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All children in foster care have experienced some form of trauma. The very act of being put in foster care is traumatic for children because it means removal from their birth family. Often, the very reason children were removed from their homes is because they experienced neglect or abuse.

Parenting children who have experienced trauma is a profound journey that demands a unique set of skills and understanding. We've put together this in-depth guide to help you as an adoptive or foster parent gain an understanding of trauma-informed care so that your family can be equipped to thrive. In this guide, we'll draw on the wisdom of experts in the field, delving deep into understanding trauma, how it affects children, and how you can practice trauma-informed care.

"Understanding the diverse forms of trauma is crucial. Abuse, neglect, and loss impact a child's development differently. Tailoring support to these specific experiences is essential for effective parenting." - Dr. Karyn Purvis

Child traumatic stress occurs when children and adolescents are exposed to events or situations that overwhelm their ability to cope. These dire experiences create neurological changes that cause the child to be continually in "survival" mode. Since children are still developing, the impacts of trauma in their early life can go on to shape their behavior and experiences in a number of ways.

There are many distinct types of trauma, each with specific impacts on a child's emotional, cognitive, and social development. Abuse, neglect, loss, abandonment, or other experiences can all have traumatic effects. Common stories of traumatic experiences could be:

A baby or child relinquished by birth parents

A baby or child removed or relinquished from birth parents because they have been physically/sexually/emotionally abused

A baby or child who has been neglected

A child who lives between harmful birth parents and safe friends/family over a long period of time

A child removed at birth and who goes on to experience multiple adverse experiences, such as death of a care-giver, bullying, or physical illness

A child living with a safe and loving family, but who suffers sexual abuse from outside the family from a young age

A baby or child removed from safe foster carers placed into a safe adoptive family

A child who experienced severe health problems and multiple medical interventions period of time

(List from Dr Shoshanah Lyons, Dr Kathryn Whyte, Ruth Stephens and Helen Townsend www.beaconhouse.org.uk/useful-resources/)
It's important to note that individuals may experience multiple types of trauma, and the effects can be cumulative. Moreover, the age at which the trauma occurs, the duration, and the relationship with the perpetrator can also influence the severity and manifestation of trauma-related symptoms.

Children who have such traumatic experiences are often stuck in survival responses - fight/flight/freeze/collapse - carrying their past experiences with them wherever they go. As a result, they tend to develop many coping mechanisms that manifest as difficult behavior and are hindered in appropriate development of impulse control, problem-solving, or rationalizing.

Even though trauma can drastically affect a child's life, the burden of trauma can often be invisible in day-to-day life. It is the caregiver's responsibility to become attuned to the hidden emotional burdens they carry so that you can provide the nuanced support they need to thrive.

"Children from hard places carry invisible emotional burdens. Being attuned to these hidden struggles allows parents to provide the nuanced support their children need." - Deborah Gray

Trauma's Effects on a Child's Brain

Every experience of trauma is unique, and the nature of what a child has experienced will shape how it affects them. The stage of their development, the severity of circumstances, and the child's unique makeup all contribute to the neurological effects on the child's brain - and how those effects manifest in everyday life.

Trauma can affect every layer of a child's brain - from the "primitive brain" that controls sensory input and survival, the "mid-brain" that controls behavioral and emotional regulation, to the "cortical brain" that orients thinking and learning. There are seven critical areas of impact on children across these different areas of the brain.

Seven Neurological Effects

Children affected by trauma at a young age may have difficulty interpreting sensory experiences as they age. This can cause them to either over-react or under-react to sensory input like sounds, textures, or stimulating environments.

2) Dissociation

Dissociation is a survival mechanism that separates thoughts and feelings from experiences. It helps victims of trauma survive unbearable situations. However, this survival mechanism comes at a strong cost later as children can have experiences of amnesia, feelings that they "aren't real", feeling so disconnected from their body that it "doesn't belong to them", or identity confusion.

3) Attachment Development

Children's experience with caregivers early in life helps form their attachment style throughout their life. Essentially, attachment styles are the basic strategies a child adopts to feel safe around others. Trauma received from caregivers drastically affects this system, setting children up for intense difficulty feeling safe in relationships.

4) Emotional Regulation

Emotional regulation is a skill our brains learn by having caregivers help co-regulate emotions through responding in caring and soothing ways. For children whose early emotions are not met with care, but with ongoing trauma, their brains aren't able to learn this crucial skill. As a result, even as they age well past toddlerhood traumatized children can have great difficulty in understanding and regulating their emotions.

5) Behavioral Regulation

The brain's normal ability to control behavior naturally falls in a "window of tolerance" where our bodies and minds are not overwhelmed. Beyond this window, we begin to lose control of our behavior. For traumatized children, this window of tolerance can be very very small - such that seemingly normal requests send them into an emotional spiral that results in challenging behaviors.

6) Cognition

Due to the effects of trauma on a child's survival functions, most of their brain's resources are dedicated to managing fear responses and assessing if adults can be trusted. This leaves little room left for "higher functions" like planning, problem-solving, or learning.

7) Self Concept & Identity Development

Children who have experienced trauma often have a very deep sense of being unwanted, unloved, or "bad". They can feel as if they don't belong anywhere and are often in search of some source of validation.

This range of neurological impacts drastically affects the day-to-day experience of children who have experienced trauma. As they mature, these areas can begin to coalesce into complex mental health issues like anxiety, depression, or PTSD symptoms.

How Children Heal From Trauma

As serious as the effects of trauma can be on a child's development, the good news is that these children experience healing!

"The parent-child connection is the most powerful mental health intervention in the world." - Bessel van der Kolk, acclaimed trauma researcher and author of The Body Keeps the Score

Just as developmental trauma occurs within key relationships, so too can healing and repair. As Dr. Karen Triesman puts it, "Relationships heal relationship trauma." As parents and caregivers, you play a pivotal role in helping your children heal from the trauma they have experienced. It is in relationships that young people can experience the security, stability, love, and support that they need to thrive. As they receive the secure and safe relationships they didn't have earlier in life, it provides the opportunity for the brain to "re-wire" and for all seven areas of neurological impact to be repaired.

The experience of trauma is not the end of the story for children and teens. Both science and life show that individuals can heal, even from the deepest of wounds. Parents and caregivers are extremely important in the healing process - but it is vital to understand that "love" is not enough. It takes more than good intentions for children to heal from trauma. They need particular approaches to parenting and relationships that allow their trauma to be addressed. It is these concrete approaches that form the baseline of all trauma-informed care.

Trauma-Informed Parenting: What Does it Look Like?

Trauma-informed parenting is a holistic approach that recognizes the profound impact of trauma on a child's behavior and emotions. Trauma-informed parents strive to create an environment that not only addresses the immediate needs of the child but also supports their long-term healing.

"It's not about changing the child; it's about changing ourselves to meet the needs of the child." - Bryan Post, Author of From Fear to Love

Marks of a Trauma-Informed Home

A healing home is a safe home. Children must experience a sense of psychological safety in their family environment. This means they feel safe to have and express a range of emotions, they feel like life is predictable and understandable, and they experience a growing sense of well-being, pleasure, and mastery at home.

In Practice: Prioritize consistency and predictability in daily routines to create a sense of security. Be attuned to your child's emotional cues and respond with empathy and understanding. Help them build a sense of confidence in learning how to navigate the home, complete small tasks, and grow in independence.

"A healing environment is built on consistency, predictability, and emotional safety. Parents can actively contribute to this environment by being attuned to their child's needs and providing a stable foundation." - Dr. Laura Markham

2) Trusting Relationships

A trauma-informed parenting approach places connection at the heart of your parenting style. It can be very difficult for traumatized children to trust adults, but the work of slowly repairing their ability to trust is extremely important for their development and well-being. Creating trusting relationships throughout the family is the linchpin for long-term healing.

In Practice: Build habits of connection where your child feels seen and valued by you personally. Practice active listening, taking time to hear how your child is feeling and reflecting what they are saying back to them. Place a higher value on maintaining trust than on "making" your child "behave right."

3) Coaching Emotional Regulation

Children who have experienced trauma need help regulating their emotions. As a caregiver, you play an important role in helping to co-regulate in response to what can feel like frightening or overwhelming emotions in the child's brain. Parents who practice trauma-informed care know that helping their children develop emotional regulation strategies is essential to their long-term well-being.

In Practice: Your first response to big emotions should be empathy. Help coach them through their emotional experience. Help them name and accept the emotions they are experiencing. Receive their emotions non-judgementally. Help them name how their body feels as they experience emotions like sadness or anger.

4) Empathetic Responses to Behavioral Challenges

Challenging behaviors often manifest as a result of a child's past experiences. Those behaviors are the language of a hurt child. Deciphering this language requires empathy, understanding, and a commitment to addressing the root causes rather than merely reacting to surface-level behaviors.

"While addressing immediate needs is crucial, trauma-informed parenting looks beyond crisis management. It focuses on long-term healing, understanding that building resilience takes time and commitment." - Heather T. Forbes

In Practice: Balance immediate responses with a commitment to the long-term healing journey. If the child is not immediately endangering themselves or others, prioritize trying to address the root emotions behind a behavior rather than the behavior itself. Recognize that progress may be gradual, and celebrate small victories along the way. Respond with empathy and strategies that address the underlying needs, promoting healing rather than punishment.

Building a Toolbox for Behavioral Challenges

"Developing a toolbox for behavioral challenges involves gathering a range of strategies tailored to your child's unique needs. It's about being flexible and adapting your approach to different situations." - Tina Payne Bryson

Curate a personalized toolbox of strategies, including calming techniques, positive reinforcement, and de-escalation methods. Avoid harsh punishments, yelling, or escalated reactions - as difficult as it may be!

It's a Journey

Trauma-informed parenting is not a quick fix. There is no quick fix in the process for children to heal from deep psychological wounds. It is a journey - for both you and your child - with many ups, downs, setbacks, and victories. The deepest truth of trauma-informed parenting is understanding that it is a process. Embracing the process means accepting a lifelong journey of change that demands compassion, grace, and hope.

Parental Self-Care is Essential

The journey of trauma-informed parenting is the longest of marathons. Parenting children with trauma histories is emotionally demanding and it necessitates a commitment to self-care. Nicole Arzt, a licensed marriage and family therapist, aptly points out that "Self-care is not selfish; it's essential."

"Redefining self-care is essential. It's not just about pampering oneself; it's about actively prioritizing mental, emotional, and physical well-being to be a more effective and resilient caregiver." - Nicole Arzt

Expand your definition of self-care to include activities that promote mental and emotional well-being. Recognize that taking care of yourself enhances your ability to care for your child. Establish clear boundaries to prevent burnout. Seek support from friends, family, or professionals, and understand that prioritizing your well-being benefits both you and your child.

Conclusion
"Every child is one caring adult away from being a success story."
Trauma-informed parenting demands a profound understanding of trauma, attachment, and effective parenting techniques. As we navigate the challenges posed by behavioral issues, prioritize self-care, and foster communication and connection, we equip ourselves to provide the love and support these children desperately need. In the words of Deborah Gray,

By embodying trauma-informed approaches, we can be that caring adult and contribute to the healing journey of children who have experienced trauma.

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Trauma-Informed Parenting: Your Complete Guide

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Learn how trauma-informed parenting can help children heal from the effects of trauma and equip you to thrive as a family.

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Parents do everything they can to protect their children. But sadly, many kids have gone through trauma.

A trauma is any event that is deeply upsetting, scary, or harmful. Things like abuse, violence, accidents, or natural disasters can be traumas. Becoming homeless, losing a parent, or a serious illness can be traumas too.

Traumas are serious events that cause kids to fear for their life or safety.

After a trauma, the emotional effects can last a long time. It can be hard to move on. For some kids, trauma can lead to post-traumatic stress disorder (PTSD).

But kids can recover after trauma. There is therapy that can help. Kids also need extra support and comfort from parents.

How Does Trauma Affect Kids?

Trauma affects a child's sense of safety and trust. After a trauma, kids can still feel tense or scared. Some feel alone, sad, angry, or guilty. They may think they are to blame for what happened to them. For some kids, there's a loss of self-esteem or dignity. For some, there's deep grief.

Trauma also can affect a child's mood, behavior, or sleep. Some kids become depressed. They might act grumpy or seem sad. Some get in trouble more often, or do worse in school. Some have new fears, or trouble sleeping. Some have upsetting memories, called flashbacks. Often, kids avoid things that remind them of what they've been through.

After a trauma, some kids share how they feel. But other kids keep things to themselves. They may try to hide how they feel, or try to push it out of their minds. They may think others expect them to "get over it." Some just don't have words for their feelings. For any of these reasons, a parent might not know what their child is going through.

How Does Therapy Help Kids Heal After a Trauma?

Therapy gives kids a way to safely share their feelings, tell their story, and get support. In therapy, kids learn to talk about what they've been through. They learn coping and calming skills. They learn to adjust the way they think and feel about the trauma. Slowly, they learn to face things they used to avoid. Therapy helps kids find their own courage and gain confidence.

Child therapy for trauma is called trauma-focused cognitive-behavioral therapy (or TF-CBT). Therapy includes talk, play, and learning activities that heal trauma.

TF-CBT helps parents too. It's natural for parents to feel upset about what their child has been through. In therapy, parents get the support they need. They get advice on how to help their child at home.

In TF-CBT, parents can play a big role in their child's healing. They are coached to listen in ways that help their child open up, talk, and feel close. They help their child practice coping skills at home. They share in the good feelings as their child makes progress.

How Can I Find Therapy for My Child?

Talk to your child's doctor. Let them know what your child has been through. Your child's doctor cares about your child's mental health too.

Ask your child's doctor to refer you to a trained child therapist who can help. You might need to take your child to therapy once a week for a few months. But you'll see progress along the way.

How Can I Give My Child the Extra Support They Need?

After a trauma, kids need your support and comfort more than ever. Be sure to:

Spend time with your child. Do things that are soothing, relaxing, or fun. Cook together, take a walk, play, read, make art, or sing. Try to do this every day, even if it's only for a few minutes.

Parent with patience and warmth. Use kind words. Give praise when your child is doing well or trying hard. Let your child know you're proud of them. Be patient when they make a mistake. Show them how to try again.

Show love. Use hugs, smiles, words, and caring actions to show your love. Use soothing words and offer comfort when your child is upset.

Have soothing routines. Take a few minutes at bedtime (or any time) to read a story, snuggle together, or sing to your young child. For older kids, make it a routine to give a good night hug, along with a few minutes to talk, listen, or laugh together. Those extra few minutes with you can help your child feel calm, safe, and relaxed.

These may seem like small things - things you already do. But giving extra support and time keeps your child feeling loved and close to you. After a trauma, that closeness matters more than ever.

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Helping Your Child Heal After Trauma (for Parents) - Nemours KidsHealth

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Kids can recover after trauma with help from therapy and extra support and comfort from parents.

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Helping Children Cope After a Traumatic Event

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Your comfort and support can help children cope with trauma. Advice from the Child Mind Institute on how to what to do and what to look out for.

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A distressing or frightening experience can challenge your child's sense of security and the predictability of their world. Such events can include life-threatening car accidents, bushfires, floods, sudden illness, death in the family, crime, abuse and violence in the community, either experienced in person or through the media.

If you are concerned about your child in any way, or feel that you are not coping yourself, always seek professional advice. A good place to start is your family GP.

Children react differently to trauma

A child's response to a distressing or frightening experience will depend on a wide range of factors including their age, stage of development and personality, and the impact of the crisis on their parents or significant others. Your child may not react in the ways you expect.

Trauma reactions may include:

withdrawal - such as loss of interest in activities, loss of confidence, not wanting to talk or regressing to more 'babyish' ways of behaving

preoccupation - needing to relive the experience, for example, through repetitive play or drawings. The child may be overly concerned about the possibility of future events or may have nightmares

anxiety - such as problems with concentrating or paying attention, clingy behaviour, separation anxiety, sleep problems and irritable behaviour

physical symptoms - such as headaches and stomach aches.

Allow for a delayed reaction. Some children seem to cope well at first, but can experience reactions to the stress days, weeks or even months later.

Talk about the traumatic event

It helps to bring all the issues out in the open. Suggestions include:

Reassure your child that the event is over and they are safe (but only if this is the case). You may have to reassure them over and over again.

Listen to your child. Take their concerns and feelings seriously.

Let your child know that you would like to hear about how things are for them.

Tell your child about what happened in a way that is appropriate to their level of understanding and without going into frightening and lurid detail. Use language they understand. If you keep accurate information from them, they will fill in the blanks using their experience, available information and their imagination.

Make sure your child hasn't jumped to any wrong conclusions. For example, younger children may think that tragedies are their fault because they were naughty or thought bad things about someone.

Talk about the event as a family. Allow everyone to have their say, including children. This helps everyone to overcome isolation, to understand each other and to feel supported and heard.

Talk to your child about how people may react to distress. Tell them their feelings are normal in these circumstances and reassure them that they will gradually feel better.

Your response to the traumatic event is important to your child

How the crisis impacts on you, and your reactions to your child's feelings and behaviour, will have an enormous impact on your child's ability to cope and recover. Issues to keep in mind include:

Be understanding. Recognise that changes in behaviour, such as tantrums or bedwetting, may be the way your child reacts to distressing or frightening events.

Give your child extra attention, particularly at bedtime and at other times of separation, if this is an issue for them.

Children look to their parents or carers to understand a crisis and find ways to respond and deal with it. They need the adults around them to be able to 'tune in' to their fears and distress and to comfort and support them. If you are distressed and having difficulty with your feelings, reactions or relationships, it is important to seek support and help for yourself. If you don't, the child's fear and distress will increase.

Talk about your feelings in an appropriate way with your child and allow them to talk about theirs.

Remember that everyone is different and may have different emotions. Don't expect your child to feel the same way you do.

Give your child a sense of control over their life. Even minor decisions, such as allowing them to choose between two sandwich fillings at lunch, makes the child feel more in control. This is especially important after the chaos of a crisis. Children who feel helpless tend to experience more severe stress symptoms.

Try not to be overly protective of your child. It's natural to want to keep your family members close after a crisis, but you also want them to feel that their world is a safe place to be.

Family routines after a traumatic event

Suggestions include:

Keep to your regular routine as much as possible. The predictability of the family's day-to-day schedule is reassuring for children.

Reassure your child that their routine will be back to normal as soon as possible. They may not be able to manage their usual routine for a while, such as attending school or performing household chores. Don't push it.

Don't introduce changes such as new routines or stricter standards of behaviour. Leave that for another time.

Maintain family roles if you can. For example, don't insist that your child take on more responsibility around the house than usual or expect them to meet the emotional needs of a distressed parent.

Practical strategies for helping your child recover from trauma

Suggestions include:

Allow your child plenty of time to play and enjoy recreational activities such as sport, particularly favourite games and activities with 'best' and familiar friends.

Allow time for fun. Laughter, good times and shared pleasure can help all family members to feel better.

Don't insist on three main meals if your child's appetite is affected. If they don't feel like eating at mealtimes, offer them regular snacks throughout the day instead.

Make sure your child gets enough rest and sleep.

Involve them in some sort of physical exercise - it will help your child to burn off stress chemicals and improve their sleep.

Limit stimulants like sugar, coloured foods and chocolate.

Help your child to physically relax - warm baths, massages, story times and lots of cuddles can help relieve muscle tension.

Intervene if an activity makes your child upset or anxious - for example, a television show that reminds the child of the trauma or promotes feelings of worry, alarm or fear. Don't be afraid to switch off the television if the program content is not supporting the child's recovery.

If at any time you are worried about your mental health or the mental health of a loved one, call Lifeline on .
Where to get help

General telephone counselling services can provide advice:

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Tell your child the facts about a distressing or frightening experience using language they can understand.

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Resource Guide to Trauma-Informed Human Services

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This Resource Guide to Trauma-Informed Human Services provides human services leaders at the local, State, Tribal, and Territorial levels with information and resources on recent advances in our understanding of trauma, toxic stress, and executive functioning.

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Trauma Resources for Families

Traumatic and tragic events in the news can deeply affect the children and families the children's museum field serves. As community resources and advocates for children, children's museums can help build socioemotional supports for children and those who love and care for them.

In the words of Kansas Children's Discovery Center President and CEO Dené Mosier, "It is our duty as a community to make sure our children are given a peaceful environment in which to heal and connect to community resources."

On this page, you will find links to resources for caregivers, families, and communities from children's museum and non-museum sources.

Resources from Children's Museums

Talking With Children About Tragic Events - Boston Children's Museum (MA)
"Some activities in the Boston Children's Museum activity library are specifically aimed at promoting healthy coping mechanisms and self-expression during stressful times, which may be relevant for your family right now."

Coping with Traumatic Events - Children's Creativity Museum (San Francisco, CA)
"Parents and caregivers play an important role in helping children recover from the exposure of traumatic events. For a young person, coping with death and loss can be difficult, so we've assembled some trusted resources for how to talk with your child(ren) and family."

Tips for Helping Children Cope with Tragedy - Children's Discovery Museum of San Jose (CA)
"No matter what age or developmental stage the child is in, you can start by asking your child what they've already heard. Most children will have heard something, no matter how old they are. After you ask them what they've heard, ask what questions they have."

Resources for Parents During News of Tragic Events - The Children's Museum of Indianapolis (IN)
"We believe in the power of children to help change the world. The Children's Museum is a place where all children and families can learn from one another-regardless of our differences. The core of our mission at The Children's Museum is to help transform the lives of children and families. We hope these resources can be a starting point. Let's partner with our children and help to make the world a better place."

Community Resources - The Doseum (San Antonio, TX) "Navigating tough topics with our children can be difficult-especially after a tragic event. Your support and care can go a long way in creating a positive impact in their lives as well as those around you. Our commitment is to continuously seek and share valuable resources to educate and assist the Community during these trying times."

Helping Children Cope: Talking with Kids About Violence and Tragedy in the News - Minnesota Children's Museum (St. Paul)
"When violent acts dominate the news, it can be hard to know how to talk to kids about such tragedies.... Adults can help kids put traumatic events into perspective in an age-appropriate way so that kids can understand and process the messages they are hearing. Having these conversations also helps establish a sense of safety while allowing children to work through emotions they are feeling."

Resources and Letter from the Executive Director - National Children's Museum (Washington, DC)
"At National Children's Museum, our mission is to inspire children to care about and change the world. We truly believe that children can affect lasting change. Throughout history, children have been at the forefront of progress, and they are valued citizens who have inspired action. We encourage you to empower the young learners in your life to make their voices heard."

Additional Resources

The following resources are specific to helping caregivers and families deal with children's trauma after a disaster, emergency, or external (not in the family or household) violent incidents:

* Health & Human Services' Substance Abuse and Mental Health Services Administration (SAMHSA) Disaster Distress Helpline: Anyone can call or text the Disaster Distress Helpline at 1-800-985-5990 to get immediate help and support for any distress that you or someone you care about may be feeling related to any disaster. The helpline is free, confidential, available 24/7/365, and answered by trained counselors.
* The Colorado Department of Public Health and Environment: Understanding and Responding to Children in Disaster: Engage - Calm - Distract
* National Child Traumatic Stress Network (NCTSN): School Shooting Resources
* Center for the Study of Traumatic Stress: Restoring Safety and Coping with Stress
* Child Care Aware: Helping Children Cope with Traumatic Events
* Head Start Early Childhood Learning and Knowledge Center: Supporting Recovery After Trauma
* Save the Children: 10 Tips for Helping Children Cope with Disaster
* Federal Emergency Management Agency: Helping Children Cope with Disaster and SAMHSA's Children and Disasters page

National Child Traumatic Stress Network
Funded through Center for Mental Health Services/Substance Abuse and Mental Health Services Administration), the National Child Traumatic Stress Network has online trainings and many resources that can be searched by trauma type, language, audience, etc.

ASPR TRACIE: Office of the Assistant Secretary for Preparedness and Response's (ASPR) Technical Resources, Assistance Center and Information Exchange (TRACIE)
ASPR TRACIE has the Topic Collection: Pediatric/Children, which has a section for Mental and Behavioral Health.

ASPR TRACIE resources for families:
* Skills for Psychological Recovery: Field Operations Guide: This has resources including a worksheet that can be used with children and youth
* Families Disaster and Trauma Resource Center: Resources for families to use for children and youth following a disaster event
* Coping with a Disaster or Traumatic Event: Resources for families to use for children and teens following a disaster event

ASPR TRACIE resources for professionals:
* Developing Cultural Competence in Disaster Mental Health Programs: Slightly different from children and youth, but with a focus on equity
National Child Traumatic Stress Network
* Helping Youth After a Community Trauma: Tips for Educators ( En Español)
* Talking to Children: When Scary Things Happen ( En Español)
* Helping School-Age Children with Traumatic Grief: Tips for Caregivers ( En Español)
* Helping Teens with Traumatic Grief: Tips for Caregivers ( En Español)
* Helping Young Children with Traumatic Grief: Tips for Caregivers ( En Español)
* After a Crisis: Helping Young Children Heal
* Once I Was Very Very Scared - children's book for young children
National Mass Violence and Victimization Resource Center Center for the Study of Traumatic Stress at the Uniformed Services University
PBS Kids: Helping Children with Tragic Events in the News

Sesame Street in Communities
It's hard to know how to help young children understand and cope with the effects of violence, but there are ways to help them feel safer, more secure, and build hope for a more peaceful, kinder future.
A Mighty Girl booklists
* When You Worry Too Much: 25 Books to Help Kids Overcome Anxiety, Worry, and Fear
* Understanding The Way I Feel: 50 Mighty Girl Books About Managing Emotions

American Academy of Pediatrics: Talking With Children About Tragedies & Other News Events
National Association of School Psychologists National Center for School Crisis and Bereavement (schoolcrisiscenter.org)

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Trauma Resources for Families - Association of Children's Museums

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On this page, you will find links to resources for caregivers, families, and communities from children's museum and non-museum sources.

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Review materials from SAMHSA, the National Child Traumatic Stress Network (NCSTN), and other organizations designed to help you recognize and respond to child traumatic stress.

For Parents and Caregivers

Parents and caregivers play an important role in helping children and adolescents recover from exposure to traumatic events. The following materials help parents and caregivers better understand trauma and how they can help.

SAMHSA Resources

NCTSN Resources

For Military Families

Military families experience unique life challenges that can put children in stressful situations. Review resources to help military families and the health professionals who care for them.

Information for Military Families

NCTSN Resources for Health Professionals Caring for Military Families

For Educators and School Personnel

Access tip sheets, toolkits, and other materials to help educators and school personnel recognize trauma responses and respond to students who have experienced trauma.

NCTSN Resources

For Professionals in Health and Other Systems

Access tools, training, and technical assistance for professionals in mental health, child welfare, juvenile justice, and other fields related to children and trauma.

NCTSN Resources

Technical Assistance

For Media

Review the following resources for partners and media covering issues related to mental health and trauma in children.

NCTSN Resources

SAMHSA Resources

Visit the SAMHSA Newsroom for press announcements. The Office of Communications is SAMHSA's voice and face to the public.

Policy Briefs

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Review materials from SAMHSA, the National Child Traumatic Stress Network (NCSTN), and other organizations designed to help you recognize and respond to child traumatic stress.

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The National Child Traumatic Stress Network

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Parents and caregivers play an essential role in helping children and teenagers recover from traumatic events. These resources are for parents, adoptive parents, resource/foster parents, grandparents, caregivers, and all others who care for children and teens.

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Access a wealth of trauma-informed care resources for families at AAP's website. Explore articles, guides, and tools designed to provide support and understanding to families affected by trauma. Whether you're a parent, caregiver, or advocate, this platform offers valuable information to help navigate the challenges and promote healing in the aftermath of trauma.

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Defining Trauma in Children

Trauma is the response to really upsetting events that overwhelms a person's ability to cope. If you or your child has been through something traumatic, you may feel helpless or have any number of other intense feelings. Sometimes you feel "stuck" in the past. They react to things differently than they did before the stressful experience. Traumatic events include emotional, sexual, physical abuse or neglect, sexual assault, experiencing or witnessing interpersonal violence, bullying, vehicle accident, community violence, unexpected death of a loved one, experiencing a natural or man-made disaster, and exposure to war or combat violence.

Not every child develops PTSD

Not every child who goes through a traumatic event ends up with post traumatic stress disorder (PTSD). In fact, not every adult who experiences trauma develops PTSD. Let's say two people are in a car accident. One person can perceive the event as traumatic whereas the other does not. There are many reasons for this difference. There are several factors that affect a person's response to trauma which include:

Previous experiences

Developmental level

Perception of the event

How close they were to the event (did your child hear about a car crash versus were they in the car?)

How serious the event was

What support was available during or right after the event

How caregivers responded

There are many different ways children react to trauma

How a child responds to trauma and what their trauma symptoms look like may vary depending on their age and development level. For example, infants and toddlers may have memory problems, scream or cry excessively, have a poor appetite, have low weight or digestive problems, withdraw from others and develop separation anxiety. School-aged children may have difficulties focusing or learning in school, act out in social situations, imitate the abusive/traumatic event, be verbally abusive, be unable to trust others or make friends, believe they are to blame for the traumatic event, lack self-confidence and experience stomach aches or headaches. Adolescents may have difficulties in school, skip school, run away, be involved in violent or abusive dating relationships, think about or commit suicide, do something that could hurt themselves, abuse substances, have sex, withdraw from others, and experience anxiety or depression.

Trauma Symptoms are normal right after a trauma

These are a few potential affects of trauma. The truth is that every child responds differently to a stressful situation. Often, these trauma symptoms will decrease or disappear as time goes on.

For instance, a child who saw their mom break a leg and go to the hospital in an ambulance may show some trauma symptoms immediately afterward. They may play "broken leg" or "doctor" with their stuffed animals or friends. Perhaps they'll jump at the sound of an ambulance siren. Or they repeatedly ask mom if she's ok or cry more when they separate from mom. But after awhile, things go back to normal. Their play begins to revolve around other interests and their concern about health issues becomes less frequent.

However, when symptoms last more than a month and begin to affect the person's ability to function, the person may be suffering from PTSD. You can read more about PTSD here.

Trauma has a physical impact on children

Childhood trauma impacts more than just a child's feelings. In fact, there's a reason your child is acting differently. Childhood trauma actually impacts the child's brain. More specifically, trauma impacts the parts of the brain that control fear responses, emotional regulation, decision making, planning, learning and memory. In other words, your child may have trouble controlling their feelings. They may forget things. Perhaps they get upset easier. Or they just don't seem as "rational" as they used to be. Maybe they're always worried about things now. It's like they're on edge all the time. These are all normal and expected responses to trauma for a child.

Fight or Flight: A normal response to a scary situation

When something scary happens, it activates a person's "fight or flight" response. Even after things are safe again, the child's brain may still be feeling like they are in danger. Their bodies and minds are constantly on high alert. They are on the look out for potential threats. This may make it difficult for children to pay attention at school, go to new places or interact with people they do not know. Children who have been through trauma often have difficulties in developing language skills. They have trouble solving problems, paying attention, remembering, responding to social cues and regulating their emotions.

Sometimes, kids are angry after a stressful or traumatic experience

I've also seen other kids who are angry about what happened. A child who normally acts polite, follows directions and obeys rules now disobeys their parents, gets in trouble at school, participates in fights and fails classes.

They may be anxious and consumed with fear that something bad will happen again. The child may become very reliant on their caregivers and even start to act younger than their age. They may feel a sense of guilt for allowing the abuse or other event to occur. Children are often embarrassed to talk about what happened. Or perhaps they talk about it nonstop.

I've seen kids who acknowledge that they have been through trauma but have seemed to accept it and moved on.

The good news: Trauma therapy can help your child and family begin to heal.

One of my favorite things about doing therapy is watching people make progress. Children and their families have walked into my office experiencing a wide range of emotions. Often, they feel more than one feeling at the same time and this can be confusing. I've seen children come to me who are sad and show signs of depression. They may also start to injure themselves or even attempt to commit suicide. Watching these kids find healing and move forward is my favorite part of my job. It's amazing to watch children process their experiences and start to cope with their emotions!

Parents have reactions to a child's trauma too.

You love your child more than anything on earth. Therefore, it's only natural that you experience strong feelings about what happened too. Maybe you feel guilty. You feel like you should have somehow protected your child. Or maybe you're angry toward the person who hurt your child, the situation, how an agency responded or even yourself. You're sad, heartbroken or feel like your child was robbed of something. You worry about how this will impact your child's future. In fact, you find yourself worrying about them a lot. Maybe you've reacted by becoming really protective. But then, you worry you're over protective now.

The truth is that you're in a stressful situation yourself as the parent. And you deserve support too. Whether that's counseling for yourself or just help from a professional who's treating your child to understand what they're going through.

Trauma Therapy can help your child...and family

Many of these families who were really struggling when we met later leave my office generally content. Yes, the trauma still happened. However, the child (and family) have learned skills to cope with the trauma. They have processed their trauma in a safe, supportive setting. Now, they are able to better cope with their feelings. They have been able to move on from the trauma. Their trauma is no longer a dark cloud hanging over them. Their symptoms of PTSD have disappeared and they can move on.

I once received a letter from a parent who said after therapy was completed she "had her child back." For me that is one of the best compliments I've received. That child and mother did hard work but I'm thankful I was there to be part of their healing.

Begin Trauma Therapy in Columbia, MO

What happened to your child will always be part of their story. However, they don't have to live with PTSD symptoms. Your child doesn't have to live feeling depressed, fearful or constantly "on edge." Counseling can help your child heal and you both begin to find a new sense of normalcy.

At Aspire Counseling, we believe every child deserves to feel supported, capable and excited about the future. To see if one of our therapists is the right fit, please follow these three easy step:

1) Call our client care coordinator at 573-328-2288 or e-mail us at info@aspirecounselingmo.com to schedule a free consultation.

2) Meet with one of our therapists and talk about your concerns.

3) Bring your child to counseling regularly and encourage them to work with their therapist so you can watch them start to find healing.

About the Author:

Kristi Sveum, MSW, LCSW is a child trauma therapist who uses TF-CBT, an evidence based trauma treatment for kids. Kristi has worked with children and adolescents who have experienced trauma for over 14 years. She has worked with youth who have been through traumas as simple as a big move or as complicated as severe child abuse. She's watched countless children heal from PTSD symptoms.

Kristi believes in the power of counseling to help children improve their self esteem, learn new coping strategies and face future stressful situations confidently. Furthermore, Kristi has helped caregivers learn to manage their own feelings about a child's trauma. She understands how counseling can support the entire family. Kristi would love to help your family find healing.

Defining Trauma in Children

Trauma is the response to really upsetting events that overwhelms a person's ability to cope. If you or your child has been through something traumatic, you may feel helpless or have any number of other intense feelings. Sometimes you feel "stuck" in the past. They react to things differently than they did before the stressful experience. Traumatic events include emotional, sexual, physical abuse or neglect, sexual assault, experiencing or witnessing interpersonal violence, bullying, vehicle accident, community violence, unexpected death of a loved one, experiencing a natural or man-made disaster, and exposure to war or combat violence.

Not every child develops PTSD

Not every child who goes through a traumatic event ends up with post traumatic stress disorder (PTSD). In fact, not every adult who experiences trauma develops PTSD. Let's say two people are in a car accident. One person can perceive the event as traumatic whereas the other does not. There are many reasons for this difference. There are several factors that affect a person's response to trauma which include:

Previous experiences

Developmental level

Perception of the event

How close they were to the event (did your child hear about a car crash versus were they in the car?)

How serious the event was

What support was available during or right after the event

How caregivers responded

There are many different ways children react to trauma

How a child responds to trauma and what their trauma symptoms look like may vary depending on their age and development level. For example, infants and toddlers may have memory problems, scream or cry excessively, have a poor appetite, have low weight or digestive problems, withdraw from others and develop separation anxiety. School-aged children may have difficulties focusing or learning in school, act out in social situations, imitate the abusive/traumatic event, be verbally abusive, be unable to trust others or make friends, believe they are to blame for the traumatic event, lack self-confidence and experience stomach aches or headaches. Adolescents may have difficulties in school, skip school, run away, be involved in violent or abusive dating relationships, think about or commit suicide, do something that could hurt themselves, abuse substances, have sex, withdraw from others, and experience anxiety or depression.

Trauma Symptoms are normal right after a trauma

These are a few potential affects of trauma. The truth is that every child responds differently to a stressful situation. Often, these trauma symptoms will decrease or disappear as time goes on.

For instance, a child who saw their mom break a leg and go to the hospital in an ambulance may show some trauma symptoms immediately afterward. They may play "broken leg" or "doctor" with their stuffed animals or friends. Perhaps they'll jump at the sound of an ambulance siren. Or they repeatedly ask mom if she's ok or cry more when they separate from mom. But after awhile, things go back to normal. Their play begins to revolve around other interests and their concern about health issues becomes less frequent.

However, when symptoms last more than a month and begin to affect the person's ability to function, the person may be suffering from PTSD. You can read more about PTSD here.

Trauma has a physical impact on children

Childhood trauma impacts more than just a child's feelings. In fact, there's a reason your child is acting differently. Childhood trauma actually impacts the child's brain. More specifically, trauma impacts the parts of the brain that control fear responses, emotional regulation, decision making, planning, learning and memory. In other words, your child may have trouble controlling their feelings. They may forget things. Perhaps they get upset easier. Or they just don't seem as "rational" as they used to be. Maybe they're always worried about things now. It's like they're on edge all the time. These are all normal and expected responses to trauma for a child.

Fight or Flight: A normal response to a scary situation

When something scary happens, it activates a person's "fight or flight" response. Even after things are safe again, the child's brain may still be feeling like they are in danger. Their bodies and minds are constantly on high alert. They are on the look out for potential threats. This may make it difficult for children to pay attention at school, go to new places or interact with people they do not know. Children who have been through trauma often have difficulties in developing language skills. They have trouble solving problems, paying attention, remembering, responding to social cues and regulating their emotions.

Sometimes, kids are angry after a stressful or traumatic experience

I've also seen other kids who are angry about what happened. A child who normally acts polite, follows directions and obeys rules now disobeys their parents, gets in trouble at school, participates in fights and fails classes.

They may be anxious and consumed with fear that something bad will happen again. The child may become very reliant on their caregivers and even start to act younger than their age. They may feel a sense of guilt for allowing the abuse or other event to occur. Children are often embarrassed to talk about what happened. Or perhaps they talk about it nonstop.

I've seen kids who acknowledge that they have been through trauma but have seemed to accept it and moved on.

The good news: Trauma therapy can help your child and family begin to heal.

One of my favorite things about doing therapy is watching people make progress. Children and their families have walked into my office experiencing a wide range of emotions. Often, they feel more than one feeling at the same time and this can be confusing. I've seen children come to me who are sad and show signs of depression. They may also start to injure themselves or even attempt to commit suicide. Watching these kids find healing and move forward is my favorite part of my job. It's amazing to watch children process their experiences and start to cope with their emotions!

Parents have reactions to a child's trauma too.

You love your child more than anything on earth. Therefore, it's only natural that you experience strong feelings about what happened too. Maybe you feel guilty. You feel like you should have somehow protected your child. Or maybe you're angry toward the person who hurt your child, the situation, how an agency responded or even yourself. You're sad, heartbroken or feel like your child was robbed of something. You worry about how this will impact your child's future. In fact, you find yourself worrying about them a lot. Maybe you've reacted by becoming really protective. But then, you worry you're over protective now.

The truth is that you're in a stressful situation yourself as the parent. And you deserve support too. Whether that's counseling for yourself or just help from a professional who's treating your child to understand what they're going through.

Trauma Therapy can help your child...and family

Many of these families who were really struggling when we met later leave my office generally content. Yes, the trauma still happened. However, the child (and family) have learned skills to cope with the trauma. They have processed their trauma in a safe, supportive setting. Now, they are able to better cope with their feelings. They have been able to move on from the trauma. Their trauma is no longer a dark cloud hanging over them. Their symptoms of PTSD have disappeared and they can move on.

I once received a letter from a parent who said after therapy was completed she "had her child back." For me that is one of the best compliments I've received. That child and mother did hard work but I'm thankful I was there to be part of their healing.

Begin Trauma Therapy in Columbia, MO

What happened to your child will always be part of their story. However, they don't have to live with PTSD symptoms. Your child doesn't have to live feeling depressed, fearful or constantly "on edge." Counseling can help your child heal and you both begin to find a new sense of normalcy.

At Aspire Counseling, we believe every child deserves to feel supported, capable and excited about the future. To see if one of our therapists is the right fit, please follow these three easy step:

1) Call our client care coordinator at 573-328-2288 or e-mail us at info@aspirecounselingmo.com to schedule a free consultation.

2) Meet with one of our therapists and talk about your concerns.

3) Bring your child to counseling regularly and encourage them to work with their therapist so you can watch them start to find healing.

About the Author:

Kristi Sveum, MSW, LCSW is a child trauma therapist who uses TF-CBT, an evidence based trauma treatment for kids. Kristi has worked with children and adolescents who have experienced trauma for over 14 years. She has worked with youth who have been through traumas as simple as a big move or as complicated as severe child abuse. She's watched countless children heal from PTSD symptoms.

Kristi believes in the power of counseling to help children improve their self esteem, learn new coping strategies and face future stressful situations confidently. Furthermore, Kristi has helped caregivers learn to manage their own feelings about a child's trauma. She understands how counseling can support the entire family. Kristi would love to help your family find healing.

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Childhood Trauma: Common Reactions to Trauma and PTSD Symptoms in Kids - Aspire Counseling

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Kristi Sveum, a child and teen therapist talks about common reactions to trauma in children. She offers TF-CBT trauma therapy for children in Columbia, MO.

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Attached are reflective journals related to the course

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Reflective Journal- Effects of Trauma/Stress

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$13.00

Do your children have trouble remembering routines and following through with responsibilities?

Help them be successful with these sturdy 8.5″ x 5.5″ routine and responsibility cards. Young children learn best through pictures, so posting images is more effective than telling them what to do. These 30 cards offer helpful visual cues for everyday activities like putting away toys, taking care of pets, doing homework, and being kind to others.

In stock (can be backordered)

Description

Routine & Responsibility Cards

Additional information

Weight

12.8 oz

Dimensions

9 × 6 × 3 in

Age Range

3-5 Years Old, 2nd-3rd Grade, 4th-5th Grade

Audience

Teachers, Parents, Mental Health Professional

Additional

Tools

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Do your children have trouble remembering routines and following through with responsibilities? Help them be successful with these sturdy 8.5" x 5.5" routine and responsibility cards. Young children learn best through pictures, so posting images is more effective than telling them what to do.

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Mini Feeling Buddies with Book (Spanish)

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8 Mini Buddies with Quilted Mat. 1 ayudando a mis feeling buddies book. We encourage you to get the full Feeling Buddies kit home edition to get the most

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A disorganized brain is always disengaged from learning. The Active Calming Center guides children through nine physical and mental tasks that help them calm down and cooperate. Use as a precursor to the Safe Place™, a standalone brain break, a transition helper or an "anytime" calming strategy. Helpful for ages 3-12. Essential for those with special needs, autism and for active Pre-K and Kindergarten bodies. Integral to your rage prevention program.

In stock (can be backordered)

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A disorganized brain is always disengaged from learning. The Active Calming Center guides children through nine physical and mental tasks that help them calm down and cooperate. Use as a precursor to the Safe Place™, a standalone brain break, a transition helper or an "anytime" calming strategy. Helpful for ages 3-12.

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$36.00

Teach children strategies for self-control, and you'll be amazed how quickly they learn to manage intense emotions.

In stock (can be backordered)

Description

The I Choose Self-Control Board helps children identify what they are feeling with eight Feeling Face images. It then prompts them to consciously reflect on their intention by setting goals with one of four goal statements. Finally, it provides 12 individualized calming and regulatory strategies for them to choose from in order to help change their inner states from upset to optimal. These three components work together to increase children's ability to self-regulate, empowering them to return to home or classroom activities ready to learn. Part of the five-step self-regulation process described in Managing Emotional Mayhem ©.

Sturdy, portable felt board

12 velcro-backed images of proven self-control activities

4 velcro-backed goal statements to help older children set their intention

8 velcro-backed face images expressing key emotions

18-page detailed instructional booklet

Ages 4-12

Product Video

How to use the I Choose Self-Control Board

Additional information

Weight

26.4 oz

Dimensions

14 × 14 × 2 in

Format

Physical Product

Language

English

Age Range

3-5 Years Old, 2nd-3rd Grade, 4th-5th Grade, All Ages, Adults

Audience

Administrators, Teachers, Parents, Mental Health Professional

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36.00 Teach children strategies for self-control, and you'll be amazed how quickly they learn to manage intense emotions. In stock (can be backordered) The I Choose Self-Control Board helps children identify what they are feeling with eight Feeling Face images. It then prompts them to consciously reflect on their intention by setting goals with one of four goal statements.

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$17.00

I Love You Rituals build literacy, provide positive lyrics for traditional rhymes and create a connected classroom environment. Using our popular I Love You Rituals to meet Common Core reading standards has never been easier than with this set of bright and sturdy posters! Seven 11" x 17" posters with lyrics and art, plus an instructional activity sheet.

In stock (can be backordered)

Description

I Love You Rituals Poster Set

Additional information

Weight

16 oz

Dimensions

18 × 12 × 2 in

Format

Posters, Physical Product

Language

English

Age Range

Infant/Toddler, 3-5 Years Old, 2nd-3rd Grade, Adults

Audience

Administrators, Teachers, Parents, Mental Health Professional

Additional

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I Love You Rituals build literacy, provide positive lyrics for traditional rhymes and create a connected classroom environment. Using our popular I Love You Rituals to meet Common Core reading standards has never been easier than with this set of bright and sturdy posters!

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A calm down corner is a comfortable and calming space for children to go when they need some space, to calm down their bodies, and to take a time-in to process their big feelings.

It is a non-punitive alternative to time-outs that helps children develop emotional regulation, provides structure, and leaves them feeling safe and secure.
Disclaimer: This post contains affiliate links.
Why Create a Calm Down Corner?

Children don't misbehave because they want to. They misbehave because they don't possess the necessary skills required to manage and control their behaviors when they're in distress.

A calm down corner provides teaching moments so you can help your child develop these lacking skills.

There are multitudinous benefits to using a calm down corner, as opposed to traditional "discipline" or punishments like time-outs or removing privileges.

Builds Emotional Intelligence

Emotional intelligence is the ability to recognize our feelings, and the feelings of others (empathy), and to use that information to guide how you think and behave.

Early development of emotional intelligence begins with identifying core emotions, such as happy, sad, mad, tired. Later, we develop the ability to recognize more complex feelings, such as annoyed vs furious.

Finally, we learn to use this emotional information to guide behavior and manage emotions through self-regulation.
Your calm down corner will contain all the tools you need to help your child learn and practice these skills.
Teaches Children that Unpleasant Emotions are Normal

Everyone feels mad, sad, jealous, etc. from time to time. These emotions are unpleasant to experience but they are normal.

Children should never feel ashamed of their emotions or feel like they're being punished for feeling a certain way. It's important to let them know that the way they are feeling is okay.

Instead, unpleasant emotions can be a learning experience.

Your calm down corner will help your child learn that their feelings are valid bu t certain reactions to those feelings are not.

That knowledge will come through frequent practice and mutual emotional regulation opportunities.

That learning opportunity is lost if your child is isolated in their bedroom when experiencing big emotions.

Provides Structure

Children need structure. They thrive when their lives are consistent and predictable.

This is true for all children but especially important for kids who struggle with rigid thinking.

One of the many ways to add structure to your child's life is by structuring your home.

Setting up different areas in your home for different parts of the day, activities, or routines helps your child feel safe and secure in their own home.

A calm down corner, a homework station, a craft center, etc are all ways to add this structure to your home.

Helps Children Learn from Their Mistakes

First of all, your child should know that everyone makes mistakes. It's okay to make mistakes, but we need to learn from those mistakes.

Explain to your child that making a mistake can make you feel bad for a little while, but it doesn't mean that you are bad.

Understanding this helps children tolerate unpleasant emotions better. This frustration tolerance is something my own child is working on in therapy.

Continue to reassure your child that their feelings are normal and valid. But, also explain the impact their actions have on others. Understanding how their behavior affects the way other people feel is an i mportant part of developing emotional intelligence.

Encourage your child to make things right once they've had time to calm down.

Materials

The Time-In Toolkit from Generation Mindful

Bean bag chair

Soft mat or rug

Medium storage container

Instructions

Choose Your Space

The first step to creating a calm down corner is choosing the right spot. If you can, involve your child in picking the perfect calm down spot.

It doesn't technically need to be a corner, but I prefer using a corner.

The space you use should be somewhere in the general living area of your home. Your calm down corner will not be used for time-out or punishment, so it shouldn't isolate your child.

We started with an empty corner - actually it wasn't empty at first. My desk, chair, computers, etc. were there. I moved them to another room to create an ideal area for the kids.

This corner is in the back of our dining room. It's on the main level of our open concept home, so it's not isolating but it does offer a bit of privacy from the living room where siblings often are playing.

Make it Comfortable

When your child takes a time-in in their calm down corner, they need to be able to get comfortable.

Use a soft mat or interlinking foam flooring, and seating such as a bean bag chair so your child has a comfortable spot to sit or lay.

I purchased this stuffed toy storage chair from Amazon. Then I filled it up with multiple items, it holds a lot. So, I stuffed it with plush toys, old blankets, and old clothes that the kids don't wear.

It's comfortable and quite heavy so the kids can't lug it all over the house.

Hang Your Posters & Decorate

The time-in toolkit comes with six posters to include in your calm down corner.

Their guide will offer several different recommended layouts for the posters. We changed ours just slightly from their recommended corner layout so I could incorporate some deep breathing prompts as well.

The time-in tool kit comes with double-sided tape so you can easily hang them without damaging the wall. They can also be framed and hung.

However, the posters are all nicely laminated and high quality if you aren't ready to invest in frames.

I decorated the corner with some extra wall decals I purchased from our local dollar store. You can decorate any way you like to make the area inviting to your child.

Set up a Calm Down Kit

A calm down kit is just a container containing small activities and fidgets that your child can use in the corner to help them self-regulate.

I made sure there were items in the kit that my kids could use that match the ideas on the "My Calming Strategies" poster.

These included things like scented markets, stress ball, squishy toys, puzzles, coloring pages, books, and a kaleidoscope.

The time in toolkit even includes a printable "Time-In Tools" label for your container.

Check out my list of 27 ideas for a calm down kit here to get some inspiration.

Great Work!

Your calm down corner is complete and you're now ready to begin introducing the activities and the concept of time-in to your child.

Recommended Products

Suggested products are affiliate links.

Introduce the Calming Corner to your Child

Once your calm down corner is completed, it's important to spend time in the corner with your child. Children need to learn and practice calming strategies regularly.

You can't teach children how to calm down when they're already upset. Once your child's feelings are escalating, they can no longer learn.

This must be practiced together many, many times when calm before your child will successfully use these strategies independently.

Spend time relaxing in the corner with your child.

Take time to look at the posters together. Read the different emotions on the feelings chart to familiarize your child with different emotive words.

Do the calming activities together, like coloring, stretching, hugging a toy, etc.

Play the Peacemakers game from Generation Mindful, which is included in the Time-In toolkit. My 8-year old, who struggles significantly with his feelings, really enjoyed this game and it provided him with a new way to think about his feelings.

The digital manual for the Time-In Toolkit from Generation Mindful also has tons of printables, coloring sheets, extra posters, and activity ideas that help teach children ways to regulate.
It's going to be an incredible resource as you learn to use your new time-in corner together.
Although it may seem like a playful area at first, this should evolve over time. Ultimately, this calm down corner is a space for calming down rather than playing. (Although play-based activities are always an important part of taking a time-in)

Snuggle Buddies

Snuggle Buddies are another product from Generation Mindful that are a must-have with the Time-In toolkit.

Think of these guys as the "cherry on top" of your calm down corner.

These plush toys each have a pocket in the back that has four emojis attached with ribbon. The emojis are red, blue, yellow, and green to match the emotions on the feelings chart.

Kids can take their snuggle buddies with them anywhere and use them as a way to learn about and express their feelings.

They also come with a monthly feelings chart (shown in the video below).

This really helps reinforce the ideas around emotional intelligence to children. You can use your snuggle buddy as a tool to talk about feelings with your child anywhere and at any time.

We even added to our daily visual routine for morning and evening to complete the feelings chart. So, my kids are now thinking about their feelings and recording them on the chart three times a day.

The more they practice, the better they'll be at identifying their feelings.

Model Appropriate Behavior

When your child is upset, or in crisis-mode having a meltdown, d o you get upset too?
Think about how you react in these situations.
Remember that it's perfectly normal and expected to feel distressed when your child is emotional. But, what's important to remember and display in the moment is that your emotions don't control your behavior - you do.

You need to model this behavior for your child by staying calm. Remember, they don't want to act this way, they're just lacking the skills they need to emotionally regulate.

Staying calm and compassionate (parental regulation) when your child is upset teaches them that their feelings are okay. Plus, it models the very same calming strategies that you're trying to teach.

Stress can be contagious but so can calmness. Make sure you practice your own calming strategies to successfully stay calm, even when your child isn't.

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How to Create the Ultimate Calming Corner for Your Child - Self-Regulation

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A calm down corner is a comfortable and calming space for children to go when they need some space, to calm down their bodies, and to take a time-in to process their big feelings. It is a non-punitive alternative to time-outs that helps children develop emotional regulation, provides structure, and leaves them feeling safe and secure.

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Every child has secrets, and many secrets are fun to keep. This book will help distinguish between the fun secrets and the secrets that can make children feel bad or scared. These are the difficult ones that are best shared with parents, or with a trusted adult.

Parents, teachers, and gift givers will find:

A book for kids about secrets, feelings, boundaries, and consent

A children's book to keep kids safe

Do You Have a Secret? helps kids distinguish between good and bad secrets. Everyone has concerns and anxieties, and Let's Talk About It! books are written and illustrated specifically to help children understand tough topics. These books are ideal for adults to read aloud, while their preschooler listens and looks at the story's inviting illustrations. Let's Talk About It! books encourage children to explore their feelings, and then to speak openly about things that trouble them.

What parents and educators are saying:

This is an amazing book to educate young children on the difference between a good secret and a bad secret. It uses child-friendly language while touching on different forms of abuse to let kids know what is and isn't an appropriate secret to keep. This is a great way to keep your kids protected by equipping them with the knowledge they need to keep them safe, and it opens a door for communication. Appropriate for children as young as 2.

All preschools should have this book and should be required to read it to all the children!

I'm very happy with this book- it makes the subject very easy to discuss and is perfect for starting the important conversations about privacy and certain feelings with a 3 year old but also not too simple for a seven year old. I recommend this for every parent to read with their kids and continue to pop it into the rotation through the years as they get older.

Great book. An awesome and clear way to speak to your children about good secrets and bad secrets! Definitely recommend to all parents!

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Do You Have a Secret?: A Children's Mental Health Book to Keep Kids Safe (Classroom Books, Emotions) (Let's Talk About It!)

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Do You Have a Secret?: A Children's Mental Health Book to Keep Kids Safe (Classroom Books, Emotions) (Let's Talk About It!) [Moore-Mallinos, Jennifer, Fabrega, Marta] on Amazon.com. *FREE* shipping on qualifying offers. Do You Have a Secret?: A Children's Mental Health Book to Keep Kids Safe (Classroom Books, Emotions) (Let's Talk About It!)

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"Text originally published in 2000 by DeVorss & Company, Publishers, in the United States of America"--Title page verso.
Book Synopsis
With over half a million copies sold, this accessible, bestselling picture book phenomenon about the unbreakable connections between loved ones has healed a generation of readers--children and adults alike--and has been updated with new illustrations and an afterword from the author. Now available in paperback for the first time!

Parents, educators, therapists, and social workers alike have declared The Invisible String the perfect tool for coping with all kinds of separation anxiety, loss, and grief. In this relatable and reassuring contemporary classic, a mother tells her two children that they're all connected by an invisible string. "That's impossible!" the children insist, but still they want to know more: "What kind of string?" The answer is the simple truth that binds us all: An Invisible String made of love. Even though you can't see it with your eyes, you can feel it deep in your heart, and know that you are always connected to the ones you love. Does everybody have an Invisible String? How far does it reach? Does it ever go away? This heartwarming picture book for all ages explores questions about the intangible yet unbreakable connections between us, and opens up deeper conversations about love.

Recommended and adopted by parenting blogs, bereavement support groups, hospice centers, foster care and social service agencies, military library services, church groups, and educators, The Invisible String offers a very simple approach to overcoming loneliness, separation, or loss with an imaginative twist that children easily understand and embrace, and delivers a particularly compelling message in today's uncertain times. This special paperback edition includes vibrant new illustrations and an introduction from the author.

"This book is a beautiful way to begin to try, as parents, to instill in children the impenetrable power of the heart, the energy of love, and the flow that can be felt from the grace in every moment." --Tony Robbins
Review Quotes
" The Invisible String is part of my social skills/feelings book purchases.... Beautiful. Delicate. Perfect for: dealing with loss, moving, friendship issues, family problems, nighttime fears.... Quite the special book."--The Styling Librarian "[Promotes] a vision of global unity and empathy...effective."
--Kirkus "A wonderful storybook for children experiencing separation anxiety."--Today's Parent "Children of all ages (and yes, adults too!) feel a great sense of peace and joy realizing that we are all connected to the ones we love through The Invisible String."--The National Association of School Psychologists "Delivers a particularly compelling message in today's uncertain times that though we may be separated from the ones we care for, love is the unending connection that binds us all."--The American Academy of Pediatrics "If I could only have one book to use for counseling purposes, this would be it. This book is extremely versatile. It can be used for any type of separation, loss."--United Way (Life Lessons for Little Ones) "The message of The Invisible String resonates with children and adults alike.... The two ends of the treasured Invisible String are families and schools. This String, reinforced on each side, buoys students with love, guidance, direction. But when one end weakens, the entire String falters.... When we need support, reassurance, or simply a kindred spirit, just give the String a tug and someone will tug back. This is powerful, and will keep your child on track through...his or her education journey."--Carmen Fariña, Chancellor, NYC Department of Education "Whether kids are having separation anxiety or dealing with divorce or even death, this sweet story is very reassuring."
--Motherly
About The Author
Patrice Karst is the bestselling author of The Invisible String, The Invisible Leash, The Invisible Web, You Are Never Alone: An Invisible String Lullaby, and co-author of The Invisible String Workbook. She has also written The Smile That Went Around the World. Patrice is passionate about spreading her message of love across the planet. Born in London, England, she now lives in Southern California, and is the mother of one grown son. She invites you to visit her online at patricekarst.com.
Joanne Lew-Vriethoff is the acclaimed illustrator of many children's books, including the new edition of The Invisible String, The Invisible Leash, The Invisible Web, You Are Never Alone: An Invisible String Lullaby, and the Invisible String Workbook, as well as Stacy McAnulty's Beautiful and Brave. Born in Malaysia, she grew up in Los Angeles, studied at the ArtCenter College of Design in Pasadena, and now lives in Amsterdam. Her website is joannelewvriethoff.com.

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invisible string -  reprint by patrice karst (paperback)

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Invisible String - Reprint by Patrice Karst (Paperback)

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Shop Invisible String - Reprint by Patrice Karst (Paperback) at Target. Choose from Same Day Delivery, Drive Up or Order Pickup. Free standard shipping with $35 orders.

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Support your child in talking about their fears

Squirrel bravely announces that he was once very, very scared. To his surprise, he finds that he's not alone. The other animals have also experienced frightening situations, each responding in their own unique way. With the help of a caring porcupine as well as other adults in their lives, they learn to cope with their emotions and find safety and comfort. Through supportive guidance, they discover that their reactions are understandable and learn ways to work through their fear.

This story was designed to help readers understand common PTSD symptoms in a child friendly way. As you read the story, you may notice that the animals show common reactions to stress including fight, flight, freeze, flop, and friend.

Here are some of the ways that the animals react when scared:

Who Is This Book For?

Parents: Use this book to help your child understand and express their fears.

Teachers: A valuable tool for discussing emotions and stress in the classroom.

Therapists: Perfect for helping young children and parents talk about and manage their feelings. Especially useful for those with difficult histories, including histories of trauma.

Adults: Essential for anyone involved in the emotional development of children and helpful in supporting your own inner child.

Other Language Versions:
French: Une fois j'ai eu très très peur
German: Ich Hatte Einmal Sehr Sehr Grosse Angst
Norwegian: En Gang Ble Jeg Veldig Veldig Redd
Spanish: Una Vez Tuve Mucho Mucho Miedo
Swedish: En Gång Blev Jag Väldigt Väldigt Rädd

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Once I Was Very Very Scared [Ippen, Chandra Ghosh, Ippen jr., Erich Peter] on Amazon.com. *FREE* shipping on qualifying offers. Once I Was Very Very Scared

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A Terrible Thing Happened [Holmes, Margaret M, Mudlaff, Sasha J, Pillo, Cary, Pillo, Cary] on Amazon.com. *FREE* shipping on qualifying offers. A Terrible Thing Happened

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Trauma Adapted Family Connections Interventions

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The National Child Traumatic Stress Network

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TA-FC is a manualized trauma-focused practice rooted in the principles of Family Connections (FC), specifically designed to reduce risk factors for child maltreatment, increase protective factors, improve child safety, and reduce internalizing and externalizing child behavior. Themes of collaboration, reflection, and transparency are infused throughout three phases of treatment to assist families with their shared meaning making of their trauma experiences. TA-FC strategies include engagement, trauma-informed family assessment, safety building and enhancement, meeting basic needs, service plan, psycho-education, cognitive behavioral strategies, strengthening family and community relationships, emotion identification and affect regulation, and family shared meaning of trauma through narrative family work.

0-18; both males and females; who reside in the household; families experiencing complex development trauma, at risk of neglect

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TA-FC is a manualized trauma-focused practice rooted in the principles of Family Connections (FC), specifically designed to reduce risk factors for child maltreatment, increase protective factors, improve child safety, and reduce internalizing and externalizing child behavior.

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Psychological First Aid intervention

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The National Child Traumatic Stress Network

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PFA is an evidenced-informed intervention designed to be put into place immediately following disasters, terrorism, and other emergencies, and has received wide usage worldwide. PFA is comprised of eight core helping actions: contact and engagement, safety and comfort, stabilization, information gathering, practical assistance, connection with social supports, information on coping support, and linkage with collaborative services.

0-120; both males and females; for individuals immediately following disasters, terrorism, and other emergencies

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PFA is an evidenced-informed intervention designed to be put into place immediately following disasters, terrorism, and other emergencies, and has received wide usage worldwide.

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Real Life Heroes Intervention

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The National Child Traumatic Stress Network

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RLH is an intervention that provides practitioners with easy-to-use tools including a life storybook, manual, creative arts activities, and psycho-education resources to engage children and caregivers in trauma-focused services. Tools and procedures were developed and tested with latency-age children in a wide range of child and family service programs including children with symptoms of complex trauma. The life storybook (built around the metaphor of heroes) provides a structured, phased-based approach to engage children and caring adults to rebuild safety, hope, attachments, skills, and resources necessary for trauma therapy.

6-12, plus adolescents (13-19) with delays in social, emotional or cognitive functioning; both males and females; for children who have experienced a wide range of traumas

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RLH is an intervention that provides practitioners with easy-to-use tools including a life storybook, manual, creative arts activities, and psycho-education resources to engage children and caregivers in trauma-focused services. Tools and procedures were developed and tested with latency-age children in a wide range of child and family service programs including children with symptoms of complex trauma.

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Lets Connect intervention method

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The National Child Traumatic Stress Network

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LC is a parenting intervention that helps caregivers identify and respond to children’s emotional needs and behaviors in a way that builds connection and warmth and promotes children’s emotional competence and sense of emotional security.

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Integrative treatment of complex trauma intervention for children

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The National Child Traumatic Stress Network

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ITCT-C is an assessment-driven, multimodal, evidence-based treatment for children ages 5-12, with interview and/or standardized trauma-specific measures administered at 2-3 month intervals to identify particular symptoms and issues requiring focused clinical attention. ITCT-C is based on developmentally appropriate, culturally adapted approaches that can be applied in multiple settings (outpatient clinic, school, hospital, inpatient, forensic, and residential), and involves collaboration with multiple community agencies. ITCT-C has been particularly adapted for economically disadvantaged and culturally diverse children and families.

5-12; both males and females; for Hispanic-American, African-American, Caucasian, Asian-American; for youth who may have complex trauma histories

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Integrative Treatment of Complex Trauma for Children

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ITCT-C is an assessment-driven, multimodal, evidence-based treatment for children ages 5-12, with interview and/or standardized trauma-specific measures administered at 2-3 month intervals to identify particular symptoms and issues requiring focused clinical attention.

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Child-Parent Psychotherapy intervention

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The National Child Traumatic Stress Network

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CPP is an intervention model for children aged 0-6 who have experienced at least one traumatic event and/or are experiencing mental health, attachment, and/or behavioral problems, including posttraumatic stress disorder. The treatment is based in attachment theory but also integrates psychodynamic, developmental, trauma, social learning, and cognitive behavioral theories. Therapeutic sessions include the child and parent or primary caregiver. The primary goal of CPP is to support and strengthen the relationship between a child and his or her caregiver as a vehicle for restoring the child's cognitive, behavioral, and social functioning. Treatment also focuses on contextual factors that may affect the caregiver-child relationship.

0-6; both males and females; for youth who have experienced a wide range of traumas and parents with chronic trauma

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CPP is an intervention model for children aged 0-6 who have experienced at least one traumatic event and/or are experiencing mental health, attachment, and/or behavioral problems, including posttraumatic stress disorder.

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Child Adult Relationship Enhancement intervention

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The National Child Traumatic Stress Network

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CARE is a trauma-informed set of skills that can be used by any adult in any setting who interacts with children and teens who have experienced trauma. It is based on several evidence-based parenting programs, including PCIT, Incredible Years, Helping the Non-compliant Child, and PMTO. It may complement mental health treatments, but is not a therapy program. It has been used in a wide-variety of settings with varied audiences, including health, mental health, and allied health professionals, family members, and lay professionals. CARE has a building evidence-based including in medical settings and with foster parents.

Children of all ages and their caregivers; both males and females

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CARE is a trauma-informed set of skills that can be used by any adult in any setting who interacts with children and teens who have experienced trauma.

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Attachment, self regulation and competence

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The National Child Traumatic Stress Network

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Attachment, Self-Regulation, and Competence: A Comprehensive Framework

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ARC is a framework for intervention with youth and families who have experienced multiple and/or prolonged traumatic stress.

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Assessment based treatment for traumatized children

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The National Child Traumatic Stress Network

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TAP is a treatment model that incorporates assessment triage and essential components of trauma treatment into clinical pathways. TAP incorporates a multifaceted assessment process to enable clinicians to gain an in-depth understanding of the child, their developmental level, their traumatic experience, and the family, community and cultural system in which the child lives. It is a manualized treatment addressing all forms of childhood trauma.

0-18; both males and females; for children who have experienced a wide range of traumas

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Assessment-Based Treatment for Traumatized Children: Trauma Assessment Pathway

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TAP is a treatment model that incorporates assessment triage and essential components of trauma treatment into clinical pathways.

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The six key principles of a trauma-informed approach and trauma-specific interventions address trauma's consequences and facilitate healing.

Trauma-Informed Approach

According to the concept of a trauma-informed approach, "A program, organization, or system that is trauma-informed:

1. Realizes the widespread impact of trauma and understands potential paths for recovery;

2. Recognizes the signs and symptoms of trauma in clients, families, staff, and others involved with the system;

3. Responds by fully integrating knowledge about trauma into policies, procedures, and practices; and

4. Seeks to actively resist re-traumatization."

A trauma-informed approach can be implemented in any type of service setting or organization and is distinct from trauma-specific interventions or treatments that are designed specifically to address the consequences of trauma and to facilitate healing.

Six Key Principles of a Trauma-Informed Approach

A trauma-informed approach reflects adherence to six key principles rather than a prescribed set of practices or procedures. These principles may be generalizable across multiple types of settings, although terminology and application may be setting- or sector-specific:

1. Safety

2. Trustworthiness and Transparency

3. Peer support

4. Collaboration and mutuality

5. Empowerment, voice and choice

6. Cultural, Historical, and Gender Issues

From this perspective, it is critical to promote the linkage to recovery and resilience for those individuals and families impacted by trauma. Consistent with this definition of recovery, services and supports that are trauma-informed build on the best evidence available and consumer and family engagement, empowerment, and collaboration.

Trauma-Specific Interventions

Trauma-specific intervention programs generally recognize the following:

The survivor's need to be respected, informed, connected, and hopeful regarding their own recovery

The interrelation between trauma and symptoms of trauma such as substance abuse, eating disorders, depression, and anxiety

The need to work in a collaborative way with survivors, family and friends of the survivor, and other human services agencies in a manner that will empower survivors and consumers

Known Trauma-Specific Interventions

Following are some well-known trauma-specific interventions based on psychosocial educational empowerment principles that have been used extensively in public system settings. Note that these interventions are listed for informational and educational purposes only. MentalHealth.org does not endorse any specific intervention.

Addiction and Trauma Recovery Integration Model (ATRIUM)

ATRIUM is a 12-session recovery model designed for groups as well as for individuals and their therapists and counselors. The acronym, ATRIUM, is meant to suggest that the recovery groups are a starting point for healing and recovery. This model has been used in local prisons, jail diversion projects, AIDS programs, and drop-in centers for survivors. ATRIUM is a model intended to bring together peer support, psychosocial education, interpersonal skills training, meditation, creative expression, spirituality, and community action to support survivors in addressing and healing from trauma.

Dusty Miller, author and creator of ATRIUM, is available for training, consultation, workshops, and keynote presentations. She works with groups that address issues of self-sabotage, traumatic stress, trauma re-enactment, substance abuse, self-injury, eating disorders, anxiety, body-based distress, relational challenges, and spiritual struggles.

Learn more about ATRIUM and Dusty Miller.

Essence of Being Real

The Essence of Being Real model is a peer-to-peer approach intended to address the effects of trauma. The developer feels that this model is particularly helpful for survivor groups (including abuse, disaster, crime, shelter populations, and others), first responders, and frontline service providers and agency staff.

The developer feels that this model is appropriate for all populations and that it is geared to promoting relationships rather than focusing on the "bad stuff that happened."

The Sidran Institute provides educational materials, training, and implementation support.

Risking Connection

Risking Connection is intended to be a trauma-informed model aimed at mental health, public health, and substance abuse staff at various levels of education and training. There are several audience-specific adaptations of the model, including clergy, domestic violence advocates, and agencies serving children.

Risking Connection emphasizes concepts of empowerment, connection, and collaboration. The model addresses issues like understanding how trauma hurts, using the relationship and connection as a treatment tool, keeping a trauma framework when responding to crises such as self-injury and suicidal depression, working with dissociation and self-awareness, and transforming vicarious traumatization.

The Sidran Institute provides educational materials, training, and implementation support.

For more information, visit Risking Connection.

Sanctuary Model

The goal of the Sanctuary Model is to help children who have experienced the damaging effects of interpersonal violence, abuse, and trauma. The model is intended for use by residential treatment settings for children, public schools, domestic violence shelters, homeless shelters, group homes, outpatient and community-based settings, juvenile justice programs, substance abuse programs, parenting support programs, acute care settings, and other programs aimed at assisting children.

The developer indicates that the Sanctuary Model's approach helps organizations create a truly collaborative and healing environment that improves efficacy in the treatment of traumatized individuals, reduces restraints and other coercive practices, builds cross-functional teams, and improves staff morale and retention.

The Sanctuary Leadership Development Institute provides on-site assessment, training, and implementation support.

For more information, visit The Sanctuary Model.

Seeking Safety

Seeking Safety is designed to be a therapy for trauma, post-traumatic stress disorder (PTSD), and substance abuse. The developer feels that this model works for individuals or with groups, with men, women or with mixed-gender groups, and can be used in a variety of settings, such as outpatient, inpatient, and residential.

The developer indicates that the key principles of Seeking Safety are safety as the overarching goal, integrated treatment, a focus on ideals to counteract the loss of ideals in both PTSD and substance abuse, knowledge of four content areas (cognitive, behavioral, interpersonal, and case management), and attention to clinical processes.

Seeking Safety provides on-site training sessions and telephone consultation. For more information, visit Seeking Safety.

Trauma, Addiction, Mental Health, and Recovery (TAMAR)

Developed as part of the first phase of the SAMHSA Women, Co-Occurring Disorders and Violence Study, the TAMAR Education Project is a structured, manualized 10-week intervention combining psycho-educational approaches with expressive therapies. It is designed for women and men with histories of trauma in residential systems. Groups are run inside detention centers, state psychiatric hospitals, and in the community.

The TAMAR Education Project provides basic insights on trauma, its developmental effects on symptoms and current functioning, symptom appraisal and management, the impact of early chaotic relationships on healthcare needs, the development of coping skills, preventive education concerning pregnancy and sexually transmitted diseases, sexuality, and help in dealing with role loss and parenting issues.

Contact:
Darren McGregor, MS, MHS, LCMFT
Maryland Behavioral Health Administration
410-402-8467
darren.mcgregor@maryland.gov

Trauma Affect Regulation: Guide for Education and Therapy (TARGET)

TARGET is a model designed for use by organizations and professionals with a broad range of experience with and understanding of trauma. The developer feels that TARGET works with all disciplines and can be used in all levels of care for adults and children.

The developer indicates that TARGET is an educational and therapeutic approach for the prevention and treatment of complex Post Traumatic Stress Disorder. The developer suggests that this model provides practical skills that can be used by trauma survivors and family members to de-escalate and regulate extreme emotions, manage intrusive trauma memories experienced in daily life, and restore the capacity for information processing and memory. The University of Connecticut's Research and Development Corporation is creating a behavioral health service company to provide training and consultation in the TARGET model which will include training, long-term small group consultation, quality assurance, and program evaluation.

Read more about the TARGET model.

Trauma Recovery and Empowerment Model (TREM and M-TREM)

The Trauma Recovery and Empowerment Model is intended for trauma survivors, particularly those with exposure to physical or sexual violence. This model is gender-specific: TREM for women and M-TREM for men. This model has been implemented in mental health, substance abuse, co-occurring disorders, and criminal justice settings. The developer feels this model is appropriate for a full range of disciplines.

Community Connections provides manuals, training, and ongoing consultation in TREM and M-TREM.

For more information, visit Community Connections.
Last Updated: Nov 12, 2015

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The six key principles of a trauma-informed approach and trauma-specific interventions address trauma's consequences and facilitate healing.

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Children's Advocacy Center of Kent County

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Leading the effort against child sexual abuse.

The Children's Advocacy Center of Kent County has led the local effort to recognize, report and reduce child sexual abuse since 1993. Along the way, we've helped thousands of children and families achieve healing and justice with services being provided at no cost.

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Children's Advocacy Center of Kent County

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Leading the effort against child sexual abuse. The Children's Advocacy Center of Kent County has led the local effort to recognize, report and reduce child sexual abuse since 1993. Along the way, we've helped thousands of children and families achieve healing and justice with services being provided at no cost.

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Childrens Healing Center | Good. Clean. Fun.®

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ABOUT US // OUR LOCATIONS

in West Michigan

After eight years in our current West Michigan space, we're excited to announce we're moving the healing power of play to a new facility in Grand Rapids.

When we opened the doors to our physical space in 2015, we knew our current location likely wouldn't be our last. As we have grown and logistical challenges have presented themselves, it is now essential for us to create an additional space that better allows us to provide the health outcomes we strive for.

The families and kids who visit our Center have already found more than one million minutes of play in our squeaky-clean space - and we're ready to provide a million more. Through strategic planning and design visioning processes, we determined a new space is the only way for us to meet the growing demands for our programs and continue providing the best service to our members.

As a "YES" zone, we strive to always find ways to let kids just be kids. Though we have been good stewards of our current building, making use of every space and resource we have, its size has limited us in the number of yeses we can say. We're committed to breaking down the barriers of isolation by breaking ground on a new and larger space with more room for everything- especially yeses. A larger facility will allow us to tailor areas to better meet the needs of our members, while improving efficiency and flow.

After an intentional search for an ideal location, and with financial support from the state of Michigan, we purchased a building from Calvin University in the Spring of 2022. Our new home is located on the East Beltline - nestled alongside Calvin's nature preserve at the North end of campus.

The building requires renovation to become the high-quality and hospital grade facility our members have come to rely on. Work is expected to get underway this fall, with a grand opening for our members planned for Q4 of 2024.

Progress Update

After an extensive quiet capital campaign, we are now entering the public phase with additional support opportunities available, including leadership gifts and general community support.

The project will take approximately 12 months to complete before the doors officially open.

As we grow and expand, we're excited to enter a new space that will better serve our West Michigan members.

Learn More

Our current location is leased through Saint Thomas Parish, and the property's layout does not allow for expansion.

Additionally, it would be impossible to renovate our current space while maintaining our current standards for sanitization and cleanliness, meaning the Center would need to close completely for several months. It is important for us to maintain consistent, quality service to our members throughout this transition.

There are several reasons we felt the Beltline location would be a good fit for the Center's next home. Our new location is easily accessible from many major Grand Rapids-area roads and expressways, has a size that will better suit the Center's needs and has ample parking for members, volunteers, staff and visitors.

Its proximity to Calvin University also provides exciting opportunities to deepen our relationship with volunteers and interns and create fun experiences for our members at the nearby Nature Preserve.

Our new space will address some of our most critical needs to better serve our members, including:

More spaces for programs so we can limit waitlists and allow more members to take part in more programs

Greater accessibility for wheelchairs, strollers and our young members

Designated spaces for our teen and young adult members

A large gym space to allow us to better facilitate sports programs and reduce risk of injury.

A parent space that is separated from general program areas to allow time for connection and respite.

Adequate onsite parking

Additional office and storage spaces

We are currently conducting a study in partnership with Priority Health and the Michigan Department of Health and Human Services to measure the long-term health outcomes that result from Center participation.

In addition to supporting the study, the state gave Center a one-time grant in 2021 towards a capital project in West Michigan. These are the funds that were used to purchase the new building.

JOIN THE GOOD. CLEAN. FUN®

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Children's Healing Center | Locations | New West Michigan

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We have grown and new logistical challenges have made it essential to create a new space that better allows us to provide the health outcomes we strive for.

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HealthWest Homepage - Behavioral Health Clinic

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HealthWest is proud to be Muskegon County’s Community Mental Health Service Provider and Certified Community Behavioral Health Clinic.

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Help for Victims of Domestic Violence - Every Woman's Place

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Victims and survivors of sexual assault and domestic violence in Muskegon, Newaygo and Oceana Counties can find services at Every Woman's Place. We provide shelter, crisis intervention, counseling, support groups, children's services, and education and prevention.

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CATHOLIC CHARITIES WEST MICHIGAN HOMEPAGE

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Each day, Catholic Charities West Michigan works to feed the hungry, counsel those who struggle, and build strong families throughout West Michigan and beyond.

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Victim Services Unit Victim Advocates strive to intervene and assist citizens from the point of their victimization through to the conviction and sentencing of the offender. At the point of […]

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Copyright © 2023 Children's Advocacy Centers of Michigan. All rights reserved.

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Parenting Tips by Text

We are partnering with Bright by Text to send you regular and valuable messages by text! Parents and ANYONE who cares for a child can receive free text messages with easy, practical tips and activities right to your cell phone. Content comes from trusted partners like PBS and Sesame Street. Tips are targeted to your child's age and include information on development, language and early literacy, health and safety, behavioral tips, and more.

Click here or text THRIVE to 274448 for free tips, activities, and resources for parents and caregivers of children prenatal to age 8.

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Muskegon Parenting Initiative - Arbor Circle

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A coalition in Muskegon County working to increase parent education resources and to support parents in building strong families.

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Children’s Advocacy Center - Child Abuse Council of Muskegon County | United Way of the Lakeshore

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Child Abuse Council of Muskegon County At United Way of the Lakeshore, we help fund 3 different programs at the Child Abuse Council of Muskegon County. These programs are the Children’s Advocacy Center, the Court Appointed Special Advocates (CASA) program, and the Prevention through Education program. Currently, the Child Abuse Council of Muskegon County serves 21,000 children. Their mission is to prevent and treat child abuse and neglect through education, child advocacy, and community collaboration.

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About

The mission of the Child Abuse Council of Muskegon County is to protect your child and your family through Education, Intervention, Advocacy and Community Collaboration.

​

Through our programs we serve over 21,000 children each year in Muskegon County.

​

The end of child abuse isn't a goal or a destination. It's a process and a journey that we're committed to, every step of the way. We're the Child Abuse Council of Muskegon County and we're committed to ending child abuse in our community.

We know that child abuse is bigger than any one person, group or organization. That is why we've taken a collaborative approach. We work with teachers and police officers, doctors and therapists, social workers and parents. We work with children. We're working to prevent child abuse before it starts, to help children who are being abused, and to help heal victims of abuse.

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The mission of the Child Abuse Council of Muskegon County is to protect your child and your family through Education, Intervention, Advocacy and Community Collaboration. ​ Through our programs we serve over 21,000 children each year in Muskegon County. ​ We know that child abuse is bigger than any one person, group or organization.

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Children's Trauma Assessment Center Trauma screening checklist

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Young Child PTSD screening

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Overview

Trauma screening involves the use of a culturally competent, standardized, and validated trauma screening tool. A trauma screener is designed to be administered to every child within a given system.

Trauma screening tools are brief and should evaluate the presence of two critical elements: (1) exposure to potentially traumatic events/experiences, including traumatic loss, and (2) traumatic stress symptoms/reaction.

A trauma screening typically covers the following types of traumatic stress reactions:

Avoidance of trauma-related thoughts or feelings

Intrusive memories of the event or nightmares about the event

Hyper-arousal or exaggerated startle response

Irritable or aggressive behavior

Behavioral problems

Interpersonal problems

Other problems based on the developmental needs and age of the child

Why Screen?

If you do not ask, they will/may not tell. Trauma-informed screening and assessment practices help providers identify children's and families' needs early in the intake/therapy process and to tailor services to meet those needs. Trauma exposure and its impact on a child can be varied and may occur over different developmental periods.

Trauma exposure has the potential to impact all domains of functioning, cognition, and emotional regulation. However not all children who experience a traumatic event(s) suffer posttraumatic or trauma-specific reactions as a result. Screening for exposure to trauma can help to gain a better understanding of what a child has experienced and identify or clarify other clinical presentations

The overall goal is for trauma to be factored into eligibility for services, service recommendations, and assessment and treatment planning. Screening for traumatic stress symptoms among those with a history of potentially traumatic experiences can identify children who may benefit from an evidence-based trauma treatment. Staff who administer the screening tool should be trained in the administration, scoring and interpretation of the results

For those mental health providers working in a CMHSP the MDHHS BHDDA Trauma Policy: Section IV states the following:

Screening for trauma exposure and related symptoms for each population. CMHSP, through direct service operations and provider network, shall use a culturally competent, standardized and validated screening tool appropriate for each population during the intake process and other points as clinically appropriate.

Trauma Screening is the first opportunity to normalize the effects of trauma. It is an opportunity for non-judgmental engagement and a transition to trauma treatment. The child and their caregiver can learn about common reactions to stress and normalize some of the reactions they may be experiencing. Trauma Screening can also provide a rationale for further trauma assessment and treatment.

Types of Trauma Screening Tools

What makes a good screening tool? The NCTSN states: providers using a screening tool should consider (1) factors such as the child's age, language skills, and cognitive capabilities; (2) whether the child is among the populations for which the tool has been validated and normed; and (3) if there are other factors that might affect the reliability and validity of the tool for this particular child.

There are a variety of screening tools, below are a couple of examples:

University of Minnesota's Traumatic Stress Screen for Children and Adolescents (TSSCA)

Juvenile Victimization Questionnaire (JVQ-R2)

What is a Trauma Assessment?

A trauma assessment typically occurs after a trauma screening has been completed and the child or caregiver has indicated trauma exposure. The assessment utilizes a formal, standardized measure to assess for a range of trauma exposures as well as behavioral reactions/coping skills that may have resulted from the trauma exposure. The assessment measure typically gathers information from both a child/youth and their caregiver.

Why is a Trauma Assessment Completed?

A trauma assessment typically occurs after a trauma screening has been completed and the child or caregiver has indicated trauma exposure. The assessment utilizes a formal, standardized measure to assess for a range of trauma exposures as well as behavioral reactions/coping skills that may have resulted from the trauma exposure. The assessment evaluates the ways in which a child/youth's current functioning might have been affected by the experience of trauma. The assessment measure typically gathers information from both a child/youth and their caregiver.

There are three dimensions of the trauma assessment:

1. Has the child/youth been exposed to potentially traumatizing events?

2. Does the child/youth display symptoms associated with posttraumatic stress?

3. Determining if the youth meets the criteria for a formal diagnosis of Posttraumatic Stress Disorder (PTSD) as per the DSM-IV or ICD-10 diagnostic manuals.
It should be noted a PTSD diagnosis is not required to receive TF-CBT or CPP.

Trauma assessments can help to determine, trauma responses that are currently occurring, whether a child is developmentally on target in their social, emotional, and behavioral functioning; as well as, inform case conceptualization and drive treatment planning. Treatment goals can also be established from the assessment, specifically targeting ongoing trauma responses and identifying any barriers to treatment. A trauma assessment can also monitor progress over time as the child, youth and family proceed through treatment.

Types of Trauma Assessments

What makes a good trauma assessment tool? When reviewing assessment tools the NCTSN states: providers using a trauma assessment tool should consider (1) factors such as the child's age, language skills, and cognitive capabilities; (2) whether the child is among the populations for which the tool has been validated and normed; and (3) if there are other factors that might affect the reliability and validity of the tool for this particular child.

There are a variety of trauma assessment tools, below are a couple of examples:

Young Child PTSD Checklist (YCPC) for children ages 1-6 years' old

UCLA Posttraumatic Stress Disorder Reaction Index for the DSM IV (UCLA-PTSD RI)

The NCTSN also has a database of searchable detailed reviews of screening and assessment measures utilized in the field of child traumatic stress, designed to allow comparison across measures.

Training Qualifications

Trauma Screening and Assessment Learning Collaboratives are provided on a regular basis throughout the year to Community Mental Health Services Programs (CMHSPs) and their provider agencies. To qualify for a Learning Collaborative in our Trauma Screening and Assessment program, you must be a licensed clinician employed by a CMHSP or provider agency.

Please speak with your agency supervisor if you are interested in participating in an upcoming Learning Collaborative.

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What is Trauma Screening and Assessment?

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Trauma screening involves the use of a culturally competent, standardized, and validated trauma screening tool. A trauma screener is designed to be administered to every child within a given system. Trauma screening tools are brief and should evaluate the presence of two critical elements: (1) exposure to potentially traumatic events/experiences, including traumatic loss, and (2) traumatic stress symptoms/reaction.

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screening tool for childhood trauma - Search Videos

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Apply for and manage the VA benefits and services you've earned as a Veteran, Servicemember, or family member-like health care, disability, education, and more.

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The Child Health and Development Institute of Connecticut, Inc.

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Many children suffer from trauma in silence and alone. Screening is a way to identify children that are experiencing high levels of distress and may need additional support to overcome trauma exposure. Screening is also important to facilitate discussions with youth and caregivers about trauma, to provide factual information about traumatic stress, and to offer a range of resources to families, including evidence-based treatment when indicated.
CHDI joined with the Connecticut Department of Children and Families and Yale to develop a brief trauma screening measure for children called the The Child Trauma Screen (CTS) Child Trauma Screen (CTS; formerly called the Connecticut Trauma Screen).
The CTS is being used by behavioral health providers, pediatricians, school staff, child welfare workers, and juvenile justice staff to identify children who may be suffering from trauma exposure and need more comprehensive assessment or treatment.

The CTS is:
Validation

1. Brief (10 items)

2. Free to use

3. Based on research and evidence

4. Available for children age 6-17 (a version for children 3 to 6 is under development)

5. Intended for use by intake staff, clinicians, child welfare workers, juvenile probation officers, pediatric providers, school personnel, case managers, care coordinators, or other professionals interesting in screening children for trauma.

The CTS is NOT a comprehensive screening tool or a clinical assessment, and does not screen for all types of trauma exposure or all traumatic stress reactions. Those using it should be trained in child trauma and screening, including managing disclosures and requirements for mandated reporting of suspected child abuse and neglect.
Additional Resources
The CTS is supported by three peer-reviewed studies that indicate that the CTS is reliable and has good to excellent psychometric properties as a brief screen. Cut points maximizing sensitivity and specificity are available. Additional details are in the CTS Information & FAQ below, and copies of the CTS forms may be downloaded at the link below.
CTS development was funded in part through the Department of Human Services, Administration for Children and Families, Children's Bureau, Grant #90CO1069.

Lang, J. M., Connell, C. M., & Macary, S. (2021). Validating the Child Trauma Screen Among a Cross-Sectional Sample of Youth and Caregivers in Pediatric Primary Care. Clinical Pediatrics, 60(4-5), 252-258. (View Abstract)

Lang, J. M., & Connell, C. M. (2018). The Child Trauma Screen: A Follow-up Validation. Journal of Traumatic Stress. doi:10.1002/jts.22310 (View Abstract)

Lang, J. M., & Connell, C. M. (2017). Development and Validation of a Brief Trauma Screening Measure for Children: The Child Trauma Screen. Psychological Trauma: Theory, Research, Practice, and Policy, 9(3), 390-398. doi:10.1037/tra0000235 (View Abstract)

For more information about the CTS, please contact Jason M. Lang, Ph.D. ( jalang@uchc.edu) and/or Christian M. Connell, Ph.D. ( cmc128@psu.edu ​).

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Child Trauma Screen (CTS; formerly called the Connecticut Trauma Screen) is a brief trauma screening measure for children used by behavioral health providers, pediatricians, school staff, child welfare workers, and juvenile justice staff to identify children who may be suffering from trauma exposure and need more comprehensive assessment or treatment.

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Center for Child Trauma Assessment and Service Planning

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CANS-Trauma Comprehensive

The Child and Adolescent Needs and Strengths Trauma Comprehensive is a unique trauma-focused assessment strategy and multi-purpose tool that is comprehensive yet flexible. It is designed to integrate all the information gathered about the child and family in one place, (i.e., other measures, interviews, observations, etc.). The CANS can be used to track client progress over time and it also acts as a helpful "translational" tool for service and treatment planning and family engagement.

The following resources have been created to help service and treatment providers in translating a child's CANS scores into meaningful applications for caregivers, youth, and providers. The resources were designed to highlight information about a child and family's needs and strengths, service planning recommendations and even concrete treatment goals.

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The Child and Adolescent Needs and Strengths Trauma Comprehensive is a unique trauma-focused assessment strategy and multi-purpose tool that is comprehensive yet flexible. It is designed to integrate all the information gathered about the child and family in one place, (i.e., other measures, interviews, observations, etc.).

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Overview

The Child and Adolescent Trauma Screen (CATS) questionnaire is a brief, freely accessible screening instrument based on the DSM-5 criteria for Posttraumatic Stress Disorder (PTSD). It is a measure of potentially traumatic events and of posttraumatic stress symptoms (PTSS).

Author/Publisher Details

The developers are Prof. Lutz Goldbeck (Ph.D.) & Prof. Lucy Berliner (Ph.D.)

The CATS Consortium consists of Prof. Lucy Berliner (Ph.D.), Cedric Sachser (Ph.D.), Elisa Pfeiffer (Ph.D.), Prof. Tine Jensen (Ph.D.), Prof. Elizabeth Risch (Ph.D.), Prof. Rita Rosner (Ph.D.), Prof. Lutz Goldbeck (Ph.D.)

Corresponding Author: Cedric Sachser, Ph.D., cedric.sachser@uniklinik-ulm.de

Date

Description

The CATS is based on the DSM-5 and is a measure of potentially traumatic events and of posttraumatic stress symptoms (PTSS). The CATS can be administered as a self-report or as an interview and is appropriate for pre-schoolers, children and adolescents. There is a self-report measure for 7-17 year old children/youth, and two caregiver versions; one for 3-6 year old children and one for 7-17 year old children/youth. The younger child version conforms to the DSM-5 3-6 year old PTSD symptom criteria. The interview format may be preferable with younger children or youth with reading comprehension challenges.

The CATS has 15 items measuring traumatic events, 20 items measuring DSM-5 PTSD symptoms, and 5 items measuring psychosocial functioning, and can be administered in approximately 15 minutes.

The CATS is available in several languages, including German, Norwegian, Spanish, Swedish, Arbabic, Dari, Farsi, Paschtu, Tigrinya, Turkish. Please contact the corresponding author for further information on these translations.

Access

The measure can be freely accessed by clicking below. There are no copyright or licensing fees associated with the assessment. Feel free to contact the corresponding author for other versions of the CATS.

Scoring and Interpretation

The CATS is a screening instrument for posttraumatic stress symptoms (PTSS) in children and adolescents. A clinical diagnosis of PTSD should not be based on completion of the CATS alone. Positive results on the CATS should be followed up with a semi-structured clinical interview.

To score the CATS, respondents need to verify whether they have experienced at least one potential traumatic event (PTE) (A-criterion). For those without any reported PTE the assessment is finished. Those respondents with at least one endorsed PTE indicate their (child's) most distressing event and rate their (child's) stress symptoms (criteria B, C, D and E) on page 2. Additional items describe any restrictions of functioning in different domains. The 4-point symptom response scales indicate the reported frequency/severity of each symptom. There are differences in calculating the scores for children from age 7 and adolescents vs. preschool children (see below).

Using the DSM-5 algorithm:
You can use the stop light sheet or scoring sheet to guide you through the process.

Using the total symptom score:
The determination of preliminary cutoff scores was done based on an estimation derived from the validation of a previous DSM-IV based questionnaire (see below).

Ages 3-6: The total symptom score is calculated by summing up the items 1-16 (possible range = 0-48). We recommend to use a cut-off ≥ 16 as indication of a clinically relevant level of symptoms in preschool children.

Ages 7-17: A total symptom score is calculated by summing up the raw scores of items 1-20 (possible range = 0-60). We recommend to use a cut-off ≥ 21 as indication of a clinically relevant level of symptoms.

Include scoring for total scores and subscale scores as well as information on diagnostic or severity cut offs (if any).

Psychometrics

An international validation study (Sachser et al., 2017) proved good to excellent reliability with α ranging between .88 and .94. The convergent-discriminant validity pattern showed medium to strong correlations with measures of depression (r = .62-.82) and anxiety (r = .40-.77) and low to medium correlations with externalizing symptoms (r = −.15-.43) within informants in all language versions. Using CFA the underlying DSM-5 factor structure with four symptom clusters (reexperiencing, avoidance, negative alterations in mood and cognitions, hyperarousal) was supported (n = 475 for self-report; n = 424 for caregiver reports).

Key/Core References

Sachser, C., Berliner, L., Holt, T., Jensen, T. K., Jungbluth, N., Risch, E., ... & Goldbeck, L. (2017). International development and psychometric properties of the Child and Adolescent Trauma Screen (CATS). Journal of affective disorders, 210, 189-195.
https://pubmed.ncbi.nlm.nih.gov/28049104/

Nilsson, D., Dävelid, I., Ledin, S., & Svedin, C. G. (2020). Psychometric properties of the Child and Adolescent Trauma Screen (CATS) in a sample of Swedish children. Nordic Journal of Psychiatry, 1-10. https://www.tandfonline.com/doi/full/10.1080/08039488.2020.1840628

Akkuş, P. Z., Serdaroğlu, E., Kömürlüoğlu, A., Asena, M., Bahadur, E. İ., Özdemir, G., ... & Özmert, E. N. (2021). Screening traumatic life events in preschool aged children: cultural adaptation of Child and Adolescent Trauma Screen (CATS) Caregiver-report 3-6 years version. Turkish Journal of Pediatrics, 63(1). http://www.turkishjournalpediatrics.org/abstract.php?id=2262

Manual

Administration of the CATS should be conducted as a clinical encounter. The CATS may be part of routine assessment procedures and/or occur at a later point with the assigned clinician. It may be used as a stand-alone screening or be part of a larger assessment and clinical interview. The Clinical Guide for administering the CATS is available here.

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Child and Adolescent Trauma Screen | International Society for Traumatic Stress Studies

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The Child and Adolescent Trauma Screen (CATS) questionnaire is a brief, freely accessible screening instrument based on the DSM-5 criteria for Posttraumatic Stress Disorder (PTSD). It is a measure of potentially traumatic events and of posttraumatic stress symptoms (PTSS).

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The National Child Traumatic Stress Network

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Trauma-informed screening and assessment practices help providers identify children's and families' needs early in the process and to tailor services to meet those needs.

Trauma Screening refers to a tool or process that is a brief, focused inquiry to determine whether an individual has experienced one or more traumatic events, has reactions to such events, has specific mental or behavioral health needs, and/or needs a referral for a comprehensive trauma-informed mental health assessment. Screening is a "wide-net" process.

Trauma-Informed Mental Health Assessment refers to a process that includes a clinical interview, standardized measures, and/or behavioral observations designed to gather an in-depth understanding of the nature, timing, and severity of the traumatic events, the effects of those events, current trauma-related symptoms, and functional impairment. Clinicians use the assessment to understand a child's trauma history and symptom profile; to determine whether a child is developmentally on target in the social, emotional, and behavioral domains; to inform case conceptualization and drive treatment planning; and to monitor progress over time.

The pages below provide more information about trauma-informed screening and assessment-including the types of tools that are available and strategies for engaging families-as well as considerations for implementation. In addition, the searchable NCTSN Measures Review Database provides easy access to comprehensive clinical and research information on a variety of measures important for the field of child traumatic stress.

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Trauma-informed screening and assessment practices help providers identify children's and families' needs early in the process and to tailor services to meet those needs.

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Understanding childhood trauma

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A ( traumatic event is a scary, dangerous, or violent event. An event can be traumatic when we face or witness an immediate threat to ourselves or to a loved one, and it is often followed by serious injury or harm NCTSN Parents and Caregivers Website).

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What is trauma? How do we help children who experience trauma?

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Childhood trauma: types, causes, signs, and treatments.

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YouTube: What is childhood trauma?

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Childhood trauma can cause depression, post-traumatic stress disorder (PTSD), eating disorders, and more. Trauma's effects can continue influencing a person's feelings, health, and behaviors as an adult.

Adverse or distressing events during childhood, such as experiencing or witnessing abuse or suddenly losing a loved one, can lead to childhood trauma.

Trauma that occurs during childhood can continue to influence a person's feelings and behaviors as an adult. However, interventions such as psychotherapy can help someone heal from and manage the effects of childhood trauma.

This article explains childhood trauma, how it affects children, symptoms of childhood trauma in adults, and how to heal.

Childhood trauma can occur when a child witnesses or experiences an adverse event that makes them feel threatened, unsafe, or unable to cope.

According to the Substance Abuse and Mental Health Services Administration (SAMHSA), over two-thirds of children experience at least one traumatic event by age 16 years.

The following events can cause childhood trauma:

physical, sexual, or psychological abuse

sudden or violent loss of a loved one

a natural disaster, such as a hurricane

a large-scale act of violence, such as an act of terrorism or school violence

serious or life threatening accidents or illnesses

war and refugee experiences

stressors related to being part of a military family, such as parental deployment or injury

commercial sexual exploitation

The effects of trauma can affect many areas of a child's life. These include:

Physical health: Children may experience heightened physical stress responses and physical symptoms, such as headaches and stomachaches.

Mental health: A 2021 review of studies associates childhood trauma with mental health conditions in adulthood, including bipolar disorder, depression, anxiety, and psychosis.

Cognitive abilities: Childhood trauma may affect emotional and mental processes in the brain. Children may have difficulty problem-solving, planning, learning new information, and reasoning effectively.

Self-esteem: Childhood trauma can lead to a sense of worthlessness, shame, and guilt in children. Children may blame themselves for the trauma or feel powerless and helpless.

Emotional regulation: Children who experience trauma may have difficulty managing their emotions. They may be overwhelmed by feelings of fear and anxiety.

Relationships: Childhood trauma can affect a child's ability to form attachments to caregivers, authority figures, and friends.

Post-traumatic stress disorder (PTSD)

According to the U.S. Department of Veteran Affairs, 3-15% of girls and 1-6% of boys develop PTSD following a traumatic childhood event.

A child with PTSD may experience symptoms :

intense fear and sadness

persistently reliving the event or acting it out through play

feeling very upset when something triggers memories of the trauma

becoming withdrawn

feeling hopeless and helpless

difficulty sleeping and having nightmares

avoiding people or places linked to the trauma

irritability and outbursts of anger

startling easily

constant vigilance for threats

denying that the traumatic event took place

Does age matter?

SAMHSA suggests children may respond differently to trauma depending on their age:

Preschool children: Trauma may cause crying, screaming, nightmares, poor eating habits, and fear of separation from a caregiver in very young children.

Young children: Elementary school-aged children may experience fear, anxiety, guilt, and difficulty sleeping or concentrating in response to trauma.

Adolescents: Teenagers who experience trauma may develop depression, feelings of isolation, self-harming behaviors, and eating disorders. They may misuse alcohol and drugs.

Childhood trauma ongoing, sometimes lifelong effects. Affected adults may experience the following potential effects of childhood trauma.

Physical health

According to the Centers for Disease Control and Prevention (CDC), adverse childhood experiences can affect the immune system. These events may increase the risk of certain chronic health conditions, including diabetes and heart disease.

A 2019 review of studies found that people who experienced childhood trauma had a higher risk of the following health conditions in adulthood:

Mental health

People who experience childhood trauma may have a higher risk of serious mental health conditions as adults, including:

According to the United Kingdom's National Health Service (NHS), 1 in 3 newly diagnosed mental health conditions in adults are directly linked to adverse experiences in childhood.

Relationships

Adverse experiences in childhood toxic stress, which can affect a person's ability to form healthy, stable relationships.

A 2017 study involving newlywed couples suggests that people who experienced abuse in childhood were less likely to feel satisfied in relationships, even as newlyweds, regardless of their partner's characteristics and behaviors.

Substance misuse

Childhood trauma substance misuse in teenagers and adults. People who experience abuse or trauma in childhood may use alcohol and drugs as a coping method. This can lead to substance use disorders, including addiction.

Support is available for adults who experienced trauma in childhood. Treatments and management strategies for adults who experienced childhood trauma include:

Psychotherapy: Talk therapy, such as trauma-focused cognitive behavioral therapy (CBT), can help change how a person understands their thoughts, abilities, and behaviors and develop healthy ways to cope with the lasting effects of traumatic events.

Support: Spending time with friends, loved ones, or support groups can help a person feel less isolated and help them manage the effects of childhood trauma.

Stress reduction: Mindfulness, exercise, or other stress-reducing strategies and activities can improve a person's mood and promote emotional regulation.

A healthy routine: Maintaining a schedule for eating, sleeping, exercise, and other activities can help a person cope and feel less overwhelmed.

Helping children who have experienced trauma

Children who experience trauma can also benefit from psychotherapy. Types of therapy may include CBT, family therapy, and play therapy.

If the trauma causes other mental health conditions, such as PTSD, a doctor may prescribe medication to help manage symptoms.

Adults can help a child who has experienced a traumatic event by helping them feel safe and cared for. This may involve:

allowing the child to cry and express their sadness

helping them express their feelings through talking, writing, or drawing

ensuring they are safe

meeting their basic needs

maintaining routines, such as mealtimes and bedtime stories

limiting their exposure to reminders, such as news reports of the traumatic event

helping them maintain a feeling of control by letting them make some decisions, such as what to wear

providing a night-light or allowing them to sleep in the room with a caregiver for a short period if they are having trouble sleeping

only discussing feelings when the child is ready to do so

The National Institute of Mental Health suggests contacting a healthcare professional if a child who has experienced trauma has symptoms such as:

Adults who experience the physical or mental effects of childhood trauma can also speak with a doctor to receive help and treatment.

This may involve treating any physical health conditions and finding a mental health professional to help them overcome emotional difficulties and manage mental health conditions.

Childhood trauma may occur after an adverse event makes a child feel unsafe or unable to cope. Trauma can impair a child's emotional and cognitive abilities and disrupt their academic and social development.

Adults who experienced childhood trauma may have a higher risk of mental health conditions and certain physical health conditions. They may also have difficulty maintaining relationships with others.

It is never too late for a person to receive help for childhood trauma. Psychotherapy and other interventions can help adults and children cope and heal.

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Effects of childhood trauma: Symptoms and how to heal

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Childhood trauma can affect physical and mental health throughout someone's life. Learn signs of trauma in children and adults and how to manage the effects.

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The National Child Traumatic Stress Network

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What Is a Traumatic Event?

A traumatic event is a frightening, dangerous, or violent event that poses a threat to a child's life or bodily integrity. Witnessing a traumatic event that threatens life or physical security of a loved one can also be traumatic. This is particularly important for young children as their sense of safety depends on the perceived safety of their attachment figures.

Traumatic experiences can initiate strong emotions and physical reactions that can persist long after the event. Children may feel terror, helplessness, or fear, as well as physiological reactions such as heart pounding, vomiting, or loss of bowel or bladder control. Children who experience an inability to protect themselves or who lacked protection from others to avoid the consequences of the traumatic experience may also feel overwhelmed by the intensity of physical and emotional responses.

Even though adults work hard to keep children safe, dangerous events still happen. This danger can come from outside of the family (such as a natural disaster, car accident, school shooting, or community violence) or from within the family, such as domestic violence, physical or sexual abuse, or the unexpected death of a loved one.

What Experiences Might Be Traumatic?

Physical, sexual, or psychological abuse and neglect (including trafficking)

Natural and technological disasters

Family or community violence

Terrorism, mass violence, and school shootings

Discrimination, prejudice, and racism

Sudden or violent loss of a loved one

Substance use disorder (personal or familial)

Traumatic separation (including as part of an immigration journey or incarceration)

Refugee and war experiences (including torture)

Serious accidents or life-threatening illness

Military family-related stressors (e.g., deployment, parental loss or injury)

When children have been in situations where they feared for their lives, believed that they would be injured, witnessed violence, or tragically lost a loved one, they may show signs of child traumatic stress.

What Is Child Traumatic Stress?

Children who suffer from child traumatic stress are those who have been exposed to one or more traumas over the course of their lives and develop reactions that persist and affect their daily lives after the events have ended. Traumatic reactions can include a variety of responses, such as intense and ongoing emotional upset, depressive symptoms or anxiety, behavioral changes, difficulties with self-regulation, problems relating to others or forming attachments, regression or loss of previously acquired skills, attention and academic difficulties, nightmares, difficulty sleeping and eating, and physical symptoms, such as aches and pains. Older children may use drugs or alcohol, behave in risky ways, or engage in unhealthy sexual activity.

Children who suffer from traumatic stress often have these types of symptoms when reminded in some way of the traumatic event. Although many of us may experience reactions to stress from time to time, when a child is experiencing traumatic stress, these reactions interfere with the child's daily life and ability to function and interact with others. At no age are children immune to the effects of traumatic experiences. Even infants and toddlers can experience traumatic stress. The way that traumatic stress manifests will vary from child to child and will depend on the child's age and developmental level.

Without treatment, repeated childhood exposure to traumatic events can affect the brain and nervous system and increase health-risk behaviors (e.g., smoking, eating disorders, substance use, and high-risk activities). Research shows that child trauma survivors can be more likely to have long-term health problems (e.g., diabetes and heart disease) or to die at an earlier age. Traumatic stress can also lead to increased use of health and mental health services and increased involvement with the child welfare and juvenile justice systems. Adult survivors of traumatic events may also have difficulty in establishing fulfilling relationships and maintaining employment.

Reminders and Adversities

Traumatic experiences can set in motion a cascade of changes in children's lives that can be challenging and difficult. These can include changes in where they live, where they attend school, who they're living with, and their daily routines. They may now be living with injury or disability to themselves or others. There may be ongoing criminal or civil proceedings.

Traumatic experiences leave a legacy of reminders that may persist for years. These reminders are linked to aspects of the traumatic experience, its circumstances, and its aftermath. Children may be reminded by persons, places, things, situations, anniversaries, or by feelings such as renewed fear or sadness. Physical reactions can also serve as reminders, for example, increased heart rate or bodily sensations. Identifying children's responses to trauma and loss reminders is an important tool for understanding how and why children's distress, behavior, and functioning often fluctuate over time. Trauma and loss reminders can reverberate within families, among friends, in schools, and across communities in ways that can powerfully influence the ability of children, families, and communities to recover. Addressing trauma and loss reminders is critical to enhancing ongoing adjustment.

Risk and Protective Factors

Fortunately, even when children experience a traumatic event, they don't always develop traumatic stress. Many factors contribute to symptoms, including whether the child has experienced trauma in the past, and protective factors at the child, family, and community levels can reduce the adverse impact of trauma. Some factors to consider include:

Severity of the event. How serious was the event? How badly was the child or someone she loves physically hurt? Did they or someone they love need to go to the hospital? Were the police involved? Were children separated from their caregivers? Were they interviewed by a principal, police officer, or counselor? Did a friend or family member die?

Proximity to the event. Was the child actually at the place where the event occurred? Did they see the event happen to someone else or were they a victim? Did the child watch the event on television? Did they hear a loved one talk about what happened?

Caregivers' reactions. Did the child's family believe that he or she was telling the truth? Did caregivers take the child's reactions seriously? How did caregivers respond to the child's needs, and how did they cope with the event themselves?

Prior history of trauma. Children continually exposed to traumatic events are more likely to develop traumatic stress reactions.

Family and community factors. The culture, race, and ethnicity of children, their families, and their communities can be a protective factor, meaning that children and families have qualities and or resources that help buffer against the harmful effects of traumatic experiences and their aftermath. One of these protective factors can be the child's cultural identity. Culture often has a positive impact on how children, their families, and their communities respond, recover, and heal from a traumatic experience. However, experiences of racism and discrimination can increase a child's risk for traumatic stress symptoms.

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Children who suffer from child traumatic stress are those who have been exposed to one or more traumas over the course of their lives and develop reactions that persist and affect their daily lives after the events have ended.

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Childhood Trauma & Its Lifelong Impact: 12 Resources

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By better understanding childhood trauma, therapists can recognize its signs and guide clients on a path toward healing and resilience.

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Fast Facts

At least 1 in 7 children have experienced child abuse and/or neglect in the past year, and this is likely an underestimate. In 2019, 1,840 children died of abuse and neglect in the United States.

Each day, more than 1,000 youth are treated in emergency departments for physical assault-related injuries.

In 2019, about 1 in 5 high school students reported being bullied on school property in the last year.

8% of high school students had been in a physical fight on school property one or more times during the 12 months before the survey.

Each day, about 14 youth die from homicide, and more than 1,300 are treated in emergency departments for violence-related injuries.
It's important to recognize the signs of traumatic stress and its short- and long-term impact.
The signs of traumatic stress may be different in each child. Young children may react differently than older children.

Preschool Children

Fear being separated from their parent/caregiver

Cry or scream a lot

Eat poorly or lose weight

Have nightmares

Elementary School Children

Become anxious or fearful

Feel guilt or shame

Have a hard time concentrating

Have difficulty sleeping

Middle and High School Children

Feel depressed or alone

Develop eating disorders or self-harming behaviors

Begin abusing alcohol or drugs

Become involved in risky sexual behavior

The Body's Alarm System

Everyone has an alarm system in their body that is designed to keep them safe from harm. When activated, this tool prepares the body to fight or run away. The alarm can be activated at any perceived sign of trouble and leave kids feeling scared, angry, irritable, or even withdrawn.

Healthy Steps Kids Can Take to Respond to the Alarm

Recognize what activates the alarm and how their body reacts

Decide whether there is real trouble and seek help from a trusted adult

Practice deep breathing and other relaxation methods

Impact of Trauma

The impact of child traumatic stress can last well beyond childhood. In fact, research has shown that child trauma survivors may experience:

Learning problems, including lower grades and more suspensions and expulsions

Increased use of health and mental health services

Increase involvement with the child welfare and juvenile justice systems

Long-term health problems (e.g., diabetes and heart disease)

Trauma is a risk factor for nearly all behavioral health and substance use disorders.
There is hope. Children can and do recover from traumatic events, and you can play an important role in their recovery.
A critical part of children's recovery is having a supportive caregiving system, access to effective treatments, and service systems that are trauma informed.

Get Help Now
SAMHSA Behavioral Health Treatment Services Locator The National Child Traumatic Stress Network: Get Help Now Healthcare Toolbox: Basics of Trauma-Informed Care
Not all children experience child traumatic stress after experiencing a traumatic event. With support, many children are able to recover and thrive.

As a caring adult and/or family member, you play an important role.

Remember To:

Assure the child that he or she is safe.

Explain that he or she is not responsible. Children often blame themselves for events that are completely out of their control.

Be patient. Some children will recover quickly while others recover more slowly. Reassure them that they do not need to feel guilty or bad about any feelings or thoughts.

Seek the help of a trained professional. When needed, a mental health professional trained in evidence-based trauma treatment can help children and families cope and move toward recovery. Ask your pediatrician, family physician, school counselor, or clergy member for a referral.

Visit the following websites for more information:

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Recognize the signs of child traumatic stress and the impact that trauma may have on children. The infographic developed by SAMHSA's National Child Traumatic Stress Initiative (NCSTI) provides information on the prevalence and impact of traumatic events on children, and what actions can be taken to support children who experience traumatic events.