developmental trauma Flashcards

(11 cards)

1
Q

What is trauma?

A

Trauma is the result of overwhelming stress that exceeds an individual’s capacity to cope or overwhelms their personal resources

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2
Q

How does trauma affect resources?

A

After trauma, resources become depleted, and support systems (“your village”) become crucial.

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3
Q

What is the relationship between brain development and social experiences?

A

Social experiences strongly influence brain development, and the two are interconnected.

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4
Q

What is attachment and why is it important?

A

Attachment is how we learn to understand and navigate the world. It forms the foundation for managing relationships and regulating emotions.

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5
Q

What are the three emotional systems in Compassion-Focused Therapy?

A
  1. Achievement
  2. Threat
  3. Soothing/Compassion
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6
Q

What key brain areas are affected by trauma?

A
  1. Amygdala - “Alarm system”
  2. Hippocampus - “Fact sorter”
  3. Prefrontal Cortex - “Thinking brain”
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7
Q

What happens to the brain under threat?

A

Adrenaline and cortisol are released, impairing the hippocampus and prefrontal cortex, leaving the amygdala in control, putting the brain in survival mode⁠
⁠.

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8
Q

What is the Window of Tolerance?

A

It’s the optimal zone of arousal where we can function effectively. Trauma can close this window, pushing individuals into states of hyperarousal or hypoarousal.

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9
Q

What’s the difference between single event trauma and early/multiple traumas?

A

Single event trauma is typically more contained and recoverable, while early/multiple traumas often lead to latent vulnerability, especially when interpersonal relationships are disrupted.

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9
Q

What are the two fundamental questions in addressing trauma?

A
  1. What is maintaining the threat system?
  2. How can we increase a sense of safeness?
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10
Q

What is the key principle of trauma-informed practice?

A

Basic needs must be met before healing can occur, and clinical work must account for context and life complexity, not just the individual.

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