Transcript Module V- Abuse and Neglect

Helping Children Cope With
Emotional Trauma
Resulting from Neglect and Abuse
Addressing Barriers to Learning: Module 5
Sponsored by
New Hanover County Schools’
School Mental Health Team
What is Emotional Trauma?
A type of damage to the psyche that occurs as of a result of
a traumatic event(s).
It is not the event that determines whether something is
traumatic, but the individual’s experience of the event.
3 Common Elements:
unexpected
unprepared
unpreventable
The Umbrella of Emotional Trauma
Oppositional Defiant Disorder
 Conduct Disorder
 Reactive Attachment Disorder
 Affective Disorders
 Posttraumatic Stress Disorder
 Borderline Personality Disorder
*These can be an effect of abuse and neglect!

Effects & Signs of
Emotional Trauma

Social
1.Inability to maintain close relationships or
choose appropriate friends
2.Withdrawal
3.Constantly feeling threatened
4.Poor social boundaries
Effects and Signs of
Emotional Trauma-Cont.

Emotional
1.Depression
2.Anxiety
3.Panic Attacks
4.Fearfulness
5.Compulsive and obsessive behaviors
6.Irritability, anger, & resentment
7.Emotionally numb
Effects and Signs of
Emotional Trauma-Cont.

Behavioral
1.Substance abuse
2.Self-destructive and impulsive behaviors
3.Inability to make healthy lifestyle choices
4.Dissociative symptoms
5.Inconsistent versions of the truth
6.Running away
Effects and Signs of
Emotional Trauma-Cont.

Cognitive
1.Difficulty making decisions
2.Decreased ability to concentrate
3.Feeling distracted
4.Memory lapses, especially about the trauma
5.Foreshortened view of the future
Effects of Trauma on the Brain



Experiences of
trauma become
“stuck” in the
nonverbal part of the
brain.
Brain is in a state of
hyper-arousal
Memory deficits
Learning may be
compromised by abuse
and neglect.
Abraham Maslow (1968)
Hierarchy of Human Needs
Beyond Reporting:
Aside from the fact that
school personnel have
close and consistent
contact with students and
a legal mandate to report,
you know that children
cannot be attentive and learn
if maltreatment is stealing
their energy, enthusiasm,
sense of self and safety.
The Legal Definition of
Abuse and Neglect
Drives Policy and Protocol
Child abuse consists of any act, or
failure to act, that endangers a
child’s physical or emotional health
and development. Someone is
abusive if he or she fails to nurture,
physically injures the child, or
relates sexually to the child.
Your Legal Obligation to Report
New Hanover County Board Policy – 6440
“All employees of the New Hanover County Board
of Education shall report or cause to be reported
any case of suspected abuse or neglect…… “
How Might Abuse or Neglect
Come to Your Attention?

Student approaches you.






Q: Do you promise not to tell anyone?
A: As long as it doesn’t involve harm to self/others or child abuse/neglect.
You overhear a conversation.
You detect red flags
You may observe physical signs and behavioral
changes
You may be approached by another student or
adult
What Does it Mean to Suspect?



What information do you have?
What is your gut reaction?
What feels like the next step to take?
- from suspicion to investigation
(Time to report!)
Alleviating the Fears of Reporting





Partner with someone from the support
staff
Support staff can guide you through the
reporting process.
Notify the Principal
Report immediately! Do not wait until
after the students are gone.
Respect Confidentiality
In Preparation for Reporting:








Who
What
When
Where
How
Strengths
Safety Factors
New Hanover County DSS- 798-3400
What Happens after a Report is Made?
.
Report screened out:
Student Support staff
Provides continued
services
Preventative
services
offered as needed
DSS Staffs
the report
Support given
to parents
to keep child
in the home
Assessment follows
Crisis Line
Open House
for
“cooling off”
Placements
with extended
family members
or foster care
Another Critical R Word:
Resiliency
A normal and even
exceptionally positive
developmental
outcome in spite of
exposure to major
risks for the
development of serious
social and health
problems.
“Risk and Resilience in Childhood”
- Mark W. Frazer
Within your control…..

Enhance resiliency:
provide caring and support
offer opportunities for meaningful participation.
maintain high expectations
NEVER give-up on a child

Give them a safe place to learn and grow.

Establish trust with students and families- treat them with respect.
The 4 C’s
Responding to Your Concerns With
Respect and Purpose





Relationship
Privacy and respect
Know when to go no further
When to refer. When to report.
Recognize and help them recognize/acknowledge
feelings (Interpersonal and Social Skill
Development)



Address tangible goals pertaining to
academics. (Don’t avoid or excuse)
Behaviors at school are not always about
us! Don’t take them personally.
“Begin where the client is”
Normal touching and positive affirmation
vs. secrecy and isolation
How to Talk With Parents
About Sensitive Issues and Concerns.


Be gentle and careful
Describe the behaviors or observations that concern you.





Factual and specific
When and under what circumstances are they observed
Are these sudden changes? How frequent and intense?
What about the behavior or observation is of concern
Don’t assume you have figured out the causal factors
How to Talk With Parents
About Sensitive Issues and Concerns.




Ask questions to further identify the problem and
seek reasonable solutions
Being right is not as important as being well
received.
Prepare parents for the difficult information that
needs to be shared. (relationship, privacy)
Be ready with information, resources, supports, and
time. (partner with support staff)
What More Can You Do?




Recognize strengths,
capacity and assets... and
that of their children
Instill hopefulness.
Check your basic
assumptions and attitudes
Work collaboratively
with community agencies
Students won’t always remember what we taught them.
But they will remember how we treated them.