Correlational Theory

Larry Watson suggests that traumatic experiences transform children into adults, and that disturbing experiences lead to changes of mind, growth in morals, and an emerging sense of adulthood.

The goal of this study is to learn the correlation between certain risk factors and the probability of onset for Post-Traumatic Stress Disorder (PTSD). One such correlation is that of military rank to diagnosis of PTSD. Existing research has identified lower rank as a significant predictor of probability for onset (Iversen et al.), but has only lightly touched on possible causes. The objective of the proposed research is to identify the social and institutional phenomenon that cause the correlation. The major thesis is that low socioeconomic status is strongly correlated to lower rank and causally associated with risk of PTSD onset. The association of rank and socioeconomic status as correlated to probability risk for PTSD has not been operationalized in previous research. This research proposal has the following objectives:

Under the original GI Bill (Public Law 78-346), about 4.9 million veterans enrolled in vocational and technical training (Field, Helbel, & Smallwood, 2008). According to the Department of Veterans Affairs, Bradley (2009) surmised that an estimated 112,000 claims for benefits under the new GI Bill have already been processed, and an estimated 250,000 veterans are expected to receive education benefits in the next two years. Perhaps the greatest need of many returning veterans is assistance in addressing psychological and social problems associated with post-traumatic stress disorder (PTSD), traumatic brain injury, or multiple physical injuries (Ford, Northrup, & Wiley, 2009). While, historically, community colleges are charged with serving those outside traditional student populations, it is imperative that institutions of higher education recognize and plan for military and veteran student needs.

The authors aim to identify the mental and physical risks in late adult life that has been negatively influenced by childhood trauma. There are two purposes of this literature review. Results can help develop support or intervention strategies that foster resilience throughout the life course by investigating the correlation childhood trauma has on older adults’ well being (Maschi et. al., 2013, p. 62). Another purpose is to address the gap in literature that examines the influence traumatic events has on later life health.

Recently, studies have taken place to identify whether the major periods of changes in the realms of physical, cognitive, emotional, and social arenas coupled with post-traumatic stress can lead to long lasting negative consequences in the individuals’ lifespan. Whether the stress can negatively impact the

Several different factors can contribute to how a person responds to a traumatic stressor and scientist and theoreticians have found other factors can determine individuals who are more likely to develop PTSD when exposed to a catastrophic event. These factors can include their past exposure to trauma, their mental health history, their families’ history of psychological problem, age, gender, biological makeup, social network, as well accessibility to mental health treatment facilities.

The purpose of this paper is to conduct library research on early childhood trauma and its effects on brain development. This paper will discuss the consequences of early childhood trauma, specifically the manner in which it impacts brain development. Included will be a discussion of What tends to happen to people who experience early childhood trauma. Within the paper will be a description of the consequences of this type of trauma for the urban individual, family, community, or culture. This paper will then identify two of the most effective, evidenced based practice treatment models utilized for survivors of this form of trauma.

Trauma is perceived as a physical or psychological threat or assault to a person’s physical integrity, sense of self, safety and/or survival or to the physical safety of a significant other; family member, friend, partner. (Kilpatrick, Saunders, and Smith, 2003). An adolescent may experience trauma from a variety of experiences, including but not limited to: abuse (sexual, physical, and/or emotional); neglect; abandonment; bullying; exposure to domestic violence and/ or community violence; natural disasters; medical procedures; loss/grief due to a death of a family member(s); surgery; accidents or serious illness; and war (Kilpatrick, Saunders, and Smith, 2003).

It impacts the maturation of specific brain areas at particular ages, the physiological and neuro-endocrinological responses as well as impacting the ability to coordinate cognitions, behaviours and emotional regulation. Therefore, the effect of trauma is different in different developmental stages. Ornitz (1996) has listed critical periods of major structural changes in brain development in accordance with Piaget’s stages of cognitive development. This includes the periods between early childhood (1.5-4 years), late childhood (6-10 years), puberty and mid-adolescence. This ensures that there are widespread implications of trauma in childhood especially in terms of the age at which exposure to trauma occurs as well as the areas of the brain affected. For example, the volume of the brain shows a rapid increase in first two years (Matsuzawa et al., 2001), a time when the development of attachment also takes place. Moreover, this growth is more experience- dependent (Schore, 2001). Children below the age of two also show a greater right brain than left brain

The pervasiveness of these correlations is high and suggesting childhood trauma could play a major role in the psychological health of a person later in adulthood, and there have many studies which have been conducted that could support these theories.

Posttraumatic stress disorder (PTSD) is a widespread disorder that affects certain individuals psychologically, behaviorally, and emotionally following the experience of a traumatic event (Lee et al., 2005, p. 135). However, because of inconsistencies regarding the percentage of individuals who experience PTSD and the percentage of individuals who subsequently develop PTSD, researchers hypothesize that both biological and environmental factors contribute to the development of PTSD (Wolf et al. 2010, p. 328). In order gain a better understanding of this disorder and to discover contributing and predicative factors which contribute to the development of PTSD, this paper analyses the historical context and prevalence of PTSD, the

When I decided to take the trauma course, I was hesitant at first to take it. I did not know what to expect nor felt I would be prepare listen to stories about traumatic occurrences, despite of the number of years I have worked in the field of community mental health. Therefore, now that we are in week eight, I am delighted to have taken this course. The impression I had at first, has changed my insight concerning what is trauma, as for many years, I did not understand why a person in many instances, could not process their trauma. In a quote by Chang stated, “The greater the doubt, the greater the awakening; the smaller the doubt, the smaller the awakening. No doubt, no awakening” (Van Der Kolk, 2014, p. 22). The goes in congruence with my understanding on trauma and how it has changed during this course. As a result, I feel I am awakening when acquiring more about trauma.

Situations like Anita’s could be considered as part of the reason why the mental health of college students has become so prevalent. This research was conducted in 2007 and currently in 2016, 9 years later, there is a different out look on this issue as a whole, but it clearly wasn’t always like it was today. Kravets’ research states that, “policies ranges from voluntary counseling programs that

The term “Psychological trauma” refers to damage wrought from a traumatic event, which that damages one’s ability to cope with stressors. “Trauma” is commonly defined as an exposure to a situation in which a person is confronted with an event that involves actual or threatened death or serious injury, or a threat to self or others’ physical well-being (American Psychiatric Association, 2000). Specific types of client trauma frequently encountered by which therapists and other mental health workers frequently encounter in a clinical setting include sexual abuse, physical , or sexual assault, natural disasters such as earthquakes or tsunamis, domestic violence, and school or/and work related violence (James & Gilliland, 2001). Traumatic

However, the argument that exposure to traumatic event can always result in mental health problems has become controversial because it can stigmatize those who do not believe they have been affected in an adverse manner. Fortunately, only a small percentage of people experience severe enough lose or trauma reactions to meet the criteria for posttraumatic stress disorder (American Psychiatric Association, 2000), and most people appear to fully recover from any adverse effect within a relatively short period of time, and to successfully overcome potentially traumatic events with little or no disruption in their normal ability to function (Shalev, 2002). Therefore, it is important to note that “the emergence of interest in the concept of resilience comes at the peak of success of the concept of post-traumatic stress disorder (PTSD), serving as a reminder that