Trauma and its Intergenerational Effects

This assignment delves into the profound effects of trauma, spanning from individual experiences to their transmission across generations. It examines the developmental consequences of early-life trauma on children, particularly in contexts like 'feral families' and war-torn environments. The analysis extends to understanding Post Traumatic Stress Disorder (PTSD) in survivors and its impact on offspring through both psychological and epigenetic mechanisms. Key concepts explored include intergenerational trauma transmission, the influence of parental PTSD on child development, and the role of historical trauma in shaping contemporary societies.

Psychology

TABLE OF CONTENT
TASK 1............................................................................................................................................3
Option A...........................................................................................................................................3
Bowlby argues that primary of the mother/child relationship is a product of evolutionary
history.....................................................................................................................................3
TASK 2............................................................................................................................................6
Childhood survivors of the Holocaust and its effects on their later development .................6
REFERENCES..............................................................................................................................10

TASK 1
Option A
Bowlby argues that primary of the mother/child relationship is a product of evolutionary history.
Mother child relationship is always considered to be a special bond in this entire universe
where a profound scholar named Bowlby has hereby presented a distinct theory of attachment
over here. It is basically in context to present the attachment between mother and child where
this theory has greatly contributed to explain it in a sensible manner. It is where Bowlby's theory
has significantly presented an evolutionary theory of attachment that has in turn remarked the
biological existence of children in this world (Beddoe, 2015). It is where the children are hereby
referred to come with a pre planned form of attachment that supports their survival within a
biological perspective. This theory is highly influenced from the theory of ethology where in
general, it is being linked with the study of Lorenz where he surveyed the study of imprinting. In
whose accordance, attachment is referred to be unlearned with a special context of young ducks
that in turn provides them an endurance value. However, Bowlby tends to believe that the
attachment behaviours are usually spontaneous in nature and are duly activated at the time of
facing any such condition that is seemingly threatening the attainment of proximity like
detachment, insecurity and fright, etc.
It is where Bowlby has together claimed about the fear of strangers that in turn depicts
the significance of survival mechanism that is normally built in by the nature. It is where the
babies are commonly born with a prior tendency of showing some indefinite unconditioned
behaviour that are also termed as societal releasers (Beddoe, 2014). This in turn assists to assure
closeness and touch with the mother or any other figure of attachment where these signs are
usually referred as crying, crawling and smiling, etc., that duly depends upon distinct behaviour
of different species. It is basically to discourse upon the evolution of human species where
Bowlby have hereby proposed a correspondent theory on whose basis, both the mother and her
infant goes through a biological evolution that biologically necessitates them to stay in touch of
one another. It is where this attachment theory is based upon a leading determinant of care and
responsiveness with four leading points, as mentioned below-
 A child takes birth with an inborn requisition to get attached to at least one attachment
figure that is also termed as monotropy.

 A child must get constant attention of the above depicted attachment figure for an
approximate period of two initial years of child's life with an important consideration of
survival (Beecher, 2016).
 This is the third most important point of this theory where there together exists a long
term outcome of motherly deprivation that might be either of the following, depending
upon the situation. This includes delinquency, a reduced level of intelligence with
increased aggressiveness, depression or non affectionate mental illness.
 Lastly, there existed yet another belief of Bowlby where even a short term detachment
from the attachment figure often leads to a long term suffering. It has been further
determined with the help of a PPD model that involves three stress levels that are Protest,
Despair and Detachment (Zickler, 2014).
It can be evaluated that attachment theory results in defining the relationship between
mother and child. Therefore, it is essential for theorists to identify the nature of parents as it pass
down to children and nurture in such a way which results in bringing the child up. However, it is
a common belief and thus it helps in improving the nature of children so that it helps in attaining
high growth and development. For instance, if a child is grown up in a criminal area than it is all
because of the nature of their parents (Rollo, 2016). Later, children will also bound to commit
same kind of crimes. It is because high rate of peer pressure results in affecting the nature of
children. However, children do not use every thing that they have learned from parents but uses
that in order to shape their character. Social groups, friends also play a crucial role in influencing
children and therefore, it is essential for them to behave in a proper manner so that it does not
impact upon the children and their relationship with parents. Here, nurture helps in leading
parents to believe that sometimes they mess with the life of their children. Therefore, they are
solely held responsible if their child commits any illegal act.
Thus, Bowlby's attachment theory could be summed up and assess that observation of
how a very young child behaves towards his mother both in her presence and absence. It helps
greatly in developing the personality of children (Brown and Jones, 2014). But the main
limitation with attachment model is based upon the behaviour which occur during separations of
parents and thus it badly affects the mental status of a child that leads them to affect their life.
While, another limitation is that mother is viewed as the primary attachment and thus father and

sibling also influence the attachment with children. Thus, as per Bowlby, children do not get
influenced by mother but they also get affected through father and other relations.
Here, behaviours of children get impacted due to their parents status and therefore, they
need to provide proper attachment to them so that it helps in developing effective relationship in
regard to develop their behaviour (Davis, 2016). Attachment model evaluates that mother and
children relationship needs to be evaluated effectively so that best results could be attained.
Beside this, Bowlby's attachment theory is duly supported by two other leading studies
conducted by Harlow and Lorenz's where they worked on both the concepts of imprinting and
attachment. It is along with the support of yet another study carried out by Rutter. It is where the
study conducted by Lorenz have suggested that living beings have a biological tendency of
getting attached to a single subject. This finding was duly acquired in support of scientific
research in which gosling's were separately born with their mother and a brooder. In both the
cases, within an enumerated period of 13-16 hours of the birth, the gosling's pursued the
foremost moving object that they envisioned nearby them. This supported the attachment theory
of Bowlby where there exists a biological base of attachment which is adaptive in nature and is
known to back up the survival of species. In context to another study carried out by Harlow with
the support of 8 rhesus monkeys where they were offered both food and comfort and all of them
accepted the comfort rather than accepting food. This experiment has proven that comfort is
referred to be the most crucial outlook when forming a bond in support of the attachment theory
created by Bowlby.
It is on referring to yet another study carried out by Rutter where it is linked to the
deprivation and privation of Bowlby's attachment theory with almost similar results. This is
where Rutter have hereby researched upon a group of boys ageing from 9 to 12 years on the Isle
on Wight where there parents were reportedly suffering from mental issues. Herein, Rutter tried
to interpret the causes of anti social behaviour among those children instead of seeking any
contribution of their mother's in childrearing. Although, no such correlation were found among
detachment from parents and an increasing level of anti social behaviour in children's. A major
reason of stress was found to be the resultant factor of anti social behaviour in children's. The
children's were continually asked about their early life developments and on the basis of their
response, Rutter has created several groups of children on the basis of their distinct family
backgrounds. It was however in support of some considerate findings that yet again proved the

point of Bowlby's attachment theory. It is where early life development does plays a major role
in effecting the later behaviour of children's and those who are separated from the parents at an
early age are not emotionally scarred for their entire life.

TASK 2
Childhood survivors of the Holocaust and its effects on their later development
Holocaust was used to describe a sacrificial offering burned on the altar. From historical
point of view, the word has taken on a new and horrible meaning which depicts the mass murder
of around 6 million European Jews by the German Nazi regime during the Second World War
(Prato, 2016). Throughout the Holocaust, Jewish people suffered in numerous and various ways
as a part of the Nazi plotted final solution. This was made during World War II which
systematically eliminate the Jewish people in Nazi occupied Europe. Holocaust have suffered a
lot because Nazis used to kill the entire family members.
However, the study has been describing the effects of Holocaust on later development of
the child and along with that discussion has also been included regarding different theories that
are concerned with the development of Holocaust (Wardi, 2014). Moving on to theoretical aspect
of Ekrison’s psychological theory of development, the impact of external factors on parents and
society on personality development from childhood to adulthood is being analysed. Thus, each of
the stage has been describing the effects of Holocaust on early development.
1. Infancy: Birth – 18 months old

This dimension of the theory describe the relationship between basic trust and mistrust.
The theory states that during the first and second year of life, the major emphasis is on the
mother and father’s nurturing ability and care for a child (Park And et. al., 2016). The theory
states that a child who gets proper care, trust and security from the family members develop
positive attitude respectively. However, if a child does not experience such things, definitely it
leads to development of insecurity, worthlessness and mistrust. These aspects would have more
developed in children because of the effects of Holocaust.
2. Toddler/ Early childhood years
At this stage, the child has the opportunity to build self- esteem and autonomy and he or
she usually learns new skills. Thus, a well-cared child has surely developed need for autonomy
and self-esteem (Yehuda And et. al., 2014). However, sufferers of Holocaust might have
developed defiance, temper tantrums and stubbornness. Thus, children tend to be vulnerable in
this stage.
3. Preschool: 3 to 5 years
This staged defines initiative vs. guilt; thus stating about the suffering of children due to
Holocaust, it can be said that they might be developing social exclusion (Felsen, 2017). The ratio
of natural desires keep on changing; therefore sufferings of Holocaust have created guilt on the
children because they have lost their family.
4. School age children
The stage defines industry vs. inferiority and during this stage, children are capable of
learning, creating and accomplishing numerous new skills and knowledge; thus it is a sense of
industry (Figley, 2013). This is a social stage of development; however sufferings of Holocaust
have developed a sense of unresolved feelings. Therefore this could develop serious problems in
terms of competence and self-esteem.
5. Adolescent
This stage shows that development now depends primarily upon what a person does.
However, the survivors of the Holocaust would have to struggle to explore own identity at the
time of interacting with people (Yehuda And et. al., 2016). Since, they are the sufferers of
Holocaust, hence they have to put several attempts to develop a sense of morality.
6. Young adult

At this stage, people tend to seek companionship and love and this can also drives them
to start their own family (Heilala And et. al., 2014). However, the early survivors of Holocaust
must feel isolated in this situation because of lack of companionship and love. However, at the
same time, this must have developed a sense of social isolation among the survivors of
Holocaust.
7. Middle- aged adult
At this stage, career and work are the most important things and at this stage, people take
on several responsibilities and control (Luckhurst, 2013). However, the survivors of Holocaust
must experience inactivity and meaninglessness as this is a common fear that develops in this
stage.
8. Late adult
Survivors of Holocaust may have a sense of despair during this stage which could also
reflect experiences and failures. They may also fear death as they struggle to find a purpose to
their lives.
However, on the other hand in this respect Abraham Maslow’s theory can also be applied
which shows different needs of human beings at different stages.
 Biological and psychological needs includes air, food, drink and shelter and meeting
such needs only leads the person to shift towards the next need. However, early
survivors of childhood must not be able to meet all such needs because of the Holocaust.
 Safety needs of survivors of Holocaust did not meet and they could also feel insecure
because of lack of stability and freedom.
 Love and belongingness needs generates the requirement of friendship and intimacy;
however the survivors of Holocaust would not be able to trust anyone because of the
Holocaust. Thus, this might bring isolation among them (Alexander, 2013).
 Survivors of Holocaust would not be able to focus on earning self-respect as they might
have the feeling of fear in their mind. They might also feel dominated in this situation
because of sufferings of Holocaust.
 Last is the self-actualization need that aids in realizing personal potential, self –
fulfilment and personal growth. Lack of satisfaction in this stage can also bring several
issues and survivors of Holocaust would have experienced challenges because of lack of
self-potential and achievement aspects.

Thus, on the basis of entire discussion, survivors of Holocaust would have a pessimistic
impact on their development and this can affect their stages of development.

REFERENCES
Books and Journals
Alexander, J.C., 2013. Trauma: A social theory. John Wiley & Sons.
Beddoe, L., 2014. Feral families, troubled families: The spectre of the underclass in New
Zealand. New Zealand Sociology. 29(3). pp.51.
Beddoe, L., 2015. Making a Moral Panic–‘Feral Families’, Family Violence and Welfare
Reforms in New Zealand: Doing the Work of the State?. Moral Panics in Theory and
Practice: Gender and Family. pp.31-42.
Beecher, D., 2016. Adapted Brains and Imaginary Worlds: Cognitive Science and the Literature
of the Renaissance. McGill-Queen's Press-MQUP.
Brown, L.J. and Jones, P.E., 2014. Bringing Back the Child: Language Development after
Extreme Deprivation (Children and Childhoods 4). Cambridge Scholars Publishing.
Davis, R., 2016. Piers Plowman and the Books of Nature. Oxford University Press.
Felsen, I., 2017. Adult-Onset Trauma and Intergenerational Transmission: Integrating Empirical
Data and Psychoanalytic Theory. Psychoanalysis, Self and Context. 12(1). pp.60-77.
Figley, C.R., 2013. Trauma and its wake (Vol. 1). Routledge.
Heilala, C. And et. al., 2014. Effects of evacuation in late adulthood: analyzing psychosocial
well-being in three cluster groups of Finnish evacuees and non-evacuees. Aging & mental
health. 18(7). pp.869-878.
Luckhurst, R., 2013. The trauma question. Routledge.
Park, J.H. And et. al., 2016. Korean Survivors of the Japanese “Comfort Women” System:
Understanding the Lifelong Consequences of Early Life Trauma. Journal of
gerontological social work. 59(4). pp.332-348.
Prato, A., 2016. A Special Case of Philosophical Reflection about the Origin of language: Victor,
the Wild Child of Aveyron. Theoria et Historia Scientiarum. 13. pp.55-70.
Rollo, T., 2016. Feral children: settler colonialism, progress, and the figure of the child. Settler
Colonial Studies. pp.1-20.
Wardi, D., 2014. Memorial candles: Children of the Holocaust. Routledge.
Yehuda, R. And et. al., 2014. Influences of maternal and paternal PTSD on epigenetic regulation
of the glucocorticoid receptor gene in Holocaust survivor offspring. American Journal of
Psychiatry. 171(8). pp.872-880.

Yehuda, R. And et. al., 2016. Holocaust exposure induced intergenerational effects on FKBP5
methylation. Biological psychiatry. 80(5). pp.372-380.
Zickler, E.P., 2014. Kenneth B. Kidd: Freud in Oz: At the Intersections of Psychoanalysis and
Children's Literature. American journal of psychoanalysis. 74(4). pp.402.