peer review

PSY625: Biological Bases of Behavior

Dr. Jennifer Weniger

July 23, 2018

Impact of Trauma on Childhood Neurodevelopment

Specific Aims

Neurological development is the process in which the brain assembles important patterns surrounding behavioral and emotional functioning. This developmental process is the blueprint for continued development throughout adulthood. There are many factors which can influence brain development during childhood. Specifically, early life trauma or stressors such as, Child Protective Services involvement, emotional or physical abuse/neglect, prenatal drug use (maternal/paternal drug use during pregnancy), death, and/or toxic environments can be detrimental to early neurodevelopment. Although stress is a common aspect of life; early and prolonged exposure to severe stressors may negatively affect psychosocial and neuropsychological development. Cognitive development can be stunted as a result of early traumatic experiences as explained by Nooner, Hooper, and De Bellis (2018). Their research proves that the performance of maltreated boys and girls was poorer in areas of cognitive functioning than their non-maltreated counterparts. Similarly, Researchers Kindsvatter and Geroski (2014) explore the influence of early life stress on one’s stress response system, explaining how one’s neurodevelopment can be altered as a result.

De Bellis (2018) understood the critical influence that trauma and traumatic experiences alike held on the neurological development of a child. However, there is limited research on the specific relationship between childhood trauma and brain development. Therefore, the specific aim of this proposal is to compile and produce reliable research surrounding the impact trauma and traumatic experiences during childhood has on neurological development. In understanding the link between trauma and neurological development, strides for preventative care through education and mental health screening will assist clinicians in providing appropriate diagnosis and aftercare.

Background

Brain development is at its most vulnerable state during childhood. During this time, the brain begins to arrange essential networks to facilitate emotional and behavioral responses. Research shows that majority of these neurological networks are built during childhood years which can allow external influences to impair normal brain functioning. Specifically, exposure to trauma at a young age can cause mild to severe impairment to the brain and the systems that control both emotional and behavioral responses. As such, research should prove that children who experience trauma at an early age are at more of a risk for neurological impairments.

For the purposes of this study, trauma will be researched from both a psychological and medical point of view. Trauma can be defined as (1) a deeply distressing or disturbing experience or (2) pertaining to a physical injury. Both definitions fit safely into the research surrounding how neurological development is impacted by various forms of trauma and stress. As such, many researchers including Kindsvatter and Geroski (2014), Clarkson Freeman (2014), and Augusti and Melinder (2013) categorize trauma within the framework of physical or emotional abuse or neglect, maltreatment, or prolonged exposure to any negative event.

Stress can be useful if received in episodic pattern. This assists in preparing one’s self-regulation skills. It elicits the stress response in which fight-or-flight is initiated and activated (Carlson, 2017). These physiological responses energize our bodies to react to a stressful situation, thus staying to fight or retreating (flight). As Carlson (2017) explains, stress is beneficial when received in episodes rather than on a continual basis. This will create a constant stress response, which can be seen in children who have been abused, neglected or exposed to a traumatic event. Clarkson freeman (2014) report that children who experience three or more adverse childhood experiences (ACEs) are likelier to have long-term behavioral issues, explaining how trauma alters normal brain functioning and development in children and later adults.

By the time a child is born, the brain should have grown to 25 percent of its adult size and by age three (3) 80 percent of its adult size (Adam & Mila, 2018). However, neurological development begins prior to natural birth, actually occurring upon conception. A network of cells is communicating to produce vital organs such as the brain, heart and lungs to name a few. The brain is by far one of the most powerful organs within the body. It is composed of five (5) specific parts which work together to interpret information and produce a response. The frontal lobe deals with executive functioning such as thinking, reasoning, organizing, and problem solving. The parietal lobe interprets sensory information such as taste, touch and smell. The occipital lobe processes visual information. The temporal lobe controls behaviors such as speech, emotions, working memory, stress responses and auditory processes. Lastly, the cerebellum is the control center for both fine and gross motor skills. All of these skills which are beginning to develop during childhood years.

Brian development is at a crucial stage during childhood given new neurons are being formed and communicating essential information via many new synapses. Myelination is the coating covering the axon to allow neurons to travel quickly transmitting important information quickly. This process of myelination is at a peak during childhood to allow children to receive and transmit information faster. As discussed earlier, specific physiological stress responses are produced during stressful situations. Neurotransmitters such as norepinephrine and epinephrine and hormones such as cortisol are released during stressful or dangerous situations. These chemicals are responsible for releasing adrenaline in the body during those stressful times.

Neurologically, children who are continuously in toxic, high stress, traumatic situations experience excessive production of stress response chemicals within the brain. As a result, these children are likelier to disorders associated with anxiety, depression, hyper-vigilance, migraines, and sleeplessness (Augusti & Melinder, 2013). Also, these children are likelier to perform poorer educationally than peers who have not experienced toxic stress. Through this research proposal, reliable research will be conducted surrounding the impact of trauma and stress on the neurological development of children. In such, the research will provide a baseline for multi disciplined approach to understanding childhood behavior issues from the framework of underlying trauma and stress, and illicit effective and appropriate treatment options.

Significance

As discussed, this importance of this research is based in child welfare. Specifically, understanding the ways in which toxic stress and trauma can influence and alter neurological development. The focus of this project is to promote preventative measures surrounding childhood neurological development. Understanding the connection between toxic stress, trauma and development will help close the disparity and disproportionality gap of minority children within many agencies. Areas surrounding child welfare, medical practice, education, clinical psychology, etc. can be improved on local, state and federal levels if the aims of this proposal project are met. All of the mentioned areas encounter the effects of treatment, specifically medicinal treatment resulting from misdiagnosis of underprivileged and traumatized youth.

Commonly, youth who are exposed to traumatic and high toxic stress are often diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD), Oppositional Defiant Disorder (ODD) and/or Conduct Disorder. They may exhibit symptoms attributed to exposure to trauma which are very similar (Bricker, Davis, & Squires, 2004). Shared symptoms include anger, defiance, hyperactivity, restlessness, outbursts, hypervigilance, excessive worrying, fidgety, and difficulty focusing. Understanding the impact of trauma on development will help clinicians, educational professionals, child welfare staff and medical professionals appropriately help children and their families shifting from a reactionary approach to a preventative one.

References

Adam and Mila. (2018). How the Brain Learns. Adam & Mila. Retrieved from