Interpersonal neurobiology
[3][4] Siegel notes that disruptions to the continuity, presence, and availability of the caregiver result in attachment disorders that manifest as physical changes[5][6] in neural structures that shape the perception of reality.
[11] This position is controversial, and neuroscientists and physicians have ridiculed this view, instead asserting that our thoughts and feelings, and therefore our mind, are an outcome of brain activity.
[15][16] IPNB elevates epigenesis, claiming that neurons from variant experiences/relationships can alter regulatory molecules that control gene expression, thus shaping the activity and structure of neural circuits.
[7][22][23] Impaired integration, potentially though poor infant-caregiver relationships, may stimulate 'chaotic' or 'rigid' patterns of behaviour, possibly explaining why development is 'stunted' in such individuals.
[28] However, regions including the prefrontal cortex develop into the third decade of life, with basic emotional regulation not being an overly reliant factor on the caregiver.
Internally, elevated cortisol in the limbic region coincides with suboptimal attachment experiences that can kill neurons and alter genes in the hypothalamic pituitary adrenal axis (HPA), which controls stress hormone release.
The regulatory molecules that control gene expression can be changed by stress, leading to the accelerated pruning and restructuring of neural networks, increasing latent vulnerability to attachment and mental disorders.
[10] But during adolescence, high stress levels (as well as probably being genetically induced) can prune half the inhibitory fibres, leading to symptoms (such as mood swings).
Effective therapy may be able to create new connections and neural nets associated with better regulation of emotions and attuned communication, fostering better interpersonal relationships.
This small study (n=6) used an interpretative phenomenological analysis (IPA) framework in collecting beliefs about the potential improvements of counsellors clinical practice after learning IPNB in a one-year course.
Participants reported that IPNB's perspective on experiences influencing brain development and the mind helped them see individuals' struggles in a less pathological frame.
Meyer, et al. (2013) addressed IPNB through the biological and interpersonal processes occurring within infant/caregiver relationships, and what this development of the nature vs nurture debate implies for counsellors.
The study encouraged counsellors to take a holistic approach to practice, incorporating natural and nurturing influences, such as viewing the emotions learned from caregivers in relation to psychological functioning.
Counsellors may measure constructs such as affect regulation to understand a patient's emotional development and relate it to the state of integrative fibres in the prefrontal cortex and limbic system.
They report that this mindful awareness of the self and others assists the integration between prefrontal cortex and limbic regions, enhancing emotional regulation and sense of confidence, followed by increased compassion.
Infant-caregiver relationships in IPNB are explored to allow patients to recognise that previously believed character flaws may actually be indicative of neurobiological development issues, which decrease shame and heighten self-compassion.
[31] An implicit memory activity involving the recall of a recent pleasant experience e.g., "playing frisbee with my dog in the park last Sunday," and reflecting afterwards was reportedly effective in the group therapy.
Over time, neural, mental, and behavioral patterns become engrained within the organisation, encouraging employees to take on the challenge of distributed leadership, enhancing individual and organizational complexity.
