Duration of early adversity and structural brain development in post-institutionalized adolescents

Hodel, Amanda S.; Hunt, Ruskin H.; Cowell, Raquel A.; Heuvel, Sara E. Van Den; Gunnar, Megan R.; Thomas, Kathleen M.

doi:10.1016/j.neuroimage.2014.10.020

Cited by 208 publications

(176 citation statements)

References 80 publications

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“…In humans, chronic early-life stress such as rearing in orphanages promotes reduced volume of the cortex (especially prefrontal) as well as hippocampus and the latter correlates with stress duration (Hodel et al, 2015). The cortex is composed of several components including cell bodies, intercellular space, and branched dendritic tree.…”

Section: Cognitive Consequences Of Early-life Experience Via Disruptimentioning

confidence: 99%

Toward Understanding How Early-Life Stress Reprograms Cognitive and Emotional Brain Networks

Chen

Baram

2015

Neuropsychopharmacol

409

327

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Vulnerability to emotional disorders including depression derives from interactions between genes and environment, especially during sensitive developmental periods. Adverse early-life experiences provoke the release and modify the expression of several stress mediators and neurotransmitters within specific brain regions. The interaction of these mediators with developing neurons and neuronal networks may lead to long-lasting structural and functional alterations associated with cognitive and emotional consequences. Although a vast body of work has linked quantitative and qualitative aspects of stress to adolescent and adult outcomes, a number of questions are unclear. What distinguishes 'normal' from pathologic or toxic stress? How are the effects of stress transformed into structural and functional changes in individual neurons and neuronal networks? Which ones are affected? We review these questions in the context of established and emerging studies. We introduce a novel concept regarding the origin of toxic early-life stress, stating that it may derive from specific patterns of environmental signals, especially those derived from the mother or caretaker. Fragmented and unpredictable patterns of maternal care behaviors induce a profound chronic stress. The aberrant patterns and rhythms of early-life sensory input might also directly and adversely influence the maturation of cognitive and emotional brain circuits, in analogy to visual and auditory brain systems. Thus, unpredictable, stress-provoking early-life experiences may influence adolescent cognitive and emotional outcomes by disrupting the maturation of the underlying brain networks. Comprehensive approaches and multiple levels of analysis are required to probe the protean consequences of early-life adversity on the developing brain. These involve integrated human and animal-model studies, and approaches ranging from in vivo imaging to novel neuroanatomical, molecular, epigenomic, and computational methodologies. Because early-life adversity is a powerful determinant of subsequent vulnerabilities to emotional and cognitive pathologies, understanding the underlying processes will have profound implications for the world's current and future children.

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Section: Cognitive Consequences Of Early-life Experience Via Disruptimentioning

confidence: 99%

Toward Understanding How Early-Life Stress Reprograms Cognitive and Emotional Brain Networks

Chen

Baram

2015

Neuropsychopharmacol

409

327

View full text Add to dashboard Cite

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“…Existing evidence documents There is already substantial evidence of effects of institutionalization on neurodevelopment. Indeed, reports of brain anatomical and functional differences between family-and institutionally-reared children are accumulating rapidly (Behen et al, 2009;Chugani et al, 2001;Eluvathingal et al, 2006;Gee et al, 2013;Govindan, Behen, Helder, Makki, & Chugani, 2010;Hodel et al, 2015;Maheu et al, 2010;Mehta et al, 2009;Sheridan, Fox, Zeanah, McLaughlin, & Nelson, 2012;Tottenham et al, 2011;Tottenham et al, 2010).…”

Section: Neurodevelopmental Consequences Of Institutionalizationmentioning

confidence: 99%

Neural Correlates of Face Familiarity in Institutionally Reared Children With Distinctive, Atypical Social Behavior

et al. 2015

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“…Among brain areas affected by institutionalization, the institutionalized children often present lower volume of the prefrontal, temporal and parietal areas [10,11] than non-institutionalized children. In addition, post institutionalized children present abnormities in some bundles that connect the different cortical areas.…”

Section: Institutionalization and Brain/cognitive Affectationmentioning

confidence: 99%

EEG Correlation during Social Decision-making in Institutionalized Adolescents

Sanz-Martín¹,

Jorgea²,

Ángel³

et al. 2017

Abnorm Behav Psycho

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Introduction InstitutionalizationInstitutionalization is defined as any large congregate care facility in which round-the-clock professional supervision supplants the role of family-like caregivers [1]. Children are institutionalized due to different factors like abandonment, orphaning, maltreatment and also physical or mental disabilities. Many authors have related the institutionalization with a lack of stimulation in different spheres like motor, cognitive and social-affective [2-4], since factors like the absence of personalized treatment according to the ratio between infants and caregivers (15:1) [5] and the lack of quality care of caregivers [6,7] since the poor commitment for wellbeing of infants and the poor response and insensibility for the necessities of the infants [8], the round-toclock type of work [1], the constant rotation of caregiver [9] and the lack of professional training of caregivers [8] among others deficiencies. Therefore, institutionalization has been associated with consequences in brain and behavioral development. Institutionalization and brain/cognitive affectationAmong brain areas affected by institutionalization, the institutionalized children often present lower volume of the prefrontal, temporal and parietal areas [10,11] than non-institutionalized children. In addition, post institutionalized children present abnormities in some bundles that connect the different cortical areas. In this regard, several recent studies have reported a lower fractional anisotropy values in the left uncinate fasciculus and in the superior longitudinal fascicule in post institutionalized children compared to children without this personal background [12,13]. In a functional level, Chugani et al. [14] reported a reduction in glucose metabolism in the amygdala and hippocampus during rest conditions in post institutionalized children compared to never institutionalized children and neurological patients. In the EEG, it has been found a higher fronto-central and fronto-temporal coherence in institutionalized children compared to children that were previously institutionalized but were adopted before 24 months old [15]. Also, it has been found a generalized lower alpha power which is positively related to social skills according to a maturational patter found on institutionalized children placed on a foster care home before 20 months of age [16]. Finally, it has been demonstrated that the more time for children living in institutional settings, the more affectation this population suffers [17].In relation with behavioral and cognitive consequences, diverse studies have found that the institutionalized children present impulsivity [18], social problems and delinquent behavior [19], as well as, affectation in cognitive functions like working memory, inhibitory control, memory for faces and visual attention [2,5]. Talking about social abilities, it has been demonstrated that children that was previously institutionalized and were randomly assigned to a foster care intervention program have better social abi...

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Duration of early adversity and structural brain development in post-institutionalized adolescents

Cited by 208 publications

References 80 publications

Toward Understanding How Early-Life Stress Reprograms Cognitive and Emotional Brain Networks

Toward Understanding How Early-Life Stress Reprograms Cognitive and Emotional Brain Networks

Neural Correlates of Face Familiarity in Institutionally Reared Children With Distinctive, Atypical Social Behavior

EEG Correlation during Social Decision-making in Institutionalized Adolescents

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