Childhood brain trauma lasts a lifetime

From Healing the Brain, by David Balog

How trauma affects the developing brain.

Traumatized Children and Youth in Romania--A Tragedy of Epic Proportions

Beginning in the 1960s, the country of Romania's harsh economic policies meant that most families were too poor to support multiple children. So, without other options, thousands of parents left their babies in government-run orphanages.

By Christmas day 1989, when revolutionaries overthrew the government, an estimated 170,000 children were living in more than 700 state orphanages. As the regime crumbled, journalists and humanitarians swept in. In most institutions, children were getting adequate food, hygiene and medical care, but had woefully few interactions with adults, leading to severe behavioral and emotional problems.

Unlike growing up in a family, the children didn't have lots of interactions with adults holding them, talking to them, singing or playing with them, and that lack of stimulation affected their brain development.

An American scientist who went to study the crisis, recalls "a boy in a red T-shirt and sweats skipped up to me, grabbed my hand, and wouldn’t let go. His head didn’t reach my shoulders, so I figured he was eight or nine years old. He was 13, my guide said. The boy kept looking up at me with an open, sweet face, but I found it difficult to return his gaze.

What childhood trauma does to the brain

What does PTSD look like in infants and children?

Animal models have taught us that stressing the mother in pregnancy can alter brain development in the offspring; and that prolonged separation of infant from mother impairs in the newborn other aspects of brain development and function. Furthermore, inconsistent maternal care and maternal anxiety, for example, from food insecurity, produce anxiety in offspring and contribute to the predisposition to diabetes, which itself has adverse effects on the brain.

Learn about the brain in clear language.

....Studies on children growing up in adversity have added to the information gained from animal research. Chaos in the home and inconsistent parenting impairs development of self regulatory behaviors, which can lead to substance abuse, earlier onset of sexual activity, bad decision making, and poor mood control.

School-aged children (ages 5-12)

These children may not have flashbacks or problems remembering parts of the trauma, the way adults with PTSD often do. Children, though, might put the events of the trauma in the wrong order. They might also think there were signs that the trauma was going to happen. As a result, they think that they will see these signs again before another trauma happens. They think that if they pay attention, they can avoid future traumas.

Children of this age might also show signs of PTSD in their play. They might keep repeating a part of the trauma. These games do not make their worry and distress go away. For example, a child might always want to play shooting games after he sees a school shooting. Children may also fit parts of the trauma into their daily lives. For example, a child might carry a gun to school after seeing a school shooting.

Trump: The only thing we have to fear

After shocking executive actions from the White House, fear is gripping the world. The new president Trump has unleashed immigration bans, a plan to build a wall across the Mexican border, plans to cut Obamacare and more. Fear comprises our most primal emotion and we talk about it in our book series, Healing the Brain

(Book excerpt.) New York University neuroscientist Joseph LeDoux, Ph.D., and other neuroscientists have begun to examine the way the brain shapes our experience—and our memories—to generate the varied repertoire of human emotions. Specifically, as Dr. LeDoux explains, he chose to begin his inquiry by examining an emotion that is common to all living creatures: fear.

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Mice serve researchers well as animal models. These very distant relatives possess well over 90 per cent of the same genes as humans.

Years of research by many workers have given us extensive knowledge of the neural pathways involved in processing acoustic information, which is an excellent starting point for examining the neurological foundations of fear. The natural flow of auditory information—the way you hear music, speech, or anything else—is that the sound comes into the ear, enters the brain, goes up to a region called the auditory midbrain, then to the auditory thalamus, and ultimately to the auditory cortex. Thus, in the auditory pathway, as in other sensory systems, the cortex is the highest level of processing.

So the first question we asked when we began these studies of the fear system was: Does the sound have to go all the way to the auditory cortex in order for the rat to learn that the sound paired with the shock is dangerous? When we made lesions in the auditory cortex, we found that the animal could still make the association between the sound and the shock, and would still react with fear behavior to the sound alone. Since information from all our senses is processed in the cortex—which ultimately allows us to become conscious of seeing the predator or hearing the sound—the fact that the cortex didn’t seem to be necessary to fear conditioning was both intriguing and mystifying. We wanted to understand how something as important as the emotion of fear could be mediated by the brain if it wasn’t going into the cortex, where all the higher processes occur.

Some other area or areas of the brain must receive information from the thalamus and establish memories about experiences that stimulate a fear response.

So we next made lesions in the auditory thalamus and then in the auditory midbrain. The midbrain supplies the major sensory input to the thalamus, which in turn supplies the major sensory input to the cortex. What we found was that lesions in either of these subcortical areas completely eliminated the rat’s susceptibility to fear conditioning. If the lesions were made in an unconditioned rat, the animal could not learn to make the association between sound and shock, and if the lesions were made on a rat that had already been conditioned to fear the sound, it would no longer react to the sound. But if the stimulus didn’t have to reach the cortex, where was it going from the thalamus?

Some other area or areas of the brain must receive information from the thalamus and establish memories about experiences that stimulate a fear response. To find out, we made a tracer injection in the auditory thalamus (the part of the thalamus that processes sounds) and found that some cells in this structure projected axons into the amygdala. This is key, because the amygdala has for many years been known to be important in emotional responses. So it appeared that information went to the amygdala from the thalamus without going to the neocortex. We then did experiments with rats that had amygdala lesions, measuring freezing and blood pressure responses elicited by the sound after conditioning. We found that the amygdala lesion prevented conditioning from taking place. In fact, the responses are very similar to those of unconditioned animals that hear the sound for the first time, without getting the shock. So the amygdala is critical to this pathway.

It receives information about the outside world directly from the thalamus, and immediately sets in motion a variety of bodily responses. We call this thalamo-amygdala pathway the low road because it’s not taking advantage of all of the higher-level information processing that occurs in the neocortex, which also communicates with the amygdala.

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