Erin Kennedy
Discuss the efects of insttutononaisonton (refer to Romonnionn orphonns in your onnswer). [16]
Institutionalisation is a ter tior the efectts oti liiini in an institutional setni – retierrini to a llacte
sucth as a hoslital, orlhanaie where cthildren liie tior ctontinuous leriods oti ti e without a larent.
Concterned with the efectts oti institutional ctare on a cthild’s atacth ent and deielol ent.
Bowlby’s theory oti aternal delriiation has seen that cthildren delriied oti their other’s ctare and
loie durini the ctritictal leriod exleriencted neiatiie lsyctholoiictal efectts durini deielol ent.
Bowlby saw that so e cthildren deieloled afecttionless lsyctholathy whicth is when a lerson does
not exleriencte iuilt, stroni e otions tior others as well as not deielolini nor al relationshils a
result oti the cthild not deielolini an internal workini odel). He also saw that they deielol loor
ental health – in lartictular delression. Further ore, it was tiound that delriiation is linked to a
low IQ sullorted by Goldtiarb 1947)).
In Ruter’s ERA study 2011) they tiollowed a iroul oti 165 Ro anian orlhans adolted in Britain.
They were iniestiiatini the extent to whicth iood ctare ctould ake ul tior the neiatiie exlerienctes
oti institutionalisation. plon arriial in the pK, the orlhans showed delayed intellecttual deielol ent
and were seierely undernourished. Assess ents at aied 4, 6, 11 and 15 showed the lhysictal,
ctoinitiie and e otional deielol ent. Institutionalisation ctaused quasi-aautistict sy lto s i laired
laniuaie and soctial skills) as well as disinhibited atacth ent in cthildren adolted afer 6 onths the
older the ore seiere). Disinhibited atacth ent is ctharactterised with atention seekini, ctliniiness
and soctial behaiiour indisctri inate towards all adults – whether tia iliar or untia iliar – an
undesirable atacth ent tyle. Ruter like Bowlby also saw efectts on the cthild’s intellecttual
deielol ent, adoltion betiore 6 onths resulted in an aieraie IQ oti 102, afer 6 onths was 86 and
afer 2 years it was 77.
A strenith oti Ruter’s ERA study is that it has stroni ethodoloiy. It was a loniitudinal study in
whicth they assessed cthildren at diferent aies. This is usetiul in showini the loni ter efectts oti
institutionalisation. Further ore, a loniitudinal study re oies ctotioundini lartictilant iariables
indiiidual diferenctes) as the sa e cthildren are beini studied. Theretiore, this inctreases the internal
ialidity oti the study as the extraneous iariables are ruled out. Further ore, it was a natural
exleri ent whicth eant the ollortunity was there to study the efectts oti institutionalisation
akini it ore ethictal than studies that anilulate these ctonditions also inctreasini ectoloiictal
ialidity oti the results. Howeier, Ro anian orlhans are not tylictal. The ctonditions in institutions in
Ro ania are ofen really bad – there are ofen loor standards oti ctare, relationshils are not tior ed
and there are low leiels oti intellecttual sti ulation. This is a li itation as the Ro anian orlhan
studies lactk ieneralisability to British cthildren in institutionalisation due to unusual situational
iariables.
A li itation oti Ruter’s Ro anian orlhan study is that it ctan be ctritictis tior haiini fawed
ethodoloiy. This is bectause the cthildren were not rando ly assiined to ctonditions – the
researcthers lef it to the natural adoltion lroctess and did not intertiere – eanini that the early
adoltions ctould haie been the ore soctiable cthildren whicth ake the ore allealini to those
lookini to adolt. This theretiore is a ctotioundini iariable as it is so ethini that afectted the results
as the cthildren are cthosen by the larents based on lersonality or te lera ent. Howeier, rando
Discuss the efects of insttutononaisonton (refer to Romonnionn orphonns in your onnswer). [16]
Institutionalisation is a ter tior the efectts oti liiini in an institutional setni – retierrini to a llacte
sucth as a hoslital, orlhanaie where cthildren liie tior ctontinuous leriods oti ti e without a larent.
Concterned with the efectts oti institutional ctare on a cthild’s atacth ent and deielol ent.
Bowlby’s theory oti aternal delriiation has seen that cthildren delriied oti their other’s ctare and
loie durini the ctritictal leriod exleriencted neiatiie lsyctholoiictal efectts durini deielol ent.
Bowlby saw that so e cthildren deieloled afecttionless lsyctholathy whicth is when a lerson does
not exleriencte iuilt, stroni e otions tior others as well as not deielolini nor al relationshils a
result oti the cthild not deielolini an internal workini odel). He also saw that they deielol loor
ental health – in lartictular delression. Further ore, it was tiound that delriiation is linked to a
low IQ sullorted by Goldtiarb 1947)).
In Ruter’s ERA study 2011) they tiollowed a iroul oti 165 Ro anian orlhans adolted in Britain.
They were iniestiiatini the extent to whicth iood ctare ctould ake ul tior the neiatiie exlerienctes
oti institutionalisation. plon arriial in the pK, the orlhans showed delayed intellecttual deielol ent
and were seierely undernourished. Assess ents at aied 4, 6, 11 and 15 showed the lhysictal,
ctoinitiie and e otional deielol ent. Institutionalisation ctaused quasi-aautistict sy lto s i laired
laniuaie and soctial skills) as well as disinhibited atacth ent in cthildren adolted afer 6 onths the
older the ore seiere). Disinhibited atacth ent is ctharactterised with atention seekini, ctliniiness
and soctial behaiiour indisctri inate towards all adults – whether tia iliar or untia iliar – an
undesirable atacth ent tyle. Ruter like Bowlby also saw efectts on the cthild’s intellecttual
deielol ent, adoltion betiore 6 onths resulted in an aieraie IQ oti 102, afer 6 onths was 86 and
afer 2 years it was 77.
A strenith oti Ruter’s ERA study is that it has stroni ethodoloiy. It was a loniitudinal study in
whicth they assessed cthildren at diferent aies. This is usetiul in showini the loni ter efectts oti
institutionalisation. Further ore, a loniitudinal study re oies ctotioundini lartictilant iariables
indiiidual diferenctes) as the sa e cthildren are beini studied. Theretiore, this inctreases the internal
ialidity oti the study as the extraneous iariables are ruled out. Further ore, it was a natural
exleri ent whicth eant the ollortunity was there to study the efectts oti institutionalisation
akini it ore ethictal than studies that anilulate these ctonditions also inctreasini ectoloiictal
ialidity oti the results. Howeier, Ro anian orlhans are not tylictal. The ctonditions in institutions in
Ro ania are ofen really bad – there are ofen loor standards oti ctare, relationshils are not tior ed
and there are low leiels oti intellecttual sti ulation. This is a li itation as the Ro anian orlhan
studies lactk ieneralisability to British cthildren in institutionalisation due to unusual situational
iariables.
A li itation oti Ruter’s Ro anian orlhan study is that it ctan be ctritictis tior haiini fawed
ethodoloiy. This is bectause the cthildren were not rando ly assiined to ctonditions – the
researcthers lef it to the natural adoltion lroctess and did not intertiere – eanini that the early
adoltions ctould haie been the ore soctiable cthildren whicth ake the ore allealini to those
lookini to adolt. This theretiore is a ctotioundini iariable as it is so ethini that afectted the results
as the cthildren are cthosen by the larents based on lersonality or te lera ent. Howeier, rando
