The Developmental Impact of Trauma

What is a trauma? A trauma can be a multitude of life experiences, but it is best defined as a situation that is personally threatening when someone is confronted by it and the person does not have adequate coping resources. Non human traumas include events such as natural disasters and accidents. Human traumas include events such as abuse, war, rape, assault, sexual abuse and neglect (including physical, social and emotional neglect).

Given the extent of violence and other events in our culture, it is increasingly possible that a child will experience some type of traumatic event during childhood. The quality of relationships a child has before and after experiencing the trauma impacts his or her ability to cope. Parents help guide the child in dealing with life’s stressors. Secure attachments are the primary defense against childhood-trauma-induced psychopathology as well as helping with long-term recovery. Even prenatal exposure to trauma is a concern. Studies have demonstrated that fetuses exposed to trauma during the second trimester showed significantly higher rates of depression in adolescence.

Research into the neurobiology of early life stress and trauma shows us the effects of abuse on the brain and the body. There are four primary ways that trauma impacts children including: 1) relational difficulties, 2) developing maladaptive coping strategies, 3) developing psychological disorders, and 4) negatively impacting brain development. In addition, too much stimulation related to abuse, trauma, and neglect may overwhelm the child’s developing nervous system.

Survivors of trauma are aware of intense longings for connection. They long for close relationships, but are terrified by them at the same time. This may make relationships very confusing. Traumas that lead to long-lasting relational difficulties are more likely to happen when the violence or trauma is committed in the context of a human relationship; and even more likely if at the hands of a parent, sibling, or close relative. Maladaptive coping strategies include substance abuse, eating disorders, and/or self mutilation which may further isolate the individual. Psychological disorders that may occur include major depression, adult substance abuse and post-traumatic stress disorder.

Regarding brain development, chronic stress and trauma cause very specific biological changes in brain and body development and functioning. Children with a history of substantial abuse or neglect have a reduced size of their corpus collosum which causes a decrease in communication between the two halves of the cerebral cortex. This may result in the alteration and disintegration of memory functions.

Even if we could eliminate violence and oppression, trauma and stress would still exist in the form of accidents, natural disasters, death, and loss. Parents should be aware of the wide reaching impact of trauma on children’s’ relationships, bodies, and brains. If your child is struggling to deal with the effects of a traumatic event, it is recommended that you seek professional help such as scheduling an appointment with a play therapist. Play therapy may be beneficial for survivors of trauma because the therapist creates a safe environment for the child to bring hidden emotions to the surface where he or she can cope with them in a healthy manner.

For more tips on coping with childhood trauma, please visit:

http://www.ehow.com/how_5018055_cope-childhood-trauma-adult.html

Growing Up Multiracial

Today’s blog posting is written by my colleague, Dr. Alicia del Prado, who is an assistant professor in the clinical psychology program at The Wright Institute in Berkeley, CA. She teaches Life Span Development and specializes in multicultural psychology and university mental health. Dr. del Prado also works as a consultant, providing seminars and workshops to programs on enhancing multicultural competency in the work place. Her most recent publications include book chapters on multiracial identity and ethnicity in therapy. An American with Filipino and Italian ancestry, Dr. del Prado’s personal experiences as a multiracial person contribute to her professional dedication to enhancing multicultural competency in psychology and society.

An increasing number of children in the United States have two or more racial heritages. At the time of the 2000 U.S. Census, approximately 7 million people identified as being two or more races. Nearly 42% of this multiracial population was under the age of 18.

Children may recognize racial differences as early as three years old. Helping children feel comfortable in “their own skin” is an important part of healthy identity development. Perhaps not surprisingly, children of mixed race may encounter some identity development experiences that children with one racial background do not undergo. Parents and adults responsible for the emotional and psychological well-being of mixed race children may be facing issues they never came across themselves.

Clinical psychologist Dr. Maria Root found that multiracial persons shared common experiences, such as being frequently asked by others “What are you?” and racially identifying differently than their brothers and sisters. Other common experiences by some multiracial persons include being rejected by relatives because of their parents’ interracial relationships and receiving looks from strangers trying to figure out if they are related to their parents.

Monoracial parents and caregivers may not be familiar with the unique issues that their multiracial children face. However, psychologists suggest that family play an important role in the development of multiracial persons. Parents and caregivers can positively influence mixed-race children’s self-concept and happiness by communicating acceptance of children’s self-exploration and self-descriptions. Racial identity is not static but will likely change over time and across situations.

Adults can communicate a positive and open environment about multiracial identity to their children by introducing and emphasizing:

1. Multiracial-affirmative stories, color books, and toys
2. Open-ended avenues for expression, such as creative writing, painting, and drawing
3. Positive aspects and strengths of being multiracial
4. Dialogue about race and listening supportively to any hurtful racial comments their children may have experienced
5. Multiracial role models and peers

As children get older, caregivers may also want to present and discuss Dr. Root’s “Bill of Rights for Racially Mixed People”, a series of affirmations that encourages self-acceptance, integration of identities, and empowerment.

Each child is unique. Factors such as personality, physical appearance, and gender influence how a child experiences and expresses her or his racial identity. Furthermore, what it means to belong to multiple racial groups means different things to different people, families, and cultures. Talking with your children about their multiracial identity as well as providing them with multiracial-affirmative resources can help promote healthy, positive identity development.

For further information on multiracial identity development:

del Prado, A. M., & Lyda, J. (2009). The Multiracial movement: Bridging society’s language barrier. In J. L. Ching (Ed.), Diversity in mind and action (Vol. 1, pp. 1-16). Santa Barbara, CA: Praegar.

Root, M. P. P., & Kelley, M. (Eds.), Multiracial Child Resource Book (pp. 34-41) Seattle, WA: Mavin Foundation.

http://www.drmariaroot.com/doc/50Experiences.pdf

http://www.drmariaroot.com/doc/BillOfRights.pdf