Goodness-of-fit and Mental Health M Maldonado

Goodness of fit Stella Chess and Thomas Stella Chess and Thomas Concept of temperament Concept of temperament “different kinds of temperament” “different kinds of temperament” Relationship with caregiver’s style: Relationship with caregiver’s style: Good fit, or poor fit Good fit, or poor fit

Temperament. Bernhard Hellwig “Die vier Temperamente bei Kindern” (1780’s) Sanguine child Sanguine child Phlegmatic child Phlegmatic child Choleric child Choleric child Melancholic child Melancholic child

Temperament: Chess and Thomas Easy child Easy child Slow to warm up child Slow to warm up child Difficult child Difficult child Undifferentiated Undifferentiated

Temperament Biological Predisposition Biological Predisposition Rhythmical functioning Rhythmical functioning Circadian rhythmicity Circadian rhythmicity Interest in novelty Interest in novelty Approach to new situations, curiosity Approach to new situations, curiosity Inclination to “outside’ or “inside” Inclination to “outside’ or “inside”

Temperament Environmental influences on biological predisposition: Environmental influences on biological predisposition: Promoting self-regulation through other- regulation Promoting self-regulation through other- regulation Promoting development (Vygotskian model) Promoting development (Vygotskian model) Promoting rhythmicity through routines Promoting rhythmicity through routines Buffering from environmental influences Buffering from environmental influences

Transition to parenthood Wish for a perfect child Wish for a perfect child Reverie during pregnancy about how the baby will be Reverie during pregnancy about how the baby will be Images (working models) in parents’ mind about what it is to be a mother/ father Images (working models) in parents’ mind about what it is to be a mother/ father Influence of own experience of being parented on “what is a mother, father” Influence of own experience of being parented on “what is a mother, father”

Transition to parenthood Calipedia (wish for a beautiful child) Calipedia (wish for a beautiful child) Conscious wish for a baby Conscious wish for a baby Imaginary baby ( preconscious desire, fantasy) Imaginary baby ( preconscious desire, fantasy) Phantasmatic baby (unconscious representation, meaning of baby) Phantasmatic baby (unconscious representation, meaning of baby) “Real baby” “Real baby” “Cultural baby” (MR Moro) “Cultural baby” (MR Moro)

Transition to parenthood First encounter with baby First encounter with baby Encounter between desired baby and real baby Encounter between desired baby and real baby Surprise, “shock” and ambivalence Surprise, “shock” and ambivalence Reconciliation between imagined and real infant Reconciliation between imagined and real infant Process of acceptance, celebration, “mourning” of ideal features Process of acceptance, celebration, “mourning” of ideal features

Genes-heredityTempera-ment Health problems, e.g. prematurity Sensory integration, motor patterns Parental psychopatholog y and child rearing Fit between parent and child Early experiences Family, relationships, organization Social group and culture Influences on development

PARENT INFANT FAMILY AND CULTURE

PARENT FEATURES TEMPERAMENT REACTIVITY ATTENTION SPAN INTEREST IN NOVELTY TALENTS INTERESTS + HOPES EXPECTATIONS RULES DESTINY OBLIGATIONS CHILD FEATURES TEMPERAMENT REACTIVITY ATTENTION SPAN INTEREST IN NOVELTY TALENTS + DUTIES BIRTH ORDER RESEMBLANCE CULTURAL EXPECTATIONS GENDER APPEARANCE

Goodness of Fit: “ideal” PARENT PARENT Expectation Expectation Active, energetic Active, energetic Likes music Likes music Wanted a boy Wanted a boy INFANT INFANT Child has easy temperament Child has easy temperament Child is athletic and interested Child is athletic and interested Likes music Likes music Child is a boy Child is a boy

Poor fit PARENT PARENT Parent is exhausted and stressed Parent is exhausted and stressed Low level of energy Low level of energy Active, likes sports Active, likes sports Conflict with own father Conflict with own father CHILD CHILD Child is irritable and “high demand” Child is irritable and “high demand” Sleeping difficulties Sleeping difficulties Is floppy and low muscular tone Is floppy and low muscular tone Child resembles the grandfather Child resembles the grandfather

Goodness of fit DEGREE OF FLEXIBILITY DEGREE OF FLEXIBILITY ACCEPTING THE REALITY ACCEPTING THE REALITY CAPACITY TO “READ” THE CHILD CAPACITY TO “READ” THE CHILD EMPATHY/MENTALIZA TION EMPATHY/MENTALIZA TION MATERNAL OR PATERNAL INSTINCT MATERNAL OR PATERNAL INSTINCT ADAPTABILITY ADAPTABILITY CAPACITY TO READ PARENT CAPACITY TO READ PARENT “BABYNESS” “BABYNESS” “SOCIAL ORIENTATION” “SOCIAL ORIENTATION” DEVELOPMENTAL PUSH DEVELOPMENTAL PUSH PARENT CHILD

Goodness of fit Parent adapts caregiving to child’s unique characteristics Parent adapts caregiving to child’s unique characteristics Parent modifies expectation Parent modifies expectation Parent alters discipline strategies Parent alters discipline strategies Child creates own environment Child creates own environment Child “disarms” parent Child “disarms” parent Child reinforces parent Child reinforces parent

Positive mutual feedback INFANT IS IRRITABLE AND CRIES FREQUENTLY, HIGH DEMANDS CAREGIVER EXPERIENCES EMPATHY AND COMPASSION TOWARD INFANT CAREGIVER TRIES TECHNIQUES TO CALM INFANT, CARRYING, BUFFERING, DISTRACTING CHILD REMAINS CALM LONGER PERIODS OF TIME

Vicious cycle feedback CHILD IS FUSSY AND IRRITABLE CAREGIVER IS MOSTLY ANGRY AND READS AS MANIPULATION, SPOILED CAREGIVER IGNORES YELLS, SHAKES SPANKS THE INFANT INFANT BECOMES INCREASINGLY DYSREGULATED, UNABLE TO CALM, DISORGANIZED

Effects of child on parent TODDLER DISOBEYS TRANSGRESSION THROWS A TEMPER TANTRUM PARENT BECOMES EXASPERATED, LOSES TEMPER CHILD SHOWS SENSE OF HUMOR MAKES PARENT LAUGH CHANGES TONE OF INTERACTION PARENT CALMS DOWN SEES THE “BIG PICTURE” LETS TH INGS GO CHILD LEARNS FROM EXPERIENCE

Mutual coercive training ( GR Patterson) CAREGIVER USES MOSTLY COERCIVE STRATEGIES (THREATS, PHYSICAL, PUNISHMENTS) CHILD COMPLIES CHID LEARNS TO COMPLY MOSTLY IF UNDER DURESS OR THREAT CHILD DOES NOT COMPLY CHILD, IF STRONG RESISTANCE, NO COMPLIANCE AND NOT FOLLOW RULES