Starting With the Brain: Childhood Complex Trauma, Neuroscience, and the ITTM

2018 ◽  
pp. 25-42
Author(s):  
Valerie Copping
Keyword(s):  
Complex Trauma ◽  
The Brain

Complex Trauma and Prenatal Alcohol Exposure: Clinical Implications

2012 ◽  
Vol 13 (2) ◽  
pp. 32-42 ◽  
Author(s):  
Yvette D. Hyter
Keyword(s):  
Central Nervous System ◽  
Nervous System ◽  
Child Development ◽  
Academic Outcomes ◽  
Complex Trauma ◽  
Prenatal Alcohol Exposure ◽  
Alcohol Exposure ◽  
Clinical Implications ◽  
Prenatal Alcohol ◽  
The Brain

Abstract Complex trauma resulting from chronic maltreatment and prenatal alcohol exposure can significantly affect child development and academic outcomes. Children with histories of maltreatment and those with prenatal alcohol exposure exhibit remarkably similar central nervous system impairments. In this article, I will review the effects of each on the brain and discuss clinical implications for these populations of children.

Trauma-Informed Practice for Pre-service Teachers

2019 ◽  
Author(s):  
Carmel Hobbs ◽  
Dane Paulsen ◽  
Jeff Thomas
Keyword(s):  
Stress Responses ◽  
Attachment Styles ◽  
Complex Trauma ◽  
Initial Teacher Education ◽  
Multidisciplinary Teams ◽  
Substantial Impact ◽  
Trauma Informed ◽  
Negative Impacts ◽  
Trauma Informed Practice ◽  
The Brain

Complex trauma experienced in childhood has detrimental impacts on the brain, learning and socio-moral development, the effects of which can last long into adulthood. A growing body of research emphasizes how all school teachers, regardless of the educational context, should expect to have students in their classroom who are affected by complex trauma. Teachers therefore require an understanding of how trauma affects their students, and a skillset that allows them to support and respond effectively to these students. However, multiple studies have found that teachers feel that they have not received sufficient training, and subsequently feel inadequately equipped to meet the needs of trauma-affected students in their classrooms. Although many Initial Teacher Education programs incorporate some curriculum on child maltreatment, this is typically focused on identifying and reporting child abuse, as opposed to how sustained and severe maltreatment can lead to complex trauma, which affects learning, and social development in students. Increasing understanding of how trauma affects the brain, and the implications this has for young people in school has continued to grow since the 1990s. This has contributed to a growing trend of multidisciplinary teams combining education and wellbeing models in schools to cater to the most vulnerable students in their respective communities. Students who have experienced trauma may appear to be deliberately misbehaving in the classroom, disengaged or disinterested in learning, and can struggle to develop skills that strengthen positive relationships with school staff and other students. Unsurprisingly, exposure to trauma impacts a young person’s academic performance, attendance, and likelihood of completion. It is clear that schools are important settings where the effects of trauma have a substantial impact on the lives of students, particularly when the effects of trauma are misunderstood. Nevertheless, schools have the potential to be one of the most powerful places for buffering the negative impacts of complex childhood trauma through their capacity to provide opportunities for all students to experience positive, trusting relationships, be cared for, and experience predictability, consistency and safety. A trauma-informed approach in school settings involves understanding how trauma affects students and provides a framework for responding to students rather than blaming them for their behavior. Trauma-informed practice is not an intervention, and it does not have an end point. It is a process, and a holistic way of working that involves understanding and attending to the specific needs of individuals with trauma-affected childhoods. Central to all trauma-informed approaches is the importance of strong, trusting, consistent and predictable relationships between an adult and a trauma-affected child. It is within this space that opportunities to repair dysregulated stress responses, and disruptive attachment styles can take place.

Author response for "Distribution and localization of phosphatidylinositol 5‐phosphate, 4‐kinase alpha and beta in the brain"

2020 ◽  
Author(s):  
Evan K. Noch ◽  
Isaiah Yim ◽  
Teresa A. Milner ◽  
Lewis C. Cantley
Keyword(s):  
Author Response ◽  
The Brain

Author response for "Distribution of the cholinergic nuclei in the brain of the weakly electric fish, Apteronotus leptorhynchus : implications for sensory processing"

2020 ◽  
Author(s):  
Brenda Toscano‐Márquez ◽  
Livio Oboti ◽  
Erik Harvey‐Girard ◽  
Leonard Maler ◽  
Rüdiger Krahe
Keyword(s):  
Sensory Processing ◽  
Electric Fish ◽  
Weakly Electric Fish ◽  
Author Response ◽  
Apteronotus Leptorhynchus ◽  
Weakly Electric ◽  
The Brain

Author response for "Distribution of the cholinergic nuclei in the brain of the weakly electric fish, Apteronotus leptorhynchus : implications for sensory processing"

2020 ◽  
Author(s):  
Brenda Toscano‐Márquez ◽  
Livio Oboti ◽  
Erik Harvey‐Girard ◽  
Leonard Maler ◽  
Rüdiger Krahe
Keyword(s):  
Sensory Processing ◽  
Electric Fish ◽  
Weakly Electric Fish ◽  
Author Response ◽  
Apteronotus Leptorhynchus ◽  
Weakly Electric ◽  
The Brain

Author response for "Neuroarchitecture of the central complex in the brain of the honeybee: neuronal cell types"

2020 ◽  
Author(s):  
Ronja Hensgen ◽  
Laura England ◽  
Uwe Homberg ◽  
Keram Pfeiffer
Keyword(s):  
Neuronal Cell ◽  
Cell Types ◽  
Central Complex ◽  
Author Response ◽  
The Brain
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