Relevant bibliographies by topics / Childhood traumatic experiences

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Childhood traumatic experiences'

Author: Grafiati
Published: 9 November 2024

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Journal articles on the topic "Childhood traumatic experiences"

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McLaughlin, Katie A., Karestan C. Koenen, Evelyn J. Bromet, Elie G. Karam, Howard Liu, Maria Petukhova, Ayelet Meron Ruscio, et al. "Childhood adversities and post-traumatic stress disorder: evidence for stress sensitisation in the World Mental Health Surveys." British Journal of Psychiatry 211, no. 5 (November 2017): 280–88. http://dx.doi.org/10.1192/bjp.bp.116.197640.

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BackgroundAlthough childhood adversities are known to predict increased risk of post-traumatic stress disorder (PTSD) after traumatic experiences, it is unclear whether this association varies by childhood adversity or traumatic experience types or by age.AimsTo examine variation in associations of childhood adversities with PTSD according to childhood adversity types, traumatic experience types and life-course stage.MethodEpidemiological data were analysed from the World Mental Health Surveys (n = 27017).ResultsFour childhood adversities (physical and sexual abuse, neglect, parent psychopathology) were associated with similarly increased odds of PTSD following traumatic experiences (odds ratio (OR)=1.8), whereas the other eight childhood adversities assessed did not predict PTSD. Childhood adversity–PTSD associations did not vary across traumatic experience types, but were stronger in childhood-adolescence and early-middle adulthood than later adulthood.ConclusionsChildhood adversities are differentially associated with PTSD, with the strongest associations in childhood-adolescence and early-middle adulthood. Consistency of associations across traumatic experience types suggests that childhood adversities are associated with generalised vulnerability to PTSD following traumatic experiences.
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Mall, Sumaya, Jonathan M. Platt, Henk Temmingh, Eustasius Musenge, Megan Campbell, Ezra Susser, and Dan J. Stein. "The relationship between childhood trauma and schizophrenia in the Genomics of Schizophrenia in the Xhosa people (SAX) study in South Africa." Psychological Medicine 50, no. 9 (August 7, 2019): 1570–77. http://dx.doi.org/10.1017/s0033291719001703.

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AbstractBackgroundEvidence from high-income countries suggests that childhood trauma is associated with schizophrenia. Studies of childhood trauma and schizophrenia in low and middle income (LMIC) countries are limited. This study examined the prevalence of childhood traumatic experiences among cases and controls and the relationship between specific and cumulative childhood traumatic experiences and schizophrenia in a sample in South Africa.MethodsData were from the Genomics of Schizophrenia in the South African Xhosa people study. Cases with schizophrenia and matched controls were recruited from provincial hospitals and clinics in the Western and Eastern Cape regions in South Africa. Childhood traumatic experiences were measured using the Childhood Trauma Questionnaire (CTQ). Adjusted logistic regression models estimated associations between individual and cumulative childhood traumatic experiences and schizophrenia.ResultsTraumatic experiences were more prevalent among cases than controls. The odds of schizophrenia were 2.44 times higher among those who experienced any trauma than those who reported no traumatic experiences (95% CI 1.77–3.37). The odds of schizophrenia were elevated among those who experienced physical/emotional abuse (OR 1.59, CI 1.28–1.97), neglect (OR 1.39, CI 1.16–1.68), and sexual abuse (OR 1.22, CI 1.03–1.45) compared to those who did not. Cumulative physical/emotional abuse and neglect experiences increased the odds of schizophrenia as a dose–response relationship.ConclusionChildhood trauma is common in this population. Among many other benefits, interventions to prevent childhood trauma may contribute to a decreasing occurrence of schizophrenia.
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Daalman, K., K. M. J. Diederen, E. M. Derks, R. van Lutterveld, R. S. Kahn, and Iris E. C. Sommer. "Childhood trauma and auditory verbal hallucinations." Psychological Medicine 42, no. 12 (April 16, 2012): 2475–84. http://dx.doi.org/10.1017/s0033291712000761.

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BackgroundHallucinations have consistently been associated with traumatic experiences during childhood. This association appears strongest between physical and sexual abuse and auditory verbal hallucinations (AVH). It remains unclear whether traumatic experiences mainly colour the content of AVH or whether childhood trauma triggers the vulnerability to experience hallucinations in general. In order to investigate the association between hallucinations, childhood trauma and the emotional content of hallucinations, experienced trauma and phenomenology of AVH were investigated in non-psychotic individuals and in patients with a psychotic disorder who hear voices.MethodA total of 127 non-psychotic individuals with frequent AVH, 124 healthy controls and 100 psychotic patients with AVH were assessed for childhood trauma. Prevalence of childhood trauma was compared between groups and the relation between characteristics of voices, especially emotional valence of content, and childhood trauma was investigated.ResultsBoth non-psychotic individuals with AVH and patients with a psychotic disorder and AVH experienced more sexual and emotional abuse compared with the healthy controls. No difference in the prevalence of traumatic experiences could be observed between the two groups experiencing AVH. In addition, no type of childhood trauma could distinguish between positive or negative emotional valence of the voices and associated distress. No correlations were found between sexual abuse and emotional abuse and other AVH characteristics.ConclusionsThese results suggest that sexual and emotional trauma during childhood render a person more vulnerable to experience AVH in general, which can be either positive voices without associated distress or negative voices as part of a psychotic disorder.
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Davis, Emma. "Adverse childhood experiences." Early Years Educator 23, no. 11 (June 2, 2022): 19–20. http://dx.doi.org/10.12968/eyed.2022.23.11.19.

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Adverse childhood experiences (ACEs) refers to traumatic experiences suffered by children which can have a long-term impact into adulthood. An understanding of early childhood experiences and the impact these can have helps educators meet the needs of children in their care, and influence their outcomes in later life.
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Johnson, Micah E. "Trauma, Race, and Risk for Violent Felony Arrests Among Florida Juvenile Offenders." Crime & Delinquency 64, no. 11 (July 13, 2017): 1437–57. http://dx.doi.org/10.1177/0011128717718487.

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This study tests the assumptions of the The Childhood Trauma Model, which proposes that marginalized populations are both more likely to have traumatic childhoods and more criminalized than those in the upper echelons of society. It hypothesizes that traumatic childhood experiences increase risk of being sanctioned for violent behavior, and risks are amplified for minority and disadvantaged groups. The study finds that experiencing three or more traumas had a 200% to 370% increased chance of being arrested for a violent felony as youth who experienced a single traumatic event, and Blacks had up to 300% increased risk than Whites with equal trauma scores.
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Barbosa de Morais, Weslley, Lilian Litwinczuk, and Fernanda Paco Carvalho Pinto. "ADVERSE CHILDHOOD EXPERIENCES." Revista Gênero e Interdisciplinaridade 3, no. 03 (July 4, 2022): 207–27. http://dx.doi.org/10.51249/gei.v3i03.822.

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In this article, we will dialogue from a central concern: The importance of access to Psychopedagogy to assist in the re-signification of childhood traumas. Adverse childhood experiences (ACEs) are traumatic situations that affect childhood and therefore human development. Psychopedagogy is a field of knowledge that is characterized as multidisciplinary, that is, that receives influence from several other areas of knowledge to build the theoretical and practical validity of its ideas. The purpose of this essay is to discuss, from the psychopedagogical perspective, possible elements that make it possible to overcome and redefine childhood traumas. The need for a multidisciplinary team for an effective treatment of these deep-seated traumas is founded, but above all, a team that has a professional who has psychopedagogical knowledge. It is understood that it is necessary to reflect and act on traumatic situations effectively, therefore, we will present fundamental themes for these debates in order to sustain the arguments in a valid manner. Through this text, it is intended to highlight the problem of adverse experiences in childhood and relate them to psychopedagogical science. We will use Neuroscience as a guiding field of knowledge, as well as Jorge Visca’s writings as a central theorist of Psychopedagogy.
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Jelenova, D., A. Kovacsova, T. Diveky, D. Kamaradova, J. Prasko, A. Grambal, Z. Sigmundova, and B. Bulikova. "Emotional processing of traumatic emotions and early experiences using the therapeutic letters, role playing and imagination in borderline and other difficult patients." European Psychiatry 26, S2 (March 2011): 1316. http://dx.doi.org/10.1016/s0924-9338(11)73021-8.

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In many patients cognitive reconstruction helps to understand their problems in life and symptoms of stress or psychiatric disorders. Change in the thoughts and beliefs help them to feel better. But there are many patients who suffer with strong traumatic experiences deep in their mind and typically dissociate them or want to avoid them voluntarily. There is typical for patients suffering with dissociative disorders, borderline personality disorder and many people with various psychiatric disorders who were abused in childhood. The processing of the traumatic emotions from childhood can be helpful in the treatment of these patients. For the help is important:a) Understanding what was happen in childhoodb) Making clear of repeated figures of maladaptive behaviors, mostly in interpersonal relationsc) Making a connection between childhood experiences and here and now emotional reactions on various triggersd) Experiencing repeatedly the traumatic memories and elaborate them with imaginal coping.We describe:- how to map and elaborate emotional schemas- Socratic questioning with the patients with traumatic memories- how to work with traumatic experiences from childhood in borderline personality disorder.Supported by the research grant IGA MZ CR NS 10301-3/2009
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Kosteletos, I., K. Kollias, and N. Stefanis. "Childhood adverse traumatic experiences and schizophrenia." Psychiatriki 31, no. 1 (April 1, 2020): 23–35. http://dx.doi.org/10.22365/jpsych.2020.311.23.

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Saunders, Benjamin E., and Zachary W. Adams. "Epidemiology of Traumatic Experiences in Childhood." Child and Adolescent Psychiatric Clinics of North America 23, no. 2 (April 2014): 167–84. http://dx.doi.org/10.1016/j.chc.2013.12.003.

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Shved, Mariana. "Peculiarities of the formation of early attachment models in children with traumatic experiences." Psihologìâ ì suspìlʹstvo 2, no. 2023 (December 2, 2023): 194–203. http://dx.doi.org/10.35774/pis2023.02.194.

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This article presents the results of a meta-analysis of relevant studies published in English literature between 2010 and 2022, focusing on the definition of traumatic experience, types of psychological trauma, early attachment models, and the concept of mentalization. The search services PsycInfo, PubMed, APA Web-of-Science, and Research Gate were used to accomplish the set objectives. The influence of childhood traumatic events on the development of primary attachment models was explored. It was established that early attachment models are internal representations or perceptions formed during childhood, that determine a child’s perception of close individuals and their relationships. The effectiveness and scientifically substantiated aspects of the Neurosequential Model in Education and the Neurosequential Model of Therapeutics (NMT) in working with children who have experienced traumatic events are described. It was found that childhood traumatic experience affects seven main aspects of psychology: sensory development, dissociation (changes in consciousness), attachment, affect regulation, behavioral regulation, cognitive domain, self-awareness, and identity development. Each type of traumatic experience has its conditions, characteristics, mechanisms, and consequences for the formation of early attachment models in children and overall psychosocial functioning. Thus, understanding the entire spectrum of changes, including neurobiological aspects, is crucial when working with children who have experienced traumatic events and require specialized support. This analysis revealed that the quality of parent-child interaction depends on parents' ability to mentalize and their capacity to understand the child‘s inner world, which, in turn, influences the formation of early childhood attachment models. Depending on the presence or absence of traumatic experiences in a child's life, different attachment styles can be developed. The identified generalizations shed light on the pathogenesis of relationship trauma-related disorders and can be practically applied in the development and implementation of professional recommendations or programs for psychosocial support for children who have experienced traumatic events. Emphasizing the necessity for further empirical research to gain a more detailed understanding of this issue.
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Dissertations / Theses on the topic "Childhood traumatic experiences"

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Raudsepp, Kristina. "Directed Forgetting in Undergraduate Students of Psychology With or Without Traumatic Childhood Experiences." Thesis, Stockholm University, Department of Psychology, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-1140.

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In directed forgetting research, participants are instructed to forget information recently learned, and asked instead to remember new information given later. When asked to recall both the to-be-remembered and the to-be-forgotten information, participants successfully exhibit directed forgetting by recalling more to-be-remembered material, than to-be-forgotten material. In the present study, two directed forgetting list method experiments were conducted on undergraduate students of psychology (n = 25; n = 78). The aim of the study was to see if retrieval inhibition between participants with or without traumatic childhood experiences differed, when presented with negative or positive words. All participants were screened for childhood trauma with the CTQ-SF. The participants in the second experiment were additionally screened for dissociation with the DES-II. While Experiment 1, possibly due to small sample size failed to attain a directed forgetting effect, Experiment 2 succeeded. The issue of childhood trauma did not influence the directed forgetting effect.

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Sanchez, Sixto E., Omar Pineda, Diana Z. Chaves, Qiu-Yue Zhong, Bizu Gelaye, Gregory E. Simon, Marta B. Rondón, and Michelle A. Williams. "Childhood physical and sexual abuse experiences associated with post-traumatic stress disorder among pregnant women." Elsevier B.V, 2017. http://hdl.handle.net/10757/622334.

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El texto completo de este trabajo no está disponible en el Repositorio Académico UPC por restricciones de la casa editorial donde ha sido publicado.
Purpose We sought to evaluate the extent to which childhood physical and/or sexual abuse history is associated with post-traumatic stress disorder (PTSD) during early pregnancy and to explore the extent to which the childhood abuse-PTSD association is mediated through, or modified by, adult experiences of intimate partner violence (IPV). Methods In-person interviews collected information regarding history of childhood abuse and IPV from 2,928 women aged 18-49 years old prior to 16 weeks of gestation. PTSD was assessed using the PTSD Checklist-Civilian Version. Multivariate logistic regressions were used to estimate odds ratios (ORs) and 95% confidence intervals (CIs). Results Compared to women with no childhood abuse, the odds of PTSD were increased 4.31-fold for those who reported physical abuse only (95% CI, 2.18–8.49), 5.33-fold for sexual abuse only (95% CI, 2.38–11.98), and 8.03-fold for those who reported physical and sexual abuse (95% CI, 4.10–15.74). Mediation analysis showed 13% of the childhood abuse-PTSD association was mediated by IPV. Furthermore, high odds of PTSD were noted among women with histories of childhood abuse and IPV compared with women who were not exposed to either (OR = 20.20; 95% CI, 8.18–49.85). Conclusions Childhood abuse is associated with increased odds of PTSD during early pregnancy. The odds of PTSD were particularly elevated among women with a history of childhood abuse and IPV. Efforts should be made to prevent childhood abuse and mitigate its effects on women's mental health.
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Schmidt, Ulrike Hermine. "The role of traumatic childhood experiences and life stresses before onset in the origins of eating disorders." Thesis, King's College London (University of London), 1997. https://kclpure.kcl.ac.uk/portal/en/theses/the-role-of-traumatic-childhood-experiences-and-life-stresses-before-onset-in-the-origins-of-eating-disorders(d98b57d8-0910-4843-90ea-31ac398d10d5).html.

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Unzueta, Celina V. Ms, and Andrea Dr Clements. "The Relationship between Adverse Childhood Experiences (ACEs) and Intrinsic Religiosity in Southern Appalachia." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/honors/430.

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The present exploratory study examined adverse childhood experiences and religiosity in a sample of individuals from Southern Appalachia. Self-reports of childhood adversity and intrinsic religion were obtained from 167 individuals. Results showed that fifty-five percent had not experienced a childhood adversity while forty-three percent had experienced one to five episodes. Although a little under half the sample had one or more adverse experiences, there was no significant relationship between ACEs and intrinsic religion (r= -.037, p= .631). Sex and intrinsic religion were significantly related in that men endorsed the use of intrinsic religiosity more than women (t(165)= -2.28, p= .005).
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Bois, Catherine. "Investigation in the relationship between childhood adversity and cognitive function in psychosis and individuals at clinical high risk of psychosis." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/33089.

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Background An increasing body of research is suggesting that childhood trauma and adversity may be associated with various adverse mental health outcomes, including psychosis. Cognitive functioning is often compromised in psychosis, and research has shown that there may be a link between early trauma and cognitive impairment in people with psychosis. No systematic review of the literature of this link has been undertaken, and very few studies have examined samples of individuals at high clinical risk for psychosis, to assess whether the potential link between adversity and cognitive functioning exists, without the confounding factors of length of illness, antipsychotic medication and chronicity of symptoms. Method The systematic review of all relevant electronic databases investigates the research to date on the association between childhood adverse experiences and cognitive ability in psychosis, and the conclusions that can be drawn from the existing literature, taking into account relevant considerations regarding sample, methodology and statistical analysis. The subsequent empirical study utilizes a sample at clinical high risk of developing psychosis, and a healthy control group to investigate whether any putative association in specific domains of cognitive functioning, or global cognitive ability and childhood adversity exist in those at clinical high risk, compared to controls. Results The systematic review indicated that at present, the literature looking into childhood adversity and cognitive ability in relation to psychosis is heterogeneous, with some studies finding that this association only occurs in patients, whilst others suggest it only occurs in the control groups. Some studies found it to be specific to certain cognitive domains, whilst others suggest it was a more global impairment. Methodology, samples and analysis differed considerably across studies, and likely contribute to the heterogeneity of the literature. The empirical paper showed a significant interaction effect between group (high risk versus controls) in the high childhood adversity group, in relation to global cognitive ability. Interestingly, this was not related to psychotic symptom severity or distress. Conclusion Several limitations of the existing studies limit the conclusions that can be drawn from the existing evidence regarding the link between childhood adversity and cognitive ability, and future research in prodromal samples is essential. The empirical study showed that there is a link between childhood adversity and cognitive ability in those at clinical high risk of developing psychosis, before disorder onset, that is not present in controls. This suggests that this may form a vulnerability in those at high risk for psychosis, rather than a more general mechanism present in the typical population.
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McFarland, Laura Dolores. "The relationship between unresolved loss and trauma, childhood abuse, frightening experiences and frightened/frightening caregiving : a comparison of mothers and fathers /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004336.

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Mersch, Stephanie, Jill D. Stinson, and Megan Quinn. "Arrest or Hospitalization? An Examination of the Relationship Between Psychiatric Symptoms, Traumatic Childhood Experiences, and Socio-Ecological Factors in Forensic Mental Health System Responses to Offender Behavior." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/honors/321.

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It has been well documented that Adverse Childhood Experiences (ACEs) lead to unfavorable outcomes in later life, especially with regard to health and psychological outcomes. Recent research has demonstrated the impact of early childhood adversity on the onset of aggression and illegal behavior. However, often those with mental illness diagnoses with comorbid behavioral problems exhibit trajectories that include both arrest and hospitalization. While some are arrested for their criminal behavior, others are hospitalized. This begs the question: are those with mental illness and behavioral problems more likely to be arrested, or hospitalized, for their early behavioral problems? In the current study, it was hypothesized that arrest precedes hospitalization for the majority of these offenders, and that specific diagnoses of a mental illness are related to outcome. It was also hypothesized that early exposure to environmental adversity, as measured by the age of earliest ACE and total ACE score, would significantly predict whether offenders were arrested or hospitalized first. Other socio-ecological factors were also studied. The data for this study were gathered from a sample of 182 adult psychiatric inpatients in a secure forensic facility. Data were archival and retrospective in nature. All participants had been hospitalized following acts of violence or aggression, exhibiting a history of both behavioral problems as well as mental illness. A series of logistic and linear regressions were used to examine the relationship between reason for first admission to a psychiatric facility, diagnosis of a mental disorder, and early childhood adversity to clarify whether early problematic behaviors resulted in initial arrest or psychiatric hospitalization. Results indicate that subjects were much more likely to be hospitalized initially than arrested (33.5% arrested first, 66.5% hospitalized first). A diagnosis of impulse control disorder was significantly related to whether initial incident led to arrest or hospitalization (p=0.030), while the diagnosis of ADHD neared significance (p=0.056). No significant relationship was found between incidence of initial arrest or hospitalization and age that drug/alcohol abuse began. Other findings and implications for future research will be discussed.
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Redd, Michael John. "Adverse Childhood Experiences and Couple Relationships: Impacts on Relationship Quality and Partner Selection." University of Akron / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=akron1510336296933526.

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Mersch, S., Jill D. Stinson, and Megan A. Quinn. "Arrest or Hospitalization? An Examination of the Relationship Between Psychiatric Symptoms, Traumatic Childhood Experiences, and Socio-Ecological Factors in Forensic Mental Health System Responses to Offender Behavior." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/7904.

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Lee, Deborah. "An investigation of the relationship between the severity of post traumatic stress disorder, shame, anger and early childhood experiences in a population of traumatised individuals." Thesis, University of East Anglia, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251589.

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Aims of the study This study investigated relationships between severity of Post Traumatic Stress Disorder, shame, anger and early childhood experiences (early maladaptive schemas and recalled patterns of parental bonding). Design of the study This is a non-experimental, cross-sectional study. Data was collected once, using a semistructured interview and self-report questionnaires. The Sample The sample was 50 individuals with a diagnosis of Post Traumatic Stress Disorder. On average the group had high levels of PTSD, depression symptoms and high levels of shame and anger. Main findings The study found that shame, anger and early maladaptive schemas (abandonment, social isolation, defectiveness/shame, incompetence and subjugation) were significantly associated with severity of PTSD. Shame was found to mediate the relationship between severity of PTSD and early maladaptive schemas and anger, respectively. Early maladaptive schemas mediated the relationship between low maternal care and shame. Finally this study found that shame emerges as the only independent predictor of the severity of PTSD when other variables (anger and early maladaptive schemas) are taken into account. This suggests that the relationships of anger and early maladaptive schemas to severity of PTSD are not independent of shame.Implication of findings These findings highlight the need to take into account the presence of emotions (such as shame and anger) and other psychological factors (such as early maladaptive schemas) when formulating clinical cases of PTSD and executing treatment plans. This is particularly important as many current treatment interventions are based on exposure therapy aimed at alleviating fear/anxiety based responses to trauma. Traditionally such treatments do not pay sufficient attention to shame and anger, which may worsen with exposure techniques and disrupt emotional processing of the traumatic event. Also the presence of early maladaptive Schemas may contribute to chronicity and maintenance of PTSD and may need to be addressed in any treatment plan.
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Books on the topic "Childhood traumatic experiences"

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Boule, Angele. We Have All Got Hurt : Ultimate Guide to the Effects of Adverse Childhood Experiences: Traumatic Childhood Experiences Stories. Independently Published, 2021.

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Georgia, Marvin Valerie. Childhood Trauma Healing: Understanding & Healing Traumatic Experiences That Affect Children's Wellbeing. Daystar Press, 2022.

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Childhood Trauma Healing: Understanding and Healing Traumatic Experiences That Affect Children's Wellbeing. Independently Published, 2022.

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Georgia, Marvin Valerie. Childhood Trauma Healing: Understanding and Healing Traumatic Experiences That Affect Children's Wellbeing. Independently Published, 2022.

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Romero, Victoria E., Ricky Robertson, and Amber N. Warner. Building Resilience in Students Impacted by Adverse Childhood Experiences: A Whole-Staff Approach. Corwin Press, 2018.

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Soulful Journey of Recovery: A Guide to Healing from a Traumatic Past for ACAs, Codependents, or Those with Adverse Childhood Experiences. Health Communications, Incorporated, 2019.

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Soulful Journey of Recovery: A Guide to Healing from a Traumatic Past for ACAs, Codependents, or Those with Adverse Childhood Experiences. Health Communications, Incorporated, 2019.

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Dayton, Tian. The Soulful Journey of Recovery: A Guide to Healing from a Traumatic Past for ACAs, Codependents, or Those with Adverse Childhood Experiences. Recorded Books, Inc. and Blackstone Publishing, 2020.

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Douaihy, Antoine, Melanie Grubisha, Maureen Lyon, and Mary Ann Cohen. Trauma and Posttraumatic Stress Disorder—The Special Role in HIV Transmission. Edited by Mary Ann Cohen, Jack M. Gorman, Jeffrey M. Jacobson, Paul Volberding, and Scott Letendre. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199392742.003.0017.

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The prevalence of posttraumatic stress disorder (PTSD) in persons with HIV is higher than in the general population. Adults with HIV are likely to have experienced traumatic events that place them at risk for developing PTSD. Among women with HIV, PTSD may be more common than depression, suicidality, and substance use. The high prevalence of PTSD is related to increased exposure to traumatic experiences such as physical violence and sexual assault, including intimate partner violence and childhood sexual abuse. The co-occurrence of PTSD and HIV creates complex challenges for both the management of HIV and treatment of PTSD. Individuals with PTSD and HIV experience more rapid illness progression and poorer health-related quality of life, with health-compromising behaviors such as substance use, high-risk sexual behavior, poor utilization of services, and low adherence to antiretroviral therapy. This chapter addresses the complexities of HIV, trauma, and PTSD and recommends trauma-informed care in the treatment of people living with HIV and AIDS.
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Osofsky, Joy D., and Betsy McAlister Groves, eds. Violence and Trauma in the Lives of Children. Praeger, 2018. http://dx.doi.org/10.5040/9798216990949.

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Explains the neurological, emotional, and behavioral impacts of violence and trauma experienced by newborns, infants, children, and teenagers. Traumatic events known as adverse childhood experiences (ACEs) can affect children physically, mentally, and emotionally, sometimes with long-term health and behavioral effects. Abuse, neglect, exposure to community and domestic violence, and household dysfunction all have the potential to alter brain development and behavior, but few people are able to recognize or respond to trauma in children. Given the prevalence of childhood exposure to violence—with one in four children ages 5 to 15 living in households with only moderate levels of safety and nurturance and infants and children ages 0 to 3 comprising the highest percentage of those maltreated—it is imperative that students and professionals alike be able to identify types and consequences of violence and trauma. This book provides readers with the information they need in order to know how to detect and prevent ACEs and to help children who have lived through them.
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Book chapters on the topic "Childhood traumatic experiences"

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Cambridge, Graham, Orla Lynch, and James Windle. "Traumatic Childhood and Adolescent Experiences." In The Desistance Journey, 45–62. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11269-0_5.

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Sala, Michela, Giuseppe Delvecchio, and Paolo Brambilla. "Neuroimaging and Cognition of Early Traumatic Experiences." In Childhood Trauma in Mental Disorders, 29–62. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-49414-8_3.

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Brewer-Smyth, Kathleen. "Childhood Physical Abuse (CPA), Childhood Sexual Abuse (CSA), Abusive Traumatic Brain Injury (TBI), Childhood Emotional Abuse (CEA), Neglect, and Other Trauma." In Adverse Childhood Experiences, 95–130. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-08801-8_4.

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Drožđek, Boris. "Group Therapy for Complex PTSD: Experiences with Survivors of War, Torture, and Childhood Sexual Abuse." In Comprehensive Guide to Post-Traumatic Stress Disorder, 1–12. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-08613-2_7-1.

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Dussel, Inés. "7. Growing up in Cold War Argentina." In (An)Archive, 167–90. Cambridge, UK: Open Book Publishers, 2024. http://dx.doi.org/10.11647/obp.0383.07.

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This chapter sets out to present some exercises on childhood memories from Cold War Argentina. Combining written texts with drawings and pictures, it seeks to navigate the tensions between an ‘I’ of personal memories and a ‘we’ emerging in the collective-biography workshops. It invites a journey through an (an)archive of childhood memories produced in the interstitial space between memory and forgetting, not looking for healing but trying to ‘excavate a wound’. What does one remember from one’s childhood? Where or when does a childhood start and end? Do traumatic events cast their ominous shadows on every recollection of the past? Do these memories speak about the past or about the present in which they emerge? Memory seems to be a tricky lane, which morphs as one moves. The text aims to work through these memory exercises and materials to discuss how we connect with children’s memories and experiences.
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Shatova, Irina. "Тема війни і миру в сучасній українській поезії." In Biblioteca di Studi Slavistici, 289–309. Florence: Firenze University Press, 2023. http://dx.doi.org/10.36253/979-12-215-0238-1.25.

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The Perception of War and Peace in Modern Ukrainian Poetry. Ukrainians are going through a very difficult, traumatic, catastrophic experience. Contemporary Ukrainian poetry about the war, for instance, is closely connected with the themes of women and childhood during the war. The tragedy of mothers who stayed with their children in Ukraine or went abroad to save their children is sometimes depicted in a folk-poetic style or acquires an interpretation close to the biblical one. There is a tragic, mythologized, figure of a warrior woman, and a widow. There are also poems that express the feelings and experiences of Ukrainians during the war, their psychological trauma and transformation, and the horrific experience of being physically present at war. Like most Ukrainians after February 24, 2022, the poets are acutely aware of the war against Ukrainian identity and language. The invasion of Ukraine has greatly accelerated the process of national self-identification, as evidenced by the poetry. Most Ukrainian authors are not interested in the war as such, but in the human being at war: at the front and in the rear. An individual person, his or her suffering, pain, trials, emotions, feelings, traumas, struggle, love, and death have become the main object of depiction. The heroes of Ukrainian contemporary poetry are ordinary people who were destined to defend their homeland and become warriors; they are also civilians in the rear and evacuated, suffering from the cruel burden of war but finding the strength to resist stress and fatigue.
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"14Effects of Childhood Traumatic Event Experiences." In Critical Issues in School-based Mental Health, 172–84. New York, NY : Routledge, 2016.: Routledge, 2015. http://dx.doi.org/10.4324/9781315775425-18.

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"4. Traumatic Childhood Experiences of Violence." In Girls and Violence, 61–88. Lynne Rienner Publishers, 2013. http://dx.doi.org/10.1515/9781626373518-006.

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"5. Traumatic Childhood Experiences of Loss." In Girls and Violence, 89–112. Lynne Rienner Publishers, 2013. http://dx.doi.org/10.1515/9781626373518-007.

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"What Enables Resilience after Traumatic Childhood Experiences?" In What Happened? Re-presenting Traumas, Uncovering Recoveries, 107–36. Brill | Rodopi, 2018. http://dx.doi.org/10.1163/9789004385931_008.

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Conference papers on the topic "Childhood traumatic experiences"

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Mikoteit, Thorsten, Valerie S. Falzberger, Sibil Tschudin, Irene Hoesli, Serge Brand, and Martin Hatzinger. "Traumatic childhood experiences are related to higher hair cortisol in postpartum." In Abstracts of the 3rd Symposium of the Arbeitsgemeinschaft für Neuropsychopharmakologie und Pharmakopsychiatrie (AGNP) and Deutsche Gesellschaft für Biologische Psychiatrie (DGBP). Georg Thieme Verlag, 2022. http://dx.doi.org/10.1055/s-0042-1757641.

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Tirrell-Corbin, Christy. "Teachers' Adverse Childhood Experiences and Secondary Traumatic Stress in the Context of Trauma-Informed Professional Development." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1884087.

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Corpuz, Abigail. "Adverse Childhood Experiences and complex PTSD: A Theoretical Model Exploring Psychedelic Drugs as a Therapeutic Treatment." In 7th International Conference on Spirituality and Psychology. Tomorrow People Organization, 2022. http://dx.doi.org/10.52987/icsp.2022.001.

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Abstract Complex posttraumatic stress disorder (cPTSD) has several detrimental consequences, including severe anxiety, emotional detachment, mood irregularities, and vivid flashbacks to trauma. In many cases, cPTSD can be linked back to adverse childhood experiences (ACEs). Treatments for cPTSD that involve psychedelic drugs are potentially beneficial, but unfortunately they are understudied in psychology labs due to their classification as a Schedule I substance. Thus, theoretical work is needed to explain potential mechanisms involved in treatment programs. In this new theoretical model, I clarify the mechanistic links between ACEs and cPTSD and then examine why psychedelic drugs may be an ideal therapeutic tool for the treatment of cPTSD. Toxic stress theory posits that exposure to extreme, frequent, and persistent ACEs without the presence of a supportive caretaker chronically activates the stress response system (Jones et al., 2021). Toxic stress results in dysregulation of the limbic-hypothalamic-pituitary-adrenal (LHPA) axis, elevating levels of catecholamines, cortisol, and proinflammatory cytokines (Thermo Fisher Scientific, n.d.). The toxic stress induced by ACEs causes cPTSD due to the persistent exposure to multiple adverse events leading to re-experience of the traumatic events, avoidance behaviors, and paranoia. Psychedelic drugs unlock repressed memories, engaging positively with negative self-concept and dysregulated emotions, which are both characteristic of the Disturbances of Self-Organization symptom cluster of cPTSD. Presentation of this theoretical model would allow for public recognition of the potential benefits of this treatment and further exploration into this topic. Keywords: PTSD, psychedelics, adverse childhood experiences, stress
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Hunter, Esther. "MUSIC AS A TREATMENT FOR BORDERLINE PERSONALITY DISORDER SUFFERERS WHO HAVE DEVELOPED CARDIOMETABOLIC SYNDROME." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact084.

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"Research demonstrating the ability of music to reach the older parts of the brain responsible for emotional processing make a case for utilising specific musical compositions to deliver treatment to people with Borderline Personality Disorder. BPD has been linked to an increased risk of Cardiometabolic Syndrome (CMS), as traumatic experiences in childhood predict adverse mental and physical health in adulthood including Personality Disorders. BPD sufferers who develop CMS as a result of impulsive lifestyle choices may have their recovery inhibited by the effects of CMS. Dieting may be particularly difficult for people with BPD as food serves as a way to soothe emotional pain and depression. Emotional pain leads to making choices which increase the chances of developing health conditions which research has shown negatively affect mood and memory function. Remission of BPD requires maintaining a reduction in impulsive lifestyle choices. Traditional treatments such as CBT require the patient to utilise their own degree of cognitive abilities (willpower), which may not be functioning well due to poor health. A direct line to brain areas such as the amygdala could circumnavigate the necessity to use slower cortical areas when reprogramming the patient towards healthier decision-making. This presentation will provide suggestions for how to integrate therapy into tailored songs."
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Savina, Maria A. "Epigenetic Consequences of Traumatic Childhood Experience and Their Potential Reversibility by Successful Psychotherapy." In Proceedings of III Research-to-Practice Conference with International Participation “The Value of Everyone. The Life of a Person with Mental Disorder: Support, Life Arrangements, Social Integration”. Terevinf, 2023. http://dx.doi.org/10.61157/978-5-4212-0676-7-2023-122-124.

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Kyzylova, Vitalina, and Marharyta Vasylieva. "Understanding of the Traumatic Childhood Experience in Ukrainian Works for and About Children of the Second World War Period." In International Conference on New Trends in Languages, Literature and Social Communications (ICNTLLSC 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210525.013.

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Odintsova, M. A., and P. A. Ivanova. "ПРОЕКТИВНАЯ ТЕХНИКА «ПРОСТРАНСТВО ДЕРЕВА И СВЕТА» ПРИ РАБОТЕ С СЕМЬЯМИ С ИНВАЛИДНОСТЬЮ." In ПЕРВЫЙ МЕЖКОНТИНЕНТАЛЬНЫЙ ЭКСТЕРРИТОРИАЛЬНЫЙ КОНГРЕСС «ПЛАНЕТА ПСИХОТЕРАПИИ 2022: ДЕТИ. СЕМЬЯ. ОБЩЕСТВО. БУДУЩЕЕ». Crossref, 2022. http://dx.doi.org/10.54775/ppl.2022.20.74.001.

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The “Space of Trees and Light” technique, proposed by K. Adams, is based on the metaphors of trees and light as a special space, and allows a better understanding of the nature of children's experience of relationships in families with disabilities. There are 4 pictures filled with different shades of light and dark. In the first "The Vivid Space", a child is depicted sitting near a large tree in bright light, symbolizing stability and protection. The second “the Shimmering Space” depicts a road through a dark forest, along which a child is walking, accompanied by an adult, symbolizing family support. The third "The Opaque space" depicts twilight with a dark silhouette of a child, symbolizing loneliness and anxiety. The fourth "The Invisible Space" with trees in the fog and no child at all symbolizes doubt, detachment and loss of oneself. The results of the study involving 46 respondents with disabilities and 24 mothers of children with disabilities showed that a third of people with disabilities more often choose "The Vivid" and "The Shimmering" spaces, a quarter – "the Opaque Space" and 10.4% "the Invisible Space", in contrast to conditionally healthy mothers of children with disabilities (χ²=12.153; р=0.007). 62.5% of these mothers choose "the Vivid Space", 16.7% – "the Shimmering Space", 20.8% – "the Invisible space", in contrast to respondents with disabilities who do not have children (χ²=11.808; р=0.008). Mothers of children with disabilities have a rather favorable experience of relationships in the parental family, which they can pass on to their children. Although there is some detachment and loss of self, which may be associated with the traumatic situation of giving birth of a child with disabilities. People with disabilities equally often choose "the Vivid", "the Shimmering" and "the Opaque" spaces, which indicates a diverse experience of relationships in parental families. The set of pictures “Space of Trees and light” can become an instrument for assessing the experience of relationships in a parental family and a psychotherapeutic form of travel to childhood experience; a navigator for developing relationships in families with 176 disabilities. It is possible to dive into childhood experience, moving from picture to picture, discussing transitions and drawing resources from different spaces. Funding. The reported study was funded by Russian Science Foundation (RSF), project number 22-28-00820 (Psychological resources of socially vulnerable groups in the face of modern challenges (on the example of people with disabilities and their families). Техника «Пространство дерева и света» предложена К.Адамс, основана на метафорах пространств дерева и света, позволяет лучше понять характер детского опыта отношений в семьях с инвалидностью. Предлагаются 4 картинки, наполненные разными оттенками света и тьмы. На первой «Живое пространство», изображен ребенок, сидящий около большого дерева в ярком свете, символизирует устойчивость и защиту. На второй «Мерцающее пространство» изображена дорога через темный лес, по которой идет ребенок, поддерживаемый взрослым, символизирует поддержку в семье. На третьей «Непрозрачное пространство» изображены сумерки, различим темный силуэт ребенка, символизирует одиночество, тревогу. Четвертая «Невидимое пространство» с деревьями в тумане, на картине нет ребенка. Символизирует сомнения, отстраненность, потерю себя. Исследование с участием 46 респондентов с инвалидностью и 24 матерей детей с инвалидностью, показало, что треть людей с инвалидностью чаще выбирают «живое» «мерцающее», четверть – «непрозрачное» и 10,4% «невидимое» пространства в отличие от условно здоровых матерей, имеющих детей с инвалидностью (χ²=12,153; р=0,007). 62,5% матерей детей с инвалидностью выбирают «живое», 16,7% – «мерцающее», 20,8% – «невидимое» пространства в отличие от респондентов с инвалидностью, не имеющих детей (χ²=11,808; р=0,008). У матерей детей с инвалидностью достаточно благоприятный опыт отношений в родительской семье, который они могут передавать своим детям, хотя и отмечается некоторая отстраненность и потеря себя, что, возможно, связано с травматической ситуацией рождения ребенка с инвалидностью. Лица с инвалидностью одинаково часто выбирают «живое», «мерцающее» и «непрозрачное» пространства, что свидетельствует о разнообразном опыте отношений в родительских семьях. Набор картинок «Пространство дерева и света» может стать инструментом оценки опыта отношений в родительской семье и психотерапевтической формой путешествия в детский опыт; навигатором для развития отношений в семьях с инвалидностью. Можно совершать путешествия в детский опыт, двигаясь от картинки к картинке, обсуждая переходы и черпая ресурсы в разных пространствах. Финансирование:Исследование выполнено при поддержке Российского научного фонда (РНФ) в рамках научного проекта № 22-28-00820 («Психологические ресурсы социально уязвимых групп в условиях вызовов современности (на примере лиц с инвалидностью и их семей)»).
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Biffi, Elisabetta, and Daniela Bianchi. "TEACHER TRAINING FOR THE PREVENTION, REPORTING AND ADDRESSING OF VIOLENCE AGAINST CHILDREN." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end015.

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Each year an estimated one billion children (one out of two children worldwide) suffer some form of physical, sexual or psychological violence or neglect (Hillis, Mercy, Amobi, & Kress, 2016). Being a victim of violence in childhood has lifelong impacts on education, health, and well-being. Exposure to violence can lead to poor academic performance due to cognitive, emotional, and social problems (WHO, 2019). The right of the child to freedom from all forms of violence is affirmed by the United Nations Committee on the Rights of the Child, in its General Comment No. 13 (UNCRC, 2011). Moreover, the Sustainable Development Goals contain a clear call to eliminate violence against children, most explicitly in Target 16.2 (UN, 2015). Many efforts have been made globally to achieve these goals. Schools have been identified as one of the crucial contexts for conducting violence prevention efforts. They offer an important space where children, teachers and educators can learn and adopt pro-social behaviors that can contribute to preventing violence (WHO, et al., 2016). Teachers can play a key role, helping to build a “violence-free world” (UNESCO, WHO, UNICEF, End Violence Against Children, 2020), both by promoting positive relationships and by identifying signs of violence early. In fact, while international strategies provide a necessary framework for the promotion and protection of children's rights, it is the people who can make a difference in the prevention and detection of violence against children (Biffi, 2018). Based on these premises, the paper will focus on how teacher training can help prevent, report and address violence against children. Teachers are often not trained on this: some of them know the contents, but have doubts about how to deal with certain situations. Teachers should learn what to do with students who have gone through a traumatic experience because children choose someone who can see and recognize them (Miller, 1979, En. transl. 1995; Miller, 1980, En. transl. 1983). To be able to really recognize the child, a training course with teachers is necessary, to raise awareness and help them see the signals that children send (The Alliance for Child Protection in Humanitarian Action, End Violence Against Children, UNICEF, WHO, 2020). This paper, through literature and presentation of a training course with teachers in Italy, will offer a pedagogical reflection on teacher training in the prevention, reporting and addressing of violence against children, in order to start building a common shared strategy.
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