Running head: CHILDHOOD TRAUMA AND HUMAN DEVELOPMENT 1

The Effects of Childhood Trauma on Human Development

Danielle S. Hindieh

LIU-Post
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Abstract

Childhood traumatic experiences have been shown to have a profound

impact on the physical, social, cognitive and behavioral operation of children. These

traumatic experiences have also shown to have an impact on children as they enter

adulthood. These impacts can lead to increased health risks for heart disease,

cancer and other illnesses. Additionally, this exposure can influence the functioning

of the mature brain. Lasting changes in areas of the brain such as the prefrontal

cortex, the amygdala and the hippocampus have been seen following exposure to

childhood trauma. During a traumatic event the body releases norepinephrine and

cortisol in a fight or flight response. With repeated exposure to stressors, the body

releases increased amounts of both hormones as a reaction. The study of how

childhood trauma impacts human development can help educators intervene on

behalf of children in classrooms that have been exposed to these stressors.

Research has shown that multi-disciplinary interventions can help these children to

overcome the effects of the trauma they experience.

Keywords: childhood trauma, neurodevelopment, exposure

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Childhood Trauma and its effects on Human Development

The National Institute of Mental Health defines childhood trauma as, “The

experience of an event by a child that emotionally painful or distressful which often

results in lasting physical and mental effects.” The impact of these experiences has

lasting effects on children inside and outside of the classroom and the effects can

actually increase with age. Children exposed to childhood trauma can see a

decrease in brain volume in different regions of the brain depending on the age at

which they were exposed to the trauma. The Adverse Childhood Experiences Study

(ACE) consists of ten questions that cover a range of childhood traumatic

experiences from a family suffering from mental illness or attempts of suicide, to

domestic violence and sexual abuse. Every question is worth one point and those

with a total of four points or more have increased risk for health problems later in

life such as an increased risk for hearth disease, (2x more likely), depression and

hepatitis (4.5x more likely).

The study of childhood trauma is especially important for teachers.

Children come into classrooms on daily basis with a myriad of backgrounds and life

experiences. These experiences impact how the children behave and ultimately

how they learn in school. By studying the signs of childhood trauma, educators can

better equip themselves to help students in need. If a child displays the signs/

symptoms listed in figure 1 it may not necessary mean that they have definitely been

exposed to a childhood trauma though the chances are much greater as more than

60% of adults have experiences some form of trauma as children. Knowing what

the signs are however can greatly increase the chances of a child getting proper
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treatment if that have been exposed. Teachers who see the signs can take the steps

needed to refer the child for treatment as the family may be unable to provide this

for the child.

Figure 1. Signs of childhood trauma at different stages of development.

Source: Center For Child Trauma Assessment, Services and Interventions.

This topic was of great importance to me because of the experiences that my

siblings and myself had as children. At the age of 16 I did the best I could to shelter

my younger siblings from the effects of a mentally ill parent who tried to commit

suicide. As a child myself, I was ill equipped to help shield them from the physical

and verbal abuse that followed. I wish that at that time a teacher would have

stepped forward and recognized the symptoms we exhibited and intervened. I feel

that my affluent background blinded many teachers to my signs of trauma exposure.

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Surely children from wealthy households are not exposed to the type of trauma that

has lifelong mental and physical effects.

Review of Literature

In the study, ‘Preliminary evidence for sensitive periods in effect of childhood

sexual abuse on regional brain development’ (Andersen, Tomada, Vincow, Valente,

Polcari & Teicher, 2008), studied the impact of childhood sexual abuse on brain

volumes during different stages of development. The study used MRI scans of 26

women (ages 18-22) exposed to recurrent child sexual abuse and compared them to

17 women healthy women (also aged 18-22 years). The scans of participants were

analyzed to look for sensitive periods of development in the frontal cortex,

hippocampus, corpus callosum and amygdala. They hypothesized that the volumes

of these regions would be lower depending the age of the child when they were

exposed to the abuse. The research showed that the hippocampal volume was most

affected during ages 3-5 and 11-13, while frontal cortex volume was most affected

by ages 14-16. The corpus callosum also showed a sensitive period and this was for

the ages of 9-10 years old. The scans showed that regions of the brain have holes of

vulnerability to the effects of trauma at different ages. The study was able to show

that these regions of the brain did in fact have lower volumes as result of the child

being exposed to childhood sexual abuse.

For educators this information is important. For example, the hippocampus,

which is involved with long term memory and associated emotional responses, is

greatly affected between the ages of 3-5. For an early childhood educator, knowing

if a child has experienced this trauma during this stage can help them refer students
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that have trauma to this area of the brain for proper treatment. The frontal cortex is

associated with (among others) impulse control. Knowing a child has been abused

during adolescence can explain poor impulse control later in life and help in

developing an appropriate treatment plan, which includes classroom teachers.

Identifying the effected areas of the brain can help provide insight into which ages

and environmental enhancements may benefit brain development.

In the article, ‘A multidisciplinary model for teaching complex trauma in

early childhood’ (Ryan, Lane & Powers, 2017), it was found that exposure to adverse

childhood experiences has an impact on the neural development of children. The

study also showed that using a proper neurobiological approach, CPP Model, (that

is developmentally appropriate) could allow children and their families the ability to

receive proper interventions that can stem the neural effects of trauma. This

multidisciplinary practice model is presented in this study along with a “graduate”

of the program. The model is based upon Perry’s approach to clinical reasoning

using safe relationships and regulatory activities to activate certain regions of the

brain. Additionally caregiver therapy is also provided. It suggested that Perry’s

approach benefits both the child and the caregiver and allows the child to reenter

the educational system with the regulatory and emotional tools in place necessary

to succeed.

This research is extremely important for early childhood educators like

myself. When we are given the proper tools to assist our students they can thrive.

Many times as teachers working with traumatized children, we don’t know what

steps to take or feel like we are being left out of the loop on the child’s care when we
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are with the child the most. This model incorporates the classroom teacher as an

essential part of the care team and informs the teacher on their role and the

importance of turning classrooms into safe spaces for traumatized children. It also

gives classroom teachers specific interventions to use with children. Consistency is

key and now all caregivers can be on the same page with CPP approach.

According to the study, ‘Profiles of childhood trauma: Betrayal, frequency,

and psychological distress in late adolescence’ (Martin, Van Ryzin, Dishion, 2016), it

was hypothesized that adolescents who were exposed betrayal traumas would have

higher levels of psychological distress than their peers who were exposed to non-

betrayal traumas. Betrayal trauma is defined as a trauma that is perpetrated by a

person that is close to the child, someone whom the child sees as a caregiver or

significant other. These types of betrayals are more significant and have a greater

impact than those perpetrated by a stranger or someone with no significant ties to

the child. The study looked at the trauma histories of 806 young adults and their

reported DSM-IV disorders. The results of the study yielded 5 different profiles

showing that those students who had higher betrayal traumatic experiences had

higher rates of other psychological disorders. It makes sense, even as adults we feel

the most hurt when someone who is close to us hurts us rather than when a

stranger wrongs us. If a stranger steals from you, you are upset but not in the same

way you would be if a family member stole from you. There are unspoken rules of

what those close to us are never supposed to do, lines they are never supposed to

cross.
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I recently had a student in my class go through a traumatic experience that

involved betrayal by a parent. Having been through a similar experience myself as a

child, I could relate, and saw how big of an impact this could have on her, as she got

older. I think this study is useful for educators because it allows them to see the

true significance of betrayal traumas that are a large part of the traumas faced by

students in the classroom. Understanding how these traumas lead to greater rates

of other psychological disorders as children age, allows teachers to reach out to

make sure children are given appropriate age level interventions in attempt to

circumvent the development of such disorders.

In the article, ‘The enduring effects of abuse and related adverse experiences

in childhood’ (Anda, Felitti, Bermner, Walker, Whitfield, Perry. . . Giles, 2006) the

ACE Study was used as a “case example” demonstrating the junction between the

study of disease, neuroscience and the effects of childhood trauma. The ACE Study

had 17,337 participants (who were of middle class backgrounds) and assessed 8

adverse childhood experiences such as serious household dysfunction, abuse and

witnessing domestic violence. This examination of the ACE Study showed that in

the following domains: somatic, affective, substance abuse, memory, sexual and

aggression, there was an increase in this domain as the ACE score increased. This

study highlighted the long-term effects of childhood trauma on human

development. It also showed that childhood trauma was not solely confined within

lower socially economic classes.

The results of this study are important for educators to because recognizing

trauma in children is the first step to setting up interventions that can make a
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lasting change in the child’s life. Catching trauma in children can allow a team

(including educators) to provide safe spaces and relationships where children can

begin to heal. An educational environment is only as effective as its ability to create

and foster change in its students and using this research to create educational

environments that promote the rehabilitation of trauma in students will no doubt

be more successful.

In the study, ‘Complex trauma in childhood, a psychiatric diagnosis in

adulthood: Making meaning of a double-edged phenomenon’ (McCormack &

Thomson, 2017), the authors show how the underpinning of children’s development

is early caregiver relationships. Whether they are positive or negative they have a

huge impact on a child’s development. The study sought to see the relationship

between childhood trauma and psychiatric diagnosis as an adult. At the time of this

analysis no previous studies were done to whether or not receiving a psychiatric

diagnosis as an adult (based on previous childhood trauma) hurts or helps one’s

psychological well being as an adult. The research showed that some adults did

postpone seeking psychological treatment for fear of being stigmatized and or

labeled for it. Being labeled bipolar for example can be traumatizing for some.

Those who did seek treatment needed to make sure that this treatment was a right

fit for it to be effective. In conclusion, the study found that seeking treatment to

alleviate one from feelings of self-blame or unworthiness is more effective than any

specific psychological label bestowed upon a person.

This study was interesting because of how to looked at labels versus

appropriate treatment methods. Understanding the stigmas of childhood trauma is

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important. Even children are aware of the stigmas placed on themselves and

others as a result of the trauma they have experienced. As an educator this study

highlights the importance in my role to help a child to alleviate their feelings of

unworthiness. It is also important to note that their treatment is much more

important than any label bestowed upon them by mental health experts and others

in the education community.

Conclusion

These studies if used properly, will continue to have a large impact on

education and how educators approach teaching children with exposure to

childhood trauma. The literature has suggested that a multidisciplinary approach,

one that is age appropriate, is the most beneficial approach to use. For too long

teachers have only been used as a first line of defense, as the initial identifiers of

trauma-exposed children. Teachers were never a part of a care team ensuring that

children received the proper treatment to deal with the trauma(s) they have faced.

Teachers went to through the proper channels to report the abuse eternally and

externally but that is usually where the involvement stopped. Experts are only

recently coming around to the notion that educators, some of the people who spend

the most time with the child, should be included in decisions involving long-term

care of the child. Educators are now being tasked with setting up their classrooms

to be safe space where children and their families feel secure.

These studies helped me see childhood trauma in a whole new light.

Personally I could feel effects of the trauma I suffered but never knew exactly what

the trauma could have done to me and what it can do the students that I teach. I
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wish that the teachers I had twenty years ago had known what researchers know

now about childhood trauma and its lasting effects on human development. I know

that as an educator and a childhood trauma survivor I will look for ways to best

help the students in my classes who are suffering. I will look for the warning signs

and not dismiss them with excuses.

I would like the research to go in a direction of a “what can be done in the

classroom?” approach. I would like to research that not only talks about taking a

multidisciplinary approach and including the teacher, but just what steps are

involved in that approach and what would be the educator’s role. I think if

researchers were able to give educators a list of strategies they could begin

implementing immediately it would help them greatly. Many teachers are ready

and willing to help, but are unsure of how they can and what would be the best

way.
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References

1. Mccormack, L., & Thomson, S. (2017). Complex trauma in childhood, a

psychiatric diagnosis in adulthood: Making meaning of a double-edged

phenomenon. Psychological Trauma: Theory, Research, Practice, and Policy,

9(2), 156-165. doi:10.1037/tra0000193

2. Anda, R. F., Felitti, V. J., Bermner, D., Walker, J. D., Whitfield, C., Perry, B. D., . . .

Giles, W. H. (2006). The enduring effects of abuse and related adverse

experiences in childhood. European Archives of Psychiatry and Clinical

Neuroscience, 256, 174-186.

3. Ryan, K., Lane, S. J., & Powers, D. (n.d.). A Multidisciplinary Model for

Teaching Complex Trauma in Early Childhood. International Journal of Play

Therapy , 26(2), 111-123. Retrieved from

http://www.apa.org/pubs/journals/pla/

4. Andersen, S. L., Tomada, A., Vincow, E. S., Valente, E., Polcari, A., & Teicher, M.

H. (2008). Preliminary Evidence for sensitive periods in Effect of Childhood

Sexual Abuse on Regional Brain Development. The Journal of Neuropsychiatry

and Clinical Neurosciences, 20, 292-301.

5. Martin, C. G., Van Ryzin, M. J., & Dishion, T. J. (2016). Profiles of Childhood

Trauma: Betrayal, Frequency, and Psychological Distress in Late

Adolescence. Psychological Trauma: Theory, Research, Practice, and Policy,

8(2), 206-213. doi:10.1037/tra0000095.supp

6. What Is Child Trauma? (2017, June 26). Retrieved December 17, 2017, from

http://cctasi.northwestern.edu/family/child-trauma/
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7. What is Childhood Trauma? |. (n.d.). Retrieved December 17, 2017, from

http://lookthroughtheireyes.org/what-is-childhood-trauma/