Child development and trauma guide

Some important points about this guide

This guide has been prepared because of the importance of professionals in the Out-of-Home Care, Child
Protection and Individual and Family Support areas to understand the typical developmental pathways of children
and the typical indicators of trauma at differing ages and stages. It is intended to inform good practice and assist
with the task of an overall assessment, and of itself is not a developmental or risk assessment framework. Rather,
it is a prompt for busy workers to integrate knowledge from child development, child abuse and trauma and
importantly to offer practical, age appropriate advice as to the needs of children and their parents and carers
when trauma has occurred.
Engaging families, carers, significant people and other professionals who know the child well as a source of
information about the child, will result in a more complete picture. It is essential to have accurate information about
the values and child rearing practices of the cultural group to which a child belongs, in order to appreciate that
child’s development.

The following points give an essential perspective for • Development does not occur in a straight line or
using the information in the child development and evenly. Development progresses in a sequential
trauma resource sheets about specific age groups: manner, although it is essential to note that while
the path of development is somewhat predictable,
• Children, even at birth, are not ‘blank slates’; they
there is variation in what is considered normal
are born with a certain neurological make-up and
development. That is to say no two children develop
temperament. As children get older, these individual
in exactly the same way.
differences become greater as they are affected
by their experiences and environment. This is • The pace of development is more rapid in the very
particularly the case where the child is born either early years than at any other time in life.
drug dependent or with foetal alcohol syndrome.
• Every area of development impacts on other areas.
• Even very young babies differ in temperament eg. Developmental delays in one area will impact on
activity level, amount and intensity of crying, ability the child’s ability to consolidate skills and progress
to adapt to changes, general mood, etc. through to the next developmental stage.
• From birth on, children play an active role in their • Most experts now agree that both nature and
own development and impact on others around nurture interact to influence almost every significant
them. aspect of a child’s development.
• Culture, family, home and community play an • General health affects development and behaviour.
important role in children’s development, as they Minor illnesses will have short to medium term
impact on a child’s experiences and opportunities. effects, while chronic health conditions can have
Cultural groups are likely to have particular values, long-term effects. Nutritional deficiencies will
priorities and practices in child rearing that will also have negative impacts on developmental
influence children’s development and learning of progression.
particular skills and behaviours. The development of
children from some cultural backgrounds will vary Specific characteristics and behaviours are indicative
from traditional developmental norms, which usually only. Many specific developmental characteristics
reflect an Anglo-Western perspective. should be seen as ‘flags’ of a child’s behaviour, which
may need to be looked at more closely, if a child is not
• As children get older, it becomes increasingly difficult
meeting them. Workers should refer to the Casework
to list specific developmental milestones, as the
Practice Manual and relevant specialist assessment
achievement of many of these depends very much
guides in undertaking further assessments of child and
on the opportunities that the child has to practise
family.
them, and also, on the experiences available to the
child. A child will not be able to ride a bicycle unless
they have access to a bicycle.
Some important points about development
The information in this resource provides a brief overview of typically developing children. Except where there are
obvious signs, you would need to see a child a number of times to establish that there is something wrong. Keep
in mind that if children are in a new or ‘artificial’ situation, unwell, stressed, interacting with someone they do not
know, or if they need to be fed or changed, then their behaviour will be affected and is not likely to be typical for
that child. Premature babies, or those with low birth weights, or a chemical dependency, will generally take longer
to reach developmental milestones.

The indicators of trauma listed in this guide should not have no choice given their age and vulnerability, and
become judgements about the particular child or family in more chronic and extreme circumstances, they
made in isolation from others who know the child will show a complex trauma response. They can
and family well, or from other sources of information. eventually make meaning of their circumstances by
However, they are a useful alert that a more thorough believing that the abuse is their fault and that they
contextual assessment may be required. are inherently bad.
There has been an explosion of knowledge in regard • Infants, children and adults will adapt to frightening
to the detrimental impact of neglect and child abuse and overwhelming circumstances by the body’s
trauma on the developing child, and particularly on survival response, where the autonomic nervous
the neurological development of infants. It is critical system will become activated and switch on to the
to have a good working knowledge of this growing freeze/fight/flight response. Immediately the body is
evidence base so that we can be more helpful to flooded with a biochemical response which includes
families and child focused. adrenalin and cortisol, and the child feels agitated
and hypervigilant. Infants may show a ‘frozen
The following basic points are useful to keep in mind
watchfulness’ and children and young people can
and to discuss with parents and young people:
dissociate and appear to be ‘zoned out’.
• Children need stable, sensitive, loving, stimulating
• Prolonged exposure to these circumstances can
relationships and environments in order to reach
lead to ‘toxic stress’ for a child which changes the
their potential. They are particularly vulnerable to
child’s brain development, sensitises the child to
witnessing and experiencing violence, abuse and
further stress, leads to heightened activity levels
neglectful circumstances. Abuse and neglect at the
and affects future learning and concentration. Most
hands of those who are meant to care is particularly
importantly, it impairs the child’s ability to trust and
distressing and harmful for infants, children and
relate to others. When children are traumatised, they
adolescents.
find it very hard to regulate behaviour and soothe or
• Given that the infant’s primary drive is towards calm themselves. They often attract the description
attachment, not safety, they will accommodate to of being ‘hyperactive’.
the parenting style they experience. Obviously they

0 - 12 months  12 months - 3 years  3 - 5 years  5 - 7 years  7 - 9 years  9 - 12 years  12 - 18 years

• Babies are particularly attuned to their primary • Cumulative harm can overwhelm the most resilient
carer and will sense their fear and traumatic stress; child and particular attention needs to be given
this is particularly the case where family violence is to understanding the complexity of the child’s
present. They will become unsettled and therefore experience. These children require calm, patient,
more demanding of an already overwhelmed safe and nurturing parenting in order to recover,
parent. The first task of any service is to support and may well require a multi-systemic response to
the nonoffending parent and to engage the family in engage the required services to assist.
safety.
• The recovery process for children and young people
• Traumatic memories are stored differently in the is enhanced by the belief and support of non-
brain compared to everyday memories. They offending family members and significant others.
are encoded in vivid images and sensations and They need to be made safe and given opportunities
lack a verbal narrative and context. As they are to integrate and make sense of their experiences.
unprocessed and more primitive, they are likely to
• It is important to acknowledge that parents can
flood the child or adult when triggers like smells,
have the same post-traumatic responses and
sights, sounds or internal or external reminders
may need ongoing support. Workers need to
present at a later stage.
engage parents in managing their responses to
• These flashbacks can be affective, i.e. intense their children’s trauma. It is normal for parents to
feelings, that are often unspeakable; or cognitive, i.e. feel overwhelmed and suffer shock, anger, severe
vivid memories or parts of memories, which seem to grief, sleep disturbances and other trauma related
be actually occurring. Alcohol and drug abuse are responses. Case practice needs to be child centred
the classic and usually most destructive attempts to and family sensitive.
numb out the pain and avoid these distressing and
intrusive experiences.
• Children are particularly vulnerable to flashbacks
at quiet times or at bedtimes and will often avoid
both, by acting out at school and bedtimes. They
can experience severe sleep disruption, intrusive
nightmares which add to their ‘dysregulated’
behaviour, and limits their capacity at school the
next day. Adolescents will often stay up all night to
avoid the nightmares and sleep in the safety of the
daylight. Self harming behaviours release endorphins
which can become an habitual response.

0 - 12 months  12 months - 3 years  3 - 5 years  5 - 7 years  7 - 9 years  9 - 12 years  12 - 18 years

Factors which pose risks to healthy child development
The presence of one or more risk factors, alongside a cluster of trauma indicators, may greatly increase the
risk to the child’s wellbeing and should flag the need for further child and family assessment.
The following risk factors can impact on children and families and the caregiving environment:

Child and family risk factors • inattention to developmental health needs/poor diet
• family violence, current or past • disadvantaged community
• mental health issue or disorder, current or past • racism
(including self-harm and suicide attempts) • recent refugee experience
• alcohol/substance abuse, current or past, addictive
behaviours Parent risk factors
• disability or complex medical needs eg. intellectual • parent/carer under 20 years or under 20 years at
or physical disability, acquired brain injury birth of first child
• newborn, prematurity, low birth weight, chemically • lack of willingness or ability to prioritise child’s needs
dependent, foetal alcohol syndrome, feeding/ above own
sleeping/settling difficulties, prolonged and frequent
crying • rejection or scapegoating of child
• unsafe sleeping practices for infants eg. side or • harsh, inconsistent discipline, neglect or abuse
tummy sleeping, ill-fitting mattress, cot cluttered • inadequate supervision of child or emotional
with pillows, bedding, or soft toys which can cover enmeshment
infant’s face, co-sleeping with sibling or with parent
who is on medication, drugs/alcohol or smokes, • single parenting/multiple partners
using other unsafe sleeping place such as a couch, • inadequate antenatal care or alcohol/substance
or exposure to cigarette smoke abuse during pregnancy
• disorganised or insecure attachment relationship
(child does not seek comfort or affection from Wider factors that influence positive
caregivers when in need) outcomes
• developmental delay • sense of belonging to home, family, community and
• history of neglect or abuse, state care, child death a strong cultural identity
or placement of child or siblings • pro-social peer group
• separations from parents or caregivers • positive parental expectations, home learning
• parent, partner, close relative or sibling with a history environment and opportunities at major life
of assault, prostitution or sexual offences transitions

• experience of intergenerational abuse/trauma • access to child and adult focused services eg.
health, mental health, maternal and child health,
• compounded or unresolved experiences of loss and early intervention, disability, drug and alcohol, family
grief support, family preservation, parenting education,
• chaotic household/lifestyle/problem gambling recreational facilities and other child and family
support and therapeutic services
• poverty, financial hardship, unemployment
• accessible and affordable child care and high quality
• social isolation (family, extended family, community preschool programs
and cultural isolation)
• inclusive community neighbourhoods/settings
• inadequate housing/transience/homelessness
• service system’s understanding of neglect and
• lack of stimulation and learning opportunities, abuse.
disengagement from school, truanting

0 - 12 months  12 months - 3 years  3 - 5 years  5 - 7 years  7 - 9 years  9 - 12 years  12 - 18 years

Resources

Other useful websites Parenting WA

The Raising Children Network www.communities.wa.gov.au/childrenandfamilies/
raisingchildren.net.au parentingwa/

An essential part of this resource is the references to Parenting WA offers an information, support and
the Raising Children Network. This is an Australian referral service to parents, carers, grandparents and
website, launched in 2006, on the basics of raising families with children up to 18 years of age.
children aged 0-15 years.
WA Health
Talaris Developmental Timeline www.health.wa.gov.au
www.talaris.org WA Health is responsible for promoting, maintaining
A research based timeline about how children and restoring the health of the people of WA,
develop in the first five years. including the provision of child health and child
adolescent mental health services.
Infant Mental Health
www.zerotothree.org Department of Education Student
Support Services
Zero to Three website has a relational and mental
health focus. http://det.wa.edu.au/studentsupport/
statewidespecialistservices/detcms/portal/
Secretariat of National Aboriginal and Islander
Child Care (SNAICC) Trauma websites
www.snaicc.asn.au
Child Trauma Academy
The national non-government peak body in Australia
representing the interests of Aboriginal and Torres www.childtrauma.org
Strait Islander children and families.
International Society for Traumatic Stress Studies
Parenting Research Centre www.istss.org
www.parentingrc.org.au
Traumatology
Independent non-profit research and development www.fsu.edu/~trauma
organisation with an exclusive focus on parenting.
Traumatic Stress Institute/Center for Adult &
Ngala Adolescent Psychotherapy
www.ngala.com.au www.tsicaap.com
A provider of early parenting and early childhood
services. The website includes parenting information
on antenatal and 0-4 years. Telephone services
Parenting WA Line
Western Australian Government (08) 6279 1200 or 1800 654 432

Department for Child Protection healthdirect Australia (24 hour)

www.dcp.wa.gov.au 1800 022 222
Provides a range of child safety and family support
services to Western Australian individuals, children Family Helpline
and their families. (08) 9223 1100 or 1800 643 000
Acknowledgements Monaghan, C. 1993, ‘Children and Trauma: A Guide
for Parents and Professionals.’ Jossey-Bass, San
The Department for Child Protection, Western Australia Francisco.
acknowledges the Department of Human Services,
Victoria for providing the content of this document. Paxton, G and Munro, J and Marks, M. (Editors),
Some changes have been made to reflect resources 2003, ‘Paediatric Handbook, Seventh Edition’ by
that are relevant to Western Australia. the staff of the Royal Children’s Hospital. Blackwell
Publishing Pty Ltd, Melbourne, Victoria.
Jim Greenman and Anne Stonehouse, 1996, Prime
Bibliography Times: a Handbook for Excellence in Infant and
Raising Children Network raisingchildren.net.au Toddler Care (1st edition), Redleaf Press, St Paul
Zero to Three website www.zerotothree.org Minnesota.

Levy, T.M and Orlans, M. 1998, Attachment, Trauma Sheridan, M. Revised and updated by Frost, M and
and Healing. CWLA Press, Washington. Dr Sharma, A. 1988, ‘From Birth to Five Years:
Children’s Developmental Progress’. ACER press.
Department of Human Services, May 2001, Child
Health and Development: Birth to 18 Years for Shonkoff, Jack. P. and Phillips, Deborah. A. 2000,
Professionals (Chart), Melbourne, Victoria. ‘From Neurons to Neighbourhoods: the Science of
Early Childhood Development’, National Research
Frederico, M., Jackson, A. and Jones, S. July 2006, Council Institute of Medicine, National Academy Press,
‘Child Death Group Analysis: Effective Responses to Washington DC.
Chronic Neglect.’ Victorian Child Death Review
Committee. Office of the Child Safety Commissioner,
Melbourne, Victoria.
Child development and trauma guide
0 - 12 months
Developmental trends

The following information needs to be understood in the context of the overview statement on child development:

0-2 weeks
•• anticipates in relationship with caregivers •• is unable to support head unaided •• startles at sudden loud noises
through facial expression, gazing, fussing, •• hands closed involuntarily in the grasp reflex •• reflexively asks for a break by looking away,
crying arching back, frowning, and crying

By 4 weeks
•• focuses on a face •• follows an object moved in an arc about 15 cm •• changes vocalisation to communicate hunger,
above face until straight ahead boredom and tiredness

By 6-8 weeks
•• participates in and initiates interactions with •• may start to smile at familiar faces •• turns in the direction of a voice
caregivers through vocalisation, eye contact, •• may start to ‘coo’
fussing, and crying

By 3-4 months
•• increasing initiation of interaction with •• may reach for things to try and hold them May even be able to:
caregivers •• learns by looking at, holding, and mouthing •• keep head level with body when pulled to
•• begins to regulate emotions and self soothe different objects sitting
through attachment to primary carer •• laughs out loud •• say “ah”, “goo” or similar vowel consonant
•• can lie on tummy with head held up to 90 combinations
•• follows an object in an arc about 15 cm above
degrees, looking around the face for 180 degrees (from one side to the •• blow a raspberry
•• can wave a rattle, starts to play with own other) •• bear some weight on legs when held upright
fingers and toes •• notices strangers •• object if you try to take a toy away

By 6 months
•• uses carer for comfort and security as •• says “ah”, “goo” or similar vowel consonant •• may even be able to roll both ways and help to
attachment increases combinations feed himself
•• is likely to be wary of strangers •• sits without support •• learns and grows by touching and tasting
•• keeps head level with body when pulled to •• makes associations between what is heard, different foods
sitting tasted and felt

By 9 months
•• strongly participates in, and initiates and imitates happy, sad,excited or fearful •• learns to trust that basic needs will be met
interactions with, caregivers emotions •• works to get to a toy out of reach
•• lets you know when help is wanted and •• unusually high anxiety when separated from •• looks for a dropped object
communicates with facial expressions, parents/carers
•• may even be able to bottom shuffle, crawl,
gestures, sounds or one or two words like •• is likely to be wary of, and anxious with, stand
“dada” and “mamma” strangers
•• knows that a hidden object exists
•• watches reactions to emotions and by seeing •• expresses positive and negative emotions
you express your feelings, starts to recognise •• waves goodbye, plays peekaboo
 Child development and trauma guide
0 - 12 months
Possible indicators of trauma

•• increased tension, irritability, reactivity, and •• loss of eating skills •• avoids touching new surfaces eg. grass, sand
inability to relax •• loss of acquired motor skills and other tactile experiences
•• increased startle response •• avoidance of eye contact •• avoids, or is alarmed by, trauma related
•• lack of eye contact reminders, eg sights, sounds, smells,
•• arching back/inability to be soothed
textures, tastes and physical triggers
•• sleep and eating disruption •• uncharacteristic aggression

•• fight, flight, freeze response •• unusually high anxiety when separated from •• loss of acquired language skills
primary caregivers
•• uncharacteristic, inconsolable or rageful
crying, and neediness •• heightened indiscriminate attachment •• genital pain: including signs of inflammation,
behaviour bruising, bleeding or diagnosis of sexually
•• increased fussiness, separation fears, and
clinginess •• reduced capacity to feel emotions – can transmitted disease
appear ‘numb’
•• withdrawal/lack of usual responsiveness
•• ‘frozen watchfulness’
•• limp, displays no interest

Trauma impact

•• neurobiology of brain and central nervous •• regression in recently acquired developmental •• loss of acquired motor skills
system altered by switched on alarm gains •• lowered stress threshold
response •• hyperarousal, hypervigilance and hyperactivity •• lowered immune system
•• behavioural changes •• sleep disruption

•• fear response to reminders of trauma •• insecure, anxious, or disorganised •• cognitive delays and memory difficulties
•• mood and personality changes attachment behaviour •• loss of acquired communication skills
•• loss of, or reduced capacity to attune with •• heightened anxiety when separated from
caregiver primary parent/carer
•• loss of, or reduced capacity to manage •• indiscriminate relating
•• emotional states or self soothe •• reduced capacity to feel emotions - can
appear ‘numb’

Parental / carer support following trauma

Encourage parent(s)/carers to: •• avoid unnecessary separations from important caregivers

•• seek, accept and increase support for themselves, to manage their •• maintain calm atmosphere in child’s presence. Provide additional
own shock and emotional responses soothing activities
•• seek information and advice about the child’s developmental progress •• avoid exposing child to reminders of trauma
•• maintain the child’s routines around holding, sleeping and eating •• expect child’s temporary regression; and clinginess - don’t panic
•• seek support (from partner, kin, child health nurse) to understand, and •• tolerate clinginess and independence
respond to, infant’s cues •• take time out to recharge

Copyright © State of Victoria, Australia. Reproduced with permission of the Secretary of the Department of Human Services.
Unauthorised reproduction and other uses comprised in the copyright are prohibited without permission. DCP150.0112
Child development and trauma guide
12 months - 3 years
Developmental trends

The following information needs to be understood in the context of the overview statement on child development:

By 12 months
•• enjoys communicating with family and other •• does not like to be separated from familiar •• picks up objects using thumb and forefinger in
familiar people people opposition (pincer) grasp
•• seeks comfort, and reassurance from familiar •• moves away from things that upset or annoy •• is sensitive to approval and disapproval
objects, family, carers, and is able to be •• can walk with assistance holding on to May even be able to:
soothed by them furniture or hands •• understand cause and effect
•• begins to self soothe when distressed •• pulls up to standing position •• understand that when you leave, you still exist
•• understands a lot more than he can say •• gets into a sitting position •• crawl, stand, walk
•• expresses feelings with gestures sounds and •• claps hands (play pat-a-cake) •• follow a one step instruction – “go get your
facial expressions shoes”
•• indicates wants in ways other than crying
•• expresses more intense emotions and moods •• learns and grows in confidence by doing •• respond to music
things repeatedly and exploring

By 18 months
•• can use at least two words and learning many •• says “no” a lot May even be able to:
more •• is beginning to develop a sense of individuality •• let you know what he is thinking and feeling
•• drinks from a cup through gestures
•• needs structure, routine and limits to manage
•• can walk and run intense emotions • • pretend play and play alongside others

By 2 years
•• takes off clothing •• plays alone but needs a familiar adult nearby May even be:
•• ‘feeds’/‘bathes’ a doll, ‘washes’ dishes, likes •• actively plays and explores in complex ways •• able to string words together
to ‘help’ •• eager to control, unable to share
•• builds a tower of four or more cubes •• unable to stop himself doing something
•• recognises/identifies two items in a picture by unacceptable even after reminders
pointing •• tantrums

By 2 1/2 years
•• uses 50 words or more •• follows a two-step command without gestures •• helps with simple household routines
•• combines words (by about 25 months) (by 25 months) •• conscience is undeveloped; child thinks “I
•• alternates between clinginess and want it, I will take it”
independence

By 3 years
•• washes and dries hands •• uses prepositions (by, to, in, on top of) •• conscience is starting to develop; child thinks
•• identifies a friend by naming •• carries on a conversation of two or three “I would take it but my parents will be upset
sentences with me”
•• throws a ball overhand
•• speaks and can be usually understood half •• helps with simple chores
the time •• may be toilet trained
 Child development and trauma guide
12 months - 3 years

Possible indicators of trauma

•• behavioural changes, regression to behaviour •• sleep and eating disruption •• uncharacteristic aggression
of a younger child
•• loss of eating skills •• avoids touching new surfaces eg. grass, sand
•• increased tension, irritability, reactivity, and and other tactile experiences
•• loss of recently acquired motor skills
inability to relax
•• avoids, or is alarmed by, trauma related
•• avoidance of eye contact
•• increased startle response reminders, eg sights, sounds, smells textures,
•• inability to be soothed tastes and physical triggers
•• reduced eye contact

•• fight, flight, freeze •• unusually anxious when separated from •• loss of acquired language skills
primary caregivers
•• uncharacteristic, inconsolable, or rageful •• inappropriate sexualised behaviour/ touching
crying, and neediness •• heightened indiscriminate attachment
•• sexualised play with toys
behaviour
•• fussiness, separation fears, and clinginess •• genital pain, inflammation, bruising, bleeding
•• reduced capacity to feel emotions – can
•• withdrawal/lack of usual responsiveness or diagnosis of sexually transmitted disease
appear ‘numb’, apathetic or limp
•• loss of self-confidence •• ‘frozen watchfulness’

Trauma impact

•• neurobiology of brain and central nervous •• regression in recently acquired developmental •• loss of acquired motor skills
system altered by switched on alarm gains •• lowered stress threshold
response •• hyperarousal, hypervigilance and hyperactivity •• lowered immune system
•• behavioural changes •• sleep disruption •• greater food sensitivities

•• fear response to reminders of trauma •• insecure, anxious, or disorganised •• memory for trauma may be evident in
•• mood and personality changes attachment behaviour behaviour, language or play
•• loss of, or reduced capacity to attune with •• heightened anxiety when separated from •• cognitive delays and memory difficulties
caregiver primary parent/carer •• loss of acquired communication skills
•• loss of, or reduced capacity to manage •• indiscriminate relating
emotional states or self soothe •• increased resistance to parental direction

Parental / carer support following trauma

Encourage parent(s)/carers to: •• avoid unnecessary separations from important caregivers

•• seek, accept and increase support for themselves, to manage their •• maintain calm atmosphere in child’s presence. Provide additional
own shock and emotional responses soothing activities
•• seek information and advice about the child’s developmental progress •• avoid exposing child to reminders of trauma
•• maintain the child’s routines around holding, sleeping and eating •• expect child’s temporary regression; and clinginess - don’t panic
•• seek support (from partner, kin, child health nurse) to understand, and •• tolerate clinginess and independence
respond to, infant’s cues •• take time out to recharge

Copyright © State of Victoria, Australia. Reproduced with permission of the Secretary of the Department of Human Services.
Unauthorised reproduction and other uses comprised in the copyright are prohibited without permission. DCP150.0112
 3 - 5 years
Child development and trauma guide
3 - 5 years
Developmental trends

The following information needs to be understood in the context of the overview statement on child development:

Between 3-4 years

•• communicates freely with family members and •• needs adult help to negotiate conflict •• holds crayons with fingers, not fists
familiar others •• is starting to manage emotions •• dresses and undresses without much help
•• seeks comfort, and reassurance from familiar •• is starting to play with other children and share •• communicates well in simple sentences and
family and carers, and is able to be soothed may understand about 1000 words
•• has real friendships with other children
by them
•• is becoming more coordinated at running, •• pronunciation has improved, likes to talk about
•• has developing capacity to self soothe when own interests
climbing, and other large-muscle play
distressed
•• can walk up steps, throw and catch a large •• fine motor skill increases, can mark with
•• understands the cause of feelings and can crayons, turn pages in a book
ball using two hands and body
label them
•• use play tools and may be able to ride a •• day time toilet training often attained
•• extends the circle of special adults eg. to
tricycle
grandparents, baby-sitter

Between 4-5 years

•• knows own name and age •• is developing confidence in physical feats but •• converses about topics and understands
•• is becoming more independent from family can misjudge abilities 2500 to 3000 words
•• needs structure, routine and limits to manage •• likes active play and exercise and needs at •• loves silly jokes and ‘rude’ words
intense emotions least 60 minutes of this per day •• is curious about body and sexuality and role-
•• is asking lots of questions •• eye-hand coordination is becoming more plays at being grown-up
practised and refined •• may show pride in accomplishing tasks
•• is learning about differences between people
•• cuts along the line with scissors/can draw •• conscience is starting to develop, child weighs
•• takes time making up his mind
people with at least four ‘parts’ risks and actions; “I would take it but my
•• shows a preference for being right-handed or parents would find out”
left-handed
 Child development and trauma guide
3 - 5 years

Possible indicators of trauma

•• behavioural change •• loss of focus, lack of concentration and •• sleep disturbances, nightmares, night terrors,
inattentiveness sleepwalking
•• increased tension, irritability, reactivity and
inability to relax •• complains of bodily aches, pains or illness •• fearfulness of going to sleep and being alone
with no explanation at night
•• regression to behaviour of younger child
•• loss of recently acquired skills (toileting, •• inability to seek comfort or to be comforted
•• uncharacteristic aggression
eating, self-care)
•• Reduced eye contact
•• enuresis, encopresis

•• reduced capacity to feel emotions - may •• sudden intense masturbation

•• mood and personality changes
appear ‘numb’, limp, apathetic •• demonstration of adult sexual knowledge
•• obvious anxiety and fearfulness
•• repeated retelling of traumatic event through inappropriate sexualised behaviour
•• withdrawal and quieting
•• loss of recently acquired language and •• genital pain, inflammation, bruising, bleeding
•• specific, trauma-related fears; general vocabulary or diagnosis of sexually transmitted disease
fearfulness
•• loss of interest in activities •• sexualised play with toys
•• intense repetitive play often obvious
•• loss of energy and concentration at school •• may verbally describe sexual abuse, pointing
•• involvement of playmates in traumarelated to body parts and telling about the ‘game’
play at school and day care they played
•• separation anxiety with parents/others •• sexualised drawing
•• loss of self-esteem and self confidence

Trauma impact

•• behavioural changes •• regression in recently acquired developmental •• enuresis and encopresis

•• hyperarousal, hypervigilance, hyperactivity gains •• delayed gross motor and visualperceptual
•• loss of toileting and eating skills •• sleep disturbances, night terrors skills

•• fear of trauma recurring •• loss of self-esteem and self confidence •• memory of intrusive visual images from
•• mood and personality changes •• confusion about trauma evident in traumatic event may be demonstrated/
play, magical explanations and unclear recalled in words and play
•• loss of, or reduced capacity to attune with
caregiver understanding of causes of bad events •• at the older end of this age range, children
•• vulnerable to anniversary reactions set off are more likely to have lasting, accurate
•• loss of, or reduced capacity to manage
by seasonal reminders, holidays, and other verbal and pictorial memory for central events
emotional states or self soothe
events of trauma
•• increased need for control
•• speech, cognitive and auditory processing
•• fear of separation delays

Parental / carer support following trauma

Encourage parent(s)/carers to: •• accept and help the child to name strong feelings during brief
•• seek, accept and increase support for themselves, to manage their conversations (the child cannot talk about these feelings or the
own shock and emotional responses experience for long)
•• remain calm. Listen to and tolerate child’s retelling of event •• expect and understand child’s regression while maintaining basic
household rules
•• respect child’s fears; give child time to cope with fears
•• expect some difficult or uncharacteristic behaviour
•• protect child from re-exposure to frightening situations and reminders
of trauma, including scary T.V. programs, movies, stories, and physical •• seek information and advice about child’s developmental and
or locational reminders of trauma educational progress
•• take time out to recharge

Copyright © State of Victoria, Australia. Reproduced with permission of the Secretary of the Department of Human Services.
Unauthorised reproduction and other uses comprised in the copyright are prohibited without permission. DCP150.0112
 5 - 7 years
Child development and trauma guide
5 - 7 years
Developmental trends

The following information needs to be understood in the context of the overview statement on child development:

Physical skills
•• active, involved in physical activity, vigorous •• variation in levels of coordination and skill •• some may be able to ride bicycle
play •• many become increasingly proficient in skills, •• may use hands with dexterity and skill to make
•• may tire easily games, sports things, do craft and build things

Social-emotional development
•• has strong relationships within the family and •• conscience is starting to be influenced by •• may need help moving into and becoming
integral place in family dynamics internal control or doing the right thing “I part of a group
•• needs caregiver assistance and structure to would take it, but if my parents found out, they •• some children will maintain strong friendships
regulate extremes of emotion would be disapproving” over the period
•• generally anxious to please and to gain adult •• not fully capable of estimating own abilities, •• may have mood swings
approval, praise and reassurance may become frustrated by failure
•• able to share, although not all the time
•• reassured by predictable routines
•• perception of, and level of regard for self, fairly
•• friendships are very important, although they well developed
may change regularly

Cognitive and creative characteristics

•• emerging literacy and numeracy abilities, •• may require verbal, written or behavioural cues •• most valuable learning occurs through play
gaining skills in reading and writing and reminders to follow directions and obey •• rules more likely to be followed if he/she has
•• variable attention and ability to stay on task; rules contributed to them
attends better if interested •• skills in listening and understanding may be •• may have strong creative urges to make
•• good communication skills, remembers, tells more advanced than expression things
and enjoys jokes •• perspective broadens as experiences at
school and in the community expand

Possible indicators of trauma

•• behavioural change •• lack of eye contact •• bodily aches and pains – no apparent reason
•• increased tension, irritability, reactivity and •• ‘spacey’, distractible, or hyperactive •• accident proneness
inability to relax behaviour
•• absconding/truanting from school
•• sleep disturbances, nightmares, night terrors, •• toileting accidents/enuresis, encopresis or
•• firelighting, hurting animals
difficulty falling or staying asleep smearing of faeces
•• regression to behaviour of younger child •• eating disturbances

•• obvious anxiety, fearfulness and loss of self •• repeated retelling of traumatic event •• explicit, aggressive, exploitative, sexualised
esteem relating/engagement with other children, older
•• withdrawal, depressed affect children or adults
•• frightened by own intensity of feelings
•• ‘blanking out’ or loss of concentration when •• verbally describes experiences of sexual
•• specific fears under stress at school with lowering of abuse pointing to body parts and telling
performance about the ‘game’ they played
•• efforts to distance from feelings of shame,
guilt, humiliation and reduced capacity to feel •• sexualised drawing
emotions
•• excessive concern or preoccupation with
•• reduced capacity to feel emotions - may private parts and adult sexual behaviour
appear ‘numb’, or apathetic
•• hinting about sexual experience and
•• ‘frozen watchfulness’ sexualised drawing
•• vulnerable to anniversary reactions caused by •• verbal or behavioural indications of age-
seasonal events, holidays, etc inappropriate knowledge of adult sexual
behaviour
•• running away from home
 Child development and trauma guide
5 - 7 years
Trauma impact

•• changes in behaviour •• trauma driven, acting out, risk taking •• post-traumatic re-enactments of traumatic
•• hyperarousal, hypervigilance, hyperactivity behaviour event that may occur secretly and involve
•• eating disturbances siblings or playmates
•• regression in recently acquired developmental
gains •• loss of concentration and memory •• loss of interest in previously pleasurable
activities
•• sleep disturbances due to intrusive imagery •• flight into driven activity or retreat from others
•• enuresis and encopresis to manage inner turmoil

•• fear of trauma recurring •• may experience acute distress when •• child is likely to have detailed, long-term and
•• mood or personality change encountering any reminder of trauma sensory memory for traumatic event
•• loss of, or reduced capacity to attune with •• lowered self-esteem •• Sometimes the memory is fragmented or
caregiver •• increased anxiety or depression repressed
•• loss of, or reduced capacity to manage •• fearful of closeness and love •• factual, accurate memory may be
emotional states or self soothe embellished by elements of fear or wish;
perception of duration may be distorted
•• increased self-focusing and withdrawal
•• intrusion of unwanted visual images and
•• concern about personal responsibility for
traumatic reactions disrupt concentration
trauma
and create anxiety often without parent
•• wish for revenge and action oriented awareness
responses to trauma
•• vulnerable to flashbacks of recall and
anniversary reactions to reminders of trauma
•• speech and cognitive delays

Parental / carer support following trauma

Encourage parent(s)/carers to: •• expect some time-limited decrease in child’s school performance and
•• seek, accept and increase support for themselves to manage their help the child to accept this as a temporary result of the trauma
own shock and emotional responses •• protect child from re-exposure to frightening situations and reminders
•• listen to and tolerate child’s retelling of event – respect child’s fears; of trauma, including scary television programs, movies, stories, and
give child time to cope with fears physical or locational reminders of trauma
•• increase monitoring and awareness of child’s play, which may involve •• expect and understand child’s regression or some difficult or
secretive re-enactments of trauma with peers and siblings; set limits uncharacteristic behaviour while maintaining basic household rules
on scary or harmful play •• listen for a child’s misunderstanding of a traumatic event, particularly
•• permit child to try out new ideas to cope with fearfulness at bedtime: those that involve self-blame and magical thinking
extra reading time, radio on, listening to a tape in the middle of the •• gently help child develop a realistic understanding of event. Be mindful
night to undo the residue of fear from a nightmare of the possibility of anniversary reactions
•• reassure the older child that feelings of fear or behaviours that feel out •• remain aware of your own reactions to the child’s trauma. Provide
of control or babyish eg. night wetting are normal after a frightening reassurance to child that feelings will diminish over time
experience and that the child will feel more like himself or herself with •• provide opportunities for child to experience control and make choices
time in daily activities
•• encourage child to talk about confusing feelings, worries, daydreams, •• seek information and advice on child’s developmental and educational
mental review of traumatic images, and disruptions of concentration progress
by accepting the feelings, listening carefully, and reminding child that
•• provide the child with frequent high protein snacks/meals during the
these are normal but hard reactions following a very scary event
day
•• maintain communication with school staff and monitor how the child is
•• take time out to recharge
coping with demands at school or in community activities

Copyright © State of Victoria, Australia. Reproduced with permission of the Secretary of the Department of Human Services.
Unauthorised reproduction and other uses comprised in the copyright are prohibited without permission. DCP150.0112
 7 - 9 years
Child development and trauma guide
7 - 9 years
Developmental trends

The following information needs to be understood in the context of the overview statement on child development:

Physical skills
•• improved coordination, control and agility •• often practises new physical skills over and •• improved stamina and strength
compared to younger children over for mastery
•• skilled at large motor movements such as •• enjoys team and competitive sports and
skipping and playing ball games games

Social-emotional development
•• strong need to belong to, and be a part of, •• conscience and moral values become •• peers seen as important, spends more time
family and peer relationships internalised “I want it, but I don’t feel good with them
•• is increasingly able to regulate emotions about doing things like that” •• friendships are based on common interests
•• increasingly independent of parents; still needs •• increased confidence, more independent and and are likely to be enduring
their comfort and security takes greater responsibility •• feelings of self worth come increasingly from
•• begins to see situations from others • • needs reassurance; understands increased peers
perspective – empathy effort leads to improvements •• friends often same gender, friendship groups
•• able to resolve conflicts verbally and knows •• humour is component of interactions with small
when to seek adult help others

Self concept
•• can take some responsibility for self and as a •• may compare self with others and find self •• can manage own daily routines
family member wanting, not measuring up •• may experience signs of onset of puberty near
•• increasingly influenced by media and by peers •• can exercise self control and curb desires end of this age range (girls particularly)
•• learns to deal with success and failure to engage in undesirable behaviour - has
understanding of right and wrong

Cognitive and creative characteristics

•• can contribute to long-term plans •• has increasingly sophisticated literacy and •• may be a competent user of computers or
•• engages in long and complex conversations numeracy skills play a musical instrument

Possible indicators of trauma

•• behavioural change •• lack of eye contact •• toileting accidents/enuresis, encopresis or

smearing of faeces
•• increased tension, irritability, reactivity and •• ‘spacey’ or distractible behaviour
inability to relax •• bodily aches and pains - no apparent reason
•• ‘blanking out’ or lacks concentration when
•• sleep disturbances, nightmares, night terrors, under stress at school with lowering of •• accident proneness
difficulty falling or staying asleep performance
•• absconding/truanting from school
•• regression to behaviour of younger child •• eating disturbances
•• firelighting, hurting animals

•• obvious anxiety, fearfulness and loss of self- •• repeated retelling of traumatic event •• verbally describes experiences of sexual
esteem abuse and tells stories about the ‘game’ they
•• withdrawal, depressed affect or black outs in played
•• frightened by own intensity of feelings concentration
•• excessive concern or preoccupation with
•• specific post-traumatic fears •• blanking out/loss of ability to concentrate private parts and adult sexual behaviour
when under learning stress at school with
•• efforts to distance from feelings of shame, •• verbal or behavioural indications of age-
lowering of performance
guilt, humiliation inappropriate knowledge of adult sexual
•• explicit, aggressive, exploitative, sexualised behaviour
•• reduced capacity to feel emotions - may
relating/engagement with other children, older
appear ‘numb’ •• sexualised drawing or written ‘stories’
children or adults
•• vulnerable to anniversary reactions caused by •• running away from home
•• hinting about sexual experience
seasonal events, holidays, etc.
 Child development and trauma guide
7 - 9 years
Trauma impact

•• changes in behaviour •• enuresis and encopresis •• trauma driven, acting out, risk taking
•• hyperarousal, hypervigilance, hyperactivity •• eating disturbances behaviour
•• regression in recently acquired developmental •• loss of concentration and memory •• flight into driven activity or retreat from others
gains to manage inner turmoil
•• post-traumatic re-enactments of traumatic
•• sleep disturbances due to intrusive imagery event that may occur secretly and involve •• loss of interest in previously pleasurable
siblings or playmates activities

•• fear of trauma recurring •• may experience acute distress when •• child is likely to have detailed, long-term
•• mood or personality changes encountering any reminder of trauma and sensory memory for traumatic event.
•• lowered self-esteem Sometimes the memory is fragmented or
•• loss of, or reduced capacity to attune with
repressed
caregiver •• increased anxiety or depression
•• factual, accurate memory may be
•• loss of, or reduced capacity to manage •• fearful of closeness and love
embellished by elements of fear or wish;
emotional states or self soothe
perception of duration may be distorted
•• increased self-focusing and withdrawal
•• intrusion of unwanted visual images and
•• concern about personal responsibility for traumatic reactions disrupt concentration
trauma and create anxiety often without parent
•• wish for revenge and action oriented awareness
responses to trauma •• vulnerable to flashbacks of recall and
anniversary reactions to reminders of trauma
•• speech and cognitive delays

Parental / carer support following trauma

Encourage parent(s)/carers to: •• expect some time-limited decrease in child’s school performance and
•• seek, accept and increase support for themselves to manage their help the child to accept this as a temporary result of the trauma
own shock and emotional responses •• protect child from re-exposure to frightening situations and reminders
•• listen to and tolerate child’s retelling of event – respect child’s fears; of trauma, including scary television programs, movies, stories, and
give child time to cope with fears physical or locational reminders of trauma
•• increase monitoring and awareness of child’s play, which may involve •• expect and understand child’s regression or some difficult or
secretive re-enactments of trauma with peers and siblings; set limits uncharacteristic behaviour while maintaining basic household rules
on scary or harmful play •• listen for a child’s misunderstanding of a traumatic event, particularly
•• permit child to try out new ideas to cope with fearfulness at bedtime: those that involve self-blame and magical thinking
extra reading time, radio on, listening to a tape in the middle of the •• gently help child develop a realistic understanding of event. Be mindful
night to undo the residue of fear from a nightmare of the possibility of anniversary reactions
•• reassure the older child that feelings of fear or behaviours that feel out •• remain aware of your own reactions to the child’s trauma. Provide
of control or babyish eg. night wetting are normal after a frightening reassurance to child that feelings will diminish over time
experience and that the child will feel more like himself or herself with •• provide opportunities for child to experience control and make choices
time in daily activities
•• encourage child to talk about confusing feelings, worries, daydreams, •• seek information and advice on child’s developmental and educational
mental review of traumatic images, and disruptions of concentration progress
by accepting the feelings, listening carefully, and reminding child that
•• provide the child with frequent high protein snacks/meals during the
these are normal but hard reactions following a very scary event
day
•• maintain communication with school staff and monitor how the child is
•• take time out to recharge
coping with demands at school or in community activities

Copyright © State of Victoria, Australia. Reproduced with permission of the Secretary of the Department of Human Services.
Unauthorised reproduction and other uses comprised in the copyright are prohibited without permission. DCP150.0112
 9 - 12 years
Child development and trauma guide
9 - 12 years

Developmental trends

The following information needs to be understood in the context of the overview statement on child development:

Physical skills
•• large and fine motor skills becoming highly •• does well at games/sports requiring skill, •• may look more adult-like in body shape,
coordinated strength and agility height and weight
•• enjoys risk taking

Social-emotional development
•• growing need and desire for independence •• may experience embarrassment, guilt, •• often interact in pairs or small groups; each
and separate identity curiosity and excitement because of sexual member has status and position
•• may challenge parents and other family awareness •• groups generally one gender, although interact
members •• girls may reach puberty during this time with the other
•• parents and home important, particularly for •• belonging to a group is extremely important; •• strong desire to have opinions sought and
support and reassurance peers largely influence identity/self-esteem respected
•• growing sexual awareness and interest in the
opposite gender

Social-emotional development
•• beginning to think and reason in a more logical •• concentrates for long periods of time if •• uses language in sophisticated ways; for
adult-like way interested, but needs worries to be sorted example, tells stories, argues, debates
•• capable of abstract thinking, complex problem •• may have sophisticated literacy and numeracy •• knows the difference between fantasy and
solving, considers alternative possibilities and skills what is real
broadening perspectives •• popular culture of great interest and major •• has some appreciation of the value of money
influence

Possible indicators of trauma

•• increased tension, irritability, reactivity and •• reduced eye contact •• bodily aches and pains - no reason
inability to relax
•• ‘spacey’ or distractible behaviour •• accident proneness
•• sleep disturbances, nightmares, night terrors,
•• toileting accidents/enuresis, encopresis or •• absconding or truanting from school
difficulty falling or staying asleep
smearing of faeces
•• firelighting, hurting animals
•• regression to behaviour of younger child
•• eating disturbances

•• withdrawal, depressed affect, or black outs in •• explicit, aggressive, exploitative, sexualised

•• obvious anxiety, fearfulness and loss of self-
concentration relating/engagement with other children, older
esteem/self confidence
children or adults
•• frightened by own intensity of feelings •• ‘blanking out’ or lacks concentration when
under stress at school with lowering of •• verbally describes experiences of sexual
•• specific post-traumatic fears performance abuse and tells ‘stories’ about the ‘game’
they played
•• efforts to distance from feelings of shame,
guilt, humiliation and reduced capacity to feel •• excessive concern or preoccupation with
emotions private parts and adult sexual behaviour
•• reduced capacity to feel emotions - may •• hinting about sexual experience and telling
appear ‘numb’ or apathetic stories
•• vulnerable to anniversary reactions caused by •• verbal or behavioural indications of age-
seasonal events, holidays, etc. inappropriate knowledge of adult sexual
behaviour
•• repeated retelling of traumatic event
•• sexualised drawing or written ‘stories’
•• ‘frozen watchfulness’
•• running away from home
 Child development and trauma guide
9 - 12 years
Trauma impact

•• changes in behaviour •• enuresis and encopresis •• trauma driven, acting out, risk taking
•• hyperarousal, hypervigilance, hyperactivity •• eating disturbances behaviour
•• regression in recently acquired developmental •• loss of concentration and memory •• flight into driven activity or retreat from others
gains to manage inner turmoil
•• post-traumatic re-enactments of traumatic
•• sleep disturbances due to intrusive imagery event that may occur secretly and involve •• loss of interest in previously pleasurable
siblings or playmates activities

•• fear of trauma recurring •• may experience acute distress when •• child is likely to have detailed, long-term
•• mood or personality changes encountering any reminder of trauma and sensory memory for traumatic event.
•• lowered self-esteem Sometimes the memory is fragmented or
•• loss of, or reduced capacity to attune with
repressed
caregiver •• increased anxiety or depression
•• factual, accurate memory may be
•• loss of, or reduced capacity to manage •• fearful of closeness and love
embellished by elements of fear or wish;
emotional states or self soothe
perception of duration may be distorted
•• increased self-focusing and withdrawal
•• intrusion of unwanted visual images and
•• concern about personal responsibility for traumatic reactions disrupt concentration
trauma and create anxiety often without parent
•• wish for revenge and action oriented awareness
responses to trauma •• vulnerable to flashbacks of recall and
anniversary reactions to reminders of trauma
•• speech and cognitive delays

Parental / carer support following trauma

Encourage parent(s)/carers to: •• expect some time-limited decrease in child’s school performance and
•• seek, accept and increase support for themselves to manage their help the child to accept this as a temporary result of the trauma
own shock and emotional responses •• protect child from re-exposure to frightening situations and reminders
•• listen to and tolerate child’s retelling of event – respect child’s fears; of trauma, including scary television programs, movies, stories, and
give child time to cope with fears physical or locational reminders of trauma
•• increase monitoring and awareness of child’s play, which may involve •• expect and understand child’s regression or some difficult or
secretive re-enactments of trauma with peers and siblings; set limits uncharacteristic behaviour while maintaining basic household rules
on scary or harmful play •• listen for a child’s misunderstanding of a traumatic event, particularly
•• permit child to try out new ideas to cope with fearfulness at bedtime: those that involve self-blame and magical thinking
extra reading time, radio on, listening to a tape in the middle of the •• gently help child develop a realistic understanding of event. Be mindful
night to undo the residue of fear from a nightmare of the possibility of anniversary reactions
•• reassure the older child that feelings of fear or behaviours that feel out •• remain aware of your own reactions to the child’s trauma. Provide
of control or babyish eg. night wetting are normal after a frightening reassurance to child that feelings will diminish over time
experience and that the child will feel more like himself or herself with •• provide opportunities for child to experience control and make choices
time in daily activities
•• encourage child to talk about confusing feelings, worries, daydreams, •• seek information and advice on child’s developmental and educational
mental review of traumatic images, and disruptions of concentration progress
by accepting the feelings, listening carefully, and reminding child that
•• provide the child with frequent high protein snacks/meals during the
these are normal but hard reactions following a very scary event
day
•• maintain communication with school staff and monitor how the child is
•• take time out to recharge
coping with demands at school or in community activities

Copyright © State of Victoria, Australia. Reproduced with permission of the Secretary of the Department of Human Services.
Unauthorised reproduction and other uses comprised in the copyright are prohibited without permission. DCP150.0112
 12 - 18 years
Child development and trauma guide
12 - 18 years
Developmental trends

The following information needs to be understood in the context of the overview statement on child development:

Physical skills
•• significant physical growth and body changes •• changing health needs for diet, rest, exercise, •• nutritious balanced diet including adequate
•• develops greater expertise/skills in sport hygiene and dental care calcium, protein and iron
•• puberty, menstruation, sexuality and
contraception

Self concept
•• can be pre-occupied with self •• dealing with own sexuality and that of peers •• becoming an adult, including opportunities
•• secondary sex characteristics affect self •• developing identity based on gender and and challenges
concept, relationships with others and culture
activities undertaken

Social-emotional development
•• empathy for others •• may explore sexuality by engaging in sexual •• interdependent with parents and family
•• ability to make decisions (moral) behaviours and intimate relationships •• conflict with family more likely through puberty
•• values and a moral system become firmer and • • develops wider interests •• able to negotiate and assert boundaries
affect views and opinions •• seeks greater autonomy personally, in decision •• learning to give and take (reciprocity)
•• spends time with peers for social and making
•• focus is on the present - may take significant
emotional needs beyond parents and family •• more responsible in tasks at home, school risks
•• peer assessment influences self concept, and work
•• understands appropriate behaviour but may
behaviour/need to conform •• experiences emotional turmoil, strong feelings lack self control/insight
•• girls have ‘best friends’, boys have ‘mates’ and unpredictable mood swings

Cognitive and creative characteristics

•• thinks logically, abstractly and solves •• can appreciate others’ perspectives and see a •• career choice may be realistic, or at odds with
problems, thinking like an adult problem or situation from different angles school performance and talents
•• may take an interest in/develop opinions
about community or world events
 Child development and trauma guide
12 - 18 years

Possible indicators of trauma

•• increased tension, irritability, reactivity and •• enuresis, encopresis •• aggressive/violent behaviour

inability to relax
•• eating disturbances/disorders •• firelighting, hurting animals
•• accident proneness
•• absconding or truanting and challenging •• suicidal ideation
•• reduced eye contact behaviours
•• self harming eg. cutting, burning
•• sleep disturbances, nightmares •• substance abuse

•• efforts to distance from feelings of shame and •• increased self-focusing and withdrawal •• trauma flashbacks
humiliation •• acute awareness of parental reactions; wish
•• reduced capacity to feel emotions – may
•• loss of self-esteem and self confidence appear ‘numb’ to protect parents from own distress

•• acute psychological distress •• wish for revenge and action oriented •• sexually exploitative or aggressive interactions
responses to trauma with younger children
•• personality changes and changes in quality of
important relationships evident •• partial loss of memory and ability to •• sexually promiscuous behaviour or total
concentrate avoidance of sexual involvement
•• running away from home

Trauma impact

•• sleep disturbances, nightmares •• flight into driven activity and involvement •• vulnerability to depression, anxiety, stress
•• hyperarousal, hypervigilance, hyperactivity with others or retreat from others in order to disorders, and suicidal ideation
manage inner turmoil •• vulnerability to conduct, attachment, eating
•• eating disturbances or disorders
•• vulnerability to withdrawal and pessimistic and behavioural disorders
•• trauma acting out, risk taking, sexualised,
world view
reckless, regressive or violent behaviour

•• mood and personality changes and changes •• flight into adulthood seen as way of escaping Memory for trauma includes:
in quality of important relationships evident impact and memory of trauma (early •• acute awareness of and distress with intrusive
•• loss of, or reduced capacity to attune with marriage, pregnancy, dropping out of school, imagery and memories of trauma
caregiver abandoning peer group for older set of
friends) •• vulnerability to flash backs, episodes of recall,
•• loss of, or reduced capacity to manage anniversary reactions and seasonal reminders
emotional states or self soothe •• fear of growing up and need to stay within of trauma
family orbit
•• lowered self-esteem •• may experience acute distress when
encountering any reminder of trauma
•• partial loss of memory and concentration

Parental / carer support following trauma

Encourage parent(s)/carers to: •• address acting-out behaviour involving aggression or self destructive
•• seek, accept and increase support for themselves to manage their behaviour quickly and firmly with limit setting and professional help
own shock and emotions •• take signs of depression, self harm, accident proneness, recklessness,
•• remain calm. Encourage younger and older adolescents to talk about and persistent personality change seriously by seeking help
traumatic event with family members •• help young person develop a sense of perspective on the impact
•• provide opportunities for young person to spend time with friends who of the traumatic event and a sense of the importance of time in
are supportive and meaningful recovering
•• reassure young person that strong feelings - whether of guilt, shame, •• encourage delaying big decisions
embarrassment, or wish for revenge - are normal following a trauma •• seek information/advice about young person’s developmental and
•• help young person find activities that offer opportunities to experience educational progress
mastery, control, and self-esteem •• provide the young person with frequent high protein snacks/meals
•• encourage pleasurable physical activities such as sports and dancing during the day
•• monitor young person’s coping at home, school, and in peer group •• take time to recharge

Copyright © State of Victoria, Australia. Reproduced with permission of the Secretary of the Department of Human Services.
Unauthorised reproduction and other uses comprised in the copyright are prohibited without permission. DCP150.0112