43
In babies and toddlers ( 0-2 years ), trauma reactions take the form of clinging , crying , sleeping difficulties , and eating problems . At this age , trauma may lead to attachment problems ( where the child fails to establish a secure relationship to its parents or close family members ).
See the case of Sam , who was physically abused when he was less than four years of age .
Pre-school children ( 2-6 ) are clinging and experience sleeping , eating and separation difficulties . They may lose acquired skills , such as speech or toilet training ( regression ), and may be passive or helpless . Their capacity to play and use objects to represent ( or symbolise ) other objects , may decline ; their play ( if present ) can be repetitious , aggressive or fatalistic . Some children exposed to sexual abuse exhibit sexualised behaviour towards other children .
KEY TO KNOW
See the reactions of Asma . She had poor self-regulation , poor playing capacity , a poor sense of agency .
Schoolchildren ( 6-12 ) who have been traumatised may display repetitious , aggressive and sometimes sexualised play . In addition , they display many somatic complaints ( headaches , stomach pain , etc .). They also frequently exhibit learning problems , lack of concentration , and poor memory . Some report flashbacks and nightmares . They are likely to be anxious , restless and aggressive . Such behaviour may be triggered by sights , experiences or sensations that recall the traumatic event .
Teenagers ( 12-18 ) display inappropriate sexual behaviour , or impulsivity ; they may self-harm , use drugs or show self-destructive behaviour . Nightmares and flashbacks are common , as are selfblame , guilt , shame , depression and lack of hope in the future .
See the case of Rama , who felt guilt , shame and social withdrawal and thought of harming herself .
Concluding remark
When a child is exposed to sexual abuse , their normal development may be affected , as shown in the “ Developmental model ”.
Normal developmental tasks , such as attachment , playing , learning , socialising , and moral development , also need to be addressed and put back on track .