An infant or baby is the very young offspring of human beings. Infant is a formal or specialised synonym for the common term baby. The terms may also be used to refer to juveniles of other organisms. A newborn is, in colloquial use, an infant who is only hours, days, or up to one month old. In medical contexts, a newborn or neonate is an infant in the first 28 days after birth; the term applies to premature, full term, and postmature infants.
The Apgar score is a quick way for health professionals to evaluate the health of all newborns at 1 and 5 minutes after birth and in response to resuscitation. It was originally developed in 1952 by an anesthesiologist at Columbia University, Virginia Apgar, to address the need for a standardized way to evaluate infants shortly after birth.
Thomas Berry Brazelton was an American pediatrician, author, and the developer of the Neonatal Behavioral Assessment Scale (NBAS). Brazelton hosted the cable television program What Every Baby Knows, and wrote a syndicated newspaper column. He wrote more than two hundred scholarly papers and twenty-four books.
Reactive attachment disorder (RAD) is described in clinical literature as a severe disorder that can affect children, although these issues do occasionally persist into adulthood. RAD is characterized by markedly disturbed and developmentally inappropriate ways of relating socially in most contexts. It can take the form of a persistent failure to initiate or respond to most social interactions in a developmentally appropriate way—known as the "inhibited form". In the DSM-5, the "disinhibited form" is considered a separate diagnosis named "disinhibited attachment disorder".
Attachment in children is "a biological instinct in which proximity to an attachment figure is sought when the child senses or perceives threat or discomfort. Attachment behaviour anticipates a response by the attachment figure which will remove threat or discomfort". Attachment also describes the function of availability, which is the degree to which the authoritative figure is responsive to the child's needs and shares communication with them. Childhood attachment can define characteristics that will shape the child's sense of self, their forms of emotion-regulation, and how they carry out relationships with others. Attachment is found in all mammals to some degree, especially primates.
Attachment measures, or attachment assessments, are the various procedures used to assess the attachment system in children and adults. These procedures can assess patterns of attachment and individual self-protective strategies. Some assessments work across the several models of attachment and some are model-specific. Many assessments allow children and adults' attachment strategies to be classified into three primary attachment pattern groups: B-pattern, A-pattern, C-pattern. In most models, each pattern group is further broken down into several sub-patterns. Some assessments are capable of finding additional information about an individual, such as unresolved trauma, depression, history of family triangulation, and lifespan changes in the attachment pattern. Some assessments specifically or additionally look for caregiving behaviors, as caregiving and attachment are widely considered two separate systems for organizing thoughts, feelings, and behavior. Some methods assess disorders of attachment or romantic attachment.
The Bayley Scales of Infant and Toddler Development is a standard series of measurements originally developed by psychologist Nancy Bayley used primarily to assess the development of infants and toddlers, ages 1–42 months. This measure consists of a series of developmental play tasks and takes between 45 – 60 minutes to administer and derives a developmental quotient (DQ) rather than an intelligence quotient (IQ). Raw scores of successfully completed items are converted to scale scores and to composite scores. These scores are used to determine the child's performance compared with norms taken from typically developing children of their age. The Bayley-III has three main subtests; the Cognitive Scale, which includes items such as attention to familiar and unfamiliar objects, looking for a fallen object, and pretend play, the Language Scale, which taps understanding and expression of language, for example, recognition of objects and people, following directions, and naming objects and pictures, and the Motor Scale, which assesses gross and fine motor skills such as grasping, sitting, stacking blocks, and climbing stairs. There are two additional Bayley-II Scales depend on parental report, including the Social-Emotional scale, which asks caregivers about such behaviors as ease of calming, social responsiveness, and imitation play, and the Adaptive Behavior scale which asks about adaptions to the demands of daily life, including communication, self-control, following rules, and getting along with others. The Bayley-III Cognitive and Language scales are good predictors of preschool mental test performance. These scores are largely used for screening, helping to identify the need for further observation and intervention, as infants who score very low are at risk for future developmental problems.
Attachment-based therapy applies to interventions or approaches based on attachment theory, originated by John Bowlby. These range from individual therapeutic approaches to public health programs to interventions specifically designed for foster carers. Although attachment theory has become a major scientific theory of socioemotional development with one of the broadest, deepest research lines in modern psychology, attachment theory has, until recently, been less clinically applied than theories with far less empirical support. This may be partly due to lack of attention paid to clinical application by Bowlby himself and partly due to broader meanings of the word 'attachment' used amongst practitioners. It may also be partly due to the mistaken association of attachment theory with the pseudo-scientific interventions misleadingly known as attachment therapy. The approaches set out below are examples of recent clinical applications of attachment theory by mainstream attachment theorists and clinicians and are aimed at infants or children who have developed or are at risk of developing less desirable, insecure attachment styles or an attachment disorder.
Pain in babies, and whether babies feel pain, has been a large subject of debate within the medical profession for centuries. Prior to the late nineteenth century it was generally considered that babies hurt more easily than adults. It was only in the last quarter of the 20th century that scientific techniques finally established babies definitely do experience pain – probably more than adults – and developed reliable means of assessing and of treating it. As recently as 1999, it was widely believed by medical professionals that babies could not feel pain until they were a year old, but today it is believed newborns and likely even fetuses beyond a certain age can experience pain.
Neonatal withdrawal or neonatal abstinence syndrome (NAS) or neonatal opioid withdrawal syndrome (NOWS) is a withdrawal syndrome of infants after birth caused by in utero exposure to drugs of dependence, most commonly opioids. Common signs and symptoms include tremors, irritability, vomiting, diarrhea, and fever. NAS is primarily diagnosed with a detailed medication history and scoring systems. First-line treatment should begin with non-medication interventions to support neonate growth, though medication interventions may be used in certain situations.
Prenatal cocaine exposure (PCE), theorized in the 1970s, occurs when a pregnant woman uses cocaine and thereby exposes her fetus to the drug. Babies whose mothers used cocaine while pregnant supposedly have increased risk of several different health issues during growth and development.
Prenatal memory, also called fetal memory, is important for the development of memory in humans. Many factors can impair fetal memory and its functions, primarily maternal actions. There are multiple techniques available not only to demonstrate the existence of fetal memory but to measure it. Fetal memory is vulnerable to certain diseases so much so that exposure can permanently damage the development of the fetus and even terminate the pregnancy by aborting the fetus. Maternal nutrition and the avoidance of drugs, alcohol and other substances during all nine months of pregnancy is important to the development of the fetus and its memory systems. The use of certain substances can entail long-term permanent effects on the fetus that can carry on throughout their lifespan.
Maternal sensitivity is a mother's ability to perceive and infer the meaning behind her infant's behavioural signals, and to respond to them promptly and appropriately. Maternal sensitivity affects child development at all stages through life, from infancy, all the way to adulthood. In general, more sensitive mothers have healthier, more socially and cognitively developed children than those who are not as sensitive. Also, maternal sensitivity has been found to affect the person psychologically even as an adult. Adults who experienced high maternal sensitivity during their childhood were found to be more secure than those who experienced less sensitive mothers. Once the adult becomes a parent themselves, their own understanding of maternal sensitivity will affect their own children's development. Some research suggests that adult mothers display more maternal sensitivity than adolescent mothers who may in turn have children with a lower IQ and reading level than children of adult mothers.
The Synactive Theory of Newborn Behavioral Organization and Development suggests that development of the human fetus, and later newborn, proceeds through the constant balancing of approach and avoidance behaviors, leading to: (1) a continuous interaction of the subsystems and their increasingly defined delineations within the organism and (2) the organism's interaction with the environment at large. This process is aimed at bringing about the increasingly well-defined species-unique developmental agenda.
Edward Tronick is an American developmental psychologist best known for his studies of infants, carried out in 1970s, showing that when the connection between an infant and caregiver is broken, the infant tries to engage the caregiver, and then, if there is no response, the infant pulls back – first physically and then emotionally. He is a Director of Child Development Unit and Distinguished Professor at the University of Massachusetts Boston. He is a research associate in Newborn Medicine, a lecturer at Harvard Medical School, an associate professor at both the Graduate School of Education and the School of Public Health at Harvard. He is a member of the Boston Psychoanalytic Society and Institute, a past member of the Boston 'Process of Change' Group and a Founder and faculty member of the Touchpoints program. His research is funded by NICHD and NSF. Dr. Tronick along with Dr. Kristie Brandt founded the Infant-Parent Mental Health Postgraduate Certificate programArchived June 21, 2019, at the Wayback Machine. Fellows spent 12 interactive, intensive 3-day weekends meeting every other month at the University of Massachusetts' Boston Campus, to learn first hand from world luminaries and program faculty as well as each other. The program prepares professionals from multi-disciplinary backgrounds for certification in infant –family and early childhood mental health specialists.
The Child Mania Rating Scales (CMRS) is a 21-item diagnostic screening measure designed to identify symptoms of mania in children and adolescents aged 9–17 using diagnostic criteria from the DSM-IV, developed by Pavuluri and colleagues. There is also a 10-item short form. The measure assesses the child's mood and behavior symptoms, asking parents or teachers to rate how often the symptoms have caused a problem for the youth in the past month. Clinical studies have found the CMRS to be reliable and valid when completed by parents in the assessment of children's bipolar symptoms. The CMRS also can differentiate cases of pediatric bipolar disorder from those with ADHD or no disorder, as well as delineating bipolar subtypes. A meta-analysis comparing the different rating scales available found that the CMRS was one of the best performing scales in terms of telling cases with bipolar disorder apart from other clinical diagnoses. The CMRS has also been found to provide a reliable and valid assessment of symptoms longitudinally over the course of treatment. The combination of showing good reliability and validity across multiple samples and clinical settings, along with being free and brief to score, make the CMRS a promising tool, especially since most other checklists available for youths do not assess manic symptoms.
The General Behavior Inventory (GBI) is a 73-question psychological self-report assessment tool designed by Richard Depue and colleagues to identify the presence and severity of manic and depressive moods in adults, as well as to assess for cyclothymia. It is one of the most widely used psychometric tests for measuring the severity of bipolar disorder and the fluctuation of symptoms over time. The GBI is intended to be administered for adult populations; however, it has been adapted into versions that allow for juvenile populations, as well as a short version that allows for it to be used as a screening test.
Social emotional development represents a specific domain of child development. It is a gradual, integrative process through which children acquire the capacity to understand, experience, express, and manage emotions and to develop meaningful relationships with others. As such, social emotional development encompasses a large range of skills and constructs, including, but not limited to: self-awareness, joint attention, play, theory of mind, self-esteem, emotion regulation, friendships, and identity development.
Lauren Bernstein Adamson was a developmental psychologist known for her research on communicative development, parent-child interaction, and joint attention in infants with typical and atypical developmental trajectories. She was a Regents' Professor Emerita of Psychology at Georgia State University.
The Crowell procedure is a tool used to assess the parent-child relationship. Crowell and Feldman created the assessment tool for use in a study. The tool, which includes seven activities for the parent-child dyad to complete, is used for both preventive and clinical purposes. Crowell and Feldman's 1988 piece introducing the Crowell Method has been cited in over 500 studies. The assessment procedure has also been proven to be a reliable measure in discriminating between clinical and non-clinical dyads. The procedure is also known as the Crowell Parent-Child Interaction Procedure and the Crowell Problem Solving Procedure Rating Scale.
