presentación de richard tremblay
DESCRIPTION
Director del Centro de Excelencia para rl Desarrollo de la Primera Infancia de la Univerisdad de Montreal, Canadá en el Seminario Internacional “El Impacto de la Educación Inicial”, organizado por JUNJI, Unicef y el Ministerio de Hacienda.TRANSCRIPT
Desarrollo Moral y social DesDe la PriMera infancia:
Problemas de Adaptación y Prevención de la Violencia
Richard E. TremblayUniversity of Montreal
University College Dublin
21
Statistics Canada (2001)
Adolphe Quetelet
1831
Eisner, 2003
Page 31: “The majority of young people who become violent are adolescent-limited offenders who, in fact, show little or no evidence of high levels of aggression or other problem behaviours during their childhood(3).”
(3): Youth violence: a report of the Surgeon general. Washington, DC United States Department of Health and Human Services. 2001.
Panel on the Understanding and Control of Violent Behavior
"Modern Psychological perspectives emphasize that aggressive and violent behaviors are learned responses to frustration, that they can also be learned as instruments for achieving goals, and that the learning occurs by observing models of such behavior. Such models may be observed in the family, among peers, elsewhere in the neighborhood, through the mass media ...".
USA National Academy of SciencesReiss and Roth, 1993 p.7
Subjects : 1,037 boys from low SES neighborhoods
Assessment Ages : 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 19, 23, 28
Sources : Teachers, peers, parents, self, official files.Direct Observation in home, at school, in laboratory
Experiment : Parent and child training (age 7-9 years) for aggressive boys in kindergarten (randomized)
The Montreal Longitudinal-Experimental Study
Brame et al., 2001
0
1
2
3
4
5
6 10 11 12 13 14 15
Âge
Ag
res
siv
ité
ph
ys
iqu
e
Low-pred. Mod. desister-pred. High desister-pred. Chronic-predGroup 4 (4%)Group 2 (53%) Group 3 (28%)Group 1 (14%)
PHYSICAL AGGRESSION TRAJECTORIES(Nagin & Tremblay, 1999)
Loeber et al., 2005
Copyright restrictions may apply.
Barker, E. D. et al. Arch Gen Psychiatry 2007;64:592-599.
Trajectories for theft (12 to 31 years of age)
Violence, Theft, Executive Function
-.40
-.20
.00
.20
.40
.60
.80
1.00
Low Theft Medium Theft Increasing Theft High Theft
Mea
n S
tan
dar
diz
ed T
MT
-B
High Violence Low Violence
Barker et al., 2007, AGP
Total court recorded infractionsbefore 18 years of age
.060.5
2.2
7.2
0
1
2
3
4
5
6
7
Low Moderate High Chronic
Physical aggression trajectory (6-15 years)
Nagin & Tremblay (1999)
75,8%
62,5%
27,5%
3,3%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Never Low High Chronic
HIGH SCHOOL DIPLOMA (%)
ELEM Boys on YOA (12-17 years)
Total 15% (113 / 779)
• Without Supervision 42%
• With Supervision 32%
• With Placement 26%
Criminal Records – ELEM Boys18-24 years
Total 17.6% (137/779)
Violence 17.9%
Property 31.2%
Drugs 16.4%
Others 34.3%
Court Intervention 13-17 years Violence condemnation 18-24 years
(After controling for confounding variables)
Predictors OR
Court Intervention +9
• Without Supervision +3
• With Supervision +16
• Placement +51
Childhood ChronicPhysical
Aggression
Tobacco
Alcohol
Drugs
Early Sex
Violence
Unemployement
Poverty
School Failure
Depression
Page 31: “The majority of young people who become violent are adolescent-limited offenders who, in fact, show little or no evidence of high levels of aggression or other problem behaviours during their childhood(3).”
(3): Youth violence: a report of the Surgeon general. Washington, DC United States Department of Health and Human Services. 2001.
0
1
2
3
4
5
6 10 11 12 13 14 15
Âge
Ag
res
siv
ité
ph
ys
iqu
e
Low-pred. Mod. desister-pred. High desister-pred. Chronic-predGroup 4 (4%)Group 2 (53%) Group 3 (28%)Group 1 (14%)
PHYSICAL AGGRESSION TRAJECTORIES(Nagin & Tremblay, 1999)
He who considers things in their first growth and origin...
will obtain the clearest view of them.
Aristotle, Politics, Book 1 chap 2
Picasso
Subjets : 2,223 children representing births in 1997-98 (twins: 500 pairs)
Age at evaluations : 5, 17, 30, 42 months, 5, 6, 7, 8, 9, 10 years
Sources of info : Parents, child care provider, teachers, peers, children,
official files. Observations at home,
in day care, at school, in the laboratory.
Québec Longitudinal Study of Children
Domains : Physical, emotional, cognitive, social development
Physical Aggression Trajectories(17 to 60 months)
Côté et al., 2007, AGP
Physical Aggression Trajectories From 1.5 and 17 years
N=2000QLSCD
N=10 000NLSCY
Côté et al. (2007) Côté et al. (2006) Lacourse et al. (2003)
0
2
4
6
8
10
12
11 12 14 15 16 17
0
0,5
1
1,5
2
2,5
3
2 3 4 5 6 7 8 9 10 11
Physi
cal ag
gressi
on sc
ore
0
0,5
1
1,5
2
2,5
3
1.5 2.5 3.5 4.5 6.0
N=1000MLES
delinquency
accidents
Depression
Obesity
Drug abuse
School drop-out
Unemployment
Poverty
Pregnancy Infancy
0-2 y.
Pre-K.
3-4 y.
Ado-Adult
13-30 y.
ENVIRONMENT
GENOTYPE
Neighborhood Physical and Social Characteristics
Risk Factors
Proximal
Distal
Bio-Psy-socio Development Trajectories
Additive interactive
Brain DevelopmentGene Expression
PeersExposition increases
With age
ParentsExposition decreases
with age
Genes-Environment-Brain-Behaviour
School
5-12 y.
Targeted genes
MAOA5-HTT
5-HT1A5-HT1B5-HT2BTPH2
Dionne et al., 2003
A C E
82% 0% 18%
A C E
82% 0% 18%
Intraclass MZ and DZ correlations and ACE Modelfor Physical Aggression and Expressive Vocabulary at 18 Months
ChronicPhysical
Aggression
Young mother
Low education
Single parent
Smoke
Mother behav. prob.
Poverty
Pregnancy Birth - 6 M.
Obstetrical complic.
Mother coercive
Poor Marital Relat.
Mother depressive
12 M. +
27 June 2004
5’ 3’
Low LG High LG
L1 H1
1 2 3 4 5 6 7 8 9 10 11 12 13 14
5’ 3’
1 2 3 4 5 6 7 8 9 10 11 12 13 14
Methylation of rRNA promoter from whole blood DNA
Upstream Control Element(-186 - -50)
Core Promoter(-50 - +20)
High
Legend: :CG methylated :CG unmethylated :CG ?
UCE
CP
A
B
C
D
MediumUCE
CP
E
I
J
Provençal et al., 2006
Causes for Failure to Learn Alternatives to Physical Aggression in EC
-Genome characteristics-Gene expression triggered by prenatal environment-Gene expression triggered by post-natal environment- Learning experiences provided by the environment
What are the consequences for preventive interventions?
Development of Brain Structures and Functions
Preventive Interventions -9m to 5yParent and Surrogate Parent Support
• Mother’s pregnancy life style• Parenting sensitivity and care• Language development• Executive function development• Play-fighting• Discipline• Prosocial skills• Nutrition
Evidence of ECD Services Effects
Support to ParentingOlds et al., 1998 (Pregnancy to 24 m.)
Antisocial behavior at 15 years of age.
Mednick et al., 1987 (Birth +)
Antisocial behavior up to adulthood
Support to Parenting and Day CareCampbell et al., 2001 (12 to 60 m.)
Cognitive development up to adulthood
Schweinhart et al., 2006 (36 to 48 m.)
Antisocial behavior 18 to 40 years of age.
Raine et al., 2001 (36 to 60 months)
CNS arousal and orienting at 11 years of age
Cameiro & Heckman, 2003
Conclusions1. Humans do not learn to physically
aggress, they learn not to.
2. Chronic physical aggression is not something that starts in adolescence(idem for vandalism, theft, violation of rules?)
3. Environmental effects on physical aggression, like genetic effects, are strongly intergenerational.
Conclusions (ctnd)
3. Learning not to physically aggress depends on how well the parents learned during their own childhood
4. Environmental influences on a child’s use of physical aggression probably start at the moment of conception.
5. If this is true, prevention of chronic physical aggression should probably start at conception, at the latest.
Conclusions (ctnd)
6. The earlier we start helping disruptive children the better
7. Placing disruptive children and adolescents together simply increases the problem.
8. Young girls become mothers, their socialisation should be THE PRIORITY
9. Ability to inhibit physical aggression is a thin veneer that can easily break under pressure, hence the importance of situational prevention.
Global ECD Conclusions
1. The Human Brain is the organ that makes us civilized humans
2. The Human Brain is like a pension fund, the earlier we invest the greater the returns
3. Our main Brain Investment Plan dates back to the mid 19th century: Free universal education starting at 5-7 years of age
Global ECD Conclusions
4. The large majority of children do not have access to effective early childhood development services.
5. Best practices usually have the following characteristics: start early, intense, long lasting, comprehensive, well trained staff.
6. To reduce inequalities in education, health, and well-being we must start by offering effective services to the less privileged from pregnancy onwards.
Unless you give infants everything they want,
they cry and get angry, they even beat their own
parents …Thus an evil man is rather
like a sturdy boy, or a man of childish mind, and evil is simply want of
reason at an age when it normally
accrues to men by nature
governed by discipline and experience of harm.
Thomas Hobbes,On the Citizen,
1647
We should be especially careful with our children during their first years. For at this stage their behaviour is guided by instinct more than by reason, so that they are inclined equally to good and evil –more to the latter perhaps – and it is always easier to forget good habits than to unlearn bad ones. This truth was already known to pagan philosophers and caused them great perplexity.
Erasmus, 1529
Su Nombre es Hoy (His Name is Today)
“We are guilty of many errors and many faults,
but our worst crime is abandoning the children, neglecting the fountain of life. Many of the things we need can wait. The child cannot. Right now is the time his bones are being formed, his blood is being made, and his senses are being developed. To him we cannot answer ‘Tomorrow,’ his name is today.”
Gabriela Mistral
Mucho Gracias
Danke Schön