Nature Vs. Nurture And Catalyzing Factors That Cause Depression Among Children - Essay Example

RUNNING HEAD: DEPRESSION AMONG CHILDREN NATURE VS. NURTURE AND CATALYZING FACTORS THAT CAUSE DEPRESSION AMONG CHILDREN CHILD AND ADOLESCENT PSYCHOLOGY (PS220-04) PROFESSOR’S NAME: MAUREEN CLIFFORD STUDENT’S NAME: MAMIE BORCHETT DATE: 09-AUG-2010 Introduction This paper deals with the issue of anxiety and depression among children in the age group of 2 to 6 and teenagers with specific reference to the causal factors that bring upon restlessness, anxiety, troubled behavior and other manifestations of depression among these age groups. The paper considers the effect of genetic predisposition to depression among children as well as the environmental and social factors that contribute to the same. The works of Bronfenbrenner and Piaget are examined in detail to draw attention to the issue. The focus throughout the paper would be on applying the theories and the course material to the issue of depression in children. The emphasis would be on identifying the causal factors causing depression and evaluating the role of each of them. Thesis Statement and Problem Description The thesis statement of the paper is that there are genetic predispositions to depression among children of specific age groups as well as catalyzing factors like absence of a father figure, societal pressures to conform and peer-pressure from other children to perform at school. Hence, the paper attempts to answer the thesis question: Is Depression among children caused by genetic factors or environmental factors or a combination of both with catalyzing factors playing a major role. The problem description is that of children in the age groups of 2 to 6 and teenagers showing symptoms of adjustment to the world around them and hence can be classified as troubled or depressed. The point here is that the paper tries to address the “nature vs. nurture” question as it relates to depression among children. While many experts have pointed to the genetic predisposition that causes mental health disorders, there are others who have insisted that this is nothing more than “blaming the brain” as an excuse to not look deeply at the environmental factors that cause depression. The line taken in this paper is that while there are enough grounds for genetic factors being at the root of the issue of depression among children, there is enough evidence to indicate that environmental factors act as “catalysts” in precipitating depression. Hence, what is being argued in this paper is that while nature might predispose certain children towards psychological disturbances, the other factors like home and family environment and social norms do indeed catalyze the inherent tendency towards depression making the children the victims of depression and other psychological disorders. We all have good genes and bad genes and most of us get through life without having to ponder in detail how much our genes have shaped our lives. But for those of us unfortunate to have a combination of bad genes and circumstances in life that can be called threatening to our mental equilibrium, the issue of whether depression has been caused due to genes or a combination of genes and circumstances is indeed something to think about. Urie Bronfenbrenner’s Theory, Piaget’s Theory and their Application Bronfenbrenner proposed a theory of child development that focuses on the effect of environment on the development of the child. He developed the “ecological systems theory to explain how everything in a child and the childs environment affects how a child grows and develops. He labeled different aspects or levels of the environment that influence childrens development, including the Microsystem, the Mesosystem, the Exosystem, and the Macrosystem.” (Seifert, 1999) Each level of environment is like the circles in a concentric loop where the first circle is closest to the centre and the circles move farther away with each stage. Hence, the first circle or the immediate level of environment that impacts the child’s development is the immediate family (Microsystem) and then the next circle or the Mesosystem develops leading to other levels of environment that culminate in the larger Macrosystem that is the whole world as a ground of learning for the child. Piaget on the other hand developed a theory of staged cognitive development where “he observed his children (and their process of making sense of the world around them) and eventually developed a four-stage model of how the mind processes new information encountered. He posited that children progress through 4 stages and that they all do so in the same order” (Seifert, 1999) According to Piaget, they are the Sensorimotor stage, Preoperational Stage, Concrete Operations and Formal operations stage with each stage corresponding to a specific age group. The emphasis in Piaget’s theory is on the quantum leaps that a child takes as he or she passes through each stage and hence the learning that the child undergoes is staged accordingly. The application of the combination of Bronfenbrenner and Piaget’s theories to the issue of depression among children or teenagers would lead us to the conclusion that the factors that cause depression are different in each stage. For instance, the main disorder for children in the age group of 2 to 6 might be the learning disorders and onset of anxiety whereas for teenagers the problem might not be so simple and can very well result in behavior that is not socially acceptable. If we take the case of our problem description and the issue of the children who have a genetic predisposition to psychological disorders, we find that both Bronfenbrenner and Piaget emphasize the age group that we call the teens to be the stage when the child matures into an adult and hence this is the critical phase for onset of psychological disorders. Alcohol and Drug Abuse and its effect on Families If we look at the incidence of alcohol abuse among adults and the effect it has on their children, it is clear that the lack of early life parenting because of the absence of one parent does indeed leave deep psychological scars on the psyches of the children. Hence, if we take the instance of a single mother with a child who is missing one parent due to alcohol and drug abuse related breakups; it is indeed the case that the child would have adjustment issues with respect to his school or the larger community. And if the child inherits the genes that have made his or her parent the way they were, it is more likely that the child’s genetic makeup would predispose him or her to a psychological disorder. (Torrey, 2001) What we are dealing with here is a “double whammy” for the child as he or she not only inherits the genes that predispose him or her towards psychological disorders, but also has to face the home environment that is characterized by the absence of a parent. If the child happens to male (boy) then the factors that cause depression are more as the child has to endure the absence of a father figure as well as lack of a role model. If we apply Bronfenbrenner’s model to different stages of development as characterized by Piaget, it can be said that the child may be affected more severely in the teenage years as opposed to early life development since it is during the teenage years that the moderating influence of both parents is essential. Further, if a teenage male loses out on guidance from a father figure and does not have a role model, he is likely to go through a crisis of confidence with no thread to hold on to in the web of life. This is particularly so in the modern world where to paraphrase the lines from a movie, Changing Lanes, “the mean streets of this world require a father for boys”. Hence, the implication is clear that the teenage years are the most critical for boys to become men and hence the cases of psychological maladjustment are also severe during that time. Research has shown that male adults in the age group of 22-27 are most susceptible to onset of psychological disorders and if they do not have adequate support systems, they are twice likely to be afflicted with some sort of psychological disorder or the other. (Seifert, 1999) Catalyzing Factors for Depression The above section has analyzed the genetic predisposition to psychological disorders as well as considered some of the ways in which the genes passed on from parents to children may have a role in psychological disorders. In this section, we take a closer look at some of the catalyzing factors that cause different disorders in different age groups. While the age group of 2 to 6 may have learning disorders as the chief areas for concern, the teenage years bring with them a different set of problems altogether. This is the time when the onset of maturity takes place according to Piaget. And if Bronfenbrenner’s theory is taken into account, the mesosystem and the exosystem are the primary drivers for development in this stage. (Agency, 2002) Hence, a teenage male who is exposed to the wider world often finds himself in rough waters where making sense of the world is in itself a challenge and something that a teenager without a functional home environment is likely to find overwhelming. When Bronfenbrenner and Piaget’s theories are applied to the teenager, we find that the intersection of the mesosystem and the exosystem with the formal operational stage where key ideas about the world and his place in it are crystallized leads to the “wonder years” becoming troubled years. Hence, the catalyzing factors that cause depression among teenagers is something that needs to be looked into some detail when considering solutions like medication or counseling. Conclusion It is usually the case that doctors and therapists prescribe anti depressants to teenagers with psychological disorders. However, what needs to be considered is that these drugs and medicines might interfere in the maturation process of the brain and result in the teenager having some of his learning and other critical faculties stunted in their development. Hence, care and caution must be exercised before the doctor prescribes medication. (Harper, 2006) Further, it would require a “patient” (no pun intended) therapist to empathize with the teen for whom the counseling is being sought and treat the issue in a considered manner. While the debate as to whether it is nature or nurture that makes us the adults we become is yet to be resolved, it is pertinent to note that even medical researchers are concluding that while nature would give us genes that might be good and bad, nurture acts in ways that can cause changes in brain chemistry. (Valenstein, 1998) Hence, for those who subscribe to the changes in brain chemistry perspective on psychological disorders, it would be worth to consider the above point. In conclusion, we might be at a point where research is throwing up newer facts about the way we think and behave. It would be rather presumptuous to ignore one factor and highlight the other factor and vice versa. A black and white approach must be eschewed in favor of a comprehensive approach that is nuanced in its understanding and treatment. References GROUP, A. (2002, Feb 26). PROMOTE CHILD WELL-BEING AND HEALTHY MARRIAGES OVERVIEW. Retrieved Aug 09, 2010, from The White House: Accession Number:32W0711546787. Regional Business News. Harper, J. (2006, Jan 04). Prescriptions of mind-altering drugs for teens riseAuthors. Retrieved Aug 09, 2010, from The Washington Times: ISSN:07328494Accession Number:4KB20060104121853Database: Regional Business News Seifert, K., & Hoffnung, R. (1999). Child and Adolescent Development, 5th Edition (Social Science College Titles) . New York: Wadsworth Publishing. Torrey, E. F. (2001). Surviving Schizophrenia: A Manual for Families, Consumers, and Providers. New York: Harper Paperbacks. Valenstein, E. (1998). Blaming the Brain : The Truth About Drugs and Mental Health. New York: Free Press. Read More