Early Childhood Trauma Essay

How Does Early Childhood Neglect and Trauma Influence Cognitive, Physiological, and Emotional Development?

Background Information

In an attempt to understand human brain functions and the effect of stress on the development of a healthy brain, much of the scientific population utilizes numerous studies, and copious amounts of research, time, and money. Specifically, the authors of The Boy Who Was Raised As A Dog, Perry B. D. & Szalavitz M. (2008), delved into the world of childhood trauma and the brain’s ability to adapt in order to cope with the trauma. In chapter ten of the book, “The Kindness of Children”, the authors explore the story of an adopted Russian child named Peter, who experienced extreme neglect for the first three years of

his life until he was adopted and brought to America (p.216). With little to no human interaction or affection for three years, Peter sustained dramatic deficits in regards to social skills, behavior, and linguistic skills, which reflect his splintered development, and enforce the theory that his cognitive age is much less than his chronological age of seven (p.220). When Perry, B. D. (2008) works with the family, it is clear that while Peter’s adoptive parents, *Amy and *Jason, are great, compassionate people, the tension between the two on how to raise and treat Peter is prevalent (p.221). Overall, Perry, B. D. (2008) goes into great detail in this case and chapter, attempting to further understand just how early neglect and treatment affects the brain, and how to treat them in order to ensure a healthy, functioning child, and thus a healthy, functioning family (p.222).
Dr. Perry: Key Concepts and Ideas
As this case occurs much later in the book, Perry, B. D. (2008) has obviously gathered more information and a higher skill set in regards to treating abused and neglected children, as Perry treats this case with professionalism and unbridled insight. Throughout the beginning of Peter’s case, Perry, B. D. (2008), realized that the family struggled to receive his help (as they lived in a different town), and adjusted his treatment plan in order to account for their short time together. In order to make the most of their time together, Perry, B. D. (2008) took steps to examine both Peter’s brain, as well as the skills in which he is proficient and lacking in, which Perry, B. D. (2008) was able to do in a much shorter period of time than he the time he may have had if the family lived closer (p.216-17). The fast-paced program meant there was no room for error, and so Perry, B. D. (2008) teamed up with a plethora of specialists, as well as school staff, doctors, and mental health specialists that worked with Peter previously, in order to gather information on Peter’s past, which allowed the team to decide on a fundamental diagnosis and treatment: the neurosequential approach (p.216-17). The neurosequential approach Perry, B. D. (2008) proposes states that children who have experienced severe neglect and trauma need positive experiences appropriate for the time at which they encountered the negativity (p.217). With new knowledge of the damage Peter’s brain sustained (generally smaller brain size than healthy, with severely underdeveloped regions) due to neglect, Perry, B. D. (2008), had the opportunity to explain the situation to Amy and Jason, giving them the knowledge and peace of mind they need to provide reinforced affection and parental care based on Peter’s cognitive age (p.222). Towards the end of the documented case, Perry, B.D.(2008) makes a vital connection between the importance of both family and peer relationships in brain development and behavioral patterns. As a result, Perry, B. D. (2008) conducted a presentation explaining Peter and his behavior to his classmates, creating a safer and more accepting environment in Peter’s school (p.225-28). Finally, the most effective concept Perry, B. D. (2008) presents in regards to the case can be seen at the end of the chapter:
“[...] the neurosequential approach helped us provide the specific stimuli [Peter’s] brain had lacked, massage offering the physical affection he had missed, and music and movement to help restore his brain and bodily rhythms, [...] The more healthy relationships a child has, the more likely he will be to recover from trauma and thrive. Relationships are the agents of change and the most powerful therapy is human love.”
Consequently, Perry, B. D. (2008), through the timeline of Peter’s case, developed a greater understanding of the effects of early trauma and neglect on the brain, as well as developed the ability to use his understanding in cases to come, all thanks to the key concepts and ideas listed previously.
Research and Answer
Through copious independent research, and by analyzing the entirety of The Boy Who Was Raised As A Dog, the answer to how early neglect and trauma affects brain development becomes relatively clear. Although the question may never be concretely answered, the more time and effort put into studying the question and its related topics, will allow for a greater understanding, as well as a more positive outcome for those struggling with past trauma.
When relating back to chapter ten of Perry’s, B. D. & Szalavitz’s, M. (2008) book, there are significant examples of just how early neglect can affect the brain, specifically the linguistic and cognitive development of children. In Peter’s case, the lack of interaction he had with other human beings led to a lack of stimuli, in regards to the part of the brain that controls language development: the cortex of the cerebrum (Perry, B. D. & Szalavitz, M., 2008, p.222-23). Due to this lack of stimulation, his brain and the brains of those around him (the other orphans) evolved to fill in the gaps, creating a “language” between them to communicate (Perry, B.D & Szalavitz, M., 2008, p.218-19).
After further research, information on this same experience that supported the information Perry, B.D. provided in the chapter, was found in a study conducted by Spratt, E. G., et al. (2012) on the effects of early neglect on social, cognitive, and behavioral development. The outcome of the study found:
“Children with a history of neglect are at risk for impaired language development if they are not provided the complex linguistic input and personal interactions necessary for optimal development of language skills. [...] Interpersonal interaction is necessary for the acquisition of early language.”
When comparing this study with the work conducted by Perry, B. D. (2008), many connections are made, enforcing the idea that neglect not only physiologically and cognitively affects the brain, but also that relationships play a large part in healthy development.
Long after early childhood trauma and neglect are experienced, lasting effects can still be present in those who experience it. By examining and learning from these effects, one can use the knowledge of how trauma affects the brain and development, and then can apply it to the treatment of children or teenagers.
Usually, the brain reacts to threats or danger by triggering a feedback-response pathway, ensuring that the sympathetic nervous system is engaged and calmed appropriately (McAloon, 2014). Comparatively, when early trauma and neglect are experienced, and PTSD is presented in children, the parasympathetic nervous system is affected, and becomes unable to relieve the bodily stress after being exposed to the original threat (McAloon, 2014). Any negative stimuli that children are exposed to may trigger lasting neurochemical responses, that outlive the healthy response time to threats (McAloon, 2014). Furthermore, in an article written by John McAloon (2014), there is evidence that repetitive neglect and complex trauma effects a person so dramatically that it may change the nervous system’s responses:
“In people with complex trauma, research suggests that repeated exposure of traumatic events early in development not only inhibits the neural system’s ability to return to normal but changes the system to appear like one that is always anticipating or responding to trauma.”
In this quote, there exists a possible explanation, for why most children that have experienced trauma in early years, exhibit distrust and are readily confusing non-threatening stimuli as threatening ones. It seems that with repetitive, consistent early trauma or neglect, the brain may be negatively altered to distort a person's ability to recognize true danger, and their ability to perceive and present emotions.
When presented with information that not only identifies the changes in a person’s perception and interpretation of stimuli, but also the lasting effects neglect and trauma has on development, questions arise about the physiological changes that coincide with these experiences.

The brain is an extraordinary organ, which controls immeasurable bodily functions, and allows humankind to form behaviors, instincts, and essentially, houses an individual’s consciousness. However, when presented with experiences early in development that affect the stimuli needed for the brain to healthily form, such as neglect, abuse, and trauma, there is a negative physical

response.
As discussed in Peter’s case, Perry, B. D. (2008) found that the brain responded to neglect through underdevelopment of the lower regions of the brain, and multiple other related afflictions (cortical atrophy, large ventricles, overall brain shrinkage) (p. 220). By understanding the theory behind the neurosequential approach, and by examining the rate of brain development, the intervention and treatment of neglected or traumatized children can become more efficient, before significant or permanent physiological damage is present. Comparatively, Perry B. D. (2004) presented a lecture on the maltreatment of children and its effects on brain development, stating the same afflictions that Peter exhibited (documented via The Boy Who Was Raised As A Dog). With severe and consistent trauma and neglect, the brain displays shrinkage and abnormal development of key areas, such as the cortex, hippocampus, cerebellum, and other regions (Child Welfare, 2015).
In a final analysis, when discussing early childhood trauma and neglect, as well as how to treat children, teenagers, or adults that have experienced it, one must examine every side of the situation.

In order to help others, one must be educated, motivated, and empathetic, especially when involved in sensitive cases such as childhood trauma and neglect (Child Welfare, 2015). Overall, extensive research and discussion has led to a defining concept: trauma experienced early in development negatively affects most, if not all aspects of a person, from cognition to physiological progress, from emotional responses to the ability to recognize stimuli, and plenty

more.

References
Anatomy of the brain. (n.d.). Retrieved from https://www.mayfieldclinic.com/PE-AnatBrain.htm.
Child Welfare (2015). Understanding the effects of maltreatment on brain development [PDF document]. Retrieved from https://www.childwelfare.gov/pubPDFs/brain_development.pdf.
McAloon, J. (2014). Complex trauma: How abuse and neglect can have life-long effects. Retreived from https://theconversation.com/complex-trauma-how-abuse-and-neglect-can-have-life-long-effects-32329.
Perry, B. D. (2004) Maltreatment and the developing child: How early childhood experience shapes child and culture [PDF document]. Retrieved from http://www.lfcc.on.ca/mccain/perry.pdf.
Perry, B. D. & Szalavitz, M. (2008). The boy who was raised as a dog: And other stories from a child psychiatrist’s notebook. New York: Basic Books.
Spratt, E. G., Friendenberg, S. L., Swenson, C. C., LaRosa, A., De Bellis, M. D., Macias, M. M., Summer, A. P., Hulsey, T. C., Runyan, D. K., Brady, K. T. (2012). The effects of early neglect on cognitive, language, and behavioral functioning in childhood. Psychology (Irvine, Calif), 3(2), 175-182. Retrieved from http://doi.org/10.4236/pysch.2012.32026