Running head: HUMAN DEVELOPMENT AND MENTAL ILLNESS
Human Development and Mental Illness
Roberta Power
Stenberg College
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HUMAN DEVELOPMENT AND MENTAL ILLNESS
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Human Development and Mental Illness
Few would disagree on the importance of a loving and nurturing environment during
childhood. The early years of life are the most crucial in developing a child’s emotional, social,
cognitive, and physical development (Banaschewski, 2011). Normal human development, from
infancy into adulthood, is dependent on certain criteria that enable an individual to pass through
stages of growth in a positive environment (Miller, 2004). Part one of this essay described how
Maria Montessori believed that if any of these key stages were impeded, the development of the
personality would be compromised (Miller, 2004). Myers (2013) agrees with this concept
stating, “Severe deprivation or abuse can retard development (p. 172). Consequently, any break
in the natural developmental process has been recognized as an important risk factor in
experiencing mental illness throughout life (Banaschewski, 2011). Early life experiences play a
pivotal role in development across the lifespan, thus childhood adversity is a significant factor in
the incidence of mental illness.
Montessori believed the first six years of life were the most critical (Grazzini, 2004).
Children have a great need for love and security at this stage and it is known that deprivation of
these can cause long-term influences into adulthood. In fact, the impact of prenatal care has been
found to be equally influential is contributing to developmental problems. Alavi & Calleja
(2012) report that, “Numerous well-designed studies indicate that specific learning and behavior
problems may result from prenatal exposure to tobacco and illicit drugs in combination with
negative environmental conditions postpartum” (p. 79). Another study cited states exposure to
adverse rearing environments can alter brain development, culminating in heightened risk for
psychopathology (McLaughlin, Fox, Zeanah, & Nelson, 2011 as cited by Alavi & Calleja, 2012).
Moreover, Banaschewski (2011) describes a study which indicated lower maternal stimulation
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during mother-infant interaction at age three months predicted a higher rate of depression and
more depressive symptoms in the offspring at 19 years. Indeed, prenatal and postnatal experience
certainly sets the stage for developmental progress.
As each stage builds on the last, it is important to have a strong foundation. It is no
surprise, then, when adolescents who have experienced a negative early childhood continue to
display evidence of impaired social and psychological development. Adolescence is a difficult
time of change and growth, independent of any childhood adversity. Montessori describes the
work of this phase as the difficult transition into adulthood and self-identity (Grazzini, 2004).
Raphel (2013) reports “Children and youth with mental health problems have lower educational
achievement, greater involvement with the criminal justice system, and fewer stable and longterm placements in the child welfare system…” (in Stuart, 2013, p. 669). As well, research
shows that one half of all lifetime cases of mental illness begin by age 14 (Raphel, 2013). It is
also reported that foster children begin to show significant differences in their psychosocial
functioning following removal from their home; “Removal from the biological home, however
abusive, may become a source of anxiety and grief for the child or adolescent” (Alavi & Calleja,
2012, p. 81). This stress response may be seen in the classroom as anger, anxiety, or
disruptiveness, or in the new home as defiance, sleeplessness, or lack of appetite (Alavi &
Calleja, 2012). As the youth is then brought for assessment for these behaviors, this can explain
the high incidence of psychiatric diagnoses treated by corresponding psychotropic medications,
especially prevalent in the child welfare system (Alavi & Calleja, 2012). This is a problem, as
Raphel (2013) explains, “Prior anxiety, behavior, and mood disorders all increase the likelihood
of the child having psychiatric problems as an adult” (p. 670).
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Montessori envisioned the ultimate goal of normal human development as selfactualization in adulthood; the ability to reach to one’s full potential. This is unlikely to occur
when an individual has had any of their developmental stages stymied. It is a fair assumption
this final stage in development will reflect impairments of earlier stages. As Fishwick, Parker,
and Campbell (2013) explain of a study researching the link between childhood adversity and
risky behavior or health problems, “…a significant number of adults with adverse childhood
events went on to develop alcoholism, depression, and suicidality…” (p. 739). If an individual
has not developed effective coping mechanisms early in life to deal with the variety of inevitable
stressors, it is evident maladaptive responses will result. By adulthood, an individual may have
developed comorbid conditions such as anxiety and depression, and a substance abuse issue.
Without proper assessment and treatment, quality of life can be severely compromised and the
ability to maintain employment or intimate relationships may be difficult. Psychopathology due
to childhood trauma, and the inability to reach developmental stages normally, may cause a
lifetime of suffering that is cumulative and cyclical.
The importance of a loving and supportive environment in early child development
cannot be overstated, as Montessori emphasized. The literature is now linking evidence of early
childhood adversity to poor outcomes in adulthood. A negative environment in the first six years
of life not only impairs the child but also the adult they are to become. Early intervention and
treatment for the negative effects of abuse, trauma, or neglect are imperative to improve future
outcomes, thus preventing childhood adversity from becoming an influential factor in the
incidence of mental illness. Normal human development is dependent upon a loving, nurturing,
and secure environment in order for a child to progress through each stage of growth and reach
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key milestones. In this way, an individual has the best chance at achieving one’s full potential in
adulthood.
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References
Alavi, Z., & Calleja, N. (2012, Mar/Apr). Understanding the use of psychotropic medications in
the child welfare system: Causes, consequences, and proposed solutions. Child Welfare,
91(2), 77-94. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=pbh&AN=87494179&site=ehost
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Banaschewski, T. (2011). Editorial: Early life adversity and long-term consequences - what do
we know about mediators adn moderators? The Journal of Child Psychology and
Psychiatry, 52(8), 817-818. http://dx.doi.org/10.1111/j.1469-7610.2011.02441.x
Fishwick, N., Parker, B., & Campbell, J. (2013). Care of survivors of abuse and violence. In G.
Stuart (Ed.), Principles and practice of psychiatric nursing (10th ed. (pp. 735-750). St.
Louis, MO: Elsevier Mosby.
Grazzini, C. (2004). The four planes of development. The NAMTA Journal, 29(1), 27-61.
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Miller, R. (2004). Nourishing the spiritual embryo: The educational vision of Maria Montessori.
Encounter, 17(2), 14-21. Retrieved from
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Myers, D. (2013). Psychology (10th ed.). New York, NY: Worth.
Raphel, S. (2013). Child psychiatric nursing. In G. Stuart, Principles and practices of psychiatric
nursing (10th ed. (pp. 669-691). St. Louis, MO: Elsevier Mosby.