Fostering Self-Regulation in Complexly Traumatized Elementary School Children
MetadataShow full item record
Complex trauma is a result of multiple types of severely distressing events that are chronic or repeated in nature and occur over an extended period of time. The events that may lead to complex trauma include, but are not limited to; neglect, chronic verbal, sexual, and emotional abuse, poverty, severe chronic illness, and living in a community with frequent violent crimes or war. Individuals who live under such conditions often experience a sense of horror or helplessness, and that their personal safety or their lives are in danger. Children, especially young ones under the age of five are particularly vulnerable to changes in their neurobiological development as they adapt to the environments in which they live. This often leaves them with hyper-vigilance, anxiety, memory and attention issues, as well as a host of other physical, neurobiological and social-emotional problems that can impede their progress in school. Fortunately, there are many protective factors and some interventions that can reduce the impact of children’s chaotic environments. Schools, teachers and school counsellors function as protective factors. This paper will examine how schools, teachers and school counsellors can act as protective factors and foster students’ development.