The neuropsychological sequelae of chronically psychologically traumatized children

Abstract

The human organism is born as a neurodevelopmentally vulnerable being, susceptible to injury and insult that would result in altered potential and functioning. While there is an ever developing body of knowledge on the effects of physical trauma on the developing cognitive structures, relatively little is known about the impact of psychological trauma. The goal of this research was to explore the developmental impact of chronic stress and trauma to the child's neurocognitive system, a relatively undocumented area. The major hypothesis of this research is that children who experience significant or prolonged psychological trauma, as in the case of 20 girls, ages 6.5 years to 14 years of age, who have a history of sexual abuse, would be more likely to demonstrate neuropsychological deficits in the following areas: memory, higher integrative functions, executive functions, and attention when compared to a comparison sample of 20 same-age, same-sex peers with no known history of emotional or physical trauma. Additionally, it was hypothesized that there would be greater deficits in left hemisphere domains, i.e., verbal tasks. Multivariate analyses of the relationships of trauma and subsequent neuropsychological deficits indicate a significant effect on verbal skills and a moderate effect in attention processes. The results are useful in directing future investigations of the neurocognitive sequelae of psychological trauma and clinical interventions for children who have been traumatized. The results will also be useful in academic assessment and planning for child victims of psychological trauma.