The role of affect regulation in developmental trauma: an empirical study of children in residential care

A Systematic Literature Review of the Teaching Considerations and Practices Provided to Children in an Education Setting with Comorbid Disability and Developmental Trauma

“…Discussions related to the intergenerational transmission of harm and parental outcomes, in particular, the barriers Indigenous families need to overcome to be able to engage in early education whilst addressing family cultural needs and targeting developmental delays. Farnfield and Onions [ 50 ] addressed the patrimonial effects of early life trauma, whereby intergenerational effects of childhood trauma can have significant impacts on parents raising their own children. These effects are generally seen in their attachment styles, risk-taking behaviours, and mental health stability.…”

“… 3. Expert knowledge level of disability/trauma and open to engaging in the education to develop skills [ 51 ] Peer-Reviewed Therapeutic Residential school setting Self-regulation assessments of children Child Attachment and play assessment Small sample size of participants Childhood trauma is impact by capacity to self-regulate Abuse types and capacity to self-regulate in classroom settings [ 50 ] Peer-reviewed Cohort of teens (10–17 years) in OOHC, Tasmainia How do the trajectories of some children in OOHC travel compared to others who are also part of the child protection system Life story analysis High levels of cumulative harm equate to psychopathology Cumulative impacts of harm not considered due to episodic system setup [ 55 ] Peer-reviewed Primary and special education teachers and school counsellors Review article on the intersection between attachment and neurobiological and complex trauma Trauma counselling field provides essential insights into educational outcomes Canadian and American contexts only Lifespan implications for cumulative harm contributing to complex mental health 1. Immature internal neurological and biological systems are linked to ongoing impairment of attachment and neurobiological integrity.…”

A Systematic Literature Review of the Contribution Accumulation Makes to Psychological and Physical Trauma Sustained through Childhood Maltreatment

“…Stewart et al [47] further identified that revictimization in the form of suicidality was twice as likely among children and young people who had experienced polyvictimization, further supporting the concept that cumulative relationships exist when individuals experience multiple types of maltreatment. Cumulative risk in relation to the harming of oneself or others may be present when children and young people have been polyvictims, further supporting the view that accumulated adversity may contribute heavily to the possibility of clinical mental health levels [51] Farnfield and Onions [52] discussed the "toxic trio" effect of parental substance misuse, mental illness, and domestic violence as causing a cumulative impact on the offspring in the home. This accumulation of harm through maltreatment experiences has assisted in the psychiatric diagnosis of prioritizing the impact of the maltreatment experiences on the child victim [52].…”

Exploring the triadic parent–child–sibling relationship: How do mothers’ view of their children impact sibling relationships?

“…Playing freely with one's sibling is not considered sufficiently stressful to allow a full attachment assessment. However, assessment constructs from the CAPA such as the nature of the child's play, management of arousal, and signifier attachment behaviours (Farnfield & Onions, 2022) were visible in the sibling play video and were examined for how they functioned dyadically and a tentative attachment strategy was assigned.…”

“…A child’s ability to mentalise (make adequate sense the mental life of self and others) has been linked to their attachment strategy, and parental caregiving, and appears to impact the sibling relationship (Luyten & Fonagy, 2014; Paine et al, 2021). In play, higher level mentalising, associated with B strategies, can be seen as the child’s integration of externally generated information, and internally generated information, and the ability to be creative, to engage in humour and repair relationships (Farnfield & Onions, 2022). Paine et al (2021) found that sibling dyads with more positive rapport used more internal state language, more references to cognition, and had more shared humour during their play.…”