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The integration of children-at-risk is one of the most pressing societal tasks. Moreover there is a growing risk of social disintegration of at-risk children. Social disintegration, low educational success, violence, psychosomatic and emotional disturbances as well as increased drug consumption especially in adolescents are attributable – among others – to emotional neglect respectively to severe traumatization in early childhood. In recent years a vast amount of studies from the field of empirical attachment research illuminated factors which influence cognitive-affective and social development of children. They investigated among others the development of attachment patterns of children in their first years of life. In this study this thread will be taken up by investigating children with an insecure-disorganized attachment with respect to neuronal correlates of emotional reaction to attachment-relevant stimuli. Since disorganized attached children in elementary school age show an increasing amount of psycho- social and aggressive problems, a further hypothesis is tested, whether those children will have a more intensive reaction on social ostracism than securely attached children. This interdisciplinary study investigates disorganized attached children in comparison to securely attached children with respect to structural and functional neurobiological conspicuities by means of structural and functional magnetic resonance imaging (sMRI/fMRI). The research aims at investigating relationships of early childhood experiences, individual attachment patterns and neurobiological correlates. @)15-1.*$#! A literature review revealed that differences in attachment styles lead to differential modulation of different neuronal systems. Most of these findings stem from investigations on rodents. The few studies on humans on neurophysiological correlates of attachment were mainly conducted with adults and therefore don’t permit a distinct linkage between early childhood experience and neurophysiological correlates. Early childhood experiences are most probably reshaped by a variety of experiences in adolescents and adulthood. Therefore this research appears to be most valid despite the heightened difficulties to recruit children with reliably determined problematic attachment-type for neurocognitive studies. G$#.1/.\!! Tamara Fischmann fischmann@sigmund-freud-institut.de Marianne Leuzinger-Bohleber m.leuzinger-bohleber@sigmund-freud-institut.de Christian Fiebach fiebach@psych.uni-frankfurt.de
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