Running head: TRAUMA AND DEVELOPMENT 1 TRAUMA AND DEVELOPMENT 2 Essay 2 Instructions Trauma, Development, and Spirituality Explain in detail (using your readings/presentations from this module/week to support what you say) how trauma can affect development, most specifically neural development. Discuss how spiritual development can counter the effects of trauma. What are the determining factors that lead to developmental delays when a child is exposed to trauma? Give details on the prevalence of different types of trauma and if they differ among different cultures. Make sure to support everything you report with at least 2–3 current APA citations and then a reference page at the end. Review the Essay Grading Rubric before submitting. Your paper must be at least 600 words. The Effects of Trauma on Development and Spiritual Name University Abstract Trauma is an experience that all people are potential vulnerable towards. Trauma comes in many forms ranging from non-typical situations of abuse and neglect to intense reaction to life events such as the death of a loved one or a natural disaster. Trauma may be experienced personally or may result from witnessing a particular event. The effects of trauma are long lasting, though not necessarily irreversible. Trauma may result in a variety of mental health or addiction diagnosis and often has significant impacts on neurological development. While trauma has many negative effects, there are many approaches to trauma that may minimize these effects. One such approach described in the paper is a spiritual approach. Spiritual development and application may provide understanding and hope after a person has experienced trauma and is often a successful means of recovering from the effects of a traumatic experience. Trauma Kuban (2012) defines childhood trauma as “any experience that a child perceives as terrifying and feels hopeless and powerless to do anything about in his or her life, safety, or situation” (p. 15). Trauma can include any number of events, including witnessing violence or abuse, being the victim of violence or abuse, having one’s parents involved in a high-conflict divorce, an incarcerated parent, death of a loved one, natural disaster or suffering the effects of a parent with drug or alcohol addiction (Brooks, 2014; Kuban, 2012; Little & Akin-Little, 2011). Kuban states that one of the reasons there are such a wide array of potentially traumatizing situations is because different experiences may constitute trauma for different individuals. Kuban points out that the primary identifying factor in whether or not an event can be labeled as trauma centers around whether or not the child sees the situation as terrifying. Effects of Trauma The experience of trauma can lead to an array of emotional and behavioral difficulties (Young, Kenardy, & Cobham, 2011). Young, Kenardy, & Cobham examined the results of multiple studies and found that the most commonly diagnosed issues are opposit ...

1. Running head: TRAUMA AND DEVELOPMENT
1
TRAUMA AND DEVELOPMENT
2
Essay 2 Instructions
Trauma, Development, and Spirituality
Explain in detail (using your readings/presentations from this
module/week to support what you say) how trauma can affect
development, most specifically neural development. Discuss
how spiritual development can counter the effects of trauma.
What are the determining factors that lead to developmental
delays when a child is exposed to trauma? Give details on the
prevalence of different types of trauma and if they differ among
different cultures.
Make sure to support everything you report with at least 2–3
current APA citations and then a reference page at the end.
Review the Essay Grading Rubric before submitting. Your paper
must be at least 600 words.
The Effects of Trauma on Development and Spiritual
Name
University
Abstract
Trauma is an experience that all people are potential vulnerable
towards. Trauma comes in many forms ranging from non-typical
situations of abuse and neglect to intense reaction to life events
such as the death of a loved one or a natural disaster. Trauma
may be experienced personally or may result from witnessing a

2. particular event. The effects of trauma are long lasting, though
not necessarily irreversible. Trauma may result in a variety of
mental health or addiction diagnosis and often has significant
impacts on neurological development. While trauma has many
negative effects, there are many approaches to trauma that may
minimize these effects. One such approach described in the
paper is a spiritual approach. Spiritual development and
application may provide understanding and hope after a person
has experienced trauma and is often a successful means of
recovering from the effects of a traumatic experience.
Trauma
Kuban (2012) defines childhood trauma as “any experience that
a child perceives as terrifying and feels hopeless and powerless
to do anything about in his or her life, safety, or situation” (p.
15). Trauma can include any number of events, including
witnessing violence or abuse, being the victim of violence or
abuse, having one’s parents involved in a high-conflict divorce,
an incarcerated parent, death of a loved one, natural disaster or
suffering the effects of a parent with drug or alcohol addiction
(Brooks, 2014; Kuban, 2012; Little & Akin-Little, 2011). Kuban
states that one of the reasons there are such a wide array of
potentially traumatizing situations is because different
experiences may constitute trauma for different individuals.
Kuban points out that the primary identifying factor in whether
or not an event can be labeled as trauma centers around whether
or not the child sees the situation as terrifying.
Effects of Trauma
The experience of trauma can lead to an array of emotional and
behavioral difficulties (Young, Kenardy, & Cobham, 2011).
Young, Kenardy, & Cobham examined the results of multiple
studies and found that the most commonly diagnosed issues are
oppositional defiant disorder, separation anxiety disorder,

3. attention-deficit/hyperactivity disorder, and major depressive
disorder. Childhood trauma can often resemble post-traumatic
stress disorder (PTSD) and sometimes later leads to a diagnosis
of just that (Brady & Back, 2012; Brooks, 2014; Dubovsky,
2011).
Additionally, research has shown that those who experience
childhood trauma may later develop alcohol use disorders
(Brady & Back, 2012). According to Brady & Back, early stress
is associated with a long-term increase of cortisol levels, which
in turn causes abnormal functioning of the hypothalamic-
pituitary-adrenal axis. This can then lead to long-term decreases
in inhibition, which allows for increased risk taking that may
include drug or alcohol use. According to Brady & Back,
studies have also shown that the effects trauma has on
neurotransmitters may affect the pathways for dopamine and
additionally lead to increased risk of drug or alcohol addiction.
Trauma and Culture
Certain types of abuse, neglect, and other trauma, at least in
their most general form, typically have the potential to permeate
all cultures to some extent (Kuban, 2012). Certain cultures may
experience trauma in relation to a natural disaster, such as
Hurricane Katrina in New Orleans, or the Tsunami in Japan
(Little & Akin-Little, 2011). According to Little & Akin-Little
in cultures where war is a daily reality, children have an
increased likelihood of experiencing trauma related to
involvement in or witness of violent acts. Children living in
poverty may have a higher likelihood of experiencing traumatic
events.
Spirituality and Trauma
Spiritual development and practice can help a person to manage

4. and cope with the lasting effects of trauma (Morgan, 2009).
Studies have shown prayer and meditation to decrease stress
levels and increase overall health (Roehlkepartain, 2006).
Additionally, Morgan (2009) points out that an active spiritual
live is often associated with increased levels of hope and
acceptance of past events. As previously discussed, early
experience of trauma can often lead to the development of drug
or alcohol issues. Many programs, including Narcotics
Anonymous and Alcoholics Anonymous, use a step-by-step
program that includes a spiritual component in which the addict
seeks the guidance and comfort of a higher power. Morgan
states that “trauma recovery involves repair of connection to
community and restoration of shattered trust” (p. 12). The
community is often found in a church or other religious setting,
and the restoration of trust is a path taken while healing from
the past and connecting with the divine.
Conclusion
Trauma is a terrifying event that causes lasting effects on a
person’s development. Trauma comes in many forms, but is
primary dependent on how an individual perceives a given
event. This perception may be effected by the specific details of
the event, as well as by a person’s culture and living conditions.
The effects of trauma include emotional and behavioral issues,
lasting mental health problems, and the potential for the
development of drug and alcohol issues. Spiritual connection
and involvement is one route towards recovery from trauma and
often provides a person with a platform from which to begin
understanding their experience, as well as a map of hope
towards restoration.
Resources
Brady, Kathleen T,M.D., PhD., & Back, S. E., PhD. (2012).

5. Childhood trauma, posttraumatic stress disorder, and alcohol
dependence. Alcohol Research, 34(4), 408-413. Retrieved from
http://search.proquest.com/docview/1430978756?accountid=120
85
Brooks, J. (Performer) (2014). Divorce and Stress [Web].
Retrieved from
http://learn.liberty.edu/webapps/blackboard/content/listContent.
jsp?course_id=_84345_1&content_id=_4378631_1
Dubovsky, S. (2011). Childhood trauma might shorten lives.
Journal Watch.Psychiatry,
doi:http://dx.doi.org/10.1056/JP201109260000004
Kuban, C. (2012). Healing childhood trauma worldwide.
Reclaiming Children and Youth, 21(3), 14-16. Retrieved from
http://search.proquest.com/docview/1326253614?accountid=120
85
Little, S., & Akin-Little, A. (2011). Responses to childhood
trauma: An international perspective. School Psychology
International, 32(5), 441-447. doi: 10.1177/0143034311402915
Morgan, O. J. (2009). Thoughts on the interaction of trauma,
addiction, and spirituality. Journal of Addictions & Offender
Counseling, 30(1), 5+. Retrieved from
http://go.galegroup.com.ezproxy.liberty.edu:2048/ps/i.do?id=G
ALE%7CA210222929&v=2.1&u=vic_liberty&it=r&p=AONE&s
w=w&asid=9bd468664134e54e5a6874698be201a9
Roehlkepartain, E., King, P. E., Wagener, L., & Benson, P.
(2006). The handbook of spiritual development in childhood and
adolescence. Thousand Oaks, CA: Sage Publications.
Young , A., Kenardy, J., & Cobham, V. (2011). Trauma in early
childhood: A neglected population. Clinical Child and Family
Psychology Reviewo, 14(3), 231-250. doi: 10.1007/s10567-011-
0094-3
Essay 3 Instructions

6. Addiction in Adolescence
Explain in detail (using your readings/presentations from this
module/week to support what you say) the relationship between
abuse and addiction in adolescence. How does abuse or
addiction affect the developing brain of an adolescent? How
does a healthy spiritual development effect the likelihood of
use/abuse/addiction in the adolescent years? Discuss local news
coverage of alcohol or drug-related stories to adolescent use in
your area. Give details on the prevalence of addiction based on
your readings and the news stories.
Make sure to support everything you report with at least 2–3
current APA citations and then a reference page at the end.
Review the Essay Grading Rubric before submitting. Your paper
must be at least 600 words.
NAME
University
Addiction in Adolescence
Abstract
This paper will illustrate the difference between abuse and
addiction in adolescence. The many ways that drugs can affect
the developing brain of an adolescent. How a healthy spirit
development can affect the likelihood of use/abuse and
addiction of drugs in the adolescent years. Local news coverage
of alcohol or drug related stories. The prevalence of teens
using and abusing alcohol or drugs in the Northeast area will be
discussed.
As a little girl, Samantha always wanted to participate in family
activities. She was always the first child of three children to
volunteer for their family to go out. Wednesday evenings was
family night. Friday was movie night, and Sundays was church,

7. until she turned 10. From the age of 5 through 13 Samantha
always forced her parents to do something. As a freshman in
high school, there was a significant change in her behavior. She
stayed in her room; she was always sleeping and constantly
wanted to go out with her friends. When her parents
approached her, she became defensive, demanding her privacy,
and wanted to be left alone. It was obvious that Samantha was
hanging out with the wrong crowd. Samantha became more
involved in social activities with friends, and her parents could
not reach through to her. As suspected, Samantha was using
illicit substances. Samantha’s drug use became uncontrollable;
out of desperation to improve her behavior; her parents enrolled
her in catholic school. Catholic schooling did not help, and she
was expelled from catholic school for not attending school.
Samantha had to return to public school in the 12th grade.
Samantha graduated from high school, and she was accepted to
Bloomsburg University. One of the requirements for admission
to the university is for her to participate in individual
counseling. Through individual counseling, it was reported that
Samantha was the victim of sexual abuse. For 6 years, she was
being raped by her cousin, (whom the parents allowed to
sleepover). Feeling helpless and hopeless, Samantha turned to
drugs, because she knew if she told her mother about the sexual
abuse, it would cause discord with extended family members.
Samantha’s mother pursued criminal charges against her
nephew; however, she was told by law enforcement that
Samantha (the victim) is the only person who can press charges.
Samantha refused, feeling that she was partially responsible for
allowing the rape to occur for such a long period of time, and
not telling anyone. From August through September, Samantha
felt pressured by her parents. Finally, on October 19th,
Samantha left a note, apologizing to family members for not
wanting to pursue criminal charges. She overdosed on heroine,
and was pronounced dead by the coroner.

8. According to the National Institute on Drug and Alcohol (2014),
Addiction is defined as a chronic, relapsing brain disease that is
characterized by compulsive drug seeking and use, despite
harmful consequences. Since drugs have the capacity to change
the brain, and its structure, addiction is considered to be a
disease. Addiction is similar to other common diseases such
heart disease. According to the Merriam-Webster’s dictionary
(2014) the word abuse is defined as the improper use of
something. The relationship between abuse and addiction in
adolescence is the fact that both are related to family conflicts
(Martha A. Morrison, 2010). Adolescence begin to abuse illicit
substances for different reasons, to feel good (to increase
intense feelings of pleasure), to feel better (to alleviate stress,
anxiety, depression, etc.), to do better (some teenagers abuse
drugs to improve their cognitive abilities, or to enhance their
physical performance in sports), curiosity and because other
friends are doing it (peer pressure), (National Institute on Drug
and Alcohol, July, 2014). In the case of Samantha, she began
using drugs as a means to alleviate multiple stressors pertaining
to the sexual abuse that she endured. She had guilt, and was
clinically depressed. Through the depression that Samantha was
going through, she began to self-medicate. She also doubted
herself, believing that she must have enticed him in some sort
of way.
According to Weinberger (2010), substance abuse affects the
brain in the following methods; it alters the functions of
neurotransmitters (chemical messengers of the brain that allows
nerves cells to communicate). Substance abuse alters
perception, which affects teenagers’ perceptual skills. Lastly,
drugs and alcohol will cause an addiction in the brain. The last
effect that drugs will cause in the brain is habit forming. The
more a teenager uses the drug, the more desires that will have to
keep using, thereby causing habit forming behaviors.

9. Teens that are reared with strong spiritual development are least
likely to develop use and abuse of illicit substances. This is
due multiple factors such as their faith, their spiritual
development, and outreach support from church members.
According to McNeeley, C., Yohalem, N., Blanchard, J.,
Pittman, K., (2009) states that faith is a factor in exploring
identity. Spiritual development is shaped both within and
outside of religious traditional beliefs and practices. This
basically means that a child, who is brought up with faith and
has integrity to always make right decisions, will do so
willingly. As a child who was brought up through spiritual
development, my adolescent years consisted of weekly
attendance at church, community outreach services. Being
reared through spiritual development teaches the child (at an
early age) to isolate from all secular activities. We often
received support from youth ministers, who were also available
to speak with the youth who were involved in juvenile judicial
law enforcement problems. As mentioned in the introduction,
Samantha was the daughter to one of my childhood friends who
was brought up in the church. Unfortunately, in our generation
as parents, we are not as persistent as our parents were in
ensuring that our children are exposed to positive influences,
rather than negative influences.
On October 16th of 2014, an article was posted in the Pocono
Record, indicating drug charges were filed against two
teenagers from Pleasant Valley High School, ages 15, and 16.
School officials apparently discovered on-line chat (on school
grounds) about a drug transaction that was to occur. The two
teens were talking about the transactions on the school
computers. When the state police were notified, they got a
search warrant to the teen’s homes, and during the search,
police found marijuana plants growing in their backyards. The
teens were charged (at Northampton Juvenile Detention

10. Facility), and the parents were charged, because they were
growing the plants for the teens to sell to other students
(Pocono record news, October 2014). For the 2013-2014
academic school years, there were at least 10 deaths of
teenagers who crashed their vehicle as a result of driving under
the influence (articles could not be found through local news
paper).
The office of adolescent health (2014) reports the following
prevalence on high school students who reported to illicit and
non-illicit substance abuse. Alcohol is the most common
substance abuse by adolescent, followed by marijuana, tobacco,
and prescription medication. In the past month 39% of high
school seniors reported that they drink alcohol, 23% admitted to
smoking marijuana, and 16% smoke cigarettes. About half of
adolescents have abused drug once, and most have used
prescription medication.
In conclusion, we see that there are a high percentage of
adolescents abusing drugs, and there is a high need for
intervention. The best method of intervention would include
prevention, a strong connection with parents, a strong
connection with extended family members, support from
religious leaders, and professional counseling would be the
most effective way to reduce the prevalence of adolescence
abusing drugs. Let’s go back to Samantha, who overdosed. If
Samantha’s mother raised her in the growth through spiritual
development, Samantha would have multiple supports through
church members, through the youth attending the church, and
most importantly, she would have the innate guilt and
knowledge of knowing that suicide is a sin, and those who
commit suicide will not enter the kingdom of God. Spiritual
development teaches us to do well; it encourages youth to make
right choices, verses wrong choices.

11. References
Jimenez-Iglesias, A., Moreno, C., Rivera, F., &García-Moya, I.
(2013). The Role of the Family in Promoting Responsible
Substance Use in Adolescence. Journal of Child & Family
Studies, 22(5), 585-602. Doi: 10.1007/s10826-013-9737-y
Johnston, L. D., O'Malley, P. M., Miech, R. A., Bachman, J. G.,
& Schulenberg, J. E.
(2014). Monitoring the Future national survey results on drug
use: 1975-2013: Overview of
key findings on adolescent drug use. Ann Arbor: Institute for
Social Research, The
University of Michigan. Retrieved October 10, 2014,
fromhttp://www.monitoringthefuture.org//pubs/monographs/mtf-
overview2013.pdf
Drug Facts: The science of drug abuse and addiction: The
Basics. (September 2014). Retrieved
November 18, 2014, from
http://www.drugabuse.gov/publications/media-guide/science-
drug-abuse-addiction-basics
Morrison, M. (1990). Addition Medicine and Primary
Physician. Addiction in Adolescence, 543-546.
Weinberger, D. R., MD, Elvevag, B., PhD, and Giedd, N, MD,
the Adolescent Brain: A Work in
Progress, for the National Campaign to Prevent Teen Pregnancy,
2005.
- See more at: http://samafoundation.org/youth-substance-
addiction/effects-of-drugs-on-adolescent-
brain/#sthash.v7FlYxah.dpuf