The effects of alcohol spectrum disorder on child development 1

The Effect of Fetal Alcohol Spectrum Disorder on Child Development

Paul Sarsfield
City University - EGC 509
 The effects of alcohol spectrum disorder on child development 2

Alcohol is one of the most powerfully destructive substances in today’s society when it

comes to affecting pregnant mothers and their unborn children. The use of alcohol during

pregnancy “can cause a range of disorders, known as Fetal Alcohol Spectrum Disorders (FASDs)”

(CDC, para 1). Knowing this affects as many as 4% of newborns (May, et al, 2014, P 1) The

disorders range from severe too mild in relation to how they affect the fetus/child in the range

of its potential development. An astounding report shows that in the “United States, FASD

occurs in approximately 1 out of 100 children (May & Gossage, 2001, as cited in Leenaars,

2012). Knowing that alcohol consumption during pregnancy is the nation’s leading preventable

cause of this, the need to educate our students about this is one of the best ways to spread the

knowledge.

Fetal Alcohol Syndrome (FAS) is the most severe case of these disorders. It can cause

“mental retardation and various birth defects” (CDC). The milder effects of FASDs are known as

Fetal Alcohol Effect (FAE), which include behavior or cognitive problems in children who were

exposed to alcohol before birth, but who do not have all of the typical diagnostic features of

FAS (CDC). Thus, the use of alcohol during prenatal development that leads to FASDs, such as

FAS and FAE, can significantly interrupt or alter a child’s physical cognitive, emotional and social

development as defined by the eight psychological stages of Erik Erikson’s theory.

Children with FAS have a variety of physical and cognitive abnormalities and delays in

their natural development. While in the womb “developing babies lack the ability to process,

or metabolize, alcohol through the liver or other organs (Lyons, p. 1). These can lead to

physical signs such as “children that are shorter, lighter and had smaller heads than all others”
 The effects of alcohol spectrum disorder on child development 3

(May, et al, P5). FAS can affect children’s neurologically and cognitively as well. The exposure

to alcohol during pregnancy can alter a child’s brain and ultimately cause brain damage that

leads to mental retardation, low IQ, learning disorders and other cognitive difficulties. FAS “is

the leading known preventable cause of mental retardation and birth defects” (National

Organization of Fetal Alcohol Syndrome).

Children whose lives are affected by FASD face many difficulties due to the disruption of

their natural physical and neurological development. Mays, et al, stated ‘all cognitive and

behavior tests were scientifically lower for children who had FASD than the controls”. Without

appropriate learning strategies and guidance, the issues that children with FASD face may

become greater as they grow into adolescence and adulthood. “Children with FASDs are at risk

for psychiatric problem, criminal behavior, unemployment, and incomplete education” (CDC).

The facts above demonstrate how FSD can have a negative impact on the outcome and

achievement of children with the disorder. Examining the plight of children with FASD through

the lens of Erikson’s theory of personal and social development can provide a better

understanding of how and why these negative outcomes occur. Children with FASD may have

difficulty from the very beginning of their psychosocial development, depending on the severity

of the disorder in progressing through Erickson’s stages of personal and social development due

to the interruption and alteration of their natural growth.

In Erikson’s first stage of development (Smith-Adock, 2017, p 252), trust versus

mistrust, infants learn whether or not they can trust the people around them. To move

forward in this stage, infants must learn to trust their caregivers. Infants with FASD may have

organic deficits which prevent attuned response to caregiving and may not be able to complete
 The effects of alcohol spectrum disorder on child development 4

tasks if they are in the care of a person or the mother who abused alcohol in their prenatal

development. Those who are abusing alcohol may provide inconsistent care or be negligent in

caring for the FASD child. If mistrust occurs, the FASD child has experienced the first hiccup of

their development.

The second stage of psychosocial development, autonomy versus shame, “FASD

children performed more poorly compared with controls, especially on verbal IQ, working

memory, general conceptual ability, and behavioral problems (Mays, et al, P 863). Physically,

children with FASD may lack muscle tone and coordination, rendering them incapable of

meeting the needs that require strength and movement. Children with FASD may also have

cognitive delays due to damage to the brain that may have occurred during their development,

making it tough for them to make the physical connections in their brains to learn and grasp

concepts that would allow them to complete important self-care tasks.

The third stage, initiative versus guilt, children with FASD may develop

neurological and / or cognitive delays or deficiencies. They may not be able to construct their

own ideas about what they want and how they can get it. Also, if the child is living with an

adult who possesses a bad attitude towards the child due to its condition or is abusing alcohol

and is unable to provide constant care and encouragement, the child may not be able to move

through this stage. When adults discourage kids from developing and carrying out their own

ideas.

In the fourth stage, industry versus inferiority, children are now projected to master

many new skills, and they quickly learn that they gain praise of adults through their school work

and extracurricular activities or hobbies. Kids may have delays and setbacks that hinder their
 The effects of alcohol spectrum disorder on child development 5

ability to perform in the above-mentioned areas. With these developmental issues, these

children may be ignored or negatively compared to the accomplishments of students that are

of the same age. This may cause the student to experience feelings of helplessness and

inadequacy, making it difficult for them to advance though this stage.

In the fifth stage, identity versus role confusion, children are beginning to form their

own identity and establish what role they playing in their environment and the world. The

physical and cognitive difficulties that FASD students have may have experienced in the early

stages may negatively impact this stage of development. If children have been teased and

made to feel inferior to their ‘normal’ classmates, they may take on negative identities and

roles. As an example, if a student, that does not have a significant level of retardation, has a

difficult time grasping concepts in math, then that student may choose to take on the rile of the

class clown or completely withdraw from the class rather than taking on the role of the student

where they might experience the pain of ridicule of not being able to understand.

Bringing this into the high school, the tier three level would be posters throughout the

school showing the statistics mentioned throughout, as well as numbers internally and

externally to call and websites they could go to (would have a QR code so phones could scan),

such as the Washington State National Organization of Fetal Alcohol Syndrome support site,

Seattle Children’s support site and the University of Washington’s site. Tier two would play off

the previous; those that utilized the internal numbers could be placed in mentor groups or

support groups to talk about their personal experiences. Those affected by it or have a

family/friend member affected would be helped one on one at the tier three level by the school

psychologist or referred out in town if the district allowed it.

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In examining the first five stages, the developmental difficulties that children face with

FASD face as they grow become more apparent. Students with low retardation levels and FASD

may face many setbacks in progressing through the psychosocial stages due to the physical,

neurological, and cognitive deficiencies that they may experience. Although these children do

have to struggle as they work to develop into healthy and functioning adults, FASD does not

completely take away their ability to thrive and succeed in progressing through the stages of

development. Mother’s and caregivers, with training and more understanding “reported

feeling less stressed, having increased patience and being more positive” (Leenaars, 2012, P.

443) to helping their child with FASD develop. Children with FASD who receive special

education services and have “a loving, nurturing, and stable home…are more likely to achieve

their developmental and educational potential” (CDC).

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**Footnote. I would love to have had more time to dive into the UW research, knowing they

are the nationwide leader of this, just did not have the time to dig into it.

References

Center for Disease Control (CDC). Fetal Alcohol Information.

https://www.cdc.gov/ncbddd/fasd/

Leenaars, L. S., Denys, K., Henneveld, D., & Rasmussen, C. (2012). The impact of fetal alcohol
spectrum disorders on families: Evaluation of a family intervention program. Community
Mental Health Journal, 48(4), 431-5. http://dx.doi.org.proxy.cityu.edu/10.1007/s10597-
011-9425-6 Retrieved from http://proxy.cityu.edu/login?url=https://search-proquest-
com.proxy.cityu.edu/docview/1032636465?accountid=1230

May PA, Baete A, Russo J, et al. Prevalence and Characteristics of Fetal Alcohol Spectrum
Disorders. Pediatrics. 2014.

Smith-Adcock, S., & Tucker, C. (2017). Counseling children and adolescents: connecting theory,
development, and diversity. Los Angeles: SAGE.
National Organization of Fetal Alcohol Syndrome. https://www.nofas.org/