Przeglądaj wg Autor "Valenta, Tanja"

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The Impact of Early Aggression on Late Development
Gostečnik, Christian; Cvetek, Robert; Pate, Tanja; Poljak Lukek, Saša; Simonič, Barbara; Valenta, Tanja; Repič Slavič, Tanja (The Pontifical University of John Paul II in Cracow, 2019)
Children who are victims of an early violent atmosphere or early relational trauma will often, even in adulthood, tend to behave violently towards others, or become victims of violence, or freeze and later develop the tendency towards self-injury, in particular in later adolescence. In adulthood, they can be accident-prone, engage in constant violent physical abuse, threaten with or actually commit suicide. In this article we will focus on the impact of violence that children experience from the earliest age, on how it affects their development, and is transmitted to adulthood as well as to younger generations, since violence is imprinted in the deepest organic fibres of every individual.
Neurobiological and Relational Bases for Understanding Aggressiveness
Poljak Lukek, Saša; Valenta, Tanja (The Pontifical University of John Paul II in Cracow, 2020)
Aggression is a deliberate, proactive or impulsive, defensive or active act, expressed through the use of physical power or psychological pressure. As such, it is a significant element of violent behaviour. According to developmental stages, aggression is expressed in various forms and is associated with the specific ways of regulating the feelings of shame and anger. We assume that excessive exposure and interrupted contact in development can lead to a specific regulation of the affects of shame and anger in a person who, because he feels threatened, can transform these feelings into aggressive behaviour. In addition, the dysregulated affects can lead to the dissociation of emotional experience, and thus to the inability to feel empathy, which allows for deliberate or proactive aggressiveness. Furthermore, the text presents the basic conclusions of research in the neurobiological understanding of aggression. The aggressive action is characterized by the specific functioning of the prefrontal cortex, the amygdala, and the sympathetic and parasympathetic nervous system. Abuse in childhood and relational trauma are presented as a starting point for the specific functioning of the brain and specific affect regulation, which can also be associated with aggressive behaviour in adulthood.
Spirituality and psycho-organic regulation
Cvetek, Robert; Gostečnik, Christian; Pate, Tanja; Simonič, Barbara; Valenta, Tanja; Repič Slavič, Tanja (The Pontifical University of John Paul II in Cracow, 2018)
Traumatic experiences are very important for the psycho-organic regulation of an individual. These experiences can very profoundly mark an individual, especially if they happened in childhood. They can be very disruptive and they scream for healing. In this process of healing spirituality plays a crucial role. Religiousness and sacramental life can be an essential regulatory system in the establishment of a functional psycho–organic response and spiritual life.
Violence regulation and dysregulation system
Valenta, Tanja; Gostečnik, Christian; Pate, Tanja; Repič Slavič, Tanja (Redakcja Wydawnictw Wydziału Teologicznego Uniwersytetu Opolskiego, 2019)
Very early in childhood, relational trauma can lead to affect dysregulation in two directions: while intense fear determines the dysregulation of the brain system responsible for flight, uncontrolled aggression means the dysregulation of the brain centre responsible for fight. Both systems send the message of dysregulation in the autonomic nervous system. In both cases, there is a dysregulation of sympathetic arousal that exceeds the individuals ability to cope with stress in a functional and effective manner. In other words, the flight response is triggered by immense fear, and the fight response is caused by intense anger and rage, which is functional in a normal response to trauma, while in the case of a dysregulated psycho-organic system it indicates a disorder that can have long-term consequences. These disorders can occur at a very early stage, in children who are at the time exposed to severe stress situations; this can lead to changes in the child’s neurobiological system, which may later become a source of psychopathology.
Vulnerability in Facing the Covid-19 Pandemic in the Light of Relational Trauma
Simonič, Barbara; Gostečnik, Christian; Repič Slavič, Tanja; Poljak Lukek, Saša; Cvetek, Robert; Pate, Tanja; Valenta, Tanja (The Pontifical University of John Paul II in Cracow, 2020)
Coping with the COVID-19 pandemic has revealed different ways individuals react to frustrations they have experienced. Many times we have witnessed an increased level of aggression in interpersonal relationships and in the general social context. We find that there are some differences in coping and responding according to gender, with men showing a higher level of vulnerability and risk of inappropriate regulation and expression of anger when frustrated. To a certain extent, the answer to why this happens is provided by neuroscientific research, which shows that already at an early age, boys’ brains develop differently from girls’, as it takes more time to develop their stress-regulating mechanism; consequently, due to slower development, boys are more vulnerable to early stressful situations and have more problems with self-regulation of affective states at this early age. Together with the possibility of relational trauma in the family, to which many children are exposed from the earliest period of their lives and which plays an important role in providing a context for the development of affect regulation, that means that boys and men are even more vulnerable and sensitive to stress, aggression and trauma later in life. It makes sense to take these neuroscience findings into account when building an understanding of responses to stressful challenges, such as coping with a pandemic, as well as when planning appropriate models to help individuals cope with different types of stress.