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1
Myers, Charles Edwin Bratton Sue. "Development of the Trauma Play Scale comparison of children manifesting a history of interpersonal trauma with a normative sample /." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9059.
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Findling, Jennifer Hudson. "Development of a Trauma Play Scale: An Observation-Based Assessment of the Impact of Trauma on the Play Therapy Behaviors of Young Children." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4615/.
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Chamberlain, Robin J. "A developmentally sound model for the treatment of traumatized children formational prayer with children /." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p028-0266.
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Seedat, Soraya. "Epidemiological, phenomenological, and treatment aspects of trauma and posttraumatic stress disorder in children and adolescents." Thesis, Link to the online version, 2005. http://hdl.handle.net/10019/1199.
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Anderson, Nancy. "Students who experience emotional crises how to ensure that learning takes place in the classroom /." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/NAnderson2007.pdf.
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Isler, Diane E. (Diane Evelyn). "Psychoanalytic Assessment of Sexually Abused Girls: Questions of Trauma and Rorschach Methodology." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc277796/.
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Using a clinical sample of 63 girls aged 5 - 16 years, the Psychoanalytic Rorschach Profile (PRP; Burke et al., 1988), a measure of drive, ego, and object relations functioning, was examined for differences between sexual abuse (SA) victims and distressed but nonabused (NA) peers. The hypothesis that the SA group would evidence more pathological, less developed levels of drive, ego, and object relations functioning than the NA group was not supported. Limitations of the use of archival data are discussed. The effects of controlling for the number of responses (R) in Rorschach research were examined by comparing entire protocols of a clinical sample of girls from 5 - 16 years of age to shortened versions which included only the first one (N = 89; R = 10) or two (N = 17; R = 20) responses to each blot. Of 12 PRP scales compared, differences between the R = 10 and entire protocols were found on 5 variables, but when R was increased to 20, only 2 differences remained. Support was given for the notion of uniform Rorschach administration in which 2 responses per card are solicited.
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McElroy, Sarah Kobielski. "Role of Meaning Making in the Association between Multiple Interpersonal Traumas and Post-Traumatic Adaptation." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1245674525.
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McGrath, Christine M. "Chronic childhood trauma mean differences in diagnostic certainty for posttraumatic stress disorder /." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p088-0164.
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Foster, Jennifer Marie. "An analysis of trauma narratives perceptions of children on the experience of sexual abuse." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4895.
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Additionally, implications of the present study for counselors and community members are delineated. Finally, recommendations are made for future research with child victims of sexual abuse.; Child sexual abuse (CSA) is estimated to affect 1 in 4 girls and 1 in 6 boys before the age of 18 (Centers for Disease Control and Prevention, 2005). Despite the prevalence of sexual abuse and frequent negative outcomes for child victims as well as adult survivors, little is known about CSA from the perspective of the child. To date, the vast majority of research has targeted adults. Studies conducted on children are mostly quantitative and have explored the effectiveness of various treatment interventions. To address the gap in the research literature, the present study investigated the perspectives of children on sexual abuse through thematic analysis of trauma narratives, which were written by children as a therapeutic intervention and described life prior to, during, and following sexual abuse. Analysis of 21 trauma narratives selected through purposive sampling revealed one meta-theme, which was titled Fear and Safety. Children's descriptions of past and current fears as well as concerns about their safety and the safety of others were evident throughout all sections of the narratives. Three themes also emerged from the analysis: (1) Memories of the Abuse, (2) The Disclosure and Subsequent Events, and (3) The Healing Journey. The first theme, Memories of the Abuse, included three subthemes: descriptions of the sexual abuse, details about the perpetrators, and children's thoughts and feelings about the abuse. The second theme, The Disclosure and Subsequent Events, included three subthemes: perceptions of the abuse disclosure, experiences during the investigation, and experiences with the justice system. The third theme, The Healing Journey, also resulted in three subthemes: experiences in counseling, how life had changed, and future hopes and dreams. The themes are discussed, and ramifications for prevention efforts, treatment of child victims of sexual abuse, and counselor preparation are explored.<br>ID: 029809760; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 207-235).<br>Ph.D.<br>Doctorate<br>Education
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Cowan, Beryl Ann. "Trauma Exposure and Behavioral Outcomes in Sheltered Homeless Children: The Moderating Role of Perceived Social Support." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-11282007-150104/.
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Thesis (Ph. D.)--Georgia State University, 2007.<br>Title from file title page. Gregory J. Jurkovic, Gabriel P. Kuperminc, committee co-chairs; Lisa Armistead, Sarah Cook, committee members. Electronic text (117 p.) : digital, PDF file. Description based on contents viewed June 6, 2008. Includes bibliographical references (p. 72-83).
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Myers, Charles Edwin. "Development of the Trauma Play Scale: Comparison of Children Manifesting a History of Interpersonal Trauma with a Normative Sample." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9059/.
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Experts in traumatology have postulated traumatized children play differently than non-traumatized children. These differences are called posttraumatic play and include the behaviors of intense play, repetitive play, play disruption, avoidant play and negative affect. The purpose of this study is the continued development of the Trauma Play Scale through the addition of a normative sample. The Trauma Play Scale is an observation-based instrument designed to distinguish the play behaviors of children in play therapy with a history of interpersonal trauma when compared to non-traumatized children. The present study compares two samples of children. One group (n=6) currently in play therapy with a history of interpersonal trauma and another group (n=7) considered normally developing (cognitively, emotionally, socially, and physically) by their parents with no known history of interpersonal trauma. Trained raters blind to the trauma history of the children rated a series of eight consecutive video-recorded play therapy sessions for each participant. One-way analysis of variance statistics, including effect sizes were compute to determine the discriminant validity of the Trauma Play Scale. Traumatized children scored significantly higher on the Trauma Play Scale than non-traumatized children on all domains of the scale as well as the overall Average Trauma Play Scale score. Large effect sizes indicated strong relationships between group membership (trauma history versus normally developing) and scores on the Trauma Play Scale.
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Nguyen, Lananh Josephine. "The impact of childhood trauma on treatment response of depressed adolescents /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1276405561&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.
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Thesis (Ph. D.)--University of Oregon, 2006.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 86-92). Also available for download via the World Wide Web; free to University of Oregon users.
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Tolleson, Jennifer Anne. "The transformative power of violence the psychological role of gang life in relation to chronic traumatic childhood stress in the lives of urban adolescent males /." Click here for text online. The Institute of Clinical Social Work Dissertations website, 1996. http://www.icsw.edu/_dissertations/tolleson_1996.pdf.
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Njovane, Thandokazi. ""The wings of whipped butterflies" : trauma, silence and representation of the suffering child in selected contemporary African short fiction." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1004214.
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This dissertation, which examines the literary representation of childhood trauma, is held together by three threads of inquiry. Firstly, I examine the stylistic devices through which three contemporary African writers – NoViolet Bulawayo, Uwem Akpan, and Mia Couto – engage with the subject of childhood trauma in five of their short stories: “Hitting Budapest”; “My Parents’ Bedroom” and “Fattening for Gabon”; and “The Day Mabata-bata Exploded” and “The Bird-Dreaming Baobab,” respectively. In each of these narratives, the use of ingén(u)s in the form of child narrators and/or focalisers instantiates a degree of structural irony, premised on the cognitive discrepancy between the protagonists’ perceptions and those of the implied reader. This structural irony then serves to underscore the reality that, though in a general sense the precise nature of traumatic experience cannot be directly communicated in language, this is exacerbated in the case of children, because children’s physical and psychological frameworks are underdeveloped. Consequently, children’s exposure to trauma and atrocity results in disruptions of both personal and communal notions of safety and security which are even more severe than those experienced by adults. Secondly, I analyse the political, cultural and economic factors which give rise to the traumatic incidents depicted in the stories, and the child characters’ interpretations and responses to these exigencies. Notions of subjectivity and intersubjectivity, identity and community, victimhood and survival, agency and disempowerment are discussed here in relation to the context of postcolonial Africa and the contemporary realities of chronic poverty, genocide, child-trafficking, the aftermath of civil war, and the legacies of colonialism and racism. Thirdly, this dissertation inspects the areas of congruence and divergence between trauma theory, literary scholarship on trauma narratives, and literary attempts to represent atrocity and trauma despite what is widely held to be the inadequacy of language – and therefore representation – to this task. There are certain differences between the three authors’ depictions of children’s experiences of trauma, despite the fact that the texts all grapple with the aporetic nature of trauma and the paradox of representing the unrepresentable. To this end, they utilise various strategies – temporal disjunctions and fragmentations, silences and lacunae, elements of the fantastical and surreal, magical realism, and instances of abjection and dissociation – to gesture towards the inexpressible, or that which is incommensurable with language. I argue that, ultimately, it is the endings of these stories which suggest the unrepresentable nature of trauma. Traumatic experience poses a challenge to representational conventions and, in its resistance, encourages a realisation that new ways of writing and speaking about trauma in the African continent, particularly with regards to children, are needed.<br>Adobe Acrobat 9.54 Paper Capture Plug-in
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Haas, Sara C. "Child-Centered Play Therapy with Children Affected by Adverse Childhood Experiences: A Single Case Design." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062850/.
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Child centered play therapy (CCPT) is a therapeutic intervention that provides the environment for children to work through and heal from difficult experiences through expression of play and therapeutic relationship. It has been demonstrated effective with multiple types of disruptive behaviors. I conducted single-case research to explore CCPT's influence on children who had four or more adverse childhood experiences (ACEs) and provided analysis of data collected from one assessment administered weekly and one assessment at pre-, mid-, and post-intervention: the Strength and Difficulties Questionnaire and the Trauma Symptoms Checklist for Young Children. The two participants (one 8-year-old White American male and one 9-year-old White American female) demonstrated significant improvement in total difficulties and prosocial behaviors. The study revealed potential therapeutic benefits for utilizing CCPT with children who had four or more ACEs. Encompassed in discussion of study results are implications for practice, suggestions for future research, and limitations.
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Glanville, James. "A critique of various pastoral care methods in regard to the traumatic death of a child the traumatic death of a child - a challenge for pastoral care /." Pretoria : [S.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-07242008-091748/.
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Bakelaar, Susanne Yvette. "A comparison of cognitive functioning, resilience, and childhood trauma among individuals with SAD and PTSD." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80200.
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Thesis (MA)--Stellenbosch University, 2013.<br>ENGLISH ABSTRACT: Background: Both human and animal studies indicate that early trauma can influence brain development and
can lead to dysregulation and dysfunction. This includes cognitive deficits. The risk of childhood trauma (CHT)
and resulting cognitive deficits are well established in Posttraumatic Stress Disorder (PTSD). This is not the
case for Social Anxiety Disorder (SAD). The experience of CHT does not inevitably lead to later
psychopathology, suggesting that resiliency factors may be at play. Indeed, research shows that resilience is
protective against the development of PTSD although this has not been well studied in SAD, particularly in the
context of childhood trauma and neurocognition. Methods: This exploratory study assessed for the possible
contribution of CHT on cognitive functioning in adults with SAD. We assessed 44 individuals who formed part
of a larger study on neurocognitive and neuroimaging correlates in a sample drawn from the Western Cape,
South Africa. Using a neuropsychological test battery, memory, attention and executive functioning (EF)
(underpinned by hippocampal, cingulate cortex and pre frontal-cortex function respectively) were assessed.
CHT was assessed with the Childhood Trauma Questionnaire (CTQ). We compared neurocognitive and
resilience (CD-RISC) variables across four groups (SAD with trauma, SAD without trauma, PTSD and healthy
controls) using analysis of variance (ANOVA) statistics. Results: None of the groups differed significantly on
cognitive variables, however, on average all outcomes were in the predicted direction. Separate analyses for the
traumatised groups only showed a significant effect for EF and attention, suggesting an association between EF,
attention and CHT. On a measure of resilience, healthy controls had significantly higher resilience scores than
the other 3 groups. Unexpectedly, SAD and PTSD groups with CHT had higher resilience scores than the SAD
group without CHT, suggesting that resilience moderates CHT. Lastly individuals with SAD and PTSD with
CHT reported more emotional abuse and neglect than any other type of childhood trauma. Conclusion: This
exploratory study is unique in its comparative assessment of the effects of CHT and resilience on discussed.<br>AFRIKAANSE OPSOMMING: Agtergrond: Beide mens- en dierestudies dui daarop dat vroeë trauma brein ontwikkeling kan beïnvloed en kan
lei tot disfunksie. Dit sluit kognitiewe tekortkominge in. Die risiko van vroeë kinderjare trauma (KJT) en die
gevolglike kognitiewe tekortkominge is goed gevestig in Posttraumatiese stresversteuring (PTSV). Dit is egter
nie die geval in Sosiale angsversteuring (SAV) nie. Die ervaring van KJT lei nie noodwendig tot latere
psigopatologie nie, wat daarop dui dat veerkragtigheidsfaktore 'n rol kan speel. Trouens, navorsing toon dat
veerkragtigheid beskermend is teen die ontwikkeling van PTSV, maar dit is egter nie behoorlik nagevors in
SAV nie - veral nie in die konteks van vroeë kinderjare en neurokognisie nie. Metodologie: Hierdie
verkennende studie het die invloed van KJT op kognitiewe funksionering in 44 individue geëvalueer. Hierdie
studie het deel gevorm van 'n groter studie oor neurokognitiewe- en neurobeeldingskorrelate in 'n steekproef
wat gewerf is uit die Wes-Kaap, Suid-Afrika. ‘n Neurosielkundige toetsbattery was gebruik om geheue, aandag
en uitvoerende funksionering (UF) (wat onderskeidelik deur die hippokampus, cingulate korteks en
prefrontale korteks ondersteun word) te assesseer. KJT is beoordeel met die "Childhood Trauma Questionnaire"
(CTQ). 'n Analise van variansie (ANOVA) was gebruik om die neurokognitiewe en veerkragtigheid (CD-RISC)
veranderlikes oor vier groepe (SAV met trauma, SAV sonder trauma, PTSV en gesonde kontrole) te vergelyk.
Resultate: Nie een van die groepe het beduidend verskil van mekaar op grond van kognitiewe veranderlikes nie,
maar oor die algemeen was alle uitkomste in die voorspelde rigting. Afsonderlike analises op die
getraumatiseerde groepe het 'n beduidende effek gehad vir UF en aandag, wat dui op 'n assosiasie tussen UF, aandag en KJT. Die gesonde kontrole het beduidende hoër veerkragtigheid tellings as die ander 3 groepe gehad.
SAV en PTSV groepe met KJT het teen verwagtinge hoër veerkragtigheidstellings gehad as die SAV sonder
KJT, wat daarop dui dat veerkragtigheid KJT modereer. Laastens, individue met SAV en PTSV met KJT het
meer emosionele mishandeling en verwaarlosing gerapporteer as enige ander tipe kinderjare trauma.
Bespreking: Hierdie verkennende studie is uniek in sy vergelykende evaluering van die invloed van KJT en
veerkragtigheid op die neurokognisie in deelnemers met SAV en PTSV. Beperkings en aanbevelings vir
toekomstige navorsing word bespreek.
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Reuleaux, Nele. "Nationalsozialistische Täter : die intergenerative Wirkungsmacht des malignen Narzissmus /." Gießen : Psychosozial-Verl, 2006. http://www.loc.gov/catdir/toc/fy0804/2007385082.html.
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Tepley, Robert Phillip. "A critical analysis of the recovered memory controversy /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.
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Sefer, Ibrahim. "Newly arrived children's art / story book 2004." [Adelaide]: Migrant Health Service, 2004. http://www.health.sa.gov.au/library/Portals/0/drawings-and-dreams-newly-arrived-childrens-art-story-book.pdf.
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This project was funded by the Department for Families and Communities A collaboration between Ibrahim Sefer, newly arrived boys and girls aged between 4 and 14 years from Culturally and Linguistically Diverse Backgrounds and the Migrant Health Service (Adelaide Central Community Health Service).
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Queiroz, Flávia Cristina Amaro. "Representação no campo do traumático: a enfermidade grave na infância e o impacto sobre o desenvolvimento." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/47/47131/tde-17042012-121637/.
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O presente trabalho teve como objetivo investigar a dinâmica psíquica de crianças vítimas de uma enfermidade grave e a possibilidade de permitir maior mobilidade da dinâmica psíquica dessas crianças por meio da técnica lúdica e do trabalho de busca de representabilidade, a partir da premissa de que a enfermidade grave na infância é uma situação traumática dentre tantas outras possíveis. Delineamos, para tal entendimento, um percurso que se inicia nas primeiras inscrições psíquicas e na construção de representações e, em seguida, apresentamos a maneira como uma situação traumática pode fragilizar a mente. Enfatizamos a possibilidade de representação, mediante as intervenções psicanalíticas, partindo do princípio de que é por intermédio da condição simbólica que o indivíduo se desenvolve. Realizamos um estudo teórico-clínico de duas crianças que foram submetidas à operação para correção de cardiopatia congênita e, consequentemente, internação em unidade de terapia intensiva. O estudo consistiu de intervenções psicanalíticas que privilegiaram o oferecimento de um continente com rêverie, com uma proposta de acompanhar a criança no confronto com questões que fogem da esfera de representações, por intermédio do brincar, favorecendo a não paralisação e o não congelamento de sua rede simbólica e de significados. O Procedimento de Desenhos-estórias foi utilizado no início e final do processo como apoio para as intervenções e avaliações. Por meio das intervenções psicanalíticas, dos recursos teóricos-técnicos utilizados, observamos algumas modificações na linha de representação dos conflitos e um início de mudança na forma das crianças brincarem e se expressarem graficamente<br>This study aimed to investigate the psychological dynamics of child victims of a serious illness and possibility of allowing greater mobility of the psychological dynamics of these children through recreational technical and search representative from the premise that serious illness in childhood is a traumatic situation among many others possible. Outline for such an understanding, a journey that starts in the first registration and the construction of mental representations and then present how a traumatic situation may weaken the mind. We emphasize the possibility of representation by the psychoanalytic interventions, assuming that it is through the symbolic condition that the individual develops. We conducted a theoretical and clinical study of two children who underwent surgery for repair of congenital heart disease and, consequently, admission to the intensive care unit. The study consisted of psychoanalytic interventions which recommended the offer of a continent with reverie, with a proposal to accompany the child in confronting issues that are beyond the realm of representations, through the play, not favoring the strike and not freeze your symbolic condition. The Drawing-stories was used at the beginning and end of the process as support for interventions and evaluations. Through psychoanalytic interventions, theoretical-technical resources used, we observed some changes in the line representing the beginning of a conflict and change in the way children play and express themselves graphically
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Altawil, Mohamed A. S. "The effect of chronic traumatic experience on Palestinian children in the Gaza Strip." Thesis, University of Hertfordshire, 2008. http://hdl.handle.net/2299/2543.
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In this research, two studies were conducted in order to examine the psychological, social, somatic and educational effects of chronic traumatic experience on Palestinian children over the six years of the Al-Aqsa Intifada (2000-2006). Firstly, a quantitative study was conducted which aimed to explore the long-term effects of war and occupation on the Palestinian children in the Gaza Strip. The sample consisted of 1,137 children aged between ten and 18 years randomly selected from all parts of the Gaza Strip to participate in the study. The participants completed a Checklist of Traumatic Experiences (CTE), a Symptoms of Post Traumatic Stress Disorder Scale (SPTSDS), a Network of Psycho-Social Support (NPSS) and a Personality Assessment Questionnaire (PAQ). This study found that every child in Palestine is likely to have been exposed to at least three traumatic events. Importantly, this study also found that 41% of the participants suffered from Post-Traumatic Stress Disorders (PTSD). This indicates that there are potentially more than 300,000 children in the Gaza Strip in need of psychological, social,and medical services in the areas of rehabilitation and therapeutic treatment. The study revealed that the support of family, friends, relatives, teachers, and spiritual leaders can be of great help. In addition to this, positive traits of personality can reduce the effects of PTSD. Secondly, a qualitative study aimed to explore, in more depth, the moderating factors relating to Palestinian children who have been exposed to chronic traumatic experiences, particularly the children who show low levels of PTSD. The sample consisted of six children interviewed in Arabic by using a semi-structured interview. They were aged between 13-18 years. The participants were selected according to the amount of traumatic events and level of PTSD experienced by the children who took part in the first study. This study found that the moderating factors and levels of influence which protected them from developing PTSD are positive personality traits and ideological commitment, psychosocial support, entertainment and adaptation or acclimatization. This research concluded that having a normal childhood in Palestine is unlikely in the current circumstances and the future psychological well-being of Palestinian children is at risk of being compromised by on-going traumatic experiences.
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Uys, Joachim De Klerk. "The effects of early life trauma on the neurochemistry and behaviour of the adult rat." Thesis, Link to the online version, 2006. http://hdl.handle.net/10019/1249.
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Neethling, Leonore. "The effect of sexual harassment in the workplace on employee well-being." Diss., Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-09052005-112648.
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Hispagnol, Isabela Garcia Rosa. "O impacto de uma situação potencialmente traumática na relação de cuidados, sob a perspectiva da teoria do apego." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20564.
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Previous issue date: 2017-10-16<br>Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq<br>The relationship of care in early childhood is considered one of the most important
aspect on the child’s physical and emotional development. The conditions under
which this relationship occurs profoundly influence the child's construction of himself
and the way he relates to the world around him. Adverse events such as violence,
accidents, disasters, when perceived as a threat to life or physical integrity, impact
not only the child who has experienced such a situation but also those who take care
of her. This paper aims to understand the impact of a potentially traumatic situation
on the care relationship, through the experience of the primary caregiver of a child up
to twelve years of age who has experienced unintentional injury. The epistemology
used was the Theory of Attachment developed by John Bowlby. It is a multiple case
study with semi-structured interview to address the caregiver's experience. Three
mothers of children between two and ten years of age participated in this qualitative
study. From the result of the interviews the following categories of meanings were
constructed: construction of the behavior of caring, which contemplated the
internalized mother, the idealized mother and the possible mother; reactions and
feelings at the moment and soon after the incident with the child; post-traumatic
reactions; need to provide protection; balance between the various systems; the
child's reactions to the event; new homeostasis among then. The changes regarding
the caregiver system were related to certain factors such as: the previous emotional
structure of the mother; the characteristics of the event; the perception of danger;
and self-perception as a mother. The possible consequences for children's emotional
development were also discussed. It was pointed out the necessity of new
researches that approach this subject<br>A relação de cuidados na primeira infância é tida como primordial para o
desenvolvimento físico e emocional do ser humano. As condições sob as quais esta
relação ocorre influenciam profundamente a construção da criança acerca de si
mesmo e o modo como se relaciona com o mundo a sua volta. Eventos adversos
como violência, acidentes, desastres, quando percebidos como uma ameaça à vida
ou à integridade física, impactam não só a criança que passou por tal situação como
também a quem dela cuida. Este trabalho tem como objetivo compreender o impacto
de uma situação potencialmente traumática na relação de cuidados, pela
experiência do cuidador principal de uma criança de até doze anos que tenha
passado por uma situação de ferimentos não intencionais. A epistemologia utilizada
foi a Teoria do Apego desenvolvida por John Bowlby. Trata-se de um estudo de
casos múltiplos instrumentos, com entrevista semidirigida para abordar a experiência
do cuidador. Três mães de crianças entre dois e dez anos participaram deste estudo
qualitativo. A partir do resultado das entrevistas foram construídas as seguintes
categorias de significados: construção do comportamento de cuidar, que contemplou
a mãe internalizada, a mãe idealizada e a mãe possível; as reações e os
sentimentos no momento e logo apos o incidente com a criança; as reações póstraumáticas;
a necessidade de dar proteção; o equilíbrio entre os diversos sistemas;
as reações da criança ao evento; nova homeostase da dupla. As mudanças com
relação ao sistema cuidador estavam relacionadas a determinados fatores como: a
estrutura emocional prévia da mãe; as características do evento; a percepção de
perigo; e a autopercepção como mãe. Foram discutidas as possíveis consequências
para o desenvolvimento emocional das crianças, bem como foi apontada a
necessidade de novas pesquisas que abordem este tema
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Samuelson, Magdalen Lorenz. "Captive Still Life." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/1344.
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Captive Still Life is the fictional story of Marcus Penikett, a seventeen year old celebrity trapped in a scary, suburbanite housing community called Morningside. Marcus Penikett will never escape the childhood incident at the Zoo that made him and the Penikett family famous —the infamous TIME cover of his bleeding face hangs outside of his room, forever documenting and haunting Marcus with the past. Now, Marcus is determined to leave the housing community of Morningside, Georgia to get away from his control freak mother Elise, his absent professor father Otto and a menagerie of other Morningside residents. This plan is complicated by his love for fellow neighbor Olivia, sexual relationship with the maid Sue and Morningside's uncanny 'power' to thwart Marcus' goals.
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Arruda, Camila Parducci. "Imagens que falam: um estudo de caso de uma menina com queixa de abuso sexual." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20309.
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Previous issue date: 2017-08-18<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES<br>In the world’s population, about 20% of women and 5% to 10% of men report having been sexually abused in childhood (WHO, 2014). This research approached the theme from the theory and practice of Analytical Psychology, and aimed at conducting a clinical study of a five year old girl with a complaint of sexual abuse. The psychodynamics and emotional state of the child are described based on an interpretive and symbolic analysis of her graphic and verbal expressions. The qualitative method used was that of the case study. The analysis is based upon impressions gained and data gathered during six psychodiagnostic sessions that included anamnesis with the mother of the child, application of HTP, CAT-A, drawing of the Person in the Rain, spontaneous graphic productions, observations of play and the child’s behavior. The case study identified signs of complex trauma (VAN DER KOLK, 2005), with characteristics that frequently occur in cases of child sexual abuse, such as dissociative defenses, sadness, lowered self-esteem, insecurity, graphic expressions of imprisonment and contents that clearly held sexual connotations. It was found that the therapeutic setting offers a protective and all-encompassing place for the expression of anguish and pain in cases of victimization and/or complaint of sexual abuse, as well as for the symbolic disclosure of the trauma and its consequences. The study concludes that early psychological intervention is fundamental to minimize severe prognosis when child sexual abuse is suspected and to assist the child in his/her development<br>Na população mundial, cerca de 20% das mulheres e de 5 a 10% dos homens relatam ter sofrido abuso sexual na infância (OMS, 2014). O presente trabalho aborda o tema a partir da teoria e prática da Psicologia Analítica, e seu objetivo foi realizar um estudo clínico de uma menina de cinco anos com queixa de abuso sexual. Descreveu-se a psicodinâmica e o estado emocional da criança e realizou-se uma análise interpretativa e simbólica de suas expressões gráficas e verbais. O método qualitativo utilizado foi o do estudo de caso. A análise realizada foi elaborada a partir de seis sessões de psicodiagnóstico, compostas por anamnese com a mãe da criança, aplicação de HTP, CAT-A, desenho da Pessoa na Chuva, produções gráficas espontâneas, observações do jogo lúdico e do comportamento da criança. O estudo de caso identificou indícios de trauma complexo (VAN DER KOLK, 2005), com características que se apresentam com frequência em casos de abuso sexual infantil, tais como defesas dissociativas, tristeza, autoestima rebaixada, insegurança, expressões gráficas de aprisionamento e com marcante significado sexual. Pôde-se perceber que o setting terapêutico oferece um espaço continente para expressão de angústias e dores em casos de vitimização e/ou queixa de abuso sexual, assim como para o desvelamento simbólico do trauma e de suas consequências. Conclui-se que a intervenção psicológica precoce é fundamental para minimizar prognósticos graves nos casos de suspeita de abuso sexual infantil e auxiliar a criança em seu desenvolvimento
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Clack, Maureen. "Returning to the scene of the crime the Brothers Grimm and the yearning for home /." Access electronically, 2006. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20080807.150418/index.html.
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Brown, Adam. "Understanding male juvenile sexual offenders : an investigation of experiences and internalized masculinity : a project based upon an independent investigation /." View online, 2008. http://hdl.handle.net/10090/5870.
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Graumann, Esther. "Attention deficit hyperactivity disorder as a response to traumatic stress." Diss., Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-05072007-174733.
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Hosford, Donna J. "The impact of psychological trauma on neuropsychological functioning in children aged 8-13." Thesis, 2010. http://hdl.handle.net/10210/3237.
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D.Phil.<br>Profound psychological trauma, which may lead to Post Traumatic Stress Disorder (PTSD) can continue to negatively impact the lives of its victims for years after its occurrence. Psychological trauma is seen across cultures in people of all ages, the world over, and South Africa’s high levels of crime and violence, HIV and AIDS, and road accidents, make the topic especially pertinent. The symptom clusters of PTSD, included in the Diagnostic and Statistical Manual of Mental Disorders 4th Edition – text revised (DSM-IV-TR; American Psychiatric Association, 2000), namely Re-experiencing, Avoidance and numbing, and Increased Arousal can lead to significant distress and may interfere with all facets of life, including social functioning, career goals, romantic relationships, leisure activities, and mental wellbeing. The effects of trauma in childhood may be different than when it occurs in adulthood, due to developmental processes occurring on physical, emotional, and cognitive levels (e.g. Drell, Siegel, & Gaensbauer, 1993; Perrin, Smith, & Yule, 2000). As such it is clearly important to understand the effects of trauma specific to children. A fair amount of literature is available which discusses the emotional and psychological consequences of trauma in children. Similar studies with regard to PTSD are also available. However, a holistic picture of either psychological trauma, or PTSD in childhood should also include neuropsychological aspects, functions such as attention and concentration, planning, organisation, psychomotor speed, and memory in which dysfunction may interfere with children’s development and futures. Although the field of neuropsychology has traditionally investigated how the brain responds to physical trauma or disease processes, recent decades of technological advancement have made it possible to understand that psychological trauma may actually result in neurobiological abnormalities.
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Carew, Sandra Ann. "The psychological effects of art therapy on children who have experienced traumatic grief." Diss., 2004. http://hdl.handle.net/10500/1919.
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This thesis investigates the literature on trauma and grief in order to explore the existence of the phenomenon of traumatic grief in children. Appropriate therapies are explored for treating traumatic grief in children. The focus in this research is on non-directive art therapy as the literature has found it to be useful in traumatic circumstances. The therapeutic relationship and the focus on containment are valuable in addressing the primary need of the child in therapy especially when traumatic grief is to be addressed.
A qualitative case study approach was chosen. Two case studies were selected to investigate the phenomenon of traumatic grief in children. Purposeful sampling was used to select the cases to observe the phenomenon of traumatic grief. The case studies included pre-therapy and post-therapy assessments, which included cognitive, emotional and behavioural assessments. Art therapy was found to address the problems in the two cases.<br>Educational Studies<br>M.Ed.
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Alho, Chantelle Manuela. "The social effects of the exposure to domestic violence during childhood : a socio-educational perspective." Diss., 2015. http://hdl.handle.net/10500/20068.
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Despite the growing recognition of the prevalence of domestic violence worldwide, there is an increasing number of women reporting abuse, and there are those who have died at the hands of their abusers. Many of these domestic violence situations involve children who grow up carrying the physical and/or emotional scars of abuse into adulthood, which also has negative implications for their social well-being. This study adopts a qualitative approach to analysing emerging themes relating to the experiences of eight adult participants (four men and four women) who have lived in domestically violent homes during their childhood. The study deals with definitions of abuse, the social, physical, emotional, cognitive, behavioural and psychological effects of abuse and identifies the social consequences of growing up in a violent home. With reference to the research interviews, it is the researcher’s finding that if there is violence in the home, children’s socialisation will be impaired. The results of the study support the hypothesis that the socialisation of adults and their ability to form healthy relationships are hindered by being exposed to domestic violence during childhood. In terms of the goals of intervention, the basic principle is that children need to be provided with a safe environment, appropriate discipline and a secure relationship with an attentive caregiver. The ultimate goal of intervention is to prevent further harm and promote recovery. Socio-educational goals include being taught to communicate and settle differences without the use of violence, to promote the development of well-adjusted social beings.<br>Educational Foundations<br>M. Ed. (Socio-Education)
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Van, der Spuy Charmaine. "Treating trauma in early childhood by utilising eye movement integration therapy." Thesis, 2015. http://hdl.handle.net/10210/14065.
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M.A.(Clinical Social Work)<br>In South Africa, trauma is a vivid reality for many children. Unfortunately due to a lack of resources and knowledge, many children in early childhood who experience trauma symptoms are left untreated. Children in this developmental phase of early childhood, have a limited vocabulary, which adds to the challenge of effectively treating trauma through alternative talk therapies. Neurotherapies like Eye Movement Integration Therapy (EMI), which does not rely on the verbal ability of the child, has therefore gained a lot of interest. The goal of this study was to explore whether EMI can be a useful intervention in treating trauma in early childhood. The objectives included to, i) determine whether or not a change in trauma symptoms was evident from pre- to post-EMI intervention, using the Trauma Symptom Checklist for Young Children (TSCYC); ii) explore the perceptions of parents/caregivers regarding EMI’s effectiveness in the reduction of trauma symptoms; and iii) formulate conclusions and recommendations regarding EMI’s implementation as a trauma intervention with children in early childhood. The researcher followed an exploratory design. The one-group pre-test/post-test design was utilised for conducting the study. The study made use of the Trauma Symptoms Checklist for Young Children (TSCYC), a parent/caregiver report that measures the prevalence and intensity of trauma symptoms like anger, anxiety, dissociation, post-traumatic stress intrusion, post-traumatic stress avoidance, post-traumatic stress arousal, post-traumatic stress total and sexual concerns, in order to determine if a single EMI session could produce a change in trauma symptoms. The group was measured prior to the administration of one EMI session, which according to Beaulieu (2004) is sufficient to result in a measurable change in trauma symptoms. Two weeks later the group’s symptoms were re-measured, using the same instrument. The prescribed EMI protocol was followed. Although the findings from studies of EMI with adults and teenagers appear promising, the usefulness of EMI with young children has not been explored. The results from the study indicated that all of the symptoms as measured by the TSCYC reduced significantly (p<.05) after a single EMI session. It would therefore appear as if EMI might be a useful intervention strategy to treat trauma experienced during early childhood.
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Struwig, Elsabet. "An exploratory study on the usefulness of eye movement integration therapy in overcoming childhood trauma." Thesis, 2010. http://hdl.handle.net/10210/3277.
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M.A.<br>Since 1994, there have been various changes in social work in South Africa, changes that reflect developments in international social work. Social workers are described as generalist practitioners, who must be able to address their clients’ problems on different levels of service delivery and drawing on an eclectic range of theories and intervention models. Trauma is a definite reality in South Africa and only one of many problems that social workers face. Eye Movement Integration Therapy (EMI) is a therapy that has its roots in neurolinguistic programming (NLP). Steve and Connirae Andreas researched the possible link between eye movements and therapeutic growth. Subsequently EMI was developed to facilitate the reduction of trauma symptoms. Danie Beaulieu studied under the Andreas’s and developed the technique further. According to contemporary research, the amygdala is responsible for storing trauma memories. These memories are fragmented, as they are stored in the sensory modalities and have no narrative. The precise mechanisms of EMI are still unknown. It appears, however, that EMI, with its 22 eye movements, assists with the integration of fragmented trauma memories. The effectiveness of EMI with the adult population has been studied, but not its usefulness with children. The goal of this study was therefore to explore the usefulness of EMI in overcoming childhood trauma. A sample of 12 children, aged 14-16 years, who had experienced trauma, underwent a single session of EMI with the researcher. A multi-method approach was utilised as both qualitative and quantitative methods were implemented. The quantitative component took the form of the Trauma Symptom Checklist for Children (TSCC) administered before and after the single EMI session. The qualitative component of this study had two parts, namely a semi-structured interview with the parents/caregivers of the children conducted after the EMI session, and a journal that the researcher kept throughout the data collection process. The study found that EMI effectively and significantly reduced the trauma symptoms of the respondents. The successful clinical application of the intervention with children also showed that EMI is a useful technique in the recovery from childhood trauma.
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Rivera, Susana. "Culturally-Modified Trauma-Focused Treatment for Hispanic children : preliminary findings /." 2007.
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Salazar, Guadalupe. "Street children in Chile : Second class citizens in making /." 2004. http://wwwlib.umi.com/dissertations/search.
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Porter, Stephen. "An architectual mind : the nature of real, created, and fabricated memories for emotional childhood events." Thesis, 1998. http://hdl.handle.net/2429/9568.
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The false/ recovered memory debate has highlighted the complexities involved in assessing the
validity of memories for emotional childhood events. This dissertation begins by tracing the history
of the dominant school of thought on memory, the spatial perspective, as well as far less
conspicuous reconstructive views, and challenges influential modern spatial views (e.g., repression) in
light of a more defensible reconstructive model. The empirical component of this dissertation was
designed to compare the nature of real, created, and fabricated childhood memories for emotional
events within individuals. The critical issues being addressed in the experiment were: (1) whether
people could come to remember false ("created") memories for emotional events; (2) if so, whether
differences existed between created memories and real and/or intentionally lied about (fabricated)
memories, and; (3) whether there were individual differences in susceptibility to created memories.
Using a variation of an approach developed by Hyman, Husband, and Billings (1995), a
questionnaire was forwarded to participants' parents inquiring about six categories of negative
emotional events (serious medical procedure, serious animal attack, getting seriously hurt by another child, serious
indoor accident, serious outdoor accident, and getting lost) which the participant may or may not have
experienced between the ages of 4 and 10 years. Parents were asked to describe each event which
had occurred and to give a number of specific pieces of information relating to the event. Based on
the questionnaire information (85% response rate), 77 participants were interviewed about each of a:
(1) real event; (2) false event; and (3) fabricated event, in three weekly-spaced interviews. Over the
three interviews, the interviewers attempted to implant a created memory for the false emotional
event using encouragement, context reinstatement, guided imagery, and instructing daily recall
attempts. In the first interview, participant were asked about the real event and the false event
(counterbalanced), each introduced as a true event. They were provided the event tide and four
specific pieces of information to cue their memories (their age, location, season/ month, and people
present), based on questionnaire information (contrived for the false events). In the second
interview, participants were re-interviewed about their memories for the false event followed by the
implantation procedure. In the third interview, participants were again interviewed about the false
event with the same interview approach. Finally (after the last attempt at recalling the false event),
they were provided written instructions to fabricate a childhood memory, again with an event
category and four information clues, given preparation rime and a monetary incentive, and
interviewed about the fabricated event with the same format as the other two memory types.
Following transcription of the two or three (if a created memory had emerged) final memory
reports, the memories were compared on several dependent measures, collectively designated the
Memory Assessment Procedure (MAP), relating to their subjective and presentation characteristics.
Participants were then asked to complete a Dissociative Experiences Scale (DES) questionnaire to
examine if susceptibility to created memories was related to a general dissociative cognitive pattern.
Results indicated that twenty (26%) of participants created complete memories for the false
emotional events (seven animal attacks, five instances of getting seriously hurt by another child, four
serious outdoor accidents, three episodes of getting lost, and one medical procedure). Furthermore,
29.9% of participants reported some false information pertaining to the false event ("partial"
memories), for a total of 55.9% of participants recalling information relating to the false event. The
remaining participants (44.2%) reported no information pertaining to the false event. There were
several interesting differences among the three memory types, including stress ratings, vividness/
clarity ratings, confidence ratings, coherence, number of details, repeated details, and memory
failures. For example, when relating a created memory, participants were less confident and the
memories were less vivid and detailed compared to the other memory types, but similar in sensory
components and relevancy. On the other hand, participants were highly confident in their
fabricated memories which were rated as highly stressful and vivid, and the memories were detailed.
However, when relating a fabricated memory, participants repeated details and were less willing to
admit lacking memory, relative to real memories. Other findings are reported on the origin of the
created memories, age factors, memory perspective, reasons provided for first forgetting the false
event, and post-interview confidence in the created memories. On the DES , participants who had
come up with a partial or a created memory scored, on average, about twice as high as those
participants who had recalled no false information, indicating that susceptibility to memory
distortion may be related to a general dissociative pattern.
This was the largest scale created memory study to date and the first to look at a variety of
emotional childhood events and the content of the memories. Implications of the findings for the
false memory debate and memory assessment in forensic contexts are discussed.
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Rungan, V. "The effect of the death of a parent on the psychic life of a child." Thesis, 1997. http://hdl.handle.net/10530/736.
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Submitted in fulfilment of the requirement for the degree MASTER OF EDUCATION
in the Department of Educational Psychology of the Faculty of Education at the
University of Zululand, 1997.<br>The aim of this study was to establish the effect of the death of a parent on the psychic life of a child and the support available to assfst the child in his bereavement.
As introduction a psychopedagogic perspective of the family was given in describing marriage, the family as an education milieu, parental roles and the special relationship between parent and child. The accompaniment of the child towards adulthood is dependent on the quality of the parent-child relationship. The parents' educational responsibility is to provide adequately for the physical, psychological and spiritual needs of the child.
The death of a parent is a traumatic experience for the child. The child feels the effects of death as intensely as an adult but in different ways. Research contributions on how children develop an understanding about death are in general agreement that this understanding develops in an orderly sequence from a state of total unawareness in very early childhood through stages to the point where death can be considered logically in cause of terms and outcome. The death of a parent can affect the child physically and psychologically. If the crisis situation of the child after the death of a loved one is not overcome, his becoming toward adulthood might be stifled. A wide range of behaviour problems may result in affective lability and hamper the child's cognitive development.
To overcome the trauma of the death of a parent the child needs support from people close to him - people he knows and trusts. After the death of a parent the process of mourning is considered as very important to the child's -recovery", and needs to be facilitated by the remaining parent or by other significant adult figures. The church, school and welfare institutions also play an important role in rendering support to the bereaved child and his family.
In conclusion, the findings emanating from the literature study were presented. Based on these findings, the following recommendations were made:
Urgent attention must be given to the introduction of death education programmes in schools.
School guidance counsellors must initiate the establishment of programmes on death and dying in schools.
Further research on the affect of the death of a parent on children should be undertaken.
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Okoya, Wenimo Chaunne. "Adoption of Trauma Sensitive Practices in NYC Elementary-Level Community Schools." Thesis, 2019. https://doi.org/10.7916/d8-pb0r-0024.
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Adverse childhood experiences (ACEs) influence student learning, behavior, and lifelong health and success. About one in four children have experienced at least one traumatic event (e.g., household dysfunction, neglect, and/or abuse) before the age of four, and that rate more than triples for children living in poverty. Trauma sensitive schools have been disseminated as a way to address this need, but there is little research on the topic.
This study sought to improve understanding about adoption of trauma sensitive practices in a representative sample of the 77 elementary-level community schools in New York City and to identify facilitators and barriers to adoption of these practices. Thirty schools were randomly-selected, and interviews were conducted with 23 (76.7%) community school directors. Comprehensive Educational Plans were reviewed to supplement the interviews.
The measurements and data analysis were informed by the Behavioral Health and Public Schools Framework (The Framework). Diffusion of Innovation Theory was used to classify facilitators and barriers. Data analysis comprised both deductive and inductive approaches.
The findings indicated that community schools have adopted some practices aligned with the Framework, though services and resources are not delivered in strategic and coordinated ways. School cultures, priorities, and goals are not always well aligned with trauma sensitive practices. There is a wide range of experience among staff and agencies responsible for driving the adoption of trauma sensitive practices, and this is a barrier to adoption of coordinated school-wide approaches. Consequently, while community schools are a promising model, many social-emotional, mental health, and other needs of children and families persist.
Schools are clearly an important social institution within society to foster upward social mobility and increase the chances for youth and children to develop in healthful fulfilling ways and contribute to the democratic society in which they live. But given the unequal and unfair distribution of access to educational resources, employment, housing, health care, income among other social resources, long-term efforts by communities as well as government policies, and investments are needed to ameliorate the traumatic experiences that continue to affect children and families and to prevent the intergenerational trauma that has occurred for centuries.
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Dekis, Constance Emilia. "A Comparative Analysis of the Children’s Depression Inventory Scores of Traumatized Youth With and Without PTSD Relative to Non-Traumatized Controls." Thesis, 2016. https://doi.org/10.7916/D83N23DW.
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This study compared the Children’s Depression Inventory (CDI) scores of traumatized youth with or without PTSD to the scores of a nonclinical comparison group. Diagnostic interviews identified children with PTSD (28), traumatized PTSD negatives (64), and a nonclinical comparison group (41). In the absence of major comorbid disorders, the CDI scores of children and adolescents with PTSD significantly exceeded the CDI scores of traumatized PTSD negatives and controls on the CDI Total, Negative Mood, Ineffectiveness, and Anehdonia scales. The PTSD group also had significantly higher scores than the traumatized PTSD negatives on the Negative Self Esteem scale. Furthermore, as hypothesized, the CDI scores of the traumatized PTSD negatives and controls were not significantly different on any of the six subscales measured. On the other hand, there were three unexpected nonsignificant findings. First, the PTSD group mean CDI Interpersonal Problems score did not significantly differ from the traumatized PTSD negative group. Second, the PTSD group mean CDI Interpersonal Problems score also did not significantly differ from the control group. Finally, the PTSD group mean CDI Negative Self Esteem score did not significantly differ from the control group. Overall, PTSD was associated with increased depression across the majority of the CDI scales and trauma exposure without PTSD was not. Implications for research and practice are considered.
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Beukes, Marni. "The use of indigenous knowledge when working with children who have experienced trauma." Thesis, 2013. http://hdl.handle.net/10210/8711.
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M.Ed. (Educational Psychology)<br>The main aim of this research inquiry was to explore the use of indigenous knowledge by Black-African educational psychologists in South Africa when working with children who have been traumatised. I hoped that the results would provide a better understanding of how indigenous knowledge can be applied in therapeutic interventions in a way that takes into account the client’s cultural preferences. Mental health professionals are becoming more aware that cultural customs and beliefs have considerable influence on therapeutic interventions. The Western conceptualisation of health and illness is insufficient in a culturally diverse society like the one found in South Africa. There is a need to explore how traditional concepts can be incorporated into psychology and how indigenous knowledge can contribute to the wellbeing of a person, from a culturally congruent worldview. In indigenous knowledge, there is recognition that communities have their own definition of healing needs and strategies when addressing trauma. The perception and beliefs about the causation, communication and acknowledgement of the problem are all culturally constructed and can influence psychotherapy. However, there is a lack of research on applying indigenous knowledge in therapy, specifically in the context of children who have been exposed to exploitative trauma (abuse) and loss (death). As such, there is a need in South Africa for the development of psychotherapeutic interventions that are culturally valid, which can be applied to children who have been traumatised. The research approach employed within this study is qualitative. A phenomenological design was followed. The overarching framework was that of social constructivism. I interviewed five black educational psychologists who live in the Gauteng area through the use of snowball sampling. Data was generated through semi-structured interviews. The data collection and analysis process was done through the use of thematic analysis, whereby certain themes were revealed. The psychotherapeutic interventions that were discerned were based mostly on the trauma children experienced due to child abuse and the death of parents. These included 1) use of oral traditions comprising stories, folklore, proverbs and metaphors; 2) rituals, comprising visiting the grave, communication with ancestors through the slaughter of animals and cleansing ceremonies involving the slaughter of animals; 3) games, specifically masekitlana; 4) music, especially singing and drums; 5) the use of Ubuntu to support clients through care, as well as using available family systems to promote systemic support. These interventions are thought to be useful as they are non-threatening; they allow clients to express themselves, they are a way of relating/identifying, they release emotion and they help to release any “impurity”. With the choice of psychotherapeutic interventions, it is important to consider the “goodness of fit” or congruency between the culture and belief system of both the therapist and client. The findings of the study could make a contribution to the field of psychotherapy in South Africa, since it makes a strong case for the inclusion of psychotherapeutic interventions that are sensitive to cultural differences and meet the needs of children’s cultural beliefs.
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Escueta, Maya. "The Economics and Child Development Science of Intergenerational Trauma." Thesis, 2021. https://doi.org/10.7916/d8-a8xg-fk13.
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This dissertation utilizes insights from economics and child development science to examine how trauma transmits across generations from mother to child. The first chapter consists of a literature review in which I survey the existing literature across multiple disciplines on maternal trauma and the early childhood home environment. Specifically, I investigate psychosocial pathways through which maternal trauma may affect maternal capacities and investment decisions, particularly through a mother’s behavioral responses to trauma, and its consequential effects on the early childhood home environment for children. I identify methodological challenges to estimating the effects of maternal trauma on the early childhood home environment, and discuss policy implications and possible avenues for future research.
In my second chapter, I take an intergenerational perspective and review research across disciplines to demonstrate that childhood trauma should be conceptualized as an intergenerational phenomenon that plays a role in the dynamics of inequality. In doing so, I develop a conceptual framework for studying how a mother’s childhood trauma affects her future capacities as a mother and the early developmental outcomes of the next generation. To understand how traumatic environments affect early childhood development, scholars previously have concentrated on two processes: (1) how early adversity and potentially traumatic experiences affect the immediate cognitive and socio-emotional development of children, and (2) the extent to which caregivers, and mothers in particular, can buffer against the potentially detrimental effects of these early experiences. These frameworks acknowledge the importance of environmental influences on both processes, parenting practices and early childhood development. However, they largely ignore the intergenerational dynamics of traumatic experiences, and the consequences of the mother’s own previous traumas on the early childhood home environment she shapes for her children. I focus on the mother as the primary caregiver in the early years of a child’s development, and examine behavioral mechanisms, and specifically parenting, as a potential pathway for the intergenerational transmission of a mother’s childhood trauma. I conclude by discussing future avenues for research and implications for public policy.
Finally, in my third chapter, I present empirical evidence on the intergenerational effects of childhood trauma using the specific case of a mother’s childhood exposure to armed conflict in Sub-Saharan Africa. A mother’s nurturing care is a critical input to early development, particularly for children at elevated risk of early adversity. Little is known, however, about how a mother’s own childhood adversity affects her ability to provide such nurturing care. In this chapter, I use geo-located data on armed conflicts in three countries in Sub-Saharan Africa combined with geo- located household level data on parenting practices and early childhood development to estimate the intergenerational effects of a mother’s childhood exposure to armed conflict on her parent- ing practices and the early developmental outcomes of her children. Difference-in-differences estimates use identifying variation in geographic differences in exposure to conflict across sub- national regions and temporal variation across maternal birth cohorts. I find that mothers exposed to conflict in their early childhood are more likely to use abusive disciplinary practices. They are also less likely to stimulate their children through educational activities, material investments, or sending their children to early childhood education centers. These mothers are also more likely to experience intimate partner violence, and engage in early marriage and early sex, which may be mechanisms by which a mother’s childhood exposure to conflict affects her future maternal capacities and investments, and the early developmental outcomes of her children.
Together, these essays advance our conceptual understanding of the potential long run and intergenerational effects of childhood trauma, and provide causal evidence on aspects of its inter- generational consequences in a specific context in Sub-Saharan Africa.
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Bellantuono, Alessandro. "A Comparative Analysis of the Family Adaptability and Cohesion Evaluation Scales Among Traumatized Urban Youth." Thesis, 2018. https://doi.org/10.7916/D8N01K3P.
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This study compared the Family Adaptability and Cohesion Evaluation Scales, Second Edition (FACES II) scores of traumatized youth diagnosed with posttraumatic stress disorder (PTSD) to the scores of trauma-exposed youth without PTSD and a non-traumatized comparison group. Child diagnostic interviews determined that all participants were free of additional major comorbid disorders. The FACES II scores of children and adolescents with PTSD were not significantly different from the FACES II scores of trauma-exposed youth without PTSD and the non-traumatized comparison group. FACES II scores were also not significantly different between the trauma-exposed youth without PTSD and the non-traumatized comparison group. Accordingly, PTSD and trauma-exposure without PTSD were not associated with variations in the perception of family functioning as measured by the FACES II. Implications for research and practice are considered.
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Yoo, Hyunjoo. "Traumatized Girlhood and The Uncanny: Studies in Embodied Life Writing." Thesis, 2018. https://doi.org/10.7916/D8F77R24.
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This dissertation explores the work of specific female autobiographers or memoirists who have written about their endured emotional or physical wounds inflicted by trauma. Throughout history, women’s writings and experiences have been commonly devalued or excluded from those autobiographical texts within the traditional canon. Further, traumatized women have traditionally been regarded as pathologically divided victims who suffer holes in their psyches. Their stories about traumatized childhood and adolescence are thus treated as insignificant or dangerous and are easily silenced. As a result, life stories of traumatized women have been commonly considered as unfit texts for students to read in class (especially because of concerns about possibilities of (re)traumatizing readers), and thus are commonly omitted from the English curriculum. Considering that the literary world still is dominated by white male writers, this study examines not only traumatized women writers but also women writers who represent “difference” as well as have suffered trauma. This dissertation’s analyzed authors and texts include: Marguerite Duras’s The Lover, Rigoberta Menchú's I, Rigoberta Menchú: An Indian Woman in Guatemala, Susanna Kaysen’s Girl, Interrupted, Marjane Satrapi’s Persepolis, and Alison Bechdel’s Fun Home. These women writers variously demonstrate, through their embodied trauma writings, how easily a seemingly integrated/unitary self can be shattered, how unexpectedly the status quo can be destabilized by certain events in their life-writings, and how subversively the history of the female body can be rewritten. The life-writings by these women, who are non-heterosexual, non-white, and from the lower class, and/or who have lived with disabilities/illnesses, are far from that typical autobiographical writing that emphasizes tests of manhood, or beautifies the linear development of the masculine subject. In other words, they never emphasize their triumph over trauma, do not celebrate selfsufficiency or self-reliance, and are not interested in claiming any authority of their own personal experiences. Rather, they highlight the understanding of their own incompleteness, fragmentation, and self-contradiction, which serves to uncover the fictiveness or myths of self-control or self-mastery typically found in narratives by male and often white-only writers. In their life writings, the traumatized adolescent selves are continuously reshaped and discursively constructed, not as helpless victims of terrifying events, as is frequently assumed, but as those with rebellious, transgressive, and uncanny power, who can disturb patriarchal social norms or regulations in their life writing and come to terms with trauma in their own ways: Duras’s eroticizing trauma in The Lover, Menchú politicizing trauma in I, Rigoberta Menchú: An Indian Woman in Guatemala, Kaysen’s depathologizing trauma in Girl, Interrupted, Satrapi’s and Bechdel’s visualizing unrepresentable trauma in The Complete Persepolis and Fun Home. This study employs poststructural theories that “challenge the unity and coherence of the intact and fully conscious ‘self’ of Western autobiographical practices and the limits of its representations” (J. Miller, 49) to examine traumatized girlhood. In particular, based on feminist poststructural critiques of modernist, Enlightenment assumptions about autobiographical perspectives and voices, the following questions are examined in this dissertation: What words or images do this study’s examined authors utilize as a way to (re- )construct a self out of trauma? What understandings or insights do these authors achieve — or not achieve — while working to come terms with their traumas? In what ways might — or might not — these authors’ memoirs or life writings serve or disrupt a palliative/therapeutic role in what often is termed the healing process? What places, if any, might such autobiographical works focused on women’s experiences of trauma have in the English curriculum within the secondary classroom? And lastly, what and who constitutes the English literature canon, and what debates continue to characterize efforts to expand this canon to include voices of the marginalized?
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Mudenda, John. "Perceptions and understandings about mental health problems of children and adolescents in Zambia : implications for innovative curriculum development for PHC practitioners." Thesis, 2007. http://hdl.handle.net/10413/3174.
Full textAbstract:
An exploratory study covering phase 1 stages 1, 2 and 3 only was undertaken in this large hybrid
research project to determine perceptions and understandings of the practitioners and the
community about mental health problems of children and adolescents in Zambia because so far
there is little known about this phenomenon. The aim of this exploratory study was to gain new
insights into the phenomenon by undertaking a preliminary investigation to determine priorities for the future post doctoral research before a more structured study to develop the PHC innovative curriculum.
The process first 'explored' social reality on the ground to better comprehend the perceptions and
understandings of mental health problems of CA and the curricula model preferences as perceived by the practitioners and the community respectively. This was done to appreciate the "reality of practice" on the ground using the Systems, Ecological, and Biopsychosocial theories which underpinned the four field areas of the study which are: Mental Health, Curriculum Development, INSET and Action Research (AR).
The total project is open-ended with three (3) phases and eight (8) stages, from the initial
exploration of perceptions (phase 1), through reports to government and stakeholders, curriculum development and piloting with health educators (phase 2) and finally implementing the reconstructed curriculum and integration (phase 3) in such a way as to empower primary health workers to themselves do further research. This thesis, covering the initial explorations of
perception, encompasses ONLY the first phase and three stages of this larger qualitative research project because of the Higher Education requirements and funding to try to complete in 4 years.
This entails literature review of all 4 field areas because in order to orientate the first phase and
three stages of such research and to see the implications of results, it is necessary to have a good
grounding in all four.
The research study process commenced with an orientation and introduction of the context and
purpose of the study, followed by the search conferences and focus group meetings using
Qualitative Research Design and Methodology. Search conferences, focus group discussions,
hospital registers and clinic records were the three sources of data collection. Analysis of
Qualitative and Quantitative Data used NVIVO and SPSS 13.0 Statistical Data Analysis Soft ware respectively.
The study showed that mental health problems of Children and Adolescents perceived by the
community and the practitioners were also referred and recorded in various hospital registers. The analysis of data from hospital records on referred cases further showed that there are serious
psychotic mental health disorders in children and adolescents referred for further consultations to
hospitals from the community, some of which are: acute psychotic states, with some associated with HIV/Aids. In addition to these psychotic states, epilepsy, drug and alcohol abuse, child defilement, rape cases, mental retardation and conversion disorders particularly in female children/adolescents appeared to be relatively significant mental health concerns and problems in the researched community sites.
The conclusion of the study suggests that there were more environment related factors perceived to cause mental health challenges to children and adolescents. This finding further suggests that there are similarities of cases referred from the community with those seen in clinical practice areas. The significance of these findings in the reality of practice, implies that the preferred PRISMS curriculum model to be developed later as a post doctoral activity for 'INSET' of PHC practitioners in Zambia should have deliberate blending of curriculum content with more socio-environment related issues than the current traditional curricula models which are more clinical in structure, process and content.<br>Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2007.
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"Evaluating the "what color is your hurt?" programme for traumatised preschoolers in South Africa." Thesis, 2008. http://hdl.handle.net/10210/1688.
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Roux, Anna Magdalena Petronella. "Pastorale berading aan sekondêre slagoffers van misdaad en trauma in die pre-adolessente ouderdomsgroep." Diss., 2005. http://hdl.handle.net/10500/2511.
Full textAbstract:
In this study a research is done on the pastoral counselling given to pre-adolescent secondary victims of trauma and crime in the age group (11-13 years). Certain concepts will be discussed which will be used as a framework for this study. The nature and effect of trauma on the pre-adolessent will be addressed pastoral-theologically. Theories that will be investigated as appropriate on the counselling of the pre-adolessent is narrative theory, Biblical counselling and Stone's crisis counselling. The manner in which assistance will be given through pastors and counsellors to the traumatised pre-adolescent will be investigated and discussed.
The application of certain therapies like narrative therapy, children's drawings, and family drawings, children's drawings as projection-technique and children's drawings as diagnostic aid as well as the interpretation thereof will be explained according to a case study. The shortcomings of some of these approaches will be highlighted and application thereof will also be highlighted.<br>Philosophy, Practical & Systematic Theology<br>M. Th. (Practical Theology)
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Van, der Burgh Nanet. "The effect of Gestalt play therapy in addressing symptoms associated with trauma in children in middle childhood." Diss., 2016. http://hdl.handle.net/2263/57225.
Full textAbstract:
The prevalence and impact of childhood trauma is so extensive that it has come to be known as a silent epidemic. Trauma affects children s social, biological, psychological, and emotional functioning, which impede their ability for healthy self-regulation. Conventional therapies seem to have limited success in addressing the long-term consequences of trauma, arguably due to a lack of understanding the neurobiological impact of trauma and its effect on therapy with traumatised children. Researchers therefore recommend that therapists in the field of child welfare review the way they work with traumatised children, taking into consideration the neurobiological principles informing trauma interventions.
The goal of this research study was to explore the effect of Gestalt play therapy in addressing symptoms associated with trauma in children in middle childhood. As this study aimed to explore more efficient ways of working with traumatised children, applied research was conducted. A mixed methods research approach was utilised in order to combine the advantages of qualitative inquiry and quantitative evaluation. The researcher incorporated a triangulation mixed methods design, combining the single-system design and the phenomenological design at the same time and with equal weight. Data was collected at three consecutive points in the research process to determine the prevalence of trauma-related symptoms and how it changed over time. All three data-collection encounters entailed structured and semi-structured interviews, for which a questionnaire and interview schedule was used respectively. By means of purposive sampling, the researcher with the assistance of social workers from the children s home, selected five participants between nine and 11 years, who presented with trauma-related symptoms, who have been residents of a children s home for more than six months, and who were not involved in any other form of therapy at the time of the research. The findings of the study were in accordance with literature on the impact of trauma, especially on children in middle childhood, and furthermore correlated with a Gestalt perspective of how trauma affects children. Trauma-related symptoms the participants experienced reflected affect- and behaviour dysregulation, alterations in attention and consciousness, distortions in attribution and worldview, and interpersonal difficulties. Though the participants responses to trauma, as well as to Gestalt play therapy, varied; improvement was noted in the overall prevalence of symptoms associated with trauma after implementation of the Gestalt play therapy process. In this regard, the research findings indicated a statistically significant improvement in the total prevalence of trauma-related symptoms the participants experienced before being exposed to Gestalt play therapy, as was confirmed by the qualitative findings.
It was concluded that Gestalt play therapy incorporates suggestions for trauma-informed interventions with traumatised children, and with its strong sensory base and utilisation of non-verbal and creative techniques, was an appropriate therapeutic intervention for addressing trauma-related symptoms in children in middle childhood. Based on these conclusions, it is recommended that professionals who work with traumatised children consider trauma-informed practices in the restoration of self-regulation through non-verbal and creative measures in the context of a safe and accepting relationship. As this research involved a small and limited study sample, further research that could add to the transferability of the findings is advised.<br>Mini Dissertation (MSW)--University of Pretoria, 2016.<br>tm2016<br>Social Work and Criminology<br>MSW<br>Unrestricted
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Van, Niekerk Corne. "Ontwerp en ontwikkeling van 'n praktykmodel vir kinderterapie." Thesis, 2012. http://hdl.handle.net/10210/6377.
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M.A.<br>Children are so often seen as unproductive, dependents that are vulnerable and not responsible for their own actions. Children are in fact individuals in the process of development that can learn to act in a responsible way and to manage their lives. Because children are in the process of development and change, it is a challenge for the therapist to meet the unique needs of the child. This study was developed as a response to a need under social workers for structure in the handling of children with adaptation problems. Social workers need more than just techniques that can be utilized with children in therapy. They also need guidelines on the best techniques to utilize in different phases of the process. This programme aimed at developing an integrated model for child therapy that can be utilized for children who have experienced trauma, who have difficulties adapting to new circumstances, who have behavioural problems or who are in need of personal skills. The Intervention Design and Development Model of Rothman and Thomas (1994) was utilized in the development of the new technological item. The different phases used in the development of the model for child therapy were the following: The problem analysis and planning phase, which included the planning of the study and the setting of goals for the study. The information gathering and synthesis phase, which included an investigation into the available sources for the development of new technology for child therapy. The first focus of the actions in this phase was to identify applicable sources that could be utilized to formulate a theoretical basis for the new technology. The theoretical basis served as a frame of reference to identify the most important aspects of a child that a therapy model should take into account. The next focus was to select existing interventions and technologies that could be used to formulate a practice model that would address the needed aspects of a child. The design phase, consisted of setting a preliminary product. The evaluation phase, which included the implementation of the pilot test and both the process and outcome evaluation. The aim of this phase was to test the programme and to see what can be done to improve on the results and to refine the final product. The implementation and dissemination phase which concluded the study by setting the final product ready for distribution. This product, a model for Functional child therapy, does not provide a recipe for child therapy, nor does it only help children to work through present traumas. The main focus of the model is to help children to become unique individuals within a world that is dominated and structured by adults. Children learn with this model not just to react on adult behaviour, but to become active, responsible role players in their own world.