Theoretical Perspective Of Family Systems Theory

Theoretical Perspective
Family Systems Theory is an ideal lens to view childhood trauma and related posttraumatic stress disorder as it holds the individual as part of a larger, interconnected system rather than other theories that establish the family as different, individual units. All members of a family have linked lives and the success, health, and well being of each family member is connected to that of other members (Berger, 2014). The dissolution of a marriage ultimately results in the separation of the familial unit and a change in the family dynamic. This type of trauma, whether the divorce is amicable or not, is an example of sudden loss and creates stress which interferes with normal development (Hess & Camara, 1979). Bowen theorized
that the family unit seeks to maintain homeostasis and thrives on consistency, much like young children do (Chibucos, Leite, & Weis, 2005). As the family attempts to reorganize in response to the major event, interactions and behaviors shift which lead to more stress.
For example, the five-year-old of a recently divorced couple may exhibit signs of posttraumatic stress if he or she suddenly refuses to play with children of the opposite sex, reverts to bed wetting, or disengages at home. Developmentally, a child of his age eagerly elicits friendly peer interaction and while the occasional accident occurs, he should have complete control over his bowels (Berger, 2014). A change in his progressive development suggests a shift in life, which would lead a professional to examine the root cause. Upon further review, it is discovered that the father often blames the mother for the divorce and frequently speaks in front of the young boy about the pain and anguish his mother caused. The young boy’s psychosocial needs are not being met when his father belittles his mother and suggests his son stop visiting with her. While the divorce was centered on the relationship of the parents, the family unit as a whole was shocked, resulting in a complete fallout and multiple stressors. Toxic and frequent stressful situations like divorce are often strung out over months or years, which further prolongs the stress, emotional instability, and lack of
control that the child feels.
Relational PTSD, or anxiety due to presence of PTSD symptoms experienced by a close physical, emotional relationship to parents or family members, is of needed discussion as it is a direct result of stress within the familial unit.
Continuing with Systems Theory, relational anxiety further shows that posttraumatic stress is not only a family issue but is of immediate concern as it has migrated from the primary source, a parent or family member, and has infiltrated a secondary source, a child. Unfortunately, children are at a high risk of exposure to intimate partner violence. Although it is most common for children to be direct witnesses of male on female partner violence, the stress they feel may stem from the mother’s traumatic response, as the bond between mother and child is more prevalent in IPV cases (Levendosky, Bogat, & Martinez-Toryeya, 2013). Re-experiencing symptoms of the traumatic event, a clear sign of posttraumatic stress disorder, is often seen in children beginning around 3 years old (Stover & Berkowitz, 2005). Research found that younger children, compared to older children, are more susceptible to experience relational stress due to their emotional and physical dependence on the mother. If the mother exhibits signs of posttraumatic stress, the severity of relational stress is of concern much more than timing or frequency of traumatic symptoms (Levendosky et. al., 2013). Findings suggest the younger relational trauma is experienced, the greater effect it
will have on the child as they are more aware and vulnerable to emotional factors and lack the intellectual ability to dissect the response and internalize it’s meaning. Adults are also at risk of secondary, relational PTSD. Parents or close family members are up to 50 percent more likely to experience secondary traumatic stress as they hear children recount their traumatic responses with woman and highly empathetic men at an even greater risk (Craig & Sprang, 2010).
Additional important theoretical assumptions are found utilizing the attachment theory. Bowlby’s attachment theory models the need for transmission much like Bowen’s family systems theory (Bengston et. al., 2005). As previously discussed, caregiver support is of direct importance in teaching children to cope with tolerable stressors. Emotional support and guidance is extremely relevant in the case of toxic stress. Attachments are essential to proper childhood development and provide children with the skills and confidence to face challenges and adapt accordingly (Bengston et. al., 2005). As children are more often affected by the reaction of their parents than their words, a secure bond can influence the reaction a child exhibits to a sudden, traumatic event. For example, a strong and secure parent-child attachment consists of healthy, direct communication. Consider a child receiving a cancer diagnosis after a long stint in the children’s hospital. The child’s first look is toward their mother as their first and most concrete bond is with her. As she receives the news, the mother displays a reassuring look which in turn lowers the stress level of the entire family and reassures every member that together, they can overcome anything. Conversely, if an insecure attachment existed within the familial unit, the child may exhibit common indications of PTSD after receiving treatment, as they do not feel safe, supported, or confident in their parent’s ability to provide protection.