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Benchmark Essay: Trauma, Development, and Spirituality
Abstract
Childhood exposure to trauma during the toddler and preschool years can have a detrimental
effect on the cognitive development of a child. Prolonged stress can inhibit the neurological
development of a child, resulting in lifelong chronic health and behavioral problems. Adverse
events that can result in developmental deficits in children include but are not limited to divorce,
loss of a loved one, poverty, natural disasters, abuse, and neglect. Resilience is defined as the
ability to adapt in spite of exposure to trauma. A child’s ability to display resilience can come
from internal motivators; however, is strongly influenced by environmental factors. Children
who are resilient have positive outlooks and are able to engage in healthy relationships. To foster
these abilities in a child, caregivers must provide safe, stable, and nurturing environments. These
environments allow for the child to improve their well-being through stable relationships,
positive interactions, reduced stress levels, and the improvement of coping skills.
Keywords: trauma, development, spirituality, early childhood
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Benchmark Essay: Trauma, Development, and Spirituality
Trauma, Development, and Spirituality
Positive life experiences in early childhood are vital to the healthy development of a
child. Events and environments a child is exposed to from birth to five years of age play a critical
role in children’s ability to manage emotions, develop healthy relationships, and gain knowledge
from their surroundings through natural exploration (Reschke, 2021). It is during this period that
approximately 90% of an individual’s brain development takes place (Hambrick et al., 2019).
Adverse experiences children have relative to this time frame have the ability to disrupt the
cognitive development of the child, resulting in long-term deficits. All children react differently
to exposure to trauma. Exposure to trauma may manifest as peer-to-peer conflict, social
withdrawal, intellectual regression, mood instability, loss of interest in scholastic or recreational
endeavors, and increased engagement in socially sanctionable behaviors (Wong et al., 2020).
This essay discusses childhood trauma, resilience, factors that promote or inhibit resiliency, as
well as the impact spiritual development has on mitigating the effects of trauma.
Trauma and Resiliency of Children in the Toddler and Preschool Stages
Trauma and Development
Due to being highly reliant on their primary caregivers during life stages encompassing
periods of rapid development, as well as limitations in coping skills, young children are
particularly vulnerable in relation to traumatic experiences (Andersen et al., 2021). Research
shows that traumatic experiences occurring between the ages of 18 months to 3 years are strong
predictors that an individual will face life-long chronic issues related to health and behavior
(Hambrick et al., 2019). Examples of traumatic scenarios that result in adverse effects on
children during early childhood include but are not limited to poverty, domestic violence
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Benchmark Essay: Trauma, Development, and Spirituality
exposure, substance use by caregivers, physical abuse, physical neglect, emotional abuse,
emotional neglect, loss of a parent, parental divorce, illness, and natural disaster (Wong et al.,
2020). Prolonged exposure to childhood adversity can result in disruptions in neurological
pathways due to the effect long-term stress has on cognitive processes (Hambrick et al., 2019).
Stress experienced in the time frame associated with early childhood years shows that the
cognitive processes most affected are sensory integration and self-regulation (Hambrick et al.,
2019). These deficits align with information known that posits the toddler years are vital for the
development of areas related to sensory input, motor development, language development, social
skills, and emotional skills. Trauma experienced between the ages of 4 to 6 years may manifest
as an inability to engage with peers appropriately and limitations regarding the child’s ability to
appropriately exhibit self-control. In order to better understand the effect trauma and stress have
on toddlers and children of preschool age, further research is needed relating to how specific
traumatizing events disrupt neurological pathway development.
Resiliency and Impacting Factors
Resiliency is defined as an individual’s ability to adapt and progress in a positive manner
after experiencing adverse events or scenarios (Wong et al., 2020). Children described to be
resilient have the ability to persist in the development of physical and cognitive processes despite
exposure to trauma. In order to foster resiliency, a child’s environment must feel safe, stable, and
nurturing to allow children to improve their well-being. Resiliency in the toddler years may be
exhibited through the child’s continued attempts to engage with caregivers as well as display
continued interest in exploring their environment. In preschool-aged children, resiliency can be
displayed through a continuation of the development of self-control and the continued
development of peer relationships (Wong et al., 2020).
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Benchmark Essay: Trauma, Development, and Spirituality
There are many factors that contribute to a child’s ability to develop resiliency. Though
resiliency is frequently thought of as an internal process, the ability of young children to build
resiliency is often impacted by environmental factors (Herndon & Waggoner, 2021). It is
essential to keep in mind that a child’s ability to engage in activities of resiliency is limited to
their current level of cognitive developmental capacity. Some skill sets a child has that can be
deemed a protective factor for promoting resiliency are positive perceptions, confidence, and the
ability to maintain self-control at an appropriate level (Wong et al., 2020). Factors that predict
positive resiliency for children are the ability to share with others, cooperate with rules, and
interact positively with peers. Protective factors present in a child’s environment that contribute
to building resiliency are stability of relationships, safety in the home, loving and nurturing
caregivers, caregivers that are knowledgeable about the needs of the child, appropriate
disciplinary skills, caregivers who set and clearly define expectations, having caregivers who
desire to increase their knowledge in regard to trauma’s impact on the child, availability of
community resources, positive social supports, and effecting educational settings (Wong et al.,
2020).
Spiritual Development and Resiliency
The development of spiritual aspects of one’s life contributes significantly to one’s ability
to be resilient in the aftermath of trauma. Spiritual components of development recognize the
existence of a being greater than the self, drive individuals to foster a sense of community, and
promote a desire to identify meaning or goal can instill a sense of hope that aids in building
resiliency for those who have experienced adversity (Upenieks, 2021). Christian worldviews
demonstrate provisions for hope through teaching followers to give their worries to the Lord as it
is his job to address them (The Message, 2018). With this view, individuals are taught to reduce
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Benchmark Essay: Trauma, Development, and Spirituality
stress levels through faith in a higher power. Spiritual endeavors, though inappropriate for very
young children, can aid children with the cognitive capacity to engage in spiritual education
designed to teach positive coping mechanisms. Knowledge gained by children through spiritual
education reduces stress and promotes positive outlooks. Spiritual influences have the ability to
improve a child’s ability to be resilient through directly impacting a child’s environment.
Spiritual endeavors provide community and social support systems for the family, provide an
avenue to gain needed resources, and aid in reducing caregiver stress levels (Upenieks, 2021).
Conclusion
Children who are exposed to adversity from an early age are at risk for deficits in
cognitive development. These deficits can follow these children throughout their lives without
the attainment of services designed to aid in their healing. Though trauma can greatly inhibit the
development of a child, protective factors designed to enhance resiliency can blunt the effects of
stress on the child. Factors that positively influence the ability of a child to be resilient are a safe
home environment, parental knowledge of the needs of the child, loving parents, self-confidence,
having a positive outlook, caregiver obtainment of social supports, and caregiver development of
connections to community resources. When seeking to enhance the resiliency of a family or
child, it is essential to address the spiritual components of their life. Through enhancing the
spiritual connections of the family, the protective factors surrounding a child are greatly
improved.
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Benchmark Essay: Trauma, Development, and Spirituality
Resources
Andersen, S. H., Steinburg, L., & Belsky, J. (2021). Beyond Early Years Versus Adolescence:
The Interactive Effect of Adversity in Both Periods on Life-Course Development.
Developmental Psychology, 57(11), 1958-1967. https://doi.org/10.1037/dev0001247
Hambrick, E. P., Brawner, T. W., & Perry, B. D. (2019). Timing of early-life stress and the
development of brain-related capacities. Frontiers in Behavioral Neuroscience, 13.
https://doi.org/10.3389/fnbeh.2019.00183
Herndon, M., & Waggoner, C. (2021). Building resilience: Reducing the impact of adverse
childhood experiences. Dimensions of Early Childhood, 49(1), 28-34.
https://web.p.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=0&sid=89758a72-72bb-
4bb8-9411-0aebf8ee7c8f%40redis
Peterson, E. H. (2018).IThe message: The Bible in contemporary languageI(3rd ed.). NavPress in
alliance with Tyndale House Publishers.
Reschke, K. L. (2021). Caring for the Mental Health of Infants and Toddlers. YC Young
Children, 76(1), 35-38. https://www.jstor.org/stable/27011146
Upenieks, L. (2021). Resilience in the aftermath of childhood abuse? Changes in religiosity and
adulthood psychological distress. Journal of Religion and Health, 60, 2677-2701.
https://doi.org/10.1007/s10943-020-01155-9
Wong, D. W., Hall, K. R., & Hernandez, L. W. (2020).ICounseling individuals through the
lifespanI(2nd ed.). SAGE Publications, Inc.
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