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Shadows from the Young: Understanding Childhood Trauma
Childhood trauma is more common than many realize, and its effects can echo far into adulthood if left unrecognized or untreated. Traumatic experiences during the formative years may include abuse, neglect, witnessing violence, or living through natural disasters, but they can also stem from more subtle yet persistent stressors such as prolonged family instability or chronic exposure to conflict (Wong, n.d.). Children are uniquely vulnerable because their brains and coping mechanisms are still developing, which means trauma can shape their neurological, emotional, and social growth in profound ways. According to the Mental Health Connection of Tarrant County, more than two-thirds of children report at least one traumatic event before the age of 16, and many experience multiple events over time (Recognize Trauma, n.d.).
The impact of trauma on children is not only emotional but physiological. Stress responses triggered by traumatic events can alter brain development and the functioning of the nervous system, which may contribute to long-term health consequences. Swartz (2014) notes that adverse childhood experiences can increase risks for chronic diseases, cognitive impairments, and psychiatric disorders later in life. For example, a child exposed to persistent domestic violence may develop anxiety, and difficulty regulating emotions which are responses that can persist well into adulthood if interventions are not introduced. The body essentially remembers trauma, even when the conscious mind tries to move on.
Recognizing the signs of childhood trauma is a critical step toward intervention. Symptoms can vary widely, including changes in behavior, withdrawal from activities, regression to earlier developmental stages, difficulty concentrating, and physical complaints such as headaches or stomachaches without a clear medical cause (Wong, n.d.). Early detection allows caregivers, educators, and healthcare providers to connect children to appropriate resources, such as trauma-informed counseling, supportive school programs, and safe community spaces. However, stigma, lack of awareness, and inadequate training among professionals often delay or prevent these connections from being made.
Addressing childhood trauma requires a multi layered approach that includes prevention, early intervention, and long term support. Trauma-informed care models are increasingly being integrated into schools, pediatric practices, and community programs to ensure that professionals respond with empathy, understanding, and strategies that promote safety and resilience. Moreover, public awareness campaigns can help dismantle myths about trauma and particularly the false belief that children simply “grow out of it.” With the right support, children can heal, adapt, and develop the tools needed for healthy relationships and emotional stability.
Childhood trauma is not a life sentence, but ignoring it can have lifelong repercussions. By recognizing the signs, validating children’s experiences, and providing compassionate, evidence based support, we can help ensure that early shadows do not define their future. As communities, caregivers, and professionals, our responsibility is not only to protect children from harm but to walk alongside them toward healing.
References
Recognize trauma. (n.d.). Mental health connection of Tarrant County. http://recognizetrauma.org/statistics.php
Swartz, M. H. (2014). Textbook of physical diagnosis: History and examination. Saunders Elsevier.
Wong, M. (n.d.). Basic facts about child trauma. https://www.melissainstitute.org/documents/ChildTraumaBasicFacts.pdf
From Trauma to Testimony: The Psychology of Claude Lanzmann’s “Shoah”
(Trigger warning: Holocaust, genocide, death)
In the years following the Holocaust and World War II, first-person accounts of the genocide shocked the world. The Diary of Anne Frank and Elie Wiesel's Night are two of the most notable literary accounts of the Holocaust and are still being discussed 80 years after the end of the war. Night describes Wiesel's survival as a Jew in Auschwitz and the sights and sounds he would never forget. In his book he recalls the final separation of him and his mother and sisters, the physical decay and eventual death of his father, the burning pit of children, and the constant starvation (Wiesel, 2006). These events were not entirely unique to Wiesel, either. We have all read different accounts of the Holocaust from survivors, and many of them have similar stories and experiences. It is important to remember that large-scale events like the Holocaust result in a traumatized collective (Rousseau, 2025). People who once led vastly different lives are suddenly forever bonded by tragedy.
In 1985, filmmaker Claude Lanzmann released his epic, 9-hour documentary Shoah. Lanzmann conducted interviews with both survivors and perpetrators to get a fully-rounded perspective of the events of the Holocaust. For many of the survivor interviews, Lanzmann places them in an environment similar to that of which they experienced during the years of the genocide. Was this a stylistic choice by the filmmaker, or was there a psychological reasoning for this? Let's briefly explore the science behind traumatic memory and how it connects to Shoah.
How do our brains store traumatic memory? While we are experiencing trauma, the part of our brain responsible for reasoning virtually shuts off. Our amygdala, located in the limbic system of our brain, is activated, sending us into fight-or-flight. This mechanism is designed to help us survive, but makes it so we cannot transfer short-term memories to long-term storage. The part of our brain that is active during trauma, the limbic system, holds the memories as sensory stimuli (Rousseau, 2025). This explains why Elie Wiesel, in Night, remembers sights, smells, and sounds. Of course, Wiesel was able to give a narrative recounting of the events, but these sensory details are prominent in trauma survivors.
How does this connect to Shoah? One of the many testimonies delivered in the documentary was that of Abraham Bomba. Bomba was a Jewish barber who was deported to Treblinka, another death camp similar to Auschwitz. He was tasked with cutting people's hair before they entered the gas chamber, and through this occupation he was able to survive.
In the film, Lanzmann interviews Bomba in a barbershop. While Bomba cuts someone's hair, Lanzmann asks him about his time at Treblinka. What seems like a disturbing conversation in a mundane situation effectively draws out Bomba's memories. He described how it felt knowing he was many people's last stop before their death, watching them enter the gas chamber. He also recounted the experience of seeing his friend's family in the line to the gas chamber (Lanzmann, 1985). In his testimony, Bomba clearly became emotional as he recalled these horrible memories.
We can connect this back to the psychological explanation for traumatic memory. Lanzmann placed Bomba in an environment similar to that of his time at Treblinka. The sight and sounds of cutting hair likely brought his sensory memories to the surface, and thus, his memory of the events. Lanzmann does this for at least two other survivors in the film: Simon Srebnik and Henryk Gawkowski. Srebnik, who survived by singing to the Nazis as entertainment at Chelmno, rowed a boat along the river similar to what he did during his time at the camp. Gawkowski drove the trains to the concentration camps, and Lanzmann interviewed him in the presence of one of these "death trains" (Lanzmann, 1985).
Lanzmann, in the production of Shoah, utilized the psychology of traumatic memory to ensure the most compelling interviews and testimonies from his subjects. By placing the survivors in environments with sensory stimuli that reminded them of their traumatic experiences in the Holocaust, the memories were able to flow. Shoah is one of the most important documentaries of the 20th century, recording the lives of Holocaust survivors less than 40 years after the end of the war. As the number of living survivors dwindles, we can look to this documentary to give us crucial first-person accounts about the horrors of genocide.
References
Lanzmann, C. (1985). Shoah [Film].
Rousseau, D. (2025). Introduction [Lecture Notes]. Retrieved from https://learn.bu.edu/ultra/courses/_194375_1/outline/edit/document/_15526518_1?courseId=_194375_1&view=content&state=view
Rousseau, D. (2025). Limbic System [Lecture Notes]. Retrieved from https://learn.bu.edu/ultra/courses/_194375_1/outline/edit/document/_15526385_1?courseId=_194375_1&view=content&state=view
Wiesel, E. (2006). Night. Hill & Wang.
Bridging the Gap: Integrating Mental Health and Criminal Justice Reform
I am a criminal justice master’s student at Boston University MET because I am deeply committed to serving as a voice, a bridge, and a light for the disenfranchised. I feel a profound calling to advocate for the underrepresented, the neglected, the abandoned, and the forgotten—those whom society often overlooks. My passion extends beyond offering support; I am determined to defend and empower these individuals.
I’ve dedicated the past year and a half of my career to providing case management in Newark, NJ to those in need of resource identification and connection. In each of my case management roles that I’ve ever served in, I’ve had the pleasure of working primarily with individuals who have a history of substance use that have often resulted in legal issues. Through my one-on-one interactions with clients, I have noticed a consistent and concerning pattern: every client I work with has at least one diagnosed mental health diagnosis, and many have multiple diagnoses. In some cases, while they were abusing substances at that time in their life, clients have been arrested after displaying “high-like” behaviors, yet were not actively under the influence at the time of arrest; rather, law enforcement was responding to what were actually mental health crises, such as manic episodes. This repeated observation has led me to recognize a significant gap in psychological training within the criminal justice system. There is a clear lack of sufficient mental health training and resources for law enforcement personnel.
For example, according to the Newark Department of Public Safety’s transparency records (Newark Department of Public Safety, n.d.), between 2020 and June 2025, only 20.8% of all pat-downs and searches resulted in the discovery of weapons or contraband. About 79.2% of these stops didn’t turn up any weapons or illegal items. Still, that didn’t always stop things from escalating. In many cases, people’s reactions during the stop — especially if they were dealing with mental health challenges — played a big role in what happened next. That’s why mental health can’t be ignored in these situations. For instance, individuals diagnosed with post-traumatic stress disorder (PTSD)—particularly those who have experienced physical abuse, sexual assault, or other traumatic events—may be triggered during physical restraint, activating a fight-or-flight response rooted in past trauma. What may seem like defiance or aggression to an officer may actually be a survival response to perceived danger.
Similarly, the individual with schizophrenia may perceive a completely different world than the police officer. Where an officer may logically explain how a search is occurring because the individual matches the description of a robbery suspect, an individual with schizophrenia will also likely have simultaneous auditory or visual hallucinations that change the circumstances. They may hear threatening voices or receive threatening visions, and as a result of that, feel perpetual fear and confusion. Even when the officers describe their mission to the subject in candid and factual terms, the subject's skewed view of reality can lead the person to fight, flee, or act violently on an honest perception that he/she is being threatened. Unless proper mental health information and intervention methods are applied, such incidents can get out of hand, and the person and law enforcement officers can incur unnecessary injury.
In New Jersey, programs like Psychiatric Emergency Screening Services (PESS) are a step in the right direction, offering the help of specially trained mental health professionals in police encounters. PESS centers provide immediate psychiatric evaluation and crisis intervention to individuals in acute mental health crisis. When police come into contact with a person in crisis, they can refer that individual to PESS instead of relying on arrest or hospital emergency departments that might not deliver the care needed. Trained mental health workers at PESS assess whether individuals need hospitalization, outpatient treatment, or community-based support with the goal of diverting individuals from the criminal justice system whenever feasible. However, PESS programs are beset by under-staffing and lack of availability that reduces response times and effectiveness. Most services are hospital- or clinic-based with no mobile teams embedded in the community or within police forces. Expanding PESS funding, staffing, and including mental health professionals directly within police operations as co-responders would greatly improve crisis outcomes and reduce harmful escalations.
To truly move forward, we need to improve collaboration between police departments and mental health providers — and that means getting full-time mental health workers into the field directly, with officers. Those workers have to be trained to handle high-stress situations safely and effectively. Or, alternately, departments must make more in-depth psychological and crisis training a priority for officers before they hit the streets. If we are serious about a justice system that is compassionate and actually works, we have to start where it matters most: at the intersection of mental health and public safety.
To address these loopholes, I believe that it is essential not only to enhance partnerships with mental health agencies—such as the Psychiatric Emergency Screening Services (PESS)—by providing additional funding to facilitate increased staffing and improved response capabilities but also to incorporate full-time mental health specialists into the Newark Police Department itself. Strengthening external alliances while developing internal mental health expertise would ensure that trained personnel can always accompany officers on arrests, pat-downs, detainments, and other high-stress encounters.
In pursuing my master’s degree in criminal justice at Boston University MET, I am committed to being a catalyst for change—someone who not only understands the complexities of the justice system but actively works to transform it into one that is equitable, compassionate, and effective. Programs like Psychiatric Emergency Screening Services offer a promising foundation but require significant investment and expansion to meet community needs adequately. By advocating for increased funding, integrating mental health professionals into police departments, and prioritizing comprehensive crisis intervention training for officers, I hope to contribute to building a system where vulnerable individuals are met with care and dignity rather than suspicion and harm. My work with individuals impacted by substance use and mental health challenges has deepened my resolve to fight for a justice system that empowers redemption and healing, reflecting the values I hold dear. With the right partnerships and policy changes, we can create safer communities where everyone—especially the disenfranchised—has a voice and a chance to thrive.
References:
Newark Department of Public Safety. (n.d.). Transparency data. Retrieved June 2025, from https://www.newarkpublicsafety.org/npd/transparency-data/
Healing from the Inside Out: How Yoga Can Support Trauma Recovery
There have been recent developments in the effectiveness of using body-based therapies like yoga as a treatment for trauma. Trauma occurs when an individual is exposed to a distressing event, threat, or what they perceive to be a threat, and often the individual feels overwhelmed and unable to cope with the event (Rousseau, 2025). In his book “The Body Keeps the Score: Brain, Mind, and Body in the Healing of Trauma”, Bessel Van der Kolk (2014) explains that trauma is not only a distressing event itself, but also the lasting impact it can have on an individual. Trauma can have impacts on both the mind and the body, making treatment for trauma complex (Van der Kolk, 2014). Recent research points to trauma-informed therapy as being the most impactful. Van der Kolk (2014) states that traditional talk-therapy often falls short in terms of treatment, but rather self-awareness is “at the core of recovery”, citing that mindfulness is most important (p.210). One strategy for trauma-informed treatment gaining recent traction is yoga.
Van der Kolk (2014) asserts that yoga encourages mindfulness, breathing, and meditation in concert with physical movement, and this increases self-awareness. A growing body of research proves this to be true. Rousseau et al. (2024) conducted a study of the effectiveness of yoga programming in a carceral setting, and the results found that yoga supported posttraumatic resilience building among participants of the program. Furthermore, Klukan and Lunsford (2024) conducted a scoping review of the research and literature on the effectiveness of yoga for the treatment of trauma and post-traumatic stress disorder, and found positive impacts on client outcomes across the studies they reviewed.
Findings indicate that when yoga is practiced, there is a connection between the body and the brain that helps to develop and refine self-regulation skills, leading to the maintenance of "homeostasis", or the equilibrium between the brain and body (Klukan & Lunsford, 2024). West, Liang, and Spinazzola (2017) also found evidence supporting yoga as an effective treatment for trauma in their study that analyzed 31 women with PTSD from childhood trauma who completed a 10-week yoga course. They found that participants ended the yoga course with an increased sense of self-awareness and safety, as well as experienced personal growth (West, Liang, & Spinazzola, 2017). This is similar to the findings of the study conducted by Rousseau et al. (2024), who found incarcerated individuals benefited from yoga; their mood increased by 30%, stress decreased by 41%, and they even reported an increase in self-growth in terms of coping skills and resilience.
Although some of these studies do cite limitations, such as self-reported data, issues with selection biases or lack of randomization in the sample populations due to the carceral environment, or the lack of long-term data, the overall findings are positive in nature. More research is certainly needed to further support yoga’s positive impacts on trauma treatment. With the still-growing body of research on this treatment and with its growing popularity, more research developments are imminent.
Trauma often causes individuals to disassociate with their sense of self, indicating that a treatment centered around regaining this sense of self-awareness is essential. Trauma-informed yoga accomplishes just this- it reinforces mindfulness and reestablishes self-awareness. Yoga allows for an alternative to traditional talk-based therapy, which can be more beneficial for individuals who might have trouble talking about their experiences or have issues remembering them. By focusing on reconnecting with themselves physically, participants of trauma-informed yoga can begin to heal mentally from their trauma. This gentle yet powerful approach to reestablishing a sense of self-autonomy and self-connection is a great approach being developed for trauma survivors.
References:
Klukan, K., & Lunsford, D. (2024). Trauma-Informed Yoga: A Scoping Review. Occupational Therapy in Mental Health, 40(4), 430–454. https://doi.org/10.1080/0164212X.2023.2276148
Rousseau, D. (2025). Module 1: Introduction to Trauma. [Module Notes]. Blackboard, Boston University.
Rousseau, D., Bourgeois, J. W., Johnson, J., Ramirez, L., & Donahue, M. (2024). Embodied resilience: a quasi-experimental exploration of the effects of a trauma-informed yoga and mindfulness curriculum in carceral settings. International Journal of Yoga Therapy, 34(2024), Article-2.
Van der Kolk, B. A. (2014). The Body Keeps the Score: Brain, Mind, and Body in the Healing of Trauma. Viking.
West, J., Liang, B., & Spinazzola, J. (2017). Trauma Sensitive Yoga as a Complementary Treatment for Posttraumatic Stress Disorder: A Qualitative Descriptive Analysis. International Journal of Stress Management, 24(2), 173–195. https://doi.org/10.1037/str0000040
Trauma-Informed Practces for Coaches and Extracurricular Instructors
Trauma informed care and being trauma informed are growing in popularity as we continually increase our understanding of how we interact with individuals and the lived experiences they carry with them. Trauma-informed practices are closely related to clinical and academic settings. These are the two places that interact with people of all backgrounds and are associated with both stress and care. Trauma informed practices encourage people to see the entire individual as a manifestation of their lived experiences, good and bad, and that their behaviors, emotions, and overall well-being are shaped by the environment that surrounds them. While care facilities and academic settings are excellent candidates for trauma informed practices, these practices should be a universal truth and the way we interact with people in the systems we grow and develop.
Another setting many people experience in their lifetime is within the context of sports and other extracurricular activities, and the largest population involved in these activities is kids. According to an article by Yerís Mayol-García (2023), a writer and statistician in the Census Bureau’s Fertility and Family Statistics Branch, kids are more involved in extracurricular activities than in previous decades (Mayol-García, 2023). According to the Census Bureau, nearly 50% and 35% of girls are involved in sports; 30% of boys and 40% of girls are involved in other extracurriculars like music, dance, etc. (2023). This large percentage of the population is in contact with adults who have a great influence on their lives. Role models and mentors have a great influence on youth development, and this power is a formidable role to play in their growth. A study by Atif and their colleagues found that around 70% of children claimed to have a role model whom they look up to (Atif et al., 2022).
Coaches and other extracurricular instructors are some of these role models. When thinking of coaching traditionally. Many people have positive experiences with adults who nurtured and supported their development; however, there is a large population who were instructed by coaches who used a deficit model of coaching. This controlling model uses fear, anger, power dynamics, and judgment to motivate their students (Marcone, 2017). The best example of this is a coach who yells at players, belittles them, and constantly tells them their doing things wrong, asking “what’s wrong with you.” These coaches rely on extrinsic motivation techniques and punishment to push results instead of player growth and development (2017).
Adopting a trauma-informed lens into practice will not only work to get the best out of their pupils but can also lead to healing from past experiences of trauma within the same/similar settings. Trauma informed care recognizes 4 key assumptions coined as the 4 R’s: Realize– the widespread impact of trauma; Recognize– the signs and symptoms of trauma; Respond– by integrating this information into practice; and Resist– retraumatization (SAMHSA, 2014). These 4 assumptions fuel the 6 Principles of trauma informed practice: Safety, Trustworthiness and Transparency, Peer Support, Collaboration and Mutuality, Empowerment, and Cultural, Historical, and Gender Issues (2014).
These assumptions and principles can easily be applied in practice as a coach, teacher, or mentor. Firstly, one must create a trauma-informed environment. This space needs to be physically, mentally, and emotionally safe for students and instructors. This can be done by creating a transparent and predictable schedule with the use of daily routines, incremental goals, clear boundaries, and clear expectations. This environment should foster belongingness and team mentality.
Next, instructors should audit their communication styles. The use of clear and empathetic language makes individuals feel valued and safe. It empowers, ensures respect, and encourages a growth mindset. Using communication with a growth mindset inspires positive development and intrinsic motivation. Changing communication from “what you’re doing wrong” to “how can I help you.”
Coaches should then use techniques to empower their players. This gives the individual back their control, builds self-confidence and self-esteem, and promotes resilience. To do this, instructors should involve their pupils in decision making processes, highlight their strengths to work on growth areas, and respect their personal boundaries.
Reviewing self-care is a crucial step in the trauma informed practice process. Promoting and encouraging self-care for both players and coaches is essential to maintaining physical, mental, and emotional well-being. Encouraging players to rest, have healthy sleeping routines, hydrate, and apply stress management techniques is extremely important to their overall health and experience. Doing the same for coaches and support staff is vital. Coaches should replicate these processes, as well as prioritize their own mental health, set health work-life boundaries, and seek peer support when needed. Implementing self-care and mindfulness techniques into practice can also be beneficial. Body scans, belly/abdomen breathing, and 5-4-3-2-1 Sense methods are quickly and easily applied, and they foster positive team culture during down times.
Practicing cultural humility is an important piece in the trauma informed process. Understand that your players are a product of their environment and embrace diversity; come from a place of curiosity, not judgment.
Finally, collaboration is fundamental, especially when working with youth. Working with parents, teachers, and other collateral contacts while understanding and respecting your students’ boundaries will build a network of support for the individuals you work with. Knowing your pupils in different contexts and receiving further information on their lives will help you better understand their actions, emotions, and mentality. Collaboration creates an open communication culture and encourages players to share their thoughts and feelings while ensuring confidentiality and respect.
In conclusion, trauma-informed care is a transformative approach that universally fosters understanding, empathy, and growth. By prioritizing the 6 principles and understanding the 4 key assumptions of care, you can create an environment that nurtures resilience, healing, and a growth mindset. Embracing this approach across all systems promotes a culture of care that benefits individuals and communities alike.
Trauma Informed Guide for Coaches
Sources:
Atif, H., Peck, L., Connolly, M., Endres, K., Musser, L., Shalaby, M., Lehman, M., & Olympia, P. (2022). The Impact of Role Models, Mentors, and Heroes on Academic and Social Outcomes in Adolescents. Cureus, 14(7), e27349. https://doi.org/10.7759/cureus.27349
Marcone, M. (2017). The Impact of Coaching Styles on the Motivation and Performance of Athlete. Kinesiology, Sport Studies, and Physical Education Synthesis Projects. 21. https://digitalcommons.brockport.edu/pes_synthesis/21
Mayol-García, Y. (2023). Girls take lessons, join clubs more often than boys but boys play more sports. Census.gov. https://www.census.gov/library/stories/2022/07/children-continue-to-be-involved-in-extracurricular-activities.html
Substance Abuse and Mental Health Services Administration (SAMHSA). (2014). SAMHSA’s concept of trauma and guidance for a trauma-informed approach (HHS Publication No. SMA14-4884). U.S. Department of Health and Human Services. https://ncsacw.samhsa.gov/userfiles/files/SAMHSA_Trauma.pdf
Hurt people hurt people: Restorative Justice as Treatment more Successful?
Hurt people hurt people. Transformed people transform people. This is the motto I have heard again and again in restorative justice (RJ) programming. Restorative justice is an alternative to retributive justice, the format of ours and most others criminal justice systems). Unlike retributive justice, restorative justice focuses on restitution for victims of crime and reintegration with the community. Restorative justice is more often seen for juvenile offenders as a jail diversion program. People may often think of community service, paying fees for damage caused, and rehabilitative programs like AA when they think of restorative justice.
However restorative justice is relational instead of isolating, accepting instead of punishing, and communal instead of institutional. Inspired by the First Nations of Canada, the Navajo in the United States, the Maori in New Zealand and the African philosophy of Ubantu, restorative justice requires responsibility, honesty, communication, love, reparations, community, and intense psychological work. Restorative justice values healing, forgiveness and transformation. Most famously, the South African Truth and Reconciliation Commission (TRC), headed by Nelson Mandela and Desmond Tutu in response to the apartheid atrocities, introduced restorative justice to the world as a way to respond to criminal behavior. The TRC facilitated three central tenets of restorative justice: uplifting victims by giving them a voice through the Human Rights Violations Committee, caring for victim’s needs through the Reparation and Rehabilitation Committee and offender responsibility, and reintegration through the Amnesty Committee (Department of Justice and Constitutional Development, n.d.).
Innate in its tenets, restorative justice for justice-involved people requires treatment, trauma-informed care, and rehabilitation. Throughout the textbook Criminal Behavior: A Psychological Approach a pattern of effective treatment shines through: early-intervention, involving family and community, human-centered, and modeling and engaging in correct behavior (Bartol & Bartol, 2021). After reviewing much research, Bartol and Bartol (2021) conclude that treatment that is person-centered and engages the families and communities of offenders is the most effective, even with psychopaths and pedophiles, generally considered “the worst of the worst.” Restorative justice is just that.
Recognizing that hurt people hurt people brings about that person-centered approach that is under-developed in our modern system. Aligning with this motto means aligning with trauma-informed care, as offenders work to understand what they did and why. In restorative justice, offenders are not only required to take responsibility for the harm caused but they are also responsible for being changed as they are held accountable by the victim and community not by correctional officers or a judge.
Institutionally, criminal justice systems are not set up for restorative justice. However, this modality can be extremely useful and transformative. Restorative justice has bloomed in pockets of the US, such as a correctional facility in Norfolk, MA (see link below). As seen in the video link below, restorative justice is possible and that transformed people transform people.
https://www.wcvb.com/article/bringing-inmates-and-victims-of-crime-together/8460150
References:
Bartol, C. R., & Bartol, A. M. (2021). Criminal behavior: A psychological approach (12th ed.). Pearson.
Beaudet, M. (2017, January 26). Bringing inmates and victims of crime together. WCVB-TV. https://www.wcvb.com/article/bringing-inmates-and-victims-of-crime-together/8460150
Department of Justice and Constitutional Development, South Africa. (n.d.). Truth and Reconciliation Commission (TRC) reports and commission information. https://www.justice.gov.za/trc/trccom.html
Leung, M. (1999). The Origins of Restorative Justice. Canadian Forum on Civil Justice.
Detention Center Trauma and Post-Traumatic Stress Disorder (PTSD) Symptoms Among Immigrant Children and Children of Immigrants
One of the hardest decisions to make as a parent is sacrificing all you have for yourself and for your children in order to better their lives so that they do not have to struggle growing up. Making the decision to drop everything one has and migrate to the United States for a better opportunity and achieve the “American Dream” is not easy. Neither is gaining citizenship status in a place where the language is foreign, the environment is hostile and competitive, and the requirements for legalization are very difficult to obtain. This is why so many immigrants risk their lives everyday to make a living for themselves and work hard to make money to take care of their children, have a place to live, and be able to afford food to live. There is also the risk of arrest, detention, and/or deportation, where law enforcement efforts take place in the form of worksite and home raids (Flores et al., 2016). These raids can leave some children, especially U.S. born ones, coming home to empty homes only to find out that their parents have been taken to detention centers or sent back to their country of origin.
Children of immigrants represent 25 percent of the millions of children in the United States and over 88 percent of immigrant-origin children are U.S. born with a foreign-born parent (Flores et al., 2016). Because of this fact, these children are more at risk of psychological distress and mental health issues due to trauma and fear for their parents. In a study that looked at 91 Latino U.S. born children (ages 6 to 12), Flores and her colleagues find that PTSD symptoms and psychological distress is more common and puts these children at higher risks of serious mental health problems than children who do not suffer from any risks of immigration in their family (2016). The study also emphasizes that “children of detained or deported parents were rated by parents and clinicians as higher in internalizing problems and in negative moods and emotions”, where depressive and anxious problems were seen to be more prevalent among these children (Flores et al., 2016). ICE raids can be very traumatizing for children, especially when aggression and force is involved. Children are very vulnerable individuals and can become traumatized by very sensitive situations, so seeing this kind of interaction and watching their family being taken away can leave a lasting impact on their lives and their psychological well-being. As discussed by Rousseau (2025) and Bartol and Bartol (2017), there learning and situational risk factors, environmental risk factors, and biological risk factors can affect a person's lives, especially in the case of children who now have to grow up with the trauma of their parents being deported and possibly being forced into adoption centers or with family member with legal status (possibly family members who they have never met or might not trust).
There is also the trauma of immigrant children who must experience being in a detention center and live through traumatic treatment at these facilities. Maclean and colleagues (2019) found that among the 425 children they studied, 32 percent demonstrated elevated scores for emotional problems, 14 percent peer problems, and children between 4 and 8 years of age demonstrated difficulties associated with conduct, hyperactivity, and total difficulties compared to older children. The data also showed that of the 150 children who participated in the PTSD testing, 17 percent of them had a probable diagnosis of PTSD (Maclean et al., 2019). This demonstrates that children being held in immigration detention experience high levels of mental health distress and that the psychological impacts of being children of immigrants or children of immigrant status can scar an adolescent and traumatize their lives, possibly creating more problems for them later on in their lives.
References:
Flores, L. R., Clements, M. L., Koo, J. H., & London, J. (2016). Trauma and Psychological Distress in Latino Citizen Children Following Parental Detention and Deportation. Psychological Trauma: Theory, Research, Practice, and Policy. American Psychological Association.
MacLean, S. A., Aggyeman, P. O., Walther, J., Singer, E. K., Baranowski, K. A., & Katz, C. L. (2019). Mental health of children held at a United States immigration detention center. Social Science and Medicine.
Rousseau, D. (2025) Module One Lecture Notes. Boston University, Blackboard. BU.edu.
Mindfulness in Trauma Treatment
The Intersection of Trauma and Mindfulness: A Path to Healing
Trauma is a deeply personal and complex experience that can shape an individual's thoughts, behaviors, and overall well-being. Traditional therapeutic approaches, such as cognitive-behavioral therapy (CBT) and dialectical behavior therapy (DBT), have been utilized for a long time to help individuals process and cope with traumatic experiences (Kabat-Zinn, 1990). However, mindfulness-based interventions (MBIs) have gained increasing attention as a complementary and effective approach to trauma healing (Treleaven, 2018). I wanted to explore the role of mindfulness in trauma therapy, its benefits, and considerations for implementation.
Understanding Mindfulness in Trauma Treatment
Mindfulness is the practice of intentionally focusing on the present moment with acceptance and non-judgment (Kabat-Zinn, 1990). This approach encourages individuals to observe their thoughts and emotions without becoming overwhelmed or reactive. Mindfulness-based stress reduction (MBSR) is a well-established program that incorporates mindfulness to enhance emotional regulation and distress tolerance (Treleaven, 2018).
For trauma survivors, mindfulness offers a way to reconnect with the present rather than being stuck in distressing memories of the past. Trauma often manifests as hypervigilance, emotional dysregulation, and avoidance behaviors, all of which mindfulness can help address by fostering self-awareness and grounding techniques (Treleaven, 2018).
The Benefits of Mindfulness for Trauma Survivors
- Regulation of the Nervous System: Trauma can keep the nervous system in a state of hyperarousal or dissociation. Mindfulness helps individuals develop skills to self-soothe and regulate their physiological responses to stress (Treleaven, 2018).
- Increased Distress Tolerance: By practicing nonjudgmental awareness, individuals learn to sit with discomfort rather than suppress or avoid painful emotions (Kabat-Zinn, 1990).
- Empowerment and Self-Compassion: Trauma often leads to feelings of powerlessness and self-blame. Mindfulness cultivates self-compassion, allowing individuals to treat themselves with kindness and understanding (Neff, 2011).
Cultural Considerations in Mindfulness-Based Trauma Therapy
While mindfulness has been widely embraced in Western psychology, it is essential to recognize its origins in Eastern traditions such as Buddhism and Hinduism. Therapists should approach mindfulness with cultural humility, ensuring that it is adapted appropriately for diverse populations (Treleaven, 2018). Additionally, some individuals with severe trauma histories may find that mindfulness is triggering, as more awareness of bodily sensations can intensify distress. Practitioners should carefully assess readiness and modify techniques to ensure safety and effectiveness (Treleaven, 2018).
Implementing Mindfulness in Trauma Therapy
For clinicians and mental health practitioners incorporating mindfulness into trauma treatment, the following strategies can be beneficial:
- Start with Small, Guided Practices: Short breathing exercises or grounding techniques can serve as a gentle introduction (Treleaven, 2018).
- Use Trauma-Sensitive Approaches: Programs such as Trauma-Sensitive Mindfulness (TSM) provide frameworks to integrate mindfulness safely (Treleaven, 2018).
- Encourage Flexibility: Not all mindfulness techniques work for everyone. Encourage clients to explore various practices and find what resonates (Neff, 2011).
Conclusion
Mindfulness offers a powerful and accessible tool for trauma survivors to regain control over their emotional and physiological responses. While not a standalone treatment, it serves as an invaluable complement to evidence-based trauma therapies. By fostering self-awareness, emotional regulation, and resilience, mindfulness can pave the way for deeper healing and transformation. As therapists, it is our responsibility to approach mindfulness with sensitivity, cultural awareness, and adaptability to best serve those on their healing journeys.
References
Kabat-Zinn, J. (1990). Full catastrophe living: Using the wisdom of your body and mind to face stress, pain, and illness. Delta.
Neff, K. (2011). Self-compassion: Stop beating yourself up and leave insecurity behind. HarperCollins.
Treleaven, D. A. (2018). Trauma-sensitive mindfulness: Practices for safe and transformative healing. W. W. Norton & Company.
A Blog Post: The trauma that comes from reporting sexual assault
It has been shown that women who have experienced sexual assault represent the majority of Post-Traumatic Stress Disorder cases (PTSD) in the U.S (Bartol & Bartol, 2021). Sexual assaults can have psychologically damaging effects on an individual. The lingering effects apart from PTSD include depression, anxiety, and even an increase in the contemplation of suicide. Apart from the act itself, sexual assault survivors that decide to report their case to law enforcement may experience a second victimization called the “second assault” (Rousseau, 2025). The “second assault” may even be more traumatizing to the individual than the act itself.
I was fortunate enough to have the opportunity to talk with a sexual assault survivor, who chose to remain anonymous, on her experience of recovery and reporting. For context, the type of sexual assault this individual endured is classified as date rape, which is a “sexual assault that occurs within the context of a dating relationship (Rousseau, 2025).” Date rape is the most common type of rape, with 80% of all cases being classified under this typology. Oddly enough, date rape cases are generally not reported and the rapists tend to not be prosecuted. That’s why it did not surprise me, unfortunately, when this individual said she did report her case to law enforcement, but wasn’t able to prosecute the defendant.
In trying to get justice for herself, she heavily experienced the “second assault,” and stated that “It was honestly more traumatizing than being raped. If I had the chance to redo it all, I would not have reported it. I would have just kept it to myself.” Victims of sexual assault often self-blame, especially victims of date rape cases. In date-rape cases, victims often feel like they are at fault for what happened. This is because of reasons such as the victim intentionally choosing to go on that date or meet that person, which all does not correlate with them giving sexual consent (Rousseau, 2025). This individual blamed herself for what happened. Even when her friends and family all believe that she wasn’t at fault, she struggled with this feeling for a long time. It was not until she received help from resources such as group through Rape Crisis Center (RCC) that she started to feel that she was not in the wrong. Though the incident happened years ago, she still to this day struggles with this feeling. These resources did help her find healthy ways to cope when these feelings arise and learn how to overcome these thoughts. Self-blaming thoughts are a major factor in the psychological damage that comes with being sexually assaulted (Bartol & Bartol, 2021). She stated “I blamed myself for it, and it would spiral. My thoughts would spiral so much to the point that there was a period of time that not living anymore didn’t seem too bad at all.” This shows how self-blame can exacerbate one’s psychological state.
How sexual assaults are reported differs from how other criminal cases are reported to the police. When choosing to report, the sexual assault survivors would first have to do a medical examination. The purpose of this examination is to establish any DNA evidence that shows that the survivor had been penetrated or harmed. This initial process alone is quite intrusive and may be traumatic to survivors. Next, the victims undergo a preliminary interview with the detective, where it is uninterrupted and the victim tells the detective the gist of what happened or whatever comes to the victim’s mind regarding the incident (Archambault & Lonsway, 2008). After giving the victim some time to rest, eat, and process what has happened, a more detailed interview would be conducted. This is where the detective would ask questions to try to get the needs of interviewing met. The needs include to “establish that the element of a sexual assault are met, evaluate the need for a forensic examination, identify the crime scene and any related evidence, witnesses, and the suspect(s), and establish the identity of the suspect, and contact information if known (Archambault & Lonsway, 2008).”
Interviewing a sexual assault survivor is quite difficult because there are many factors that the detective has to take into account and be mindful of. Detectives would have to be approachable, nonjudgmental, establish rapport, and be able to be mindful when wording questions with the individual. This is because talking about a sexual assault event is stressful and very personal, which may be humiliating to the individual, especially when the questions are asking about quite graphic details of the account to a stranger in uniform. The way detectives word questions can influence the extent to which the individual feels like they should blame themselves for the incident (Archambault & Lonsway, 2008). The interview would have to be conducted in a strategic way. Having multiple people interviewed would help limit the number of times the victim would have to recall the event over and over again, such as the detectives could interview responding police officers and forensic examiners in this process. Detectives should also avoid “handing off” the case to another detective in order to establish rapport (Archambault & Lonsway, 2008). Importantly, the purpose of any interview is never to revisit old information again but to obtain new information about the case in order to limit the amount of times the individual relives the event(s) again.
Sexual assault victims may have differing reactions to trauma, which could influence the way they interview. Their statements may be incomplete, inconsistent, or sometimes even false. This is due to the fact that trauma could make one have perceptual narrowing, loss of cognitive and motor skills, and incident amnesia (Archambault & Lonsway, 2008). Perceptual narrowing is when the victim focuses on one of the five senses and essentially ignores the others. An example of this is focusing on the weapon used in the incident but not knowing any information about the person holding it. The loss of cognitive and motor skills means that the victim may freeze up and not know what to do in that situation. The individual that I interviewed stated that she experienced a loss of motor skills, freezing up during the incident and not being able to stand up and walk out the door, which she says she struggles in being okay with/scolding herself for. Incident amnesia is when the individual doesn’t remember parts of the act or the act itself (Archambault & Lonsway, 2008). During her interview, she stated that she couldn’t remember the details that the detective wanted, because of the traumatic event and being under the influence. The detective encouraged her to try to remember. Her statements were inconsistent because she was struggling to remember. Out of instinct, she made a mistake by resorting to filling-in-the-blank during the interview, which may have held some false statements. This was a mistake because later in the process, the detective stated that she remembered too much information which indicated that she wasn’t under the influence enough to have it been prosecutable rape.
The process of interviewing sexual assault survivors is quite difficult for both the victim and the detective. The detective would have to know how to distinguish between the actual recall event and the effects of trauma. The detective would also have to establish a comfortable environment and a trusting rapport. The sexual assault survivor would have to be able to recall the traumatic events, reliving it and overcoming the effects of trauma at the same time. Simultaneously these parts would work together in order for the detective to piece together the best defense for the survivor.
References:
Archambault, J., & Lonsway, K. A., (2008). Incomplete, Inconsistent, and Untrue Statements made by Victims: Understanding the Causes and Overcoming the Challenges. End Violence Against Women International (EVAWI).
Bartol, C. r., & Bartol, A. M. (2021). Criminal behavior: a psychological approach (12th ed.). Pearson Education/Prentice Hall; Pearson.
Rousseau, D. (2024). Lecture Notes, Module Five. Forensic Behavior Analysis. MET CJ 725.
Strategies for Effective Self-Care in High Stress Professions
Self-care is essential for maintaining physical, emotional, and mental well-being, especially for people working in high-stress professions like criminal justice and corrections. These fields often expose professionals to emotionally taxing situations, high workloads, and unpredictable environments, making it crucial to incorporate intentional self-care strategies. Without proper self-care, chronic stress can lead to burnout, decreased job performance, and even long-term health issues. By prioritizing well-being, criminal justice professionals can improve resilience, enhance job satisfaction, and maintain their effectiveness in the field.
One of the most basis aspects of self-care is prioritizing physical health. Regular exercise, a balanced diet, and adequate sleep all contribute to better energy levels and mental clarity. The Centers for Disease Control (CDC) recommends at least 150 minutes of moderate exercise per week to promote overall health. Additionally, maintaining a consistent sleep schedule of seven to nine hours per night helps to regulate mood, improve cognitive function, and reduce stress. Given the demanding nature of criminal justice and corrections work, physical health is especially important in helping professionals manage the physical toll of their jobs.
Setting healthy boundaries is another crucial self-care strategy, particularly for those in high-pressure roles. Criminal justice professionals often deal with heavy workloads, emotionally intense cases, and long hours, which can lead to burnout if boundaries are not established. The American Psychological Association emphasizes the importance of setting clear limits with work and personal life to prevent stress from becoming overwhelming. Learning to say no, taking time off when needed, and creating a separation between work and home life can help maintain balance and protect mental health.
Mindfulness and stress management techniques can also be powerful tools for people working in stressful environments. Practices such as meditation, deep breathing, and journaling have been shown to lower cortisol levels, and hormones associated with stress. Research by Kabat-Zinn (2019) highlights that even dedicating five to ten minutes a day to mindfulness exercises can improve emotional resilience and mental clarity. For people working in criminal justice or corrections, taking a few minutes to engage in mindfulness before or after a shift can help process difficult experiences and reduce emotional fatigue (Kabat-Zinn, 2019).
Another important self-car strategy is to engage in activities that bring you happiness. Hobbies and leisure activities like reading, painting, hiking, or listening to music, all provide an emotional outlet that help to maintain a work/life balance. Studies suggest that participating in enjoyable activities improves mood, reduces anxiety, and increases overall life satisfaction (Pressman et al., 2009). For criminal justice professionals, finding time for personal interests outside of work is vital in preventing burnout.
Finally, maintaining strong social connections is crucial for self-care, particularly for people working in emotionally demanding professions. Having a support system of friends, family, or even colleagues who understand the challenges of the job can provide emotional support and reduce stress. Social interactions contribute to a sense of belonging and improve mental health. Research by House et al., (1988) found that strong social relationships are directly linked to better physical and emotional well-being. Whether through peer support groups, professional counseling, or simply spending time with loved ones, can help people in high-stress jobs, like jobs in the criminal justice system, cope with the challenges of their work.
Self-care cannot be considered a luxury. It is a necessity for all people but more importantly for people working in demanding jobs. By prioritizing physical well-being, setting boundaries, practicing mindfulness, engaging in leisure activities, and maintaining strong relationships, professionals in these demanding roles can protect their long-term health.
References
American Psychological Association. (2024, October 22). Coping with stress at work. American Psychological Association. https://www.apa.org/topics/healthy-workplaces/work-stress#:~:text=Establish%20boundaries.&text=Although%20people%20have%20different%20preferences,stress%20that%20goes%20with%20it.
Centers for Disease Control and Prevention. (2023, December 20). Adult activity: An overview. Centers for Disease Control and Prevention. https://www.cdc.gov/physical-activity-basics/guidelines/adults.html
House, J. S., Landis, K. R., & Umberson, D. (1988). Social Relationships and health. Science, 241(4865), 540–545. https://doi.org/10.1126/science.3399889
Kabat-Zinn, J. (2019). I didn’t have a moment to catch my breath. Mindfulness, 10(3), 586–587. https://doi.org/10.1007/s12671-018-1083-0
Pressman, S. D., Matthews, K. A., Cohen, S., Martire, L. M., Scheier, M., Baum, A., & Schulz, R. (2009a). Association of enjoyable leisure activities with psychological and physical well-being. Psychosomatic Medicine, 71(7), 725–732. https://doi.org/10.1097/psy.0b013e3181ad7978