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Deaf and Hard of Hearing Ch...
Deaf and Hard of Hearing Child...
HMB e150
(202) 370-1315
Email Us
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00:00:04,680 –> 00:00:08,417
We will discuss the concept of human trafficking in this training.
2
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We will use two ASL signs to describe human trafficking,
either the letters “HT” or human control.
3
00:00:13,030 –> 00:00:19,869
This training is titled “Human Trafficking 101:
Deaf Community Members and Service Providers.”
4
00:00:20,679 –> 00:00:25,480
Note that what you will see in this video may be triggering.
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Know that we will discuss the topics of
domestic violence, sexual violence, and child abuse,
6
00:00:29,628 –> 00:00:31,628
which may trigger negative emotions.
7
00:00:32,640 –> 00:00:37,479
To begin, let’s discuss appropriate
vocabulary choices
when doing this work.
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00:00:37,479 –> 00:00:43,559
Instead of using the term “child or teen
prostitute,”
use “human trafficking survivor.”
9
00:00:43,560 –> 00:00:47,760
Instead of using the word “victim,”
use the word “survivor.”
10
00:00:48,791 –> 00:00:52,400
Instead of using phrases like, “That’s
awful!,”, “I can’t believe it!,” or,
11
00:00:52,400 –> 00:00:56,920
“I don’t believe it!,”
say, “I believe you and it’s not your fault.”
12
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Instead of saying, “You are safe now,”
13
00:01:00,480 –> 00:01:04,856
you should say,
“We will do everything we can to help keep you safe.”
14
00:01:05,009 –> 00:01:12,186
Instead of saying, “You can trust me,”
say “trust my actions, not only my words.”
15
00:01:20,300 –> 00:01:28,599
Human trafficking is the fraud, deception,
or abuse of power to control another person.
16
00:01:28,600 –> 00:01:33,833
Labor trafficking is a form of human trafficking, labor, or services.
17
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Sex trafficking is human trafficking
for the purpose of sexual exploitation,
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either through fraud or coercion,
or in someone under the age of 18.
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00:01:45,952 –> 00:01:56,240
Human trafficking has various forms,
but this training will focus on sex trafficking.
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It’s important that we understand the role of force,
which can take the form of physical violence, restraint
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00:02:03,100 –> 00:02:09,707
sexual exploitation, abuse, isolation, monitoring,
and other means.
22
00:02:09,707 –> 00:02:17,017
Fraud occurs when a victim believes
that they are getting paid for a certain labor
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but it may not be the job they were promised or money is withheld.
24
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Victims may struggle to identify these situations
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and knowing when it is that their abuser is manipulating them,
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and may not feel safe to report their circumstances.
27
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Coercive control is when an abuser uses
threats of violence against a victim, their family
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or loved ones, or even their pets to
psychologically manipulate them and instill fear.
29
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Coercion also can be when abusers withhold
basic needs or official documents,
30
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threaten to post degrading photos or other information online,
or threaten to report a victim to the police.
31
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When minors, or those under the age of 18,
sell sex to support their basic needs
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that is considered human trafficking.
33
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These situations are referred to as
the Commercial Sexual Exploitation of Children (CSEC).
34
00:03:14,977 –> 00:03:18,133
CSEC does not necessarily involve a pimp or a madam,
35
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but exploitation is done by the adult
who exchanges sex with a minor for money.
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00:03:30,945 –> 00:03:33,660
that is considered as human trafficking.
37
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Knowing how to identify a trafficker is extremely important.
38
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Often traffickers are a member of someone’s family,
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00:03:59,453 –> 00:04:03,318
such as a parent, an aunt or uncle, or a grandparent.
40
00:04:03,470 –> 00:04:07,554
Traffickers may also be family friends or someone from a shared community.
41
00:04:08,152 –> 00:04:14,663
The second most common categ ory of traffickers are romantic partners,
engaging in relationship-based trafficking.
42
00:04:14,663 –> 00:04:19,324
Victims may be manipulated by their partners
because they trust them.
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Trafficking can also occur in brothels or businesses such as escort services,
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which are often run by female exploiters.
45
00:04:30,198 –> 00:04:32,657
Gangs can engage in human trafficking as well,
46
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and often will have multiple pimps
which exploit female victims.
47
00:04:37,800 –> 00:04:41,857
Traffickers often engage in specific behaviors,
such as isolating their victims or
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forbidding them from making contact
with their friends or family.
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Traffickers will promise to provide caring relationships
50
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or money in exchange for this person’s loyalty,
51
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However, they may monitor their victim’s use of telephones, social media,
52
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or their interactions with other people.
53
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These relationships are often abusive and controlling,
both physically and emotionally.
54
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Identifying potential victims in your community starts
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by knowing the common signs, or red flags, of human trafficking.
56
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It can be difficult to determine what type of abuse is happening.
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However, if you notice any red flags in your
community, it’s best to call this hotline with
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representatives who can help you determine
if the abuse is trafficking or another type of abuse,
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00:05:40,933 –> 00:05:45,887
such as child abuse, or domestic
violence and if so, what to do about it.
60
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Here are some common red flags you should be aware of.
61
00:05:51,336 –> 00:05:56,766
If someone struggles to afford expenses,
but then gets unexplained expensive gifts,
62
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or if someone else is controlling their bank account.
63
00:06:01,913 –> 00:06:06,512
If someone has a pimp or manager who follows them,
64
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even if they are called a “boyfriend” in social circles.
65
00:06:12,404 –> 00:06:17,039
If you see someone getting in and out of cars
often at the same location,
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or if they often go to a motel or hotel,
67
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if they post sexual content on social media,
68
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if they skip school or other day programs,
69
00:06:27,563 –> 00:06:31,131
if they miss medical appointments,
or if they are afraid to go home.
70
00:06:31,960 –> 00:06:39,239
If you see signs of physical abuse,
such as bruises, cuts, or burns,
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00:06:39,239 –> 00:06:47,729
if they wear clothing inappropriate to the season,
72
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or if they wear the same clothes all the time.
73
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If someone has broken or stolen someone’s
assistive technology,
74
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such as a cane, walker, wheelchair, hearing aid
75
00:07:01,668 –> 00:07:04,877
or anything that that person needs for access.
76
00:07:04,877 –> 00:07:11,614
The same can happen with phones, medicine, and disability benefits.
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Abusers may also try to accompany someone to appointments
or prevent having an interpreter present.
78
00:07:20,663 –> 00:07:28,052
Let’s focus now on vulnerabilities specific to deaf populations,
79
00:07:28,052 –> 00:07:30,928
such as language access or social support.
80
00:07:30,928 –> 00:07:34,566
Communication and language access can impact
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00:07:34,566 –> 00:07:40,657
how comfortable victims feel when it comes to reporting abuse,
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00:07:40,657 –> 00:07:47,516
such as the relationship they have with
family members, teachers, or other people.
83
00:07:48,509 –> 00:07:54,189
Child welfare agencies may not provide interpreters,
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creating additional barriers to reporting.
85
00:07:57,794 –> 00:08:00,908
Living far from one’s home environment may lead to
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00:08:00,908 –> 00:08:07,454
a lack of oversight, and teachers, school staff,
or others may be abusers.
87
00:08:07,454 –> 00:08:13,431
Unfortunately, there is no current law requiring
schools for the deaf to report sexual abuse to federal authorities.
88
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There is very limited community resources, such as direct mental health services,
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or specialists in survivor services for deaf populations.
90
00:08:24,886 –> 00:08:29,103
This is also true for employment services tailored to deaf people,
91
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who are underemployed compared to the general population.
92
00:08:31,744 –> 00:08:39,253
In addition, deaf plus, race or gender based discrimination
may impact economic security of deaf individuals.
93
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Un- or under-employment can create vulnerability to trafficking.
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There were no resources in ASL about human trafficking,
before this training was developed.
95
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It’s important that we continue to educate
and support the deaf community
96
00:09:00,000 –> 00:09:08,336
in preventing abuse, including healthy relationship education in schools.
97
00:09:22,218 –> 00:09:28,398
If you are a member of the Deaf community,
there are factors that naturally reduce your risk of abuse.
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First, community members are often very connected
and watch out for each other.
99
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To increase protective factors, all community members
including children, elders, and service providers
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– such as teachers and counselors –
101
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should be included in awareness-building activities,
such as this training, to know the signs of abuse.
102
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Healthy relationships are key to keeping everyone safe.
103
00:09:52,564 –> 00:09:57,153
Exercise care and responsibility in your relationships
104
00:09:57,153 –> 00:10:04,215
with your friends, family, romantic partners,
and other community members,
105
00:10:04,215 –> 00:10:08,040
ensuring that you have honest and open relationships.
106
00:10:08,488 –> 00:10:12,941
Keep communication at the center of maintaining
healthy relationships with support networks,
107
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such as family, school staff, foster parents,
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case workers, resident staff, teachers, and other community members.
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The deaf community values communication.
110
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Stability is key to preventing abusive situations,
including housing, finances, and relationships.
111
00:10:39,809 –> 00:10:49,825
Health coping skills are also important, because stress, trauma,
and other mental health issues are all risks to victimization.
112
00:10:49,825 –> 00:10:52,508
Access to resources is crucial.
113
00:10:52,508 –> 00:10:55,485
As a community, the deaf population is diverse and diversity is valued.
114
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The multiple experiences in the community is its strength.
115
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You can use Trauma Informed Care to center
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the safety of a person who has experienced abuse.
117
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Empowering them to make decisions about their own care.
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Providing a trusting, honest, and transparent care environment
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00:11:29,811 –> 00:11:35,577
will require honesty and confidentiality.
120
00:11:36,783 –> 00:11:40,308
Be sure to use appropriate vocabulary when caring for a victim,
both in English and ASL,
121
00:11:40,362 –> 00:11:44,807
using the guide we’ve provided in this training.
122
00:11:45,261 –> 00:11:48,907
Establish direct communication when providing care,
often by using an interpreter.
123
00:11:49,623 –> 00:11:53,874
Be sure to conduct interviews without the abuser being present.
124
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Use interpreting or other support as needed.
125
00:11:58,859 –> 00:12:02,991
Practice patience as you provide accommodations to the victim.
126
00:12:02,991 –> 00:12:07,091
and set aside more time than normal to move through the process.
127
00:12:08,506 –> 00:12:11,405
If you see suspected human trafficking or abuse,
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you should contact the National Human Trafficking Hotline,
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or these other resources that provide mental health,
safe housing, and other support services.
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Here are some ways to get started:
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Advocate for language access in trainings, schools, agencies, and curriculum.
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Gain a better understanding of human trafficking and
any personal biases.
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Volunteer with adults or youth in the community
who are at risk for human trafficking.
ASL video about the topic of human trafficking. This video includes a definition of human trafficking and other related key terms. It discusses risks and protective factors and identifies national and DHH-specific supports available.
0:03-0:06 Many parents are curious about how to support
0:07-0:10 Their children with the recent school shootings that have happened
0:11-0:14 We will discuss how to support your children
0:15-0:18 First, you want to start the conversation with your child.
0:19-0:22 If parents are silent it can
0:23-0:26 Unintentionally increase your child’s feelings of stress and fear.
0:27-0:30 School-age children are already exposed to
0:31-0:34 Information from the media, school, friends
0:35-0:38 So we want parents to clearly provide information
0:39-0:42 To their children. How do you start that conversation?
0:43-0:46 Start by asking your child what they already know.
0:47-0:50 Children will get information from
0:51-0:54 Different places. Listen carefully.
0:55-0:56And figure our what they already know.
0:57-1:00 If information is accurate or inaccurate,
1:01-1:04 Parents can listen and gently correct
1:05-1:08 Misinformation. Encourage your child
1:09-1:12 To ask you questions, and respond directly
1:13-1:16 Sometimes questions will feel challenging. Parents are encouraged to respond
1:17-1:20 In a fashion that is clear, simple, and age-appropriate
1:21-1:24 Parents might share some of their own reactions and feelings
1:25-1:28 Such as grief and sadness. We also want parents
1:29-1:32 To share stories about how they are coping
1:33-1:36 And stories about who helped and supported people.
1:37-1:40 We can add a positive frame.
1:41-1:44 Limit exposure to the media
1:45-1:48 Children get information from many places and become overwhelmed, so we want to limit this
1:49-1:52 Information. And we do not want to expose young children to any media.
1:53-1:56 Parents sometimes watch media and children may appear
1:57-2:00 To not be attending, but they pick up information. Be careful
2:01-2:04 About having media around whenever children are present
2:05-2:08 Children have common reactions
2:09-2:12 To traumatic events. Sometimes children have tantrums,
2:13-2:16 Are irritable, having trouble sleeping and eating
2:17-2:20 Most symptoms will reduce
2:21-2:24 Within a few weeks.
2:25-2:28 Parens can become a positive role model.
2:29-2:32 Again, share your stories and how you are navigating this experience
2:33-2:36 And show them that positive things also happen within these communities.
2:37-2:40 Using this time to share stories about how
2:41-2:44 Your family can respond at home to crisis situations.
2:45-2:48 Be patient with yourself and your children.
2:49-2:52 Everyone needs some extra patience during these times.
2:53-2:56 Lastly, if behaviors or symptoms continue
2:57-3:00 You can seek additional help.
3:01-3:04 Through mental health professionals with experience in supporting trauma
3:05-3:08 You can get referrals through your doctor, insurance, and local community.
3:09-3:11 Thanks for listening
ASL video, adapted from a resource developed by the NCTSN, about how to talk to children about mass shootings. It provides information about how to start a conversation, common reactions children may have, and how to seek help.
00:00:04,516 –> 00:00:08,924
After a traumatic event,
00:00:09,067 –> 00:00:13,658
Here is how to cope.
00:00:15,000 –> 00:00:18,488
After mass violence,
00:00:18,622 –> 00:00:23,933
a lot of people in community feel hurt and scared.
00:00:24,000 –> 00:00:29,384
These events can make everyone very worried and sad.
00:00:29,551 –> 00:00:33,993
You, your friends, or family might get hurt,
00:00:34,110 –> 00:00:38,251
be scared for others, or even lose someone.
00:00:39,000 –> 00:00:41,636
Sometimes, talking to the police
00:00:41,636 –> 00:00:45,726
or trying to understand why it happened can be tough.
00:00:46,027 –> 00:00:51,744
But, as days go by, most people start to feel a bit better
00:00:51,828 –> 00:00:56,036
and get back to their usual routine.
00:00:56,287 –> 00:01:01,150
It’s good to know that these feelings are normal.
00:01:03,000 –> 00:01:05,308
Feeling Scared:
00:01:06,261 –> 00:01:10,155
After something bad like this happens,
00:01:10,322 –> 00:01:15,438
it’s normal to feel scared or think you’re not safe.
00:01:16,257 –> 00:01:19,586
This is especially true if you do the same things
00:01:19,687 –> 00:01:24,195
or go to the same places as those affected.
00:01:24,496 –> 00:01:34,729
To help feel safer, it’s good to know what’s being done to keep everyone safe.
00:01:35,498 –> 00:01:39,421
And remember, you can always share your thoughts
00:01:39,555 –> 00:01:46,493
or join groups that are trying to make things safer for everyone.
00:01:48,266 –> 00:01:54,649
Struggling to return to your usual routines and emotions?
00:01:55,101 –> 00:01:59,659
After a mass violence incident,
00:01:59,659 –> 00:02:04,135
people might experience one or more of the following:
00:02:04,470 –> 00:02:09,130
Sleep problems and nightmares.
00:02:10,050 –> 00:02:16,192
Trouble focusing and feeling emotionally cloudy.
00:02:17,513 –> 00:02:25,032
Feelings of sadness, anger, confusion, and fear.
00:02:25,751 –> 00:02:31,648
Isolation or detachment from others.
00:02:32,066 –> 00:02:39,000
Intrusive thoughts and distressing memories.
00:02:40,739 –> 00:02:48,983
Loss of interest in things that used to matter.
00:02:49,317 –> 00:02:55,916
Physical symptoms like headaches and stomachaches.
00:02:56,283 –> 00:03:02,180
Triggers that remind them of the violence.
00:03:03,501 –> 00:03:10,067
Feeling on edge, irritable, and in a constant state of alert.
00:03:11,104 –> 00:03:19,510
Grieving for a lost loved one can bring additional, unique responses.
00:03:20,430 –> 00:03:25,514
Remember that there’s no one “right” way to grieve,
00:03:25,698 –> 00:03:29,588
as each person’s process is different.
00:03:31,327 –> 00:03:35,815
Concerns for family and loved ones:
00:03:37,723 –> 00:03:48,369
Worrying about loved ones after a mass violence event can make you more protective,
00:03:48,536 –> 00:03:51,892
especially for those with special needs or children.
00:03:52,661 –> 00:03:55,344
If your partner is very upset,
00:03:55,344 –> 00:04:02,344
you might avoid sharing your own feelings to avoid further upsetting them.
00:04:02,632 –> 00:04:10,134
It’s a good idea to find someone to talk to about your thoughts and emotions related to the event
00:04:10,201 –> 00:04:16,148
so you don’t feel alone in your experiences.
00:04:18,640 –> 00:04:24,604
Every day problems can become worse:
00:04:25,391 –> 00:04:36,000
Everyday problems can become more difficult after mass violence,
00:04:36,288 –> 00:04:44,325
especially if you’ve dealt with trauma, depression, anxiety, or are currently in counseling.
00:04:47,151 –> 00:04:49,743
Identity Impact:
00:04:50,044 –> 00:04:54,456
If the mass violence targeted your group,
00:04:54,456 –> 00:04:59,516
it can make you feel more threatened and isolated.
00:05:00,135 –> 00:05:07,403
Helping others understand your experiences is crucial for support.
00:05:09,543 –> 00:05:13,509
Searching for Meaning:
00:05:13,726 –> 00:05:22,489
Trying to understand why the violence happened and what went wrong can be challenging.
00:05:22,807 –> 00:05:27,000
Talking to friends, family, and faith leaders
00:05:27,084 –> 00:05:35,390
can help you find your own meaning in the face of hate.
00:05:35,390 –> 00:05:37,557
Having discussions will assist you.
00:05:39,647 –> 00:05:42,209
Taking Care of yourself:
00:05:44,906 –> 00:05:48,500
Limit Media Use:
00:05:48,617 –> 00:05:55,550
Limit your exposure to constant news and social media.
00:05:56,821 –> 00:06:06,297
Take breaks and distract yourself with non-news TV or games.
00:06:07,568 –> 00:06:10,566
Healthy Routine:
00:06:11,753 –> 00:06:20,774
Establish a daily schedule with regular meals, exercise, and enough sleep.
00:06:21,175 –> 00:06:25,684
Turn off electronics at night.
00:06:26,854 –> 00:06:28,975
Have Fun:
00:06:30,380 –> 00:06:37,241
Give yourself permission to enjoy daily activities you love,
00:06:37,241 –> 00:06:44,259
like walking, writing, art, music, or spending time with loved ones.
00:06:46,923 –> 00:06:49,594
Stay Connected:
00:06:49,945 –> 00:06:52,831
Keep in touch with family and friends,
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and consider helping others through volunteering.
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Parenting Support:
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Be kind to yourself as a parent and seek help if needed.
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Check in with co-workers to show you care about their well-being.
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Seek Help:
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Reach out to your Employee Assistance Program (EAP),
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a mental health provider, or a trusted colleague.
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Other resources:
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National Suicide Prevention Lifeline: 988
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You can call them via VP.
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Disaster Distress Helpline: 800-985-5990
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Crisis Text Line Text: 741741
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Texting “HOME” to them.
ASL video, adapted from a resource developed by the NCTSN, about how to talk to children about mass shootings. It provides information about feeling common response to mass violence events like feeling afraid or unsafe and making everyday issues worse and how to take care of yourself.
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Teens Coping after Mass Violence
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Mass violence affects the whole community, causing stress.
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Whether you were physically hurt, concerned for loved ones, or lost someone
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understanding common reactions is crucial for self-care.
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Here are some common reactions to mass violence:
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Mass violence can make you scared for your safety,
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especially if it happens where you usually go.
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This fear is normal.
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Adults in the community are working to keep everyone safe,
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and as a teenager, you can help too.
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You can speak up for things that will make your community safer
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or join groups that want the same.
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Trouble getting back to normal routine and feelings:
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many teens might have trouble sleeping, focusing, or feeling normal.
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They could feel sad, scared, or disconnected from others.
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They might have physical symptoms like headaches or changes in appetite
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and could be reminded of the violence easily.
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They might also feel jumpy or on edge a lot.
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Losing someone you know can bring extra grief.
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Everyone grieves in their own way;
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there’s no one right way to grieve.
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Worrying about family and loved ones:
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After a mass violence event, as a teen,
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you might worry more about your family
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especially younger or older relatives.
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If you think your parents are upset,
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you might avoid sharing your feelings with them.
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It’s good to find an adult you trust to talk about
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how you feel so you don’t have to deal with it alone.
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Everyday issues can become worse:
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Teens deal with school, activities, and personal issues
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After experiencing mass violence,
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these problems might feel even harder to handle,
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especially if you’ve had trauma, depression, anxiety, or counseling before.
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Impacts on Identity:
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As a teen, you’re exploring who you are in terms of things
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like gender, religion, or ethnicity.
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If a violent incident targets a group you identify with,
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it might make you feel more threatened and isolated.
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But communities often come together to support each other,
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which can help you feel safer as you figure out your identity.
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Search for meaning:
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It’s tough to understand why people hurt others on purpose.
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It can make you doubt your trust in people and your beliefs.
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Talking to friends, family, teachers, and faith leaders
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can help you figure out your own thoughts about why bad things happen.
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Taking care of yourself:
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Limit media exposure:
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After a mass violence event,
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news and social media can make you feel worse if you keep checking.
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Try taking breaks from them for a few hours each day.
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If you need a distraction, watch a movie or play games instead.
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Practice healthy habits:
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It’s important to follow a daily routine that involves
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eating regular healthy meals, exercising, and
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trying to get a full night’s sleep by turning off electronics before bedtime.
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Have fun:
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Take a break from sad things and have fun.
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Do something you love every day,
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like walking, writing, making art, listening to music,
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being with friends, or spending time with pets.
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Connect with Others:
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Spend time with family and friends who make you feel good.
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Help others by volunteering.
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Connecting with others can make you feel better.
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If you’re worried about a friend, talk to them and tell an adult you trust.
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Seek help:
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Talk to an adult you trust like a parent, counselor, or nurse
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Your community might have places to get help.
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Most problems get better with time,
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but if they don’t, seek counseling.
ASL video, adapted from a resource developed by the NCTSN, about coping after mass violence for teens. It provides information about common emotional responses to mass violence events, specially for teens, and how to empower teenagers themselve.
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Age Related Reactions to a Traumatic Event
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Parents want their kids to grow well and be safe.
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But sometimes, serious dangers like school shootings
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or natural disasters can be really scary
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and may cause trauma for children
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if they are life-threatening or very risky.
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Parents, doctors, schools, and communities can help
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kids who’ve been through tough times
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by understanding how it affects them
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and supporting them to bring balance
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back to their lives and their families.
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How might children react?
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How children experience traumatic events
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and how they show their feelings
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after it depends on age and level of development.
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After a traumatic event, preschool and young children might feel scared
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and have trouble talking about their feelings.
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They might feel unsure if the danger is over
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and have fear in other parts of their lives.
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Kids who’ve been through trauma might struggle with things they could do before,
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like sleeping alone, being away from parents, or playing alone.
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They might also have trouble with speech, using the toilet, or sleeping
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because of bad dreams or fear.
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Sometimes, they might play in a repetitive way,
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focusing on the scary event.
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After a scary event, school-age children might worry about safety,
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feel guilty about what they did or didn’t do,
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and keep talking about it.
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They could also feel very scared or sad.
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After something really scary happens,
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kids might have trouble sleeping,
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concentrate less in school,
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and for no clear reason have physical pain
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like headaches or stomach aches.
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They might also act in more daring or aggressive ways.
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After a scary event, teenagers might feel embarrassed about their emotions
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and worry about seeming different from their friends.
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They might pull away from family and friends
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because they feel guilty and ashamed.
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Some may have thoughts about getting back at others.
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Traumatic events can drastically change how they
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see the world and could lead to
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self-destructive behaviors or accidents.
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How can you help?
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It’s really important for family, doctors, schools, and the community
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to help young children after something scary happens.
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Parents can comfort younger kids, play with them,
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and reassure them that they’re safe.
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Adults should encourage kids to talk about their feelings
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so they don’t feel alone.
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Being consistent in caring for kids
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and being open about plans parents have
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can make children feel secure.
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After a scary event, children might need a little extra understanding and patience
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as they may struggle with their usual tasks for a while.
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School-age children might need encouragement
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and help talking about their worries and feelings with their family.
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Parents can support by helping them tell teachers
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if their thoughts and feelings
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are making it hard to concentrate and learn.
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After a hard time, families can help teens by
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talking about what happened and their feelings about it.
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Parents can help with relationship stress
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and understand that misbehaving might be about feeling angry.
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It’s important to talk about wanting revenge,
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what happens when you try to get revenge,
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and find good ways to deal with feeling helpless.
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When a scary event happens to children,
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it affects the whole family.
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Everyone might feel and react differently.
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It’s important for family members
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to understand each other’s experiences, support each other,
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and cope with feelings of fear, helplessness, anger, or guilt
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about not being able to protect the kids.
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This helps the family feel better
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emotionally after the scary event.
ASL video, adapted from a resource developed by the NCTSN, about age related reactions to a traumatic event. It provides information about potential physical and emotional reactions categorized by age groups such as young school-age children, school-age children, and adolescents, and offers guidance on how to help children cope.
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The infographic provides an overview of language deprivation, clarifies misconceptions about sign language, illustrates the challenges faced by individuals with language deprivation, and highlights the importance of early access to language for deaf children to prevent this condition.
This infographic depicts a mental health provider preparing for a session with a DHH client, highlighting the importance of self-reflection on biases, knowledge about the DHH community, and adapting the environment for effective communication. It also suggests best practices for DHH clients, emphasizing personal and cultural awareness, knowledge, and skills, as well as the significance of feedback in refining care for DHH individuals.
This infographic outlines a framework for clinical decision-making tailored to the needs of DHH clients. It emphasizes the integration of three key elements: clinical factors, available research, and clinical expertises. The infographic highlights how each component contributes to creating a supportive environment for DHH clients, focusing on understanding the unique cultural and communication needs of the DHH community.
Parent-Child Interaction Therapy (PCIT) is an evidence-based therapeutic approach designed to improve the parent-child relationship and address behavioral and emotional issues in young children. Developed by Sheila Eyberg in the 1970s, PCIT combines play and behavior therapy elements to create a structured and effective intervention.
Child-Directed Interaction (CDI): In this phase, parents learn to interact positively with their child through play. They use specific skills such as praises, reflections, and behavioral descriptions to reinforce positive behavior.
Parent-Directed Interaction (PDI): This phase focuses on teaching parents effective discipline strategies. Parents are coached in using developmentally appropriate consistent consequences for inappropriate behaviors.
The DHHCRC has published groundbreaking research on adapting Parent-Child Interaction Therapy for Deaf families using ASL, enhancing culturally affirmative mental health services.
View the Publication
Parent-Child Interaction Therapy (PCIT) helps parents manage young children’s behavior through live coaching, improving communication and discipline strategies.
PCIT for Parents
SMART stands for Sensory Motor Arousal Regulation Treatment, an innovative mental health therapy for children and adolescents who have experienced complex trauma to help them with emotional, behavioral, and interpersonal regulation
SMART stands for Sensory Motor Arousal Regulation Treatment.
Video Transcript
SMART is a type of therapy that uses different materials, such as weighted blankets, balance beams, fitness balls, cushions, mats, and other things, to support a child’s natural way of regulating body and emotion in order to develop attachment-building and embodied processing of trauma.
SMART therapy combines movement and connection to regulate arousal states and emotions. it stimulates both the subcortical and cortical parts of the brain, helping to develop behavioral and psychological responses
SMART therapy goals include:
SMART utilizes an array of therapeutic equipment, such as weighted blankets, balance beams, fitness balls, and large cushions, in shared play to support children’s natural ways of regulating their bodies and their emotions to facilitate attachment-building, and to allow for embodied processing of traumatic experiences.
The treatment blends movement and relationship to regulate arousal states and powerful affect, thereby engaging the subcortical and cortical neural pathways to increase behavioral and psychological integration.
Foundation of SMART: SMART is a therapeutic modality that incorporates somatic movement to support healing from traumatic experience in youth.
SMART Spiral: SMART Spiral helps the clinician understand the therapeutic processes that occur in SMART therapy.
SMART Spiral shows the therapeutic processes in SMART therapy, both in sessions and over the course of treatment. This happens naturally in each session. There are three threads: Somatic Regulation, Trauma Processing and Attachment-Building.
The SMART Spiral illustrates the therapy process in the SMART room, both during sessions and throughout the overall therapy. It naturally unfolds in sessions and has three parts: Somatic Regulation, Trauma Processing, and Attachment Building.
The SMART Spiral helps us understand what happens in the room from the therapist’s perspective. The three parts of the spiral show how each process occurs, overlaps, and develops.
Somatic Regulation
Somatic Regulation: This involves the child finding and exploring regulatory tools to change their state effectively. Therapist skills include Tending to Safety, Tracking In/Out, Choice Points, Embodied Attuning, Full Participation, Following, Verbal Scaffolding, and Leading.
Trauma Processing
Trauma Processing: This is the child’s internal process of transforming trauma memories into a story, often facilitated through play and “Aha” moments with adults. Therapist skills include Full Participation, Following, Leading, and Tending to Safety.
Attachment Building
Attachment Building: This helps the child develop new connections, provides safe relational experiences, and supports enjoyable play. It helps with predictability and one-on-one interactions, introducing new experiences. Therapist skills include Embodied Attuning, Full Participation, Following, Leading, and Verbal Scaffolding.
Why is it important?
The Spiral includes three simultaneous processes with different focuses and developmental stages. Each method requires different therapist skills to support it.
Children need to feel safe in the space to process trauma. Once the trauma processing is underway, they will better connect with others appropriately. While it may seem like a sequential order, it is not. The processes overlap, which is why we use the spiral model.
Example:
A child struggles with regulation, so we provide them with tools (Somatic Regulation). They may have difficulty accepting the tools because they don’t yet trust us. So, we focus on showing that we are here for them (Attachment Building). Once they feel secure and open to accepting the tools, they express their story through drama or play (Trauma Processing).
These processes are not separate but overlap and support each other’s development.
Picture: SMART Spiral
The SMART Spiral is the foundation of SMART therapy, with three tracks: Somatic Regulation, Trauma Processing, and Attachment Building. Understanding all three and how they connect is crucial. Many therapist skills focus on each process, helping the child achieve their integration goals.
Warner, E., Westcott, A., Cook, A., & Finn, H. (2020). Transforming trauma in children and adolescents: An embodied approach to somatic regulation, trauma processing, and Attachment Building. North Atlantic Books.
https://smartmovespartners.com/smart-therapy-approach/
Deaf and Hard of Hearing Child Resilience Center