The George Hull Centre Institute of Childhood Trauma and Attachment
Dedicated to transforming how child and youth-serving sectors respond to children and youth who have experienced traumatic experiences and attachment disruptions.
Institute News
Join us for our upcoming Speech-Language training, A Trauma Lens to Speech-Language Pathology Practice (Level 1). In this training participants will learn foundational information about trauma, its impact, and the connection to speech, language, and communication skills and development. They will also learn about trauma-informed care and how to apply it to speech-language pathology practice, as well as the application of trauma-responsive strategies. Runs Feb 4, 11, 18, 2025.
Sign up to the Institute newsletter and every month you’ll be among the first to get all the news, conference and training updates!
What is Childhood Trauma and How Does it Affect Children?
Childhood trauma includes events such as experiencing maltreatment (physical, sexual and emotional abuse), witnessing domestic violence, community violence, abandonment, neglect, loss of a loved one, discrimination, and bullying. Typically, these events are associated with intense feelings of fear, helplessness, loss of control and shame.
As many as two thirds of children experience a traumatic event prior to age 16, and many children exposed to one traumatic event have also been exposed to additional adverse experiences. Approximately 85% of children involved in the child welfare system have been exposed to a traumatic event.
Traumatic experiences can produce physical, psychological and emotional reactions that last a lifetime. Exposure to a traumatic event can interfere with brain development for children and youth, and it is a risk factor for a number of potentially maladaptive outcomes including emotional, cognitive, behavioural, and social impairment. Without the appropriate intervention, traumatic childhood experiences can result in significant and enduring adult mental health problems.
The Importance of Attachment Relationships
Children who have secure attachment relationships are much more resilient in the face of adverse childhood events. Strong relationships with adults provide a buffer from stressful or challenging life events and serve to mitigate the psychological, physiological and brain impacts of these events.
The children most at risk for long lasting and serious impacts of trauma are those who do not have secure attachment relationships. Children with insecure attachments are much more vulnerable to the effects of stress. This is magnified multiple times when the source of stress is the caregiver, such as is the case when the caregiver physically, sexually or emotionally abuses the child.
Institute Vision & Mission
The George Hull Centre has invested in developing expertise in the area of trauma and attachment for over a decade and recently formed the Institute of Childhood Trauma and Attachment to further the knowledge in this area through three pillars: clinical practice, research, and knowledge dissemination.
Vision
A trauma responsive world.
Mission
To promote well-being and reduce suffering of children, youth, and families who have experienced trauma and attachment disruptions by enhancing how systems provide care through the integration of best practice, research, and training.
Research
Research is one of the pillars of the Institute for Childhood Trauma & Attachment. Information gained through the Institute’s research undertakings will ideally drive changes in training, policy and practice to better serve traumatized children and youth.
Training / Knowledge Dissemination
As evidence builds that traumatic stress has a profound lifetime impact on the developing brains and bodies of children and youth, the need for trauma-informed training professionals serving children and youth is paramount.
Clinical Practice
The Institute is engaged in several initiatives to elevate clinical practice for traumatized children and youth in multiple programs at the George Hull Centre. All the clinical staff have received training and ongoing consultation in Dyadic Developmental Psychotherapy.