Latest / Inside The Consulting Room - Understanding the Child Behind the Behaviour / Episode 4. How Parents Become A Child’s External Brain

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Episode 4. How Parents Become A Child’s External Brain · Inside The Consulting Room - Understanding the Child Behind the Behaviour

• 0:00
  SPEAKER_00: Hello and welcome back.
• 0:01
  SPEAKER_00: This is episode four in the series on mentalization.
• 0:07
  SPEAKER_00: In the last episode, talked about the neurological factors, the relationship or relationships between different parts of the brain as it develops.
• 0:21
  SPEAKER_00: I think though, before a child can have a composite sense of their own brain and mind, they have to lie or rely on the parent as their external brain.
• 0:35
  SPEAKER_00: Because the parent is somebody who can acknowledge, soothe, and make sense of the child's experience when it clearly isn't equipped to do that.
• 0:47
  SPEAKER_00: And then what happens is that this series of processes begins to build inside the child and eventually they reach a point where hopefully they are able to do this for themselves.
• 1:02
  SPEAKER_00: And I think one of the greatest misunderstandings in parenting is the belief that children should simply learn to manage their emotions.
• 1:12
  SPEAKER_00: But in reality, emotional regulation isn't something children do alone.
• 1:18
  SPEAKER_00: It's something they first experience with another person.
• 1:23
  SPEAKER_00: And before children can regulate themselves, somebody must regulate with them.
• 1:32
  SPEAKER_00: And this is one of the most important ideas in developmental psychology.
• 1:37
  SPEAKER_00: The infant enters the world with powerful emotions, but very limited capacity to manage them.
• 1:44
  SPEAKER_00: In fact, probably none at all.
• 1:46
  SPEAKER_00: They experience fear, frustration, hunger, distress, excitement, and all of these things are experienced intensely.
• 1:56
  SPEAKER_00: Yet the systems required to regulate those emotions are still under construction.
• 2:03
  SPEAKER_00: And this is where parents become crucial.
• 2:06
  SPEAKER_00: In the early years of life, the parent effectively functions as an external regulator, an external brain.
• 2:15
  SPEAKER_00: When a baby becomes distressed and a caregiver responds calmly and consistently, something profound occurs.
• 2:23
  SPEAKER_00: And that is that the infant's nervous system begins to settle, heart rate reduces, stress hormones decrease, and the body returns towards equilibrium.
• 2:34
  SPEAKER_00: The child isn't regulating themselves, they're borrowing regulation from another human being.
• 2:41
  SPEAKER_00: And over the thousands and thousands of repetition, this borrowed regulation gradually becomes internalized.
• 2:50
  SPEAKER_00: And so eventually the child learns to do it for themselves, although they once relied on it being done for them.
• 2:58
  SPEAKER_00: Now, this process was beautifully captured by the psychoanalyst Wilfred Beyond.
• 3:04
  SPEAKER_00: Beyond proposed that infants often experience emotional states that are too overwhelming to process alone.
• 3:12
  SPEAKER_00: Fear, terror, confusion, distress.
• 3:14
  SPEAKER_00: And these experiences can feel unbearable.
• 3:18
  SPEAKER_00: Now the role of the caregiver is to receive these emotional communications, make sense of them, and return them in a more manageable form.
• 3:29
  SPEAKER_00: And Beyond referred to this as containment.
• 3:33
  SPEAKER_00: So the parent becomes a container for the child's emotional states.
• 3:39
  SPEAKER_00: Think about a frightened child waking from a nightmare.
• 3:42
  SPEAKER_00: The child runs into the parent's room, their body is flooded with fear, their breathing is rapid and their heart is racing.
• 3:51
  SPEAKER_00: Their imagination has convinced them that danger is present.
• 3:56
  SPEAKER_00: Now, a mentalizing parent does not simply dismiss the experience, nor do they become overwhelmed by it themselves.
• 4:04
  SPEAKER_00: Instead, they may say, That was a frightening dream, but it's okay.
• 4:09
  SPEAKER_00: You're safe now.
• 4:10
  SPEAKER_00: Come and stay with me.
• 4:12
  SPEAKER_00: Now notice what's happening.
• 4:15
  SPEAKER_00: The parent is acknowledging the emotional reality without reinforcing the fear.
• 4:20
  SPEAKER_00: And they're not questioning the emotional reality.
• 4:23
  SPEAKER_00: They're helping the child make sense of what's happened.
• 4:27
  SPEAKER_00: This is containment.
• 4:28
  SPEAKER_00: It's co-regulation and it's mentalizing in action.
• 4:34
  SPEAKER_00: Famous neurologist Alan Shaw, in his work on affects regulation, has shown us that these interactions aren't just psychological, they're biological.
• 4:47
  SPEAKER_00: The caregiver's nervous system directly influences the child's nervous system.
• 4:54
  SPEAKER_00: Children consistently read facial expressions, tone of voice, body posture, breathing patterns, emotional availability.
• 5:05
  SPEAKER_00: Long before language develops, the nervous system is listening.
• 5:10
  SPEAKER_00: This means parents communicate far more than just words.
• 5:15
  SPEAKER_00: A calm present a parent often creates calm.
• 5:19
  SPEAKER_00: An overwhelmed parent can unintentionally communicate danger.
• 5:23
  SPEAKER_00: And again, this isn't about perfection.
• 5:27
  SPEAKER_00: No parent remains regulated all the time and no parent mentalizes perfectly.
• 5:32
  SPEAKER_00: But in fact, children don't need perfect parents.
• 5:36
  SPEAKER_00: They need parents who can repair.
• 5:38
  SPEAKER_00: Those who can say, I was cross earlier, I didn't understand what you were feeling, I'm sorry.
• 5:44
  SPEAKER_00: Now these moments of repair are often more important than parents realize.
• 5:50
  SPEAKER_00: They teach children that relationships can survive mistakes, that misunderstandings can be resolved, that emotional experiences can be thought about rather than acted upon.
• 6:02
  SPEAKER_00: And this is one of the foundations of healthy mentalization.
• 6:08
  SPEAKER_00: Now, if this isn't learned, if this isn't experienced, let's fast forward to adulthood.
• 6:15
  SPEAKER_00: Because what we might see is the adult who cannot make mistakes, who is very careful who is who is very careful in their behavior, or becomes easily overwhelmed, or becomes easily angered, and who might not have the capacity to return to the task of repair.
• 6:39
  SPEAKER_00: They may avoid it because that exposes the fear and the denial of their feelings when they were children themselves.
• 6:49
  SPEAKER_00: And so this then becomes an avoidance state.
• 6:53
  SPEAKER_00: And in a sense, it's almost as if the nervous system is saying, I know this, this is what I learned, and the reaction comes automatically.
• 7:05
  SPEAKER_00: So parents who are, for whatever reason, unable or unprepared to recognize and to validate the experiences of the child or are unable to tolerate them for whatever reasons, actually produce adults with similar kinds of difficulties.
• 7:29
  SPEAKER_00: I mean, a lot of this is covered in my series on attachment types, because that's where the two sets of principles are very closely connected mentalization.