Complex traumatic experiences cause damage in seven basic domains in children and adolescents. These are attachment, biology; affect regulation, dissociation, behavioral control, cognition and self-concept (Cook et. al, 2005). Attachment could have been a significant domain in understanding underlying factors of Mister’s behavioral problems. Since children learn how to regulate their emotions and behaviors on the basis of their caregiver’s consistent and predictable behaviors (van der Kolk, 2007). This mechanism is called as the internal working model (Bowlby, 1980 as cited in van der Kolk 2007) and is associated with early patterns of attachment. However, even in this most adverse situation, Mister functionality was high in many ways. So if …show more content…
According to this theory, in the social interactions, adolescents go through a serious of processes including clarifying goals, developing strategies, encoding and interpreting social clues. According to Laible, Murphy and Augustine (2014) failure (such as encoding negative cues in social information) leads adolescent to behave more aggressively. Essentially, Mister demonstrates biases in social processing and encodes negative clues. His aggression toward the teacher or having suspicion about the police officer and Alice illustrate his failure in this process. He misinterprets some social clues, so that acts aggressively. Dykas and Cassidy point out that internal working model of attachment plays an important role in social information processing. Maternal mental health problems and dramatic life changing might have negatively impacted on his developing brain areas in this developmental stage. Consequently, according to Cook et. al. (2005) interaction between impaired attachment and neurobiological factors cause the problem with behavioral control and emotional regulation in children and adolescents which are also true for …show more content…
Children and adolescents with complex trauma history may function well in certain areas while exhibiting some problems in other areas Cook et al. (2005). In this sense, Mister has several noteworthy strengths, which promote his functionality in certain areas, whereas he displays aggressive behavioral pattern at times. In the literature, the source of resilience is categorized into three main domains, which are individual, biological and environmental-systemic factors (Herman, et al., 2011). Similarly, Masten (as cited in Feeny & Zoellner, 2014) identified five basic adaptation domains for resilience, which are attachment relationships; intelligence and information processing; motivation to adapt and opportunities for agencies; self-regulation; religious-cultural systems and positive school and environment. In terms of these factors, individual factors especially come into prominence for Mister. Intelligence, positive personal traits, self-efficacy, self-esteem, adaptability, active coping skills are significant individual factors for him. On the other hand, Herman at al. (2001) indicated that these individual factors are associated with early positive life experiences. For example, mother drug use from pregnancy to adolescent period negatively impact on developing neurobiological systems. Similarly reachable and sensitive caregiver in childhood fosters
The Resiliency Scales for Children and Adolescents (RSCA) is a profile of personal strengths that assess personal characteristics that are associated with resiliency (Prince-Embury, 2011). These scales help identify how well a child and youth are able to recover from significant distress, adversity, or life traumas. The RSCA was developed by Sandra Prince –Embury and published by SAGE influenced largely by the Development Theory, Social Learning Theory, and Psychosocial Theory (Prince-Embury, 2009). The RSCA aims to measure clients in three areas of perceived strength, limitations, and/ or vulnerabilities that are related to psychological resilience, assessing youth from 9 to 18 years of age (Prince-Embury, 2012). This tool assists administrators to identify children who have low personal resource and high vulnerabilities before they fall behind and become symptomatic. The assessment results are often utilized as a planning measure on which to focus the treatment plan more towards resiliency intervention if needed (Prince-Embury, 2011). The RSCA can be later used with the same individual as an evaluation measure of the impact of resiliency interventions that have taken place. Even when a client is coping effectively in the present the RSCA can identify how that particular individual may respond when adverse events are encountered (2011).
Many children are traumatized by the horrific things that happen to them during their adolescent years, and often have no one to turn to. These experiences, also affect their psychosocial development and as a result leave some children developmentally delayed. Antwone Fisher, is a perfect example of how resilience, can be the result of a patient who receives appropriate counseling. Even though, Dr. Davenport crossed certain boundaries within a client-therapist relationship, subsequently his way of practice was very successful for Antwone. Atwone learned a lot form his therapy sessions about anger, and expression of self. He paid close attention to the advice and lessons given by Dr. Davenport to eventually face his biggest stressor facing his family. No longer did Atwone show signs of aggressive behavior towards others, instead he showed love and affection to those close to him. Atwone’s, perspective about life totally changed from the beginning to the end of the
In this article, the author, Jane Evans, discussed a topic that is critical to counselors. Although people who are not in this profession might think a traumatic event in children is just a bad experience and that they can keep going with their lives, it is important to understand how a traumatic event during childhood can shift negatively a person’s view of the world. In such an early stage of life, traumatic experiences can affect the brain in a way that it is difficult to cope. In addition, to many of these experiences can train the brain to be alert all the time. I founded very interesting how the author also shared the different types of behaviors that children with traumatic experiences can develop such as regressions, dramatic reactions,
One of the factors that will lead a child to become resilient despite a traumatic incidence is a positive affect. The direct correspondence between positive moods such as happiness, acceptance, and interest in activities, the higher their likelihood to avoid being overcome by trauma. This idea has been recently explored and notes that “even in the face of adversity, positive aspects of the family environment may contribute to resilience. These results highlight the importance of considering protective developmental experiences….” Bradley, B., Davis, T. A., Wingo, A. P., Mercer, K. B., & Ressler, K. J.
In the immediate, as well as long-term aftermath of exposure to trauma, children are at risk of developing significant emotional and behavior difficulties (CWIG, 2012). The most damaging types of trauma include early physical and sexual abuse, neglect, emotional/psychological abuse, exposure to domestic violence and other forms of child maltreatment (Hoch, 2009). Research has shown that children that are exposed to these types of trauma will experience developmental delays including language and verbal processing. Also, they will have risk of poor physiological and psychosocial functioning, and will be vulnerable to emotional and behavioral dysregulation disorders, thus, leading to an increase risk of poor outcomes including substance abuse, suicidality, teen pregnancy and paternity, criminal activity, and revictimization (Hoch, 2009).
Mister might be at the higher risk in terms of interpersonal factors than those of individual. Since, he lives without adult monitoring. The relationship between Mister and his mother, Gloria, is considerably problematic. Gloria is totally incapable of meeting Mister’s physical and emotional needs. In response to maternal neglect, Mister exhibits aggressive and noncompliant behaviors. At this developmental stage, adolescents still need adequate parental supervision and only effective parenting skills could have protected Mister from the traumatic experiences (Nader, 2008). Moreover, Mister does not have a proper adult role model (father, any relatives, teachers, or neighbor etc.,), which is a significant disadvantage for his developmental
There are many types of trauma that can effect an adolescent and without the proper treatment of the traumatic event the adolescent can have difficulty adapting and developing into adulthood. Kathleen J. Moroz, of the Vermont Agency of Human Services, defines trauma as a physical or psychological threat or assault to a child’s physical integrity, sense of self, safety of survival or to the physical safety of another person significant to the child. She goes on to list the types of trauma a child may be exposed to. Abuse of every kind, domestic violence, natural disasters, abandonment, serious illness or an accident are just a few traumatic events that can effect the development of a child. (2) When these events occur as an acute event
This suggest that attachment has been at the forefront of children’s social relationships. Attachment substantially contributes to our understanding of why the experience of being physically abused might lead to the development of representations and behavioral patterns that hinder the development of peer relationships. Like Social Learning Theory regarding parental abusive models, attachment plays a major role in how abuse affects children. As such, attachment theory explores the relevance of maltreatment and physical abuse on children. The theory also concludes that children who experience abuse or neglect are likely to develop insecure and disorganized attachments, causing them to extend that same behavior to their own children. This suggests that early childhood adverse experiences influence later parenting behavior (Begle, Dumas & Hanson, 2010).
What factors and procedures determine socio-psychological resiliency in adult survivors of childhood abuse and how can resiliency be fostered based on these factors?
Vulnerability and resilience among children continues to be a popular topic in research of developmental psychology. The two definitions are closely tied together as they are considered both sides to the spectrum. Schaffer (2006) defines vulnerability and resilience “as the susceptibility to develop malfunctioning following exposure to stressful life events, as opposed to the capacity to maintain competent functioning stress”. If stressful life events are the trigger here, why is it that some children are far more vulnerable, yet others are more resilient? The three studies discussed in this paper will attempt to explain why these differences occur and what can we do to enhance protective factors.
The core-concept of an individual is largely influenced by one’s ability to regulate internal emotional states and one’s behavioral reactions to external stress. Children who experience trauma have difficulty managing their emotional states thus leading to poor perceptions of themselves. A distorted sense of self can potentially lead to loss of autobiographical memories, poor body image, and disturbances in sense of separateness in which the person may appear detached and distant (Carr, 2012). It may also lead to difficulty with impulse control which includes aggression
The effects of trauma can be looked at into two separate categories however, they both are interrelated: neurodevelopment and psychosocial development. From the onset of birth, we are born with 100 billion neurons, much more than we will ever need and much more than we will ever have. Between these neurons, trillions of synapses are created. Depending upon the early life experiences in relation to attachments with caregivers and our environment, some synapses will be strengthened whilst others will be discarded.
Trauma and negative attachment experiences can cause different attachment styles. Longitudinal studies have shown that secure attachment is a protective factor for a child’s development (Sroufe, 2005). Children with secure attachments respond with greater psychological resilience to emotional stress. An insecure attachment development, however, is a risk factor, which can lead to the individual experiencing psychological decompression in stress situation or cause more difficulty dealing with conflicts in a socially competent way. Children with insecure attachment styles often show less pro-social behaviors at the kindergarten age and behave more aggressively than their playmates. In adolescence they are often more isolated, have fewer friendships, and feel that relationships overall are less important for their lives. I never doubted that Cynthia had an insecure attachment style. Deciding on her specific style was more difficulty given that I had to do this in hindsight. For Cynthia, I considered dismissive-avoidant, anxious-preoccupied,
The main answer for setting yourself free from the unjustifiable judgment of others is to comprehend why do individuals judge others and how their judgment is shaped. When you know how the procedure functions you won't get influenced at all in the event that somebody judged you. You may believe that its excessively childish not, making it impossible to listen to others or to consider their conclusion to be commendable however after you know the accompanying realities you will alter your opinion. The human personality was intended to fill holes, we accept the expectations of other individuals when we have missing data and this prompts inaccurate judgment more often
Attachment and security serve as further causes of abnormal psychology. As above, the attachment model of psychopathology also places emphasis on the relationship between the parent and child but, rather than focusing on the perceptions of the child, there is a focus on the characteristics of the actual relationship. It is believed that if a parent does not provide a feeling of security, trust and love then the child will develop a negative view and, thus, result in an inability to regulate emotions and feelings. As a result, the child will be at a greater risk of developing a disorder.