Art for Children Experiencing Psychological Trauma

A Guide for Art Educators and School-Based Professionals

Adrienne D. Hunter, Donalyn Heise, Beverley H. Johns, Adrienne D. Hunter, Donalyn Heise, Beverley H. Johns

• Publisher: Routledge
• Year: 2018
• Print ISBN:
  9781138236950
• eBook ISBN:
  9781315301334
• Topic: Éducation
• Subtopic: Théorie et pratique de l'éducation

Art for Children Experiencing Psychological Trauma aims to increase understanding of art's potential to enhance learning for children living in crisis. In this ground-breaking resource, the first of its kind to focus specifically on the connection between art education and psychological trauma in youth populations, readers can find resources and practical strategies for both teachers and other school-based professionals. Also included are successful models of art education for diverse populations, with specific attention to youth who face emotional, mental, behavioral, and physical challenges, as well a framework for meaningful visual arts education for at-risk/in-crisis populations.

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Part I

Overview of Behaviors

Who Are the Children in Crisis? Definitions and Demographics

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1 Introduction and Purpose of this Book

Adrienne D. Hunter, Donalyn Heise, and Beverley H. Johns

Many children are living in crisis, struggling with trauma from natural or environmental disasters, domestic or societal violence, bullying, homelessness, human trafficking, or from lack of acceptance of sexual preference. Those who have experienced trauma may have been in the criminal justice system or have family members who are incarcerated. Children who have experienced trauma are less likely to succeed in school and are at risk of dropping out of school altogether (Steele & Kuban, 2002).

Children may suffer different types of trauma, including simple, or single-incident, trauma or exposure to repeated traumatic experiences over a prolonged period of time (Lawson & Quinn, 2013). More than one-quarter of children between birth and the age of five who have entered the child welfare system exhibit trauma symptoms. In 2011, 3.4 million referrals alleging child abuse were made to the child welfare system (Fusco & Cahalane, 2014). Childhood trauma results in a child feeling an overwhelming sense of terror and powerlessness (Steele & Kuban, 2002).

The number of children who are homeless is staggering. In 2009, the National Center on Family Homelessness reported that 1.6 million children a year were homeless, and the average age of a homeless child was 7 years; 59% of homeless people living in shelters are under age 18 (Substance Abuse and Mental Health Services Administration [SAMHSA], 2011). At least 7% of all fifth-graders have lived in a shelter or car at some point in their young lives. Children who are homeless are often at risk of poor health and negative academic and social outcomes (Moore & McArthur, 2011). They are often exposed to other traumatic circumstances such as domestic violence, community crime, and weak family structures. They are subjected to repeated traumatic experiences. Many have family members who struggle with mental health issues. Children who are homeless often lack the transportation and resources necessary for full participation in school.

Racial minorities and students with disabilities are disproportionately represented in incarceration. Students with disabilities comprise 8.6% of public school children, yet make up about 32% of youth in juvenile detention centers (Elias, 2013); 15% of jail inmates were homeless at some point in the year prior to their incarceration (SAMHSA, 2011), and 49% of homeless adults reported spending five or more days in a city or county jail.

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It is critical that educators be trauma-informed and understand the impact that trauma has on childhood development and behavior. Whatever the type of school setting the child is in, art educators have the capacity to meet the needs of children who have suffered trauma.

Children who have experienced trauma may act out and may exhibit other behaviors such as withdrawal, fear, or agitation. Their behavior communicates the reality of their world and the experiences they have encountered.

The arts can play a vital role in the education of children who have suffered trauma, are at-risk, homeless, and/or incarcerated. Effective interventions involve children in their own healing so they can feel safe and empowered (Steele & Kuban, 2002). Yet many teachers feel ill-prepared to address the needs of these vulnerable populations. Those who are working with children need to understand effective interventions to help children heal (Walkley & Cox, 2013). This book provides an array of teaching techniques throughout, and each chapter features a summary of teaching tips.

Currently, very few resources exist relevant to art education for children who have suffered psychological trauma. This book provides insights for understanding and offers research-based best practices for enhancing the academic potential of this growing population.

The purposes of this book are to:

• increase understanding of the role of visual art education for enhancing learning for children living in crisis;

• provide resources for pre-service teacher candidates and professional development for art teachers, general educators, school counselors, and social workers;

• help art educators improve their ability to recognize students living in turmoil, and design effective, appropriate instruction, and classroom management, to meet their needs;

• contribute to the field of art education situated within social-cultural contexts;

• offer successful models of visual art education for diverse K-12 classrooms with specific attention to youth who face emotional, mental, behavioral, and physical challenges;

• describe a framework for meaningful visual art education for at-risk populations; and

• share the expertise of art educators, building on their experiences and best practices.

This book is organized in three sections: Part I gives an overview of behaviors, including definitions and demographics of children who have experienced trauma. It provides a framework of information for understanding children who are homeless or highly mobile, children who have suffered abuse, the human trafficking of children, and children who are incarcerated. An additional chapter provides recent brain research and implications for working with children exposed to trauma. Part II highlights art education in practice, offering strategies for creating a safe and supportive environment in the art room, as well as successful techniques for teaching art to children living in crisis. Part III identifies future directions for meeting the needs of all students, and includes information for successful collaborations and community-based art programs. We conclude with stories of success and how art teachers can make a difference in the lives of students who have suffered trauma.

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References

Elias, S. (2013). An after school program for at-risk youth: A grant proposal project (unpublished doctoral dissertation, California State University, Long Beach).

Fusco, R. & Cahalane, H. (2014). Young children in the child welfare system: What factors contribute to trauma symptomology? Child Welfare, 92(5), 37–58.

Lawson, D. & Quinn, J. (2013). Complex trauma in children and adolescents: Evidence-based practice in clinical settings. Journal of Clinical Psychology: In Session, 69, 497–509.

Moore, T. & McArthur, M. (2011). ‘Good for Kids’: Children who have been homeless talk about school. Australian Journal of Education, 55(2), 147–160.

National Center on Family Homelessness, Substance Abuse and Mental Health Services Administration (2011). Current statistics on the prevalence and characteristics of those experiencing homelessness in the United States.

Steele, W. & Kuban, C. (2002). Healing trauma, building resilience: SITCAP in Action. Reclaiming Children and Youth, 22(4), 18–20.

Walkley, M. & Cox, T. (2013). Building trauma-informed schools and communities. Children and Schools, 35(2), 123–126.

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2 Children Exposed to Trauma

Children in Crisis

Lisa Kay

This chapter provides an overview of information relevant to art educators concerning children exposed to traumatic events or who are in crisis, including different types of trauma and children’s reactions to trauma. The at-risk spectrum is discussed, including definitions of the term as well as approaches to and alternative models for viewing students with such a label. A comparison of practices of an art teacher and art therapist who may work with children exposed to trauma is also covered. The chapter concludes with what art education can offer and what art teachers can do to assist children exposed to trauma or in crisis.

Introduction

When we think about children, trauma, and crisis, many word associations may come to mind: divorce, neglect, abuse, severe accidents, violence, homelessness, poverty, fire, and even death. Children are typically exposed to at least one traumatic event by age 16, but many will experience multiple traumatic events by that age (American Psychological Association, 2008; Costello, Erkanli, Fairbank, & Arnold, 2002). Some of these students may be homeless, in-crisis, or at-risk; often these students have had traumatic experiences that affect their ability to learn and function in social settings like schools and art rooms. Similar to children who experience war, Garbarino, Kosteiny, and Dubrow (1991) report that a high percentage of urban youth exposed to violence and living in poverty develop post-traumatic stress disorder (PTSD). They may also exhibit “fight or flight behavior” as a result of adverse childhood experiences, recurring trauma, or toxic stress.

Unfortunately, trauma exists in our lives, and surviving traumatic events is often scary. The term “trauma” is broad and complex. It can describe a wide range of experiences and events that can have a profound impact on students’ social, emotional, and cognitive learning. Traumas range in severity, duration, and reactions and can include serious accidents, like a car wreck; illness; sexual or physical assault and abuse; violence (community, school shooting, terrorism, war); or a natural disaster like a fire, tornado, hurricane, or earthquake (National Center for PTSD, 2013). A trauma could be one event like the death of a special pet for a young student, the loss of a sibling for a middle school student, or the suicide of a peer for a high school student. According to the U.S. Centers for Disease Control (2003), a traumatic event is “marked by a sense of horror, helplessness, serious injury, or the threat of serious injury or death” (p. 1). These events are coupled with an overpowering inability to cope (van de Kolk, Bessel, & Fisher, 1995, as cited in Eisen & Goodman, 1998).

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What Is Trauma?

The National Child Traumatic Stress Network (NCTSN, 2013) outlines different types of psychological or physical trauma, including early childhood trauma, traumatic stress, traumatic grief, complex trauma, toxic stress, and PTSD. Early childhood trauma is a traumatic experience that occurs between birth and age 6. Depending on what has occurred, the traumatic experience can have long-range impact on a child’s health, education, and life. Traumatic stress can occur as a result of a painful medical treatment or the sudden loss of a loved one. Grief becomes traumatic when the trauma symptoms interfere with the child’s ability to experience a typical process of bereavement. The combination of trauma plus grief symptoms can be so unrelenting that painful reminders can create scary thoughts, images, and/or memories for the child. Complex trauma refers to a child’s response to multiple or prolonged traumatic events and the impact of this exposure in their development (NCTSN, 2013). The Center on the Developing Child at Harvard University (2013) refers to this type of trauma as a toxic stress. Toxic stress can be physical or emotional abuse, longstanding neglect, substance abuse or mental illness of a main caregiver, constant exposure to violence, and/or poverty. One of the key factors in toxic stress is the lack of adequate adult support in a child’s life (National Scientific Council on the Developing Child, 2007). Toxic stress is pervasive and recurrent. Many children living in poverty experience this type of stress.

What Do Art Educators Need to Know about Trauma Reactions?

Children’s reactions to trauma may be difficult to understand and/or confusing. Some behavioral reactions may not seem to connect directly with the trauma. Art teachers can help students through difficult times by understanding how children react to traumatic life events. It is important to note that children respond differently to traumatic events depending on their age and cognitive and emotional developmental levels. As a result, elementary, middle, and high school students may exhibit different behavioral reactions to trauma. For example, elementary students may appear nervous and afraid, worried about their own safety or others’ safety, or become clingy with a teacher or parent. A minor incident may cause a huge upset. They may feel guilty, ashamed, or startle easily. Young students may retell the story of a traumatic event repeatedly and may worry that the event will happen again. Children may have difficulty expressing their feelings or concentrating. They also may have trouble sleeping (NCTSN, 2013; Zubenko, 2002). An art teacher may see changes in the student’s overall school performance or projects, such as in art work.

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Middle and high school children may appear or feel depressed, alone, and different from their peers. They may report that their life is out of control. Older students may discuss the specific details of the traumatic event and avoid places that remind them of the event. Students who have experienced trauma may show changes in behavior; develop eating disorders, begin self-harming behaviors like cutting or hair pulling; or start using or abusing alcohol or drugs. They may become sexually active or engage in risky behaviors (Zubenko, 2002). They may say that they feel nothing about what has happened (Lubit et al., 2003, as cited in Wolfe et al., 2006). Like younger children, adolescents may experience sleep disturban...

Table of contents

• Cover Page
• Art for Children Experiencing Psychological Trauma
• Title
• Copyright
• Dedication
• Contents
• Biographies of Editors and Contributors
• Acknowledgments
• PART I Overview of Behaviors: Who Are the Children in Crisis? Definitions and Demographics
• PART II Art Education in Practice
• PART III Identifying Future Directions
• Index