Early childhood trauma generally refers to the traumatic experiences that occur to children aged 0-6. These traumas can be the result of intentional violence – such as child physical or sexual abuse, or domestic violence – or the result of natural disaster, accidents, or war. Young children also may experience traumatic stress in response to painful medical procedures or the sudden loss of a parent/caregiver. Because infants’ and young children’s reactions may be different from older children’s, and because they may not be able to verbalize their reactions to threatening or dangerous events, many people assume that young age protects children from the impact of traumatic experiences. This is not true.

Adapted from The National Child Trauma Stress Network

A growing body of research has established that young children affected by events that have threatened their safety and wellbeing are more likely to have life-long mental and physical health complications. This is important to recognise when we consider the Quality World Pictures a traumatised child may have chosen to satisfy their needs in order to survive, belong, feel in control, have choice or experience pleasure. These pictures may provide pleasure to the child in the moment but create long term complications in the real world of school, home, foster-care placements and in the general community.

Some of these “what I want” pictures, may also represent ideas that may never be satisfied, which creates a never-ending pain cycle for that child. In his brilliant chart “How the Brain Works”, within the Quality World, William Glasser included a picture of a mother and a child. He explained that these were the first two Quality World pictures that all humans “want most” – to exist and have your needs met by the ‘mother’ as primary caregiver, as you are unable to do it for yourself. But what if that person is unavailable to the child, cannot satisfy the child basic needs, or does not have the child as a large enough picture in their Quality World?

Glasser said “Your picture album is the world you would like to live in, where somehow or other all your desires, even conflicting ones, are satisfied. The pictures we are trying to satisfy make sense to us.” 1984. Control Theory.

Children and young people, who have not been held in safety during their formative years, often add pictures to their Quality Worlds that create a sense of protection. This can include aggression, violence, withdrawal, mutism, self-harm or over pleasing. These versions of self and behaviours that align with them can create unsafe experiences for the child and those around them.

Using disconnecting habits of coercing, punishing, blaming, shaming or bribing a person to remove these Quality World pictures will have little to no success. Allowing children and young people to explore their true identity, engage in activities that match their natural talents, experiential learning in a world that is safe and protective, and having adults around them that never give up may become the catalyst for change. Adults who understand and show compassion for teaching and supporting a child to meet their needs in a connecting manner, because of an encouraging and respectful relationship, are the champions every child needs.