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Category Archives: child abuse prevention week

National Children’s Mental Health Awareness Day

09 Thursday May 2013

Posted by Susan E. Craig in ACE Study, CEV, child abuse prevention week, Childhood Behavior, children's mental health, National Children's Mental Health Awareness Day, Overcoming trauma, trauma sensitive schools, Uncategorized

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adverse childhood experiences, early trauma histories, friendship, meaningful service, menal health, National Children's Mental Health Awareness Day, play skills, problem solving, self-regulation, service learning

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Today is Children’s Mental Health Awareness Day. It draws attention to an important topic. Approximately one in five children in the United States have a diagnosable mental health illness. Serious in itself, but even more so if you consider that half of all lifetime disorders begin by age fourteen. The dropout rate for students with mental illnesses is 50% – higher than any other type of disability. As a result, they are often unemployed, homeless, and seriously at risk for suicide, delinquency, and substance abuse.

There are strong correlations between high rates of adverse childhood experiences and subsequent mental illness. But there is also support for the idea that children can be taught strategies that buffer the negative effects of early trauma, thereby preventing lifetime disorders. Learning to regulate feelings and behavior is high on the list. But there are some others you may not have thought about. Each one can contribute to children’s mental health and well-being.

Service Learning

Children with early trauma histories often have a hard time seeing any meaning to their lives. Their inability to control their life circumstances leaves them feeling out of control. They are tempted to withdraw or use substances to avoid their anger, shame, and loss.

Opportunities to provide meaningful service to others helps them reconnect. Caring for others taps into children’s altruism, making them aware of their ability to respond to others in kind, respectful ways.

Service learning fosters children’s sense of purpose and efficacy as they observe the impact of their good deeds on other people’s lives. It helps them mobilize their inner resources to turn toward the future, trying new roles and practicing new behaviors.

Problem-solving

Problem-solving is a quagmire for children with high rates of adverse childhood experiences. Past experiences with inconsistent caregivers and unpredictable routines impair their ability to order things sequentially or to use sequential steps to resolve a dispute. They find it difficult to shift their attention or hold more than one perspective on a problem.

Children’s problem solving skills improve when adults use the same vocabulary to talk about all sorts of problems- social or academic. First, DEFINE what the problem is- put it in words and write it down you can refer back to it if the conversation gets off track. Next, DECIDE what needs to happen to solve the problem. This involves predicting possible outcomes for alternative solutions. DETERMINE what resources are needed. And finally. SOLVE the problem using the agreed upon strategies. MONITOR progress to ensure that the desired outcome is achieved.

Finding Friends

Children with early histories of adversity or trauma often find themselves excluded from the friendship circle of their peers. Some are left out because their aggressive behavior is seen as threatening or out of control. Others who appear withdrawn or disinterested are viewed as socially inept and are seldom included in games or activities. In both cases, repeated experiences of peer rejection reinforce these children’s self-perception as intrinsically bad.

Fostering friendships among children with early trauma histories and their peers requires adult mediation. Direct instruction is required on how to be a friend, as well as how to manage conflict, and repair misunderstandings as they occur.

Many children with early trauma histories have limited play skills that further exacerbates the social distance between them and their peers. Teach them how to play age-appropriate games. Provide them with opportunities learn the rules and practice popular team sports. These simple strategies can go a long way in increasing children’s ability to form and sustain friendships – an important resource for lifelong mental health.

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Child Abuse Prevention Month

04 Thursday Apr 2013

Posted by Susan E. Craig in ACE Study, CEV, child abuse prevention week, trauma sensitive schools, Walk on Washington

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adverse childhood experiences, attachment, child abuse prevention, social support

Wrapping ribbon spool isolated on white backgroundApril is Child Abuse Prevention Month. How will you commemorate it?  Some communities hold fundraisers. Others distribute blue ribbons honoring the thousands of children who are victims of abuse and neglect. Child welfare organizations sponsor workshops and webinars to raise awareness. This year there will even be a Walk on Washington on April 13, 2013.

All great ideas to rally support. But not enough to stem the epidemic of violence that threatens the health and well-being of so many children. This requires a long, hard look at the factors contributing to it. These include:

Family History

The Adverse Childhood Experiences Study (ACE) provides a stunning description of the prevalence of family dysfunction and child maltreatment in the lives of its participants (n= 17, 421). When asked about their exposure to rather common types of family dysfunction:  alcoholism, mental illness, and neglect as well as their memories of abuse, two-thirds reported experiences in one or more categories. Forty-two percent were exposed to two or more categories. One in nine were exposed to five or more.

Results of the ACE study give new meaning to the idea that most people “live lives of quiet desperation”.  Minimizing the effects of adverse childhood experiences on future generations requires a trauma-sensitive approach to prenatal care and family medicine.  This should include easy access to early intervention services such as home visits and community support. (www.cdc.gov/ace/findings.htm)

Social Isolation

Raising children can be a lonely business. Especially when parents are not sure of what they are doing, are tired, or are struggling to meet the competing demands of work and family.

While child abuse can happen in any family, the risk goes up when parents live away from extended family or lack other resources to relieve the stress of child rearing. Social isolation limits the opportunities parents have to consult with one another. Left alone, there is less pressure to conform to expectations of positive parenting behaviors. And there is a greater risk of becoming depressed or overwhelmed.

Hillary Clinton is right when she says “it takes a village”. Preventing child abuse means reaching out to young families and creating a community around them. Affordable community childcare programs, parent information centers, leisure activities that parents and children can enjoy together help young families stay connected and involved.

Insecure Attachment

Nicholas Kristof is known throughout the world for his impassioned articles about children’s rights. An article he wrote last October speaks to the importance of secure attachment relationships in early childhood.(www.www.nytimes.com/2012/opinion/sunday)

The title says it all- Cuddle Your Kid. Mr. Kristof goes on to say that hugging babies, as well as kissing them and reading to them are behaviors akin to the licking and grooming observed in animal populations. They create bonds between parents and children that are protective of both.

Preventing child abuse requires strong attachment relationships. Infants and toddlers can’t make it on their own. They need the support and affection of parents and loved ones. Secure attachment takes time and attention. It grows through contact and concern.  Cuddling counts.

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