The Effects Of Maltreatment On Children With Tbi And Their Cognitive And Social Development

Social functioning in young children includes learning how to engage and interact with other people, objects, places, and in situations. How a child experiences these interactions through traumatic events, may trigger future anti-social behaviors. For instance, a young child may avoid engagement or interaction because of the stimuli associated with a trauma (De

Pediatric abusive head trauma, also known as shaken baby syndrome, is a devastating form of abuse. It occurs when a young child is violently shaken. The repeated shaking back and forth motion causes the child’s brain to bounce within the skull, resulting in bruising and swelling. This intentionally inflicted injury causes trauma to the head and neck region, including cranial, cerebral, and spinal injuries. It occurs in infants and small children because the muscles of the neck region aren’t strong enough to go against the shaking force that occurs. Some make a complete recovery; others are left with debilitating handicaps, and in some cases death occurs. The Centers for Disease Control and Prevention (2012), states that among all the forms

Childhood maltreatment is a prevalent problem through out the world. As a child grows and matures the brain continues to develop according its experiences. During this time sensitive periods of development for different areas of the brain. A few areas that are of interest are the stress-influenced areas, which are at an increased risk for developmental problems when exposed to maltreatment. The extra stress from such exposures can influence abnormalities throughout the brain, which have been linked to structure changes with in the corpus callosum, anterior cingulate, dorsolateral prefrontal, orbitofrontal cortex, and hippocampus, amygdala, and cerebellum, as well as changes to stress related hormone systems. These structural changes are associated with an increased risk of psychopathology and other life long educational and physiological risk.

The exposure of children to potentially traumatic events (PTEs) and other forms of maltreatment is

It impacts the maturation of specific brain areas at particular ages, the physiological and neuro-endocrinological responses as well as impacting the ability to coordinate cognitions, behaviours and emotional regulation. Therefore, the effect of trauma is different in different developmental stages. Ornitz (1996) has listed critical periods of major structural changes in brain development in accordance with Piaget’s stages of cognitive development. This includes the periods between early childhood (1.5-4 years), late childhood (6-10 years), puberty and mid-adolescence. This ensures that there are widespread implications of trauma in childhood especially in terms of the age at which exposure to trauma occurs as well as the areas of the brain affected. For example, the volume of the brain shows a rapid increase in first two years (Matsuzawa et al., 2001), a time when the development of attachment also takes place. Moreover, this growth is more experience- dependent (Schore, 2001). Children below the age of two also show a greater right brain than left brain

Secondly, stress falls on describing and classifying child abuse and its prevalence in children under six years of age. After a brief outline of the areas in which a victim is challenged, focus shifts onward to specific emotional and social drawbacks that ensue. A more in-depth account of this matter follows, enlisting Alan Schore's right-brain correlations, an analysis based on the phenomenon of dissociation, and other probable prospects for the victim.

However, to understand the impact of adversity on young children’s development and learning, our genes supply the basic blueprint for brain development. “Thus, toxic stress in early childhood not only is a risk factor for later risky behavior but also can be a direct source of biological injury or disruption that may have lifelong consequences independent of whatever circumstances might follow later in life (Shonoff and Garner, 2012, page 238). Poverty, neglect, or family stress can make it especially difficult for young children to develop the self-discipline and habits of mind they will need to succeed in the classroom and beyond. Researchers have found that chronic, sustained stress, such as that caused by neglect, abuse, or deprivation,

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.

The topic that I chose to focus on for this assignment was the social dysfunctions such as learning and behavior in relations to traumatic brain injuries specifically within young adults and children. These traumatic injuries can range from a concussion to cracking one’s skull open during a fall. After reading the articles listed in the reference page, I have learned that those suffering from traumatic brain injury (TBI) have a drastic change in their quality of life. It becomes harder for these children to act the way they are supposed to or learn the way they did prior to the incident (Ryan, N., Catroppa, C., p. 196). It was surprising to learn that depending on your environment post TBI your recovery can be changed. Research has shown that if a child’s environment consists of caring and supportive family members, teachers, and peers a child can have a full recovery; including normal behavior and no social dysfunctions. However, if a child is surrounded in negativity, the risks of social impairment are a lot higher.

TBI is a term that represent a subgroup of brain injuries that are minor compared to the larger group of brain disease. Yet, despite the many types of brain injuries, they all have some similar effects on an individual’s life that include: the inability to succeed academically and socially, family and work roles, and normal physical activities. Symptoms related to traumatic brain injury fall into three board areas-physical, cognitive, and psychosocial or behavioral challenges (Trudel et al., 2009, pg.

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

Childhood trauma is one of the most heartbreaking situations to ever fathom happening. Childhood trauma includes neglect, maltreatment, physical and emotional abuse, and many other forms of mistreatment amongst children. Childhood trauma occurs between the ages of 0 and 6 years of age. When referencing to childhood trauma, one must take thought into who commits the abuse, who is affected by the abuse, and what long term effects can the abuse have on the victims. One must also take into consideration the sex differences when referring to childhood trauma. Numerous of studies have been conducted and many findings have been made. Prior to conducting this research paper, I only considered childhood trauma to be what it was and never considered the long term effects. Because of my assumption, I never even considered the other categories of the trauma.

This video completely changes my outlook on the effects of childhood trauma. We all know that a child’s development is extremely important, especially after taking this class. Doctor Nadine Burke-Harris points out that if a child experiences an abusive unloving environment or parents with substance abuse disorder than that child will grow up with a higher chance of health risks. The leading cause of deaths in the United States is high exposure to childhood trauma because the trauma puts you at a higher risk for certain health risks. I believe this knowledge would be most helpful for anyone who is going to potentially deal with traumatized child like a social worker or a therapist. I believe this information would help a social worker or a

By the age of 5 most children are in kindergarten. The typical 3 to 5 year olds cognitive development includes a healthy mastery of language skills, and a keen interest in the world in which they live. Other key developments such as understanding commands, memory, perception, thinking abstractly, information processing, improved judgment and perception all occur during development in this age group. However, many cognitive deficiencies can be seen in children who have suffered from abuse. Cognitive and language deficits in abused children have been often been noted clinically. Abused and neglected children with no evidence of neurological impairment have also shown delayed intellectual development, particularly in the area of verbal intelligence .Some studies have found lowered intellectual functioning and reduced cognitive functioning in maltreated

Traumatic events in early childhood can have profound effects on physical and mental health of children later on in life. These traumas that have been experienced by children are being studied to evaluate the relationship between traumatic events and psychological disorders. Traumatic events can effect stress levels and allostatic loads in children, which in turn can result in structural changes in the hippocampus and the amygdala.