The Five Bs Affected by Trauma Part 5- Behavior

This is the last in the series on “The Five Bs Affected by Trauma”, you if you missed the rest, start here. Also, hop on over to the printable resource page for a copy of “How Trauma Affects Kids.”

Science says there are five Bs affected by trauma, and we cannot overlook them. In kids from hard places, behavioral disorders are a symptom of the effect trauma has had on their development. 

Negative behaviors will be taken care of once a child is securely attached. To achieve that, we must start with the five Bs and work our way out from there.

Behavior

Behavior — an altered ability to self-regulate in response to stressors. This can manifest as impulsiveness, self-destructive behavior, aggressive behavior, excessive compliance, sleep disturbances, eating disorders, substance abuse, a re-enactment of their traumatic past, or pathological self-soothing behaviors.

This is the one we seem to put the most emphasis on. Why can’t this kid just behave? 

Children from hard places have an altered ability to self-regulate in response to stressors. Kids are impulsive! 

When a baby is born, the mother regulates for him. She feeds him when he is hungry. Wraps him in a blanket when he is cold. She rocks him to sleep when he is tired. When he gets a bit older, he begins to co-regulate, this is the two-year-old who gets the juice out of the fridge and pours himself a glass and gets it all over the counter. He begins to recognize his needs and try to meet them. Self-regulated is the final destination of this journey. This is when a teen or young adult can regulate himself. He drinks water and doesn’t become dehydrated. He eats food. He sleeps when he is tired. He starts handling his bank account on his own.

 Children from hard places often have this cycle of regulation broken. Their needs are not met consistently. They miss the season of co-regulation. As a child, they don’t recognize their own body’s signals for food and water. Their sleeping patterns are messed up. They walk around slightly dehydrated. They don’t eat enough or do the opposite. Gorge. 

What we see on our end is dysregulation. A child who can’t sit still. A child who fidgets. Speaks out of turn. Who doesn’t listen.

Key to Remember – “Good/excited stress loads in a child from a hard place in much the same way as bad/traumatic stress. Generally, a child cannot tell the difference.” – ETC

As a result, children from hard places often experience heightened and persistent levels of stress and fear, driving them to develop an array of survival tactics and inappropriate behavioral responses. However, as Dr. Purvis reminds us: Every behavior has a purpose and a function. Behind every behavior and misbehavior is a need, and we must come to view our children’s needs not as something negative but as something very positive. Needs are one of the primary ways that God uses to bring people into a relationship with others and with Himself. So, we need to learn to follow the needs of our children.

Behavior is a need however inappropriately expressed.

 “It’s can’t, not won’t.”

Many children from hard places deal with heightened levels of stress and fear. In order to help our children heal and move forward, it is critical that parents understand how pervasive fear can be and what it looks like in our children’s behaviors and responses.

Fear is much more than a feeling. Fear is a state of being, and for many children from hard places, it has become a way of life.

There are three ways that children from hard places typically respond to fear and stress:

  1. Fight- frustration, explosive or aggressive, resistive, acting out, saying “I won’t, You can’t make me!”
  2. Flight- Goofy, Physically or emotionally distracting behavior, running, escaping behaviors, distractible, clowning, redirecting, easily bored, effectively saying, “I’m out of here.”
  3. Freeze- Body is often not receiving signals from the brain- whiny, tearful, clingy, fearful, reluctant to separate or to try new things, withdrawing, hiding, saying “I can’t!”

THERE IS A DIFFERENCE BETWEEN FEELING SAFE AND BEING SAFE!

Instead of asking, What are you afraid of, ask, what do you need?

In order to truly address the issue of fear, we will need to create a sense of felt-safety for the child.

 Key to remember-You provide felt-safety when you arrange the environment and adjust your behavior so that the child can feel safe.  Felt safety is just as important and real as actual safety, even for adults. Think of a time that you were perfectly safe and yet you had anxiety. Everyone has something that raises their anxiety level. It could be heights, snakes, spiders, elevators, flying, or crowds. 

Now think about how you react to those around you when confronted with those fears, and you’ll understand your children’s behavior better.

Want to hear more about behavior?

In this episode of Positive Adoption, Kathleen continues the series on the Five Bs affected by trauma with “Behavior.” Behavior — an altered ability to self-regulate in response to stressors. This can manifest as impulsiveness, self destructive behavior, aggressive behavior, excessive compliance, sleep disturbances, eating disorders, substance abuse, re-enactment of their traumatic past, or pathological self soothing behaviors. Grab a cup of coffee and join Kathleen as she finishes this series!


When Teens Who Have Had Trauma Are Judged More Harshly for Their Behavior

This week on the podcast, the topic was “Kids With Capital Letter Syndromes Are People Too.” Lori and I talked a bit about how teens who have had trauma or a capital letter syndrome don’t know how to act differently in front of adults. By that I mean, they don’t put up false fronts while adults are in the room and then go back to misbehaving when they leave.

Judging Teens Who Have Had Trauma

Teens who have had trauma are judged differently for their behavior than kids from traditional two-parent families. When we’re talking about teens from traditional two-parent homes, we tend to say things like “they’re just sowing their wild oats” or “teens will be teens.” We naturally assume they’re exploring, finding their own way, etc. When we’re talking about adopted kids, foster kids, or kids who have had trauma, however, we tend to take a different perspective and jump to the conclusion that they are just bad kids.

If a kid in a two-parent home wrecks a car because he’s buzzed or drunk, it’s kept on the down-low. But if a kid from a traumatic background flips a car because they panic at being near an abuser’s home, then they’re just “crazy” and “wild.” The incident becomes a story TOLD about them as if they’re just messed up and horrible and careless and ungrateful. 

If a kid in a stable, two-parent home is confronted with something they did wrong, they might get a little angry, but they also know the language of remorse (genuine or not). They know how to say sorry and how to stop. Kids from hard places often don’t.

The Social Age Factor

Also, because of the social age difference, trauma kids end up being labeled “bad” for things they do out of immaturity. They are perceived to be willfully acting immaturely because we assume they possess a certain level of maturity based on their physical age and appearance. However, physical maturity does not always correspond to emotional or social maturity.

Kids with trauma issues have a harder time hiding behavior or putting on the brakes. They’re caught more often, and they tend to lean into the destructive behavior when they’re caught and told to stop, whereas non-trauma kids might be better at genuinely stopping, hiding their behavior, or faking obedience.

The Effects of Neglect and Abuse

“Neglect and abuse delay cause-and-effect processing and, specifically, seeing accurately how our actions impact the world. When the infant cried in need (cause), there was no comfort response from the caregiver (effect). Over time, a child learns there is no connection between what they do and how others respond.” – Executive function #6 in Wounded Children, Healing Homes

Kids who have endured trauma end up giving themselves permission to behave badly because they THINK of themselves as trash.
Kids who have endured trauma end up giving themselves permission to behave badly because they THINK of themselves as trash.

Two-parent kids with a stable home life have this underlying perception of themselves as baseline GOOD, no matter WHAT their behavior is. Bad behavior is just something they’re DOING and can stop at any time. It’s not who they are.

Traumatized kids think that even neutral behavior is probably awful because it’s just who they are. They overhear discussions about themselves as the “bad” kid. Traumatized kids tend to blow up more spectacularly, and with only one parent, with foster parents, or with an entire community watching them, it’s not as hush-hush.

“Bad kids” are “bad kids” because when they’re caught, they act angry and “selfish.” They don’t apologize, they internalize self-hatred, they shift the blame, and they sometimes blow up more in retaliation.

An Inability to Self-Check

“Monitoring refers to the ability to self-check work as you go. …It is tempting to jump to the conclusion that the child is willfully unmotivated to self-monitor, and for some kids, that may be true. … for children whose brain development is affected by exposure to complex trauma, the capacity to monitor may be outside of the realm of will power.” – Executive function #3 in Wounded Children, Healing Homes

When a child can’t monitor or self-check, more behaviors are evident as he tries to negotiate needs. His response to transitions or stimuli is over the top. When that child becomes a teen, his body size makes his reactions appear more violent (because they are). When a 16-year-old hits a wall, his fist goes through it, whereas a 4-year-old would just hurt his fist. Remember that the social age factor is in play here.

What Do We Do With This Information?

What do we see first when observing teens? The way they act. I get it. As my mom said when I was a teen, “You only have one chance to make a good first impression.” When ministering to teens from hard places, throw that out the window. Don’t discount the first impression, but learn to look beyond the behavior. Just because the teen isn’t polite or sweet doesn’t mean we should pull out the judgment card.

Look Beyond the Behavior and Love the Person

“Bear one another’s burdens, and so fulfill the law of Christ.” – Gal. 6:2

A teen who has had trauma in their life has some heavy burdens. Lighten the load by giving them some grace. Don’t be so quick to judge. Look beyond the behavior to the need. What does that teen need? Does he need a listening ear? Does he need you to help him figure out some coping skills? Maybe he just needs an adult to say, “I’ve been through some junk, too. I hear you. You aren’t alone.”

Remember the Social Age of the Teen

Teens and kiddos alike hear this all the time: “Act your age!” Guess what? Kids and teens from hard places are acting their age.

Typically, a child who had trauma is, emotionally, half his physical age (many times, the gap is even greater). You know what’s great about that? You can appeal to their inner child. You can play with them. Teens love to play. They love games with Nerf guns, squirt guns or  _______ (fill in the blank).

Meet the teens where they are at emotionally, not physically. Don’t let their size fool you! They need to play! This disarms a child’s fear, and the result of that is more regulation.

Remember, don’t judge a teen by his behavior. If he has had trauma, he may not be skilled in the area of hiding behavior or putting on the brakes. Look beyond the behavior to the need. What does that teen need? Look through your trauma-informed lens and see the teen. 

 

THREE THINGS THE CHURCH NEEDS TO DO TO PREPARE FOR THE LOST COMING HOME PART 2

A few weeks ago in church, a prophecy was given about an influx of people coming in from “the hollows” (this is WV, people). We were instructed to “get ready” multiple times. When I left the service, the phrase was echoing in my head, get ready, get ready, get ready. Why aren’t we ready? More importantly, why don’t we stay ready? Or why do people come and check out church and promptly turn away?

These are some hefty, thought provoking questions that I don’t know all the answers to. After some thought, prayer and conversations with God and whoever else would listen, I came up with three simple things we regular folk could do.  You can find the first here. Here’s the second:

  1. Become relationally oriented, not rules driven.

Before you think, I don’t have that problem, stop and think for a minute. How do you respond to people behaving in ways you don’t think are appropriate? Do you have an unwritten set of rules in your arsenal that shoot out when people don’t adhere to them? Confession- I do! If you do, you’re not alone.

We all have expectations and perceptions that are based on our nurture and our nature.

In our homes we were nurtured to behave in certain ways: don’t burp at the dinner table, do enter in conversation, brush your teeth before bed, we will have a bedtime story, we don’t scream at one another to get our point across and the list goes on. Our nature puts in its two cents.  Introverts may not appreciate lengthy parties full of noise and surface conversations. The point is, we all have our isms.

The problem is when we extend the expectations of these unwritten rules or isms to new visitors in our home or the church- relationships are risked. This takes some forethought and self examination.

Is this rule fulfilling an eternal objective or just contributing to my comfort right now?

When a newbie comes into our church smelling of weed, speaking loudly with expletives or standing when we sit, what is our response? To build the relationship or the rules? What if a child comes into our kids church who can’t regulate, not won’t but can’t? What sort of accommodations do we make for him? Do we favor sitting in a seat over a child receiving unconditional love and planting the seed of an eternal relationship?

Build relationshipsnot rules.png

We aren’t the first generation to struggle with this issue.The early church had the same struggle. In Acts 15 we find some history of the early church. Some were being recited:

Unless you are circumcised, according to the custom taught by Moses, you cannot be saved.”

The modern version of the directive may be different:

You can only be saved if….

  • You don’t drink
  • Don’t smoke
  • Don’t cuss
  • Don’t follow my rules of behaving in church

The early church struggled with the adoption of a new culture and melding the old converts with the new Gentile converts. What kind of rules must be instituted?  What sort of language should they speak? Should they memorize the Torah? Should they abstain from unclean meats? Be circumcised? How far did grace go and how much of the law should be observed?

It was decided that a letter should be sent with a few instructions. Don’t eat things that have been sacrificed to idols and keep yourself from sexual impurity. Simple and to the point.  

It seemed good to the apostles not to overload the newly adopted Gentile brothers and sisters with too many rules (Acts 15:28-29).

By the same token, church newbies are learning to be part of a family and the instruction has to be limited and meted out with grace.

God sent His Son to die for each of us. God wants us to be in relationship with Him. We can’t behave our way to Christ, it’s because of our sacrifice that we are part of the family of God. If someone crosses the threshold of your home  or home church, welcome them! Work on relationship. Pray. Let the Holy Spirit draw him. Rules won’t. Unrealistic expectations won’t.

 

The Stress of Change for kids on the Spectrum

Happy August! Positive Adoption is continuing the series on autism this month. Hope you are enjoying our posts!

We have had some major happenings in the Positive Adoption family this past month, some positive, some negative- Camp Lemon-Lime, a wedding, two deaths, family visits and more- which led me down the path of the post today. Either one of these can be a major trigger for kids on the spectrum and that is difficult for our traditional parenting minds to understand. We expect our children to feel stress when negative events occur, such as rain on a day we planned to swim, a car breaking down, a long wait in a doctor’s office, but it is difficult to accept and plan for those exciting, joyfully anticipated events having the exact same effect. It may be a hike on the trail, a visit with family or friends or a much awaited vacation.

A child on the spectrum having a meltdown before events he wants to attend is baffling and predictable at the same time.

It comes down to self-regulation. Hyper and Hypo sensitive children with a stress shaped brain cannot regulate their responses. When an activity is novel, that is new in the sense that it is a change, whether it is going to get ice cream or walking to answer the door when a child is in the middle of something, or making a S’more after a long hike in the woods.

These novel events are stressors that can trigger a response that seems out of whack or off the chart. I have found this to be true with children from hard places as well as children on the spectrum. Same is the name of the game for them. Those kids like every event on the schedule to be the same every day and if verbal, my respond with protests such as,

“We don’t do it that way!  We always _______” or

“This is computer time!”

or “We need to _______________!”

I have patterns I follow when preparing for an event or an outing. I make lists, gather items on the list and put them on a table, I do things like wash the kids shoes the night before, make sure the house is tidy before I leave. I vacuum the house after company leaves. We all have habits that make life more predictable for ourselves and give us a bit of control over our environment.

And, yet, we parents are blindsided when our child meltdown before an event, EVERY TIME. We may believe our child is trying to sabotage the event and stay home instead. Most times, this isn’t the child’s intention, he doesn’t have the ability to switch gears and regulate at the same time.

This brings me to two highly effective habits that parents can employ:

1. Proactivity.

Take some time for observation. What is throwing your child off? Are you a fly by the seat of your pants parent? Do you say at the last possible moment, “Let’s go! Get in the car! We’re going the the bookstore!” And the child melts down even though it is his favorite place? Or once you go out to run a few errands, you keep adding on odd stops causing more stress to your overwhelmed child?

Do you run around in a flurry barking orders before an outing (guilty). Imagine being the child who cannot see your mental or written list of what needs to be done and only sees you running around like a crazy woman (guilty).

Involve your child in the process. I can’t go into tons of strategies at length, because here are a few suggestions.

Prepare the child ahead of time. Keep a calendar up and refer to it often, letting the children know ‘how many sleeps’ and what is going on during the week. You can use pictures, symbols and different colors to denote events.

On the day of an event, have the child help you prepare. Make a written or picture schedule for him to use and be prepared to help him follow it. This is a hands on attachment building activity. Make sure you set aside time for it. If you are a last minute type, you will have to form a new habit for sake of your child and your sanity.

2. Ignoring.

No matter how many strategies you employ or how proactive you are, you child will still have some self-defeating behaviors. He will meltdown even though he wants to to to Gamestop and pick up that new game. He will freeze and flee even though he wants to ride in the kayak. He will balk at novel events.

This is where ignoring comes in. I’m not saying ignore the child completely. Just step over him and put the cooler in the car for the picnic. It’s okay if he cries for a few minutes. You’re doing this for his greater good. As long as he is not hurting himself or his siblings, ignoring is allowed.

Most importantly, don’t give up and stay home. If you do, this will become a self-defeating habit. You will begin to resent your child and feel trapped. Instead, use the habits of being proactive by preparing our child and including him in the process. When necessary, use the power of ignoring some behaviors to get out the door for his, and your greater good.

Blindsided by Autism

Thanks for joining me and happy July!

For July, our theme is Autism. Many children from hard places are diagnosed with autism either from genetic causes or from brain trauma that mimics autism. We’ll be writing about how to cope with a diagnosis, therapy and strategies to use at home, and talking to moms of autistic children.

Many adopted children fall in the special needs category. Children adopted from institutions can suffer from Institutional Autism. This sounds professional and scholarly as if I am in the know. I am not.

The truth is, I was blindsided by autism.

My four adopted children (from Poland) have struggled, battled and fought through FAS (Fetal Alcohol Syndrome), Attachments Issues, Sensory Issues, learning challenges and  developmental delays. I have stood with them, shoulder to shoulder, arming myself with research and education. A few years back, with a house full of teens and a couple of married daughters, I thought I had come to the end of the diagnosis season. I was ready to lay down my research glasses and focus on just enjoying the last few years of homeschooling and child rearing. I had logged my years, trudging deep in research and applied sciences.

My youngest son stagnated in his progress. Some of the theories of child rearing I had established backfired with him. I didn’t know which way to turn.

Over a Christmas holiday season, daughter Audrey sent me multiple articles about Asperger’s and in each article I saw a picture of my son. It was eerie reading words that so accurately described what I was seeing on a daily basis. My definition of Asperger’s was a highly intelligent being with no social skills. My picture was a stick drawing compared to the highly integral work of art that Asperger’s is.

“Asperger’s syndrome (also known as Asperger’s Disorder) was first described in the 1940s by Viennese pediatrician Hans Asperger, who observed autism-like behaviors and difficulties with social and communication skills in boys who had normal intelligence and language development. Many professionals felt Asperger’s syndrome was simply a milder form of autism and used the term “high-functioning autism” to describe these individuals. Uta Frith, a professor at the Institute of Cognitive Neuroscience of University College London and editor of Autism and Asperger Syndrome, describes individuals with Asperger’s as “having a dash of autism.”-http://www.autism-society.org/

My journey to a diagnosis was like any story, the plot didn’t resolve quickly and perfectly. It was random. I researched. Took notes. Stayed up late reading and taking various quizzes (http://www.rdos.net/eng/Aspie-quiz.php) for my son. I had sessions with counselors and friends whose children were on the Spectrum. I had a new set of words to learn, new protocol to follow, new diet restrictions (for my son). I’ll touch on all these subcategories as the month progresses. Here are some of my July post titles:

Institutional Autism: is it the same as regular Autism?

My self-imposed education on Autism (including resources)

Four Great Characteristics of Apserberger’s

My Daughter is on the Spectrum and I missed it!

Expectations of Family and Friends and How to deal with them when you have a child on the Spectrum

My Aspie Tendencies (You probably have a few too)

 Autism and Diet