A critical period refers to the window of time during which a human needs to experience a particular environmental stimulus for proper development to occur.
Genie, a contemporary victim of social deprivation, had severely limited human contact from 20 months until 13.5 years of age.
At the time of her discovery by social workers, Genie was unable to talk, chew solid foods, stand or walk properly, or control bodily functions and impulsive behaviours.
[10] These children lacked important social and environmental conditions in childhood and were subsequently unable to develop into normal, functioning adults.
Positron emission tomography (PET) scans reveal drastic reductions in areas such as the prefrontal cortex, temporal lobe, amygdala, hippocampus, and orbitofrontal gyrus of socially deprived children.
This structure is responsible for providing a major pathway of communication between areas for higher cognitive and emotional functioning, such as the amygdala and frontal lobe.
[12] Having damage to these specific structures and their connections decreases cortical activity, thus inhibiting the ability to properly interact and relate to others.
Institutionalized children showed a marked decrease in vasopressin and oxytocin levels while interacting with their caregivers compared to controls.
These reciprocal influences can become an unfortunate cycle for an individual who requires social or financial assistance to survive, particularly in a society that excludes those who are deemed abnormal.
Relationships within the community and other individuals can create a better quality of life that decreases the chance of becoming mentally ill and committing suicide.
Over 500 studies have been screened and the conclusions show a strong correlation between social isolation and an increase in anxiety and depression.
[19] The social isolation of young people leads to higher levels of cortisol, a stress induced hormone, too much of which over a long period is associated with anxiety disorders.
Although there are many factors involved in social deprivation, research has indicated that the school system's intervention can allow at-risk children the chance to improve their status.
Compared to students not enrolled in the program, students who were enrolled completed a longer high-school education, scored higher on tests of scholastic achievement and intellectual performance, had lower lifetime criminal arrest rates, and reported significantly higher monthly earnings as adults.
These findings indicate that children who are experiencing non-educational social deprivation may benefit from a sensitive, positive educational experience.
During and following this period there has been a spike in mental health issues and by using life theory scientists can predict that this will affect the social development of younger people later on in their lives.
early life stress and perceived social isolation influence how children use value information to guide behavior.