Stress And Trauma In Children

James is a thirteen-year old Caucasian child who is being physically and verbally abused in his home by his two parents. James suffers from multiple disorders that have not been diagnosed by a doctor. He has been removed from his home that he shares with his two younger sisters. James presently is in his Uncle Patrick’s kinship foster care where he is living. James’s case seems that he is suffering from three of the 12 core concepts. Working with children who suffer with more stress related trauma is a more challenging case for the social workers. Sometimes these cases affect the social worker, and they experience vicarious trauma. A social worker works closely with their patients and form a significant relationship

Childhood and adolescence is a crucial time for humans- a time full of physical, emotional, and cognitive development. Upon observing the significant impact that trauma induced stress can have on adults following time in combat or an injury, when adults have fully matured in all areas, it raises the question of what influence post-traumatic stressors can have on development in children. This issue was so significant that in the DSM-5, the psychologists introduced a new, and separate, section of criteria for PTSD that specifically relates to the preschool subtype, or those individuals six years and younger. The first age specific sub-type for this disorder is important due to the rising number of studies and cases of PTSD in children.

Throughout life, both children and adults experience varying amounts of stress in their everyday lives. For the most part, this has been proven to be healthy and crucial in strengthening their response to such stimuli later in life. This paper will focus on the findings of various studies in which researchers have found links between stress exposure and childhood development. Specifically, this paper will focus on the effects of what is known as toxic stress and its effects on the development of a child and its role in the development of mental disorders as the child transitions into adulthood.

The purpose of this paper is to conduct library research on early childhood trauma and its effects on brain development. This paper will discuss the consequences of early childhood trauma, specifically the manner in which it impacts brain development. Included will be a discussion of What tends to happen to people who experience early childhood trauma. Within the paper will be a description of the consequences of this type of trauma for the urban individual, family, community, or culture. This paper will then identify two of the most effective, evidenced based practice treatment models utilized for survivors of this form of trauma.

When I was five years old, my mom told me that there were some children who didn’t have moms. I was shocked, and told my mother frankly that I’d be their mom. Caring for children with early trauma has been the driving passion of my life. When I was six and again when I was eight, my parents adopted children from Vietnam. Having siblings who were born and orphaned in another country put a very personal face for me on human rights and child welfare issues around the world. I’ve spent the last four years working for the International Foster Care program at Catholic Charities Fort

Such toxic stress can have damaging effects on learning, behavior, and health across the lifespan. Learning how to cope with adversity is an important part of healthy child development. The most effective prevention is to reduce exposure of young children to extremely stressful conditions. Research also indicates that supportive, responsive relationships with caring adults as early in life as possible can prevent or reverse the damaging effects of toxic stress response (Center on Developing Child, nd). By establishing clear lines of communication between adults and children, and home and school, parents and teachers can help to shape children’s perceptions in informed ways. During times of trouble, when emotions run high, parents and teachers can help children develop the skills necessary to manage their feelings, to confront unpleasant or adverse realities, and to acquire greater emotional stability. In order to support children in better understanding their world, adults may have to help them come to terms with circumstances that are frightening, confusing, overwhelming, or possibly unrelated to their past experience. By providing a safe and supportive environment and a healthy acceptance of all that is good in life, a calm and ready-to-listen adult can facilitate children’s well being, and help to alleviate the fear, dismay or confusion they may feel. In doing so, it is important to honor and nurture children’s sensitivity. Although parents and teachers cannot shelter children from all adversity, they are well positioned to help children learn about the imbalances in the world, to better comprehend their impact, and to find thoughtful ways to strike a comfortable and meaningful balance of their own (Foster & Matthews,

From research it is quite clear that the individual as well as various environmental aspects play an important role in influencing well-being as a whole. Research suggests that increased levels of emotional stress can often coincide with increasing issues in the family, peer groups and in the school. In addition, a child’s resilience and ability to cope with these issues can be affected by their personal

The client reported she was involved in a car accident in 2012 where her vehicle spun out of control. She denied she sustained any medical injuries. Stephanie reported she has experienced childhood trauma. Reportedly, when she was 8yoa her 12 year old cousin sexually molested her. She indicated, she informed her aunt, but was told not to say anything else about the incident. She also shared as an adult, her cousin whom molested prepositioned her to have sex with one of his friends. She stated she felt like a prostitute and a "piece of her had died." She further shared, she was raped by a male student, which resulted in a short term physically abusive relationship for four months. She stated she after they dissolved the relationship he admitted

He underwent major back surgery which with a miracle it was a huge success and got him back on his feet. After a long recovery process from the surgery and still battling this illness we finally found out what was wrong. He is one of four people in the world to have a illness called perm disease. The best feeling in the world was when they came out and told me they have found the problem and that it was treatable. After sending his blood work all the way to London UK, they found it. It was a miracle. To look at him then I was bracing myself to say goodbye. Leaving him in the hopsital in a different city every night was tougher than imaginable. But, looking at him today it's like nothing happened he's back to normal. Through this process I talked to many doctors, nurses, family and friends.

After interviewing with Elizabeth Domingos-Shepard, MFT, I was able to gain a better understanding of the impact trauma has on a child, physically, biologically, and emotionally. Elizabeth (2016) explained that trauma can alter the chemistry of one’s brain by stating, “There is evidence in research that the brain actually is affected by trauma. It can alter the develop of the brain during significant periods of growth, particularly in the first years of life as well as in adolescence. For example, in cases of severe neglect, the brain doesn 't grow as the rate it should due to lack of exposure to appropriate stimuli. However, with early intervention, the child can potentially catch up in brain development. This is due to the concept of neuroplasticity.” The actual removal of children from their caretaker can, “be as impactful or more impactful that the reason why they were re moved to begin with (abuse or neglect) (Domingos-Shepard, 2016). Elizabeth (2016) stresses the importance of assessment when dealing with a child who has experienced any trauma and that assessment is always ongoing. In details to how trauma impacts a child cognitively, physically, and emotionally, Elizabeth (2016) informs that children who have experienced abuse and/or neglect, may have a single incident of trauma or multiple incidents with they may experience a number of emotional, cognitive or physical consequences of trauma, such as brain development delays, development of an insecure attachment

Adults who suffer from social development issues stemming from childhood trauma are risk due to their inability to establish healthy relationships, convey feelings, thoughts, and emotions in a healthy manner, and they can lack the ability of self motivation and self growth. This population is vulnerable to others and can easily be manipulated due to their social development issues. For instance, a individual who has witnessed their father beat their mother as a child with no member of the family intervention or disapproval may normalize the behavior. As a result the child may grow up to enter a relationship where they are an aggressor in a relationship. The reason this could happen is because they normalized this traumatic experience from their

There were four things I found beneficial in Chapter 16. The first thing was the detailed definition of stress and its affects children. The second thing was the coping mechanisms the chapter provides to help children deal with whatever stress they are dealing with. The third thing was the topic on child care and how it relates stress in children. The text explains that child care environments are stressful to children, especially poor quality environments. The fourth thing I found to not only be beneficial, but amazing, is the resilient children because they have the ability to bounce back from the worst of situations.

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.

According to the article, “Stress and Child Development” (2014) by Ross Thompson, stress is defined as “a complex psychobiological process with biological, emotional, mental, and behavioral consequences, all of which influence one another” (Thompson, 2014, p.46). Thompson’s research provided insight into helping children who suffer from stress, and cope with this stress through neurobiological processes, including two-generation and multi-generation intervention, which includes parents, teachers, relatives and grandparents or anyone who provides care for these children. Thompson’s research found that children who grow up in a loving environment are less stressful, and when confronted with stress, these children cope with stress better than children who live in a non-loving environment. Thompson suggested that stress is brought on when an individual feels threatened or when her or she feels surrounded by, or in immediate danger, thus, emphasizing how a child’s social experiences plays a key role in the development of a child’s neurological systems as well as his or her biological system (Thompson, 2014). Thompson’s research of Hurricane Katrina found that children whose parents could no longer provide care for their children faired much worse than children whose parents provided care, as it relates to stress. Thompson’s study of a Romanian orphanage found that the sooner a child was adopted into a loving environment, the sooner a child learned how to cope and

In the DSM-5, PTSD is listed under Trauma- and Stressor- Related Disorders. In order for a person to be diagnosed with PTSD, they must meet a number of criterion- the first one being exposure to actual or threatened death, serious injury, or sexual violence. If the person does not meet this criterion, they are automatically exempt from being diagnosed with PTSD. This alone is incredibly restrictive, ignoring many groups of traumatized victims including those with psychiatric diagnosis, or those being removed from their home. Though many people can benefit from the treatments associated with PTSD, its two-dimensionality, or lack of reference to ongoing exposure has created a want for a new diagnosis in the trauma realm. Herman’s response to