Psychological and Neurobiological Consequences of Child Abuse
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Universiteit Leiden (UL)
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The Boy Who Was Raised as a Dog, 3rd Edition
This is a summary of the book 'The Boy who was Raised as a Dog' by Bruce Perry and Maia Szalavitz, chapters 1-9, for the 2nd/3rd year course 'Psychological and Neurological Consequences of Child Abuse', Leiden 2019/2020. I summarised mostly the theoretical explaining in the chapters.
Psychological and Neurobiological Consequences of Child Abuse SUMMARY 2018/19
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Universiteit Leiden (UL)
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Psychological and Neurobiological Consequences of Child Abuse
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The Boy who was Raised as a Dog
Summary
Psychological and Neurological Consequences of Child Abuse // Leiden
University 19-20 // Suzanne de Vries // Year 3 Block 2
, 1
Chapter 1: Tina’s World
In the 80s, child psychiatry had not embraced the neurosciences, and actually was against taking a
biological perspective. But folding neuroscience into clinical thinking helps, because for example
early influences can leave imprints on the brain that are lasting. Early life experiences can have a
transformative impact. There must be a correlation between what happens in the brain and every
human phenomenon and symptom.
In the brain: cells are organized into specialized networks, resulting in interconnected and highly
specialized systems. Lower and most central are the brainstem and diencephalon, then the limbic
system and lastly the cortex. They are organized in hierarchical fashion. They are interconnected, but
with separate functions. Brainstem: core regulatory functions, diencephalon and limbic system:
emotional responses, cortex: speech and language, abstract thinking, planning and deliberate decision
making.
Distribution of problems could be related to one key set of neural systems, such as the system for
stress and threat. This system plays role in arousal, sleep, attention, appetite, mood and impulse
regulation. They are lower and send connections to all other major areas. So big influence when
poorly regulated or abnormal. Related to norepinephrine and epinephrine, fight or flight. Bad
influence of repetitive and intense activation (even worse when coupled with stressful environment).
Heightened awareness of potential threat. The environment helps to learn implicit and explicit lessons
and models.
Memory: carry forward in time some element of an experience, composes us and allows our past to
help determine our future. Brain creates associations when two patterns of neural activity occur
simultaneously and repetitively. They underlie both language and memory. Brain constantly checks
current experience against stored memory templates. Many templates are not even consciously
accessible. Consequence is that early experiences have greater impact than later ones. Sensitive to
novelty and offload perceptions of things we consider normal. ‘Use-dependent’ development. If early
experiences are aberrant, predictions may guide behavior in dysfunctional ways.
Chapter 6: The Boy who was Raised as a Dog
Neurosequential approach to therapeutic services for maltreated and traumatized children. It is not a
great idea to take traumatized children by surprise, because unpredictability can cause anxiety for
them. When a child is anxious, it is much more difficult to form a positive relationship. Rather than
immediately start asking questions, it is better to meet first and make the child feel that it is in control
of the conversations.
Genes will only manifest themselves if we get the proper types of developmental experience,
appropriately timed. Neglect only can also do much damage to the brain. Example of Justin: minimal
progress in fine and large motor, behavioral, cognitive or speech and language capabilities. He acted
like an animal, because that is how he was treated. In such cases as his, there is a lack of appropriate
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