Motivation and emotion/Book/2024/Adverse childhood experiences and emotion regulation

Adverse childhood experiences nd emotion regulation:
What is the relationship between ACEs and emotion regulation?

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Multimedia presentation (3 min)

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Overview

Figure 1. Explore the topic, then brainstorm a structure. The Overview should start with an engaging scenario or case study which illustrates the problem and engages reader interest. Ideally, also include an image (e.g., see Figure 1). Present the scenario in a feature box. The feature box colour can be changed.

This template provides tips for the topic development exercise. Gradually remove these suggestions as the chapter develops. It is OK to retain some of this template content for the topic development exercise. Also consult the book chapter guidelines.

The Overview is typically consists of one to four paragraphs inbetween the scenario and focus questions. Suggested word count aim for the Overview: 180 to 330 words.

Figure 1. Averse Childhood Experiences can impact a child's emotional development and their ability to manage their emotions effectively as an adult.

Imagine, a young child growing up in a home where the mood at home is unpredictable. They are often exposed to frequent and loud arguments between their parents, and on occasions, this conflict escalates to physical violence. Without warning, their parents can become distant or angry, and sometimes the child is left to fend for themselves at home. This child is now always on edge, easily startled, and often feeling anxious. They are withdrawn from peers, and as they grow older their ability to manage their emotions seems to be hindered. They feel overwhelmed by anxiety and sadness frequently, and they are unsure of how they can cope effectively.

This is not a unique scenario. Many children experience adverse events such as abuse, neglect and exposure to domestic violence, which may have lasting on their emotional development. According to 2024 UNICEF estimates, nearly 400 million children under the age of 5 or 6 in 10 children within that age group globally, endure psychological aggression or physical abuse at home on a regular basis. Adverse Childhood experiences are also linked to a range of negative outcomes in adulthood, including mental health disorders, substance abuse, and relationship challenges. Understanding the impact of averse childhood experiences (ACE's) on emotional self regulation is important as it aids in preventing long-term psychological issues that stem from significant adversity in childhood, and it can aid in developing effective interventions.

Through vast research, there have been valuable insights into how ACE's effect the brain and emotional regulation, and how early interventions can mitigate the effects of childhood adversity.

This chapter explores how adverse childhood experiences (ACE) impact emotional regulation, answering the following focus questions.

1. What are adverse childhood experiences (ACEs)?
2. How do ACEs impact emotion regulation?
3. How can people who experienced childhood adversity be supported to develop emotion regulation?
4. How can early interventions help mitigate the effects of ACEs on emotional development?

Suggestions for this section: Engage the reader with a scenario, example, or case study, and an accompanying image Explain the problem and why it is important Outline how psychological science can help Present focus questions

Focus questions: Break the problem (i.e., the sub-title) down into three to five focus questions. Focus questions can also be used as top-level headings. What is the first focus question? What is the second focus question? What is the third focus question? Ask open-ended focus questions. For example: Is there a relationship between motivation and success? (closed-ended) What is the relationship between motivation and success? (open-ended)

Headings

• Aim for three to six main headings inbetween the Overview and Conclusion
• Sub-headings can also be used, but
  • avoid having sections with only one sub-heading
  • provide an introductory paragraph before breaking into sub-sections

What is an adverse childhood experience?

APA definition of traumatic life event

brief information - original CDC Kaiser study 1998

What is emotional regulation?

definition

- Emotional dysregulation

Theoretical approaches to understanding the relationship between ACEs and emotional regulation (still deciding on which of these are most relevant)

Attachment Theory (John Bowlby)

• The ability to form and maintain relationships
• How early relationships influence emotional regulation

Social Learning Theory (Albert Bandura)

• How children learn emotional responses and coping mechanisms through observing and mimicking the behaviours of those around them.
• Observing how their parents and other people behave around them, and learning to acquire those behaviours

Neurological Models

• The impact of ACEs on brain development and emotional regulation.
• Goodhill G. J. (2018).
• Trauma imprinting itself into our neurobiology, leaving a footprint in the nervous system.

Stress Response Theory

• Chronic stress and it's effects on emotional processing
• Burchfield, S. R. (1979).

Polyvagal Theory Tiers

Polyvagal Theory (Stephen Proges)

• How the autonomic nervous system influenced by early experiences regulates emotions and social behaviour.
• Porges, S. W., & Buczynski, R. (2011).
• Autonomic nervous system responding to signals in her environment via these three pathways. These are suggested to be automatic and out of your conscious control. Three tiered hiearachy.
• Ventral vagal - safe a social tier (heart rate regulated, feeing safe, peaceful, happy, active and engaged. top of autonomic ladder
• Sympathetic - mobilised, fight or flight (heart racing, shallow breath, anxiety and adrenaline surge.
• Dorsal Vagal - immobilised, collapsed, (low energy, shallow breath, hopelessness, foggy and alone. - feeling numb or disconnected from the conversation with a parent who may have been abusive towards you as a child. bottom of the autonomic ladder.
• Neuroception - the process of your autonomic nervous system unconsciously scanning for cues of danger safety and threat. (is this person safe?)
• Vagus - meaning wondering.
• Trauma survivors can get stuck in a sympathetic or dorsal vagal state, initially reactions might be to fight back, hide, last resort may be dorsal vagal shut down. The ability to regulate nervous system is impaired and the natural pair of connect is replaced with pattern fro protection - wired for threat and danger rather then safety and connect. - thus it is difficult to build trust or feel safe.
• Ventral vagal state of connection can be revisited with people you feel safe around.
• Young children don't have the ability to self-regulate, so they seek co-regulation from their parents/caregivers and rely on theose relationships for psychological and emotional regulation.
• (I got these notes from this video: https://www.youtube.com/watch?v=SlhFrBoEnxU) - will edit later.

Psychological and biological mechanisms

Brain development

• the role of the amygdala, prefrontal cortex, and HPD axis in emotional regulation

The role of trauma

• how trauma rewires the brains emotional circuits

Cognitive behavioural models

• the influence of negative thinking patterns on emotional regulation.

Interventions and treatment approaches

Mindfulness and emotional regulation

techniques for enhancing emotional awareness and control

Key points

• Provide at least three bullet-points per headingʔ and sub-heading, including for the Overview and Conclusion
• Include key citations

Figures

Figure 2. Example of an image with a descriptive caption.

• Use figures to illustrate concepts, add interest, and to serve as examples
• Figures can show photos, diagrams, graphs, video, audio, etcetera
• Embed figures throughout the chapter, including the Overview section
• Figures should be captioned (using Figure #. and a caption). Use captions to explain the relevance of the image to the text/
• Wikimedia Commons provides a library of embeddable images
• Images can also be uploaded to Wikimedia Commons if they are openly licensed
• Refer to each figure at least once in the main text (e.g., see Figure 2)

Learning features

Interactive learning features help to bring online book chapters to life and can be embedded throughout the chapter.

Scenarios

• Scenarios or case studies describe applied/real-world examples of concepts in action
• Case studies can be real or fictional
• A case study could be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages)
• It is often helpful to present case studies using feature boxes.

Feature boxes

• Important content can be highlighted in a feature box. But don't overuse feature boxes, otherwise they lose their effect.
• Consider using feature boxes for:
  • Scenarios, case studies, or examples
  • Focus questions
  • Tips
  • Quiz questions
  • Take-home messages

Links

• When key words are introduced, use interwiki links to:
  • Wikipedia (e.g., Sigmund Freud wrote about (e.g., dreams) or
  • Related book chapters (e.g., writer's block)

Tables

• Use to organise and summarise information
• As with figures, tables should be captioned
• Refer to each table at least once in the main text (e.g., see Table 1)
• Example 3 x 3 tables which could be adapted

Table 1. Descriptive Caption Which Explains The Table and its Relevant to the Text - Johari Window Model

	Known to self	Not known to self
Known to others	Open area	Blind spot
Not known to others	Hidden area	Unknown

Quizzes

• Using one or two review questions per major section is usually better than a long quiz at the end
• Quiz conceptual understanding, rather than trivia
• Don't make quizzes too hard
• Different types of quiz questions are possible; see Quiz

Example simple quiz questions. Choose your answers and click "Submit":

- will edit the quiz once I figure out how to do multiple choice

1 Quizzes are an interactive learning feature:

	True
	False

2 The mobilised, immobilized and safe states are a part of the polyvagal theory:

	True
	False

Conclusion

Ending/or near end of conclusion:

- Early identification and support can make a profound difference in a child's life, potentially altering their developmental trajectory ad improving their overall well being.

• The Conclusion is arguably the most important section
• Suggested word count: 150 to 330 words
• It should be possible for someone to only read the Overview and the Conclusion and still get a pretty good idea of the problem and what is known based on psychological science

Suggestions for this section: What is the answer to the sub-title question based on psychological theory and research? What are the answers to the focus questions? What are the practical, take-home messages? (Even for the topic development, have a go at the likely take-home message)

See also

Provide internal (wiki) links to the most relevant Wikiversity pages (esp. related motivation and emotion book chapters) and Wikipedia articles. Use these formats:

• Light triad (Book chapter, 2021)
• Collaborative authoring using wiki (Wikiversity)
• Self determination theory (Wikipedia)

Suggestions for this section: Present in alphabetical order Use sentence casing Include the source in parentheses

References

Bandura, A. (1977). , , and View all authors and affiliations

https://doi.org/10.1177/10596011770020031

Boullier, M., & Blair, M. (2018). Adverse childhood experiences. Paediatrics and Child Health, 28(3), 132-137.

Bowlby, J. (1958). The nature of the child's tie to his mother. International Journal of Psycho-Analysis, XXXIX, 1-23

Bowlby, J. (1969). Attachment and loss, Vol. I: Attachment. New York: Basic Books

Burchfield, S. R. (1979). The stress response: A new perspective. Psychosomatic Medicine, 41(8), 661-672.

Cleveland Clinic. (2023). Adverse Childhood Experiences (ACEs) & Childhood Trauma. Cleveland Clinic. https://my.clevelandclinic.org/health/symptoms/24875-adverse-childhood-experiences-ace

Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., & Marks, J. S. (1998). Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: The Adverse Childhood Experiences (ACE) Study. American journal of preventive medicine, 14(4), 245-258.

Goodhill G. J. (2018). Theoretical Models of Neural Development. iScience, 8, 183–199. https://doi.org/10.1016/j.isci.2018.09.017

Porges, S. W., & Buczynski, R. (2011). The polyvagal theory for treating trauma. Webinar, June, 15, 2012.

(need to add the rest.)

List cited references in APA style (7th ed.) or wiki style.

APA style example:

Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. Motivation Science, 4(4), 281–300. https://doi.org/10.1037/mot0000091

Suggestions for this section: Important aspects of APA style for references include: Wrap the set of references in the hanging indent template. Use "Edit source": {{Hanging indent|1= the full list of references}} Author surname, followed by a comma, then the author initials separated by full stops and spaces Year of publication in parentheses Title of work in lower case except first letter and proper names, ending in a full-stop Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop Provide the full doi as a URL and working hyperlink The most common mistakes include: Incorrect capitalisation Incorrect italicisation Citing sources that weren't read or consulted

External links

Provide external links to highly relevant resources such as presentations, news articles, and professional sites. Use sentence casing. For example:

• Six top tips for writing a great essay (University of Melbourne)
• The importance of structure (skillsyouneed.com)

Suggestions for this section: Only select links to major external resources about the topic Present in alphabetical order Include the source in parentheses after the link