M5 Discussion: Trauma and the Developing Brain

Trauma and the Developing Brain
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Institution

Trauma and the Developing Brain
Through the video, I learn that a child’s brain development is critical and begins at a very early stage. People have an assumption that trauma is a thing for the adults. There is a belief that children are innocent and safe from any form of distress. However, I now understand that children also experience trauma right from the time they are in their mothers’ wombs. The condition affects a child’s future development. Exposure to high level of stress or fearful events during the infancy stage and early childhood affects a child’s brain development. Hence, a child’s mental safety is critical. Parents and guardians need to ensure that children are born and raised in an emotionally safe environment.
The human brain is both a sensory, processing, storage and perceiving organ. Also, it acts as the tool for connecting information between the external and internal surroundings. Brain networking has pathways called neurons. The blocks automate a regulatory system for the brain. Neurons are sequential and dependent on repetitive events. Accordingly, trauma disrupts the neural pattern and impairs the ability of the brain to regulate emotions.
With no doubt, I realize that the role of parenting, especially the mothers, is overstretched. Parents not only cater for a child’s primary requirements but also the emotional needs. As such, how a parent chooses to relate to a child has an impact on the child’s brain development.

Since brain advancement is dependent on a child’s emotional experiences; a parent’s choice of world’s or general habits determines how the child turns out. During pregnancy, the mother is solely responsible for a child’s brain development. However, through childhood, the brain changes that occur are a product of an interaction between the child’s experience and genes (Postinstitute, 2013). Therefore, emotionally unavailable parents during the childhood stage appear to raise kids with unintegrated and non-coherent brains.
I understand that attachment is the relationship that grows between a child and a caregiver. Attachments differ in quality and have an impact on emotional and social growth. Children experiencing secure attachment are responsive to soothing and calmness (Webb, 2015). In childhood, brain nerves do not have the connection to cause a natural composure. Attachments create a temporary means of survival. Hence, a secure attachment is essential in a child’s development.
Among the symptoms related to childhood trauma include anger, extreme fear, withdrawal, changes in eating or sleeping habits and strange shock reactions. Trauma experiences during childhood affect a person’s quality of life. Trauma affects emotional, mental and physical health of children. Emotionally, a child may suffer from constant anxious feelings or worry (Heath et al., 2008). On the other hand, mentally, a child might be a victim of depression or form a desire for self-inflicting harm. Finally, concerning physical health, a child might have low body immunity thus increasing chances of illness.
Intervention
First, child trauma can be approached using Child-Parent Psychotherapy method. Child-Parent Psychotherapy has its basis in relationships (Rynn, Vidair, & Blackford, 2012). The treatment uses the connection between parents and children to improve a child’s emotional stability. A parent is encouraged to create appropriate interaction strategies. Secondly, Skills training tactic helps influence a different pattern of behavior in traumatized children. The technique reduces the symptoms of trauma thus initiating a new routine of experiences.
In conclusion, childhood trauma is a problem that is often overlooked but requires attention. Therapists, parents and other caregivers should double their efforts in preventing trauma and help speed recovery of traumatized children. As a counselor, the knowledge about trauma and children might equip me with the right skills in developing the best intervention strategies for childhood trauma.
References
Heath, M. A., Leavy, D., Hansen, K., Ryan, K., Lawrence, L., & Sonntag, A. G. (2008). Coping with grief: Guidelines and resources for assisting children. Intervention in School and Clinic.Postinstitute. (12 March. 2013). Trauma, Brain & Relationship: Helping Children Heal. YouTube. Retrieved from https://www.youtube.com/watch?v=jYyEEMlMMb0 Rynn, M. A., Vidair, H. B., & Blackford, J. U. (2012). Anxiety disorders. Philadelphia, Pa: Saunders. https://books.google.co.ke/books?id=dg1Xfehq4U8C&pg=PA585&dq=Child-+Parent+Psychotherapy+method+to+childhood+trauma&hl=en&sa=X&ved=0ahUKEwjI6Ymgkf7YAhVIWRQKHaTJAl0Q6AEIQjAF#v=onepage&q=Child-%20Parent%20Psychotherapy%20method%20to%20childhood%20trauma&f=false
Webb, N. B. (2015). Play therapy with children and adolescents in crisis. https://books.google.co.ke/books?id=WLLECQAAQBAJ&printsec=frontcover&dq=Play+Therapy+with+Children+and+Adolescents+in+Crisis&hl=en&sa=X&ved=0ahUKEwjGmae13_3YAhVDsBQKHbh0CjwQ6AEIJzAA#v=snippet&q=soothing&f=false