The disabling effects of Trauma in a time of austerity: implications for the practice and theory of child psychotherapy

Abstract

To be a person with learning disabilities/special educational needs is to be vulnerable to projections of hatred from society, as we seek to disavow the damaged and imperfect in all of us. In circumstances which mirror those of other marginalised groups these projections of hate continue to the point of disabled lives being experienced as less valuable as others. In this paper, I will argue that in our current highly capitalised societies, these projections may now also be carried by those children and young people who are experiencing the effects of childhood trauma, with a recognition that a disproportionate amount of developmentally damaging trauma is undergone by children who live in poverty.

This paper will reflect on my work as a child psychotherapist in primary schools in London in the UK over the past 10 years, with children and young people who have been identified as having a range of identified special needs, including social, emotional and behavioural difficulties. All have had their capacity to develop to their full potential impacted by their experiences of trauma. Bessel van der Kolk’s Developmental Trauma model and Sroufe’s Minnesota research will all be considered.

Clinical examples will show how long-term, play based child psychotherapy can provide a valuable opportunity for children to identify and express their feelings, in the context of an empathic attuned relationship, even if traumatic experiences are ongoing.

Disclosure statement

No potential conflict of interest was reported by the author.

Notes

1. Details of all case studies have been changed to retain anonymity.