The Effects Of Disaster On Development Is Analyzed Based On The Experiences Of Patrick

There has been significant statistics that revealed a large portion of individuals in New Orleans have low socio-economic status. The great Hurricane Katrina in 2005 did not help these statistics improve. In fact, it increased due to the damaging effects from the hurricane. Prior to the hurricane, there wasn’t a significant plan to address the vulnerable population, especially how to handle the mental state of children within this population after a major disaster. The individuals within this population includes the minority, low income, non-English speaking, and non-educated. Even though warnings and methods to prepare for the hurricane was given, not everyone fully understood the extent due to language barriers and inability to access essential supplies to protect themselves.

Social development begins at birth and has a significant impact on human development. A child’s exposure to social situations will determine their social functioning and social-emotional development. When a child is exposed to trauma at a young age, it is highly probable that there will be significant milestones that will not be achieved or that will be delayed. The developmental delay of social functioning and social-emotional development, inhibits the ability of an individual to have normal interaction with society.

When children experience a traumatic event, not only does it affect their emotions but it can affect many areas of development if not all of them. Equally, health and learning difficulties can also have a less desirable effect on holistic development. By looking at how such factors can affect child development, we can work towards finding a suitable learning method and helping children overcome and recover from their experiences.

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.

Major natural disasters such as hurricanes, earthquakes and floods often precipitate sudden emergencies, which have significant impact on all domains of life for affected populations. Children are a particularly vulnerable group to the effects of natural disasters, with unique physical, developmental, and psychosocial characteristics that place them at high risk for adverse outcomes (Murray, 2011). Some of the consequences for children after natural disasters include physical insecurity, poor living conditions and displacement, and disruption to community life. Numerous children may also be left orphaned after the loss of one or both parents. The aftermath of natural disasters place children at risk for adverse physical but

Transition: Let’s examine the aftermath of trauma on a child and how it affects their present lives and future development.

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.

A study performed by Mary C. Waters called the The Resilience in Survivors of Katrina Project (RISK) project showed the psychological effects Hurricane Katrina had on 1,019 poor, young African American women who were single parents living in the New Orleans area when Katrina struck. The RISK project used information and surveys before Hurricane Katrina and after, with followups happening two different times after the hurricane, in order to evaluate physical and mental health. The goals of the RISK project included two major points: “to scientifically study the impact of the hurricane, the trauma that the mothers and their children experienced, and the effect of their

"Life After Hurricane Katrina: The Resilience in Survivors of Katrina (RISK) Project." Sociological Forum, vol. 31, Sep2016 Supplement, pp. 750-769. EBSCOhost, doi:10.1111/socf.12271

Race and class identity of various groups of people render a great deal of influence on the experience one faces after a natural disaster. Unfortunately, oppression comes along with the quality of life for poor and middle classes. Thus, the experiences of higher and lower social classes are vastly different in terms of physical and psychological effects on the people. Higher social classes have the ability to restore any damages caused from a natural disaster in a timely manner, such as Hurricane Matthew. On the contrary, those people of the lower economic and social classes affected by the hurricane in Haiti, Bahamas, and Jamaica this past weekend will take a number of months or even years to rebuild their prior lifestyles. On pg. 4 in the

The long-term impact of Katrina’s communities is the “effects on the devastated population’s mental and physical health still linger” (FoxNews, 2010). FoxNews (2010) reported that there was an increased sensitivity to mold in children with asthma whose houses were flooded. However, watching the video, I could see a lot of anger building up. People were angry. I also believe that people will definitely develop an anxiety disorder. I for one will even be afraid of a mere rain. I will still feel is a storm or flood about to destroy my community. Katrina's communities that experience this ordeal might develop

Childhood is a time for playdates and learning, a time for big dreams and imaginary adventures. Safety and security should not be questions that linger in uncertainty. However, this is not the case for many children across the globe. Thousands of children from all walks of life each day are faced with unspeakable horror and must deal with the resulting trauma from then on. However, in children, managing this trauma takes a different toll on the mind and heart than it does in adults. While the type of trauma may vary in pervasiveness across countries, trauma occurring in childhood has the ability to cause long term damage to the growing neurological functioning in the brain and negatively influence children’s spiritual development, wounding

In a generation of hopelessness, adolescents seek a purpose for their existence. They seek refugee from violence, abuse and maltreatment. The overwhelming pressure opens the door for instant gratification in drugs, alcohol, sexual activity, and fail to make appropriate adjustments in compromising circumstances. There is a correlation between traumatic experiences and adolescent cognitive development. A traumatic experience can alter an adolescent’s neural system and adversely affect the latter stages of brain development. Working with survivors of traumatic events requires an understanding of maladaptive

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

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.