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Both of their schools were trauma-informed, meaning that they adhered to the 4Rs: realizing that traumatic experiences are common, recognizing that traumatic experiences are associated with ...
Similar to the goals of trauma-informed care, the aim of a trauma-informed education approach is to create a safe, and welcoming environment that is attuned and responsive to the needs of not only students but all members of the school community (e.g. teachers, administrative staff, families) touched by the effects of trauma. [3]
The effects of this trauma can be experienced very differently depending on factors such as how long the trauma was, how severe and even the age of the child when it occurred. Negative childhood experiences can have a tremendous impact on future violence victimization and perpetration, and lifelong health and opportunity. [3]
The effects of childhood trauma on brain development can hinder emotional regulation and impair of social skill [7] development. Research indicates that children raised in traumatic or risky family environments often display excessive internalizing (e.g., social withdrawal, anxiety ) or externalizing (e.g., aggressive behavior), and suicidal ...
Childhood trauma can impact a person's self-esteem, and may create a strong desire for validation and approval from others. “There is lack of sense of self in there. The missing ingredient is ...
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He is one of the leads of The Child Trauma Academy (CTA) in Houston. [2] His clinical research and practice focuses on examining the long-term effects of trauma in children, adolescents, and adults and has been instrumental in describing how traumatic events in childhood change the biology of the brain.
Factors include individual differences and development, the overall impact of the traumatic experience, and the modality interviewers use to assess adult childhood trauma. For example, the more significant the impact of childhood maltreatment is, the more accurate adult long-term memory of the events recall may be. [34]