Interventions for Developmental Trauma

Among the various approaches to working with developmental trauma, practitioners can break down trauma integration into three phases, each with its own dynamics and requirements for treatment:

Establishing a sense of safety and competence. Engage in activities that do not trigger trauma responses and that give pupils a sense of pleasure and mastery while facilitating self-regulation.

Dealing with traumatic experiences with emotionally available adults in a safe and predictable environment will enable the pupil to feel safe and begin to understand their experience. Access to qualified staff to address the depths of previous traumatic experiences can aid the pupil to recover in time.

Integration and mastery. Engaging pupils in “neutral, ‘fun’ tasks and physical games can provide them with knowledge of what it feels like to be relaxed and to feel a sense of physical mastery.”

These interventions, over time, are able to modify the neurochemistry in our brain. Below are the key neurochemicals that play a significant role in altering basic function

KEY FACTS

In reacting to our inner and outer world there is never just one neurochemical firing. there is always a symphony of several different neurochemicals firing at the same time

Opioids play a role in all positive social interactions. Both oxytocin and opioids are soothing “feel-good” chemicals that are known to inhibit aggression and irritability’.

Oxytocin enhances feelings of bonding and affection. Oxytocin is an anti-stress chemical that can calm and reduce anxiety.

When our Dopamine levels are low we will show tiredness, loss of motivation and nothing feels interesting issues with concentration.

Cortisol is the stress chemical and if it stays in the system too long it can have long term detrimental effects and alter long term neurochemistry