ABSTRACT
For school-age children, developmental tasks such as the transition from parents to peers as social partners, development of perspective-taking, and evolvement of self-control may be disrupted or impaired by trauma or other adversity. Risk factors and trauma or adversity’s influence on development and on psychopathology are discussed in this chapter. Number of exposures, evolving caregiver–child attachments, temperament, and neurobiology influence development, reactions, and functioning. The nature of traumas (e.g., betrayal) and parenting have moderated posttrauma reactions and recovery. Shame or guilt may moderate grief or PTSD symptoms. Trauma- and Stressor-Related Disorders such as Reactive Attachment Disorder or Disinhibited Social Engagement Disorder may occur but may vary from the reactions described for younger age groups. Studies of Persistent Complex Bereavement Disorder may find that modifications are needed for children. In this age group children have a better understanding of death. As has been true for other age groups, parental death may be a significantly undermining experience depending on other factors. Psychotic-like symptoms also may occur for children in this age group. Tables and case examples are provided.
