Resting-State EEG Spectral Power in Children with Experience of Early Deprivation 92
PhD in Psychology, Deputy Chief of the Psychology Service, Saint-Petersburg State Budgetary Institution of Health Care «Kashchenko Psychiatric Hospital №1», St.Petersburg, Russia
PhD in Psychology, Associate Research Scientist, Laboratory of Translational Sciences of Human Development, Saint Petersburg State University, St.Petersburg, Russia
Junior Research Fellow, Laboratory of Translational Sciences of Human Development, Saint-Petersburg State University, Moscow, Russia
PhD in Psychology, Junior Research Fellow, Laboratory of Translational Sciences of Human Development, Saint-Petersburg State University, St.Petersburg, Russia
PhD in Biology, Senior Research Fellow, Department of Biology of the Saint-Petersburg State University, St.Petersburg, Russia
Doctor of Psychology, Professor, Head of Division of Child and Parent Mental Health and Early Intervention, Saint-Petersburg State University, St.Petersburg, Russia
PhD in Biology, Senior Research Fellow, Vavilov Institute of General Genetics, St.Petersburg, Russia
Doctor of Psychology, Leading Scientist, Moscow State University of Psychology and Education, Moscow, Russia
Children left without parental care and placed in institutional settings represent a particularly vulnerable group. In the absence of sufficient social interaction, children with experience of early deprivation demonstrate neural, social, and emotional deficits. In the present study, we use electroencephalographic (EEG) techniques to examine the functioning of the central nervous system in a sample of children living in institutions in a large city in Russia. The study involved 11 children with experience of institutional care and 11 matched children from biological families. Participants with experience of early deprivation demonstrated a decrease of spectral power in the theta and alpha bands compared to the comparison group. The decrease of spectral power in the delta, theta and alpha bands, which are closely related to cognitive and emotional processes, may reflect brain developmental patterns associated with early deprivation.
Keywords: early deprivation, institutionalization, cognitive development, EEG, spectral power
Funding. This work was supported by Russian Federation Grant № 14.Z50.31.0027.
Acknowledgements. The authors are grateful to the children and families who took part in our research. We hope that our results will contribute to the development of a system of social and educational assistance to children who need such help, as well as draw attention to the study of orphans and their developmental trajectories.
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