The effects of Early Childhood Trauma and the lifelong damage to the brain, cognitive functioning, and coping skills of young children

1. Jim Dew, Director of Residential Services

2. NADINE BURKE HARRIS: HOW
CHILDHOOD TRAUMA AFFECTS HEALTH
ACROSS A LIFETIME (VIDEO 15MIN)

3.  “Nearly 20% of young adults, aged 18-25 living in U.S.
households, had a mental health condition in the past year.”
(SAMHSA)
 “27% had experienced four or more types of potentially traumatic
events, such as physical abuse, sexual abuse, or witnessing
domestic violence.” (SAMSHA)
 “Approximately 70% of adolescents have been exposed to at least
1 potentially traumatic event” (D. Kilpatrick)
 400,540 children were in foster care in 2011 (USDHHS, AFCARS,
2012)
 31% meet definition for aging out (ages 14-21)
 1.3 million delinquency cases processed in 2010 (OJJDP, 2013)
 686,00 confirmed cases of abuse or neglect; 1,640 fatalities; 80.3%
of abusers were the victim’s parents; (DHHSACF, Child
Maltreatment 2012)

4.  Physical damage
 Short term – destroyed brain tissue, torn blood vessels can
lead to seizures, loss of consciousness or even death.
 Long term – sensory impairments, cognitive, learning and
behavioral disabilities
 Neurochemical Imbalance
 The brain will focus on survival and responding to threats.
 Fear response regions are frequently activated
 Complex thought and abstract thought regions are less
activated causing the child to become less competent.
 Alters the child’s ability to interact positively with others
 Permanently alters the brain’s ability to use serotonin,
which helps produce feelings of well-being and emotional
stability

5.  Malnutrition in the early years causes stunted pathways
available for learning.
 “intellectual disabilities”
 Lack of a nurturing caregiver means that some children will
have difficulties forming meaningful relationships.
 “trust issues”

6.  Persistent Fear Response
 Changes in attention, impulse control, sleep and fine motor control
 Cortisol chemical can “wear out” parts of the brain causing a chronic activation
of fear shapes the child’s perception of and response to the environment.
 Hyperarousal
 Trauma creates memories that automatically trigger the response without
conscious thought
 Over-reaction to triggers that other children find nonthreatening
 High sensitivity to nonverbal cues such as eye contact or a touch on the arm
(read as threatening)
 Consumed by the need to monitor the environment for threatening cues and
respond (classroom). They are not able to calm their brain to allow for an
internal learning environment and then labeled as learning disabled.
 Dissociation
 Mentally and emotionally remove themselves from situations (zoning out)
 First characterized by attempting to bring caretakers to help and if this is
unsuccessful they become motionless (freezing) and compliant and, eventually
dissociate.

7.  Problems with:
 Concentration, memory, organization comprehension, self-
regulation of behavior, communication, positive peer and
adult relationships, establishing appropriate boundaries,
processing information controlling aggression and other
impulsions
 Court involved students:
 Less likely to do their homework, lower scores on
standardized tests, more than twice as likely to fail a grade,
assigned to SpEd services with greater frequency, higher
discipline referral rates and instances of school suspensions
and expulsions, lower GPA, high school absences, lower
graduation rates (high school), lower IQ, lower self esteem

8. Sam – 15 year old male
 Trauma - witness domestic violence, witness child
abuse, experience physical abuse
 Coping Strategies - avoidance of school, hyperarousal,
hypervigilence (scanning window/doors, checking on
family at night, pacing at night
 Possible triggers/reminders – people behind his back,
noises at night, raised voices, raised noise levels, certain
foods (spaghetti), men, alcohol, night time
 His baggage – few friends, poor academic success,
multiple discipline referrals, aggression, lack of sleep,
nightmares, obligation to protect his family, mom won’t
protect me/us, schools are dangerous, bad things
happen at night

9. Kayden and Kisyn – 4 y.o. female, 2 y.o. male
 Trauma – sexual abuse of Kayden
and physical abuse of Kisyn
 Coping Strategies – avoidance,
acting out (attention)
 Possible triggers/reminders –
men, men with facial hair, trucks,
mother leaving, Dollar General,
closets, screaming, hospitals,
nurses, doctors
 Their baggage – men are will hurt
you, mother won’t protect me, all
men are bad, mother can’t leave,
panic attacks, always unsafe,
nightmares, sleeping with mom
 Mother’s baggage – I’m a bad
mom, men will hurt my children, I
can’t leave my children, I can’t
work, It’s my fault, nightmares,
vicarious trauma

10. You have to change the lens in which you view the
child and their behavior.

11.  Have realistic expectations for the child (developmental age).
 Build a relationship of consistent love and support.
 The idea of “serve and return” like a game of tennis. Let the child
attempt to interact and then you respond appropriately.
 Help the child form a healthy relationship that supports their
growth (physical, mental, emotional, intellectual, spiritual).
 Predictable daily routines – children need to feel that their
caregiver is in control.
 Mentor them to organize tasks, set priorities, make decisions,
master new skills, minimize stress and adopt healthy lifestyles
 Educate yourself about the child
 New experiences with trusted adults can help them develop a new
view of themselves, their environment and others
 Model appropriate behavior – language, facial expressions,
nonverbal communication, peer interaction, self care

12.  6:1 – praise:correction
 Redirection - specific, immediate, consistent
 Praise – specific, immediate, consistent
 Intervention tips – Stop the behavior, Define the
behavior, State the rule, Redirect the child.
 Practice relaxation strategies
 Assist them in processing their thoughts
 Assist them in verbalizing emotions with feeling
words
 Assist them in identifying alternative responses