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With the prevalence of social media and personal technology among children and teens, cyberbullying has risen in prevalence as well. In fact, for the first time, cyberbullying has surpassed in-person bullying as the most common type of harassment among middle and high school students. Cyberbullying can reach students both at home and at school, negatively impacting students' mental and emotional health and wellbeing.

Some warning signs of cyberbullying include being:

Uneasy, nervous, or scared about going to school or outside.

Nervous/jumpy when texting or using social media.

Upset or frustrated after going online or gaming.

Unwilling to discuss or share information about online activity.

Unexplained weight loss or weight gain, headaches, stomachaches, or trouble eating.

Unable to sleep at night or sleepy during the day.

Uninterested in favorite hobbies or activities.

Depressed or suddenly anti-social.

Withdrawn from close friends and family.

(Kaspersky, 2018)

Studies have also shown a correlation between cyberbullying victims and PTSD symptoms including intrusive thoughts, depression, anxiety, avoidance behaviors, and thoughts of suicide. Cyberbullying can cause debilitating fear, destruction of self-esteem, social isolation, and poor academic performance.

When a teacher has built good relationships with students, they will be able to identify these changes in their students and respond appropriately with trauma-sensitive care so the first strategy that teachers should implement in their classroom is relationship-building.

When relationships are built between students and teachers, a line of open communication with a trusted adult is developed and can help to combat the isolation that students can feel during a time of bullying. Students can feel more comfortable discussing their online activity and asking for help or support when experiencing bullying. Open communication also involves teachers making it known that will not tolerate cyberbullying.

By incorporating a strong social-emotional learning program, both victims and potential bullies will be better able to identify and evaluate their own feelings, make decisions, and seek any help or support they may need. Focus on self-esteem development and belongingness in a group learning community can contribute to a more positive classroom/school climate as well. By addressing these emotional needs first, academic performance can then be addressed at the proper time.

The most successful way to eliminate cyberbullying is through prevention and support. Schools should establish a climate with zero-tolerance policies for bullying, empower bystanders, teachers, and staff to intervene, teach character and emotional education, and work with parents to ensure that school and home are safe spaces for students.

The 10 Warning Signs of Cyberbullying. Net Nanny. (2018, October 10). Retrieved May 5, 2022, from https://www.netnanny.com/blog/the-10-warning-signs-of-cyberbullying/

Gordon, S. (2019, October 8). What schools can do to improve their school climate. Verywell Family. Retrieved May 7, 2022, from https://www.verywellfamily.com/ways-improve-school-climate-prevent-bullying-460597

Gordon, S. (2020, June 11). More kids are cyberbullied than are bullied. Verywell Family. Retrieved May 7, 2022, from https://www.verywellfamily.com/how-common-is-cyberbullying-4570942

Kaspersky. (2016). Cyber-bullying Facts - Top 10 Forms of Cyber Bullying. YouTube. Retrieved May 5, 2022, from https://www.youtube.com/watch?v=0Xo8N9qlJtk.

Westmeier, A. (2020, October 3). Trauma, bullying, and cyberbullying. Cyberbullying Research Center. Retrieved May 5, 2022, from https://cyberbullying.org/trauma-bullying-cyberbullying

Tsilimparis, J. (2019, June 17). Cyberbullying: The psychological effects on teens. Psych Central. Retrieved May 7, 2022, from https://psychcentral.com/blog/cyberbullying-the-psychological-effects-on-teens#1

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War affects students and their childhood in tremendous ways. Often times, students’ schooling is disrupted or they are not able to go to school for prolonged periods of time. Some children are forced to stay home or work if the parents are unable to provide their family with the basic necessities. It could also be the case that the child is separated from their parents or loses their parents during the conflict. That child could be sent to a refugee center as an “unaccompanied child” or even recruited into becoming a solider. Many children become disabled or ill (malnutrition and infectious diseases) as a result of the war. Refugee camps face problems with lack of resources, language issues, and discrimination from local teachers.

Symptoms

Post-traumatic Stress Disorder (PTSD) can be worse in children affected by war than adults. Often children do not understand the reason for the war and why it is occurring.

Depression and anxiety rates are high in war-affected children due to loss of family and community. Children might also adapt a different moral structure if they experienced indifference to their plight from the global community. Depression can also lead to suicidal ideations.

Behavioral problems, such as Conduct Disorder and emotional dysregulation, can be noticed in children and teens from armed-conflict areas. Children display antisocial behavior and have mood swings.

Alcohol and drug-use might be a coping method for children who are having trouble forming relations with their classmates and adults in their life.

Response Strategies

1.     As refugees, students can feel their cultural identity as inferior or marginalized within the new society. Teachers can create a positive classroom climate by researching and acknowledging the culture of the refugee student. By creating cultural awareness, all students can see their background as a strength being contributed to the classroom community.

2.     Sufferers of trauma often feel unsafe, so creating a safe classroom environment is essential. Teachers can do this by establishing good norms with the students. Some norms that can be taught are: “Be mindful of the boundaries of others” and “Take this space to heal and grow.”

3.     The classroom routine should be consistent and predictable. Class norms, expectations, routines, transitions, schedules, the teacher’s behavior, and discipline that are constant and expected will help put refugee students at ease and lessen unnecessary anxiety.

4.     Body-mind strategies can help students regulate their emotions at times of distress. These techniques can be meditation, box breathing, guided imagery, drawing, or dance. Other interactive interventions, like drama, music, and cooperative games, help students build relations with their peers while improving their level of comfort in the classroom.

5.     As educators, it is important to understand classroom strategies simply are not enough to heal the trauma refugee students face. Referrals for professional therapy might be needed. This article details how mental health programs that provide interventions for children exposed to war trauma in the Middle East are showing promising results. The interventions teach students coping mechanisms, recovery techniques, and life skills. These programs can be provided at schools by teachers with proper training and have even been administered digitally with smartphones.

Sources

Samara, M. (2020, November 19). Children’s prolonged exposure to the toxic stress of war trauma in the Middle East. The BMJ. Retrieved May 6, 2022, from https://www.bmj.com/content/371/bmj.m3155

Valenzuela, J. (2021, October 14). 5 Trauma-Informed Strategies for Supporting Refugee Students. Edutopia. Retrieved May 6, 2022, from https://www.edutopia.org/article/5-trauma-informed-strategies-supporting-refugee-students

Vick, V. (2008, April). The Impacts and Effects of War on Children. UNHCR. Retrieved May 6, 2022, from https://www.edu.gov.mb.ca/k12/docs/support/building_hope/impact_effects.pdf

Winkler, N. (2015). From War to Classroom: PTSD and Depression in Formerly Abducted Youth in Uganda. Frontiers. Retrieved May 6, 2022, from https://www.frontiersin.org/articles/10.3389/fpsyt.2015.00002/full

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Two children view the remnants of their home after a tornado.

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As climate change escalates, natural disasters such as hurricanes, heat waves, droughts, forest fires, and floods become more prevalent. [Source]

Natural disasters are traumatic: homes are destroyed, people are displaced, family members perish, and necessities dwindle. This causes a slew of negative impacts on our students, most notably the psychological symptoms of shock, anxiety, guilt, and depression. Physical symptoms also arise; headaches, nausea, and chest tightness are common in natural disaster survivors [Source].

Sadly, the trauma doesn't end when the disaster has been cleaned up. PTSD affects up to 60% of survivors. [Source]

How can we respond to students affected by this trauma?

Create a safe space for students who are having flashbacks. This involves alternative seating (like bean bags, carpets, or couches), soft lighting, noise-cancelling headphones, quiet instrumental music, sensory toys, and non-allergen essential oil diffusers.

Give plenty of choices and outlets for students to voice their emotions. Whether this is a circle discussion, journal exercise, artistic interpretation, spoken word routine, musical performance, or silent meditation, allow students to label, feel, and express every emotion. Verbally encourage and validate these expressions to discourage the "bottling up" of feelings.

Create and strictly adhere to daily routines and transitions. These are missing from displaced students' lives; knowing what happens next in the classroom will reduce uncertainty and stress, increasing the likelihood of learning.

Reinforce a sense of community and agency through a fundraising event or cleanup crew. Note that all participation should be voluntary, as certain words and settings may trigger PTSD in some survivors.

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How Does Divorce Cause Trauma in Children?

Divorce is hard for everyone in the family, but especially children are prone to run into a wide variety of issues in the classroom and elsewhere when their home life has been turned upside down, and often, torn apart. The effects on children going through their parent's divorce are always there at least in the short term–but the degree to which students show or experience these effects can differ greatly.

Symptoms Include:

According to verwellfamily.com, “Children from divorced families may experience more externalizing problems, such as conduct disorders, delinquency, and impulsive behavior than kids from two-parent families. In addition to increased behavior problems, children may also experience more conflict with peers after a divorce”. (Morin, 2021)

Other Symptoms May Also Include:

Excessive crying

Bedwetting

Hypo or hyperarousal

Dissociation

Anger and aggressiveness

Endless and repetitive questioning

Gastrointestinal issues

Anxiety

Depression

Respiratory constrictions

Proneness to post-traumatic stress

(McKenzie, 2019)

How Can We Help Relieve DivorceTrauma in Children?

There are many things we can do as teachers to help a student who is struggling with their parent's divorce. Again, as stated above, divorce can affect students in a wide variety of ways so there are an equally large amount of things a teacher can do to help their student(s) in this stressful time. Here are a few suggestions to keep in mind:

Don’t label the child as coming from a ‘broken home’---the nuclear family comes in all shapes and sizes. A one-parent household or a blended family does not mean the child doesn’t have a happy, stable home life. (McKenzie, 2019)

Encourage the parents to seek therapy–both family therapy and individual therapy for those children who are really struggling. Even just having the child speak with a therapist and learn how to cope with and talk about their feelings healthily can have a tremendous positive impact on the child.

Develop an understanding of children’s reactions to their parents and divorce by reflecting on their observations and conversations with children

Create a safe, friendly environment where children feel free to talk and make sure to

Have private conversations with children, ask if they are OK, be a good listener, let children talk, and providing reassurance, etc. By arranging a one-on-one time with a teacher aide to provide emotional support or to help them settle into the day.

Be consistent with school routines, rules, and expectations

Have flexible expectations with the child’s school work (if the student is currently in an unsteady housing situation)

Be available for children and parents to speak to and communicate with parents about how their child is doing emotionally, socially, and academically at school

Refer children to the student welfare coordinator/ school counselor when necessary for additional support

Encourage children to make good decisions and to manage their own behavior.

(Mahony, 2018)

Sources:

Morin, A. (2021). The Psychological Effects of Divorce on Children. Verywell Family. Retrieved 4 May 2022, from https://www.verywellfamily.com/psychological-effects-of-divorce-on-kids-4140170#:~:text=Behavior%20Problems,with%20peers%20after%20a%20divorce.

McKenzie, D. (2019). The Trauma of Separation and Divorce - Australian Childhood Foundation Professionals. Retrieved 4 May 2022, from https://professionals.childhood.org.au/prosody/2019/04/the-trauma-of-separation-and-divorce/#:~:text=These%20can%20take%20any%20shape,just%20to%20name%20a%20few.

Afifi, T. (2012). The impact of divorce on children: Tamara D. Afifi at TEDxUCSB. Retrieved 4 May 2022, from https://www.youtube.com/watch?v=cKcNyfXbQzQ

Mahony, L. (2018). How teachers can help support children during their parents’ divorce. Retrieved 4 May 2022, from https://theconversation.com/how-teachers-can-help-support-children-during-their-parents-divorce-102900#:~:text=having%20private%20conversations%20with%20children,and%20parents%20to%20speak%20to

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The impact of divorce on children: Tamara D. Afifi at TEDxUCSB

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WHAT IS CHILD SEXUAL ABUSE?

Child sexual abuse is defined as sexual activity with a child by an adult, adolescent or older child. If any adult engages in sexual activity with a child, that is sexual abuse. If another child or adolescent engages in sexual activity with a child, a grey area enters where some sexual behavior is innocent exploration rather than abuse.

WHAT ARE THE TWO TYPES OF CHILD SEXUAL ABUSE?

There are two main types of child sexual abuse: touching and non-touching. Touching includes touching a child’s genitals, making a child touch someone else’s genitals, playing sexual games, and/or putting objects or body parts inside the vulva or vagina, in the mouth, or in the anus of a child for sexual pleasure. Non-touching abuse includes showing pornography to a child, exposing a person’s genitals to a child, prostituting/trafficking a child, photographing a child in sexual poses, encouraging a child to watch or hear sexual acts either in person or on a video, and/or watching a child undress or use the bathroom.

THE FACTS

Every nine minutes child protective services substantiates, or finds evidence for, a claim of child sexual abuse.

Over 65,000 children are abused in the United States each year.

Approximately one in four adult women and one in thirteen men were abused sexually as children.*

Experiencing child sexual abuse is an adverse childhood experience (ACE) that can have many long-term impacts on a persons physical and mental health. Including:

Unplanned pregnancies

Chronic health conditions such as obesity or cancer

Depression and PTSD

Substance abuse

Increased risk of suicide

WHAT CAN YOU DO TO PREVENT CHILD SEXUAL ABUSE?

Get involved with community-based prevention efforts.

Seek more information about how to prevent abuse and keep children safe.

Protect your own children.

Support child abuse victims.

Teach others about child abuse prevention.

Report suspected child abuse.

In 2013, the NC Alliance of YMCAs adopted Darkness to Light as a statewide initiative to educate and engage communities in the prevention of child sexual abuse. To learn more about this community-based program that educates adults about the steps they can take to prevent, recognize, and respond when they suspect a child may be a victim of child sexual abuse.

SIGNS OF SEXUAL ABUSE

Children often don’t tell about sexual abuse (read about why), but sometimes they’ll display behavioral, physical, and emotional changes. Many of these changes aren’t specific to sexual abuse—they can happen with other kinds of trauma or stress, and they can vary by age. But it’s important to be alert to these signs, figure out why they’re happening, and get your child help.

Behavioral Signs

These are some behaviors that could mean your child has experienced sexual abuse or another trauma:

Acting younger or going back to doing younger tasks and activities

Sudden changes in behavior

Fear of being alone with a certain person

Sudden, unexplained fears of certain places or kinds of people (such as all people with a particular feature or characteristic)

Fear of being touched

Changes in quality of schoolwork or grades

Substance abuse

Delinquency

Self-mutilation or careless behaviors resulting in self-harm

Excessive play with their own private body parts

Persistent sex play with friends, toys, or pets

Frequent drawings that have sexual content

Unusual, persistent, or developmentally inappropriate questioning about human sexuality

These changes might not be dramatic, but could include several subtle changes. It’s important to know what’s natural and healthy in kids’ sexual development (for example, many young children are curious about sexuality and frequently play with their private body parts). Knowing these stages of development will help you notice if something doesn’t seem right, which might indicate a problem.

Physical Signs

These are some physical signs that could indicate a problem, including the possibility of sexual abuse:

Eating more or less than usual

Having trouble sleeping

Soiling or wetting clothes, or bedwetting (or an increase, if it happens already)

Stomachaches

Physical pain or itching in the genital area

Underwear stained with blood or other discharge

Rectal bleeding

Problems walking or sitting

If your child shows any of the physical signs listed above, take him or her to a doctor right away.

Emotional Signs

These are some emotional signs that could indicate a problem, including the possibility of sexual abuse:

Severe anxiety (such as nightmares or clinging)

Depression (such as withdrawal, low self-esteem, thinking about or attempting suicide, or frequent crying)

Extreme anger (for example, tantrums, aggression, or increased irritability)

How to Talk with Kids About Personal Safety and Sexual Abuse  (A Conversation Guide for Parents and Caregivers)

About This Guide

This guide contains decades of research packed
into practical, digestible advice and age-appropriate conversation starters to help you feel comfortable talking with your child about personal safety—one of the most powerful ways to protect them from sexual abuse. Keep this guide handy and use it in everyday moments to give you the confidence needed to navigate and normalize these vital safety conversations.

Key Takeaways

A critical component of child sexual abuse prevention is to talk openly and often with your child, from an early age, about personal safety.1

Child sexual abuse is scary, but talking about ways to prevent it doesn’t have to be.

Establish simple, personal safety rules with your children that are easy to understand and remember.

Know the facts and signs of abuse—and what to do and say if it happens.

Ask open-ended questions; practice active listening; and believe your child.

Our Hot Chocolate Talk resources can help you normalize conversations about personal safety and sexual abuse prevention.

GET COMFY

Bring a sense of warmth, comfort, and normalcy to personal safety conversations so your child feels comfortable coming to you with questions and concerns.

1. Anytime is the right time to talk with your child, but it helps to feel calm and relaxed.

2. Look for opportunities in your daily routine that allow some privacy, like bedtime or in the car, because your child may not want to open up about a sensitive topic in a public place.

3. Be ready to respond appropriately if your child tells you about any inappropriate behavior.

Best Practice

Listen actively and watch for signs of abuse, such as physical discomfort or behavior. If your child discloses abuse, stay calm. Then with care, not denial or anger, assure them that you believe them and that you’ll keep them safe. Don’t rush them or insist on details.
What you can say:

“It took a lot of courage to tell me about this.
I believe you.”

“Everything will be okay. I can help keep you safe because you told me.”

“Tell me more. What happened next?”

What the Research Says

Children who are informed
about their bodies and who feel comfortable talking openly with a caring adult are less likely to be abused and more likely to disclose abuse if it happens.²

Many parents are reluctant to educate their children about sexual abuse because they view it as an uncomfortable topic to discuss.¹

In about 90 percent of sexual abuse cases, children know their offender. Often, it’s someone the family knows and likes, which is why many children are afraid to tell.₃

If your child discloses abuse, stay calm and believe them; children rarely lie about abuse.⁴

START TALKING

If you’re not sure what to say or when to talk with your child about personal safety, try using the following tips and conversation starters. If your child isn’t receptive right away, that’s okay. Try again another time. The most important aspect of these talks is to create an open line of communication.

| Bedtime When tucking your child in at night or snuggling on the couch, you can read together and ask open-ended questions about the book themes or situations that might relate to personal safety.
| “What touches did you notice that might have been unsafe? What would you do in that situation?” “Some touch is never okay, like hitting. Other touches depend on the person and situation. No adult should ever touch you and then ask you to keep it a secret.”

| Bath Time When bathing your young child, you can teach them the correct names for all body parts, so if they are harmed, they can accurately describe what happened. Also, research indicates that well-informed children are less likely to be targeted by offenders.
| “Can you name all the parts of your body? Eyes, ears, elbows, penis, knees...” “Can you point to the parts of your body covered by a swimsuit? They’re covered because they’re private.”

| Playtime Playing games together can be a good opportunity to start teaching basic concepts of consent. Start by explaining rules for safe and unsafe touches. Teach them that it’s always okay to refuse touches, even if it seems fun (like tickling).
| “Always ask before touching someone else.” “Listen when someone says ‘No’ or ‘Stop.’”

| Side by Side Older kids often find it easier to talk when they’re not looking directly at someone. The best time to connect may be while engaged in an activity such as riding in a car or cooking a meal together. Ask open-ended questions and listen carefully for any comments that might hint at dis- comfort. Try watching the news or a movie together, using the content to bring up specific topics, such as new romantic feelings.
| “Being in a relationship can sometimes feel complicated. Let me know if you ever want to chat about how things are going.” “It’s always okay to say ‘No,’ even if you’ve already said ‘Yes.’”

| Leaving the House When your child is getting ready to go somewhere, whether to school, an activity, or a friend’s house, this can be your cue to remind them about personal safety rules.
| “Let’s have a quick chat before you leave. I want to go over a few safety rules.” “Just in case you need me for anything, I want to make sure you know the safety plan and have all of our emergency contact information.”

TALKING TIPS BY AGE

Having regular talks about personal safety is important for raising a confident, resourceful child who can make safe choices.

0-5
Keep conversations short and simple with toddlers and young children. Focus on teaching basic personal safety rules, the correct names for all the body parts, and how to refuse unwanted touches.

“A bigger person should NEVER touch your private parts.”

“You can always say ‘No’ or ‘Stop’ if you don’t like something.”

“Never keep secrets about touching. The only safe secrets are those that eventually can be shared, like birthday surprises.”

6-8
Be more specific with the rules and continue to regularly remind your child of the personal safety rules. It should feel just as normal to say, “Look both ways before crossing the street” as it would to say, “Remember: No one should ever touch your private body parts except to keep you healthy.”

“Safe touches make you feel well-cared for and loved, like a hug from a parent. They’re good for you. Unsafe touches make you feel uncomfortable and might even hurt.”

“Pay attention to different feelings in your body, like butterflies in your tummy, sweaty palms, or a fast heartbeat. That might mean a situation is not okay.”

9-10
Review family safety rules and go into more detail about privacy, different types of touches, and how to recognize behavior that makes them uncomfortable. At this age, your child may spend more time away from you at friends’ homes or activities, and they may also spend more time online without your supervision. Know who your child spends time with, including coaches, music instructors, and friends’ older siblings.

“Not all abuse involves touching. It’s not okay for someone to show you their private body parts or ask to see yours, in person or online.”

“No one should take photos of your private body parts or show you photos of other people’s private parts.”

11+
Many of the same safety rules apply to older kids but might need to be framed in a way that’s more open-ended. Rather than giving a one-sided talk about safe choices that your child may tune out, focus on open, honest, and ongoing dialogue. Build trust and comfort over time and adapt your conversations to be more informative and nuanced as they age.

“I noticed you hanging out with some new kids at the basketball games. I’d love to hear more about them.”

“Being in a relationship can sometimes get complicated. Let me know if you ever want to chat about how things
are going.”

“I know you have strong feelings for your girlfriend, so even though it may seem awkward, we need to talk about safety and consent.”

“It’s always okay to change your mind and stop sexual activity at any time, even if you’ve already said ‘Yes.’ Your feelings and safety come first.”

“It’s never okay for someone to use sex or your feelings to try to control you. If that happens, tell them it’s not okay, and then tell me so we can talk about it.”

“It’s important to watch out for your friends. If you see something inappropriate, say something.”

WORDS TO KNOW

It’s estimated that nearly 36 percent of offenders are older children or teens, so, it’s critical to thoroughly explain personal boundaries and consent.

Assault: According to the United States Department of Justice, sexual assault is “any nonconsensual sexual act proscribed by federal, tribal, or state law, including when the victim lacks capacity to consent.”⁵ Even unwelcome sexual gestures can sometimes be interpreted as assault, as well as having sex with people who are under the influence of alcohol or drugs.

Child Sexual Abuse: Definitions vary from state to state, but in general terms, child sexual abuse includes any activity with a minor to meet the offender’s sexual needs. It does not have to be physical; it can be looking, showing, or touching.

Consent: Legal definitions also vary from state to state, but generally, consent means freely giving permission or agreeing to do something. One consistent part of consent is that the absence of ‘No’ does not mean someone has given consent. They must clearly say ‘Yes.’

Sexting: Sharing nude or suggestive content online or via mobile phones is known as sexting, which is illegal for minors and in some states, for consenting adults as well.

Trafficking: In child sex trafficking, a child under the age of 18 is bought or sold for sexual purposes or engages in sex in return for basic needs like shelter or food. The average age that a child is first exploited is 14 years old, and the average age that an exploited child first seeks services is 16 years old.⁶ Learn more at stolenyouth.org and missingkids.org.

Simple Safety Rules

How you communicate the following safety rules and how much detail you include may vary depending on your family values and child’s developmental stage. Make sure to keep safety rules simple so they’re easy to understand and remember, and repeat them frequently, particularly for younger children.

“Never keep secrets about touching.”

“Always ask the adult in charge if it’s okay for another adult to give you something or take you somewhere.”

“You can always say ‘No’ to unwanted touches.”

“It’s never your fault if someone sexually abuses you.”

“Tell a safe adult if someone ever makes you feel uncomfortable— and keep telling until someone believes you.”

“It’s never too late to tell.”

The 3R’s of SAFETY

RECOGNIZE the difference between safe and unsafe touches.

REFUSE unwanted touches.
REPORT abuse.

BOOKS TO HELP PARENTS TALK ABOUT AND RESPOND TO CHILD SEXUAL ABUSE

Books for Families About Child Safety

The Safe Child Book: A Commonsense Approach to Protecting Children and Teaching Children to Protect Themselves
by Sherryll Kerns Kraizer (1996)
This book offers positive, concrete guidance about personal safety tools families can use and teach to children and also helps caregivers practice personal safety skills with their children by using a variety of “What if” questions. It has chapters on abuse, bullying, staying safe online, and choosing childcare providers.

Out of Harm’s Way: A Parent’s Guide to Protecting Young Children from Sexual Abuse
by Sandy K. Wurtele (2010)
This booklet is an excellent starting place for any parent or caregiver looking for information about how to prevent child sexual abuse. In 30 clear, easy-to-read pages, this guide teaches readers how to recognize potential abusers, help keep children safe from abuse, and how to talk about sexuality and body safety with young children.

Off Limits: A Parent’s Guide to Keeping Kids Safe from Sexual Abuse
by Sandy K. Wurtele and Feather Berkower (2010)
This easy-to-read, understandable, and practical book breaks down into 32 safety tips how parents, communities, and children themselves can prevent child sexual abuse. These tips are useful for parents of young children through to teenagers, and simple scripts are provided to help parents talk with children and teenagers about this sensitive topic.

Trauma-Proofing Your Kids: A Parents’ Guide for Instilling Confidence, Joy, and Resilience
by Peter A. Levine and Maggie Kline (2008)
The authors explore in ordinary, jargon-free language how trauma of all types—from being in a fender-bender to severe sexual abuse—can affect children. They also discuss children’s remarkable resiliency in the face of such adverse experiences and help families and caregivers understand how to build resiliency in children and how to restore it in children who have suffered a traumatic experience.

Books for Children Recovering from Trauma

Please Tell!
by Jessie (1991)
Please Tell! is written and illustrated by a nine-year-old who shares her own experience of being sexually abused by her uncle and her journey to recover from the experience. This book is appropriate to read with children who have suffered sexual abuse to help them recover from trauma.

Available in Spanish: Por Favor, Di!

A Terrible Thing Happened
by Margaret M. Holmes, illustrated by Carty Pillo (2000)
Using large, colorful illustrations and a simple, clear story, A Terrible Thing Happened explores what happens to a child who experiences a traumatic event. It acknowledges the many different responses young children can have to experiencing trauma and encourages children to find an adult they feel comfortable sharing their experiences with in order to begin the healing process.

Books for Adults Supporting Children Recovering from Trauma

When Your Child Has Been Molested: A Parent’s Guide to Healing and Recovery
by Katheryn B. Hagans and Joyce Case (2004)
This book offers information, comfort, and advice to families experiencing the trauma of child sexual abuse. Using everyday language and modern research, this book explains both the effects of child sexual abuse and what families can do to heal.

Children Changed by Trauma
by Debra Whiting Alexander, PhD (1999)
Dr. Alexander uses the real experiences of children who have suffered a wide range of traumatic experiences to illustrate in clear, understandable language both how children respond to traumatic experiences and how adults can help support children through compassion and understanding. This book offers practical, intelligent advice to parents, friends, relatives, and educators for helping children who have experienced traumatic events.

Healing the Harm Done/Recuperarse Del Daño: A Parent’s Guide to Helping Your Child Overcome the Effects of Sexual Abuse
by Jennifer Y. Levy, PhD (2005)
Written in both English and Spanish, this book offers clear, concise advice for how parents and caregivers can help children recover from sexual abuse. In just 35 pages, Dr. Levy offers practical, real-world suggestions for how families can respond to children’s behavior in a positive, healthy way and help children work through the terrible trauma they have suffered.

Helping Your Child Recover from Sexual Abuse
by Caren Adams and Jennifer Fay (1998)
This is a practical guide for parents of a child who has suffered sexual abuse. It discusses each stage of a child’s recovery and includes sample conversations and activities for parents and children.

3 REASONS WHY EDUCATORS ARE ESSENTIAL TO CHILD ABUSE PREVENTION

Educators play a key role in protecting children from sexual abuse. They can build student supports for understanding and reporting abuse, and foster students’ safety by establishing and enforcing preventative policies and procedures in school settings. Understanding your role in the safety and support of children can help keep them safe from abuse.

To all the educators out there: here are three reasons why YOU make a difference.

1. An educator may be the only and last person who hears about the child abuse

Child sexual abuse and assault reportedly happens to 1 in 4 girls and 1 in 20 boys in the United States (Finkelhor, D., Shattuck, A., Turner, H. A., & Hamby, S. L., 2014), so chances are that every educator knows several children who have been or are being abused. There are many reasons it can be hard for kids to talk about abuse, including fear. Educators who provide safe and supportive environments for their students may receive reports of abuse. A child who works up the courage to report their abuse may only be able to work up that courage once. Take every report of abuse seriously.

2. Educators can be the last line of defense for a child being abused at home

Ninety percent of sexual abuse offenders know the family or child. Vulnerable children who experience abuse by a family member may not feel comfortable reporting it to a parent or someone else at home, and instead may turn to an adult at school they feel safe around. Find prevention tips and learn the signs of child sexual abuse from Committee for Children’s child abuse prevention resources.

3. Educator actions can lead to increased reporting of abuse

Abuse often goes unreported. In the moment a child does report, it’s vital for educators to know what to say and do—to stay calm, help children feel safe, and reassure children who disclose abuse that they did the right thing. This kind of response can make all the difference in minimizing the fear, worry, shame, doubt, and other negative feelings children may experience during and after reporting.

HANDLING REPORTS OF CHILD SEXUAL ABUSE

Educators don’t always know what to say and do when a child reports abuse, however. Two of the top reasons why teachers under-report are lack of knowledge about the signs and symptoms and fear of making inaccurate reports—so educator training is essential. Research indicates that adult training and education is one of the most effective ways to prevent abuse (Finkelhor, D., & Dziuba-Leatherman, J., 1995). Learn the signs of child sexual abuse.

The importance of school-based prevention programs

Student education is another key component to preventing child sexual abuse. Research shows that effective abuse prevention efforts include school-based prevention programs—children are less likely to be victimized when caring adults teach them about sexual abuse (Finkelhor, D. & Dziuba-Leatherman, J., 1995).

The Second Step Child Protection Unit is one example of a research-based prevention program that supports educators in responding to reports as well as teaching students how to recognize and report abuse.

Creating an environment that deters abuse

Effective implementation of school procedures and policies can also prevent maltreatment in schools (Plummer, C., 2013). Lack of reporting procedures and lack of clarity about reporting are two more reasons why teachers under-report abuse. While educators play a critical role in enforcing preventative policies and procedures, administrators are the cornerstone to ensuring that appropriate policies, procedures, and curricula are put in place and supported schoolwide, and that resources are allocated toward these prevention efforts.

Child Sexual Abuse Prevention Resources

Committee for Children encourages you to have the Hot Chocolate Talk to prevent child sexual abuse. Check out these resources for teachers, school counselors, principals, and other educators to help prevent child sexual abuse, including a family conversation guide you can share with parents.

References

1. Wurtele, S. K., & Kenny, M. C. (2010). Partnering with parents to prevent childhood sexual abuse. Child Abuse Review, 19(2), 130–152.

2. Finkelhor, D., & Dziuba-Leatherman, J. (1995). Victimization prevention programs: A national survey of children’s exposure and reactions. Child Abuse & Neglect, 19(2), 129–139.

3. Snyder, H. N. (2000). Sexual assault of young children as reported to law enforcement: Victim, incident and offender characteristics (NCJ 182990). Washington, DC: US Department of Justice, Office of Justice Programs. http://bjs.ojp.usdoj.gov/content/pub/pdf/saycrle.pdf.

4. Summit, R., & Kyrso, J. (1978). Sexual abuse of children: A clinical spectrum. American Journal of Orthopsychiatry 48, 237–249. https://www.secasa.com.au/pages/is-the-child-victim-of-sexual- abuse-telling-the-truth/

5. United States Federal Department of Justice. (n.d.). Sexual assault. https://www.justice.gov/ovw/sexual-assault

Prevent Child Abuse North Carolina. (2022, March 22). Child sexual abuse definition & facts: Prevent child abuse NC. Prevent Child Abuse North Carolina. Retrieved May 5, 2022, from https://www.preventchildabusenc.org/resource-hub/about-child-sexual-abuse/

Committee for Children. (2019, April 12). Signs of sexual abuse. Early, Open, Often. Retrieved May 5, 2022, from https://www.earlyopenoften.org/get-the-facts/signs-of-sexual-abuse/

Duffell, J. C. (2018, April 4). How to talk about and respond to child sexual abuse | child abuse ... Committee for Children. Retrieved May 5, 2022, from https://www.cfchildren.org/blog/2018/04/books-to-help-parents-talk-about-sexual-abuse/

Gulbrandson, K. (2019, March 31). 3 reasons why educators are essential to child abuse prevention by Kim ... Committee for Children. Retrieved May 5, 2022, from https://keepchildrensafe.org/2021/02/14/3-reasons-why-educators-are-essential-to-child-abuse-prevention-by-kim-gulbrandson/

Finkelhor, D., Shattuck, A., Turner, H. A., & Hamby, S. L. (2014). The lifetime prevalence of child sexual abuse and sexual assault assessed in late adolescence. Journal of Adolescent Health, 55(3), 329–333.

Finkelhor, D., & Dziuba-Leatherman, J. (1995). Victimization prevention programs: A national survey of children’s exposure and reactions. Child Abuse & Neglect, 19(2), 129–139.

Plummer, C. (2013). Using policies to promote child sexual abuse prevention: What is working? Retrieved from https://vawnet.org/sites/default/files/materials/files/2016-09/AR_CSAPolicies.pdf.

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Not Our Kids: Child Sexual Abuse Prevention

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Psychological abuse of a child is defined as “...a pattern of intentional verbal or behavioral actions or lack of actions that convey to a child the message that he or she is worthless, flawed, unloved, unwanted, endangered, or only of value to meet someone else’s needs.” Withholding emotional support, isolation, terrorizing a child, and witnessing domestic violence are all forms of psychological abuse. Emotional abuse can also occur in tandem with physical abuse and sexual abuse, but not always. A study found that school counselors (many of whom were masters level school counselors and had several years of experience) struggled to identify emotional abuse. Even if it was suspected, it was less likely to be reported than other forms of child maltreatment. If a child is experiencing emotional abuse alone, it is more difficult to identify because there is no physical evidence. It should also be noted that when trying to identify emotional abuse, it is important to consider cultural norms. An extended definition of emotional abuse includes a parent or caretaker violating cultural norms of parenting conduct.

Child Psychological abuse is frequently divided into 9 categories:

1. Rejection - to make a child feel they are worthless and/or undermine their feelings, ideas. Refusing to help the child is also rejection.

2. Scorn - ridiculing, demeaning, humiliation, causing the child to be ashamed.

3. Terrorism - threatening the safety of a child or a child’s loved ones with physical violence, abandonment, or death. Destroying possessions, placing a child in dangerous situations, and unreasonable expectations followed by threats of punishment if the child fails to comply.

4. Isolation - to limit a child’s opportunities to socialize with other people physically or socially.

5. Corruption/exploitation - encouraging inappropriate or deviant behavior, exposing child to anti-social role-models, treating a child as a servant, coercing a child to participate in sexual activities.

6. Neglect - ignoring the health or educational needs and refusing/neglecting to apply the required treatment.

7. Exposure to domestic violence - exposing a child to violent words or acts between parents/caretakers.

8. Showing a lack of regard for the child - this consists of rejecting the child by withholding affection, ignoring the child's needs for comfort, ignoring the child’s presence and obvious needs (no “serve and return”), not calling the child by their name.

9. Saying unkind things to the child - saying things or conveying feelings in order to hurt the child deeply. Examples include: implying life would be easier without the child, belittling the child (calling them stupid, commenting on their body, etc.), threatening the child with harsh punishments or death, consistent verbal abuse.

Signs of Emotional Abuse

difficulty in school

eating disorders

emotional issues (low self-esteem, anxiety, depression)

recalcitrant behavior

sleep disorders

seeking affection

developmental regression

physical complaints with no known cause

delayed emotional development

desire to hurt themselves or others

InBrief: The Science of Neglect

Conducting a Quick Screen for Trauma - Child Interview

So, now we know what to look for, but as teachers, what can we do?

The most obvious and first thing we should do is be aware of the laws and definitions regarding emotional abuse in our area. For teachers in the United States, they can refer to https://www.childwelfare.gov for information on how to report abuse in their state as well as other helpful resources. You should also consult with your schools mental health professionals as well as administration to develop and implement intervention initiatives to encourage more people to report instances of abuse. School health professionals can also introduce case studies to teachers and administration to discuss strategies and how to handle instances of suspected abuse.

Establish open communication and strong relationships with students. Cultivating a climate of trust in your classroom can encourage students to feel brave and safe enough to confide in you more so than other adults they have in their lives. SEL methods are useful for teachers in establishing routines and norms that can show students how to identify/label feelings, model respect, and other healthy relationship behaviors that a student would not know about otherwise.

Teachers and school mental health professionals can also use in school therapy methods to help a child struggling with symptoms of emotional abuse. For students with low self-esteem, you could try teaching older children how to use self-administered optimism training (SOT) . For younger children, simpler methods such as praising efforts, aiding children in forming a growth mindset, using positive reinforcement, and constructive criticism are all methods that can help build a child’s self-esteem and self-worth. Students with anxiety may benefit from Modular Cognitive Behavior Therapy techniques. In this article on helping students with emotional abuse by Trevor J. Buser and Jeleen K. Buser, they describe how counselors may go about using this technique.  “First, and in an ongoing manner, school counselors work with students in creating a ‘Fear Ladder,' wherein students rank-order different levels of fears in relation to specific situations (Chorpita et al., 2004, p. 273). School counselors then provide cognitive-based education on the nature of anxiety and strategies for handling it (Chorpita et al., 2004). “ Other methods to consider are exposure therapy and  guided relaxation exercises.

Sometimes, direct parent intervention may be useful. Filial Relationship Enhancement therapy has been suggested as a good treatment model for children who are suffering from abuse. Buser and Buser describe the method as follows. “In applying this approach, the elementary school counselor trains parents in new strategies for joining children in play. Specifically, the counselor invites parents ‘to suspend their judgment, accept and acknowledge their child, and create a safe context for both their child and themselves through structuring and limit setting’ (Ginsberg, 2002, p. 70). The model is based on principles of child-centered play therapy, which includes a focus on empathy and acceptance (Cochran, Nordling, & Cochran, 2010; Ginsberg, 2002).

Finally, it is important for teachers to take care of their emotional needs and health as well. Students experiencing emotional abuse at home need a safe space away from that as much as possible. If their teacher is running on low emotional energy, they may be inclined to admonish students harshly or use methods that reinforce the abuse they are learning at home. Using affirming words and guided meditation as part of the classroom routine is beneficial for the teacher as well as students. It can help everyone find an inner calm and prevent harmful outbursts.

Sources:

Buser, T. J., & Buser, J. K. (2013). Helping Students With Emotional Abuse: A Critical Area of Competence for School Counselors. Retrieved May 8, 2022, from https://files.eric.ed.gov/fulltext/EJ1012312.pdf

Child Welfare Information Gateway. (n.d.). Retrieved May 8, 2022, from https://www.childwelfare.gov/topics/can/defining/

Gluck, S. (2021, December 30). What is Psychological Abuse of a Child? Healthy Place. Retrieved May 8, 2022, from https://www.healthyplace.com/abuse/child-psychological-abuse/what-is-psychological-abuse-of-a-child

Ngyuen-Feng, V., & Rossen, E. (2020, April 5). Six Tips for Teachers Who See Emotional Abuse. OUP Blog. Retrieved May 8, 2022, from https://blog.oup.com/2020/04/six-tips-for-teachers-who-see-emotional-abuse/

Morin, A. (2022, March 1). What is Emotional Child Abuse? Very Well Family. Retrieved May 8, 2022, from https://www.verywellfamily.com/what-is-emotional-child-abuse-4157502

Lyness, D. A. (2018, July). Your Child's Self-Esteem. Kids Health. Retrieved May 8, 2022, from https://kidshealth.org/en/parents/self-esteem.html

Chiu, A. W., Langer, D. A., McLeod, B. D., Har, K., Drahota, A., Galla, B. M., Jacobs, J., Ifekwunigwe, M., & Wood, J. J. (2013). Effectiveness of modular CBT for child anxiety in elementary schools. School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association, 28(2), 141–153. https://doi.org/10.1037/spq0000017

Guided Relaxation Exercises . Benson-Henry Institute. (n.d.). Retrieved May 8, 2022, from https://bensonhenryinstitute.org/guided-relaxation-exercises/

What is Exposure Therapy? APA. (2017, July). Retrieved May 8, 2022, from https://www.apa.org/ptsd-guideline/patients-and-families/exposure-therapy

Ginsberg, B. G. (2002). The power of Filial Relationship Enhancement therapy as an intervention in child abuse and neglect. International Journal of Play Therapy, 11(1), 65–78. https://doi.org/10.1037/h0088857

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· Third Culture Children are children who spend their formative years in places that are not their parents' homeland.

· A child who grows up in a culture different from the one in which their parents grew up.

· The "third culture" is influenced by their parent's culture and the culture in which they are raised.

· Counsellors note that problems are more likely to emerge around the ages of nine or ten when friendships become more central to a child's identity.

Signs of trauma brought on from a 3rd culture upbringing:

· Lack of empathy:

-       Third culture children can lack the ability to relate with other children of the same age.

-       Third culture children cycle through the grief of constantly losing friends. This makes them internalize grief and trauma.

· Cultural confusion:

-       Home is 'everywhere and nowhere' Third culture children may have difficulties pinpointing one place to call home, while other children belong to one place.

-       Children can lack a feeling of belonging, leading to a struggle in identity formation.

· Victims of bullying:

-       Third culture children can face bullying in many places, always being an outsider.

-       Bullying can cause trauma in children's social, emotional, and physical well-being in their formative years.

· Detachment:

-       Third culture children have a unique ability to detach themselves from relationships at a moment's notice completely.

-       Making new friends and saying goodbye to old ones will become routine for a third-culture kid. But unfortunately, while this can be a way to create a network of friends worldwide, it may also lead to an out-of-sight-out-of-mind attitude.

Response strategies as a teacher:

· Encourage discussion within families to understand how everyone's coping moves.

· Teach students how to recognize their feelings and talk about them.

· Teach students to be proud of their global identity, and assure them that their identity and culture are unique.

· Create an environment that welcomes diversity in the classroom.

· Teaching skills such as adaptability, coping, and networking skills

· Help student identify their social needs.

· Bring awareness to the unique trauma that a third culture child goes through.

Some teacher resources:

https://www.nesfircroft.com/blog/2020/01/the-third-culture-kids-how-to-support-your-children-throughout-expatriation?source=coggle.it

Reference:
BBC. (n.d.). Third culture kids: Citizens of everywhere and nowhere. BBC Worklife. Retrieved May 6, 2022, from https://www.bbc.com/worklife/article/20161117-third-culture-kids-citizens-of-everywhere-and-nowhere

The difficulty of life as a third-culture kid. InterNations. (n.d.). Retrieved May 6, 2022, from https://www.internations.org/guide/global/the-difficulty-of-life-as-a-third-culture-kid-15288

How to support third-culture kids. CORP-MAC0 (OCP). (2022, April 12). Retrieved May 6, 2022, from https://onlinecounselingprograms.com/resources/how-to-support-third-culture-kids/

Navigating life as a third culture kid | Vicky Schdeva - YouTube. (n.d.). Retrieved May 6, 2022, from https://www.youtube.com/watch?v=Hf0LvUaMNr8

Rogers, L. (2022, April 8). Lisa Rogers. Lisa Rogers Counseling. Retrieved May 6, 2022, from https://www.lisarogerscounseling.com/what-challenges-do-third-culture-kids-tck-face/#:~:text=Strained%20Relationships,back%20in%20their%20home%20country.

says:, M. S. A., & says:, C. U. L. T. U. R. S. (2014, November 25). Detachment and an adult third culture kid. CULTURS. Retrieved May 6, 2022, from https://www.cultursmag.com/detachment-and-an-adult-third-culture-kid/

YouTube. (n.d.). YouTube. Retrieved May 6, 2022, from https://www.youtube.com/?watch=

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The Struggles of being the Third Culture Kid | Livia Figueiredo Araujo | TEDxYouth@BeauboisCollege

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The loss of a loved one is one of the most traumatic things that can happen to a child. Though many adolescents will respond in a similar manner to an adult, it is important to remember that young children may behave differently. Very small children, for example, may not fully understand that the person is gone. They also may suffer more by not understanding why the other people close to them (the other surviving family members) are suddenly not there for them in the ways they usually are able to be.

It is first of all important for educators to recognize the symptoms of their grieving students, which can include (Grief and children, 2018). :

Loss of appetite

Social withdrawal

Angry outbursts

Feelings of depression, loneliness, or regret

Drop in academic performance

Insomnia

Acting much younger than their age

Imitating the deceased person

There are several ways that teachers can help their students through this traumatic event in their lives. Some of the most important are as follows:

1. Be present

Listen to the student and their feelings. Pay attention to their needs and try to be there for them if they need someone to listen to them and give them their space when they need it.

1. Stick to routines, procedures and rules

Although the feelings of grief may be chaotic inside, is it still important that the child follow the normal rules and procedures. This ensures the safety and well-being of those around them and also creates a comfortable and predictable environment for the student when all else seems to be messy and unfamiliar.

1. Create safe spaces and a process for using them

Allow the student to go somewhere private if they need time to cry or be angry for a while. Consider establishing a quick and effective signal or routine that the child can use to enter the space quickly and easily.

1. Rely on other staff members

Communicate with other teachers about the student. Share strategies and gathering more information about factors in the child’s life can help the teacher adjust their expectations and modifications for the student accordingly.

1. Get help if needed from a counselor or someone similar

School counselors have speciality training in child development and psychology and can be of assistance to both the teacher and the student throughout the grieving process (Lucile Packard Children’s Hospital, 2020).

References

Grief and children. (2018, June). American Academy of Child and Adolescent Psychiatry. Retrieved May 4, 2022, from https://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/FFF-Guide/Children-And-Grief-008.aspx

Lucile Packard Children’s Hospital. (2020). Supporting grieving students: A handbook for teachers and administrators. https://www.stanfordchildrens.org/content-public/pdf/a-handbook-for-teachers-and-administrators.pdf

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Household Alcohol and Substance Abuse-Brian

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Household Alcohol and Substance Abuse-Brian

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How does Alcohol and Drug Addiction Cause Trauma in Children?

It’s no secret that addiction ruins lives. The impact of addiction is evident in every part of society, across cultures, socioeconomic levels, and age groups. When parents become addicted to drugs and alcohol, it impacts their physical and emotional health, behaviors, and ability to effectively parent their kids.

According to Doyle, (2021),  1 in 6 children in Ireland and 1 in 5 children in the United States have children living with a parent who is addicted to drugs or alcohol. The trauma this can cause can have a devastating impact on the children and can induce various other traumatic childhood experiences. Children who have parents addicted to alcohol can have a very unstable life and are not giving the care, routines and structures they need.
Parents with addiction issues are more likely to get divorced, have financial problems, and not provide adequate care and support. There is also higher risk of emotional, sexual  and physical abuse. The combination of childhood experiences, environment, and genetic factors can increase children’s likelihood of having addiction at some point in their lives.The lasting traumatic effects of these types of abuse can be devastating throughout the child's lifespan. Having parents who have addiction problems can have a profound effect on the child's education, which is often lacking the crucial parental support and encouragement. These kids are more likely to experience neglect than their peers in non-substance abusing homes. When drugs and alcohol become the priority, parents can lose focus on their role and how important it is to be physically and emotionally available to their children, and education takes a back seat.
When children grow up in an environment in which neglect is the norm and alcohol or other substance abuse is the priority, their mental and physical wellbeing suffers and their ability to have a healthy attachment to other people is compromised, which can lead to anxiety, loneliness and shame. Parents who drink excessively or misuse drugs can become emotionally unavailable to their children (Cleaver, Unell and Aldgate, 2011)

Here are 7 behavioral impacts that children can suffer from due to having alcoholic parents that teachers should show empathy towards if they have students in their classroom and try to find ways to help the child feel safe at school.
https://www.youtube.com/watch?v=qneoYIT0tOI

Symptoms and behaviors to be aware of in the classroom.

There may be inconsistent parenting such that the child never knows what to expect. The parent may be absent from the home with no warning.When these experiences are repeated, a state of trauma may ensue. Trauma may cause anxiety  or depression: Traumatized children bring their anxiety or depression to school, and they begin to disrupt the classroom or withdraw from the learning process.

T rust issues:Children whose parents have addiction issues may have let the child down and a lack of trust develops, which could also occur in the classroom with teachers being the untrustworthy authority figure.

Behavioral issues:Children will feel shame and withdrawn, especially  if there is aggression or any violence in the household. The child can feel these situations are normal and model their own behavior on their parents. These children can react aggressively to situations in school or go in the opposite direction and detach themselves from classmates and teachers.

Poor relationship skills: Children may feel they have difficulty opening up to people and have difficulty forming relationships when the first relationship they have created-with one of their parents, has been one of disappointment.

Respect issues:According to Wong, (2017), children suffering from this trauma  are also more likely to display rule-breaking, aggressiveness, and impulsivity in childhood.

The lack of stable routines and the stress of home life may lead to irregular sleep patterns, leading the child to disconnect from the lesson, not participate in class and  start getting poor grades and falling behind academically.

Other notable symptoms to watch out for include

Eating disorders

Clingy/separation anxiety

Feeling helpless/passive

Irritable/difficult to soothe

Constricted play, exploration, mood

Developmental regression

General fearfulness/new fears

Easily startled

Language delay

Sexualized behavior

https://www.ecmhc.org/tutorials/trauma/mod3_1.html

What response strategies can we implement to help children at school?
Teachers and administration staff cannot solve this problem, but there are lots of things we can do to help the student in question, for the student to get support or to at least make school a safe haven away from their home life. We can also help the child in question develop resilience and coping mechanisms.

Providing clear, defined routines can help the student and contrast greatly with the possible lack of routines at home. Routines can give the student structure and the ability to see that school life is different, that he/she can feel safe and rely on the teacher and school for stability. This will reduce anxiety and stress and aid educational growth.

Build a relationship of trust with the student. It is important educators and school administration are aware of the problem and have talked about showing empathy towards the situation. Be flexible with your expectations towards the student. Listening and validating the student, being there for the student if he/she is down and not judging them or their parents can build a vital relationship of trust that may be lacking in their home life. This will further reinforce the notion that school is a safe environment. Arrange conversations with school counselors and educate yourself on the issue.

Encourage the child to make friendships in the class by providing group work projects, encourage extracurricular sports or music activities,  and praise good work and behavior. Help them connect with people and activities that will promote feelings of self-efficacy.

Arrange a meeting with their parents to highlight to the parents that the child is suffering at school, if necessary. This would need to be done in a non-judgmental fashion, but an honest reflection of the children school performance and state of mind from documented direct observations.

Observations- Directly monitor and observe the child for differences in behavior and attitude. Know your limitations and be ready to contact trained professionals or school administration if you are concerned for the welfare of the child.

The National Association for Children of Addiction (NACoA) made a fantastic resource to educate teachers on  how to help children deal with addiction abuse or neglect and outlined a great deal of tasks and things we can teach these children. In their policy, they  suggested teachers teach these children the  7c’s and made a poster to give to children. The point of the 7’cs is to use it as a tool to educate the children that it is not their fault and to not be ashamed of themselves - they can make the situation better if they make good choices.

I didn’t CAUSE it

I can’t CONTROL it

I can’t CURE it

I can help take CARE of myself by: COMMUNICATING my feelings
Making healthy CHOICES and CELEBRATING me
https://helpandhopewv.org/docs/Kit4Teachers_ALt_2018-4.pdf

References

Children Impacted by Addiction: A TOOLKIT FOR EDUCATORS. (n.d.). https://helpandhopewv.org/docs/Kit4Teachers_ALt_2018-4.pdf

Berg, L., Bäck, K., Vinnerljung, B., & Hjern, A. (2016). Parental alcohol-related disorders and school performance in 16-year-olds-a Swedish national cohort study. Addiction, ¹¹¹(10), 1795–1803. https://doi.org/10.1111/add.13454

T, B. (2011, April 25). The Effects of Parental Alcoholism on Children. Verywell Mind; Verywellmind. https://www.verywellmind.com/the-effects-of-parental-alcoholism-on-children-67233

Psych2Go. (2018). 7 Ways Alcoholic Parents Affect their Children [YouTube Video]. In YouTube. https://www.youtube.com/watch?v=qneoYIT0tOI

From a child’s perspective (alcohol dependence). (2014). [YouTube Video]. In YouTube. https://www.youtube.com/watch?v=Z9xQcHnMsQg

How Parental Substance Abuse Impacts Kids | Valley Cares. (2020, February 12). Valley Behavioral Health. https://valleycares.com/blog/families-in-crisis-how-parental-substance-abuse-and-mental-health-impacts-kids/?

Trauma Signs and Symptoms. (2019). Ecmhc.org. https://www.ecmhc.org/tutorials/trauma/mod3_1.html

Doyle, A. (2021). Parental problem alcohol use and education. Drugnet Ireland, Issue 76, Winter 2021, 21–23. https://www.drugsandalcohol.ie/33964/

https://learning.nspcc.org.uk/children-and-families-at-risk/parental-substance-misuse

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From a child's perspective (alcohol dependence)

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Chronic diseases are defined broadly as conditions that last 1 year or more and require ongoing medical attention or limit activities of daily living or both.

Most chronic illnesses cannot be cured completely. Some can be immediately life-threatening, such as heart disease and stroke. Others linger over time and need intensive management, such as diabetes. Most chronic illnesses persist throughout a person’s life but are not always the cause of death, such as arthritis.

Chronic illness has a huge impact on children. Research has indicated that 25 – 40 percent of children develop some post-traumatic stress symptoms as a result of life-threatening chronic illness, accident, or serious injury.

Symptoms include:

enduring somatic threat (EST): Researcher Donald Edmondson, Ph.D. used this term to describe how people under chronic illness would feel with such ongoing and internal threats.

heightened anxiety related to bodily sensations such as pain: Since illnesses are internal, people who are under it may bear the consequences that last for years.

be on high alert: Considerations related to the treatment plan or medication that are necessary for physical health can keep patients under heightened vigilance, leading to other symptoms like insomnia, fatigue, or isolation, and even worsening chronic illness symptoms.

worry about the past and future: One study found that 81% of intrusive thoughts associated with illness-induced PTSD were related to fears about the progression of their condition.

Other emotional symptoms may also include:

Guilt

Grief

Dissociation

Helplessness

Development of eating disorder

How can we help children with trauma caused by chronic illness?

Provide support groups: Create a class where everyone is welcome to share and support each other. The groups can focus on strategies of stress management and self-care and how to apply these strategies.

Provide activities that promote expression: Since children with chronic illness might be locked in their feelings, activities that promote expression can help them better recognize their emotions. Drawing, painting, making ceramics, journaling and dancing, etc. are all effective elements to be set into activities.

Add activities that promote body movements: yoga, tai chi, walking, swimming, etc. In the class, the teacher can provide brain break activities for students to relax. [resources]

Provide a safe environment: Students with chronic illness can take their prescribed medicine when needed in a safe and reliable environment.

Reference:

Betterhealth.vic.gov.au. 2022. Chronic illness - Better Health Channel. [online] Available at: <https://www.betterhealth.vic.gov.au/health/healthyliving/chronic-illness> [Accessed 5 May 2022].

Fabian, R., 2019. What You Should Know About Chronic Illness-Induced PTSD. [online] The Mighty. Available at: <https://themighty.com/2019/08/chronic-illness-induced-ptsd-trauma/ utm_source=yahoo&utm_medium=referral&utm_campaign=in-text-link> [Accessed 5 May 2022].

Wyant, P., 2017. 28 Unexpected Emotional Symptoms of Chronic Illness. [online] The Mighty. Available at: <https://themighty.com/2017/05/emotional-side-effects-sick/?utm_source=yahoo&utm_medium=referral&utm_campaign=in-text-link> [Accessed 5 May 2022].

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