| This theoretical dissertation describes the inclusion of neurobiological sequelae in the analysis of recognized treatment options for childhood Post Traumatic Stress Disorder (PTSD). Research regarding central facets of PTSD in children, including diagnostic criteria, is explored. The stress response is investigated, including the roles of pertinent neurobiological systems and patterns of reaction to stressors, subsequent to a review of normal neurobiological development. A review of professional literature regarding the relationship between neuronal development of attention, memory, and learning as they are affected by the traumatic events prodromal to the diagnosis of childhood Post Traumatic Stress Disorder ensues. Detailed literature includes that which describes brain organization and the role of experience in shaping neurological development in children. Possible alterations in neural circuitry development subsequent to traumatic stressors are examined with a particular emphasis on how alterations of the child's ability to learn impact behavioral, cognitive, emotional, and social functioning. A comprehensive appraisal of recognized childhood posttraumatic stress disorder treatment methods utilized by clinicians will precede an analysis of the means by which specified treatment components aid in the abatement of neurobiological sequelae of trauma. Finally, suggestions for the advancement of child trauma treatment and research will be presented subsequent to consideration of the adeptness with which clinicians are currently treating childhood posttraumatic stress disorder. |
