The Impact of Domestic Violence on Children and Families
THE ROLE OF CHILD CARE
PROVIDERS
In partnership with the Missouri Department of Health and Senior Services
and your local public health agency Child Care Health Consultation Program
Melrose Alliance Against Violence
info@maav.org
•235 West Foster Street •
Melrose, MA
Institute for Safe Families, Philadelphia
PA
www.instituteforsafefamilies.org
FACTS AND STATISTICS
Often a combination of physical, sexual,
and/or emotional abuse
--behaviors and actions are violent and
abusive
Many abusive parents think that young
children (infants and toddlers) do not
understand and will not remember or be
seriously impacted by family violence
This means that significant numbers of
children under age five will be exposed
This is why it is important for providers in all
early childhood settings to be aware, and
prepared to respond to children who may
be experiencing domestic violence
As providers, you are uniquely positioned to
support children and families through the
trauma of domestic violence and to
contribute to family coping, safety and
healing
Men can be the victim of domestic abuse,
but abuse is predominantly committed
against women (5 to 8 times more often)
1 in 3 adult women will be assaulted by a
partner during their adulthood
Half of victims who got an order of
protection were abused again within the
next two years
3 to 10
million
children are exposed to
violence by family members against their
mother or caretaker yearly
In these homes, children are 1500 times
more likely to be abused themselves
The Cost of Domestic Abuse:
Annual medical expenses from domestic
abuse total at least $3 to $5 Billion
Another $100 million is lost in sick leave,
absenteeism, and non-productivity
Forms of Abuse
Pushing, slapping,
kicking, punching
Throwing objects
Threatens or
injures with a
weapon
Controls when
they can or can’t
go out
Withholds
necessary items
(food, clothes)
Destroys property
Threatens family
members
Abuses children
Refuses to seek
medical care for
the partner
Treats partner as a
sex object
May withhold
affection
Forces nudity
Commits cruel sex
acts
Forces sex after a
beating
Extreme jealousy;
accusations of affairs
Forces watching of
pornography
Continual criticism,
yelling, insulting
Ignores feelings
Ridicules most valued
beliefs
Withholds affection as
‘punishment’
Doesn’t share financial
responsibilities, but
controls finances
Uses lies to manipulate
Insults friends & family
to keep them away;
won’t socialize
Harasses partner at
work
Humiliates in public
places
Threatens to leave or
throw partner out
Threatens to take kids
Punishes or deprives
kids to punish partner
WARNING SIGNS
Extreme jealousy
Controlling
behavior
Unrealistic
expectations
Blames others for
problems/feelings
Verbal abuse
Abuses animals or
children
Threats of violence
Breaking or striking
objects
Force used during
arguments
“Jekyll and Hyde”
personality
Why do victims stay in abusive
relationships?
Fear – Victims fear the physical harm that might
come if they attempt to leave.
Love – Victims may truly have deep feelings for
the abusive partner.
Promises – Promises that this abuse will never
happen again.
Abuse = Love – Confusion between being loved
and being controlled by their partner.
Guilt – Being made to think that the abuse is their
fault, that they have the problem.
Not Being Believed – A strong fear nobody will
believe them if they speak out
Thinking They Can Change Them – The belief
that over time the victim can change the
abusive partner.
Low Self-Esteem –feeling that they can do no
better than their current relationship.
Being Alone –could mean a loss of mutual
friends, relatives and others associated with the
relationship.
Financial – Money, children and no place to go
also hold victims in these relationships.
EFFECTS ON CHILDREN
Children’s reactions to
traumatic events will
include their own
individual
experience
of the event (what they
saw, what they heard,
etc.) and the crisis
reactions they
witness
in the adults around
them (parents,
teachers, neighbors,
police, etc)
PRE-SCHOOL: Ages 2-6 years
Aggressive behavior, hyperactivity
Anxiety about separation from parent or other caretaker
Silence, withdrawal from others
Regression: may refuse to feed, dress, wash self, may lapse in
toilet training, bedwetting
Sleep disturbance, nightmares; fears of darkness, “monsters”,
strangers
Physical: loss of appetite, vomiting, diarrhea, nervous tics
Re-enactments/play about the recent event
Inability to understand death and its permanency (child may talk
about return of deceased)
Increase in anxiety, insecurity with changes in routine
EARLY CHILDHOOD: Ages 6-10 years
Behavioral changes may occur – either quieter, lethargic,
withdrawn, or active, noisy
Fantasies about traumatic event with “savior” ending
Regressive reactions including excessive clinging, crying,
whimpering, wanting to be fed or dressed
Complaints of headaches, stomach aches, nausea, persistent
itching, scratching
Sleep disturbance, nightmares, night terrors, bedwetting
Irritability. Disobedience
School phobia; inability to concentrate with drop in school
achievement
Competition with siblings for parental attention
Decreased trust in adults
Displaced fears, (not feeling safe in place where there’s no
immediate threat)
PREADOLESCENT: Ages 11-14 years
Anger at unfairness of event
More childlike in attitude
Disruptive behavior; resistance to authority
Increased difficulty relating to siblings, teachers, parents
Loss of interest in peer activities
Psychosomatic illness such as: headaches, complaints of vague
aches, overeating or lack of appetite, stomach aches, bowel
problems, skin disorders
Sleep disturbances including excessive sleep
Judgmental about own behavior especially when close connection
to violence or trauma
Anti-social behavior (lying, stealing)
Sadness or depression; may believe existence is meaningless
Drop in level of school performance, attendance
Alcohol, drug abuse
High risk behaviors including unprotected sex
Early experiences become biology,
changing brain chemistry, thus shaping the
way people learn, think, and behave for the
rest of their lives.
Resilience in young children depends on
protective factors, such as relationships and
attachments; skills, competence, and
confidence; and faith and meaning in life.
The adults in children’s lives can support
their level of resilience by caring, providing
a supportive environment.
ROLE OF CHLD CARE
PROVIDERS
It is important that early childhood care
and education providers develop a core
of knowledge about trauma and the
effects of trauma on young children
their role is to bring to their directors’
attention all child behavior that is
problematic or concerning
Early childhood program staff members
are not qualified to diagnose Post
Traumatic Stress Disorder, ADD, ADHD, or
any other mental and/or emotional
condition.
These conditions are very similar and
early care and education providers need
to confer with and refer to mental health
professionals for evaluation.
Everyone reacts to risk factors in a personal
way--think about the level of damage risk
factors might have caused them or their
families.
Studies have shown that it is the layering or
"accumulation" of risk over time that causes
the most difficulty and harm to children.
If young children experience multiple risks
without adequate resources to cope, it could
result in cycles of failure and enduring
trauma.
CHECKLISTS
Scenarios:
1. Parent talks about a domestic violence situation in her home
to child care center director.
2. Child comes to center with facial bruises. Child tells teacher
that she was “accidentally” hit by her father while her
parents were arguing.
3. Teacher witnesses a child’s father hitting his wife in the
childcare center parking lot. The child was still inside the
center and did not see it.
4. Child role plays parent arguing and hits another child while
engaged in dramatic play in the doll corner.
5. Child tells staff member that she saw her mom hitting her
grandmother and staff knows that the grandmother is ill and
lives with the child.
√ Legal requirements (whether there is
mandated reporting in each case)
√ Policies of child care/preschool program
√ Professional ethical standard
√ Consequences of disclosure/non-
disclosure – To the child? To the parent/
provider relationship?
√ How/with whom parent wants
information shared
√ Check your personal attitudes and
perceptions
√ Keep yourself safe
√ Focus on the needs of the child
√ Know the plan or steps recommended by
your agency (including legal requirements)
√ Consult with a supervisor
√ Refer a family/child to local counseling
services
√ Refer a victim to a domestic abuse specialist
at a local agency
The possibility of encountering domestic
violence in early childhood programs is one
of the most difficult and troubling aspects of
working with young children.
This training is an introduction to
background information and tools for
responding to a child or family living with
domestic violence.
Program staff would need more training to
develop policies and practices that support
them to become effective responders
The early childhood environment can be
comforting and healing for children
living with domestic violence and a
resource for their parents.
Staff members who can access resources,
seek support and supervision, and
nurture themselves will be uniquely
positioned to create the environment of
hope and caring outlined in this training
www.acestudy.com
A comprehensive
study of adverse childhood experiences
on adult health and mental health
www.childtrauma.org
The Child Trauma
Institute provides training, consultation,
information, and resources for those who
work with trauma-exposed children,
adolescents, and adults.
www.instituteforsafefamilies.org
CHANCE curriculum & resource manuals:
developed by Caregivers Helping to
Affect and Nurture Children Early,
Institute for Safe Families,
Philadelphia, PA
Child care providers play a crucial role in identifying and supporting children exposed to domestic violence. The facts and statistics reveal the prevalence of abuse and its traumatizing effects on young children. By being aware and prepared, providers can help contribute to the healing and safety of families affected by domestic violence.
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Presentation Transcript
THE ROLE OF CHILD CARE PROVIDERS In partnership with the Missouri Department of Health and Senior Services and your local public health agency Child Care Health Consultation Program
Melrose Alliance Against Violence info@maav.org 235 West Foster Street Melrose, MA Institute for Safe Families, Philadelphia PA www.instituteforsafefamilies.org
Often a combination of physical, sexual, and/or emotional abuse --behaviors and actions are violent and abusive Many abusive parents think that young children (infants and toddlers) do not understand and will not remember or be seriously impacted by family violence This means that significant numbers of children under age five will be exposed
This is why it is important for providers in all early childhood settings to be aware, and prepared to respond to children who may be experiencing domestic violence As providers, you are uniquely positioned to support children and families through the trauma of domestic violence and to contribute to family coping, safety and healing
Men can be the victim of domestic abuse, but abuse is predominantly committed against women (5 to 8 times more often) 1 in 3 adult women will be assaulted by a partner during their adulthood Half of victims who got an order of protection were abused again within the next two years
3 to 10 million children are exposed to violence by family members against their mother or caretaker yearly In these homes, children are 1500 times more likely to be abused themselves
The Cost of Domestic Abuse: Annual medical expenses from domestic abuse total at least $3 to $5 Billion Another $100 million is lost in sick leave, absenteeism, and non-productivity
Pushing, slapping, kicking, punching Throwing objects Threatens or injures with a weapon Controls when they can or can t go out Withholds necessary items (food, clothes) Destroys property Threatens family members Abuses children Refuses to seek medical care for the partner
Treats partner as a sex object Forces sex after a beating May withhold affection Extreme jealousy; accusations of affairs Forces nudity Forces watching of pornography Commits cruel sex acts
Continual criticism, yelling, insulting Ignores feelings Ridicules most valued beliefs Withholds affection as punishment Doesn t share financial responsibilities, but controls finances Uses lies to manipulate Insults friends & family to keep them away; won t socialize Harasses partner at work Humiliates in public places Threatens to leave or throw partner out Threatens to take kids Punishes or deprives kids to punish partner
Extreme jealousy Controlling behavior Unrealistic expectations Blames others for problems/feelings Verbal abuse Abuses animals or children Threats of violence Breaking or striking objects Force used during arguments Jekyll and Hyde personality MORE THAN THREE = STRONG POTENTIAL FOR ABUSIVE RELATIONSHIPS
Why do victims stay in abusive relationships? Fear Victims fear the physical harm that might come if they attempt to leave. Love Victims may truly have deep feelings for the abusive partner. Promises Promises that this abuse will never happen again. Abuse = Love Confusion between being loved and being controlled by their partner. Guilt Being made to think that the abuse is their fault, that they have the problem.
Not Being Believed A strong fear nobody will believe them if they speak out Thinking They Can Change Them The belief that over time the victim can change the abusive partner. Low Self-Esteem feeling that they can do no better than their current relationship. Being Alone could mean a loss of mutual friends, relatives and others associated with the relationship. Financial Money, children and no place to go also hold victims in these relationships.
Childrens reactions to traumatic events will include their own individual experience of the event (what they saw, what they heard, etc.) and the crisis reactions they witness in the adults around them (parents, teachers, neighbors, police, etc)
PRE-SCHOOL: Ages 2-6 years Aggressive behavior, hyperactivity Anxiety about separation from parent or other caretaker Silence, withdrawal from others Regression: may refuse to feed, dress, wash self, may lapse in toilet training, bedwetting Sleep disturbance, nightmares; fears of darkness, monsters , strangers Physical: loss of appetite, vomiting, diarrhea, nervous tics Re-enactments/play about the recent event Inability to understand death and its permanency (child may talk about return of deceased) Increase in anxiety, insecurity with changes in routine
EARLY CHILDHOOD: Ages 6-10 years Behavioral changes may occur either quieter, lethargic, withdrawn, or active, noisy Fantasies about traumatic event with savior ending Regressive reactions including excessive clinging, crying, whimpering, wanting to be fed or dressed Complaints of headaches, stomach aches, nausea, persistent itching, scratching Sleep disturbance, nightmares, night terrors, bedwetting Irritability. Disobedience School phobia; inability to concentrate with drop in school achievement Competition with siblings for parental attention Decreased trust in adults Displaced fears, (not feeling safe in place where there s no immediate threat)
PREADOLESCENT: Ages 11-14 years Anger at unfairness of event More childlike in attitude Disruptive behavior; resistance to authority Increased difficulty relating to siblings, teachers, parents Loss of interest in peer activities Psychosomatic illness such as: headaches, complaints of vague aches, overeating or lack of appetite, stomach aches, bowel problems, skin disorders Sleep disturbances including excessive sleep Judgmental about own behavior especially when close connection to violence or trauma Anti-social behavior (lying, stealing) Sadness or depression; may believe existence is meaningless Drop in level of school performance, attendance Alcohol, drug abuse High risk behaviors including unprotected sex
Early experiences become biology, changing brain chemistry, thus shaping the way people learn, think, and behave for the rest of their lives. Resilience in young children depends on protective factors, such as relationships and attachments; skills, competence, and confidence; and faith and meaning in life. The adults in children s lives can support their level of resilience by caring, providing a supportive environment.
ROLE OF CHLD CARE PROVIDERS
It is important that early childhood care and education providers develop a core of knowledge about trauma and the effects of trauma on young children their role is to bring to their directors attention all child behavior that is problematic or concerning
Early childhood program staff members are not qualified to diagnose Post Traumatic Stress Disorder, ADD, ADHD, or any other mental and/or emotional condition. These conditions are very similar and early care and education providers need to confer with and refer to mental health professionals for evaluation.
Everyone reacts to risk factors in a personal way--think about the level of damage risk factors might have caused them or their families. Studies have shown that it is the layering or "accumulation" of risk over time that causes the most difficulty and harm to children. If young children experience multiple risks without adequate resources to cope, it could result in cycles of failure and enduring trauma.
Scenarios: 1. Parent talks about a domestic violence situation in her home to child care center director. 2. Child comes to center with facial bruises. Child tells teacher that she was accidentally hit by her father while her parents were arguing. 3. Teacher witnesses a child s father hitting his wife in the childcare center parking lot. The child was still inside the center and did not see it. 4. Child role plays parent arguing and hits another child while engaged in dramatic play in the doll corner. 5. Child tells staff member that she saw her mom hitting her grandmother and staff knows that the grandmother is ill and lives with the child.
Legal requirements (whether there is mandated reporting in each case) Policies of child care/preschool program Professional ethical standard Consequences of disclosure/non- disclosure To the child? To the parent/ provider relationship? How/with whom parent wants information shared
Check your personal attitudes and perceptions Keep yourself safe Focus on the needs of the child Know the plan or steps recommended by your agency (including legal requirements) Consult with a supervisor Refer a family/child to local counseling services Refer a victim to a domestic abuse specialist at a local agency
The possibility of encountering domestic violence in early childhood programs is one of the most difficult and troubling aspects of working with young children. This training is an introduction to background information and tools for responding to a child or family living with domestic violence. Program staff would need more training to develop policies and practices that support them to become effective responders
The early childhood environment can be comforting and healing for children living with domestic violence and a resource for their parents. Staff members who can access resources, seek support and supervision, and nurture themselves will be uniquely positioned to create the environment of hope and caring outlined in this training
www.acestudy.com A comprehensive study of adverse childhood experiences on adult health and mental health www.childtrauma.org The Child Trauma Institute provides training, consultation, information, and resources for those who work with trauma-exposed children, adolescents, and adults.
www.instituteforsafefamilies.org CHANCE curriculum & resource manuals: developed by Caregivers Helping to Affect and Nurture Children Early, Institute for Safe Families, Philadelphia, PA
