down. Social interactions are a necessity; ‘it is the experience of social interaction and communication that wires the brain to either its full potential or a compromised state’ (Perry, 2007). This can be compared to Maslow’s Hierarchy of Needs (1943b). When applied to a child’s life, if positive interactions and relationships with care givers are not established they will not have their hierarchy of needs met, therefore never reaching self-actualisation. In the same way, Bowlby’s (1969) attachment theory and supports this. In brief, if a secure attachment is never formed this will affect how people behave in relationships and friendships and will have an ongoing effect on their emotions (Brgaard, 2016). This could then continue into adulthood, if the child never formed affirmative, positive attachments and loving interactions this could affect self-esteem, failure to build relationships and the feeling of being safe, which is supported by Bowlby’s (1969) attachment theory.

Horney (1967) supports Maslow’s theory emphasising that genuine love and discipline develop the feeling of safety and satisfaction in turn building positive relationships. However, if these needs are not met this can lead to feelings of anxiety and may cause hostility towards their primary care giver. Horney also supported nurture over nature, she believed that people are born a blank canvas and their lives are determined by varying experiences, positive interactions whilst acquiring different attributes and not due to DNA. She believed men and women were born equal and brains were malleable by culture, life experiences and desires, whereas Freud (1961) argued this and believed men and women’s brains were very different and the way they were formed was wholly down to DNA.
Freud (1961) founded the study of psychoanalysis, he believed traumas and unresolved issues during childhood could be coaxed out by sensitive talk therapy. This can be seen in settings today by way of one:one counselling or through emotional literacy. Place2Be (1994) delivers school based therapeutic interventions. A large study was carried out on 47,000 children in primary schools, based on the findings of Place2Be, children’s social and emotional wellbeing had improved as perceived by their family members and teachers following interventions (White Et al., 2009). Supporting this Fox and Butler (2007) carried out a small-scale study on 219 pupils, attempting to discover whether counselling is successful in schools. The results suggested that the treatment delivered to the children, had less distress and fewer problems were observed. However, they recommended further research is required, to discover when and to who it was more of a success to.