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Abstract
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VioLit summary:
OBJECTIVE:
The intent of this article by Wallach was to identify the special needs of children who were exposed to violence and to provide suggestions for child care professionals on how to help offset the negative effects of violence in the lives of young children.
METHODOLOGY:
The author employed a non-experimental design by providing information from her professional experience with issues surrounding children and violence. She described the damaging effects of domestic and neighborhood violence on the development of young children, and identified strategies for child care professionals to assist these children through developmental tasks.
FINDINGS/DISCUSSION:
In a study of more than 1,000 children in Chicago, 74% of them had witnessed a murder, shooting, stabbing, or robbery (Kotulak, 1990; Bell, 1991). With frequent exposure to such violence many families in the United States had difficulty providing support, love, and affection in a consistent, predictable manner. Children therefore had difficulty developing a sense of autonomy and trust which could in turn lead to pathological developments such as violence. The author stated that in addition to these risks, children could develop defenses against their fears which would interfere with their development; with their attention directed toward their defenses, and often with a sense of guilt about the domestic violence they have witnessed, their energies might not have been available for normal developmental tasks. Ultimately this system could lead to a sense of helplessness which would have limited the development of autonomy.
Teachers, social workers and human service personnel made a difference in the development of these children, the author argued, through five measures. 1) They provided programs where meaningful relationships were developed with caring and knowledgeable adults, and therefore provided a corrective emotional experience (Alexander, 1948). While children could not be forced into such relationships with adults, the opportunities were provided so children could take advantage of these relationships. 2) They organized schedules which maximized consistent contact with children, one of the most important steps in developing significant relationships with children. 3) They provided structure, clear expectations, and definite limits, although children exposed to violence seemed especially resistant to these limits. 4) They offered children many opportunities to express themselves, including play, expressive art and storytelling. 5) They collaborated with families to make changes in familial relationships and created other alliances through careful referral.
AUTHOR'S RECOMMENDATIONS:
Although professionals who work with children could not solve all of the children's problems, the author argued that they could be an important part of the healing process by implementing these measures and thereby breaking the cycle of violence.
(CSPV Abstract - Copyright © 1992-2007 by the Center for the Study and Prevention of Violence, Institute of Behavioral Science, Regents of the University of Colorado)
KW - Witnessing Violence Effects
KW - Psychological Victimization Effects
KW - Child Witness
KW - Witnessing Community Violence
KW - Witness Treatment
KW - Witness Adjustment
KW - Emotional Adjustment
KW - Child Adjustment
KW - Coping Skills
KW - Witness Coping
KW - Treatment Recommendations
KW - Child Treatment
KW - Exposure to Violence |