There is no excerpt because this is a protected post.
Search results Childhood Trauma and the Brain
26 results for your search phrase: ‘Childhood Trauma and the Brain’
How the brain adapts to adversity
In this video, How the Brain Adapts to Adversity, Professor Eamon McCrory shares what scientists have learned from studying the brain about the impact of abuse and neglect in an accessible way for professionals and carers working with children.
How to promote resilience and recovery
What can we do to help promote resilience and recovery in children following experiences of abuse and neglect? The answer to this question is not easy — there is no quick fix. However, both scientists and clinicians agree on several important principles that can guide those working with children. This videos reflects on these key principle.
Early childhood and the developing brain
Our genes and our early experiences together determine the structure of our brain. But what experiences are the most important? This article explains how early relationships powerfully shape a child’s brain development, creating the foundation for later life. Includes brief introductions to epigenetics, sensitive periods of development, and brain development.
Childhood Trauma: What happens when relationships go wrong?
Childhood trauma can lead to long-lasting changes in the brain. How does this happen? This article explains how brain systems involved in detecting threat, processing reward, and personal (autobiographical) memories adapt to experiences of abuse and neglect.
What is neuroscience and what do we know about brain development? What are the challenges and limitations of current research? In this video, several leading neuroscientists explore these questions.
From the Field: Neuroscience experiments
To improve our understanding of children, neuroscientists look at the brain in tightly controlled experiments. Here are brief summaries of several key experiments that revealed some of the hidden links between early childhood experiences and brain development.
For those of you who have an interest in learning more about this field, here is a list of articles that address different questions in the field. Most are review articles that summarise particular areas of research.
Importance of staying connected to a child’s experiences
Katherine Mautner, Play Therapist at the Anna Freud Centre , explains how foster carers can work towards establishing feelings of trust and safety with the children in their care.
The key role trust plays in learning
Professor Peter Fonagy, Chief Executive at the Anna Freud Centre, discusses why children who have experienced abuse and neglect struggle in educational environments.
How a child’s body tells the story
Tessa Baradon, Child Psychotherapist at the Anna Freud Centre, explains how children’s bodies can carry their experiences of childhood trauma.
What should professionals do when we disagree on how to help a child?
Dr. Dickon Bevington, Medical Director, Anna Freud National Centre for Children and Families, shares four things for professionals to think about when things start going wrong among professionals working with a young person.
How to help children who experience reward differently
Brenda McHugh, Co-Director of the Pears Family School at the Anna Freud Centre, gives some practical examples of how teachers can help children who may experience reward differently.
Childhood Trauma and the Brain for Teachers
Brenda McHugh, Co-Director of the Pears Family School at the Anna Freud Centre, shares how teachers can apply their understanding of the brain’s threat system with the Argument Pizza Method.
What to do when waiting for a diagnosis
Brenda McHugh, Co-Director, Pears Family School, discusses how science gives teachers new descriptions of behaviour that can improve their understanding of a child or young person.