developmental trauma

When things go wrong, the child’s development and the sequential, progressive development of the brain are absent or compromised. Early and prolonged neglect or abuse is referred to as developmental trauma.

In the most severe cases, and often following sudden experiences of violence, the body-mind shuts down and restricts the healthy relational openness of development.

state of permanent trauma

Many (but not all) adults and children living in precarious situations, such as on the ‘margins’ of society (in prison, homeless, in prostitution, or as victims of domestic violence, incest, physical or sexual abuse),

have been or are in a state of permanent trauma (including developmental trauma) as well as exhibiting well-known symptoms of PTSD.

Reaction to trauma

Children and adults who have never experienced a period of secure attachment to an adult parent or carer find it much more difficult when faced with violence, loss, displacement, etc.

In many cases, the reaction to trauma involves the disruption or restriction of the relationship at one of the three relational levels: with oneself, with others, and with the world.

barely alive

This risks halting or radically restricting the child’s ability to play, imagine and symbolise. Some adults will say they have lost the sense of being themselves – as they were before – or that they feel half-alive or barely alive.

Research into the importance of a secure attachment relationship in childhood shows just how crucial it is to (re)introduce, before the age of 10, the experience of security within a supportive and caring relationship.

For the development of initiatives with therapeutic benefits that respond to the specific context and conditions as soon as possible

For a widespread understanding and for initiatives that position play and other creative and physical processes as the most appropriate and respectful means of helping children and adults in emotional and relational distress to emerge from their trauma and other disrupted forms of relationship with themselves, others and the world.

For professionals, volunteers or facilitators to creatively explore their own relationship with the self, creativity and trauma.

This third argument aims to ensure that professionals and carers fully understand the value of the creative relationship, thereby avoiding a narrow focus on providing ‘activities’ or tools and techniques, and also avoiding the tendency to over-analyse or over-psychologise situations where the creative relationship offers a revitalising, beneficial and urgently needed experience.

So that professionals and volunteers understand, recognise and are open to the fundamental existential themes underpinning all kinds of trauma symptoms, and to how these can be addressed more calmly through play and the creative process.