Maternal caregiving representations of the infant in the first year of life: Associations with prenatal and concurrent reflective functioning

2021 ◽  
Author(s):  
Fatimah Alismail ◽  
Ann M. Stacks ◽  
Kristyn Wong ◽  
Suzanne Brown ◽  
Marjorie Beeghly ◽  
...  
Keyword(s):  
Reflective Functioning ◽  
First Year ◽  
Maternal Caregiving ◽  
Caregiving Representations ◽  
First Year Of Life

The Development of Swallowing Respiratory Coordination

2009 ◽  
Vol 18 (1) ◽  
pp. 19-24
Author(s):  
Maggie-Lee Huckabee
Keyword(s):  
Cortical Activation ◽  
First Year ◽  
Healthy Children ◽  
Nasal Airflow ◽  
Single Session ◽  
Primary Finding ◽  
Patterns Of Behavior ◽  
Cortical Modulation ◽  
First Year Of Life ◽  
Swallowing Apnea

Abstract Research exists that evaluates the mechanics of swallowing respiratory coordination in healthy children and adults as well and individuals with swallowing impairment. The research program summarized in this article represents a systematic examination of swallowing respiratory coordination across the lifespan as a means of behaviorally investigating mechanisms of cortical modulation. Using time-locked recordings of submental surface electromyography, nasal airflow, and thyroid acoustics, three conditions of swallowing were evaluated in 20 adults in a single session and 10 infants in 10 sessions across the first year of life. The three swallowing conditions were selected to represent a continuum of volitional through nonvolitional swallowing control on the basis of a decreasing level of cortical activation. Our primary finding is that, across the lifespan, brainstem control strongly dictates the duration of swallowing apnea and is heavily involved in organizing the integration of swallowing and respiration, even in very early infancy. However, there is evidence that cortical modulation increases across the first 12 months of life to approximate more adult-like patterns of behavior. This modulation influences primarily conditions of volitional swallowing; sleep and naïve swallows appear to not be easily adapted by cortical regulation. Thus, it is attention, not arousal that engages cortical mechanisms.

Gastric electrical activity in normal neonates during the first year of life. Effect of lactation with breast milk and formula

2001 ◽  
Vol 120 (5) ◽  
pp. A209-A209
Author(s):  
G RIEZZO ◽  
R CASTELLANA ◽  
T DEBELLIS ◽  
F LAFORGIA ◽  
F INDRIO ◽  
...  
Keyword(s):  
Breast Milk ◽  
Electrical Activity ◽  
First Year ◽  
Gastric Electrical Activity ◽  
First Year Of Life ◽  
Normal Neonates

Predictors of family discipline strategies with babies in their first year of life

2013 ◽  
Author(s):  
Julie Lawrence ◽  
Andrew Gray ◽  
Rachael Taylor ◽  
Barry Taylor
Keyword(s):  
First Year ◽  
First Year Of Life ◽  
Family Discipline

Surgical management of tetralogy of Fallot in the first year of life: Current indications for palliation

2004 ◽  
Vol 52 (S 1) ◽  
Author(s):  
H G�rler ◽  
A B�ning ◽  
J Scheewe ◽  
J Paulsen ◽  
HH Kramer ◽  
...  
Keyword(s):  
Tetralogy Of Fallot ◽  
Surgical Management ◽  
First Year ◽  
First Year Of Life

An inevitable crisis? From first to second year in counsellor training

2020 ◽  
Vol 5 (1) ◽  
pp. 74-89
Author(s):  
Hugh Crago
Keyword(s):  
Right Hemisphere ◽  
Training Programme ◽  
First Year ◽  
Training Experience ◽  
Counsellor Training ◽  
Student Dropout ◽  
Second Year ◽  
Neurological Research ◽  
First Year Of Life ◽  
And Control

In a seminal 1973 paper, Robert Clark described the very different “cultures” of the first and second year students in a four year clinical psychology PhD programme. The author applies Clark’s template to his own experiences as trainee or trainer in five different counsellor education programmes, one in the US and four in Australia. Each of the programmes, to varying degrees, demonstrates key features of the pattern identified by Clark, where the first year is “therapeutic” and other-oriented, the second is “professional” and self-focused. The author concludes that all the surveyed programmes exhibited some level of “second year crisis”, in which a significant number of students felt abandoned, dissatisfied, or rebellious. The author extends and refines Clark’s developmental analogy (first year = childhood; second year = adolescence) to reflect recent neurological research, in particular, the shift from a right hemisphere-dominant first year of life, prioritising affiliative needs, to a left hemisphere-dominant second year, prioritising autonomy and control. This shift is paralleled later by a more gradual move from a protective, supportive childhood to necessary, but sometimes conflictual, individuation in adolescence. The first two years of a counsellor training programme broadly echo this process, a process exacerbated by the second year internship/placement, in which students must “leave home” and adjust to unfamiliar, potentially less nurturing, authority figures. Finally, the author suggests introducing more rigorous “academic holding” into the first year, and greater attention to “therapeutic holding” of dissident students in the second, hopefully decreasing student dropout, and achieving a better balanced training experience.

Sign in / Sign up

Export Citation Format

Share Document