Colloquium presentationAbbie SumrallApril 29, 2009

ObjectivesUnderstand many ways children are exposed

to violenceComprehend the effects of violence on

childrenLearn about interventions used to work with

children exposed to violenceUnderstand Implications for working with

Latinos

Pipe Cleaner Activity

Internship ExperienceCasa Central Safe Start ProgramPopulationResponsibilities

Individual CounselingCommunity Education/OutreachCoalition Building

Ways Children are Exposed to ViolenceMedia

CommunicationThe home/familySchoolCommunity

Experience Violence Through….Sound

Sight

Physical Contact

Intrinsic Feeling

The MythsChildren are too young to understandThey didn’t see the abuse

they just heard itIt wasn’t abuse it was

punishment

StatisticsOut of thousands of

studies that have been done to look at the effects of violence in media and aggression the more children are exposed to this the more they exhibit violent behavior and attitudes(Senate Committee on the Judiciary, 1999)

Media Statistics ContinuedCartoons- 41 acts of violence each hour 6th grade = exposed to over 8,000 homicides and over 100,000 acts of violence (Singer & Singer, 2001)

School Exposure to ViolenceThis problem exists

when there is an imbalance of power between the victim and abuser and can involve hitting, manipulating, verbal abuse, neglect etc.

(Juvenile Justice Bulletin, 1998)

StatisticsFirst place children are

abusedEffects1 in 5 children8% of children each

year miss a day of school each month because of fear of being abused at school by other students (Limber& Nation, 1998)

Abuse, Neglect, and Domestic ViolenceEffects every race,

socioeconomic, culture, and religion

National EpidemicMore than 2.5 million

reports are made in the US each year, and hundreds of these reports end in death. (National Council on

Child Abuse & Family Violence)

Community ViolenceThirty percent of students have seen a

stabbingTwenty-five percent of students have seen a

shooting(Jenkins and Bell, 1997)

Types of Abuse....PhysicalSexualEmotionalNeglect

Brain FunctioningExcessive stress

changes chemistry and synapses

(Perry, & Pollard, 1997)

PET Scan

Amygdala

Hippocampus

Infants and Small ChildrenDifficulties eatingRegression in DevelopmentRegression in ability to talkDifficulties with relationships with othersLack of ability to prosper

School Age ChildrenPsychosomatic symptomsBed wettingProblems in schoolBehavior problemsChanges in PlayTalking about death oftenViolenceDepressionSeparation anxiety

Social Work InterventionsTrauma Focused- Cognitive Behavioral

TherapyChild-Parent PsychotherapyFilial Play TherapyAdapted Parent-Child Interaction Therapy

Trauma Focused- CBTPsycho educationStress ManagementAffect Expression/ModulationCognitive CopingCreating the Trauma NarrativeCognitive ProcessingBehavioral Management TrainingParent Child Sessions http://tfcbt.musc.edu/introduction.php?p=2

Child-Parent PsychotherapyThe National Child Traumatic Stress Network

Treatment Description: “ a psychotherapy model that integrates psychodynamic, attachment, trauma, cognitive-behavioral, and social-learning theories into a dyadic treatment approach designed to restore the child-parent relationship and the child’s mental health and developmental progression that have been damaged by the experience of domestic violence”

Components of a Play SessionStructureUnderstand the ChildCommunicate with the ChildLimits

SuccessSmall but incredible steps“Julie and Jamie”“Rosa and her mother”

Exploring Cultural Factors that Affect Practice in Violence Prevention and Recovery with Latino-American Children ages 0-5 and

their Families

Why is this important?It has been repeatedly demonstrated that

immigrant families have higher rates of domestic violence compared to other populations. In addition, “Immigrant and refugee families are particularly at risk for domestic violence because of their migration history and differences in cultural values and norms” (Pan, Daley, Rivera, Williams, Lingle, & Reznik, 2006, p.36).

Three times as many Latinos experience community violence than Caucasians (Pan et al., 2006).

Cultural Competency The Myth of Cross-Cultural Competence “Once we presume to “know” about another

we have appropriated that person’s culture and reinforced our own dominant, egocentric position” (Dean, 2001, p.629).

ImplicationsUnderstanding of

practitioners of background

Many Latino Cultures with different backgrounds and history

Implications ContinuedProviding education to

the Latino community about services to break down barrier of fear

Religion and Spirituality

Understand cultural ideas such as Machismo that can be ingrained in children and families

References ( Feb. 232009) Proceedings of North American Association of Christians in

Social Work Audio Conference on Child Trauma Hope and Healing. Chicago, IL.

Children, violence, and the media: A report for parents and policy makers.  Senate Committee on the Judiciary, Senator Orrin G. Hatch, Utah, Chairman, Committee on the Judiciary, Prepared by Majority Staff, Senate Committee on the Judiciary, September 14, 1999.

Dean, Ruth, G. (2001). The myth of cross-cultural competence. Families in Society: The Journal of Contemporary Human Services, 82(6), 623-

630. Jenkins, E.J., and Bell, C.C. (1997). “Exposure and Response to Community

Violence among Children and Adolescents.” Landau, Elaine. Teenage Violence. Englewood Cliffs: NJ. Simon & Shuster,

Inc. 1990. Lieberman, A. F. & Van Horn, P. (2005) "Don't hit my mommy!" A manual

for child- parent psychotherapy for young witnesses of family violence. Zero to Three Press, 2004.

References continued... Limber, S. P, & Nation, M. M. published in “Combating Fear and

Restoring Safety in Schools,” Juvenile Justice Bulletin, April 1998 

National Council on Child Abuse & Family Violence. (2009). Child abuse information. Retrieved April 27, 2009, from http://www.nccafv.org/ child.htm

Pan, A., Daley, S., Rivera, L. M., Williams, K., Lingle, D., & Reznik, V. (2006).

Understanding the role of culture in domestic violence: the ahimsa project for safe families. Journal of Immigrant and Minority Health, 8(1), 35-43.

Perry, B. & Szalavitz, M. (2007). The boy who was raised as a dog: And other stories from a child psychiatrist’s notebook: What traumatized children can teach us about loss, love, and healing. Basic Books.

References continued Perry, BD and Pollard, D. Altered brain development following

global neglect in early childhood. Society For Neuroscience: Proceedings from Annual Meeting,New Orleans, 1997

Risser, Heather J. (April 3,2009). Proceedings from the Illinois Violence Prevention Authority Conference on Adapted Parent-Child Interaction Therapy. Chicago, IL.

Singer, D. G., & Singer, J. L. (2001).Handbook of children and the media. SAGE Publisher.