The assessment of developmental trauma in children and adolescents: A systematic review

Denton, Ruth; Frogley, Catherine; Jackson, Sue; John, Mary; Querstret, Dawn

doi:10.1177/1359104516631607

Cited by 51 publications

(59 citation statements)

References 88 publications

(186 reference statements)

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“…There are numbers of instruments that assess developmental trauma in children and adolescents, and each of these instruments measure somewhat different dimensions of the childhood trauma. 22) However, there have been no studies validating these instruments with the Korean adolescent samples. The Early Trauma Inventory Self Report-Short Form (ETISR-SF), one of instruments that measure the childhood trauma, is a 27-item self-report questionnaire, which assesses the four domains of physical, emotional, sexual abuse, and general trauma.…”

Section: Introductionmentioning

confidence: 99%

Reliability and Validity of the Early Trauma Inventory Self Report-Short Form among Korean Adolescents

Park¹

2018

J Korean Acad Child Adolesc Psychiatry

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Objectives: Experiencing early childhood trauma is related to multiple psychiatric problems in adolescents and adulthood. This study aimed to examine the reliability and validity of the Korean version of the Early Trauma Inventory Self Report-Short Form (ETISR-SF) among Korean adolescents. Methods: A total of 86 adolescents aged 12-17 years (mean age 14.50±1.35 years, range 12-17) were assessed using the ETISR-SF. Other instruments, including the Children's Depression Inventory (CDI), the revised Children's Manifest Anxiety Scale (RCMAS), and the List of Threatening Experiences Questionnaire (LTE-Q), were used to assess clinical symptoms. After 2 months, 51 of the 86 participants were evaluated using the ETISR-SF to assess test-retest reliability. Results: The Cronbach's coefficient alpha for the ETISR-SF was high (0.803). Adolescents with depressive disorder showed higher ETISR-SF scores compared to healthy controls. The ETISR-SF scores were correlated higher with the scores on the LTE-Q (r=0.485) than with the scores on the CDI or RCMAS (r=0.165 and 0.347, respectively). Conclusion: The ETISR-SF was temporally stable, showing acceptable reliability (r=0.776). These findings suggest that the Korean version of the ETISR-SF appears to be a reliable and valid instrument for the measurement of reported childhood trauma.

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Section: Introductionmentioning

confidence: 99%

Reliability and Validity of the Early Trauma Inventory Self Report-Short Form among Korean Adolescents

Park¹

2018

J Korean Acad Child Adolesc Psychiatry

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“…Few instruments have been sufficiently validated for use with adolescents, and few examine trauma symptoms beyond posttraumatic stress disorder. 40 Researchers have found traditional diagnostic categories of trauma exposure, including posttraumatic stress disorder, limiting in that individuals are diagnosed on the basis of symptoms triggered by a specific event, and they thus do not capture exposure to multiple adverse experiences or events that may collectively warrant diagnosis. As a result, newer diagnostic categories, such as "developmental trauma disorder" and "complex trauma," have been created to address these limitations.…”

Section: Screening and Identificationmentioning

confidence: 99%

“…However, corresponding assessment tools have not yet been developed. 40 Existing validated tools for use with adolescents are also lengthy and can be challenging to administer during brief clinical visits where many issues, including sexual activity, mental health, substance use, and school experiences, need to be assessed.…”

Section: Screening and Identificationmentioning

confidence: 99%

Adverse Childhood Experiences and Resilience: Addressing the Unique Needs of Adolescents

Soleimanpour

Geierstanger

Brindis

2017

Academic Pediatrics

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Adolescents exposed to adverse childhood experiences (ACEs) have unique developmental needs that must be addressed by the health, education, and social welfare systems that serve them. Nationwide, over half of adolescents have reportedly been exposed to ACEs. This exposure can have detrimental effects, including increased risk for learning and behavioral issues and suicidal ideation. In response, clinical and community systems need to carefully plan and coordinate services to support adolescents who have been exposed to ACEs, with a particular focus on special populations. We discuss how adolescents' needs can be met, including considering confidentiality concerns and emerging independence; tailoring and testing screening tools for specific use with adolescents; identifying effective multipronged and cross-system trauma-informed interventions; and advocating for improved policies.KEYWORDS: adolescent health policy; adolescents; adverse childhood experiences; resilience; trauma ACADEMIC PEDIATRICS 2017;17:S108-S114 ADVERSE CHILDHOOD EXPERIENCES (ACEs) are increasingly a focus of both research and interventions nationwide, given emerging evidence of their high prevalence and lifelong health impacts. To date, much of the ACEs literature has focused on children and adults. Greater attention should be paid to the distinct developmental needs of adolescents and how the systems that serve them can more adequately respond.Distinct from both childhood and adulthood, adolescence is a unique developmental stage of rapid growth during which physiologic, cognitive, social, and emotional changes occur simultaneously. During this time (ages 11 to 21 years), adolescents experience physical and sexual maturation, develop more abstract and long-term thinking, and engage in risk-taking behaviors as they establish their independence. Adolescents who have experienced ACEs may be less able to successfully navigate this transformational stage as a result of the damaging effects of traumatic experiences on their emotional and cognitive development and/or lack of or limited positive supports.A large body of research has demonstrated that investments in early childhood can yield significant social and economic returns in adulthood and that this developmental stage should be prioritized for investments, particularly for disadvantaged youth. 1,2 However, this research also supports the notion that to maximize returns, there is a concurrent need to invest resources to address the needs of adolescents, particularly for those who may not have received needed supports in early childhood and/or who continue to experience ACEs into adolescence.Thus, adolescence represents a key window of opportunity to ameliorate the short-and longer-term impacts of trauma and positively alter the life course trajectory. High rates of trauma exposure have led to a pressing need to identify youth who have been exposed; recognize the varied ways in which youth respond to these experiences; identify effective strategies to provide traumainformed care; and d...

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“…Developmental trauma refers to the neurobiological impact of ACEs, particularly in settings where the child is establishing attachment with his or her parent(s) and experiencing repetitive traumatic experiences within a relationship that should protect them from harm . These experiences can include witnessing or experiencing domestic violence, a lack of consistent parenting due to parental mental health concerns and/or drug use or alcohol abuse, or due to abuse or neglect, whether emotional or physical …”

Section: Developmental Traumamentioning

confidence: 99%

“…5,7,41 These experiences can include witnessing or experiencing domestic violence, a lack of consistent parenting due to parental mental health concerns and/or drug use or alcohol abuse, or due to abuse or neglect, whether emotional or physical. 42 It is well recognised that developmental trauma has lasting impacts on child and adult physical and mental health 8,[43][44][45][46] and can lead to neurobiological changes. 47,48 A history of developmental trauma is the single most significant predictor for the requirement of mental health services as an adult.…”

Section: Developmental Traumamentioning

confidence: 99%

Recognition of attachment difficulties and developmental trauma is the responsibility of all paediatricians

Kaiser¹,

Zimmet

Fraser

et al. 2018

J Paediatrics Child Health

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This article provides an overview of attachment theory, developmental trauma and trauma‐informed care for paediatricians. The impact of difficult or impoverished parent–child relationships on brain development and long‐term health is now well known. Recent neuroscience research reveals the adverse neurological impacts of developmental trauma and supports the biological basis of attachment theory. There is also an increasing body of evidence that childhood adversity is common and impacts physical and mental health throughout the life‐span. Comprehensive paediatric assessment should include an understanding of attachment difficulties and developmental trauma. Viewing children and their families through a ‘trauma‐informed lens’ can provide critical insights into their clinical presentation and care needs. All paediatricians should be providing and practicing trauma‐informed care.

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The assessment of developmental trauma in children and adolescents: A systematic review

Abstract: Few instruments could be recommended for immediate use as many required further validation. The Assessment Checklist questionnaires, designed with a developmental and attachment focus, were the most promising tools.

Cited by 51 publications

References 88 publications

Reliability and Validity of the Early Trauma Inventory Self Report-Short Form among Korean Adolescents

Reliability and Validity of the Early Trauma Inventory Self Report-Short Form among Korean Adolescents

Adverse Childhood Experiences and Resilience: Addressing the Unique Needs of Adolescents

Recognition of attachment difficulties and developmental trauma is the responsibility of all paediatricians

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