Primary Biological Attachment Depravity In Adopted Children,
Attachment Disorder Adopted Child,
Adopted children suffer from "Biological Attachment Depravity"
The consequence from "Tearing Away" a newborn infant at birth from their essential maternal bonded safety within the Mother-Child Dyad.
This intentionally inflicted, gross negligent harm and critical injury to the newborn infant and the infant's mother causes irreversible physical and psychological damages to both the infant and mother that can never be repaired, resolved or healed through time. The trauma resulting pathology for both victims is extensive and exhaustive in attempting to cover and include the many physiological and psychological systems, compensating illnesses and diseases that without such enormity of trauma may have remained genetically silent. Through the antagonism of trauma, many genetic predispositions are awakened through the immune system compromised by significant catastrophic injury.
The trauma of biological attachment depravity in infants is an intentionally inflicted trauma by the severing of the mother-child-dyad's biological primary attachment that will benefit a third unrelated person for the purposes of child adoption.
The psychological damages to the infant and mother are seen as an unpleasant casualty and will be ignored by society. The physiological damages in the infant will not be immediately seen, and a multitude of physiological illness and disease will emerge with time, including prolonged psychological symptoms that manifest over a lifetime.
The biological attachment depravity will result in immediate attachment failure, due to the traumatic injury the child suffered and the suffering persistence of the primary separation trauma. when the infant is presented to the first of many substitute caregivers while waiting to be adopted attachment and failure will cycle through with each new caregiver, and the final destination "adoption" placement is not significant to the adopted infant or child, as it is not the infant's primary biological attachment or (biological connection Mother-Infant-Dyad) to the world according to the adopted child's "Biological & Cellular memory." The Infant's biologically driven instinct of the awareness of mother and lack of mother, that each substitute is not the authentic biological mother, causes his traumatic injury to continue to exist and grieve. The biological depravity injury, the trauma suffered from the depravity and the continued lack of "biological-psychological-connection" and re-experiencing the suffering and grief becomes the Infant's foundation for life, living and future relationships, that all future things will be effected from the consequences of the trauma. The infant will be fed by the substitute mother, that she will perceive as nurturing, (Harry Harlow "monkey love experiments") Yet the infant's isolation from the biological connection, leaves him in a constant state of stress, survival, compensating and developing extensive defense mechanisms to adapt to the adoptive parent and home environment. The adopted child's extensive system of defense mechanisms develop, multiply, change, expand and become mistaken for the adopted child's developing personality to the point of dual personality, schizophrenia and psychopathy.
All of the adopted child's future problems will stem and evolve from the intentional severing of the connected dyad, within the primary biological attachment mother-infant bond, to be replaced by a marginal non-biological legally forced one-sided adoptive relationship, that may, or may not form the ideal attachment as well as the possibility of, or failure of an adoptive parental investment.
In the perspective of the adoptive parent's view, the adopted child is adapting just fine from the provision of conditional love and financial stability of the adoptive family. The only time that the adopted child will be addressed as an individual, a human being or a valid participant in the individual's adoption, Within the context of professional psychiatric evaluation in a clinical setting during adolescence phase of development.
Exploring Attachment In Attachment Disordered Children:
Eye contact: The eye contact of AD children is typically erratic. A major reason they tend to avoid eye contact with parents is their default expectation that will see disapproval on the parent’s face. In addition, the appearance of an AD child’s eyes can provide priceless information about their emotional and functional state in the moment. In my experience, the different looks to the eyes fall into five broad categories. 1) Clear / bright- indicates that the child is present, engaged, in a positively balanced mood and more aware of the big picture. 2) Dark- the eyes appear as if a shadow has fallen across them and this usually reflects anger, rage, or depression. 3) Empty- the eyes appear as voids, giving the impression that “no one is home”. This is the look of depletion, of giving up, and of disconnection from self and the environment. 4) Steely / piercing- the eyes appear focused outwards with an intensity that seems to “look right through” an observer. This is the gaze of hypervigilance and of focusing on individual details. It telegraphs anxiety and distrust. 5) Mirrors- The surface of the eyes appears only as a reflective surface that masks anything beneath it such that an observer is essentially, shut out. The basic message is, “I don’t want you to see me.” 6) Receptive: These are the eyes of the infant just taking in or absorbing the immediate world like a sponge. This, in many ways, is the gold standard of attachment work.
- In terms of time, AD children generally live in the "eternal now". “Time” is experienced as separate discrete moments (think the French existentialists)- a series of disconnected “nows”. There is no experience of time as a linear continuum with one moment passing into the next. This is the time sense of the fight / flight / freeze workings of the oldest, most primitive parts of the brain where much of the thinking of AD children goes on. Attention is primarily focused on the “now” and neither past nor future is invoked for both lack a sufficient sense of “reality” to impact the thinking or problem solving of children with AD.
- “Time” is viewed essentially as a commodity to be spent, like money. Time is spent on the procuring of “interesting experience”, and it is this experience that matters to the child, not time itself. Hence, “saving time”, “wasting time” or using time efficiently, all tend to be pretty meaningless concepts to children with AD.
- The abstract units for measuring time- minutes, hours, days, etc.- carry little or no meaning. They are primarily words that adults frequently use. Clocks, including digital ones, also carry little significance. While analog clocks are wholly mysterious, AD children can numerically interpret digital clocks; but usually cannot translate such interpretations into any useful sense of time or time passing.
- There are instances wherein AD children may exhibit a sense of continuous past > present > future time. This occurs when the impact of a past event or the investment in a future event is of a high degree. This tends to be incorrectly seen by the adult world as evidence of a functional sense of time in the child, but it is not, anymore than an AD/HD child attending in certain circumstances is evidence of a functional attentional system.
- They don’t perceive time as being continuous, with each moment passing into the next. Instead, each moment stands alone, disconnected from all others. Connections between past and present don’t get made, and thus there is no learning from experience. Instead, the past may get imported directly into the present with no recognition that this is happening. As a result, the present is mistaken for the past, over and over and over, and responded to as such. As for the future, it simply doesn’t exist, so future planning is usually lacking and future rewards carry little power to motivate. Gratification not forthcoming in the present can seem as if it will never come, and this perception can fuel emotional and behavioral eruptions.
- Problems that result from poor temporal perception:
- Cause and effect: Because connections are not made across time, AD children frequently don’t grasp causal relationships. Effects may be seen as random, or if a cause is identified, it is likely to be a subjective interpretation that bears little actual connection to the events. Cause and effect are often reversed such that the original effect is defined as the cause of the original cause.
- Learning from past experience: Because focus is predominantly centered in the present moment, past experience and any related learning from it, is not accessed. Present behavior and decisions do not benefit thereby, which often leads to the repetition of identical or similar mistakes (think “Groundhog Day”).
- Advance planning: Because future time is not real enough to be relevant, advance planning is the exception for AD children and is usually limited to later the same day.
- Generalization: As generalization requires considering multiple events / situations that have occurred in time, children with AD tend to have impaired generalization skills.
- Absolute thinking: Children with AD are liable to imagine that however things are in the present, is how they will continue to be going forward indefinitely. This breeds an “always/never” type of absolute thinking to which there are often strong emotional reactions. This is most commonly seen when adults delay or deny a request, which, to the child, can then seem like it truly will never happen. Emotional/behavioral outbursts are a predictable response.
- Impulsivity: Since the focus is generally on the present moment, impulsive actions are “adaptive” given that perspective. Thus the temporal perception problems can reinforce impulsivity and behaving other than impulsively, can make little or no sense to an AD child.
- Sequencing: Temporal perception problems interfere with sequencing abilities. This can take several forms: 1) problems executing multi-step behaviors, 2) problems memorizing sequences like the months of the year, 3) problems telling a story in chronological order, 4) impaired reading comprehension in terms of the sequence of events.
- Behavioral contingencies: Time problems undermine perseverance to reach a goal that is separated in time from the effort required in the present (think grades). Because the future reward has no immediate relevance, the effort flags in favor of alternatives that do have immediate relevance.
- Control the flow of information.
- Trust no one.
- Interfere with others’ happiness as it is too difficult to be around it.
- Stay clear of your own feelings, except anger.
- Staying beyond the reach of anyone’s positive influence.
- Maintaining negative feelings about oneself.
- Be self-sufficient such that you don’t need of anything from anybody.
- Keep your power by striving to win oppositional battles.
- Extend your power by claiming to define reality itself.
- Avoid all personal responsibility by playing the victim role.