Helping Children Cope With

Emotional Trauma Resulting from Neglect and Abuse

Addressing Barriers to Learning: Module 5 Sponsored by

New Hanover County Schools’School Mental Health Team

What is Emotional Trauma?

A type of damage to the psyche that occurs as of a result of a traumatic event(s).

It is not the event that determines whether something is traumatic, but the individual’s experience of the event.

3 Common Elements:

unexpected

unprepared

unpreventable

The Umbrella of Emotional Trauma Oppositional Defiant Disorder Conduct Disorder Reactive Attachment Disorder Affective Disorders Posttraumatic Stress Disorder Borderline Personality Disorder

*These can be an effect of abuse and neglect!

Effects & Signs of Emotional Trauma

Social1.Inability to maintain close relationships or

choose appropriate friends2.Withdrawal3.Constantly feeling threatened4.Poor social boundaries

Effects and Signs of Emotional Trauma-Cont.

Emotional1.Depression2.Anxiety3.Panic Attacks4.Fearfulness5.Compulsive and obsessive behaviors6.Irritability, anger, & resentment7.Emotionally numb

Effects and Signs of Emotional Trauma-Cont.

Behavioral1.Substance abuse

2.Self-destructive and impulsive behaviors

3.Inability to make healthy lifestyle choices

4.Dissociative symptoms

5.Inconsistent versions of the truth

6.Running away

Effects and Signs of Emotional Trauma-Cont.

Cognitive1.Difficulty making decisions

2.Decreased ability to concentrate

3.Feeling distracted

4.Memory lapses, especially about the trauma

5.Foreshortened view of the future

Effects of Trauma on the Brain Experiences of

trauma become “stuck” in the nonverbal part of the brain.

Brain is in a state of hyper-arousal

Memory deficits

Learning may becompromised by abuse and neglect.

Abraham Maslow (1968)Hierarchy of Human Needs

Physiological NeedsAir, water, food, shelter, sleep

Safety and Security

Love and belonging

Self Esteem

Self Actualization

Beyond Reporting:Aside from the fact thatschool personnel haveclose and consistentcontact with students and a legal mandate to report,you know that childrencannot be attentive and learnif maltreatment is stealingtheir energy, enthusiasm, sense of self and safety.

The Legal Definition of Abuse and Neglect

Drives Policy and Protocol

Child abuse consists of any act, or failure to act, that endangers a child’s physical or emotional health and development. Someone is abusive if he or she fails to nurture, physically injures the child, or relates sexually to the child.

Your Legal Obligation to Report

New Hanover County Board Policy – 6440

“All employees of the New Hanover County Board of Education shall report or cause to be reported any case of suspected abuse or neglect…… “

How Might Abuse or Neglect Come to Your Attention?

Student approaches you. Q: Do you promise not to tell anyone? A: As long as it doesn’t involve harm to self/others or child abuse/neglect.

You overhear a conversation. You detect red flags You may observe physical signs and behavioral

changes You may be approached by another student or

adult

What Does it Mean to Suspect?

What information do you have? What is your gut reaction? What feels like the next step to take?

- from suspicion to investigation

(Time to report!)

Alleviating the Fears of Reporting

Partner with someone from the support staff

Support staff can guide you through the reporting process.

Notify the Principal Report immediately! Do not wait until

after the students are gone. Respect Confidentiality

In Preparation for Reporting: Who What When Where How Strengths Safety Factors New Hanover County DSS- 798-3400

Preventative services

offered as needed

Crisis Line Open House

for “cooling off”

Placements

with extended family members

or foster care

Support given

to parentsto keep child in the home

Report screened out:Student Support staffProvides continued

services

DSS Staffs the report

Assessment follows

.

What Happens after a Report is Made?

Another Critical R Word: Resiliency

A normal and even exceptionally positive developmental outcome in spite of exposure to major risks for the development of serious social and health problems.

“Risk and Resilience in Childhood”

- Mark W. Frazer

Within your control…..

Enhance resiliency:provide caring and supportoffer opportunities for meaningful participation.maintain high expectationsNEVER give-up on a child

Give them a safe place to learn and grow.

Establish trust with students and families- treat them with respect.

The 4 C’s

Responding to Your Concerns With Respect and Purpose

Relationship Privacy and respect Know when to go no further When to refer. When to report. Recognize and help them recognize/acknowledge

feelings (Interpersonal and Social Skill Development)

Address tangible goals pertaining to academics. (Don’t avoid or excuse)

Behaviors at school are not always about us! Don’t take them personally. “Begin where the client is”

Normal touching and positive affirmation vs. secrecy and isolation

How to Talk With Parents About Sensitive Issues and Concerns.

Be gentle and careful Describe the behaviors or observations that concern you.

Factual and specific When and under what circumstances are they observed Are these sudden changes? How frequent and intense? What about the behavior or observation is of concern Don’t assume you have figured out the causal factors

How to Talk With Parents About Sensitive Issues and Concerns.

Ask questions to further identify the problem and seek reasonable solutions

Being right is not as important as being well received.

Prepare parents for the difficult information that needs to be shared. (relationship, privacy)

Be ready with information, resources, supports, and time. (partner with support staff)

What More Can You Do? Recognize strengths,

capacity and assets... and that of their children

Instill hopefulness. Check your basic

assumptions and attitudes Work collaboratively

with community agencies

Students won’t always remember what we taught them.

But they will remember how we treated them.