Helping Children Through Trauma

 
We live in an imperfect world, characterized by pain, suffering and turmoil. Although we don’t like to think about it, often children are the victims of horrific circumstances through no fault of their own.  We call these circumstances and experiences “childhood trauma(s).” This blog post is aimed at providing parents and teachers with information and additional resources to help children through traumatic experiences and their aftermath.
What qualifies as “childhood trauma?”
The International Society for Traumatic Stress Studies defines “childhood trauma” as “negative events that are emotionally painful and that overwhelm a person’s ability to cope.” The society notes that childhood trauma is most disastrous in its negative effects when it is inflicted by another person, intentionally.
What are some of the types of childhood trauma?

• Physical: Trauma that inflicts physical pain or distress on a child (example: shaking an infant).
• Emotional/Psychological: Trauma that causes long-lasting emotional harm to a child and is degrading in its effects (example: consistent hurtful name-calling by a parent).
• Sexual: Trauma that is the result of sexually abusive behavior by another individual (example: inappropriate touching by an adult).
• Neglect: Trauma inflicted due to adult abandonment of a child’s developmental needs (example: a parent neglecting to feed their child).
• Grief or Separation: Trauma produced by losing a loved one (example: father dying when a child is young).
• Re-traumatization from the system: Trauma inflicted when the system that should be helping a traumatized child, uses their power to further exacerbate and add to the trauma (example: a therapist using their power to inflict psychological pain on the traumatized child).

What are the on adults who experienced childhood trauma?
Adults who suffered childhood trauma face many consequences. As stated earlier, trauma “overwhelms a person’s ability cope.” Psychology Today reports that people who experienced childhood trauma often experience these four consequences:

1. Presentation of a false self: The victims of childhood trauma often present themselves falsely to the world as adults. This is likely a coping mechanism that allows them to seemingly protect themselves from experiencing painful emotions related to their past.
2. View themselves as Victims: Often individuals who are victims in children feel they are victims for the rest of their life. They are not. They are strong individuals who went through a tough time.  They are not victims as adults. They are strong, powerful, and resilient individuals who should see themselves that way.
3. Passive Aggressiveness: Forced to hold in their emotions as a child, adults often struggle with expressing anger effectively.  As children they may have experienced an adult in their life who utilized anger to inflict trauma on them. Inability to express anger in a healthy way often manifests itself as passive aggressiveness.
4. Passivity: When a child has suffered abandonment or neglect, they likely fear it will happen again. To protect themselves from this, they compensate by abandoning themselves. They suppress their emotions and remain passive.

Does childhood trauma affect an individual’s physical health?
Yes! Check out this TED Talk by Nadine Burke Harris, M.D.
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What are some signs a child may have experienced something traumatic?

• Constant thinking of death: a traumatic event can cause a child a to become obsessed with their own safety and mortality.
• Problems with sleeping, eating, anger, and attention: The Child Mind Institute reports that symptoms of trauma “can mimic depression.”
• Sensitive to triggers: Children who have experienced trauma often react to certain triggers (people, places, things) that result in them having post-traumatic stress (Example: a child who was physically abused, seeing his abuser outside of school, resulting in them getting very scared).
• Irritable/difficult to soothe: Those who have experienced trauma are often easily agitated and struggle to calm themselves.
• These are just a few of the many trauma signs and symptoms. For a compromised list, check out what the Center for Early Childhood Mental Health Consultation has to offer.

Additional Resources:

• Look Through Their Eyes
• The Silence: The Legacy of Childhood Trauma
• How Childhood Trauma Could Be Mistaken for ADHD
• The Demographics of Childhood Trauma​

PROMOTING HEALTH IN AN ERA OF CHILDHOOD OBESITY4/18/2018
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TEACHER PROFESSIONAL DEVELOPMENT

​American children are in the grips of an overwhelming obesity epidemic that is sweeping the nation and showing no sign of slowing down.  According to the Center for Disease Control and Prevention, since the 1970’s, rates of childhood obesity have tripled. In 2015 and 2016, research determined that roughly 20% of children (ages 6-19) were obese. For context, obesity is simply having “excess body fat” (which varies in amount by age).
For a child who experiences obesity, the immediate consequences include decreased social and emotional health, as well as an increased chance they will experience the following conditions later in life: fatty liver disease, sleep apnea, Type 2 diabetes, asthma, heart disease, high cholesterol, and orthopedic problems.
As parents, educators and community members, we can make a difference in stymieing the tide of childhood obesity. This blog post will discuss how to do just that.
What are the causes of childhood obesity:

1.  Lack of Exercise and Physical Activity: With the increased utilization of video games and television, many children are forgoing physical activity and outdoor play. Kidshealth.org reports that older kids and teens need 60 minutes of vigorous exercise daily, while children ages 2 to 5 years old should play actively multiple times a day.
2. Genetics: Some children are genetically predisposed to obesity.  Their body’s metabolism may be slower than the norm or they may process fat differently.  Genetics cannot be changed altogether, but they can be worked around. Lifestyle habits are passed down one generation to the next.
3. Poor Nutrition: Too much processed food, sugary beverages, unhealthy simple carbohydrates, as well as bad fats make up a large portion of the American child’s diet.  For children between the ages of 5 and 10, the top five sources of their caloric intake include “whole and chocolate milk, pizza, soft drinks, low-fat milk and cold cereal” (source: eurekalert.org).  A healthier diet for children can be found on the Mayo Clinic Website.  Recommended caloric intake varies by age, but the bulk of the diet for all ages should be fruits, vegetables, and grain.

How can adults promote healthy living to children?

1. Lead by Example: Research conveys that children imitate adults. They look to them as an example, especially those whom they admire. As a parent or educator, we need to use our valuable time with children in our care to ensure that the habits children are imitating are positive ones. Positive habits include but are not limited to: eating nutritious food, avoiding junk food, making exercise a priority, drinking plenty of water, and practicing good hygiene and self-care.
2. Shun the idea of a Diet: The word “diet” is largely a negative word in the United States because it makes people think about eating boring food, restricting ones’ self, and overall temporary suffering for the sake of achieving a desired weight.  Once that weight is achieved, the diet is then usually ended.  Children should be taught about lifestyle wellness rather than diets.  Diets are short term and not permanent, while wellness is long term and never ending. Diets are eating and exercise-centered, while wellness encompasses physical, emotional, social, spiritual, and environmental health. Wellness is big-picture and provide kids a larger view of heath.
3. Make Exercise Fun: Children naturally like to play. At Discovery Days/Kids Connection Childcare Centers we believe in play so much that it is the basis of our education philosophy (play-based learning). Building a fort outside, four-square, racing, and playing soccer are just a few ways you can play with children in your care.  Exercise doesn’t have to be painful, nor should it be!
4. Be Realistic: Drastic and immediate changes are not needed. Be realistic about the changes you make for yourself and children in your care. There’s no reason to jump to extremes. Be realistic about the possible changes in your life and the children you care for. What can you do now to begin promoting a healthier lifestyle? It may be incorporating more vegetables into lunch and dinner or cutting out desert 4 times a week.  Take small steps towards your goals, they are much more sustainable that way.
5. Teach your Child How to Manage Stress: Children have stress too, though we often forget this fact.  When both children and adults are stressed, they tend eat unhealthier than usual, and become less active. It’s important that as adults we teach skills associated with managing stress, to ensure the rest of their wellness doesn’t suffer.

Additional Resources:

• The American Health Association’s Recommendation’s for Physical Activity in Children.
• 5 Do’s and Don’ts for Teaching Good Eating Habits (Cleveland Clinic)
• Daily Exercise Guide (Build Healthy Kids)

Questions to Think About:

• What are some habits you can change in your own life to be a better healthy role model for the child(ren) in your care?
• What physical activities would the child(ren) in your care benefit from?
• What physical activities would the child(ren) in your care enjoy trying?
• What healthy foods do the child(ren) in your care enjoy, and how can you increase their intake?

INCORPORATING NATURE IN CHILD DEVELOPMENT3/13/2018
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This blog post is focused on providing parents and educators with information relevant to the benefits of incorporating nature into child development, as well as practical ways to accomplish just that.
What are the benefits of incorporating nature into a child’s learning experiences?
The research is clear, incorporating nature in a child’s learning experiences is extremely beneficial for their development. According to the Natural Learning Initiative, outdoor learning experiences benefit children in the following ways:

• Support Multiple Development Domains: Playing and learning in nature develops children intellectually, emotionally, socially, spiritually and physically.
• Increases physical activity: Being outside provides children with the opportunity to move around and be active, which is much harder to do indoors.  Physical activity improves cognitive function while also helping children stay healthy and maintain a normal weight. The United States finds itself in a childhood obesity epidemic. The good news is that this can be lessened in severity by incorporating more outdoor play and learning for all children.
• Reduce Stress: Children are increasingly facing stress, which can come in various forms and manifest itself in various ways. Too much stress negatively affects child development and can lessen their happiness. Outdoor play and learning reduces stress. Green plants, natural landscapes, and water all produce a calming effect in children.
• Enhances problem solving skills: Research shows that children engage in more creative forms of play outdoors, which leads to increased usage of problem solving skills. In a complex and ever-evolving world, problem solving skills will always be necessary skills to develop.

Why is it important to teach a love of nature?
Children and adults interact with the natural world every day.  It is where we make our lives, and it contains the water we drink, the land on which we plant our feet, and the air we breath.  Teaching children to love nature will as a result teach them to value it. To value nature is to take steps to conserve it, something society increasingly needs.
According to the National Wildlife Federation: “Cornell University found that children who spend significant amounts of time immersed in nature and the outdoors such as camping, hiking, or other nature activities in their younger years are more incline to be conservationists or at least be conservation-minded as adults.”
What if going outside isn’t a readily available option due to weather or other circumstances?
While it is encouraged that children get outside to play and learn, it is not always an option. Wisconsin winters and wet springs can make outdoor play next to impossible.  Here are some resources for how you can incorporate nature indoors.

• Bring nature inside, by putting outdoor materials (leaves, pine cones, dirt, sticks, wood chips, etc.) into a sensory bin.  Let the children explore these materials.
• Utilize natural materials in art projects. Check out some ideas on Pinterest.
• Work with children to grow small plants. The act of tending to a growing plant and watching it grow will foster an appreciation of nature in children. Also, the plant will make nearby air cleaner.
• Use rocks and other natural materials to create bugs!
• Incorporate the usage of real (washed) fresh foods into the the Kitchen Play Domain Area. Make sure to compost or otherwise use the food. Allowing children to play with real food, especially healthy food will strengthen their connection to it, and associate positive feelings towards it.

What are some of the misconceptions about incorporating nature into education?

• Teachers need to be “nature-loving hippies”: For children to receive the ample benefits of interacting with nature, their teachers neither need to be outdoors experts, or tree-huggers. All they must simply do is embrace the outdoors, and provide children with the opportunities to do the same. No additional experience is necessary.
• Kids need to be outside all day to receive the benefits of nature interaction: The American Heart Association recommends that children above the age of two years old get 60 minutes of physical activity per day. For the sake of their health, it is best to get them outdoors! In our day and age, it is unrealistic for most kids to spend entire days outside; there are other priorities in our lives.  If 60 minutes at one time seems daunting as a parent or educator, go outside for ten minutes at a time. By doing this you are allowing a child to burn off energy, and interact with the natural world.
• Outdoor learning is expensive and requires travel: Outdoor learning is free. To receive the benefits of engaging with the natural world, all we have to do is step outside, onto our playgrounds and backgrounds. When we visualize engaging with nature we think about mountains, oceans, and forests, which brings up the idea of travel. We don’t need to travel, the natural world is all around us. Embrace it.

Additional Resources:

• “Why Kids Need to Spend Time in Nature” (Child Mind Institute)
• “32 Tips to Get Your Kids Back Outdoors” (The Guardian)
• “Every Child Wild”(The Wildlife Trusts)
• “Get Outside” (Ecokids)

CHILDREN AND CONFLICT RESOLUTION2/13/2018
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Conflict isn’t just for adults.  Children of all ages experience conflict and it’s unpleasant effects.  This post is designed to provide educators with additional resources and information pertaining to helping children in their care build their conflict resolution skills.
What is “conflict resolution?

• “Conflict resolution is a way for two or more parties to find a peaceful solution to a disagreement among them” (source: Kansas University Community Toolbox).

 Don’t kids inherently know how to solve their conflicts?

• Children need to be taught conflict resolution skills. All teachers have witnessed a young child steal a toy from another, only to see the child who had their toy stolen punch the child who stole the toy.  This depiction simply displays that both children didn’t have the skills necessary to solve their conflict rather than let it devolve into violence and theft. It is the job of educators and family members to teach children how to handle conflict effectively, and to resolve it efficiently.

How should teachers react when they notice conflict between two or more children?

• Teachers should not seek to solve the issue for the children.  They should recognize that it is a valuable learning opportunity that shouldn’t be squandered by adults.
• Teachers should provide questions that force the children to think about the other party’s feelings (example: How do you think it makes John feel when you take his ball?).
• Encourage the children to listen to the other party’s thoughts and feelings.
• Serve as a mediator.
• Avoid taking the sides.  Remember, you are there to mediate the resolution, not create a solution yourself.

The Four C’s of Conflict Resolution for Kids:

• Cooperation: For children to resolve conflicts effectively, they must cooperate with each other. They need to understand each other’s thoughts, needs, and perspectives.  Without having this understanding they can’t relate, and are focused only on themselves. Resolution to conflict takes teamwork. Children need to work together to craft solutions.
• Communication:  Children struggle with communication, especially the younger they are. Children struggle to verbalize their feelings, because they lack the vocabulary to do so. Teachers can help to improve child communication skills by helping them establish an emotional vocabulary, which will help them further their ability to make sense of their emotions and verbalize them. Check out what Michigan State University has published on this topic!
• Compromise: Without compromise, no conflict will remain solved.  Compromise entails each child giving a little to get a little.  Neither party will be fully happy with the result, but its better to be happy with some of it than none of it. Teachers can help promote compromise by asking questions that force the children to think about what they are willing to give up to come up with a solution in which they are both happy.  As adults, we never want to give them the answers, but rather simply provide questions and comments that force them to think on a deeper level.
• Calmness: No solution will be reached if both parties of children do not remain calm.  If either party is too emotional or upset, they are unlikely going to be able to communicate their feelings appropriately, and cooperate to come up with a compromise.  Teachers can help children remain calm by providing a “cooling down” period for both parties when conflict arises. Everyone thinks more clearly after having a minute or two to calm themselves and self-examine their own thoughts and feelings pertaining to the conflict.

Do conflicts between two children always produce a winner and a loser?

• Conflicts should not produce a winner and a loser, but instead two winners.  According to Kids Matter, an organization specializes in child mental health, an acceptable solution that is a “win-win” for both parties is only possible if there is compromise (both parties get a “win”). A “win-lose” solution is the result if one side simply gives in, threatens the other, avoids confrontation, or behaves in a way that somehow hinders the resolution process. Conflict resolution that incorporates the four C’s produce “win-win” solutions.

Additional Resources:

• “Teaching Children to Resolve Conflict Respectfully (Eastern Florida University)
• “Role Play Conflict Resolution Activities” (Pinterest)
• “Determining Interests of Both Parties” (Community Tool Box)
• “6 Tips for Dealing with Conflict” (mostly for adults) (TED)