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(Pediatrics in Review. 2005;26:204-217.)
© 2005 American Academy of Pediatrics

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Attachment, Affect Regulation, and the Developing Right Brain: Linking Developmental Neuroscience to Pediatrics

Allan N. Schore, PhD^*
* Department of Psychiatry and Biobehavioral Sciences, University of California at Los Angeles David Geffen School of Medicine, Los Angeles, Calif

The first 300 words of the full text of this article appear below.

Editor’s Note: This article is a departure from our usual review in that it discusses new frontiers in the correlation of brain, mind, and emotions in developing children as well as areas of collaboration between pediatrics and sister disciplines. Dr Schore has adapted a substantial amount of technical information to the viewpoint of the pediatrician. At the same time, many readers will encounter perspectives and language that seem unfamiliar. We urge clinicians to invest the effort needed for a careful reading to appreciate exciting new ways to look at development and emotional coping mechanisms. Readers desiring an abbreviated version will find it in the print version. —LFN

	Introduction

 
We are in the midst of an exciting period for clinical practitioners, one in which the connections between the basic and applied sciences are being more tightly forged. A powerful engine driving this progression of knowledge is the recent remarkable advance in biotechnology, especially imaging technologies. Noninvasive studies of organ systems have increased substantially our understanding of the biologic processes that underlie various diseases of the body. At the same time, neuroimaging research of both psychological functions and psychiatric conditions has generated more complex models of normal and abnormal operations of the human mind. Another catalyst of the continuing dramatic increase in information is the rapid expansion of collaborative interdisciplinary research. Of particular relevance to pediatrics, this same time period has seen an explosion in infant research that integrates neurobiological studies of brain development and psychological studies of emotional, social, and cognitive development. Developmental studies, which span a spectrum of scientific and medical disciplines, now are serving as a convergence point for complex models of structure and function, brain, mind, and body.

A paradigm shift is occurring in the basic sciences that underlie pediatrics. Research in developmental biology and physiology now strongly supports . . . [Full Text of this Article]

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