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‘History. Culture. Trauma.’ podcast: Encore interview with Dr. Bruce Perry on historical trauma and 'What Happened to You?' Thurs. 1 p.m. PT; 4 p.m. ET

 

As a reflection on the past weekend's celebration of Juneteenth, and the historical trauma of chattel slavery influencing our lives today, this week's episode of the History. Culture. Trauma podcast is an excerpt from a recorded interview of Dr. Bruce Perry conducted by hosts Ingrid Cockhren, PACEs Connection CEO,  and Mathew Portell, director of education and outreach, in June, 2022.

In this interview Perry discusses, within the context of historical trauma, his #1 New York Times Bestseller “What Happened to You? Conversations on Trauma, Resilience, and Healing" (2021), which he co-authored with Oprah Winfrey.

“If you don't understand history, you're never going to understand trauma. And if you don’t understand trauma, you're never going to understand history. And this is part of our problem as a field,” said Perry in the wide-ranging interview discussing  the intersecting fields of trauma and historical trauma.

“There are some really exciting and important things that are happening in the area of historical trauma,” said Perry. He addressed the history of colonialism, treatment of indigenous people, kidnapping and enslavement that are such a part of the history and historical trauma of the United States.

“You know, we are living in systems that are fundamentally colonial in construction,” he said. “And colonialism basically means I'm going to come into your space, your place, and I'm going to take your things and I'm going to make you feel privileged, if I give you a little bit of it back.”

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Historical perspectives about trauma deserve “as much attention and funding and support” as is given to people studying the effects of a drug on post traumatic stress disorder (PTSD), or the effects of other treatments, he said.

Perry is the principal of the Neurosequential Network, senior fellow of The Child Trauma Academy and adjunct professor in the Departments of Psychiatry and Behavioral Sciences at the Feinberg School of Medicine at Northwestern University in Chicago and the School of Allied Health, College of Science, Health and Engineering, La Trobe University, Melbourne, Victoria Australia.

According to his website, “Over the last thirty years, Dr. Perry has been an active teacher, clinician and researcher in children’s mental health and the neurosciences holding a variety of academic positions. His work on the impact of abuse, neglect and trauma on the developing brain has impacted clinical practice, programs and policy across the world. Dr. Perry is the author, with Maia Szalavitz, of “The Boy Who Was Raised As A Dog”, a bestselling book based on his work with maltreated children, and “Born For Love: Why Empathy is Essential and Endangered".

Perry, a native of Bismarck, North Dakota, earned his undergraduate degree at Stanford University and Amherst College. He attended medical and graduate school at Northwestern University, receiving both M.D. and Ph.D. degrees, and completed a residency in general psychiatry at Yale University School of Medicine and a fellowship in Child and Adolescent Psychiatry at The University of Chicago.


To listen to Thursday’s podcast at 1 p.m. PT, 4 p.m. ET, click here.

To hear prior episodes via your favorite podcast service, use the links below.

To watch the complete webinar, visit the PACEs Connection YouTube channel here.

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“The way a society functions is a reflection of the childrearing practices of that society. Today we reap what we have sown. Despite the well-documented critical nature of early life experiences, we dedicate few resources to this time of life. We do not educate our children about child development, parenting, or the impact of neglect and trauma on children.”

—Dr. Bruce D. Perry, Ph.D. & Dr. John Marcellus



Along with love and compassion, being competently knowledgeable about factual child-development science matters most when becoming a parent. But clearly many people will procreate regardless of their inability to provide their children with a psychologically functional/healthy environment.

A psychologically and emotionally sound (as well as a physically healthy) future should be every child’s foremost right, especially considering the very troubled world into which they never asked to enter. Yet, many people seem to misperceive thus treat human procreative ‘rights’ as though they [people] will somehow, in blind anticipation, be innately inclined to sufficiently understand and appropriately nurture our children’s naturally developing minds and needs.

Being free nations, society cannot prevent anyone from bearing children; society can, however, educate all young people for the most important job ever, even those who plan to remain childless. There are many of us who'd like to see child-development science curriculum implemented for secondary high school students, and it would also include neurodiversity, albeit not overly complicated.

There’s so much to know and understand about child development (science) in order to properly/functionally rear a child to his/her full potential in life. I once read an ironic quote from a children’s health academic that, “You have to pass a test to drive a car or to become a … citizen, but there’s no exam required to become a parent. And yet child abuse can stem from a lack of awareness about child development.”

To me, by not implementing child-development-science curriculum it's as though we, society, are implying that anyone can comfortably enough go forth with unconditionally bearing children with whatever minute amount of such vital knowledge, if any at all, they happen to have acquired over time.

I sometimes wonder how many instances there have been wherein immense long-term suffering by children of dysfunctional rearing might have been prevented had the parent(s) received, as high school students, some crucial child development science education by way of mandatory curriculum.

After all, dysfunctional and/or abusive parents, for example, may not have had the chance to be anything else due to their lack of such education and their own dysfunctional/abusive rearing as children.

Last edited by Frank Sterle Jr.
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