• Save
Riskilaste konverents 2012: Willy Tore Morch: The biological principle
Upcoming SlideShare
Loading in...5
×

Like this? Share it with your network

Share

Riskilaste konverents 2012: Willy Tore Morch: The biological principle

  • 709 views
Uploaded on

Willy tore morch-the_biological_principle

Willy tore morch-the_biological_principle

More in: Education
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
    Be the first to like this
No Downloads

Views

Total Views
709
On Slideshare
709
From Embeds
0
Number of Embeds
0

Actions

Shares
Downloads
0
Comments
0
Likes
0

Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide

Transcript

  • 1. U T VA L G O M D E T B I O L O G I S K E P R I N S I P P I BARNEVERNET Utvalg opprettet ved kgl.res. 18. februar 2011Better protection of children’s developmentThe expert committee’s report about the biological principle in child protection services NOU 2012:5 Professor Willy-Tore Mørch Member of the expert committee
  • 2. Basic knowledge about neurological, psychological and social problems relevant for the expert committee’s conclusions2 07.02 2012 Barnevernsambandet Det biologiske prinsipp i barnevernet
  • 3. CHILD BRAIN PROTECION Det biologiske prinsipp i barnevernet
  • 4. Neuro biology Small children living with longlasting stress and anxiety develop neurobiological and psychological damages • The brain is plastic and «user dependent» • The brain is not fully developed until the age of 20 • The phylogenic oldest structures (The limbic systems) develop first and are therefore in highest risk of mal- development from experience based trauma (neglect and abuse)4 07.02 2012 Barnevernsambandet Det biologiske prinsipp i barnevernet
  • 5. The basic structures and examples of consequences of traumatization Amygdala: «Remember» dangerous situations: Activates anxiety in similar but non-dangerous situations Hippocampus: Differenciate between danger and non- danger and transfer to explicitt recall: High non- targeted anxiety and reduced ability to separate betweeen danger and non danger Orbito frontal cortex: Important in attachment and cueing of social signals:Reduced ability for relation building and behavioral flexibility (learning) Medial prefonal cortex: Self–observation, self regulation and emotional signals from the limbic system: Impusivity and lack of reflections. Emotional unstability5 07.02 2012 Barnevernsambandet Det biologiske prinsipp i barnevernet
  • 6. Social impairement, low SES Children living in relative poverty can develop language delay and, cognitive and emotional impairment (Hart & Risley 1995). Children of social security recipients (Low SES) developed only ¼th of the vocabulary of children in high SES families Parents with high SES talked twice as much and used richer language than parents with low SES Parents with high SES interacted with their child four times more than parents with low SES Children in high SES families received seven times as much positive attention and only one third of criticisms than children in low SES families These parenting skills explained 61% of the variation in language growth and 59% of the variation in the childrens general intellectual development6 07.02 2012 Barnevernsambandet Det biologiske prinsipp i barnevernet
  • 7. Generation transmission  It is proven generation transmission of child protection services and social security recipients in Norway  Child care is moderately stable across generations  Weak and harmfull child care stransmitts more over generations than high quality care  Four of five families in child protection services are low SES families7 07.02 2012 Barnevernsambandet Det biologiske prinsipp i barnevernet
  • 8. Attachment Unsafe attachment (elusive and ambivalent) between children and caregivers can result in developmentally retardant care. Desorganized attachment can develop serious mental health problems in the children  Unsafe, elusive attachment: Parents respond with anger and anxiety to the child’s attachment behavior. The child avoid the parents responses by tuning down attachment behaviors. They display silent, non-attentive behaviors and independency  Unsafe, ambivalent attachment: Parents are passive and callous. The child escalate the attachment behavior and display temper tantrums, anger and defiance  Unsafe, desintegrated attachment: Parents are violent and ridiculing the child. The child shows fear for the caregiver and displays stereotype behavior, anxiety and confusion. The child is in risk for developing serious mental health problems.8 07.02 2012 Barnevernsambandet Det biologiske prinsipp i barnevernet
  • 9. The biological principle  It is of intrinsic value for a child to live with his/her biological parent(s) and thereby it reflects «the child’s best» The biological prinsiple is not explicitly mentioned in the child protection law, but it is clearly expressed in the law preparatory documents and proves that the principle underlies the law. The biological principle is leading for practice in the child protection services9 07.02 2012 Barnevernsambandet Det biologiske prinsipp i barnevernet
  • 10. The difficult decicions in child protection Thresholds for care takeover to foster homes or institution Reversal of care takeover decisions Measures for improvements (e.g. parenting guidance) Visitation10 07.02 2012 Barnevernsambandet Det biologiske prinsipp i barnevernet
  • 11. A new leading principle  The developmentally supportive attachment principle I.e. the caregivers must interact to the child with a quality that support the childs development It is the child’s best to live in developmental supportive conditions than with their biological parents11 07.02 2012 Barnevernsambandet Det biologiske prinsipp i barnevernet
  • 12. Primary aim for the propositions from the expert committee: • To reduce the time children live in malicious care by:  Impose on parents to receive evidence based parent training programs when parents have potential to improve their parenting skills  Reduce the time before moving a child to a developmental supportive care situation (foster home, emergency home) by applying the new principle as leading principle in the decision process.  Stabilizing the foster homes by establising a foster home guaranty (monitoring and supervising the foster homes)  Decisions about reversal of care taking back to biological parents only if the care situation is developmental supportive for the child  Elicit the use of adoption by always assessing the opportunity for adoption when babies are placed in foster homes and within one year for children between 0-18 months12 07.02 2012 Barnevernsambandet Det biologiske prinsipp i barnevernet
  • 13. To reduce the time children live in malicious care By  Prohibit the right for biological parents to annually appeal for reversal of care takeover decision by making it mandatory for the social court, after more than 2 years placement in foster home, to assess if court decision of moving the child out of the home not should be repealed if the child is attached to the foster parents.  Limit the right for biological parents to promote a cause for changes in visitation if the child is attached to the foster parents  and after changes in visitation has been treated in the social court one time, promoting a cause for change in visitation can only be applied if it can be proved that the parents care situation has changed to be developmental supportive13 07.02 2012 Barnevernsambandet Det biologiske prinsipp i barnevernet
  • 14. Thank you for your attention14 07.02 2012 Barnevernsambandet Det biologiske prinsipp i barnevernet