e Royal Society of Canada & e Canadian Academy of Health Sciences Expert Panel
Early Childhood Development
November 2012
Prof. Michel Boivin, FRSC (Chair & Editor)Dr. Clyde Hertzman, FRSC (Chair & Editor)Dr. Ronald G. BarrDr. W. omas BoyceProf. Alison Fleming, FRSCDr.
Harriet MacMillan
Dr.
Candice Odgers
Prof. Marla B. Sokolowski, FRSCProf. Nico Trocmé
R E P O R T
282 Somerset Street West, Ottawa ON, K2P 0J6 • Tel: 613
-991-
6990 •
www.rsc-src.ca| 1
Royal Society of Canada/Canadian Academy of Health Sciences ExpertPanel (RSC/CAHS)
E
ARLY
C
HILDHOOD
D
EVELOPMENT
Co-Chairs and Editors:
Michel BoivinClyde Hertzman
Panel:
Ronald G. BarrMichel BoivinW. Thomas BoyceAlison FlemingClyde HertzmanHarriet MacMillanCandice OdgersMarla B. SokolowskiNico Trocmé
Research Associate:
Constance Milbrath
Production Assistant:
Agata Stefanowicz
Information Specialist:
Michele WiensThe Royal Society of Canada and the Canadian Academy of Health Sciences acknowledge andare grateful for the financial support of the Norlien Foundation.
Date: November 15, 2012
The report should be cited as follows:
Boivin, Michel, & Hertzman, Clyde. (eds) (in press). Early Childhood Development: adverseexperiences and developmental health. Royal Society of Canada-Canadian Academy of HealthSciences Expert Panel (with Ronald Barr, Thomas Boyce, Alison Fleming, Harriet MacMillan,Candice Odgers, Marla Sokolowski, & Nico Trocmé).
282 Somerset Street West, Ottawa ON, K2P 0J6 • Tel: 613
-991-
6990 •
www.rsc-src.ca| 2
Table of Contents
Preface
..................................................................................................................................
5
Chapter One: Introduction and Setting the Context
............................................................
7
1.
Our perspective
............................................................................................................
8
2.
The need to adopt a life course developmental perspective
.....................................
9
3.
The usefulness of a bio
-
ecological population health model
....................................
10
4.
The dynamic interplay between nature and nurture in development
.....................
11
Chapter Two: Early Adversity and the Developing Child: The evidence fromlongitudinal research
...............................................................................................................
20
1.
Adverse childhood experiences predict poor mental health, behaviouraland physical health problems well into young adulthood
........................................
21
2.
Evidence from prospective longitudinal studies
........................................................
22
a.
What can the new generation of longitudinal studies tell us about theinfluence of early advers
ity on children’s development?
........................................ 27 b.
The case of substance use/abuse .............................................................................. 31c.
Changing developmental trajectories through randomized preventive trials ......... 32
3.
Individual differences in developmental trajectories: the role of gene
-
environment interplay
.................................................................................................
34
4.
Biological sensitivity to context: a non
-
specific form of gene
-
environmentinteraction
.....................................................................................................................
37
5.
Summary and conclusions
...........................................................................................
39
Chapter Three: The Neurogenomic Science of Early Adversity and Human
Development
.............................................................................................................................
42
1.
Early adversity and variably adaptive phenotypes
...................................................
43
2.
Stress, health and development
..................................................................................
43
3.
Adaptive developmental plasticity
..............................................................................
44
4.
The biological plausibility of adversity
-
phenotype associations
..............................
45
a.
Stress neurobiology
............................................................................................
46
i.
Neurobiological transduction of adversity
.............................................
46
ii.
Brain development and adversity associated with low socioeconomicstatus (SES)
............................................................................................
47
iii.
Neurobiological ‘costs’ of early adversity
.............................................
48
b.
Gene
-
environment interplay
..............................................................................
49
i.
Genes and the environment
.................................................................
49
ii.
Gene by Environment (G x E) interactions
.........................................
50
iii.
The future of G x E interaction investigation
.....................................
52
iv.
G x E and sensitive periods
.................................................................
53
5.
Epigenetic changes as an interface between nature and nurture
............................
54
a.
Epigenetic transduction of adversity
.................................................................
54
6.
Summary and conclusions
...........................................................................................
58
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CHAPTER ONE: INTRODUCTION AND SETTING THE CONTEXT for Early Childhood Development: A report for the Royal Society of Canada
It is generally accepted that adolescent and adult mental health, effective function, and well-being are the outcomes of a complex interaction of biological, social and environmental factors. Acting on a request from the Norlien Foundation of…
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