by Amanda on April 19, 2008
The long-term effects of abuse and trauma during the early years may be somewhat remedied. The damage in brains of victims of abuse and trauma benefit from pharmacological treatment, learning self-care and relaxation skills, continual intellectual stimulation, and new experiences. Another important part of this remedy may be avoiding excessively stressful situations.
References
Penza, K.M.; Heim C.; Nemeroff C.B. (2003). Neurobiological effects of childhood abuse: Implications for the pathophysiology of depression and anxiety. Arch Women Mental Health, 6, Retrieved April 30 2007 from http://www.medscape.com/viewarticle/463964.
Bremner, J.D. (2003). Long-term effects of childhood abuse on brain and neurobiology. Child Adolescent Psychiatry Clinic North America, 12, Retrieved April 30 2007 from http://www.medscape.com/medline/abstract/11833009.
Bremner JD; Vythilingam M; Vermetten E; et al. (2003). MRI and PET study of deficits in hippocampal structure and function in women with childhood sexual abuse and posttraumatic stress disorder. American J Psychiatry, 160. Retrieved April 30, 2007 from http://www.medscape.com/viewarticle/463964.
Hernandez Muela S; Mulas F; Mattos L. (2004) Functional neuronal plasticity. Revolutionary Neurology, 38. Retrieved April 30, 2007 http://www.medscape.com/medline/abstract/15011156.
Adis International Limited (2001). Sertraline: The first SSRI to be approved for the specific treatment of post-traumatic stress disorder. Drugs and Therapy Perspectives, 17. Retrieved April 30, 2007 from http://www.medscape.com/viewarticle/406527.
Maxfield, L. (n.d.). The neurobiology of trauma and the developing brain in children. Retrieved May 27, 2007, from Traumatic incident reduction Web site: http://www.healing- arts.org/tir/n-r-maxfield.htm1.
Wikipedia: The free encyclopedia. (2006, February 13). Glucocorticoids. FL: Wikimedia Foundation, Inc. Retrieved May 15, 2007, from http://www.wikipedia.org.
Children’s Bureau; Administration for Children and Families; U.S. Department of Health and Human Services. (2001). Understanding the effects of maltreatment on Early Brain Development. National Clearinghouse on Child Abuse and Neglect Information, Retrieved May 25, 2007, from http://www.state.tn.us/education/speced/TEIS/training/module4/5th_3_sections_Module_ 4.pdf.
Holbourn, D. (2001). Learning to enjoy life again after abuse or childhood neglect. Broadcaster UK. Retrieved May 25, 2007, from http://www.broadcaster.org.uk/section1/scenarios/enjoyment.html.
Focus Adolescent Services. (1999). Self-Help and support groups. Retrieved May 25, 2007 from http://www.focusas.com/SelfHelp.html.
Delio, M. (2002). A word for brainy people: Plastic. Wired online magazine, Beta version. Retrieved May 25, 2007 from http://www.wired.com/medtech/health/news/2002/10/55779.
by Amanda on April 18, 2008
Coping Skills
Victims of trauma and abuse can learn skills to improve their ability to cope with life. Some examples are finding enjoyable activities, thinking positively about the self and learning relaxation techniques (Holbourn, 2001). Children and adult victims of abuse and trauma may make new connections in the brain by learning new skills to care for themselves emotionally, physically, and mentally.
Adolescents and adults may attend support groups for victims of abuse and neglect where they may connect with others and receive emotional support. Support groups offer a place to relate to others who have had similar experiences. Individuals may create social networks in such an environment (Focus Adolescent Services, 1999). This may allow individuals to build emotional self-awareness and an awareness of others’ emotions, leading to healthier relationships.
Intellectual stimulation is the best remedy for brains that have been chronically exposed to stress in the past (Delio, 2002). Relaxation techniques may be an important part of a victim’s treatment plan, as stress leads to neuron death (Delio, 2002).
In conclusion, extensive damage occurs in the brain during abuse and trauma. Children’s brains are more malleable than adults and the impact of abuse and trauma during childhood can interfere with learning, memory, and relationships, etc. for a lifetime.
by Amanda on April 17, 2008
Children who are unable to form an attachment with caregivers early in life may be impaired in relationships (Children’s Bureau et al., 2001). Emotional development begins with this first relationship. Other results of poor emotional development are the inability to control emotions and a lack of awareness of others’ emotions (Children’s Bureau et al., 2001). Children who have been deprived of stimulation in more than one area, such as touch, social interaction, and language, have been found to have significantly smaller brains than other children their age, including enlarged ventricles (Children’s Bureau et al., 2001).
Treatment
Although treatments exist that may decrease the effects of abuse and trauma, prevention is clearly the best answer. Reversing the effects of early childhood abuse and trauma is more than difficult and becomes increasingly complex with age.
Medication
Psychopharmacology has much to offer in the treatment of abuse and trauma. Medications may improve the brain’s potential for improvement (Hernandez et al., 2004). One example, sertraline, is the first antidepressant to be approved for treatment of PTSD (Adis International Limited, 2001). Studies have shown that sertraline is effective in treating PTSD symptoms among women. However, the studies did contain at least three times as many women than men (Adis International Limited, 2001). There is a possibility that in a larger sample size of men sertraline would be proven to be statistically significantly more effective.
by Amanda on April 16, 2008
Early trauma and abuse also lead to poor development of the subcortical and limbic systems which result in great anxiety, depression, and difficulty forming relationships (Children’s Bureau et al., 2001). Memories of trauma and abuse are often made permanent because of continual activation of the neural pathways involved in the fear response. Such memories are so forceful that they shape a child’s discernment of and reaction to new environments (Children’s Bureau et al., 2001).
Children who have been victims of abuse or trauma may present behaviors such as a hyper-aroused state, dissociation, a difficult attachment process, and overall stunted development as a result (Children’s Bureau et al., 2001). Children who received little stimulation in many areas such as cognitive, emotional, and touch will be impaired severely and have many symptoms (Children’s Bureau et al., 2001).
Hyper-arousal is one example of an altered perception of an environment. A hyper-vigilant individual’s brain is focused on environmental cues that are seen as threatening. The result is an overly anxious or aggressive response. However, such cues may not in reality be threatening. Older children and males typically exhibit this behavior (Children’s Bureau et al., 2001).
Younger children and females or children who feel powerless typically exhibit dissociation as a symptom of abuse and neglect (Children’s Bureau et al., 2001). Dissociation occurs when a child asks for help, then freezes, complies, and dissociates when help is not given. Dissociative behaviors are related to different hard-wired neural pathways than the hyper-arousal behaviors (Children’s Bureau et al., 2001).
by Amanda on April 15, 2008
Most of brain development occurs during the first few years. Apathetic and antagonistic parents would cause stress, impairing the child’s brain development (Children’s Bureau et al., 2001). Unfortunately a negative environment would be as influential on brain development as a positive environment (Children’s Bureau et al., 2001).
While the impact of a negative environment can be undone, only a small window of opportunity exists, and the window decreases in size with age and other factors (Children’s Bureau et al., 2001). Children and adults are able to learn after the first few years, but learning becomes more difficult. Young children’s potential ability to learn later in life is molded by their experiences (Children’s Bureau et al., 2001). Those who miss out on certain stimulation will have lost synapses and missed out on critical periods of development. For example, if a child is unable to form an attachment to their caregiver the child may find it more difficult than peers to have healthy relationships (Children’s Bureau et al., 2001).
The impact of a negative environment on a child can be vast in range and severe. A child who is raised in a chaotic and abusive home will learn that survival depends on being alert for danger. The child’s brain would be focused on making and intensifying strategies for survival. Other needed skills such as cognitive and social skills may not fully develop (Children’s Bureau et al., 2001). A child from such a home may not be able to function in a world of compassion, encouragement, and incentive merely because the positive environment would be new and neural pathways have not been made for such an environment (Children’s Bureau et al., 2001).
