# data[].attributes.body
Early childhood trauma

generally refers to the traumatic experiences that occur to children aged 0-6. Because infants' and young children's reactions may be different from older children's, and because they may not be able to verbalize their reactions to threatening or dangerous events, many people assume that young age protects children from the impact of traumatic experiences.
These traumas can be the result of

intentional violence—such as child physical or sexual abuse, or

domestic violence—or the result of natural disaster, accidents, or war. Young children also may experience traumatic stress in response to painful medical procedures or the

sudden loss of a parent/caregiver.
How Early Childhood Trauma Is Unique

Traumatic events have a profound sensory impact on young children. Their sense of safety may be shattered by frightening visual stimuli, loud noises, violent movements, and other sensations associated with an unpredictable, frightening event. The frightening images tend to recur in the form of nightmares, new fears, and actions or play that reenact the event. Young children who experience trauma are at particular risk because their rapidly developing brains are very vulnerable. Early childhood trauma has been associated with reduced size of the brain cortex. This area is responsible for many complex functions including memory, attention, perceptual awareness, thinking, language, and consciousness. These changes may affect IQ and the ability to regulate emotions, and the child may become more fearful and may not feel as safe or as protected.
Symptoms and Behaviors
Young children suffering from traumatic stress symptoms generally have difficulty regulating their behaviors and emotions. They may be clingy and fearful of new situations, easily frightened, difficult to console, and/or aggressive and impulsive. They may also have difficulty sleeping, lose recently acquired developmental skills, and show regression in functioning and behavior.
Protective Factors: Enhancing Resilience
The effects of traumatic experiences on young children are sobering, but not all children are affected in the same way, nor to the same degree. Research on resilience in children demonstrates that an essential protective factor is the reliable presence of a positive, caring, and protective parent or caregiver, who can help shield children against adverse experiences.
Screening and Assessment Within Multiple Systems
Due to the particular developmental risks associated with young children's traumatic experiences, it is essential that vulnerable children be identified as early as possible after the trauma. Many community resources—including health systems, Early Intervention programs, child welfare agencies, Head Start, child care programs, and early education systems—play an important role in identifying children, and in linking them and their families with services.
For example, both Head Start and Early Intervention intake protocols include questions about domestic violence in families. Other protocols may include targeted questions about accidents, loss of family members, and/or significant medical history. Most young children are seen at regular intervals by providers in the pediatric health care system, enabling repeated opportunities for identifying early childhood trauma.
Resource: https://www.nctsn.org/what-is-child-trauma/trauma-types

# data[].attributes.body
Community violence refers, in general, to physical violence that happens outside the home. Students who come from communities where violence is prevalent are victims of trauma, and this trauma can manifest in multiple ways, affecting their educational success. As educators, we need to recognize the signs and symptoms of a traumatized student and respond to them as best we can.

# data[].attributes.attachment_link.title
Childhood Trauma and the Brain | UK Trauma Council

# data[].attributes.body
With the increase in global climate change around the world, disasters are becoming more and more common. When a disaster strikes, all aspects of a child's life is impacted, including their education. As teachers, we need to be mindful of the effects disasters can have on our students.

# data[].attributes.body
This video breaks out the different types of effects that physical abuse has in children. Some of the interesting points that this video brings up are:
- refusal to change for gym class because of bruises on their bodies
- odd sexual knowledge, depending on the nature of the abuse
- at extreme cases, early pregnancies
- the parents are generally disinterested in them

# data[].attributes.attachment_link.readable_text
0:00 / 2:59•Watch full video

# data[].attributes.body
This video is similar, however, talks about a couple of different issues that are not discussed in the other video.
Another form of physical abuse can be force feeding a person, as well as making a person ingest or take drugs. These are extreme cases as they are being done to minors/students.
One that I would not have thought of before this video was "reckless driving," however, this does pair with parent neglect of a student. If a parent is neglecting the child they will not try to protect them during transport.

# data[].attributes.attachment_link.readable_text
0:00 / 4:59•Watch full video

# data[].attributes.attachment_link.title
Guardian Video Series: Types & Signs of Abuse

# data[].attributes.body
Physical abuse is naturally easier to spot than other types of abuse because the effects that it has on the body are noticeable, vs. something else that may be cognitive or mental abuse.
"Physical" can mean any type of abuse leveled at a person that is physical and harmful in nature and the types of harm inflicted on others can include the following:
- hitting - kicking - striking with an object - choking - suffocating - drowning - dropping - burning
Common symptoms can include:
- bruising - red marks - burn marks that show the shape of an object - swelling - irritability - mistrust of authority figures - difficulty maintaining friendships - mood swings - not wanting to go home

# data[].attributes.attachment_link.readable_text
As a school staff member, it is critical to be able to recognise the physical or behavioural signs of child abuse. In many circumstances, they may be the only indication that a child is subject to abuse.

Trigger warning. This page includes explicit descriptions of abuse and may be distressing to read. Information on how to access support for any issues it may raise can be found at the end of the page.

The information on this page guides schools to meet their roles and responsibilities under Child Safe Standard 5: Procedures for responding to and reporting suspected child abuse.

You may be the best-placed or only adult in a position to identify and respond to suspected abuse. When identifying child abuse, it is critical to remember that:

some instances of child abuse will fall across multiple categories (for instance, family violence may involve physical, sexual, or emotional child abuse)

the trauma associated with child abuse can significantly impact the well-being and development of a child

all concerns about the safety and wellbeing of a child, or the conduct of a staff member, contractor or volunteer must be acted upon as soon as possible.

If physical or behavioural indicators lead you to suspect that a child has or is being abused, or is at risk of abuse, regardless of the type of abuse, you must respond as soon as practicable by following the Four Critical Actions.

Trigger warning. This section includes explicit descriptions of abuse and may be distressing to read. Information on how to access support for any issues it may raise can be found at the end of the page.

Physical child abuse

Physical child abuse can consist of any non-accidental infliction of physical violence on a child by any person. Examples of physical abuse may include beating, shaking or burning, assault with implements and female genital mutilation.

Indicators and signs of physical abuse

Physical indicators of physical child abuse include (but are not limited to):

bruises or welts on facial areas and other areas of the body including back, bottom, legs, arms, or inner thighs

bruises or welts in unusual configurations

bruises or welts that look like the object used to make the injury (for example fingerprints, handprints, buckles, iron, or teeth)

burns from boiling water, oil, or flames

burns that show the shape of the object used to make them (for example, iron, grill, or a cigarette)

fractures of the skull, jaw, nose, or limbs - especially those not consistent with the explanation offered, or the type of injury not possible at the child's age of development

cuts and grazes to the mouth, lips, gums, eye area, ears, or external genitalia

bald patches where hair has been pulled out

multiple injuries - old and new

effects of poisoning

internal injuries.

Behavioural signs of physical abuse

Behavioural indicators of physical child abuse include (but are not limited to):

disclosure of an injury inflicted by someone else (parent, carer, or guardian)

an inconsistent or unlikely explanation, or inability to remember the cause of injury

unusual fear of physical contact with adults

aggressive behaviour

disproportionate reaction to events

wearing clothes unsuitable for weather conditions to hide injuries

wariness or fear of a parent, carer, or guardian

reluctance to go home

no reaction or little emotion displayed when being hurt or threatened

habitual absences from school without reasonable explanation

overly compliant, shy, withdrawn, passive, or uncommunicative

unusually nervous, hyperactive, aggressive, disruptive, or destructive to self or others

poor sleeping patterns, fear of the dark, nightmares, or regressive behaviour (for example, bed-wetting)

drug or alcohol misuse, suicidal thoughts, or self-harm.

Please note that physical harm may also be caused by student fights or bullying. Strategies for teachers to address bullying is available on our Bully Stoppers website.

Support for Government schools

Support for Catholic schools

Catholic schools policies and guidelines: Child safety

Report child abuse in schools

Contact:

Archdiocese of Melbourne, Student Wellbeing Information on (03) 9267 0228

Diocese of Sale, Executive Manager Industrial Relations - Human Resources on (03) 5622 6600

Diocese of Ballarat, Student Wellbeing on (03) 5337 7135

Diocese of Sandhurst, ConsultantPastoral Wellbeing on (03) 5443 2377

Support for Independent schools

Child sexual abuse

Child sexual abuse is when a person uses power or authority over a child to involve them in sexual activity and can include a wide range of sexual activity including:

fondling the child's genitals

vaginal or anal penetration by a penis, finger or another object

exposure of the child to pornography.

Child sexual abuse may not always include physical sexual contact and can also include non-contact offences, such as:

talking to a child in a sexually explicit way

sending sexual messages or emails to a child

exposing a sexual body part to a child

forcing a child to watch a sexual act (including showing pornography to a child)

having a child pose or perform in a sexual manner (including child sexual exploitation).

Child sexual abuse does not always involve force. In some circumstances, a child may be manipulated into believing that they have brought the abuse on themselves, or that the abuse is an expression of love, through a process of grooming.

Child sexual exploitation

Child sexual exploitation is also a form of sexual abuse where offenders use their power - physical, financial, or emotional - over a child to sexually or emotionally abuse them.

It often involves situations and relationships where young people receive something (such as food, accommodation, drugs, alcohol, cigarettes, affection, gifts, money etc.) in return for participating in sexual activities.

Child sexual exploitation can occur in person or online, and sometimes the child may not even realise they are a victim.

Children most at risk of sexual abuse

Any child can be a victim of sexual abuse, however, children who are vulnerable, isolated, or have a disability are much more likely to become victims, and are disproportionately abused. Refer to advice on identify perpetrators of child sexual abuse.

Common perpetrators of child sexual abuse

Child sexual abuse is most commonly perpetrated by someone who is known to and trusted by the child, and often someone highly trusted within their families, communities, schools or other institutions. Refer to advice on identify perpetrators of child sexual abuse.

Perpetrators can include, but are not limited to:

a family member (this is known as intrafamily abuse and can include sibling abuse)

a school staff member, coach, or another carer

a peer or child 10 years or over*

a family friend or stranger

any person via a forced marriage (where a student is subject to marriage without their consent, arranged for by their immediate or extended family - this constitutes a criminal offence and must be reported).

*Unwanted sexual behaviour toward a student by a person 10 years or over can constitute a sexual offence and is referred to as student-to-student sexual offending.

Please note that a child who is under 10 years of age is not considered capable of committing an offence. Any suspected sexual behaviours by children under 10 are referred to as problem sexual behaviour.

Physical indicators of child sexual abuse

Physical indicators of sexual abuse include (but are not limited to):

injury to the genital or rectal area (for example bruising, bleeding, discharge, inflammation or infection)

injury to areas of the body such as breasts, buttocks or upper thighs

discomfort in urinating or defecating

presence of foreign bodies in the vagina or rectum

sexually-transmitted diseases

frequent urinary tract infections

pregnancy, especially in very young adolescents

anxiety-related illnesses (for example anorexia or bulimia)

Behavioural indicators of child sexual abuse

Behavioural indicators of sexual abuse include (but are not limited to):

disclosure of sexual abuse, either directly (from the alleged victim) or indirectly (by a third person or allusion)

persistent and age-inappropriate sexual activity (for example excessive masturbation or rubbing genitals against adults)

drawings or descriptions in stories that are sexually explicit and not age-appropriate

fear of home, specific places, or particular adults

poor or deteriorating relationships with adults and peers

poor self-care or personal hygiene

complaining of headaches, stomach pains or nausea without physiological basis

sleeping difficulties

regressive behaviour (for example bed-wetting or speech loss)

depression, self-harm, drug or alcohol abuse, or attempted suicide

sudden decline in academic performance, poor memory or concentration

engaging in sex work or sexual risk-taking behaviour

wearing layers of clothing to hide injuries and bruises.

Identifying perpetrators of child sexual abuse

In addition to identifying the physical and behavioural signs of abuse in children, you can play a critical role in identifying signs that a member of the school community may be engaging in child sexual abuse, or grooming a child to engage in sexual activity.

Most critically you must follow the Four Critical Actions if you:

feel uncomfortable about the way an adult interacts with one or more children

suspect that the adult may be engaging in sexual abuse of one or more children

suspect that the adult is grooming the child or children to engage in sexual activity

reasonably believe that the adult is at risk of engaging in sexual activity with one or more children.

You must report suspected abuse, or risk of abuse regardless of any concerns about the risk to the reputation of the suspected perpetrator or school.

A failure to report can result in criminal charges and your report could prove critical to protecting children in your care.

Behavioural indicators for perpetrators of child sexual abuse

Behavioural indicators for perpetrators of child sexual abuse include (but are not limited to):

Family member (adult)

attempts by one parent to alienate their child from the other parent

the overprotective or volatile relationship between the child and one of their parents or family members

reluctance by the child to be alone with one of their parents or family members.

Family member (sibling)

the child and a sibling behaving like they are in an intimate relationship

reluctance by the child to be alone with a sibling

embarrassment by siblings if they are found alone together.

School staff member, coach, or another carer

touching a child inappropriately

bringing up sexual material or personal disclosures into conversations with a student

inappropriately contacting a student (for example calls, emails, texts, or social media)

obvious or inappropriate preferential treatment of the student (making them feel 'special')

giving of gifts to a student

having inappropriate social boundaries (for example: telling the potential victim about their problems)

offering to drive a student to or from school

inviting themselves over to their homes, or calling them at night

befriending the parents themselves and making visits to their home

undermining the child's reputation, so that the child won't be believed.

More information

Grooming is a criminal offence. It occurs when an adult engages in predatory conduct to prepare a child for sexual abuse at a later time. Grooming can include:

communicating or attempting to befriend

establish a relationship or other emotional connection with the child, their parent, or carer.

Sometimes it is hard to see when someone is being groomed until after they have been sexually abused because some grooming behaviour can look like 'normal' caring behaviour. For example:

giving gifts or special attention to a child, their parent, or carer (this can make a child feel special or indebted to an adult)

controlling a child through threats, force, or use of authority (this can make a child fearful to report unwanted behaviour)

making close physical contacts sexual, such as inappropriate tickling or wrestling

openly or pretending to accidentally expose the victim to nudity, sexual material or acts (this in itself is classified as child sexual abuse but can also be a precursor to physical sexual assault).

Online grooming

Grooming includes online grooming. It occurs when an adult uses electronic communication (including social media) in a predatory fashion to try to lower a child's inhibitions or heighten their curiosity regarding sex, to eventually meet them in person for sexual activity. This can include online chats, sexting, and other interactions. Any incidents of suspected grooming must be reported by following the Four Critical Actions.

Online grooming can also precede online child exploitation, a form of child exploitation where adults use the internet or mobile to communicate sexual imagery with or of a child (for instance, via a webcam).

Any incidents of suspected online child exploitation must be reported.

Behavioural indicators that a child may be subject to grooming

Behavioural indicators that a child may be subject to grooming include (but are not limited to):

developing an unusually close connection with an older person

displaying mood changes (such as hyperactive, secretive, hostile, aggressive, impatient, resentful, anxious, withdrawn, or depressed)

using street or different language, copying the way the new 'friend' may speak, talking about the new 'friend' who does not belong to his or her normal social circle

possessing jewellery, clothing or expensive items given by the 'friend'

possessing large amounts of money which he or she cannot account for

using a new mobile phone (given by the 'friend') excessively to make calls, videos, or send text messages

being excessively secretive about their use of communications technologies, including social media

frequently staying out overnight, especially if the relationship is with an older person

being dishonest about where they've been and who they've been with

using drugs (physical evidence can include spoons, silver foil, 'tabs', or 'rocks')

assuming a new name and owning a false ID, stolen passport, or driver's license provided by the 'friend' to avoid detection

being picked up in a car by the 'friend' from home, school, or 'down the street'.

More information

Family violence

The Family Violence Protection Act 2008 (Vic) defines family violence as behaviour towards a family member where the behaviour:

is physically or sexually abusive

is emotionally or psychologically abusive

is economically abusive

is threatening or coercive

in any other way controls or dominates the family member and causes that family member to feel fear for the safety or wellbeing of that family member or another person.

A child can be the victim of any of these behaviours. Family violence also includes behaviour that causes a child to hear or witness, or otherwise be exposed to the effects of any of these behaviours.

A child or young person might be a victim of family violence in the following ways:

being hit, yelled at, or otherwise directly abused

being injured

being sexually abused

experiencing fear for self

experiencing fear for another person, a pet, or belongings

seeing, hearing, or otherwise sensing violence directed against another person

seeing, hearing, or otherwise sensing the aftermath of violence (such as broken furniture, smashed crockery, or an atmosphere of tension)

knowing or sensing that a family member is in fear

being told to do something (such as to be quiet or to 'behave') to prevent violence

being blamed for not preventing violence

attempting to prevent or minimise violence

attempting to mediate between the perpetrator and another family member

being threatened or co-opted by the perpetrator into using violent behaviour against another family member

being co-opted into supporting the perpetrator or taking their side

being isolated or socially marginalised in ways that are directly attributable to the perpetrator's controlling behaviours.

Family violence is predominantly (although not always) perpetrated by men against women and children. Children most commonly experience family violence through a partner or ex-partner of the mother. A child (or children) may also be the target of the behaviour (including a direct or indirect attack on the mother-child relationship) or may witness the behaviours, or the effects of the behaviours.

Family violence can have devastating impacts on children

Experiences of family violence create significant risks to a child's social, emotional, psychological and physical health and wellbeing. The longer a child experiences family violence, the greater the impact can be.

Action must be taken to protect the child and to limit their trauma and support their recovery. As a school staff member, you may be in the best position to identify that a child may be experiencing family violence and to take steps to protect the child by following the Four Critical Actions.

Family violence in our communities

Unfortunately, the incidence of family violence is high. Family violence is one of the most significant and serious issues facing our communities, with a devastating impact on the health and wellbeing of many Victorians.

It occurs within all social, cultural and economic groups, although some groups experience greater barriers to accessing help and support. Women are particularly vulnerable to family violence during pregnancy. Family violence does not necessarily end if the relationship ends. The family violence may not only continue but may increase in frequency and severity, especially during the period where the action is taken to leave or end the relationship.

Identifying family violence

Family violence can be difficult to identify. Victims of family violence, including children, often become very adept at hiding their distress as a coping and safety strategy.

The following sections outline some of the key physical and behavioural indicators of family violence in children. These indicators are drawn from the Department of Families, Fairness, and Housing (DFFH) family violence multi-agency risk assessment and management framework.

The Framework was updated in response to recommendations of the Royal Commission into Family Violence: the Family Violence Multi-Agency Risk Assessment and Management Framework (published under the former title, Department of Health and Human Services - DHHS)

Physical indicators of family violence

Physical indicators of family violence include (but are not limited to):

speech disorders

delays in physical development

failure to thrive (without an organic cause)

bruises, cuts, or welts on facial areas, and other parts of the body including back, bottom, legs, arms or inner thighs

any bruises or welts (old or new) in unusual configurations

any bruises or welts that look like the object used to make the injury (such as fingerprints, handprints, buckles, iron, or teeth)

fractured bones, especially in an infant where a fracture is unlikely to have occurred accidentally

poisoning

internal injuries.

Behavioural indicators of family violence

Behavioural indicators of family violence include (but are not limited to):

violent or aggressive behaviour and language

depression, anxiety, or suicidal thoughts

appearing nervous and withdrawn - including wariness or distrust of adults

difficulty adjusting to change

psychosomatic illness

bedwetting or sleeping disorders

'acting out', such as cruelty to animals

extremely demanding, attention-seeking behaviour

participating in dangerous risk-taking behaviours to impress peers

overly compliant, shy, withdrawn, passive, and uncommunicative behaviour

taking on a caretaker role prematurely, or trying to protect other family members

embarrassment about family

demonstrated fear of parents, carers, or guardians, and of going home

disengagement from school (absenteeism, lateness, school refusal) or poor academic outcomes

parent-child conflict

wearing long-sleeved clothes on hot days in an attempt to hide bruising or another injury

becoming fearful when other children cry or shout

being excessively friendly to strangers.

For older children and young people indicators can also include:

moving away or running away from home

entering a relationship early to escape the family home

entering into other violent or unsafe relationships

involvement in risk-taking or unlawful activity

alcohol and substance misuse.

Identifying family violence in parents and carers

As a school staff member, you will likely have contact with a child's parent or carer. Through interactions with parents and carers, you may identify signs, or receive a disclosure that a child is experiencing family violence. Noting that if a parent is experiencing family violence, it is highly likely that their child is also impacted.

You should always respond to any reasonable suspicion or belief that a child may be experiencing family violence by following the Four Critical Actions.

Key indicators that a family member is experiencing violence include:

nervous, ashamed or evasive behaviour

describing their partner as controlling or prone to anger

appearing to be uncomfortable or anxious in the presence of their partner

being accompanied by their partner, who does most of the talking

having physical signs of violence, such as bruising

giving an unconvincing explanation of injuries that they (or their child) have sustained

suffering anxiety, panic attacks, stress, or depression.

Some alleged perpetrators of family violence may also be subject to court orders, including family violence intervention orders.

More information

Emotional child abuse

Emotional child abuse occurs when a child is repeatedly rejected, isolated, or frightened by threats, or by witnessing family violence.

It also includes hostility, derogatory name-calling and put-downs, and persistent coldness from a person, to the extent that the child suffers, or is likely to suffer, emotional or psychological harm to their physical or developmental health. Emotional abuse may occur with or without other forms of abuse.

Physical indicators of emotional child abuse

Physical indicators of emotional abuse include (but are not limited to):

speech disorders such as language delay, stuttering, or selectively being mute (only speaking with certain people or in certain situations)

delays in emotional, mental, or physical development.

Behavioural indicators of emotional child abuse

Behavioural indicators of emotional abuse include (but are not limited to):

overly compliant, passive, and undemanding behaviour

extremely demanding, aggressive, and attention-seeking behaviour or anti-social and destructive behaviour

low tolerance or frustration

poor self-image and low self-esteem

unexplained mood swings, depression, self-harm, or suicidal thoughts

behaviours that are not age-appropriate (for instance overly adult or overly infantile)

fear of failure, overly high standards, and excessive neatness

poor social and interpersonal skills

violent drawings or writing

lack of positive social contact with other children.

Neglect includes a failure to provide the child with an adequate standard of nutrition, medical care, clothing, shelter, or supervision to the extent that the health or physical development of the child is significantly impaired or placed at serious risk.

In some circumstances the neglect of a child:

can place the child's immediate safety and development at serious risk

may not immediately compromise the safety of the child, but is likely to result in longer-term cumulative harm.

Physical indicators of neglect

Physical indicators of neglect include (but are not limited to):

appearing consistently dirty and unwashed

being consistently inappropriately dressed for weather conditions

being at risk of injury or harm due to consistent lack of adequate supervision from parents

being consistently hungry, tired, and listless

having unattended health problems and lack of routine medical care

having inadequate shelter and unsafe or unsanitary conditions.

Behavioural indicators of neglect include (but are not limited to):

gorging when food is available or inability to eat when extremely hungry

begging for or stealing food

appearing withdrawn, listless, pale, and weak

aggressive behaviour or irritability

involvement in criminal activity

little positive interaction with a parent, carer, or guardian

poor socialising habits

excessive friendliness towards strangers

indiscriminate acts of affection

poor, irregular, or non-attendance at school

staying at school for long hours and refusing or being reluctant to go home

self-destructive behaviour

taking on an adult role of caring for parents.

You should always respond to any reasonable suspicion or belief that a child may be experiencing neglect by following the Four Critical Actions.

Sexual behaviour in children under 10 Years

Student sexual offending

Student sexual offending refers to sexual behaviour that is led by a student 10 years and over, which may amount to a sexual offence.

If you suspect a student of sexual offending, refer to Identifying and responding to Student Sexual Offending.

The problem of sexual behaviour in children under 10

Most children and young people are likely to engage in some level of age-appropriate sexual behaviour as part of their development. Sexual behaviour can present itself along a broad continuum, with research suggesting that only a small number of children and young people develop problem sexual behaviour.

Read video transcript

Unfortunately this video doesn't include captions but we're working on producing an accessible version.

Willa: Hi again, and welcome to the section on identifying signs of abuse.

Dane and I are going to look at the types of abuse and the common signs of abuse. You can check out the factsheet or read through the text on the website if you need more detail.

Dane: So Willa, as you said earlier, as a school staff member we play a really critical role in identifying abuse.

For some kids, we might be the only people in their lives that are in a position to identify and report signs of abuse.

Willa: That's right, which is why it's really important that we know what we're looking for.

Dane: Willa, do you know which children are the most likely to be abused?

Willa: Any child can be abused. But children who are vulnerable, isolated or have a disability are much more likely to become a victim of abuse.

Dane: There are lots of forms of abuse too, aren't there? There is:

physical abuse

sexual abuse

grooming

emotional or physiological harm

neglect

and family violence

Willa: Yeah, that's right. Let's look at each of them.

Dane: Physical child abuse can consist of any non-accidental infliction of physical violence on a child by any person. Examples of physical abuse may include beating, shaking or burning, assault with implements and female genital mutilation.

Willa: Child sexual abuse is:

when a person uses power or authority over a child to involve them in sexual activity

It does not always involve physical contact or force (For example, talking to a child in a sexually explicit way or showing them pornography).

Dane: Sometimes a child may be manipulated into thinking that they brought the abuse on themselves, or that the abuse is an expression of love through a process of grooming.

Willa: That's right, grooming is when a person engages in predatory conduct to prepare a child for sexual activity at a later time.

Grooming can include communicating and/or attempting to befriend or establish a relationship or other emotional connection with the child or their parent/ carer.

Dane: Emotional abuse occurs when a child is repeatedly rejected, isolated or frightened by threats, or by witnessing family violence.

It can include things like, derogatory name-calling and put-downs, to the extent that the child suffers, or is likely to suffer, emotional or psychological harm to their physical or developmental health.

Willa: Neglect includes a failure to provide the child with an adequate standard of nutrition, medical care, clothing, shelter or supervision to the extent that the health or physical development of the child is significantly impaired or placed at serious risk.

Neglect may not immediately compromise the safety of the child, and can also result in longer term cumulative harm.

Willa: Family violence is behaviour towards a family member that may include:

physical violence or threats of violence

verbal abuse

emotional or psychological abuse

sexual abuse; and

financial and social abuse.

Dane: The signs that a child is being abused might be different depending on the type of abuse, right Willa?

Willa: Yes, and there is a breakdown of the typical signs of each form of abuse on the website, but let's run through some critical physical and behavioural signs to look out for for all forms of abuse.

PHYSICAL INDICATORS

bruises, welts, cuts/grazes or burns (especially those on back, bottom, legs, arms and inner thighs or in unusual configurations and may resemble an object)

internal injuries and bone fractures not consistent with the explanation offered

any injury to the genital or rectal area (e.g. bruising, bleeding, infection or anything causing pain to go to the toilet)

wearing clothes unsuitable for weather conditions to hide injuries

sexually-transmitted diseases and/or frequent urinary tract infections

appearing consistently dirty and unwashed and/or inappropriately dressed for weather conditions

being consistently hungry, tired and listless

having unattended health problems and lack of routine medical care.

Willa: Here is a list of the common physical indicators.

Dane: So looking at this list we should definitely be on the lookout for bruises and welts, internal injuries and injury to genitals, wearing unsuitable clothes to hide injuries, STDs, being consistently unwashed, hungry and having unattended health problems.

Willa: That's right. The best rule of thumb, is to err on the side of caution. If something doesn't seem right and you suspect that a child may be being abused then you should act by following the Four Critical Actions.

BEHAVIOURAL INDICATORS

disclosure of abuse and/or drawings or writing which depicts violence and abuse

habitual absences from school without reasonable explanation

significant and unexplained delays in emotional, mental or physical development

regressive or unusual changes to behaviour (e.g. sudden decline in academic performance, nervousness, depression, withdrawal, hyperactivity, aggression, bedwetting)

drug or alcohol misuse, suicide or self-harm, harm to others or animals

an inconsistent or unlikely explanation for an injury, or inability to remember the cause

reluctance to go home and/or a wariness or fear of a parent/carer

unusual fear of physical contact with adults

persistent and age-inappropriate sexual activity (e.g. excessive masturbation or rubbing genitals against adults, promiscuity)

poor self-care or personal hygiene

an unusually close connection with an older person

possessing expensive gifts or money (e.g. a new mobile phone given to them by a "friend")

Willa: Here is the list of common behavioural indicators.

Dane: There are some easy to identify indicators here too, like:

If you see drawings or writing from a student which depicts abuse

Or if there is persistent sexual activity which is inappropriate for their age.

Willa:

Or if they have an unusual fear of physical contact with adults

Or possess expensive gifts, or have unusually close connection with an older person.

Dane: I'm guessing that there are also signs that an adult may be perpetrating abuse, too?

Willa: Definitely

Dane: So we should be on the look out for any relationship between a family member and child or a staff member or other adult and child that makes us feel uncomfortable too?

Willa: Yes.

Within the family we should look for overprotective or volatile relationships and a child's reluctance to be alone with a family member. With other adults (including school staff members), we should look out for:

signs of inappropriate touching and social boundaries (like bringing up sexual or very personal detail in conversation)

giving of gifts; and

attempts to be alone with a child.

Dane: It says that adults may also try to undermine a child's reputation so no one will believe them about the abuse.

Willa: That's right.

Dane: So what we've learnt is that:

there are different forms of abuse

there are a range of common physical and behavioural indicators that a child may be being abused

and a range of signs that an adult is perpetrating abuse.

Willa: And most importantly...

Dane: If you form a reasonable suspicion that a child is being abused, or is at risk of abuse, or an adult is perpetrating abuse, even if you're not sure you must...

Both: Follow the Four Critical Actions.

Report abuse

Find out about the four critical actions you must take when responding to an incident, disclosure, or suspicion of child abuse: Report child abuse in schools.

Reporting and other legal obligations

All school staff members have a moral and legal obligation and a Duty of Care to protect any child under their care from foreseeable harm, refer to Reporting and other legal obligations.

Responding to other concerns about the wellbeing of a child

If you hold other wellbeing concerns for the child in addition to or other than abuse, refer to Reporting abuse: responding to other concerns about the wellbeing of a child.

Download PROTECT guides

PROTECT guide for staff spotting the warning signs of child abuse:

The information on this page has been taken from PROTECT: Identifying and responding to all forms of abuse in Victorian Schools. Download the guide in full:

Providing support to staff members

Allegations and instances of student sexual offending can cause trauma and significantly impact the mental health and wellbeing of school community members.

For more information on how to support students and impacted staff members, refer to: Providing Ongoing Support.

Support for you

If you need to talk to someone, it is recommended that you speak to your school leadership team about arranging appropriate support. You can also talk to your GP or another allied health professional.

Government school staff can also contact the Employee Assistance Program on 1300 361 008.

# data[].attributes.attachment_link.description
As a school staff member, it is critical to be able to recognise the physical or behavioural signs of child abuse. In many circumstances, they may be the only indication that a child is subject to abuse. Trigger warning. This page includes explicit descriptions of abuse and may be distressing to read.

# data[].attributes.headline
How to Handle Physical Abuse in the Classroom

# data[].attributes.subject
How to Handle Physical Abuse in the Classroom

# data[].attributes.body
If one of your students is experiencing physical abuse, how should you handle it in the classroom and support the student?
One of the most simple ways to confront the issue is being willing to listen to a student's story about the abuse, however, this may take time for the student to trust you. If you can create an environment where the student can feel comfortable to speak with you and share their trauma, you have already made great progress.
As appropriate, include your administration and school counselors into what the student is going through to help create a network of support for the student.

# data[].attributes.attachment_link.readable_text
The Edvocate was created in 2014 to argue for shifts in education policy and organization in order to enhance the quality of education and the opportunities for learning afforded to P-20 students in America. What we envisage may not be the most straightforward or the most conventional ideas. We call for a relatively radical and certainly quite comprehensive reorganization of America’s P-20 system.

That reorganization, though, and the underlying effort, will have much to do with reviving the American education system, and reviving a national love of learning.  The Edvocate plans to be one of key architects of this revival, as it continues to advocate for education reform, equity, and innovation.

# data[].attributes.attachment_link.description
Spread the loveChildhood trauma can have debilitating effects on the development of a child. Knowing this can help educators and parents help students transcend the impact of trauma and go on to be well-adjusted adults. Below you will find a chart that illustrates the impact that childhood trauma can have on the seven domains of child development.

# data[].attributes.body
Some of the most devastating disasters that impact learning include:
- Earthquakes
- Heatwaves
- Floods
- Hurricane
- Landslide
- Pandemic (COVID-19)
- Tornado
- Tsunami
- Wildfire
- Windstorm
- Extreme Winter Weather

# data[].attributes.body
Students will respond differently depending on the severity and type of disaster. As we have all recently been through one of these (pandemic) together, the signs and symptoms below are fresh in our minds. Although responses to disasters can vary, some of the signs and symptoms a student in struggling include:

Increased Reliance on Parents/Caregivers - Having gone through such a traumatic incident, children are often overly clingy and may outright refuse to leave their parents. This means that the student may miss school as a result of not being able to separate themselves from their guardians.

Social Withdrawal - After such a traumatic incident, teachers might notice that the student has lost interest in participating in activities in class they had once enjoyed. Likely as a result of a loss (home, family member, things) the student will feel depressed and withdraw within them selves, as they try to process what has happened to them and what comes next.

Disruptive Behavior - Students will likely feel confused, and possibly even angry from experiencing such trauma. As a result, these feelings could manifest into disruptive classroom behavior that could be physical or verbal.

Problems Sleeping - Disasters raise a lot of questions. Where will we live, what will we eat, who will take care of us, just to name a few. With all these thoughts racing through the heads of children, it is possible that they will even experience nightmares. Students may also sleep in class, as this is possibly the one place left they have that is safe.

# data[].attributes.attachment_link.readable_text
0:00 / 1:45•Watch full video

# data[].attributes.body
Given that all students respond differently to the trauma caused by disasters, the response strategies will also vary from child to child. However, there are some steps we as teachers can take to help our students during these difficult times.

Increased Reliance on Parents/Caregivers - Parent involvement in the education of their student is of the utmost importance here. There needs to be a constant line of communication between the parents/guardians. In the immediate aftermath of a disaster and upon return to school, parents should be allowed to attend classes with their child if needed. Eventually, once things return to a state of normalcy, parents will be required less and less to accompany their children.

Social Withdrawal - Teachers should not expect students to jump right back into a normal school routine after such a traumatic incident. Giving students time and gradually working them back into the normal classroom activities will greatly support the student. Also, frequent meetings with the school counsellor could be helpful for the student as well as the teacher who can get a better insight into the well-being of the student from a mental health professional.

Disruptive Behavior - The disruptive behavior of students in the classroom is a direct result of the trauma they have endured. As a result, the best intervention strategies will focus on healing the students well-being. Teaching them relaxation strategies, perhaps something as simple as Yoga may help the student better manage their emotions. A close partner in the school for this would be the Pastoral Head. Teachers should be working with the pastoral team in leadership positions to develop a specific plan to address the behavioral needs of the individual student.

Problems Sleeping - When it comes to this issue, the teacher might have to allow the student to go to the nurses office and sleep for a while. Using strategies to keep students continuously engaged like Whole Brain Teaching can keep students alert and moving throughout the school day. The teacher can also ask the student to write a journal for the day and include times when he/she ate dinner, got ready for bed, went to sleep, etc. so that this information can be used to help the student adjust their daily habits as needed.

# data[].attributes.body
SAMHSA. (2018, September). Behavioral Health Conditions in Children and Youth Exposed to Natural Disasters. Disaster Technical Assistance Center Supplemental Research Bulletin. Retrieved June 3, 2022, from https://www.samhsa.gov/sites/default/files/srb-childrenyouth-8-22-18.pdf

# data[].attributes.body
Last academic year in my school, one of my student's fathers died of COVID-19 during the large outbreak of the virus in India. The student was obviously devastated by what happened. It also did not help that we were still holding only online classes, as the personal face to face touch would have been much more helpful in this situation. Our school handled the situation in the following ways:

1. The Head of School and CEO personally reached out to the student to let him know the whole school community is thinking about him and his family and if they needed anything to please contact these individuals directly.

2. Learning for this student was placed on hold to allow him to grieve the loss of his father and prepare himself for the funeral.

3. Once the student was ready to return to school, the school counselor met with him for a lengthy period of time. After this, a staff meeting was held and lead by the school counselor who then explained her findings from the conversation with the student and gave a few suggestions that would help this incredibly brave boy cope.

4. Teachers implemented the strategies and kept in constant communication with the boy's mother and the school counselor, keeping them updated with any difficulties we came across with him in class.

5. At the end of the semester, all stakeholders met to discuss the student's progress (which was actually very impressive). Teachers discussed how ways that were effective in engaging him in their lessons, as he was quite withdrawn at first.

# data[].attributes.attachment_link.title
COVID-19 for Students | How to Come Out of This Ahead

# data[].attributes.attachment_link.provider_name
The National Child Traumatic Stress Network

# data[].attributes.attachment_link.readable_text
Complex trauma describes both children's exposure to multiple traumatic events-often of an invasive, interpersonal nature-and the wide-ranging, long-term effects of this exposure. These events are severe and pervasive, such as abuse or profound neglect. They usually occur early in life and can disrupt many aspects of the child's development and the formation of a sense of self. Since these events often occur with a caregiver, they interfere with the child's ability to form a secure attachment. Many aspects of a child's healthy physical and mental development rely on this primary source of safety and stability.

# data[].attributes.attachment_link.description
Complex trauma describes both children's exposure to multiple traumatic events-often of an invasive, interpersonal nature-and the wide-ranging, long-term effects of this exposure. These events are severe and pervasive, such as abuse or profound neglect.

# data[].attributes.body
Students who experience complex trauma that involve neglect, exploitation or abuse from their primary care giver can have the following effects.

- Low self confidence
- Internalising blame
- Sensitive to stress and their emotions.
- Trouble maintaining healthy relations.
- Trouble expressing their own feelings and emotions.
- Reacts violently and inappropriately in situations.
- May struggle with all kinds of relations, including authority.

# data[].attributes.attachment_link.authors[].name
Centers for Disease Control and Prevention (CDC)

# data[].attributes.body
Intimate partner violence (IPV) is abuse or aggression that occurs in a romantic relationship. “Intimate partner” refers to both current and former spouses and dating partners. IPV can vary in how often it happens and how severe it is. It can range from one episode of violence that could have lasting impact to chronic and severe episodes over multiple years. IPV can include any of the following types of behavior:

Physical violence is when a person hurts or tries to hurt a partner by hitting, kicking, or using another type of physical force.

Sexual violence is forcing or attempting to force a partner to take part in a sex act, sexual touching, or a non-physical sexual event (e.g., sexting) when the partner does not or cannot consent.

Stalking is a pattern of repeated, unwanted attention and contact by a partner that causes fear or concern for one’s own safety or the safety of someone close to the victim.

Psychological aggression is the use of verbal and non-verbal communication with the intent to harm another partner mentally or emotionally and/or to exert control over another partner.

IPV is connected to other forms of violence and is related to serious health issues and economic consequences. However, IPV and other forms of violence can be prevented. For more information about IPV definitions please see Intimate Partner Violence Surveillance: Uniform Definitions and Recommended Data Elements, Version 2.0.
pdf icon[3.04 MB, 164 Pages, 508].

How big is the problem?

IPV is common.  It affects millions of people in the United States each year. Data from CDC’s National Intimate Partner and Sexual Violence Survey (NISVS) indicate:

About 1 in 4 women and nearly 1 in 10 men have experienced contact sexual violence, physical violence, and/or stalking by an intimate partner during their lifetime and reported some form of IPV-related impact.

Over 43 million women and 38 million men have experienced psychological aggression by an intimate partner in their lifetime.

Reference: Fast Facts: Preventing Intimate Partner Violence |Violence Prevention|Injury Center|CDC. (n.d.). Centers for Disease Control and Prevention. https://www.cdc.gov/violenceprevention/intimatepartnerviolence/fastfact.html

# data[].attributes.body
Students who experience complex trauma may develop disproportionate physical responses to stress factors.

- IBS
- Frequent physical complaints: headaches and stomach aches
- May develop into more chronic issues as adults.
- May be under or over sensitive to stimuli. Sounds, light, etc.
- May not notice internal pain or when they injure themselves.
- May shut down during stressful situations and present symptoms of a panic attack. (rapid shallow breathing, shaking, nausea, light headed, elevated heart rate etc).

# data[].attributes.headline
Through Our Eyes: Children, Violence, and Trauma—Introduction

# data[].attributes.subject
Through Our Eyes: Children, Violence, and Trauma—Introduction

# data[].attributes.attachment_link.title
Through Our Eyes: Children, Violence, and Trauma—Introduction

# data[].attributes.headline
DISCUSSION: Primary & High School based Intimate Partner Violence - PT1

# data[].attributes.subject
DISCUSSION: Primary & High School based Intimate Partner Violence - PT1

# data[].attributes.body
There is also Part 2 of this Discussion.

# data[].attributes.attachment_link.readable_text
DISCUSSION: Primary & High School based Intimate Partner Violence - PT1

# data[].attributes.attachment_link.title
DISCUSSION: Primary & High School based Intimate Partner Violence - PT1

# data[].attributes.body
Usually families need more than therapy, they need case management and advocacy to assist the victim of violence in navigating the legal system, as well as resources and support by maintaining safety and security.
For children interventions include
-groups, individual therapy
-dyadic treatment with their nonoffending parent
-prioritizing strengthening the relationship with the nonoffending partner
Reference:
Effects. (2019, April 25). The National Child Traumatic Stress Network. https://www.nctsn.org/what-is-child-trauma/trauma-types/intimate-partner-violence/effects

# data[].attributes.body
The consequences of IPV can be profound and long-lasting.
Victims of IPV may experience a variety of physical, psychological, and social problems, such as:
Children’s immediate reactions to IPV may include:

Generalized anxiety

Sleeplessness

Nightmares

Difficulty concentrating

High activity levels

Increased aggression

Increased anxiety about being separated from a parent

Intense worry about their safety or the safety of a parent

Long-term effects, especially from chronic exposure to IPV, may include:

Physical health problems

Behavior problems in adolescence (e.g., delinquency, alcohol or substance abuse)

Emotional difficulties in adulthood (e.g., depression, anxiety, PTSD)

Poor physical health;

Depressed mood and/or anxiety;

Trauma and posttraumatic stress disorder;

Feelings of guilt or shame;

Increased risk of substance abuse;

Cardiac symptoms such as hypertension and chest pain;

Chronic disorders and chronic pain;

Gastrointestinal problems due to stress;

Reproductive problems;

Unsafe sexual behavior;

Low self-esteem;

Self-harm and suicide;

Inability to trust others;

Difficulty maintaining a job.

IPV has long-lasting, serious effects on a woman’s physical and mental health. For example, a study found that women were up to ten times more likely to report depression and seventeen times more likely to report anxiety if they were in violent relationships.  Because of this, it is important for women to understand what IPV looks like and what resources are available to someone experiencing IPV and looking for help.
References:
1. Marques, L. (n.d.). Intimate Partner Violence – What Is It and What Does It Look Like? Anxiety and Depression Association of America. https://adaa.org/learn-from-us/from-the-experts/blog-posts/consumer/intimate-partner-violence-what-it-and-what-does
2. Effects. (2019, April 25). The National Child Traumatic Stress Network. https://www.nctsn.org/what-is-child-trauma/trauma-types/intimate-partner-violence/effects

# data[].attributes.headline
Summary of Emotional Responses to Complex Trauma

# data[].attributes.subject
Summary of Emotional Responses to Complex Trauma

# data[].attributes.body
Students who experience complex trauma may struggle with emotional responses.

For example:
- difficulty identifying, expressing, and managing emotions.
- difficulty releasing emotions and stress. Often resulting in significant depression, anxiety and/or anger.
- may react explosively
- may be set off by reminders of traumatic events and exhibit trembling, anger, sadness, or avoidance.
- may react often, react powerfully, and have difficulty calming down when upset
- children are often vigilant and guarded in their interactions with others due to a learned behaviour that loved ones and trusted individuals are dangerous. This may result in hypersensitivity and perceiving every day situations as dangerous as well as others.

Strategies:
- Work with student to try to understand and identify reminders of trauma in the classroom.
- Students are guarded in interactions and may not be forthcoming in communication. Try using games to identify objects in the classroom that may cause stress.
- Use class meetings to identify behaviours that are causing tensions.
- Reduce factors and make observations.
- Seek professional help and communicate with student if they wish to speak to someone.

# data[].attributes.body
Students may dissociate choosing not to acknowledge the space around them and the people around them.

They may become emotionally numb and be unfazed by stressors around them. Choosing to escape internally and tune out.

Dissociation can be emotional, social and physical.

Dissociation can be inconsistent. Different stressors and reminders may elicit different responses from the individual.

# data[].attributes.headline
How to Implement Trauma-informed Care to Build Resilience to Childhood Trauma

# data[].attributes.subject
How to Implement Trauma-informed Care to Build Resilience to Childhood Trauma

# data[].attributes.attachment_link.readable_text
Despite its focus on trauma, TIC is inherently a strengths-based perspective that emphasizes resilience instead of pathology.[50] TIC has been defined and implemented in a number of ways, but the Substance Abuse and Mental Health Services Administration has identified four key elements-the Four Rs (see description of each "R" below)-that can be used broadly across programs, institutions, and services.[51]

Applying TIC to real-world settings begins with a child's first contact with a program, institution, or service system. It requires a comprehensive and multi-pronged effort involving the many adults in children's lives. For example, in a school or afterschool program, TIC means increasing trauma-related knowledge and skills among program facilitators, school administrators, bus drivers, food service workers, classroom assistants, administrative staff, volunteers, teachers, leadership, special education professionals, school social workers and psychologists, families, and anyone else who comes into contact with children. However, increasing trauma knowledge is only one aspect of TIC, which also means that the individuals who care for children must be able to:

1. Realize the widespread nature of childhood trauma and how it impacts the child's emotional, social, behavioral, cognitive, brain, and physical development, as well as their mental health. In addition, adults must be aware of the influence of trauma on family members, first responders, service providers, and others who may experience secondary stress (trauma-related reactions to exposure to another person's traumatic experience).[52],[53] In some instances, adults endure the same traumatic events or circumstances as the child (e.g., a natural disaster, community violence, death of a community member) and may benefit from similar supports.

2. Recognize the symptoms of trauma, including how trauma reactions (i.e., symptoms of posttraumatic stress) vary by gender, age, type of trauma, or setting. In addition, the adults in children's lives must understand that a child's challenging behaviors are normal, self-protective, and adaptive reactions to highly stressful situations, rather than viewing that child as intentionally misbehaving. Children's trauma reactions are understood to be adaptive efforts to protect themselves in response to traumatic events. For example, a child may be hypervigilant to an adult's anger or disapproval because, in the past, he or she experienced physical abuse by a parent. Or, a child may disassociate or daydream as a learned response that enables them to avoid feeling or thinking about a traumatic experience.[54] In addition, TIC means recognizing that trauma may influence a child's engagement in activities and services, interactions with peers and adults, and responsiveness to rules and guidelines.[55]

3. Respond by making necessary adjustments, in their own language and behavior, to the child's environment; and to policies, procedures, and practices to support the child's recovery and resilience to trauma.[56]

4. Resist re-traumatization by actively shaping children's environments to avoid triggers (sounds, sights, smells, objects, places, or people that remind an individual of the original trauma) and protect children from further trauma, which can exacerbate the negative impacts of trauma and interfere with the healing process.[57],[58]

Training and professional development on child trauma is an important first step in TIC. Providing adults (staff, leadership, families, and community partners) with training and professional development on childhood trauma is an important component of implementing TIC.[59] It is essential that adults become aware of the prevalence and impact of trauma, and learn to apply a "trauma lens" (i.e., gain the capacity to view children's difficulties in behavior, learning, and relationships as natural reactions to trauma that warrant understanding and sensitive care).[60] In addition, adults can learn key strategies to manage trauma-related problems in childhood. These include creating environments that feel physically and emotionally safe; teaching children self-regulation, language and communication skills, and how to build healthy relationships; learning each child's trauma triggers and how both the child and adults can limit, anticipate, and cope with them; and supporting the development of healthy attachments with parents and other caregivers, as well as positive relationships with peers. Evaluations of TIC initiatives also indicate that when parents, service providers, and programs share a common language and view of trauma, they are better able to work together to meet children's needs.[61]

Training and professional development opportunities are also important for increasing the capacity of adults to attend to other aspects of TIC, including family engagement; practices that are responsive to culture, gender, and sexual orientation; collaboration with community service providers (e.g., mental health providers who can screen for childhood trauma and provide evidence-based treatment); developing and integrating emergency and crisis response protocols; and establishing trauma-informed policies that support positive youth development despite exposure to trauma. Building capacity and maintaining an ongoing commitment to TIC efforts are critical to sustainability.[62], [63] However, although it is a critical component of TIC, training staff and parents on the impact of childhood trauma is not sufficient and does not in and of itself constitute TIC. TIC must also include comprehensive, ongoing professional development and education for parents, families, school staff, out-of-school program staff, and community service providers on jointly addressing childhood trauma.

Parents and service providers who work with children who experience trauma require self-care to prevent and mitigate the effects of secondary traumatic stress. TIC also means attending to the psychological and physical safety and well-being of the adults who care for children who have experienced trauma.[64], [65] Professionals, parents, and other caregiving adults may suffer secondary traumatic stress (trauma-related reactions to exposure to another person's traumatic experience).[66],[67] Psychoeducation (helping others understand the impact of trauma, both on affected individuals and on their service providers, as well as pathways toward recovery),[68] skills training, high-quality supervision, and self-care (e.g., rest, exercise, social support, mindfulness and other stress reduction activities, engaging in pleasurable activities and hobbies, psychotherapy) are critical to ensuring adult well-being and providing sufficient personal resources to work effectively with children who are exposed to trauma. See Figure 4 for specific strategies recommended by the National Child Traumatic Stress Network to combat secondary traumatic stress and reduce related staff burnout and turnover.[69]

Further research is needed on TIC in child-serving programs, institutions, and systems to develop a sufficient evidence base to inform policy and practice. TIC is a relatively new framework for working with individuals who experience trauma, and the evidence base in support of its effectiveness is in the early stages of development. However, a number of promising TIC initiatives in early care and education, schools, child welfare, and behavioral health have demonstrated improvements in trauma-related knowledge and skills among service providers, foster parents, and family members; reductions in children's posttraumatic stress symptoms and problem behaviors; and increases in children's strengths and protective factors.[70],[71],[72],[73],[74] In addition, a growing number of clinical treatment models-including Trauma-Focused Cognitive Behavioral Therapy,[75],[76] Child-Parent Psychotherapy,[77],[78] Attachment and Biobehavioral Catch-up,[79],[80] and Parent-Child Interaction Therapy,[81],[82] -have undergone rigorous evaluation and shown positive outcomes for children from infancy to late adolescence. However, TIC is not limited to mental health professionals. Each child-serving program, institution, or service system can play a role in TIC, including referral to clinical treatment and follow-up with families.

Conclusion

Trauma-informed programs, institutions, and service systems are critical to promoting and fostering resilience in all children, and particularly those who have experienced trauma. TIC requires comprehensive, multi-pronged support from adults in all aspects of children's lives. It includes increasing adults' knowledge of childhood trauma and helping them recognize the symptoms, as well as giving them the resources to support and refer children who have experienced trauma to appropriate services. Additionally, as programs make their services more trauma-informed, it is important that they promote self-care to prevent or address secondary trauma among adults working with children who have experienced trauma.
Endnotes
[1] De Bellis, M. D. & Zisk, A. (2014). The biological effects of childhood trauma. Child and Adolescent Psychiatric Clinics of North America, 23(2), 185-222.

[2] Enlow, M., Blood, E., & Egeland, B. (2013). Sociodemographic risk, developmental competence, and PTSD symptoms in young children exposed to interpersonal trauma in early life. Journal of Traumatic Stress, 26(6), 686-694.

[3] Lieberman (2004). Traumatic stress and quality of attachment: Reality and internalization in disorders of infant mental health. Infant Mental Health Journal, 25(4), 336-351.

[5] Substance Abuse and Mental Health Services Administration. SAMHSA's concept of trauma and guidance for a trauma-informed approach. HHS publication no. (SMA) 14-4884. Rockville, MD: Substance Abuse and Mental Health Services Administration.

[10] National Survey of Children's Health. (2011/12). Data query from the Child and Adolescent Health Measurement Initiative, Data Resource Center for Child and Adolescent Health website. Retrieved June 8, 2018 from www.childhealthdata.org.

[11] U.S Department of Health & Human Services Administration for Children and Families, Administration on Children, Youth and Families, Children's Bureau. (2019). Child maltreatment 2017. Washington, DC: Children's Bureau. Retrieved June 8, 2018 from https://www.acf.hhs.gov/cb/resource/child-maltreatment-2017

[12] McLaughlin, K. A., Koenen, K. C., Hill, E. D., Petukhova, M., Sampson, N. A., Zaslavsky, A. M., & Kessler, R. C. (2013). Trauma exposure and posttraumatic stress disorder in a US national sample of adolescents. Journal of the American Academy of Child & Adolescent Psychiatry, 52, 815-830.

[13] U.S. Department of Health & Human Services Administration for Children and Families, Administration on Children, Youth and Families, Children's Bureau. (2019).

[14] Grossman, G. (2000). The history of injury control and the epidemiology of child and adolescent injuries. The Future of Children, 10(1), 23-52.

[15] Fantuzzo, J., & Fusco, R. (2007). Children's direct exposure to types of domestic violence crime: A population-based investigation. Journal of Family Violence, 22(7), 543-552.

[16] Slopen, N., Shonkoff, J. P., Albert, M. A., Yoshikawa, H., Jacobs, A, Stoltz, R., & Williams, D. R. (2016). Racial disparities in child adversity in the U.S.: Interaction with family immigration history and income. American Journal of Preventive Medicine, 50(1), 47-56.

[17] De Bellis, M. D., & Zisk, A. (2014). The biological effects of childhood trauma. Child and Adolescent Psychiatric Clinics, 23(2), 185-222.

[18] Enlow, M. B., Egeland, B., Blood, E. A., Wright, R. O., & Wright, R. J. (2012). Interpersonal trauma exposure and cognitive development in children to age 8 years: a longitudinal study. Journal of Epidemiological Community Health, 66(11), 1005-1010.

[19] Shonkoff, J. P., Boyce, T., & McEwen, B. S. (2009). Neuroscience, molecular biology, and the childhood roots of health disparities: building a new framework for health promotion and disease prevention. JAMA, 301(21), 2252-2259.

[20] Streeck-Fischer, A., & van der Kolk, B. A. (2000). Down will come baby, cradle and all: Diagnostic and therapeutic implications of chronic trauma on child development. Australian and New Zealand Journal of Psychiatry, 34, 903-918.

[21] National Child Traumatic Stress Network. (2003).

[22] U.S. Department of Health and Human Services, Substance Abuse and Mental Health Services Administration, Center for Substance Abuse Treatment. (2014). Trauma-informed care in behavioral health services: Treatment Improvement Protocol (TIP) Series, No. 57. HHS Publication No. (SMA) 14-4816. Rockville, MD: Author.

[24] American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

[25] American Psychological Association Presidential Task Force on Posttraumatic Stress Disorder and Trauma in Children and Adolescents. (2008). Children and trauma: Update for mental health professionals. Washington, DC: American Psychological Association. Retrieved May 7, 2019 from http://www.apa.org/pi/families/resources/update.pdf

[26] Teicher, M. H., Andersen, S. L., Polcari, A., Anderson, C. M., & Navalta, C. P. (2002). Developmental neurobiology of childhood stress and trauma. Psychiatric Clinics of North America, 25(2), 397-426.

[28] Luthar, S. S., Cicchetti, D., & Becker, B. (2000). The construct of resilience: A critical evaluation and guidelines for future work. Child Development, 71(3), 543-562.

[29] Masten, A. S. (1994). Resilience in individual development: Successful adaptation despite risk and adversity. In M. C. Wang & E. W. Gordon (Eds.), Educational resilience in inner-city America: Challenges and prospects (pp. 3-25). Hillsdale, NJ: Lawrence Erlbaum Associates.

[30] Southwick, S. M., Bonanno, G. A., Masten, A. S., Panter-Brick, C., & Yehuda, R. (2014). Resilience definitions, theory, and challenges: Interdisciplinary perspectives. European Journal of Psychotraumatology, 5(1), 25338.

[32] World Health Organization. Risk factors. Retrieved on June 8, 2018 from http://www.who.int/topics/risk_factors/en/

[33] Smart, J. (2017). Risk and protective factors for child abuse and neglect. Australia: Australian Institute of Family Studies, Child Family Community Australia. Retrieved March 19, 2019 from
https://aifs.gov.au/cfca/publications/risk-and-protective-factors-child-abuse-and-neglect

[34] Child Welfare Information Gateway. (2004). Risk and protective factors for child abuse and neglect. Washington, DC: Administration for Children and Families, U.S. Department of Health and Human Services. Retrieved March 19, 2019 from https://www.childwelfare.gov/pubPDFs/riskprotectivefactors.pdf

[35] Smart, J. (2017).

[36] McCormick, A., Scheyd, K., & Terrazas, S. (2018). Trauma-informed care and LGBTQ youth: Considerations for advancing practice with youth with trauma experiences. Families in Society, 99(2), 160-169.

[39] Smart, J. (2017).

[40] National Scientific Council on the Developing Child (2005/2014). Excessive stress disrupts the architecture of the developing Brain: Working paper no. 3. Updated edition. Retrieved March 19, 2019 from www.developingchild.harvard.edu

[42] Blaustein, M. & Kinniburgh, K. (2010). Treating traumatic stress in children and adolescents: How to

[43] Lieberman, A. (2004).

[44] National Scientific Council on the Developing Child. (2015).

[46] Center for the Study of Social Policy. (n.d.). Protective factors framework. Washington, DC: Center for the Study of Social Policy. Retrieved March 19, 2019 from https://cssp.org/our-work/projects/protective-factors-framework/

[47] SAMHSA's concept of trauma and Guidance for a trauma-informed approach. HHS publication no. (SMA) 14-4884. Rockville, MD: Author.

[48] Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In R. M. Lerner & W. Damon (Eds.), Handbook of child psychology: Theoretical models of human development (pp. 793-828). Hoboken, NJ: John Wiley & Sons.

[49] Substance Abuse and Mental Health Services Administration. (2014).

[50] Elliott, D. E., Bjelajac, P., Fallot, R. D., Markoff, L. S., & Reed, B. G. (2005). Trauma-informed or trauma-denied: Principles and implementation of trauma-informed services for women. Journal of Community Psychology, 33, 461-477 (p. 467).

[51] Substance Abuse and Mental Health Services Administration. (2014).

[52] Substance Abuse and Mental Health Services Administration. (2014).

[53] Baird, K., & Kracen, A. C. (2006). Vicarious traumatization and secondary traumatic stress: A research synthesis. Counselling Psychology Quarterly, 19(2), 181-188.

[54] Substance Abuse and Mental Health Services Administration. (2014).

[55] Substance Abuse and Mental Health Services Administration. (2014).

[56] Substance Abuse and Mental Health Services Administration. (2014)..

[57] Substance Abuse and Mental Health Services Administration. (2014).

[58] Green Cross Academy of Traumatology. (2007). Standards of traumatology practice revised. http://www.greencross.org/index.php?option=com_content&view=article&id=183&Itemid=123

[59] 3. Lang, J., Campbell, K., & Vanderploeg, J. (2015) Advancing trauma-informed systems for children. Farmington, CT: Child Health and Development Institute of Connecticut. Retreived March 30, 2017 from www.chdi.org/files/7514/4405/4524/Trauma_IMPACT_-_FINAL.pdf

[60] Cole, S. F., Eisner, A., Gregory, M. & Ristuccia, J. (2013). Helping traumatized children learn: Creating and advocating for trauma-sensitive schools (Vol. 2). Boston, MA: Massachusetts Advocates for Children. Retrieved March 19, 2019 from from https://traumasensitiveschools.org/wp-content/uploads/2013/11/HTC
L-Vol-2-Creating-and-Advocating-for-TSS.pdf

[61] Bartlett, J. D., & Rushovich, B. (2018). Findings on the implementation of Trauma Systems Therapy Foster Care (TST-FC) in child welfare. Children & Youth Services Review, 91, 30-38.

[62] Substance Abuse and Mental Health Services Administration. (2014).

[64] Baird, K., & Kracen, A. C. (2006)

[66] Substance Abuse and Mental Health Services Administration. (2014).

[67] Baird, K., & Kracen, A. C. (2006)

[68] The role of psychoeducation in trauma and recovery: Recommendations for content and delivery. Journal of Evidence-Informed Social Work, 13(5), 442-451.

[69] The National Child Traumatic Stress Network. (n.d.). Introduction. Retrieved March 30, 2017 from

https://www.nctsn.org/trauma-informed-care/secondary-traumatic-stress/introduction

[70] Bartlett et al. (2017).

[71] Bartlett, J. D., Griffin, J.L., Spinazzola, J., Goldman Fraser, J., Noroña, C.R., Bodian, R., ... Barto, B. (2018). The impact of a statewide trauma-informed care initiative in child welfare on the well-being of children and youth. Children & Youth Services Review, 84, 110-117.

[72] Barto, B., Bartlett, J. D., Bodian, R., Noroña, C. R., Spinazzola, J., Griffin, J. L., ... Todd, M. (in press). The impact of a statewide trauma-informed child welfare initiative on children's permanency and maltreatment outcomes. Children & Youth Services Review.

[73] Lang et al. (2015)..

[74] Wright, T. (2014). Too scared to learn: Teaching young children who have experienced trauma: Research in review. Young Children, 69(5), 88-93.

[75] Cohen, J. A., Mannarino, A. P., & Deblinger, E. (2006). Treating trauma and traumatic grief in children and adolescents. New York: Guilford Press.

[76] Cohen, J. A., Mannarino, A. P., & Knudsen K. (2005). Treating sexually abused children: One year follow-up of a randomized controlled trial. Child Abuse & Neglect, 29, 135-146.

[77] Lieberman, A. F., & Van Horn, P. (2004). Don't hit my mommy: A manual for child parent psychotherapy with young witnesses of family violence. Zero to Three Press: Washington, D.C.

[78] Lieberman, A. F., Ghosh Ippen, C., & Van Horn, P. (2006). Child-Parent Psychotherapy: 6-month follow-up of a randomized controlled trial. Journal of the American Academy of Child and Adolescent Psychiatry, 45(8), 913-918.

[79] Dozier, M., Lindhiem, O., & Ackerman, J. (2005). Attachment and biobehavioral catch-up. In L. Berlin, Y. Ziv, L. Amaya-Jackson, & M. T. Greenberg (Eds.), Enhancing early attachments (pp. 178-194). New York: Guilford.

[80] Dozier, M., Peloso, E., Lindhiem, O., Gordon, M. K., Manni, M., Sepulveda, S., ... & Levine, S. (2006). Developing evidence-based interventions for foster children: An example of a randomized clinical trial with infants and toddlers. Journal of Social Issues, 62(4), 767-785.

[81] Eyberg, S.M., Funderburk, B. W., Hembree-Kigin, T., McNeil, C. B., Querido, J., & Hood, K.K. (2001). Parent-child interaction therapy with behavior problem children: One- and two-year maintenance of treatment effects in the family. Child & Family Behavior Therapy, 23, 1-20.

[82] Chaffin, M., Silovsky, J. F., Funderburk, B., Valle, L. A., Brestan, E. V., Balachova, T., ... Bonner, B. (2004). Parent-Child Interaction Therapy with physically abusive parents: Efficacy for reducing further abuse reports. Journal of Consulting and Clinical Psychology, 72(3), 500-510.

# data[].attributes.attachment_link.title
How to Implement Trauma-informed Care to Build Resilience to Childhood Trauma - Child Trends

# data[].attributes.attachment_link.description
Despite its focus on trauma, TIC is inherently a strengths-based perspective that emphasizes resilience instead of pathology.[50] TIC has been defined and implemented in a number of ways, but the Substance Abuse and Mental Health Services Administration has identified four key elements-the Four Rs (see description of each "R" below)-that can be used broadly across programs, institutions, and services.[51] Applying TIC to real-world settings begins with a child's first contact with a program, institution, or service system.

# data[].attributes.headline
Children, Violence, and Trauma—Treatments That Work

# data[].attributes.subject
Children, Violence, and Trauma—Treatments That Work

# data[].attributes.attachment_link.title
Children, Violence, and Trauma—Treatments That Work

# data[].attributes.attachment_link.title
Healing Adult Survivors of Child Abuse | Fire-Brown | TEDxGreenville

# data[].attributes.body
Historically, when someone has experienced trauma that has a lasting impact, they have been diagnosed with Posttraumatic Stress Disorder (PTSD). In recent years those who work with trauma victims have advocated for an additional category: Complex Trauma. Therapeutic work with those who have experienced either multiple traumas or repetitive and chronic trauma from a caregiver manifest differently than PTSD and seem to demand a different diagnosis.

# data[].attributes.attachment_link.readable_text
0:00 / 51:14•Watch full video

# data[].attributes.attachment_link.title
Complex Trauma: Understanding and Treatment - Diane Langberg

# data[].attributes.body
Complex trauma has a lot in common with the classic symptoms of PTSD, such as:

feeling anxious

having flashbacks

avoiding circumstances that remind you of the traumatic events

In addition, complex trauma can:

distort your sense of self

make it difficult to control your emotions

cause relationships challenges

# data[].attributes.attachment_link.readable_text
We know that most people who experience a trauma recover and do well. However, some people do develop persistent traumatic stress reactions after a life-threatening illness, injury or life-altering diagnoses. Look for new materials on PTSD following a medical trauma every Friday in June 2020.
Facebook | Twitter | Join | Donate
What is Medical Trauma?

Medical trauma is defined as a set of psychological and physiological responses to pain, injury, serious illness, medical procedures and frightening treatment experiences. ¹

Medical trauma can be viewed as an acute onset of a disrupted physiological system in which the ongoing threat is internal (i.e., the body) and may be long-term or permanent (e.g., cancer treatment). ² This differs from an external trauma (e.g., car accident) where once the event ends, the external threat ends.

See the full fact sheet for information on:

What aspects of medical events might be psychologically distressing?

Medical events and PTSD

What are the symptoms of PTSD resulting from medical trauma?

How common is PTSD following medical trauma?

How can PTSD resulting from medical trauma be addressed?

View clinician fact sheet references.
Medical trauma is emotional and physical responses to pain, injury, serious illness, medical procedures and frightening treatment experiences.

There are lots of different experiences related to illness, injury or medical treatment that can be difficult, uncomfortable or frightening.
See the full fact sheet for information on:

What kinds of medical experiences can cause trauma?

Signs you may be having a trauma response to a medical event

Signs you may have PTSD

How to cope with medical trauma

View survivor fact sheet references.
Research on Medical Trauma

Read through curated articles on conceptual frameworks, assessment and intervention for medical trauma.

Podcast Episode: Clinical Considerations For Medical Trauma

In this new episode of ISTSS podcast Trauma Talk, co-hosts Dr. Melissa Zielinski and Dr. Anne Wagner talk to Dr. Sacha McBain, a psychologist and associate director of the Center for Trauma Prevention, Recovery, and Innovation at the University of Arkansas for Medical Sciences. Their conversation covers clinical considerations for medical trauma including how to start addressing medical traumatic stress at the individual, clinician and organizational levels.

What are Friday Fast Facts?

# data[].attributes.attachment_link.description
We know that most people who experience a trauma recover and do well. However, some people do develop persistent traumatic stress reactions after a life-threatening illness, injury or life-altering diagnoses. Look for new materials on PTSD following a medical trauma every Friday in June 2020.

# data[].attributes.attachment_link.authors[].name
UCSF Dept. of Psychiatry and Behavioral Sciences

# data[].attributes.body
Fact Sheet For Professionals

Medical trauma is defined as a set of psychological and physiological responses to pain, injury, serious illness, medical procedures and frightening treatment experiences.1

Medical trauma can be viewed as an acute onset of a disrupted physiological system in which the ongoing threat is internal (i.e., the body) and may be long-term or permanent (e.g., cancer treatment).² This differs from an external trauma (e.g., car accident) where once the event ends, the external threat ends.

See the full fact sheet for information on:

What aspects of medical events might be psychologically distressing?

Medical events and PTSD

What are the symptoms of PTSD resulting from medical trauma?

How common is PTSD following medical trauma?

How can PTSD resulting from medical trauma be addressed?

Fact Sheet for Survivors

Medical trauma is emotional and physical responses to pain, injury, serious illness, medical procedures and frightening treatment experiences.

There are lots of different experiences related to illness, injury or medical treatment that can be difficult, uncomfortable or frightening.

See the full fact sheet for information on:

What kinds of medical experiences can cause trauma?

Signs you may be having a trauma response to a medical event

Signs you may have PTSD

How to cope with medical trauma

# data[].attributes.headline
Strategy for Regulating Emotional Responses

# data[].attributes.subject
Strategy for Regulating Emotional Responses

# data[].attributes.body
The Hand Brain Model by Dr. Daniel Siegel helps students understand the biological response happening when they lose control of their emotions.

Being able to understand the process helps students acknowledge when their emotions are disproportionate.

This is the first step to dealing with trauma.

Identify.

Regulation and Control

# data[].attributes.attachment_link.title
Dr. Dan Siegel's Hand Model of the Brain

# data[].attributes.attachment_link.readable_text
0:00 / 1:58•Watch full video

# data[].attributes.attachment_link.title
Helping Victims of Mass Violence and Terrorism: Partnerships and Planning, Response, Recovery

# data[].attributes.body
Mass Violence is a large-scale event (worldwide, national, or community) and can take many different forms. It’s a criminal act done with intention and violence resulting in emotional, physical, and psychological injury to a large number of people. Examples of what mass violence can look like are; terrorist bombs, mass riots, hijackings, and mass shootings.

Mass violence. Victim Connect Resource Center. (2021, March 29). Retrieved June 5, 2022, from https://victimconnect.org/learn/types-of-crime/mass-violence/

# data[].attributes.headline
Here's a website providing many resources for teachers or individuals

# data[].attributes.subject
Here's a website providing many resources for teachers or individuals

# data[].attributes.attachment_link.readable_text
The collection below provides practical resources from reputable organizations to help individuals and families cope in the aftermath of a large-scale violent event, such as a shooting or other form of mass violence or terrorism.

# data[].attributes.attachment_link.title
Coping in the Wake of Shootings, Mass Violence, and Terrorism

# data[].attributes.attachment_link.description
The collection below provides practical resources from reputable organizations to help individuals and families cope in the aftermath of a large-scale violent event, such as a shooting or other form of mass violence or terrorism. Resources from the American Psychological Association Managing Your Di…

# data[].attributes.body
Responses in Children

Acute Stress

Post-traumatic stress disorder

Anxiety

Depression

Regressive behavior

Sleep difficulties

Separation anxiety

Behavioral problems

Guilt

Shame

Observable reactions

Young Children

Loss of previously acquired skills

Sleep Difficulties

Separation anxiety

Engage in Traumatic Play

Regression of some speech

Regression of toilet skills

School Aged Children

Retelling of event

Expressing feelings of being overwhelmed

Sleep Disturbances

Concentration difficulties

Learning difficulties

Headaches and/or Stomach aches

Reckless or Aggressive Behavior

Adolescents

Withdrawal from friends or family

May fantasize about revenge

Radical shift in world perception

Self destructive behavior

Accident prone behavior

Age-related reactions to a traumatic event. National Child Traumatic Stress Network. (n.d.). Retrieved June 5, 2022, from https://www.nctsn.org/sites/default/files/resources/age_related_reactions_to_traumatic_events.pdf

Wanda P. Fremont. (2004, April 1). Home Page: Journal of the American Academy of Child & Adolescent Psychiatry. Journal of the American Academy of Child & Adolescent Psychiatry. Retrieved June 5, 2022, from https://www.jaacap.org/

# data[].attributes.body
When taking care or your students keep in mind; age, what their experience was, how it affected them or those close to them, was there a physical injury and how bad short-term or long-term. Also, make sure to take care of yourself and get help if you experienced the event as well.

Modify Lesson plans

Communicate with students

Know your students experiences

Share information with others

Provide Structure

Refer distressed students for help

Encourage your students to care for themselves

Set limits on anger

Reduce Reminders

Identify Sleep problems

Be patient

Promote prosocial activities

National Child Traumatic Stress Network. (n.d.). Teacher guidelines for helping students after mass violence. NCTSN. Retrieved June 5, 2022, from https://www.nctsn.org/sites/default/files/resources/fact-sheet/teachers_guidelines_talk_about_mass_violence.pdf

# data[].attributes.body
This is a useful introductory video that does not overwhelm teachers with technical information about the state of the complexly traumatized brain.

By separating the concept into learning brain and survival brain and through the use of  simple analogies, it delivers an explanation of what the problem is for teachers without offering a restrictive solution for how to solve it.

# data[].attributes.attachment_link.title
Understanding Trauma: Learning Brain vs Survival Brain

# data[].attributes.body
This video is a bit more intense, but it shows that the only way to process long term trauma is to introduce specialists who will use evidence-based treatments to guide their practice of helping the child grow past their traumatic experiences or learn how to successfully cope with them.

# data[].attributes.attachment_link.title
Children, Violence, and Trauma—Treatments That Work

# data[].attributes.body
Child sexual abuse is any interaction between a child and an adult (or another child) in which the child is used for the sexual stimulation of the perpetrator or an observer. Sexual abuse can include both touching and non-touching behaviors. Non-touching behaviors can include voyeurism (trying to look at a child’s naked body), exhibitionism, or exposing the child to pornography. Children of all ages, races, ethnicities, and economic backgrounds may experience sexual abuse. Child sexual abuse affects both girls and boys in all kinds of neighborhoods and communities.

Sexual Abuse. (2022). Retrieved 6 June 2022, from https://www.nctsn.org/what-is-child-trauma/trauma-types/sexual-abuse

# data[].attributes.body
https://www.youtube.com/watch?v=q8zaFkusDd0

# data[].attributes.attachment_link.title
Depression & Child Sexual Abuse | Dr Rosaleen McElvaney

# data[].attributes.headline
What are the signs of child sexual abuse?

# data[].attributes.subject
What are the signs of child sexual abuse?

# data[].attributes.body
Children who have been sexually abused may display a range of emotional and behavioral reactions, many of which are characteristic of children who have experienced other types of trauma.

These reactions include:

An increase in nightmares and/or other sleeping difficulties

Withdrawn behavior

Angry outbursts

Anxiety

Depression

Not wanting to be left alone with a particular individual(s)

Sexual knowledge, language, and/or behaviors that are inappropriate for the child’s age

Although many children who have experienced sexual abuse show behavioral and emotional changes, many others do not. It is therefore critical to focus not only on detection, but on prevention and communication—by teaching children about body safety and healthy body boundaries, and by encouraging open communication about sexual matters

https://www.nctsn.org/what-is-child-trauma/trauma-types/sexual-abuse/effects

# data[].attributes.attachment_link.provider_name
The National Child Traumatic Stress Network

# data[].attributes.attachment_link.description
Children who have been sexually abused may display a range of emotional and behavioral reactions, many of which are characteristic of children who have experienced other types of trauma. These reactions include:

# data[].attributes.headline
Five Ways to Support Students Affected by Trauma

# data[].attributes.subject
Five Ways to Support Students Affected by Trauma

# data[].attributes.body
Building the mental health and academic capacities of students affected by trauma requires more than repairing psychological disorder and developmental delays—it requires the dual mantra of healing and growth. Of repairing and rising up.

Working with students who are affected by trauma requires schools to assist in providing individual counseling services, safety and crisis planning, behavior plans, self-care plans to address triggers, and case management. Most of these services are not provided by the classroom teacher, yet the teacher is the person who spends the most time with trauma-affected students. A key way in which positive psychology adds to the trauma-informed strategies above is by empowering teachers in the classroom to help their students on a daily basis.

Here are five teaching techniques that you can use in your class, knowing that these approaches also assist your mainstream students.

1. Positive relationships. Trauma-affected students have more relationship challenges to navigate than most. These students can be dealing with harmful relationships at home and then come to school to manage relationships not only with their teachers but also with social workers, police officers, and clinicians—all while living out their daily lives.

It is critical that we help these students feel safe and trusting where possible, so they learn to develop social intelligence and seek out positive bonds with others. Teachers may be the only people who help these students learn what a healthy, supportive relationship feels like. Building relational trust involves simple teaching practices such as smiling, sharing parts of your life with your students, getting to know your students as individuals, and using yourself as a role model of a reliable and regulated adult.

2. Positive physical space. The physical layout and look of your classroom can be used to build positive emotions. Putting up positive visuals and quotes can inspire creative thinking and teamwork in your students. Increased natural light or soft lighting can enhance an open, warm, and relaxing environment.

Consider how the furniture and seating is arranged in your class. Is it helping students to feel safe and connected? You could also bring plants into the room or create a mindfulness corner, a dedicated space that students can visit when they need to regulate their stress response. The corner can include a bean bag, mindful coloring books, squeeze toys, noise-cancelling headphones, and more.

3. Positive priming. Following the research of Barbara Frederickson, you can use simple priming techniques to foster positive emotions such as contentment, pride, awe, and wonder in class.

Brain breaks are one helpful technique. The teachers who work with us have found that brain breaks are most effective when students reflect on the type of energy they need at that moment for learning: Escalating brain breaks build positive energy and emotions such as joy, happiness, and wonder (e.g., clapping games, thumb wars, laughter yoga, racing around the desk), while de-escalating brain breaks build calm emotions such as contentment and serenity, which help a student to feel safe and focused (e.g., silently tracing the movements of a partner, triangle breathing, playing music or repeating mantras, and body movements such as shoulder shrugging or pumping your toes inside your shoes).

You can also use positive primers to boost positive emotion when students first enter the classroom (such as by greeting them with the healthy touch of a handshake or a high five), during transitions (by turning transition routines into a silent game such as “follow the leader”), or during independent work breaks (by having students deliberately savor their accomplishment and share with a peer).

According to Fredrickson’s theory, helping your students build up their bank account of positive emotions over time changes their brain to help them learn more effectively, form better relationships, and become more resilient. Next time you are planning a lesson, think about how you can use positive primers throughout the learning experience.

4. Using character strengths. Teaching strengths in schools has been shown to increase achievement and well-being. All students, especially trauma-affected students, need opportunities to identify, recognize, practice, and use their character strengths, which include qualities like kindness, humor, creativity, and bravery.

Use Your Strengths

Tap into your positive traits and enjoy greater happiness

Try It Now

Ways to help students learn about their own strengths and the strengths of others include strengths surveys (if their literacy skills allow), strengths cards, and strengths spotting exercises—like identifying strengths in their heroes or playing a secret agent game where they are invited to “spy” on a fellow student to identify the strengths of that student. To teach about particular strengths, you could focus on stories in English and Humanities curriculums where characters or historical figures displayed those strengths. Strengths can also be developed through performing arts, sports, and other co-curricula.

5. Building resilience. Sadly, you cannot always impact the life of a student outside of school, but you can teach resilience strategies that help a student affected by trauma to gain a better understanding of their situation and to counteract the negative messages of shame they often internalize.

Students can practice resilience skills through role plays that help them to act out skills such as setting boundaries and verbalizing their feelings, all while in the safety of a classroom. Literature, poetry, and song lyrics can help students identify examples of resilient thinking—for example, Ariana Grande’s song “No Tears Left to Cry” following the London terrorist attack at her concert. Analyzing the ways in which media figures, sports heroes, and other high-profile people explain their successes and failures showcases the difference between optimism and pessimism.

Teachers can also use moments in the learning process when students feel frustration or self-doubt to coach them on how to dispute their pessimism and automatic negative thinking (“I can’t do this”; “I’m dumb”) to make room for optimism and constructive thinking (“Maybe I’m tired and I need a break”; “I solved the problem last week and I can do it again”; “It takes me a little longer than others, but I’ve come a long way”). Learning resilience skills can provide an internal psychological buffer for students when they are outside of school, as well as providing empowering experiences at school.

Every teacher wants to positively impact the lives of their students. For students who are affected by trauma, the teacher plays an even more vital role. The introduction of positive psychology into the classroom has huge potential to change the trajectories of the lives of many of these young people by moving beyond repair to also inspire growth

# data[].attributes.body
Problematic Sexual Behavior-Cognitive-Behavioral Therapy for School-Age Children

Modality:

Family, Group

PSB-CBT-S is a family-oriented, cognitive-behavioral, psychoeducational, and supportive treatment group designed to reduce or eliminate incidents of problematic sexual behavior.

Risk Reduction through Family Therapy

Modality:

Individual, Family

RRFT is an integrative approach to addressing the heterogeneous symptoms experienced by trauma-exposed adolescents. It targets a broad range of trauma-related psychopathology (e.g., PTSD, depression) and risk behaviors (substance use/abuse, risky sexual behavior, non-suicidal self injury).

Trauma-Focused Cognitive Behavioral Therapy

Modality:

Individual, Family, Group

TF-CBT is an evidence-based treatment for children and adolescents impacted by trauma and their parents or caregivers.

# data[].attributes.body
Basic idea of the topic

# data[].attributes.attachment_link.readable_text
0:00 / 3:12•Watch full video

# data[].attributes.body
Refugee. A refugee is someone who owing to a well-founded fear of being persecuted for reasons of race, religion, nationality, membership of particular social group or political opinion, is outside the country of his nationality, and is unable to or, owing to such fear, is unwilling to avail himself of the protection of that country. (Article 1 of the 1951 Convention Relating to the Status of Refugees)

Asylum-Seeker. An individual who does not meet the legal definition of refugee, but who applies for asylum (or refugee) status after he/she is already present in the US or at a port of entry. Asylum applicants can have any (or no) immigration status when they apply. Asylum status can be granted by either a USCIS asylum officer or by an Immigration Judge within the US Department of Justice’s Executive Office of Immigration Review. (Section 208 of the Immigration and Nationality Act)

# data[].attributes.body
Many refugees, especially children, have experienced trauma related to war or persecution that may affect their mental and physical health long after the events have occurred. These traumatic events may occur while the refugees are in their country of origin, during displacement from their country of origin, or in the resettlement process here in the US.

While in their country:

War

Lack of food, water, and shelter

Physical injuries, infections, and diseases

Torture

Forced labor

Sexual assault

During displacement, refugee children often face many of the same types of traumatic events or hardships that they faced in their country of origin, as well as new experiences such as:

Living in refugee camps

Separation from family

Loss of community

Uncertainty about the future

# data[].attributes.body
Work to build trust with all family members, not only to increase the benefits of treatment, but also to ensure the family will accept your recommendations and referrals.

Listen to the family’s concerns, acknowledge the importance of their expressed primary problems, and address first the basic or most urgent needs.

Focus on aspects of the mental health services that relate to the family’s expressed values, such as supporting a child’s academic success.

When you are referring to other services, discuss what the resource can provide for the child or family and, if possible, facilitate the family’s contacting the referral.

# data[].attributes.attachment_link.title
How we can bring mental health support to refugees | Essam Daod

# data[].attributes.attachment_link.readable_text
Our work

Asylum seekers and refugees are more likely to suffer from mental health challenges, even after they arrive at a place of relative safety.

Amna provides refugee communities with safe spaces where they can heal from the effects of conflict, war and displacement by reconnecting with others and becoming part of a community.

By supporting individuals, organisations and refugee communities to run safe spaces for restorative group activities, we help people regain their resilience and rediscover feelings of joy and belonging.

# data[].attributes.attachment_link.description
Asylum seekers and refugees are more likely to suffer from mental health challenges, even after they arrive at a place of relative safety. Amna provides refugee communities with safe spaces where they can heal from the effects of conflict, war and displacement by reconnecting with others and becoming part of a community.

# data[].attributes.body
Attend to engagement and cultural considerations as important first steps.

When assessing a child’s history, ask about the child’s background, past school experience, trauma history, and current stressors (including current trauma exposure such as community violence).

Ask about specific behaviors (e.g., isolating or not spending time with others, not enjoying or participating in activities, frequent outbursts) that might be concerning for caregivers; this may be a culturally appropriate way to discuss mental health symptoms.

Ask about—and respect the caregiver's or child’s interpretation of—the symptoms and concerns. You might ask, “Why do you think you are/your child is behaving this way?” or “You know your child best. Do you have any concerns?”

Try to assess if symptoms are culturally specific ways to express mental health distress. You might simply ask, “Do you know anyone else who has these same problems?”

Pay attention to the social and environmental stressors in the child’s life and how these may contribute to the symptoms described.

Children with school problems may have learning or cognitive differences/disabilities that are impeding his or her progress. While difficult to assess, due to differences in culture, language, and school exposure, these are important to identify

# data[].attributes.body
Peterson, S. (2018, September 4). Refugee trauma. The National Child Traumatic Stress Network. Retrieved June 7, 2022, from https://www.nctsn.org/what-is-child-trauma/trauma-types/refugee-trauma

# data[].attributes.attachment_link.title
Through Our Eyes: Children, Violence, and Trauma—Introduction

# data[].attributes.body
Community violence does not refer to physical violence inflicted on a child, but it manifests as trauma nonetheless. Their sense of safety is affected and they often feel helpless. If your brain is wired to constantly be on the lookout for danger, how can you focus on learning? Adults need to be aware, and intervene early. As Dr Jim Henry says, trauma affects the amygdala in the brain (where our fight, flight, freeze triggers are). This changes the stress hormones in a student. Some of the symptoms of a student traumatized by community violence include:

inability/disrupted sleep

distractedness

unable to focus and attend to learning

difficulty in establishing trusting relationships, especially with adults

thoughts of revenge that they cannot control

back and forth behavior between shy/withdrawn and unusually aggressive

Adults need to be aware, and intervene early. As Dr Jim Henry says, trauma affects the amygdala in the brain (where our fight, flight, freeze triggers are). This changes the stress hormones in a student. If we don't work on alleviating this, the stress and trauma will continue to live and build in our students.

# data[].attributes.body
Once we, as educators, realize that students are exhibiting signs and symptoms of trauma as a result of community violence (as well as many other kinds of trauma symptoms) it is our responsibility to act. We need a system that is trauma-aware. When we know what trauma victims need, we can act accordingly.

1. The first and most important: connect with a school counselor or local counselor who can work with students one on one

2. Structure: students who are victims of trauma need structure, routine and predictability to help them feel safe

3. Transitions: Apart from helping with class management, clearly communicated transitions (e.g "first we will do this, then this, then this" and "in two minutes things will change" etc) help traumatized students. They don't have to constantly be on the lookout for sudden, scary changes if they always know what is coming.

4. Choices: Part of the reason why students feel scared and distracted is because they feel like they have no choices in what happens to them. By handing over control to them, they are shown that they can make decisions and be respected.

5. Safe Space/"Safe Escape" Space: Show students that if they are feeling scared, triggered or overwhelmed, there is a system designed for them to get to a safe space - for example, a quiet corner of the classroom that has things in it that the students have chosen that help them to feel safe and calm.

All of these steps help students to form trusting relationships with their teachers, and help them to feel safe. Combined together in different ways, they help ease the student, and prevent them acting out in the ways listed in the "symptoms" section.

# data[].attributes.attachment_link.description
Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

# data[].attributes.body
https://www.weareteachers.com/9-resources-for-trauma-informed-school/

https://www.youtube.com/watch?v=G6BH0NDuj-E

# data[].attributes.body
Child Sex Trafficking is a severe form of child sexual abuse that is illegal in all 50 states. According to the Trafficking Victims Protection Act, the sex trafficking of minors is the recruitment, harboring, transportation, provision, obtaining, patronizing, or solicitation of a person under the age of 18 for the purposes of a commercial sex act, defined as any sex act for which anything of value is given to or received by any person. In simple terms, it is the exchanging of something of value for sex with a child/minor. While proof of force, fraud, or coercion is required for adult sex trafficking victims, these elements are NOT required when the victim is a minor, nor is it a requirement that a 3rd party benefit from or facilitate the exchange. That is, the youth does not have to have an identified trafficker to be a victim of trafficking.

# data[].attributes.attachment_link.provider_name
The National Child Traumatic Stress Network

# data[].attributes.attachment_link.description
Sex trafficking occurs among all socioeconomic classes, races, ethnicities, and gender identities and in urban, suburban, and rural communities across the US.

# data[].attributes.attachment_link.title
Child sex trafficking in America | Nacole | TEDxRainier

# data[].attributes.body
Survivors of child sex trafficking often are unable to self-identify as victims or disclose their abuse because of fear, shame or loyalty to their abuser(s). It is not a child’s responsibility to ask for help. It is up to professionals and trusted adults in the child’s life to recognize the signs associated with child sex trafficking.

Red flags or indicators should not be considered a checklist or an assessment tool. Rather, if observed they may be an opportunity to ask more questions.

Physical Indicators:

Signs of sexual or physical abuse

Symptoms of neglect such as malnourishment

Unaddressed or chronic medical/dental issues or STIs

In possession of bulk sexual paraphernalia such as condoms or lubricant

Unexplained access to large amounts of cash, pre-paid cards, or hotel keys

Close association with an overly controlling adult

In possession of material items inconsistent with the child’s access to money or socioeconomic status

References traveling to other cities or states while missing, or while their whereabouts were unknown

Tattoos or other branding, such as those indicating money or matching other known trafficking victims, or that the child is reluctant to explain

Behavioral Indicators:

Chronically runs away from home (especially 3+ missing incidents)

Lies about age and identity or has a secret online profile

Appears overly frightened, annoyed, resistant, or belligerent to authority figures

Stops engaging in activities they previously enjoyed

Abruptly disconnects from family and friends

References online escort ads or dating websites/apps

Unexplained absences from school

Significant changes in behavior, including their online activity

Uses language or emojis often associated with commercial sex such as “trick”, “the life”, or “the game”

Avoids answering questions or lets others speak for them

# data[].attributes.attachment_link.provider_name
National Center for Missing & Exploited Children

# data[].attributes.attachment_link.readable_text
Overview

Child sex trafficking is a form of child abuse that occurs when a child under 18 is advertised, solicited or exploited through a commercial sex act. A commercial sex act is any sex act where something of value - such as money, food, drugs or a place to stay - is given to or received by any person for sexual activity.

While any child can be targeted by a trafficker, research, data and survivor lived experience and expertise have revealed traffickers and buyers often target youth who lack strong support networks, have experienced violence in the past, are experiencing homelessness, or are marginalized by society. When youth feel like they are not loved, supported in their identity and voice, or like they don't belong they become ever more vulnerable to unsafe situations. Traffickers are masters of manipulation and prey upon vulnerabilities using psychological pressure, false promises actions of perceived love/support and intimidation to control and sexually exploit the child for their benefit. The issue of child sex trafficking is complex. Understanding the various forms of child sex trafficking and indicators can create opportunities for prevention, identification, and response. Most importantly NCMEC embraces and encourages all efforts on this issue to be survivor-informed, child-centered, and trauma-informed.

Below are some examples of child sex trafficking:

Child sex trafficking can have devastating immediate and long-term consequences, including health impacts, psychological and physical trauma and even death.

Prevention, education and intervention are key to keeping children safer. After making a missing child report to law enforcement we encourage law enforcement, parents, and legal guardians to report ALL missing children, especially children who have run away, to NCMEC by calling 1-800-THE-LOST (1-800-843-5678). Next, if you are concerned about potential child sex trafficking activity or see situations including the indicators listed below please make a report to NCMEC's CyberTipline or call 1-800-THE-LOST.

Risk Factors

Understanding adverse childhood experiences (ACEs) as common risk factors helps identify opportunities to proactively intervene in an effort to prevent child sex trafficking. We've organized these factors into three categories. The list below is not exhaustive and many factors may be interconnected.

Societal & Environmental

Racism

Bullying

Lack of resources

Involvement in child welfare or juvenile justice systems

Gang activity

Sexism

Xenophobia

Family

Inter-generational sexual abuse

Lack of acceptance of gender identity or sexual orientation

Housing instability/homelessness

Immigration status

Adverse childhood experiences:

Domestic violence

Household substance abuse

Physical/emotional neglect or abuse

Sexual abuse

Families with untreated mental health issues

Individual

History of trauma

Lack of supportive family or adult figures

Low self-esteem

Developmental or physical disability

Substance misuse

Child Sex Trafficking Indicators

Child Sex Trafficking Vulnerabilities

In 2022, NCMEC received more than
19,000 reports
of possible child sex trafficking.

In 2022, NCMEC received over 400 reports of children who had run away and were likely victims of child sex trafficking, who were also being exploited through a gang.

Trends show us that when children run away frequently or for long periods of time, they tend to be running from an unsafe situation or to an unsafe situation.
1 in 6
of the more than 25,000 cases of children reported missing to NCMEC in 2022 who had run away were likely victims of child sex trafficking.

Of the children reported missing to NCMEC in 2022, who had run from the care of child welfare,
18%
were likely victims of child sex trafficking.

What NCMEC is Doing About it

Providing a Specialized Response

NCMEC provides training, case management, clearinghouse resources, analytical support, family and peer support, and recovery services assistance on reports involving child sex trafficking, including:
Child Sex Trafficking Analytical Team
The Child Sex Trafficking Team resources are available to law enforcement only. For assistance please reach out to 1-800-THE-LOST and ask to speak with a member of this team.

Reviews CyberTipline reports relating to child sex trafficking and makes them available to law enforcement for review and potential investigation;

Conducts link analysis to connect potential victims and/or offenders in multiple states or locations;

Provides specialized child sex trafficking analytical assistance to law enforcement to assist with the location and recovery of survivors;

Leverages open source data and specialized child sex trafficking technology tools to develop information and leads;

Analyzes phone numbers, names, email addresses, and/or publicly accessible online presence of possible traffickers to support law enforcement with the location and recovery of missing children exploited through child sex trafficking.

Offers law enforcement free, specialized operational support.

Child Sex Trafficking Recovery Planning and Services

The Child Sex Trafficking Recovery Services Team (RST) provides specialized technical assistance and resources to child welfare workers who are working with missing children who are also victims of child sex trafficking. RST Resource Specialists provide knowledge and guidance on promising practices in trauma-informed response by making connections to statewide and local specialized child sex trafficking resources. RST Resource Specialists are prepared to assist in the development of intentional, trauma-informed, and victim-centered plans which have been proven to build rapport, increase opportunities for youth engagement, and reduce trauma responses. For more information, click here.
Family Advocacy & Support
NCMEC provides assistance and support to families impacted by child sex trafficking. Family Advocacy Specialists offer crisis intervention to families as well as local referrals to appropriate professionals for longer-term support. Families of exploited children often feel alone in their struggle and overwhelmed by the issues impacting their lives. NCMEC's Team HOPE is a volunteer program that connects families to others who have experienced the crisis of a sexually exploited child. These trained volunteers offer peer support, coping skills, and compassion.

Prioritizing Survivor Leadership & Voice

In 2020, NCMEC launched the Child Sex Trafficking Survivor Expert Working Group to strengthen our existing efforts to prevent, identify, and serve survivors of child sex trafficking. This incredible group worked alongside NCMEC to ensure our programs are informed by the lived experience and expertise of individuals who have survived this type of abuse. Each of the 15 members from across the nation was brought onto the NCMEC team as independent Expert Consultants representing diverse professional, experiential and cultural perspectives, and have refined, reshaped and reformed our current and future child sex trafficking efforts and programs.

This work is just the beginning. The knowledge survivors of child sex trafficking provide is immeasurable, and NCMEC is committed to having a team of compensated lived experience experts to inform existing and future programs. NCMEC's child sex trafficking work will continue to be informed by lived-experience experts from idea to innovation through to the launch.

Meet the NCMEC CST Expert Consultants

Training Professionals on How to Identify & Respond to Child Sex Trafficking

NCMEC provides specialized child sex trafficking training on the identification and response to child sex trafficking that can be provided online or in-person. To learn more about our training options or request a specialized training click here.

Introduction to Child Sex Trafficking

This training offers three modules and builds a comprehensive foundation on the issue of child sex trafficking for all audiences including law enforcement, child welfare, as well as concerned citizens.

To access click here.

Training for Child Welfare Professionals on Child Sex Trafficking

Child Welfare professionals play an important role in the response to child sex trafficking and NCMEC is here to help! This training offers three micro-modules specifically designed to assist child welfare professionals working with children missing from care who are exploited through child sex trafficking.

Courses:

Child Sex Trafficking Legislation: What it Means for You

Reporting Children Missing from Care: How NCMEC Can Support You

NCMEC Resources for Child Welfare Professionals

Click here to access our three new trainings!

Building Awareness about the Issue

NCMEC writes, contributes to, and publishes multiple publications pertaining to child sex trafficking. See them all here.

Child Sex Trafficking Overview

Child Sex Trafficking in America: A Guide for Parents & Guardians

Child Sex Trafficking in America: A Guide for Child Welfare Professionals

Missing Male Victims of Child Sex Trafficking

Missing Children, State Care, and Child Sex Trafficking: Engaging the Judiciary in Building a Collaborative Response

# data[].attributes.attachment_link.description
The Child Sex Trafficking Team at the National Center for Missing & Exploited Children provides assistance to law enforcement in their efforts to identify and recover child victims of sex trafficking through a partnership with the FBI's Innocence Lost National Initiative.

# data[].attributes.body
Pimp-Controlled Trafficking:
Child is trafficked by an unrelated individual, male or female, who often develops an intentional relationship with the child which is later used as leverage in the exploitation.

Gang-Controlled Trafficking:
Child is trafficked by a member of a gang or trafficked by the gang.  Gangs leverage their organizational structure, violence, and local, national and international networks to instill fear and loyalty in the child victim.

Familial Trafficking:
Child is trafficked by a relative or a person who is perceived by the child to be a family member such as individuals referred to as “auntie” or “uncle” but are not directly related to the child.

Buyer-Perpetrated Trafficking:
Child is being trafficked but does not have an identified trafficker.  Instead, the buyer is directly exploiting the child’s vulnerabilities by offering money, food, and/or shelter in exchange for the sexual exploitation.

Source:
National Center for Missing & Exploited Children. (2021). Child Sex Trafficking. National Center for Missing & Exploited Children. https://www.missingkids.org/theissues/trafficking

# data[].attributes.body
Screening of youth ensures that those involved in child sex trafficking, or those who may be at high risk of being trafficked, are identified and signals the need for further assessment by designated systems, agencies, and professionals.

To assist in the screening process, it is important to use a trauma-informed, culturally responsive, gender affirming approach when interacting with youth and their caregivers. Professionals should, whenever possible, avoid repeated questioning by multiple professionals.

Some screening tips include:

Screen for trafficking in a safe, private, and welcoming environment

Attempt to create comfort before asking screening questions

Minimize questions regarding specific details of traumatic events

Maintain an open, respectful, nonjudgmental demeanor with active listening

Offer choices when possible and respect the youth's right to refuse to answer questions

Assessment involves gathering in-depth information from the youth and family to obtain a holistic understanding of the youth in order to drive service planning and intervention. A holistic assessment may include: assessing youth and family safety, trafficking circumstances, immigration concerns, basic needs, strengths and resources, and mental health.

Factors to be assessed:

Youth and Family Safety

Trafficking Experiences and Context

Basic Needs

Mental Health

Youth's Strengths and Resources

Source:
NTCSN. (2021, December 7). Screening, Identification, and Assessment. The National Child Traumatic Stress Network. https://www.nctsn.org/what-child-trauma-trauma-types-sex-trafficking/screening-identification-and-assessment

# data[].attributes.body
According to the National Child Traumatic Stress Network, traumatic grief is the culmination of emotional and physiological responses that people experience when exposed to traumatic events. 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.

# data[].attributes.headline
Breaking Down Distinctions Between Types of Traumatic Grief

# data[].attributes.subject
Breaking Down Distinctions Between Types of Traumatic Grief

# data[].attributes.body
In this video, Behavioral Therapist Marcella Hayes reviews:

-Ways to explore, discuss and understand differences between "Typical Grief" and "Childhood Traumatic Grief (CTG)"

-Ways to learn, discuss and engage in interactive interventions for Trauma-Focused Cognitive Behavioral PRACTICE model components

-A case study and treatment implementation of CTG with components of TF-CBT to create a TG-CBT treatment plan

# data[].attributes.attachment_link.title
Treating Childhood Traumatic Grief - Part 1

# data[].attributes.body
-TGCT-A is a manualized group or individual treatment program for trauma-exposed or traumatically bereaved older children and adolescents that may be implemented in school, community mental health, clinic, or other service settings. It is a modularized, assessment-driven, flexibly tailored treatment manual and accompanying youth workbook that includes detailed instructions for conducting individual or group sessions. Specific treatment modules (and specific sessions within modules) are selected, prioritized, sequenced, and emphasized based on clients’ specific needs, strengths, circumstances, and informed wishes.

-Trauma Focused Cognitive Behavioral Therapy (TF-CBT) is an evidence-based treatment for children and adolescents impacted by trauma and their parents or caregivers. It is a components-based treatment model that incorporates trauma-sensitive interventions with cognitive behavioral, family, and humanistic principles and techniques. TF-CBT has proved successful with children and adolescents (ages 3 to 18) who have significant emotional problems (e.g., symptoms of posttraumatic stress disorder, fear, anxiety, or depression) related to traumatic life events. It can be used with children and adolescents who have experienced a single trauma or multiple traumas in their lives.

# data[].attributes.attachment_link.provider_name
The National Child Traumatic Stress Network

# data[].attributes.attachment_link.readable_text
TGCT-A is a manualized group or individual treatment program for trauma-exposed or traumatically bereaved older children and adolescents that may be implemented in school, community mental health, clinic, or other service settings. It is a modularized, assessment-driven, flexibly tailored treatment manual and accompanying youth workbook that includes detailed instructions for conducting individual or group sessions. Specific treatment modules (and specific sessions within modules) are selected, prioritized, sequenced, and emphasized based on clients' specific needs, strengths, circumstances, and informed wishes. The intervention contains a variety of components organized into four modules.

12-20; both males and females; for trauma-exposed or traumatically bereaved older children and adolescents

# data[].attributes.attachment_link.title
Trauma and Grief Component Therapy for Adolescents

# data[].attributes.attachment_link.description
TGCT-A is a manualized group or individual treatment program for trauma-exposed or traumatically bereaved older children and adolescents that may be implemented in school, community mental health, clinic, or other service settings. It is a modularized, assessment-driven, flexibly tailored treatment manual and accompanying youth workbook that includes detailed instructions for conducting individual or group sessions.

# data[].attributes.body
HopeForChildren1. (2019, September 25). Treating childhood traumatic grief - part 1. YouTube. Retrieved June 7, 2022, from https://www.youtube.com/watch?v=6n_YWn4wWt8

Peterson, S. (2018, November 5). About child trauma. The National Child Traumatic Stress Network. Retrieved June 7, 2022, from https://www.nctsn.org/what-is-child-trauma/about-child-trauma

Wu, J. (2018, August 20). Trauma-focused cognitive behavioral therapy. The National Child Traumatic Stress Network. Retrieved June 7, 2022, from https://www.nctsn.org/interventions/trauma-focused-cognitive-behavioral-therapy

Wu, J. (2018, September 18). Trauma and grief component therapy for adolescents. The National Child Traumatic Stress Network. Retrieved June 7, 2022, from https://www.nctsn.org/interventions/trauma-and-grief-component-therapy-adolescents