Synopsis
The field of cognitive psychology has expanded rapidly in recent years, with experts in affective and cognitive neuroscience revealing more about mammalian brain function than ever before. In contrast, psychological problems such as ADHD, autism, anxiety, and depression are on the rise, as are medical conditions such as diabetes, obesity, and autoimmune disorders. Why, in this era of unprecedented scientific self-knowledge, does there seem to be so much uncertainty about what human beings need for optimal development?
Evolution, Early Experience and Human Development asserts that human development is being misshaped by government policies, social practices, and public beliefs that fail to consider basic human needs. In this pioneering volume, scientists from a range of disciplines theorize that the increase in conditions such as depression and obesity can be partially attributed to a disparity between the environments and conditions under which our mammalian brains currently develop and our evolutionary heritage. For example, healthy brain and emotional development depends to a significant extent upon caregiver availability and quality of care. These include practices such as breastfeeding, co-sleeping, and parental social support, which have waned in modern society, but nevertheless may be integral to healthy development. As the authors argue, without a more informed appreciation of the ideal conditions under which human brains/minds develop and function, human beings will continue to struggle with suboptimal mental and physical health, and as problems emerge psychological treatments alone will not be effective. The best approach is to recognize these needs at the outset so as to optimize child development. Evolution, Early Experience and Human Development puts forth a logical, empirically based argument regarding human mammalian needs for optimal development, based on research from anthropology, neurobiology, animal science, and human development. The result is a unique exploration of evolutionary approaches to human behavior that will support the advancement of new policies, new attitudes towards health, and alterations in childcare practices that will better promote healthy human development.
About the Author
Darcia Narvaez is Associate Professor of Psychology at the University of Notre Dame. Her research focuses on moral development through the lifespan with a particular emphasis on early life effects on the neurobiology underpinning moral functioning (triune ethics theory). Dr. Narvaez has co-authored or co-edited seven books and is editor of the Journal of Moral Education.
Jaak Panksepp is the Baily Endowed Chair of Animal Well-Being Science at the College of Veterinary Medicine, Washington State University, in the Department of Comparative Anatomy, Pharmacology, and Physiology. His work has been devoted to the analysis of neuroanatomical and neurochemical mechanisms of emotional behavior, with a focus on understanding how basic affective processes are evolutionarily organized in the brain. He is the author of Affective Neuroscience (2004) and Archaeology of the Mind (2012).
Allan N. Schore is on the clinical faculty of the Department of Psychiatry and Biobehavioral Sciences, UCLA David Geffen School of Medicine. His interdisciplinary studies on Regulation Theory, grounded in developmental neuroscience and developmental psychoanalysis, focus on the origin, psychopathogenesis, and psychotherapeutic treatment of the early forming subjective implicit self. He is the author of Affect Regulation and the Repair of the Self (2003) and The Science of the Art of Psychotherapy (2012).
Tracy R. Gleason is the Whitehead Associate Professor of Critical Thought in the Psychology Department at Wellesley College, where her research focuses on the development of children's understanding of their relationships with others. Dr. Gleason is also Psychological Director of the Wellesley College Child Study Center. Her work has appeared in journals such as Developmental Psychology and the Journal of Educational Psychology.
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