As part of working with childhood trauma, I study a large number of sources, literature, and research in order to understand the overall mechanism of trauma formation and get an idea of ​​how psychological intervention can be provided at different levels and in different concentrations help. Psychoanalytic therapy has some specific set of tools to help in cases of CPTSD, however, the dose and degree of intervention quite strongly depend on the type of trauma and the individual characteristics of the person’s psyche’s perception of the specific environment in which such trauma was formed. Early trauma is what is formulated recently. And above all, this is due to the development of technology and the ability to observe the work of the brain during the formation of different types of psychological trauma. To a certain extent, most childhood traumas can be classified as complex PTSD, since the environment in which the trauma is formed remains unchanged, the reactions and scenarios of the immediate environment - too, which means that a trauma that happened once is repeated over and over again. Although, there are exceptions when the “native” environment changes, and traumas - loss, attachment, rejection - are repeated, which, however, does not affect the essence. Complex trauma is the repeated repetition of a similar or similar type of trauma. In order to understand what has come to be called complex PTSD or early-onset trauma, we need to look at a very simplified model of how the brain develops. I have prepared a separate article on this topic. This article is here. If we consider early trauma to be the beginning of destructive changes, then problems can arise at two points. In a person who has not had the opportunity to develop in a safe environment, the autonomic and limbic systems become overexcited or, conversely, numb. And the central nervous system turns out to be insufficiently turned on and not sensitive enough to what is happening. How exactly the system reacted will be clear from the general background of interaction with the world. If we observe both cases, then overexcitation will be expressed in identification with the aggressor, such a preventive defensive reaction. And inhibition is in depressive reactions, but also with a large share of unexpressed external aggression, rather with episodes of auto-aggression. In both cases, access to understanding and expression of authentic emotions corresponding to the situation here-now, that is, free response, is difficult. Repeated psychological violence, deprivation, neglect sets the system up for overexcitation. And then in adult life, if they want something from me, and my signaling system is disrupted, I just want to stop the interaction instead of participating in it and choosing how to interact. Complex trauma - because not only the brain activity system is affected , but also the entire emotional spectrum. If he has been frozen and inhibited since childhood, then the demand of the adult environment - participation in upbringing, formation of goals, the usual fulfillment of household duties of a long routine existence - can be perceived by the psyche as additional overstimulation and as a threat to those demands of the environment that were not met in the experience. Little. -a small stimulus can cause an inappropriate reaction. The child wants to play (stimulus), the reaction is rejection, impulsive repulsion, stop reaction, freezing. You need to prepare dinner/lunch/breakfast (stimulus), the reaction is apathy, illness, irritation, avoidance. Only socially necessary actions can remain - work, providing oneself with food, hygiene - and those perceived through a large degree of resistance, which mentally can support the internal idea of ​​​​violence against oneself. I came up with a metaphor for competition “in the bag.” Remember, such a children's game when you need to jump in a bag to some target, touch it and jump back. “Jumping in a bag” is a metaphor for movement in space, a complex deformation of one’s own physics of the body and the image of the spirit of oneself, self-awareness, which.