The limbic system includes the hippocampus, the amygdala and the hypothalamus. It is deep in the brain, above the brainstem and below the cerebral cortex.
The hippocampus is the part of the brain that helps us form and recall memories, especially those related to our personal experiences and emotions.
The amygdala is the part of the brain that regulates our emotional responses, such as fear, anger, and happiness, and also attaches emotional meaning to our memories.
The hypothalamus is the part of the brain that controls many vital functions, such as body temperature, hunger, thirst, sleep, and hormone production.
The most active growth of the limbic system occurs between one year and four years (Perry, 2006). As this important system is responsible for our emotional responses, behavioural regulation and connection to others, its healthy development determines how we get on in the world and how we get on with others.
Also associated with the limbic system are attachment, social language development, empathy, tolerance and interpretation of non-verbal language. Positive, safe experiences during this time provide a foundation for future relationships (Perry, 2006; Hong & Mason 2016). While each area of the brain has some involvement with emotional regulation, the limbic system is particularly important.
Developmental trauma can significantly affect the limbic system resulting in a range of difficulties.
Impaired Wiring: Children and adults who have experienced trauma, often exhibit impaired wiring in the brain’s limbic system. This can lead to issues such as anxiety, depression, and difficulties with self-regulation (Evergreen Psychotherapy Center, 2023)
Stress Hormones: Trauma alters stress hormone levels which impacting the developing brain and body.
Emotion Regulation: The prefrontal cortex (PFC) governs emotion regulation by exerting top-down control over limbic regions. Exposure to adverse experiences during brain development may disrupt this regulation (D'Orazio, 2016)
Where the healthy development of the limbic system has been disrupted by trauma, it is important to create safe environments, foster positive relationships, and address cognitive difficulties to help these children achieve their potential.
References
D’Orazio, S. J. (2016). Assessing the impact of adverse childhood experiences on brain development. Inquiries Journal: Social Sciences, Arts & Humanities, 8(07). http://www.inquiriesjournal.com/articles/1429/assessing-the-impact-of-adverse-childhood-experiences-on-brain-development
Evergreen Psychotherapy Center. (2023). Attachment, trauma and the developing brain. https://evergreenpsychotherapycenter.com/attachment-trauma-developing-brain/
Hong, R. & Mason, C.M. (2016). Becoming a neurobiologically-informed play therapist. International Journal of Play Therapy, 25(1),35-44.
Perry, B. (2006). The neurosequential model of therapeutics: Applying principles of neuroscience to clinical work withtraumatized and maltreated children. In N.B. Webb (ed), Working with Traumatized Children in Child Welfare (pp27-52). NewYork: Guilford Press.
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