Part 2: Impact of Trauma
The EFFECTS of TRAUMA on LEARNING and THE BRAIn
The normal stress response, called “fight, flight, or freeze,” is where the brain releases chemicals (such as adrenaline and cortisol) to prepare the body handle that stress-- whether it is to physically fight, run away, or freeze up. After the threat has passed, the body returns to normal (baseline). When there is a new stressor, the process will repeat itself with the body again returning to baseline after the threat has passed.
When experiencing trauma, the normal stress response is exaggerated and doesn’t turn off after exposure to the trauma. The traumatic event(s) has overwhelmed the brain and body's ability to cope.
After experiencing a trauma, the person’s brain and body may trigger the stress response when there is no threat or may incorrectly perceive threats.
Example- when a child is focusing on school work or is feeling tired, their stress response may be activated even if there is no current and significant stress.
Example-If an adult is talking loudly even if it is in a positive manner, it may trigger a child's stress response, especially if their trauma was related to a threatening adult or an event of loud volume.
Over time, when the stress response doesn’t turn off and return to normal, it can cause changes to the structure (wiring) and chemistry (signals, chemicals) in the brain which causes damage. This is more likely to happen when a child is exposed to more than one trauma or one trauma that continues to be repeated.
The part of the brain which handles the stress response is the amygdala ("Miggy" for short). The prefrontal cortex of the brain (front part) is involved with learning, decision making, memory, self control, etc. As the amygdala becomes more active the prefrontal cortex becomes less active. This is what occurs in the brain and body when a person experiences trauma. A stress response that is constantly turned on and scanning the environment for threats can be called "hypervigilant" and a child will experience the symptoms mentioned in Part 1.
Therefore, when the stress response is activated constantly, it is difficult for students to understand new concepts being taught, make cause and effect relationships, pay attention, remember what was being taught, and use reasoning and problem solving skills.
When the stress response is constantly turned on, the behaviors may be out of context with normal stresses. This may lead others to see the behaviors as over-reacting or detached and not realize they are from trauma.
(Gunn, 2020; Mathur-Kalluri, 2018)
How the Brain Learns
(Ham, 2017)
Explaining Stress Response to Kids
(Weller, 2020)
Long TERM IMPACT of TRAUMA
Without treatment, repeated childhood exposure to traumatic events can affect the brain and nervous system.
Leading to feelings of shame, guilt, low self esteem and poor self image
Increasing incidents of self harm and/or suicidal thoughts
Rising health-risk behaviors (smoking, eating disorders, substance use, and high risk sexual activity, etc).
Increased likelihood to have long-term health problems, such as heart disease or diabetes or to die at an earlier age.
Increased use of special education services, child welfare system, healthcare, mental health services, criminal justice system, and a loss of productivity to society
Difficulty establishing fulfilling relationships and maintaining employment as an adult.
Increase in “intangible losses” of pain, sorrow, and reduced quality of life to victims and their families.
(CDC, 2020)
ACE STUDY
The CDC-Kaiser Permanente Adverse Childhood Experiences (ACE) Study from 1995-1997 is one of the largest investigations of childhood abuse and neglect, household challenges, and later-life health. The study showed a link between Adverse Childhood Experiences (called ACEs) and risks to physical health and well being as an adult. The higher the ACE score, the more increased risk to negative outcomes.
(CDC, 2020)
VIDEO EXPLAINING THE ACE STUDY
(CDC, 2018b)
Curious what your ACE score would be? Click the link below to take the ACE quiz.
Please Use Caution Interpreting An ACE Score
"There are people with high ACE scores who do remarkably well," says Jack Shonkoff, a pediatrician and director of the Center on the Developing Child at Harvard University. (Harvard, n.d.)
Part 3 of this website will discuss resources and ways to heal from trauma.
Long Term Outcomes
(CDC, 2020)
Categories of ACE Study Questions
(CDC, 2020)
(CDC, 2020)
Traumatic Stress Versus Post Traumatic Stress Disorder (PTSD)
Many symptoms from experiencing a trauma can be the same as the symptoms for PTSD, however the difference is in how long those symptoms last.
PTSD is when symptoms continue for more than one month after the traumatic event and are accompanied by a high level of ongoing distress and impairment. Symptoms would include having flashbacks (reliving the traumatic event), nightmares, and ongoing hyperarousal (anger outbursts, self destructive behavior, etc.).
PTSD is a clinical diagnosis that is made by a qualified mental health professional.
Most people who experience a trauma do not go on to develop PTSD.
(Stanford Children's Health, 2020)
Traumatic Stress Versus Adjustment Disorder
Adjustment disorder is an unusually strong or long lasting reaction to a stressful event that results in behavior and/or emotional changes for a child (or an adult). In contrast to a trauma, the child is not actually in any danger and there is no threat to physical or psychological safety.
Some examples of stressful events are moving to a new home, parents divorce, or a death.
The symptoms of adjustment disorder can be feeling depressed, anxious, or irritable, getting into fights, crying spells, trouble sleeping, and isolating.
The situation is of great importance to the child, even if others don't see it that way.
As with PTSD, there are some overlap with symptoms and events between trauma and adjustment disorder. Some of this can be caused by the child's perception of the event as being a trauma or not. A mental health professional can help determine the correct diagnosis.
(Sheldon-Dean, 2020)
Trauma and GRIEf
We think of grief as being connected to experiencing a death. Dealing with a sudden or violent death can be traumatic. Trauma of any type and grief often go together.
Grief can also be mourning the loss of any person, place, thing, or situation and doesn't have to be the loss of life. For example, a person could mourn the loss of a relationship, a job, or a move.
5 Stages of Grief
There are five feelings or stages that people who are grieving can experience. They do not need to happen in order. A person may not even experience all stages and they can also move back and forth between stages.
Denial- "This can't be happening to be"
Anger- "Why is this happening? Who is to blame?"
Bargaining- "Make this not happen and in return I will __"
Depression-"I am too sad to do anything"
Acceptance- "I am able to exist with what happened"
(Kessler, n.d.)
COVID-19 and Grief
Depending on circumstances, there are some children who may experience the pandemic as a trauma. Other children may experience a significant behavioral or emotional change like what is seen in an adjustment disorder. Almost all children and adults experienced the grieving process due to the loss of normal routines and events, such as
Changes in school/work
Isolation
Decrease in connections with others
Changes in hobbies/sports/activities,
Loss of special events such as field trips, school ceremonies
Loss of freedom and movement
Lack of safety and predictability
Video (American Psychological Association, 2020)