ABSTRACT
Children as young as age 3 or 4 can report basic emotions and experiences. They have more difficulty with the concept of time than older children. Cognizance of suggestibility or subtle influence is important when questioning young children. A number of well-respected, trauma-focused methods are included in this chapter. Methods often include creative components such as play, games/exercises, and/or stories. Some methods address neurobiological changes that follow traumas. Specific methods can be used for aggression or disruptive behaviors, reactivity, and behavioral inhibition as well as for children of divorce. Some of the methods include programs for parents, for teachers, and for children. Methods also exist that train parents and teachers to deal with children based on their temperaments. Phased treatments such as those that focus on attachment, regulation, and competency have been used for children (and adolescents) with developmental or complex trauma reactions. Specific treatments have addressed developmental problems such as executive functions, regulation, and academic performance. Some of these treatments include mindfulness methods (for parents or children) that have shown success in several realms—e.g., self-regulation, social competence, grades, brain functioning. Case examples are provided.
