Sosyal Duygusal Gelişim ve Beyin
Özet
Sosyal-duygusal gelişim, bireylerin ilişkileri yönetme, duyguları düzenleme ve çevreleriyle etkileşim kurma becerilerini ifade eder ve beynin yapısı ile işleviyle doğrudan ilişkilidir. Limbik sistem (amigdala, hipokampus) ve prefrontal korteks bu süreçte önemli roller oynar. Limbik sistem duygusal tepkileri işleyip yönetirken, prefrontal korteks öz düzenleme ve karar verme gibi yürütme işlevlerinden sorumludur. Ayna nöronlar, başkalarının duygularını ve eylemlerini anlamada temel bir mekanizma olarak empati geliştirmede rol oynar. Bağlanma deneyimleri, beynin duygu düzenleme, sosyal etkileşim ve stres yanıtıyla ilgili sinir devrelerini şekillendirir. Güvenli bağlanma, prefrontal korteks ve limbik sistem arasındaki dengeli gelişimi destekleyerek sağlıklı duygusal ve sosyal becerilerin gelişimine zemin hazırlar. Güvensiz bağlanma ise stres duyarlılığını artırabilir, bu da sosyal ilişkilerde zorluklara neden olabilir. Stres, beyin gelişimini etkileyerek duygusal düzenleme, bilişsel işlev ve sosyal davranış üzerinde belirgin etkiler yaratır. Kronik stres, özellikle hipokampus ve prefrontal korteks gibi alanlarda nöroplastisiteyi bozarak öğrenme, hafıza ve karar verme süreçlerini olumsuz etkileyebilir. Bu durum, duyguları yönetmede zorluklara ve davranışsal sorunlara yol açabilir. Beyin plastisitesi, beyin gelişimi ve sosyal duygusal öğrenme (SDÖ) arasındaki ilişkiyi vurgular. Beynin uyum sağlama yeteneği, yeni beceriler öğrenme ve stresle başa çıkma süreçlerinde kritik bir rol oynar. SDÖ, bireylerin duyguları anlama ve yönetme, başkalarına empati gösterme ve olumlu sosyal ilişkiler kurma becerilerini geliştirmelerine yardımcı olur. Bu süreç, nöroplastisiteyi teşvik ederek bireylerin sosyal ve duygusal zorluklarla başa çıkma kapasitesini artırır. Bu bağlamda, sosyal duygusal gelişimi destekleyen stratejiler, beynin uyum kapasitesini güçlendirerek bireylerin yaşam boyu duygusal ve sosyal refahını artırabilir.
Referanslar
Andrews, J. L., Ahmed, S. P., & Blakemore, S. J. (2021). Navigating the social environment in adolescence: The role of social brain development. Biological Psychiatry, 89(2), 109-118.
Ashy, M., Yu, B., Gutowski, E., Samkavitz, A., & Malley-Morrison, K. (2020). Childhood Maltreatment, Limbic Dysfunction, Resilience, and Psychiatric Symptoms. Journal of Interpersonal Violence, 35(1-2), 426-452. https://doi.org/10.1177/0886260516683174
Baker, L. M., Williams, L. M., Korgaonkar, M. S., Cohen, R. A., Heaps, J. M., & Paul, R. H. (2013). Impact of early vs. late childhood early life stress on brain morphometrics. Brain imaging and behavior, 7, 196-203.
Banfield, J. F., Wyland, C. L., Macrae, C. N., Munte, T. F., & Heatherton, T. F. (2004). The cognitive neuroscience of self-regulation. Handbook of self-regulation: Research, theory, and applications, 62-83.
Bastiaansen, J. A., Thioux, M., & Keysers, C. (2009). Evidence for mirror systems in emotions. Philosophical Transactions of the Royal Society B: Biological Sciences, 364(1528), 2391-2404. https://doi.org/10.1098/rstb.2009.0058
Beauregard, M., Levesque, J., & Bourgouin, P. (2001). Neural correlates of conscious self-regulation of emotion. The Journal of neuroscience, 21(18), RC165.
Billore, S., Anisimova, T., & Vrontis, D. (2023). Self-regulation and goal-directed behavior: A systematic literature review, public policy recommendations, and research agenda. Journal of Business Research, 156, 113435. https://doi.org/10.1016/j.jbusres.2022.113435
Casey, B. J., Getz, S., & Galvan, A. (2008). The adolescent brain. Developmental review, 28(1), 62-77.
Coan, J. A. (2008). Toward a neuroscience of attachment. Handbook of attachment: Theory, research, and clinical applications, 2, 241-265.
Coan, J. A. (2010). Adult attachment and the brain. Journal of Social and Personal Relationships, 27(2), 210-217. https://doi.org/10.1177/0265407509360900
Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of educational psychology, 104(4), 1189. https://doi.org/10.1016/j.learninstruc.2015.06.002
Cook, R., Bird, G., Catmur, C., Press, C., & Heyes, C. (2014). Mirror neurons: from origin to function. Behavioral and brain sciences, 37(2), 177-192. https://doi.org/10.1017/s0140525x13000903
Corradini, A., & Antonietti, A. (2013). Mirror neurons and their function in cognitively understood empathy. Consciousness and cognition, 22(3), 1152-1161. https://doi.org/10.1016/j.concog.2013.03.003
Demarin, V., & Morović, S. (2014). Neuroplasticity. Periodicum biologorum, 116(2), 209-211.
Derbyshire, E. (2018). Brain health across the lifespan: a systematic review on the role of omega-3 fatty acid supplements. Nutrients, 10(8), 1094. https://doi.org/10.3390/nu10081094
Dixon, M. L. (2015). Cognitive control, emotional value, and the lateral prefrontal cortex. Frontiers in psychology, 6, 758. https://doi.org/10.3389/fpsyg.2015.00758
Dow-Edwards, D., MacMaster, F. P., Peterson, B. S., Niesink, R., Andersen, S., & Braams, B. R. (2019). Experience during adolescence shapes brain development: From synapses and networks to normal and pathological behavior. Neurotoxicology and teratology, 76, 106834.
Du Plessis, M. R., Smeekens, S., Cillessen, A. H., Whittle, S., & Güroǧlu, B. (2019). Bullying the brain? Longitudinal links between childhood peer victimization, cortisol, and adolescent brain structure. Frontiers in psychology, 9, 2706.
Escobar, M. J., Rivera-Rei, A., Decety, J., Huepe, D., Cardona, J. F., Canales-Johnson, A., ... & Ibañez, A. (2013). Attachment patterns trigger differential neural signature of emotional processing in adolescents. PloS one, 8(8), e70247. https://doi.org/10.1371/journal.pone.0070247
Fuchs, E., & Flügge, G. (2014). Adult neuroplasticity: more than 40 years of research. Neural plasticity, 2014(1), 541870. https://doi.org/10.1155/2014/541870
Gestsdottir, S., & Lerner, R. M. (2008). Positive development in adolescence: The development and role of intentional self-regulation. Human Development, 51(3), 202-224. https://doi.org/10.1159/000135757
Gunnar, M. R., & Barr, R. G. (1998). Stress, early brain development, and behavior. Infants & Young Children, 11(1), 1-14.
Heatherton, T. F. (2011). Neuroscience of self and self-regulation. Annual review of psychology, 62(1), 363-390. https://doi.org/10.1146/annurev.psych.121208.131616
Heyes, C. (2010). Where do mirror neurons come from?. Neuroscience & Biobehavioral Reviews, 34(4), 575-583. https://doi.org/10.1016/j.neubiorev.2009.11.007
Holz, N. E., Tost, H., & Meyer-Lindenberg, A. (2020). Resilience and the brain: a key role for regulatory circuits linked to social stress and support. Molecular psychiatry, 25(2), 379-396.
Iacoboni, M. (2009). Imitation, empathy, and mirror neurons. Annual review of psychology, 60(1), 653-670. https://doi.org/10.1146/annurev.psych.60.110707.163604
Jadhav, K. S., & Boutrel, B. (2019). Prefrontal cortex development and emergence of self‐regulatory competence: The two cardinal features of adolescence disrupted in context of alcohol abuse. European Journal of Neuroscience, 50(3), 2274-2281. https://doi.org/10.1111/ejn.14316
Johnson, S. M. (2019). Attachment theory. Encyclopedia of couple and family therapy, 169-177.
Joseph, R. (1992). The limbic system: emotion, laterality, and unconscious mind. Neuropsychology, neuropsychiatry, and behavioral neurology, 87-137.
Joseph, R. (1999). Environmental influences on neural plasticity, the limbic system, emotional development and attachment: a review. Child psychiatry and human development, 29, 189-208. https://doi.org/10.1023/A:1022660923605
Kaiser, R. H., Clegg, R., Goer, F., Pechtel, P., Beltzer, M., Vitaliano, G., ... & Pizzagalli, D. A. (2018). Childhood stress, grown-up brain networks: corticolimbic correlates of threat-related early life stress and adult stress response. Psychological medicine, 48(7), 1157-1166.
Roberts, B. L., & Karatsoreos, I. N. (2021). Brain–body responses to chronic stress: a brief review. Faculty reviews, 10, 83. https://doi.org/10.12703/r/10-83
Kim, J. U., Weisenbach, S. L., & Zald, D. H. (2019). Ventral prefrontal cortex and emotion regulation in aging: A case for utilizing transcranial magnetic stimulation. International journal of geriatric psychiatry, 34(2), 215-222. https://doi.org/10.1002/gps.4982
Kolk, S. M., & Rakic, P. (2022). Development of prefrontal cortex. Neuropsychopharmacology, 47(1), 41-57. https://doi.org/10.1038/s41386-021-01137-9
Luby, J., Belden, A., Botteron, K., Marrus, N., Harms, M. P., Babb, C., ... & Barch, D. (2013). The effects of poverty on childhood brain development: the mediating effect of caregiving and stressful life events. JAMA pediatrics, 167(12), 1135-1142.
Lupien, S. J., Maheu, F., Tu, M., Fiocco, A., & Schramek, T. E. (2007). The effects of stress and stress hormones on human cognition: Implications for the field of brain and cognition. Brain and cognition, 65(3), 209-237.
Minagawa-Kawai, Y., Matsuoka, S., Dan, I., Naoi, N., Nakamura, K., & Kojima, S. (2009). Prefrontal activation associated with social attachment: facial-emotion recognition in mothers and infants. Cerebral cortex, 19(2), 284-292. https://doi.org/10.1093/cercor/bhn081
Music, G. (2016). Nurturing natures: Attachment and children's emotional, sociocultural and brain development. Routledge.
Nakano, I. (1998). The limbic system: An outline and brief history of its concept. Neuropathology, 18(2), 211-214. https://doi.org/10.1111/j.1440-1789.1998.tb00102.x
Radley, J. J., Kabbaj, M., Jacobson, L., Heydendael, W., Yehuda, R., & Herman, J. P. (2011). Stress risk factors and stress-related pathology: neuroplasticity, epigenetics and endophenotypes. Stress, 14(5), 481-497. https://doi.org/10.3109/10253890.2011.604751
Rajmohan, V., & Mohandas, E. A. S. T. (2007). The limbic system. Indian journal of psychiatry, 49(2), 132-139. https://doi.org/110.4103/0019-5545.33264
Rakic, P. (1985). Limits of neurogenesis in primates. Science, 227(4690), 1054-1056.
Rizzolatti, G., & Fabbri-Destro, M. (2010). Mirror neurons: from discovery to autism. Experimental brain research, 200, 223-237.
Schore, A. N. (2005). Back to basics: Attachment, affect regulation, and the developing right brain: Linking developmental neuroscience to pediatrics. Pediatrics in review, 26(6), 204-217.
Shipman, L. S. (2022). A Mixed Methodology Study of How Neuroscience and Social Emotional Learning Impact Students’ Academic Achievement and Behavior (Doctoral dissertation, Gardner-Webb University).
Solomon, M. F., & Siegel, D. J. (2017). How People Change: Relationships and Neuroplasticity in Psychotherapy (Norton Series on Interpersonal Neurobiology). WW Norton & Company.
Steinberg, L. (2017). A social neuroscience perspective on adolescent risk-taking. In Biosocial theories of crime (pp. 435-463). Routledge.
Stiles, J., & Jernigan, T. L. (2010). The basics of brain development. Neuropsychology review, 20(4), 327-348.
Troller‐Renfree, S. V., Brito, N. H., Desai, P. M., Leon‐Santos, A. G., Wiltshire, C. A., Motton, S. N., ... & Noble, K. G. (2020). Infants of mothers with higher physiological stress show alterations in brain function. Developmental Science, 23(6), e12976.
Trojan, S., & Pokorny, J. (1999). Threoretical aspects of neuroplasticity. Physiological research, 48, 87-98.
Van Assche, L., Luyten, P., Bruffaerts, R., Persoons, P., Van de Ven, L., & Vandenbulcke, M. (2013). Attachment in old age: Theoretical assumptions, empirical findings and implications for clinical practice. Clinical psychology review, 33(1), 67-81. https://doi.org/10.1016/j.cpr.2012.10.003
Vrtička, P., & Vuilleumier, P. (2012). Neuroscience of human social interactions and adult attachment style. Frontiers in human neuroscience, 6, 212.
