Intergenerational Trauma Assignment: A Perfect Neighbor
Intergenerational Trauma Assignment: A Perfect Neighbor
Tamarah Bray
Department of Early Childhood Studies
ECS*3110 - Mental Health & Trauma
Professor Rosetta Racco
November 9th, 2025
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Intergenerational Trauma Assignment: A Perfect Neighbor
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Trauma that has been experienced throughout past generations, otherwise known as
intergenerational trauma, can be passed down in various ways, such as through practices
modelled by parents, untreated mental health conditions, epigenetic factors, and various social
and environmental effects as well. Intergenerational trauma can stem from experiences such as
racism, racial profiling, genocide, homophobia, slavery, and much more (Kler et al., 2025). It is
known that trauma can lead to a variety of mental health diagnoses, but if left untreated, they can
lead to adverse effects on those individuals’ children (Geng, 2025). An example of this would be
if a parent becomes hypervigilant and paranoid regularly, this behaviour is modelled to their
children and will increase the chances of them developing the same behaviours as well.
Furthermore, if individuals have experienced a trauma so severe, it can alter their DNA which
can in turn affect their children by passing down particular traits through their parent’s genetics
during conception (Craigo-Snell, 2020). Certain marginalized groups that experience severe
discrimination, such as black and indigenous communities, are forced to have decreased access
to quality medical and mental health care, a lack of quality jobs and housing, and much more
(Geng, 2025). As a result, social discussions within these communities can also shape children’s
beliefs and values, potentially furthering intergenerational experiences that affect youth’s wellbeing.
There are a variety of ways in which severe traumas can affect families' mental health
generationally, such as through various psychological and emotional factors, individuals’
development and sense of identity, as well as daily functioning within the family. Oftentimes,
when individuals experience trauma, they can develop mental health conditions such as PTSD,
anxiety, depression, hypervigilance, dysphoria and many more, and these diagnoses can be
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passed on from generation to generation as well (Geng, 2025). Not only can intergenerational
trauma increase the likelihood of an individual being diagnosed with a particular condition, but it
can also potentially affect a person’s “sense of self or personal identity, communication patterns,
parenting styles, [and] overall mental health and well-being” (Raypole, 2022, para. 5). When an
individual or family has been affected by a large-scale trauma, it can shift their emotional and
social patterns to reflect their mental health, especially when concerning the individual's selfimage and self-worth. It was pointed out by Raypole (2020), that in not having an identified
sense of self, “you might simply drift through life, carried by other people and circumstances
rather than your own momentum”, which can “lead to discontent, even when nothing specific
seems wrong” (para. 12).
The impact of the environment as well as the social aspect in the transmission of
intergenerational trauma is vital and happens without society even noticing it. One of the wellknown theories considered as the Ecological Systems Theory, coined by Urie Bronfenbrenner,
provides a simple way to analyze the factors of the environment and the impact it has on each
person, including those who experience the lasting effects of intergenerational trauma in their
family. In a study that reviews the effects of trauma and how the ecological systems theory can
be used to analyze appropriate intervention methods, it points out that the populations who have
experienced an event, whether that be a family, a particular community, or other, the behaviour
that the people present can alter the environment and social impacts on the people in their lives
(Adams et al., 2023). In Bronfenbrenner’s theory, one of the systems is called the exosystem,
which is composed of the external factors that affect the mood of the people close to the child’s
life, which connects to the first and most critical system, called the microsystem (Adams et al.,
2023). These systems play a crucial role when participating in the transmission of
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intergenerational trauma, and through Bronfenbrenner’s theory, we can clearly see the
significance of the social and environmental factors.
When watching the movie The Perfect Neighbor, there were many instances where I
could recognize that families were implementing trauma-informed practices into their children’s
lives. One of the main ways where the film diminishes trauma and violence, is when the
community came together in support of the deceased mother, Ajika Owens, and her familymany attempted to contest the trial that was occurring with the women held responsible for the
crime, as they believed the police were not approaching the case ethically, and one of the woman
stood up to say “if it was us, we would be in jail while you all are doing this process”(30:32 30:25), indicating that the victim’s race was a leading factor in the defense’s lack of arrest
(Gandbhir, 2025). Furthermore, the community would protest outside of the police department
and in the streets to raise awareness of Ajike’s devastating situation, creating t-shirts, posters and
social media/ news posts providing updates and additional attention to this serious matter for
their community (Gandbhir, 2025). More examples to support the film addressing
intergenerational trauma, would also be the police officers that were called several times by the
prosecuted woman, named Susan Lorincz, and instead of taking her claims at face value with her
being a white female, they chose to investigate the situation several times by speaking with the
Owen’s family and others nearby, while also advocating for the children to have fun and play in
the area rather than vandalize and be disrespectful (Gandbhir, 2025). Despite the police not being
able to intervene sooner and provide a solution to prevent what had occurred, an officer named
Sheriff Woods did take the opportunity to call the family after promising them and the overall
black community that he would ensure the case proceeds appropriately, and that Susan was
arrested for the crime (Gandbhir, 2025).
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Throughout the course, we have developed the understanding of what epigenetics are and
how it affects future generations- epigenetics are the chemical imbalance from trauma, and
alteration due to that imbalance, in the DNA structure of our genetics, which can be passed down
through families’ children and generations to come. It is clear that certain behaviours can be
passed down from parents to children by modeling them such as paranoia, hypervigilance,
coping strategies, substance abuse, and relationship patterns, but there are particular conditions
that can be caused from the chemical changes in our brains that occurs from exposure to stressful
environments frequently, such as depression, anxiety, and high-stress reactions (Buque, 2023).
With these two primary factors of behavioural and genetics, the cycle of disorders and negative
behaviours will continue to increase, and this can be supported with particular mood disorders
that can be passed down, parenting styles, or even what some may view as basic developmental
skills such as self-regulation and empathy (Montanari et al., 2025). These concepts are crucial
not only to healthy development for children and encouraging their success, but also in assisting
with children’s development as well as the parents themselves, leading to more healthy decisions
for the children and family as a whole. These help with mitigating the after-effects of
intergenerational trauma on families and communities overall. In knowing this, it becomes
everyone’s responsibility to become educated on the preventative measures that assist with
removing the negative impacts of trauma on future generations.
After reviewing the effects of intergenerational trauma and that of trauma-informed care,
it has come to attention that many of the curriculum that is planned in programs do not typically
have additional assignments or work that can be modified to meet children and young adults’
needs during times of distress. Having the option of substituting alternative assignments,
especially when unable to meet the requirements for significant reasons, is one of the primary
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opportunities for teachers and professors to grow in an inclusive, trauma-responsive
environment. In the eyes of an early childhood educator (ECE), The Perfect Neighbor showcases
how the various social constructs, such as a child’s race, religion, class, or government laws, can
alter a child’s safety not only at school, but also and sometimes especially, at home. In the
situation of the film where in the United States, there were laws for “stand your ground”, which
permits the use of deadly force against someone if they believe they are in danger (Smith, 2025).
This can be viewed as incredibly dangerous from the standpoint of an educator, especially when
imagining the danger that children, especially in underrepresented communities, could be in
when they leave school grounds. Additionally for children in marginalized groups, it was pointed
out that “disproportionate use of exclusionary discipline, such as suspensions and expulsions,
significantly and negatively affects students of color, contributing to unequal academic, social,
and long-term life outcomes” (para. 1), further increasing the chances of the trauma they can
experience during childhood to be at school as well as at home and in their neighbourhood (Scott
et al., 2025). This knowledge and recognition can help fuel other educators to be more mindful
of not only the environment the children might live with at home and in their community, but
also and especially at school environments under the care of other ECEs and professionals, as
well as reflecting on personal habits and biases.
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References
Adams, Charmayne R.; Grad, Ramona I.; and Nice, Matthew L. (2023). An Ecological
Perspective of Intergenerational Trauma: Clinical Implications. Journal of Counseling
Research and Practice: Vol. 8: Iss. 1, Article 4.
Buque, M. (2023). What is Intergenerational Trauma? Can It Be Healed?
PeachyCounselling. https://www.peacheycounselling.ca/blog/2024/what-isintergenerational-trauma-can-it-be-healed
Craigo-Snell, S. (2020). Generational Joy: Affections, Epigenetics, and Trauma. Liturgy
(Washington), 35(4), 58–66. https://doi.org/10.1080/0458063X.2020.1832852
Gandbhir, G. (2025). The Perfect Neighbor [Film]. Netflix.
Geng, K. (2025, May 9). Examples and effects of intergenerational trauma. Medical News
Today. https://www.medicalnewstoday.com/articles/intergenerational-trauma
Kler, S., Sahu, A., Chwalisz, K., & Arora, S. (2025). The Intergenerational Trauma Experiences
and Healing (ITEH) Model for Lesbian, Gay, Bisexual, Transgender, Queer, Black,
Indigenous, People of Color (LGBTQ+ BIPOC) Individuals. Journal of Counseling
Psychology, 72(5), 567–580. https://doi.org/10.1037/cou0000809
Montanari, S., Terenzi, B., Spera, M. C., Donofrio, G., Chieffo, D. P. R., Monti, L.,
Kotzalidis, G. D., Sani, G., & Janiri, D. (2025). Intergenerational transmission of
childhood trauma in youths with mood disorders and their parents. Journal of Affective
Disorders, 370, 385–391. https://doi.org/10.1016/j.jad.2024.11.013
Raypole, C. (2022, April 20). Understanding Intergenerational Trauma and Its Effects.
Healthline. https://www.healthline.com/health/mental-health/intergenerational-trauma
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Raypole, C. (2020, June 18). ‘Who Am I?’ How to Find Your Sense of Self. Healthline.
https://www.healthline.com/health/sense-of-self
Scott, B. A., Stilwell, S. M., Pearson, Z. V., Zimmerman, M. A., Hsieh, H. &
Heinze, J. (2025, November 22 ). Interventions to Address Racism in Disciplinary
Actions in K-12 Schools: A Systematic Review. Prevention Science.
https://link.springer.com/article/10.1007/s11121-025-01855-2
Smith, D. (2025, October 6). ‘The world needs to know what happened to my baby’:
inside devastating new police bodycam film The Perfect Neighbour. The Gaurdian.
https://www.theguardian.com/film/2025/oct/06/perfect-neighbor-documentary-interviewajike-owens-susan-lorincz
Ullah, H., Ahmad, H., Tharwani, Z. H., Shaeen, S. K., Rahmat, Z. S., & Essar, M. Y.
(2023). Intergenerational trauma: A silent contributor to mental health deterioration in
Afghanistan. Brain and Behavior, 13(4), e2905-n/a. https://doi.org/10.1002/brb3.2905