibilities. For this to be a success, one has to have a good game-plan. All of this, of course, has to be backed up by sincere love, commitment and stability. I do not mean to sound grotesque, or oversimplify complicated situations, but I sincerely believe this is an issue that each of us needs to consider very seriously and make a conscious decision. It would be sad, if something wonderful like a child would be something unwanted and unwelcome. As a professor of mine said: Imagine what a different place this world would be, if in order for a woman to conceive, both parents had to hold hands, look each other in the eyes and repeat thee times ‘I want to have a baby. I want to have a baby. I want to have a baby’ (M.J. Grant). What a different place that would be, indeed. Also, I do not think it is simply enough to give life (any living form can do this). More important is what we do to the life we have given. Do we abuse, or empower? Do we nurture, or neglect? Do we practice effective parenting, or do we fail miserably to connect?

Roger McIntire remarks: “We already license pilots, salesmen, scuba divers, plumbers, electricians, teachers, veterinarians, cab drivers, soil testers and television repairmen. … Are our TV sets and toilets more important to us than our children?” We even need marriage licenses! Then, why do we assume that our right to be parents is absolute and why do we take it so lightly? It is not an absolute right, it ought to be a privilege. Roger McIntire suggests further that licensing parents could be as simple as when you turn 18, you get the book and study it or take the course, then you take the written test, and the eye test, and if you pass, you get a beginner’s license, then you do some hands-on child care for maybe six months under the guidance of a licensed parent, and if you pass that part, you get your license, and if you don’t, maybe you try again in a while. We do it for almost anything else, why should this serious matter be any different?

There are millions of people in this world, who suffer starvation, diseases, low quality of life; millions of people who are being killed, abused or otherwise traumatized. If we are going to bring one more such life into the world, we have plenty already – why not try to take care of one of those.

The creation of life is a moral matter and requires serious moral examination, so ask yourself: Why have children?

Reactive Attachment Disorder:

Etiology, Symptoms, Affected Brain Areas and Treatment

Reactive Attachment Disorder (RAD) is characterized by considerably disturbed and inappropriate social interaction, across situations, that is manifested before the age of five (DSM-IV-R). Evidence for the disorder is usually seen in continuous failure to respond appropriately in social situations (being hypervigilant, inhibited, or ambivalent) and/or inability to develop and exhibit selective attachment to primary caregiver(s) (DSM-IV-R). The causes for the disturbed behavior in Reactive Attachment are associated with the developmental stages of Infancy and Early childhood, when pathogenic care can have profound and lasting effects. DSM-IV outlines three aspects of pathogenic care that explain the disturbance in normal development and behavior: persistent disregard for the child’s physical and emotional needs, as well as repeated changes of primary caregiver and/or surroundings. The connection between pathogenic care and disrupted behavior is compelling and reminds of the critical importance of nurture and effective parenting. Many psychologists have studied in depth child development during the first years of life and reveal that this is an extremely sensitive period for both physical and emotional development and maturation. It is a critical time for cultivating attachment, social skills, developing empathy and understanding basic values.

Maltreatment, no matter whether it is abuse, neglect, abandonment, or witnessing violence, can lead to enduring negative changes in the still developing brain of a child. Each time there is some sort of traumatic experience, the brain suffers a particular change. Many of the brain abnormalities that have been studied in abused and neglected children are located in the left hemisphere. Very often, in children, victims of abuse, there were fewer dendritic connections between different areas in the left hemisphere (Gunnar & Vazquez, 2001). Children that had showed such abnormal results demonstrated self-destructive or aggressive behavior, as well as certain disturbances in behavior, thinking and physiology (higher blood pressure, heart rates temperature, hyper vigilance) (Gunnar & Vazquez, 2001). Studies of neglected children found that their cortex was about 20 percent smaller than that of a control group of subjects (children) who have not suffered neglect (Gunnar & Vazquez, 2001). The data is compelling and reveals that providing stable environment of nurture is of utmost importance. About 1% of children who have developed insecure-ambivalent attachment develop RAD (Lehman and Jegtvig, 2004) and without intervention, support and help, many of these children might grow up to develop Antisocial Personality Disorder and live a disruptive life. Eventually, many of these individuals end up in correctional facilities. This compels helping professionals to promote and teach effective parenting and explain the implications of early childhood stress. In addition, the issue has to be considered within the context of adoption and foster care where, very often, children would be moved often and are being exposed to very different/inconsistent treatment and living conditions.

The non-pharmaceutical treatment of RAD appears to be more successful and beneficial than the behavioral medical model (Lehman and Jegtvig, 2004). It utilizes the attachment model as described by Dr. Daniel Hughes in his book “Building the Bonds of Attachment: Awakening Love in Deeply Troubled Children.” The emphasis is on effective parenting - nurturing holding, eye-contact, providing opportunities for enjoyment, encouragement, unconditional love and being a model for self-regulation abilities (Daniel Hughes). Parents and caregivers are to love, nurture, accept and respect the child, so that he/she can grow healthy and happy. Also, professionals in the helping field need to unite their efforts in attempt to educate people and advocate affective parenting and children’s well-being.

The Eight Millennium development goals cont.

Step Four: Reducing Child Mortality

Parents, they say, are responsible for the survival of their babies. Parents teach us attachment, symbolize safety and the closest relationship there can be. Even from evolutionary perspective, one is interested in preserving his or her genes and transmitting them to the next generations. Thus, human beings, collectively, are supposed to care about their children and guarantee their survival in order to preserve our kind. The paradox is that we are able to analyze such complicated biological-psychological issues and we run social organizations that circulate billions of dollars around the world in order to grant children in need a life, and yet, the way almost everything else is degressing, gives little hope for the generations to come. Children, being the most vulnerable part of humanity are highly dependent upon the care they receive and the atmosphere they live in.

On one side, we fear that our children face a lot of daily stress, never to have been imagined before, and are forced to live up the enormous expectations we put on their brittle shoulders. Needless to say, children today are the victims of the 24/7 regime. On the other side, 2.3 million children under age of 15 are the victims of HIV/AIDS related disease. 12 million more lives of people at age from 15 to 24 are claimed by the deadly virus. Poor quality of life in countries like India turns malaria and diarrhea into mortal diseases. A fact we thought was changed for good after the Great Plague in England in 1665. On the contrary, more that 700 000 children under the age of 5 still die from diarrhea in India, alone.

Some people assume it is only uncivilized societies that do not care about a child’s life. Those of us who have heard about the abduction of children in Uganda and the ‘lost boys of Sudan’ view that as the monstrous act of savages that can be annihilated by the hand of civilization and progress.

In Uganda, child soldiers who managed to escape their captors are brought to a rehabilitation center in Gulu, where Anna Karih has photographed their life and spoken to one of the boys. The eighteen-years-old John (not his real name), is one of the ex-soldiers, who personally knows how difficult it is to integrate to the community again and try to lead a normal life. After he has been abducted twice, the boy realizes how much he has changed: Before I was abducted I was a happy school boy, I had five sisters and one brother.” Now John and many other boys are happy in the new Gusco center, where they take part in cleaning and cooking. The children also go to group sessions aiming to erase the memories of the abduction, when children watched their friends and siblings being tortured to death. When compared to such cases, our daily stress does not appear that frightening anymore. John considers himself very lucky to be still alive. He remembers how the rebels used to drag him along and beat him while discussing the best way to kill him. “I could only think about running away again. But now they didn’t trust me and they watched me all the time.” He believes his luck showed when he was shot in the hip during a battle, so that the rebels left him behind. This gave him his second chance to have a life, out of the nightmare of abduction.

These boys did not break a leg during a basketball play, they are soldiers shot during battle.

How do many civilized societies try to protect our children? We decide to make a difference by putting children in the army. Since the release of the eight Millennium Developmental goals, many countries got involved in the so called War against Terrorism, which many consider to be the prelude to a Third World War. There is hardly a military conflict in the history of men that did not rely on the vital energy of young people to fuel its operations. The Statistical Information Analysis Division of the Defense Manpower Data Center shows that for the last three years, when we were supposedly working to reduce child mortality, we have the greatest percentage of military deaths of people younger that 22, in The United States only.

The Eight Millennium Development Goals cont.

Step Two: Achieving universal primary education.

In most parts of Europe and America, education is taken for granted and, even worse, children often consider it a method adults have invented to torture them. And while getting education is considered the normal thing to do, one may go through college without fully appreciating how lucky he or she is. You hear college students say “I wonder what I’m still doing here! I can learn so much more in the real world, without writing papers and reading assignments.” Needless to say, that person does not have second thoughts about the millions of people who have never held a pen in their hand and cannot write their name or express themselves in an essay. Probably, we, the lucky ones, who got a diploma, are responsible for those who cannot write a letter to some social organization and cannot complain in writing to their government. Perhaps, education is supposed to help us better understand the suffering of these people. Perhaps, this is responsibility we have to admit and commit to. In complaining that the computer labs in one’s university are somewhat ‘out of date’ let us spare a thought for the people who will never have the chance to learn what a computer is and let us try to build some understanding. In the year 2001, 115 million children in developing countries were out of school. In sub-Saharan Africa only, the percent of children that do not receive education is 42%. Not surprisingly, children from poorer families are even less likely to ever go to school. This leaves us little place to wonder about what chances for success and progress these children have in this highly-competitive world.

In villages in Tanzania, children are suffering too heavy a burden to be concerned with writing homework assignments. From the age of 10, Joyce walked for about 10 hours every night in order to fetch water for her family’s needs, for the day to come. She leaves her village, Uhambingeto, at midnight and returns at about 10 a.m. on the following morning with her burden of 20 liters bucket of water (nearly 22 fluid quarts). Thus, Joyce covers more than 8000 km every year (about 4 970 miles). However, it is wrong to assume we are talking isolated cases. Villagers in Tanzania may not be representative for peoples all over the world, but they surely mean there is something wrong in the order established. The organization of the United Nations has addressed the same problem and has made schools in Tanzania a fact. A fact that gives children there a lot of joy and a way to escape the hard work of their days and feel a part of something greater than working on the fields, perhaps the only fact that will remind them they should have a childhood. At least Joyce’s children will be able to receive primary education.

Recently, in Venezuela, 1.2 million adults were the students of new schools that taught them how to read and write.

In many countries, Pakistan among them, children are important work force. The 14 year old Jabber is one of the child laborers in Karachi, Pakistan’s largest city. His job is making construction blocks. The boy who gets up at seven in the morning and works from 8 a.m. until 7 in the evening shares “I don’t like school. I went there once, but never again.” Enduring the hard work all their lives, these adults-to-be have no happy memories of careless childhood, no hopes, or opportunities, but only a few hours of sleep until the next working day.

In yet another part of the globe, Romanian orphans complain they have “nothing to do”. The children explain: “We were not allowed out – and most of the time we were not even allowed to play. It was really boring because there was nothing to do. The staff used to beat us a lot. I think they liked it. Sometimes they would get drunk and then they would hit us really hard. We had a shower once a week, but the carers didn’t want to touch us, so we washed each other. Often we didn’t have any hair (it was shaven off periodically to avoid head lice).” And while this may sound as the horrific description of a concentration camp back in World War II, it is part of Today’s reality.

(Pictures: National Geographic Magazine)

The Eight Millennium Development Goals cont.

Step one: Eradicating extreme poverty and hunger.

A 15 year old dog is doing great! Many children in sub-Saharan Africa do not survive to be 15.

While extreme poverty is inconceivable for many parts of the world, reports of the United Nations show that it is the grotesque reality for more that 1 billion people, relying on less that $1 a day to meet their daily needs. In the same time, thoughts about “extreme poverty” are far, far away from the daily concerns of Liza Mobini, 29. The former cheer leader has her cell phone loading pictures of Gigi, her dog, dressed as a princess for Halloween and as an angel for Christmas. And while Gigi spends a “yappy hour” at a boutique, lack of food seriously threatens children’s physical and mental development in many corners of the world.

In this reality of growing socio-economic issues, many people in San Francisco have invented a way to escape boredom and feel useful in the same time by arranging massages for their dogs, worth $75 an hour and taking the cute furry creatures to acupuncturists. Liza confesses something about her favorite Gigi: “Honestly, she has a better wardrobe than I do”. Ambassadors of the goodwill associations confess in their reports that more than a quarter of children under age of 5 in developing countries are malnutritioned.

Recently, communities have discussed a particular point of Darwin’s theory – it appears that, in our reality, survival is not granted to the fittest, but, moreover, to the richest. The tendency is that rich people and countries are becoming even richer while “the very poor are getting pooper.” The latter is part of The United Nations’ report of 2005. Reports of the World Bank for 2005 show that 59 countries have low-income economies and 54 more have low-middle-income economies. 55 countries are said to have high-income economies. The important thing to point out is that 48 countries from sub-Saharan Africa and 8 from South Asia are not among the low-income economies, but are placed in a different category that stands for extreme poverty and total lack of functioning economy. Keeping the statistics in mind might prevent you from getting angry next time you see that your favorite CD or DVD has a huge scratch upon it. We are reminded every day that we need to spare our minds of negativism and that being angry adds a few wrinkles on the skin. And while people are preoccupied with such concerns, we are blinded for the more global picture. The paradox is that in a modern world of Globalization and concern for others, self-help books that teach us how to become our own best friend are best-sellers.

Humanity is waking up to unite and work for achieving a better future for all of us. In the year 2000 the organization of the United Nations came up with “The eight Millennium Developmental Goals” to guide us in out actions in the near future. This blueprint has been agreed to by the world’s leading developmental institutions and all countries. The target date of this Brave Project is the year 2015.

The eight Millennium Development Goals are:

1. To eradicate extreme poverty and hunger.

2. To achieve universal primary education.

3. To promote gender equality and to empower women.

4. To reduce child mortality.

5. To improve maternal health.

6. To combat HIV/AIDS, malaria and other diseases.

7. To ensure environmental sustainability.

8. To develop a global partnership for development.

Kofi Annan, the Secretary-general of the United Nation, prompted people that “we must start now. And we must more than double global development assistance over the next few years. Nothing less will help us achieve the Goals.” Nine years have passed since the goals have been clearly formulated. However, does it happen that we ask ourselves “How much did we achieve?” and “Where will we be in 2015?” The 2005 report of the United Nations states that poverty is falling and progress has been made against hunger. Also, efforts have been made to make sure that children in sub-Saharan Africa, Southern Asia and Oceania are receiving “a high-quality education”. The report reads “the gender gap is closing” and “death rates in children under age 5 are dropping”. Yet another thing we have to be extremely proud of is that “some progress has been made in reducing maternal deaths in developing countries, but not in the countries where giving birth is most risky.” As to Goal 6 in the plan for development, it is stated that yet “there is no cure for AIDS, and prevention efforts must be intensified in every region of the world if the target is to be reached.” In ensuring environmental sustainability we did not have huge success, as “most countries have committed to the principles of sustainable development. But this has not resulted in sufficient progress to reverse the loss of the world’s environmental resources. Achieving the goal will require greater attention”. The mere fact that there is “The United Nations Millennium Declaration” is enough to show we have already developed some global partnership that we can feel proud of. Nine years have passed, and all we have are vague statements that have only one message – we need not lose all hope yet, someone, out there, is working on those issues; someone out there probably cares, so that humanity may eventually face 2015 with pride – we have achieved the Millennium Development Goals.

After all, we have six more years until the onset of the target-date and, we all know, anything may happen in six years. Setting highly challenging goals for oneself is, undoubtedly, motivating, but when the subject of consideration is millions of people all over the world we need to be a little more realistic, rather than romantically-ambitious. Are our good intentions just another paradox in our times?

Let us track our progress…

Many studies have investigated the childhood experiences of patients with BPD and revealed that physical and sexual abuse, early separation, inconsistent treatment of a caretaker and neglect are all part of the etiology of BPD. A study of Mary C. Zanarini and others was determined to investigate pathological childhood experience in patients with Borderline Personality Disorder and compare the results to those of patients suffering other Personality Disorders. In the study, of the 358 patients with BPD, 91% reported having been abused (emotionally, sexually or physically) and 92% reported neglect before the age of 18.

More specifically, between 10% and 73% of borderline patients reported having been physically abused by either caretaker or other adult.

Other 16% to 71% reported having been sexually abused, usually by noncaretaker (Zanarini M, 1997). Since such great percentage of patients meeting the criteria for BPD, it may be hypothesized that they also suffer some chronic form of posttraumatic stress disorder (Herman JL, 1987). It was also revealed that it was much more common for BPD patients to report some type of abuse in childhood than patients with other Personality disorders.

Probably the most striking difference in the study between Borderline patients and other Personality disorder patients was observed when sexual abuse was considered. 61.5% of borderline patients reported sexual abuse versus 32.1% of patient suffering other personality disorders. However, it was observed that sexual abuse did not occur isolated from other forms of abuse or neglect. On the contrary, it was just another part of an already disrupted family atmosphere of chaos where series of traumatic events were part of the child’s everyday life (Zanarini MC, 1997).

As a result of the studies of Borderline patients, four variables were clearly distinguished: female gender, male noncaretaker sexual abuse, male caretaker’s neglect and denial of a patient’s feelings, and female caretaker’s inconsistent treatment. All of these are generally associated with the diagnosis of BPD (Zanarini MC, 1997). The fact that most individuals with Borderline diagnoses are women is probably related to the fact that most victims of sexual abuse as children are females, as well. Therefore, there must be some correlation between such stress provoking experiences in early childhood and Borderline Personality adults that is imbedded in stress and neurotransmitter dysregulation (Halgin R, Whitbourne S, 2003).

The effect of child abuse on the brain and the impact of stress hormones on emotional and cognitive development

Maltreatment, no matter whether it is abuse, neglect, abandonment or witnessing violent acts, can lead to enduring negative changes in the still developing brain of a child. Each time there is some sort of trauma, the brain suffers a particular change. So far, research have noted changes in the prefrontal cortex, the cerebellum and the limbic system (Wheeler T, 2006) It is important to point out that infancy and early childhood are times for rapid brain development and formation of dendritic connections. Of course, they continue to develop throughout adolescence an early adulthood, but are even more vulnerable earlier in life (Kalat J, 2003).

The prefrontal cortex is the most anterior part of the frontal lobe of the brain that is involved in critical thinking and judgment as well as any behavior that, in one way or another, depends on the context. Therefore, people with damaged prefrontal cortex often cannot modify their behavior and become inflexible in changing situations, which can make their reactions and behavior too impulsive and socially unacceptable (Kalat J, 2003). Damage to the prefrontal cortex can eventually result in many deficits such as not being able to regulate motivation and efforts as well as impaired short-term and long-term goal-directed behavior. In addition, damage and disruption of prefrontal cortex functions due to any type of abuse may lead to not being able to integrate positive emotions. Thus, the person is stuck in a negative stance of fear and anger, and cannot engage in experiencing positive emotions. Needless to say, this may lead to developing depression, antisocial or borderline personality disorders (Wheeler T, 2006).

The cerebellum is a large structure in the hindbrain that is mainly known for controlling movement, achieving balance and coordination (Kalat J, 2003). However, it also plays a role in attention and emotions, as well as in regulating the limbic system (Wheeler T, 2006). It is important to note that many people with psychiatric disturbances have certain abnormalities in the cerebellum (Wheeler T, 2006). This is probably so, because in cases of childhood abuse the cerebellum is extremely vulnerable to the stress hormones that are present in large amounts during stress, trauma or abuse. The changes that occur then can result in depression or hyperactivity, and inattention. Also, the cerebellum is considered to play a role in suppressing irritability. Therefore, abnormalities or damage to the cerebellum may cause chronic irritability and make the person seek external means, such as drugs, to deal with that (Wheeler T, 2006).

The limbic system is the forebrain area next to the brainstem that includes a number of interdependent structures under the cerebral cortex that deal with motivation and is critical for regulating emotions, sexual activity, eating, drinking, anxiety, and aggression (Kalat J, 2003). The hippocampus and the amygdala are essential parts of the limbic system, and are crucially important for controlling the emotional response to a particular situation. They also take part in memory formation and learning (Wheeler T, 2006). Prolonged and continuous exposure to stress hormones can cause serious damage to these parts of the limbic system and, thus, disrupt mood regulation, memory, and one’s way of interpreting the environment. Besides, damage to the limbic system can lead to epileptic seizures and abnormal EEGs that usually affect the temporal lobe of the left hemisphere. Usually, damage to the left hemisphere is associated with poor verbal development, but, more importantly, with aggression, self-destructive behavior and suicide (Wheeler T, 2006).

What is stress? Many things can be considered stressful for an individual, including insufficient nutrition, lack of rest, overstimulation, especially of the fear-related response system, not to mention abuse, neglect or witnessing violence or death (Gunnar & Vazquez, 2001). The prolonged exposure to stress and, therefore, the produced stress hormones in the body, can be very serious and especially harmful to the infants and young children (Gunnar & Vazquez, 2001). In fact, exposure to stress activates two body systems: the autonomic nervous system that prepares the body to react quickly to whatever stimuli in the environment; and the HPA-axis – the hypothalamus, pituitary and adrenal cortex.

The HPA-axis reacts more slowly, but is critically important in prolonged exposure to stressors (Kalat J, 2003). The activation of the hypothalamus stimulates the ‘master gland’ (the pituitary gland) to secrete adrenocorticotropic hormone (ACTH) that, in turn, stimulates the secretion of cortisol. Cortisol is generally regarded as ‘The’ stress hormone. It helps the body mobilize energy and respond to stress quickly, but has negative effects in the long run, since it enhances metabolism and elevates blood sugar levels (Kalat J, 2003). Other stress-related hormones are corticosteroids, corticotrophin release hormone (CRH), epinephrine, norepinephrine and others (Gunnar & Vazquez, 2001). Serotonin is also very important for the adequate coping with stress. Therefore, abnormal function of serotonin is associated with some depression and anxiety-related disorder, such as BPD.

Research has proven that elevated stress hormone levels can cause malfunctions in the amygdala and hippocampus (Gunnar & Vazquez, 2001). Severe or merely constant exposure to stress may lead to the shriveling of certain dendrites in the hippocampus, which can cause its degeneration and malfunction (memory loss and inability to control the release of other stress hormones) (Gunnar & Vazquez, 2001). As a matter of fact, shrunken hippocampus was found in autopsies of children who have experienced repeated abuse or in people who were suffering posttraumatic stress disorder. In addition, disruption of the HPA-axis that is also related to exposure to stress in early age is associated with depression, inattention, and poor memory (Gunnar & Vazquez, 2001). The hippocampus is a particularly vulnerable brain structure, especially during infancy and childhood, when it is still developing (Gunnar & Vazquez, 2001).

If too many stress hormones are being produced in the early stages of development, the developing brain may be permanently damaged, becoming incapable of initiating a normal stress response. It may either overproduce stress hormones, so that the person becomes hyper-vigilant, fearful and always on the alert, or it may underproduce stress hormones so that the person becomes “emotionally flat”, sad and angry (Berger, 2005). A study of Cicchetti & Rogosch (2001) identified a lot of “atypical cortisol regulation patterns” that are obvious among children that have been maltreated (Gunnar & Vazquez, 2001). Studies like this are evidence for the correlation between child maltreatment and the disrupted function of certain brain structures that cause inflexibility in behavior, such as depression, chronic stress, anxiety, aggression and many others that can often be associated with a number of illnesses and disorders, Borderline Personality Disorder among them.

Many of the brain abnormalities that have been studied in abused and neglected children are located in the left hemisphere. Very often, in children, victims of abuse, there were fewer dendritic connections between different areas in the left hemisphere (Gunnar & Vazquez, 2001). Children that had showed such abnormal results demonstrated self-destructive or aggressive behavior, as well as certain disturbances in behavior, thinking and physiology (higher blood pressure, heart rates temperature, hypervigilance) (Gunnar & Vazquez, 2001). Since these could all be characteristics of a borderline personality patient, the results give food for thought as to the relation between abuse in childhood and the development of the disorder.

Studies of neglected children found that their cortex was about 20 percent smaller than that of a control group of subjects (children) who have not suffered neglect (Gunnar & Vazquez, 2001).

Is it really true that our past is so powerful that it can control our future? It has been the chief task for many psychologists and people in the helping professions to identify different environmental factors and their positive or negative impact on human development. Different developmental theories emphasize the huge importance of early childhood experiences and the quality of the relationship with parents (caregivers) to the health and well being of the maturing individual. Both neglect and abuse in the earlier stages of life can lead to chemical imbalance, delay of mental development, depression or even some psychological disorders. It is crucial for optimal development that stable bonding and attachment are effectively developed in the early stages of life, as this has a lasting effect. If parents fail to create a secure environment and provide emotional support for the child, this can cause negative social interactions in the future, or their overall avoidance.

Many psychologists have studied child development during the first years of life in depth. This is an extremely sensitive period for both physical and emotional development and maturation. It is critical time for cultivating attachment, social skills, developing empathy and understanding basic values. During the first year of a baby’s life, in particular, emotional attachment with the primary caregiver(s) is established. In fact, the bond with the mother starts blooming only within hours of childbirth (Kaitz et al., 1995).

Psychologist Mary Ainsworth (1989) investigates different levels of attachment by observing mothers and their infants in an unfamiliar setting. The mother was asked to suddenly leave the room and then the baby’s reactions were being observed, especially upon the mother’s return. This study described three main types of attachment: securely attached children (enjoying a stable and positive emotional bond), insecure-avoidant attachment and insecure-ambivalent attachment (both depicting an anxious emotional bond). Ainsworth studied this cross-culturally, observing the same behavior and making the same conclusions. Children who are securely attached by the age 1 show more social competence, resilience and problem-solving abilities (Collins and Gunnar, 1990). The importance of both the mother and the father is crucial when it comes to meeting the baby’s affectional needs. Generally, a warm and secure family atmosphere with clear rules and expectations promotes secure attachment for the child (Belsky, 1996). On the other side, failure to meet these needs leads to insecure attachment, where anxiety usually characterizes the relationship. Insecure attachment (ambivalent or avoidant) and negative parental representations are positively correlated with depression in adolescents (Milne & Lancaster, 2001; Ollson, Nordstrom, Arinell & Knorring, 1999). Depressed and ill people tend to repel their family and friend instead of using them as a support group (Alferi, Carver, Antoni, Weiss & Duran, 2001; Coyne & Smith, 1991).

Psychologist Erik Erikson (1963) has also focused on the developmental stages, outlining the different developmental challenges. For the first years of life, the struggle is between forming a basic sense of trust or mistrust. This, once again, would have a lasting effect in life. If ‘trust’ is developed, the baby would become a healthy individual, who is equally able to give and receive love and trusts in other people and ‘good in life’. On the contrary, developing a basic sense of ‘mistrust’ might lower self-esteem and increase perceived distress.

Parents are the first and, probably, the most important support group for the growing individual. Social support that is provided from the parents and their role to create a stable and supportive environment has a long-term effect on health and one’s ability to cope with stressful events (Repetti et al., 2002). One study of college students found that students who reported having a lot of support from their parents were more likely to cope effectively with stressful events (Valentiner, Holahan, & Moos, 1994). Parental support also enabled students to cope better emotionally (Maunder & Hunter, 2001). A longitudinal study of undergraduate Harvard male students demonstrated that those who perceived to have had warm and close relationships with their parents were healthier 35 years later (Russek & Schwartz, 1997). On the contrary, males who did not report warm relationships with their parents in childhood were much more likely to be diagnosed with coronary artery disease, hypertensions, ulcers and alcoholism in Middle adulthood (Russek, Schwartz, Bell & Baldwin, 1998). In adult life, emotional support from a significant, intimate others is most important (Benson, Gross, Messer, Kellum & Passmore, 1991), but negative relationships with parent in earlier stages of life can lead to distress in interpersonal relationships later on.

Dear parents, be there for your baby and never forget there is no such thing as “spoiling an infant”.

Mothers who endanger the health and well being of their children are considered deviant, possibly, in almost all cultures in the world. Certainly, this is a sensitive and loaded topic that normally provokes strong societal response. The labeling of a deviant mother often involves the legislative system, child services and other governmental organizations. Beyond doubt, most people will agree it is absolutely deviant for an expectant mother to drink alcohol. However, is drinking during pregnancy a discussed issue in our society? Do we just assume that everyone is aware of the medical research on the negative effects of alcohol? Do we simply expect pregnant women to be responsible?

An adult’s decision making on behalf of a minor should serve the best interest of the child. The same should be true for a mother’s decisions that might affect her inborn baby. This is not a matter of personal choice anymore, as, inevitably, another life is to be affected.

Scientists explain, there are many poisonous substances – teratogens – that could be endangering the life of a fetus that is particularly vulnerable in this early stage of prenatal development. Alcohol is the most common teratogen (National Task Forces on Fetal Alcohol Syndrome and Fetal Alcohol Affects, 2002). Teratogenic exposure of alcohol may cause Fetal Alcohol Syndrome (FAS) or Fetal Alcohol Effects (FAE).

The life of the inborn child that is ‘poisoned’ with the alcohol can be severely impaired by a debilitating disorder such as FAS. With this syndrome, the alcohol ingested during pregnancy affects the normal development of the baby. Facial features are particularly vulnerable to change, especially the situation and opening of the eyes, ears and the upper lip of the baby.

Even if the newborn looks unharmed, alcohol could have still affected the brain, and more specifically the Central Nervous System, causing hyperactivity, poor concentration, impaired spatial reasoning, and mental retardation (Streissguth & Conner, 2001). In addition, the child has a slow physical growth and relatively small stature, compared to peers. The poor coordination, mental retardation, poor reasoning and judgment could profoundly affect the life of the child, making even the simple daily activities an impossible burden. Even if the condition of the child is not severe, there are, certainly some differences.

Alcoholics’ children who have never had a drink on their own still show distinct brain patterns that can only be compared to those of alcoholic adults (Agarwal, 2001). Scientists warn that children affected by FAS are at much greater risk of psychiatric problems. Also, they are more likely to engage in criminal behavior. Statistics reveal that more than 50% of children with Fetal Alcohol Syndrome grow up to have trouble with the law. Many of the shocking homicide cases that have been covered in the press have involved a person, who was diagnosed with a Fetal Alcohol Syndrome.

On a macro level, it is shocking to learn how many people are affected directly, and how many more suffer the consequences around them. According to the US Department of Health and Human Services, 1 out of 500 children is “damaged” in certain degree because of the irresponsible alcohol consumption of the mother. Many of these children require special help and need to be included in specialized programs that yearly cost billions of dollars. Many of the children require special educations and face the Juvenile Justice System. By no means should this issue be underestimated, especially when data demonstrates a threatening growth of the rate of Fetal Alcohol Syndrome each year.

Scientist and physicians are not certain as to what amount of alcohol is dangerous. Some still advice pregnant women to have a glass of red whine, while others are strictly against such practice, saying: “No amount of alcohol is safe for the fetus.”

When a pregnant woman is drinking, do we have the right to intervene? Could we enforce our understanding and concern? As far as I know, there are no laws prohibiting ‘pregnant drinking’ although it does not sound to me like a bad idea. The irony is we try to protect young people from alcohol until the age of 21, but that is virtually  useless if we do not protect them prenatally.