![]() ![]() The traditional categorical cluster of symptoms that form the diagnosis of PTSD are each associated with differences in biological stress symptoms and brain structure and function and are thought to individually contribute to delays in or deficits of multisystem developmental achievements in behavioral, cognitive and emotional regulation in traumatized children and lead to PTSS and co-morbidity. ![]() Childhood traumas, particularly those that are interpersonal, intentional, and chronic are associated with greater rates of PTSD, PTSS, depression and anxiety, antisocial behaviors and greater risk for alcohol and substance use disorders. In children, motor vehicle accidents, bullying, terrorism, exposure to war, child maltreatment (physical, sexual, and emotional abuse neglect) and exposure to domestic and community violence are common types of childhood traumas that result in distress, posttraumatic stress disorder (PTSD), and posttraumatic stress symptoms (PTSS). This includes experiences of direct trauma exposure, witnessing trauma or learning about trauma that happened to a close friend or relative. For the purposes of this critical review, childhood trauma is defined according to the Diagnostic and Statistical Manual of Mental Disorders IV and V as exposure to actual or threatened death, serious injury, or sexual violence. Trauma in childhood has serious consequences for its victims and for society. Finally, we offer suggestions for future researchers. ![]() Next, we review the neurobiology of trauma, its clinical applications and the biomarkers that may provide important tools for clinicians and researchers, both as predictors of posttraumatic stress symptoms and as useful tools to monitor treatment response. We also review relevant studies of animal models of stress to help us better understand the psychobiological effects of trauma during development. This article focuses primarily on the peer-reviewed literature on the neurobiological sequelae of childhood trauma in children and adults with histories of childhood trauma. ![]() Developmental traumatology, the systemic investigation of the psychiatric and psychobiological effects of chronic overwhelming stress on the developing child, provides a framework and principles when empirically examining the neurobiological effects of pediatric trauma.ĭespite the widespread prevalence of childhood trauma, less is known about trauma's biological effects in children as compared to adults with child trauma histories and even less is known about how these pediatric mechanisms underlie trauma's short-term and long-term medical and mental health consequences. Chronic interpersonal violence in children is common worldwide. Rather than being an exhaustive review, it aims to highlight relevant research when considering childhood trauma, and to support reflection on current practice and policy when considering traumatised children in schools.Trauma in childhood is a grave psychosocial, medical, and public policy problem that has serious consequences for its victims and for society. This paper provides a brief synthesis of relevant research from neuroscience, psychology and education to highlight new understandings in childhood trauma research. Therefore, it is important for educators working with traumatised children to understand the key developmental pathways that may be affected by childhood trauma, and to understand how to support resilience through these pathways (Perkins & Graham-Bermann, 2012). (2003) argue that trauma-informed behaviours are important coping mechanisms that a child may develop to survive extremely stressful experiences, and that focusing on eliminating these behaviours may be damaging to a child, especially in the context of ongoing trauma. In the classroom, children’s trauma symptoms may be understood as attentional deficits, learning disabilities, or behavioural or conduct problems (Downey, 2007). However, these ideas are incorrect and are not supported by current research. There is a general misconception that children are more resilient than adults to the effects of trauma and will ‘outgrow’ traumatic experiences (Lieberman & Knorr, 2007). New understandings in developmental and neuroscience research have challenged popular ideas about trauma exposure and brain development during childhood. ![]()
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