Ghosts in the Nursery

Fraiberg, Selma; Adelson, Edna; Shapiro, Vivian

doi:10.1016/s0002-7138(09)61442-4

Cited by 1,231 publications

(155 citation statements)

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“…For many parents, empathic engagement with a new baby comes naturally and will serve as the secure base within the family throughout the childrearing years (Olden, 1958). However, for others who have not experienced empathy from caregiving adults in their own lives, the failure to empathize with their child will create repeated risks for the child, in the form of emotional abuse, neglect, and, in some cases, physical abuse (Fraiberg, Adelson, & Shapiro, 1975). Starting in the prenatal period, home visitation aims to enhance early empathic involvement of parents with their infants, promoting more optimal development and interrupting the cycle that leads to adverse outcomes.…”

Section: The Role Of Emotion In the Program Modelmentioning

confidence: 99%

Integrating an emotional regulation perspective in a program of prenatal and early childhood home visitation

Robinson¹,

Emde²,

Korfmacher³

1997

J. Community Psychol.

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Section: The Role Of Emotion In the Program Modelmentioning

confidence: 99%

Integrating an emotional regulation perspective in a program of prenatal and early childhood home visitation

Robinson¹,

Emde²,

Korfmacher³

1997

J. Community Psychol.

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“…Why would adults who have experienced the horrors and tragedies of abuse/ neglect turn around and inflict those same horrors on their own children? Fraiberg, Adelson, and Shapiro (1975), in a series of case studies entitled "Ghosts in the N ursery ," described the phenomenon as "identification with the aggressor." In one case study, the mother, Annie, was able to recall her feelings of anxiety, helplessness, and terror as an abused child, but she could also recall her perception of the incredible strength and power of her own abusive mother.…”

Section: The Potential For Abusementioning

confidence: 99%

“…Through identification with the aggressor, Annie was able to defend herself, but at the terrible expense of repeating the vicious cycle of child abuse and neglect. With psychotherapy, Annie was able to find ways to resolve her feelings of inadequacy, thus banishing the ghosts from her child's nursery and eliminating the need to defend against them (Fraiberg et al, 1975). Experiences like Annie's are described over and over again in the literature and represent the vicious cycle termed a "pseudo-hereditary" pattern by Chadwick (1976), in which the child has little choice but to adopt the behaviors of and develop into the same sort of abuser as his or her parents.…”

Section: The Potential For Abusementioning

confidence: 99%

“…Application of this model involves an intensive relationship with the therapist in order to resolve underlying psychological issues that are seen as precipitating or contributing to the abusive behavior. Results are often published as case studies, as in Fraiberg et al ( 1975), whose examples represent successful application of the psychiatric model.…”

Section: Treatment Considerationsmentioning

confidence: 99%

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Child Abuse and the Educator

Rose¹

2018

Exceptional

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The Child Abuse Prevention and Treatment Act (PL 93-247) was signed into law on January 31, 1974. This legislation established the National Center on Child Abuse and Neglect (NCCAN) within the Children's Bureau of the Office of Child Development of the Department of Health, Education and Welfare. The law also mandated that the states develop policies and procedures for the effective reporting, investigation, and follow-up of child abuse and neglect cases. To date, at least 43 of the 50 states have mandated that teachers be included among the list of professionals required to report suspected cases of child abuse and neglect (Council for Exceptional Children, 1979).Although PL 93-247 requires that states develop child abuse and neglect policies and procedures, the development process itself is the responsibility of each individual state. In effect, this means that definitions, agencies involved, private professional participation, and legal procedures vary from state to state. The resulting confusion is only slightly resolved by a search of professional literature on child abuse, since that literature is replete with its own set of varying definitions and incidence figures.Teachers faced with the required reporting law are justified in asking how and to whom they are to report suspected cases, and at what point a suspicion becomes a reportable concern. Furthermore, teachers, unlike many other professionals who are required to report, are in the unique position of being in continuous contact with the abused child and his or her family before, during, and after the report has been filed. Therefore, the after-effects of the reporting process ( the investigation and treatment phases) are also of particular interest to the teacher.Since each school district has its own unique school population and accompanying circumstances, the information presented here is not intended to be used as a model for developing policies and procedures for handling suspected and known cases of child abuse and neglect in the schools. Rather, it is intended as a resource for use in the development of such a model.

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“…How prekindergarten teachers prepare young children to be ready for the kindergarten experience is important to kindergarten through twelfth grade success in school (Blair & Razza, 2007;Chazen-Cohen and Kisker, 2013;Dice & Schwanenflugal, DeVries, 1984;Erikson, 1950;Fraiberg, 1975;California Department of Education, 2000).…”

Section: Acknowledgementsmentioning

confidence: 99%

Are YOU ready for school? : supporting bridges to kindergarten

Knowles-O'Brien¹

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This study was designed to investigate the experiences of public magnet school prekindergarten teachers' experiences in preparing transitioning prekindergarten children to kindergarten.Research shows that preparing young children in prekindergarten for a successful transition to kindergarten is the foundation to children's success. Yet, more and more, prekindergarten teachers are abandoning appropriate instructional strategies due to increased academic demands and systemic barriers placed on administrators and teachers, affecting a child's readiness to transition from prekindergarten to kindergarten (NCLB, 2002; Kagan, 1990;Lynch, 2015;Baron et al. 2016). Supporting teachers in employing appropriate instructional strategies supports the very social and emotional competence of a child needed to support future attention to cognitive demands (Sutton-Smith, 1999; Suomi & Harlow, 1971; Hughes, 2002; Brown, 1969; Whitehead, 2010). While the literature is rich in early childhood development (Vygotsky & Kozulin,2011; Vygotsky, Reiber & Carton,1987-1999Bruner, 1985), transitioning from school readiness programs (Wilson & Farran, 2010) to the kindergarten through twelfth grade system and, the importance of employing play in the classroom (Paley, 2004; Piaget,1998; Parten,1932), it also reveals there is a decline in play in the prekindergarten classroom to the detriment of young children's development, growth and learning. The primary significance of this study is that it sheds light on relevant and meaningful perspectives on the experiences of how prekindergarten teachers prepare transitioning prekindergarten children for kindergarten. These perspectives can be used to examine how early childhood teachers, administrators and families can support transition and school readiness for public magnet school prekindergarten children going into kindergarten.

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Ghosts in the Nursery

Cited by 1,231 publications

References 1 publication

Integrating an emotional regulation perspective in a program of prenatal and early childhood home visitation

Integrating an emotional regulation perspective in a program of prenatal and early childhood home visitation

Child Abuse and the Educator

Are YOU ready for school? : supporting bridges to kindergarten

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