| Summary: | This volume is comprised of three parts. Part 1 is a systematic literature review, which summarises the impact of trauma in the parent-child relationship on children’s learning. It critically appraises 32 studies examining the domains of cognitive development, academic performance and functional ability, and social information processing. Despite mixed findings, it concludes that there is a vulnerability of impairments across a range of domains, with the exception of executive functioning. Nine studies identified moderators that may account for some of the variability in findings. Further research is indicated for all domains, and underlines the need for larger sample sizes and the identification of further factors that may be associated with trauma and learning. Part 2 is an empirical paper that examines in an adolescent sample the role of ostensive cues on Epistemic Trust (ET), learning and generalisation. It also explores whether trauma moderates these relationships, and whether trauma negatively impacts ET. The results show that ostensive cues impact ET but not learning and generalisation. Trauma did not moderate the use of ostensive cues, but was associated with ET. Possible reasons for the findings are suggested, as well as their implications for further research. The study was conducted as part of a joint project with Reches (2017) and Draper (2017). Part 3 is a critical appraisal providing reflections on the process of completing the empirical research. It considers the original aims of the study, the recruitment challenges, measurement considerations and my role as a trainee clinical psychologist while undertaking the research.
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