Table of contentsIntroductionNature and nurture in developmental traumaAttachment theory in relation to the mother-child bondIntegrating nature and nurture: a holistic perspectiveConclusionWorks CitedIntroductionIn this essay, I would like to address how the neurobiological approach to explaining developmental trauma relates to "nature" theory versus how the attachment approach attempts to explain developmental trauma with connections to both “nature” and “nurture.” I will reference readings that provide greater insight into the thinking involved in each approach and consider, in detail, the advantages and disadvantages of each approach with reference to their explanations of developmental trauma and the nature/nurture debate. It is also in the interest of this essay to reflect not only on what each approach offers and considers, but also on what it does not do, particularly in relation to the bond between mother and child in as a crucial aspect of development results. Say no to plagiarism. Get a tailor-made essay on “Why violent video games should not be banned”?Get the original essayNature vs. Nurture in Developmental TraumaThe neurobiological approach takes into account several biological factors that could be responsible for certain human behaviors and trauma developed from childhood to adulthood and therefore, argues for the side of nature in relation to developmental trauma. These factors include the nervous system and its components such as the vagus nerve (as discussed in G. Music's Nurturing Children: From Trauma to Growth Using Attachment Theory, Psychoanalysis, and Neurobiology) as well as the brain and the idea of ​​neuroplasticity. responsible for the successful "delivery" of electrical signals sent from the brain and spinal cord to many areas of the body to enable movement or response to stimuli. In particular, I would like to mention the central area of ​​the vagus nerve. This can be described as follows: “A sophisticated myelinated (ventral) branch of our vagus nerve (the “intelligent vagus nerve”) connects our brainstem, heart, stomach and other viscera, as well as our facial muscles. This is active in bonding, social communication, face recognition and expression of emotions. It ignites alongside feelings such as that warm glow in our chest when we are with someone we love, when we feel gratitude or deep ease” (Music, 2019, p. 107). To explain, this system can become unbalanced when fear or anxiety arises in the body during the “fight” or “flight” response. Due to this response, the body exhibits characteristics such as increased breathing rate or sweating. Regarding trauma, we can suggest that children who have experienced trauma during their development might be more likely to fall into this state of imbalance. Music explains this further with reference to the case study of Mick (Music, 2019), who experienced a neglected childhood in a dangerous environment and as unpredictable as his parents. Later in school, Mick had issues with hostility and sensitivity, which led to him being in an almost constant state of nervous system disruption, with his "fight" or "flight" response being easily triggered by the slightest form of threat. Mick is a great example of a child who lived a life of distrust and despair. He missed important aspects of childhood that were essential tochild development. Without effective maternal care and given the dangerous environment he endured, the neurobiological approach gives us insightful insight into the idea that developmental trauma can arise from biological changes in the body resulting from a response to fear-inducing stimuli that manifest through the body. nervous system and ultimately leads to major anxieties. In addition to this, the body may have even more ways of responding to threat which may later be reinforced by traumatic experiences, for example the brain and the notion of neuroplasticity. Neuroplasticity can be used to describe the theory that the brain is capable of changing and adapting throughout an individual's life based on their experiences and needs. For example, a baby who has been exposed to very loud sounds such as screaming might have a fear response to similar sounds in the future. It is possible to see areas of the brain associated with these responses with an MRI, which tells us that brain activity around these areas is increased and has adapted to be more sensitive to fear and sounds, people or objects that the child associates with it. stimuli. It is something that can occur continually throughout a child's development and, as a result, the brain learns and gets used to different aspects of the child's own experiences and thus reacts to similar situations that trigger anxieties associated with stimuli. It is important to recognize this area of ​​argument about nature because it prompts further thinking about neuroscience as a form of explaining trauma. More research in this area, as technology advances, can help us learn more about how the brain works and the idea of ​​the unconscious mind, where manifestations, repressed memories and anxieties can come from in adult life. As a whole, it offers an alternative way of thinking about developmental trauma and can be linked to other approaches such as attachment. Attachment theory in relation to the mother-child bond Attachment theory covers the basics of the mother-child relationship from birth. It highlights the importance of the innate needs for closeness between mother and child and, above all, the effect of the mother (guardian) on the child's development in terms of the type of attachment that the child will develop and how this may affect future relationships and social aspects of the child's life. Bowlby was a key theorist in the field of attachment theory, his work giving us detailed and thought-provoking insight into the importance of a primary caregiver to a child's healthy development. However, it can be argued that attachment theory supports both nature and nurture. Bowlby mentions the idea that children are born with innate behaviors that improve their chances of survival. He calls these "care-eliciting behaviors," which are basically any type of behavior that gets the caretaker's attention, such as kicking or crying. This is linked to his idea that the child's development is highly dependent on the mother. For example, a mother who reacts inconsistently to a child's behavior may lead to anxious ambivalent attachment in the child or a mother who is critical of the child's needs or expressions may lead to anxious and avoidant attachment in the child. 'child. “The primary source of psychological experience lies in the interactions between babies and their caregivers. The psychological experience is particularly intense during times of anxiety, fear and stress. In other words, the intensity of experiencesmental state is greatest when the attachment system is activated and the child exhibits care-seeking behavior” (Howe, 2005, p.4). When it comes to development as a whole, attachment is fundamental to allowing a child to be emotionally attuned to themselves and others, as well as to communicate effectively with others on an emotional level. On the other hand, when looking at developmental trauma, it can be found that children who experience neglect, for example, are often passive and their development is usually affected emotionally, physically and mentally. “Children whose caregivers are unresponsive eventually give up; psychologically, they shut down and stop engaging with those around them” (Howe, 2005, p.113). Here we can see that attachment has a cultural aspect worth discussing. Although there are innate behaviors that the child uses to attract the attention of the caregiver in order to survive, there must always be an aspect of nurturing on the part of the caregiver. takes care of him to establish a secure attachment for him.the child. When this does not happen, the child's development is disrupted, as previously noted. It is important to consider both the nature and nurture arguments in this approach, as both can have positive impacts when done well by a parent or guardian, but can easily have negative impacts. consequences if the child is the victim of abuse or neglect. Ultimately, a child who experiences either will be at a social disadvantage in adult life and will have difficulty maintaining or creating relationships with other people. The child may have difficulty relating to others because he or she failed to understand emotional connections from an early age. In addition to this, the anxieties produced as a result of anxious or avoidant attachment can mean that the child feels unprotected and helpless in what others would consider normal situations because the child does not have had a parental figure to help him overcome or manage. a traumatic experience or anxiety. It is clear that both the neurobiological approach and the attachment approach show us new and different perspectives on the importance of nature and nurture and how developmental trauma can be affected by 'one or the other. However, each has its own drawbacks that should be considered when thinking about children's development and what we can do in the future to resolve the inner conflicts, anxieties and pent-up feelings a child may be experiencing. after developmental trauma. Rather than simply wondering why or how developmental trauma occurs, we can begin to look even more deeply into how we can treat it in an effective way that benefits every child. Integrating nature and nurture: a holistic perspective The neurobiological approach has many practical aspects. more effective applications to find treatment for trauma caused during development. Advances in technology go hand in hand with the neurobiological approach as we research more and more into bodily functions through technologies such as MRI scans which show us distinct areas of the brain and how each segment plays an individual role in the body. It is important that we keep up with developments in technology because it can tell us a lot about exactly where processes are taking place in the body, making it easier to identify physical changesdirect effects that can be observed over time, displaying patterns of behavior or psychological and physiological change. Compared to other approaches, it is important to consider that the neurobiological approach is something that can be measured more easily in a scientific way because we have more evidence of the biological processes that occur rather than the psychodynamic approaches that revolve around the idea of ​​unconscious drives. The unconscious is something that is always the subject of constant investigation, the idea that development can depend so heavily on it could be considered unreliable. We haven't even reached the point of knowing the answer to the question: Does the unconscious really exist? And if so, where is he? The argument over the origin of consciousness is still up for debate, as much as the debate over its existence as a whole. Does consciousness exist in the brain? Or is it a completely different part of yourself? Does he even have a physical form? Regarding the neurobiological approach, we do not have to question the existence of something like the brain or the nervous system, because their existence is a fact. Factual evidence is reliable, nature is reliable, and we can use it to improve our developmental research. However, this is not to say that the neurobiological approach does not have its limitations compared to other approaches when it comes to explaining developmental trauma. One of the most important criticisms to consider is that the neurobiological approach is rather reductionist. As with all kinds of biological approaches, the neurobiological approach relies heavily on what is known. The research is based on genes, the brain, body components, heredity and the nervous system. This type of approach does not attempt to delve into the deeper meanings of developmental trauma and does not take into account other aspects of life that a child may encounter during development that will have an effect on the process. . Even if the known is reliable, as previously suggested, the unknown can still have its advantages. Take for example the attachment approach. The attachment approach takes into account the complex meanings of emotions, anxieties and unconscious connections that a child may experience during childhood. We can clearly see a difference in behavior between children with different attachment types formed in youth and we can use this to explain why a child may display anxious or antisocial behaviors. Understanding a child's complete history provides a broader view of the issues at hand and can help us attempt to resolve the child's inner conflicts as well as prevent future emotional and psychological damage. In addition to understanding the importance of the unconscious and its deeper levels of meaning, as well as surrounding factors such as the mother, the attachment approach indeed attempts to incorporate the perspective of nature. Bowlby's research in particular attempts to recognize the importance of innate nature. the bonds between mother and child as well as the natural behaviors that allow survival. Connecting this view of the natural approach to the cultural approach instead proposes that the two are co-dependent or can coexist. Rather than viewing the two as distinct or rivals, it is perhaps important to consider that the two can complement each other in relation to development and how we perceive and understand trauma. To explore this point further, we can consider that the debate on nature and nurture as well as the different approaches to explaining.