A tragic incident or major catastrophe is an instinctive attachment, which affects infants’ growth (D’Andrea, Ford, Stolbach, et al., 2012). It is no surprise that toddlerhood’s enduring emotional issues can have much detrimental influence on a person’s life. Incidents such as violent offenses, escaping a significant car crash, experiencing a shooting incident, and so on, can entail damage. This is because depression is a profoundly traumatic or upsetting occurrence or an unsettling incident throughout infancy.

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Research Question

My research question will be how does the effect of trauma manifest in children’s development as they grow into adulthood? I chose this topic because it summarizes what we know from mental development research in children who have undergone trauma and offers recommendations to facilitate primary weapon approaches to such kids’ distress. In toddlers who have now been established in treatment, traumatic experiences are typical, and there is growing interest in these children’s particular needs.


Given the collective desire to keep children safe, it is likely throughout their infancy that they will be subjected to a horrific experience (Lubit, Rovine, Defrancisci, et al., 2003). Regrettably, any infant can undergo a car crash, a gas explosion, emotional assault, or minor injury, or even encounter significant harm. Severe accidents like these can disrupt the growth and maintenance of an infant.

Emotional pain may conflict with an infant’s capacity to establish a safe and robust connection to care personnel (Laible, Thompson, et al., 1998). Distressed children may be scared of being split from a caretaker, and that they may tend to be excessively high maintenance as a consequence. An infant who has been in a car crash with his mom, for instance, would not want his mom to be out of reach. Children subjected to recurrent distress could be on the opposite side of the continuum where no friendships with guardians continue to grow. They will separate themselves and have trouble looking for support from people.

Emotional pain can put a lot of stress on the growing mind of a toddler. Pain may lead to significant trouble with children listening carefully (Bearison, Magzamen, et al., 1986). There are also learning disabilities for children subjected to recurrent stress, and their expression and communication can be impaired. Cognitive disorders are prevalent, and children can have trouble grasping the implications of their actions.


Fortunately, professionals can make some improvements to encourage resilience and reduce harm.

Instruments used in data collection; Trauma questionnaires, Caregiver experience, learning habits, and personal experience.

The entire data will remain private for confidentiality purposes, and none of the people questioned can be traced by anyone (Laible, Thompson, et al., 1998). The data is from selected people who have taken care of infants who have had trauma or close families whose children have undergone this kind of experience.

Trauma Questionnaires will account for 35%, Caregiver experience will account for 45%, and Learning habits will account for 20%

Research Methods









Through ascertaining independent variables, we get to know the effect of the dependent variables.


We assume that quality care will reduce the instance of trauma occurrence.





Asking the caregivers and families that have had infants with trauma


Giving out questionnaires to families and caregivers to get the impact of trauma





Attending to behaviors of the children who have undergone trauma and noting them down



Making conclusions of the effects of trauma


The research findings in this proposal will help combat trauma in children. The data collected may be used by families and caregivers and relevant establishments. The great news is that all children are not faced with chronic difficulties subjected to stressful experiences (Enlow, Egeland, Wright, et al., 2012). Depending on their genetic configuration, some children also appear to be even more robust than others.

There are also measures that families, guardians, educators, and other individuals should take once deeply affected to encourage resilience in children.


Bearison, D. J., Magzamen, S., & Filardo, E. K. (1986). Socio-cognitive conflict and cognitive growth in young children. Merrill-Palmer Quarterly (1982-), 51-72.

D’Andrea, W., Ford, J., Stolbach, B., Spinazzola, J., & van der Kolk, B. A. (2012). Understanding interpersonal trauma in children: Why we need a developmentally appropriate trauma diagnosis. American Journal of Orthopsychiatry, 82(2), 187.

Enlow, M. B., Egeland, B., Blood, E. A., Wright, R. O., & Wright, R. J. (2012). Interpersonal trauma exposure and cognitive development in children to age 8 years: a longitudinal study. J Epidemiol Community Health, 66(11), 1005-1010.

Laible, D. J., & Thompson, R. A. (1998). Attachment and emotional understanding in preschool children. Developmental psychology, 34(5), 1038.

Lubit, R., Rovine, D., Defrancisci, L., & Eth, S. (2003). Impact of trauma on children. Journal of Psychiatric Practice®, 9(2), 128-138.

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