Social deprivation, a psychological term, is the reduction or prevention of socially normal interactions between an individual(s) and the society at large. Social deprivation, a common phenomenon, especially in first world countries has an innumerable number of effects. Based on data published by the UNICEF, more than 8 million children are suffering some semblance of social deprivation in their childhood (Leverett 2014, p.93). This issue is further fermented by the fact that all children in institutions such as orphanages and foster homes are subject to low ratios of caregivers as would be ascribed to be appropriate. The exact ration of caregiver to a child is quantified as being 1.12.
Impact of Social Deprivation
Based on research data, children who are institutionalized and endure significant levels of social deprivation have a higher potential of developing a lower IQ (Intelligence Quotient) as compared to non-institutionalized children with higher levels of social interactions. Statistically speaking, children that suffered social deprivation had their IQ’s averaging less than 80 (Leverett 2014, p.96).
Accordingly, children that endure periodic instances of social deprivation have the potential of developing lower volumes of grey matter than socially active children (Leverett 2014, p.96). However, this fact varies across children based on the level of social deprivation a child endures. Incidentally, children with a higher level of social deprivation have a higher potential of developing lesser grey matter than children with a lower level of social deprivation.
Essentially, children that experience social deprivation have the potential of contracting mental illnesses attributed to psychological factors. Ideally, the deprivation of social interaction can adversely impair a child’s prospects of fostering healthy relationships (Leverett 2014, p.97). As a consequence, the children might end-up with a demeaning view of themselves. When not reinforced, the children could contract personality disorder and to some extent PTSD (Post Traumatic Stress Disorder).
Protective Factors
Protective factors are identified as conditions and attributes in the social environment, society or community which, when present increase, significantly, the well-being of children (Leverett 2014, p.101). The most common protective factors recognized both in the UK and US are the resilience of caregivers towards children, social connections, knowledge of parenting and child development, nurturing and attachment, concrete support for caregivers, social and emotional competence for children and finally a positive self-image on the part of the child.
Role of Protective Factors
Concrete support for caregivers strengthens the overall self-image of a child. Ideally, concrete support showered on children espouses the notion of love and care. This notion during early childhood reinforces the image of the child as an ideal and important individual in society (Leverett 2014, p.103).
Protective factors play the role of shielding the child from negative behaviors and or actions. When caregivers have adequate knowledge of parenting skills, they can effectively inhibit the overall chances of their children engaging in the illegal or Amoral conduct. In the end, this could lead to the child leading an upright lifestyle in later years (Leverett 2014, p.107).
Social connections, prepare the child to lead a socially healthy lifestyle even outside of parental protection. The protective factor of positive social connections and social competence allow the child to develop an upright image of society. However, it also instills in the child the cognitive ability to discern when to protect themselves from emotional trauma and when to open up.
Knowledge of parenting and child development, prevents children from developing mental illnesses later in life. Essentially, all human beings, including children, are social creatures and as a consequence rely on interactions especially early childhood interactions (Leverett 2014, p.113). On that note protective factors, especially from parents and institutions greatly limit any capability of contracting mental illnesses associated with social deprivation.
Furthermore, positive reinforcement by the parent or guardian allows a child to develop higher cognitive functions and ability. Principally, positive reinforcement on the part of the caregiver during mentally demanding tasks allows a child to develop courage for tackling even more demanding tasks (Leverett 2014, p.115). In the end, such a child will have a higher mental ability (IQ) as opposed to one who was constantly reprimanded for err on tasks.
Part 02.
Physical development was one of the key areas identified as needing to be developed in young children. This is because physical development contributed significantly to the development of mental cognition of children more so when they were socially deprived as in the case of institutionalized children (Leverett 2014, p.117). Based on research exercise helped release a hormone known as dopamine, which was responsible for making people feel good about themselves. As a consequence, when children engaged in physically demanding activities such as exercise, they were prone to having a renewed and often positive image of themselves.
Emotional development was another key area that urgently required development, especially in institutionalized children. Emotional development was categorically important as children had to be moulded to be emotionally stable. This is because children who were emotionally unstable tended to have negative and often harmful thoughts. These thoughts included suicidal thought, self-mutilation and even notions of exerting physical abuse onto others. Additionally, proper emotional development allowed children assisted by preventing children from developing mental illnesses based on negative perceptions of themselves caused by periodic emotional imbalances common in emotionally underdeveloped children (Leverett 2014, p.125).
Social development was another key area that urgently needed development with regards to young children. Ideally, social development is the remedy to social deprivation. Social development encompasses social interactions on various dynamic levels. These can include parental interaction, peer bonding, extended family interaction, and social connections between authoritative figures such as teachers and instructors (Leverett 2014, p.123). On that note, social development, though quite simple, has been acclimated as being of extreme importance especially in the early childhood periods before the inception into adulthood. This is because social development builds the foundation along which a child will create relationships in later years. These could be spousal relationships, relationships with work colleagues and their children. Hence or otherwise, it is quite imperative that social development in children be an issue of utmost priority before other relevant issues.
The issue of emotional development was accounted for during emphasis on parental interaction and more so positive reinforcement. Positive reinforcement would allow the child to build a foundation of solid self-image about themselves. In the end, this self-image would act as a protective factor against emotional imbalances and their related factors (Leverett 2014, p.129).
Principally, the issue of social development was accounted for during the discussion on the importance of positive social connection. Ideally, not all social connections are beneficial to a child more so social interaction with drug peddlers and multiple convicted felons. However, positive social connections such as ones made with academic gurus, motivational speakers and parents can significantly contribute to the protection and wholesome growth and development of a child. However, it is important to note that social development, though equally important, should not substitute other factors necessary for development (Leverett 2014, p.135).
Reference
Leverett, S., 2014. Parenting, practice and politics. Changing Children's Services: Working and Learning Together, p.93-165.
