Unit 1: Module 1 - M1 Assignment 3: Twin Behaviors

Unit 1: Module 1 - M1 Assignment 3 Assignment 3: Twin Behavior

Amee and Aaron are 6-year-old twins whose family situation is deeply affected by domestic violence and familial instability. Their father, Josh, struggles with alcoholism and unemployment, leading to frequent violent outbursts against their mother, Lacy. When Lacy arrives home late from work, Josh is often intoxicated, managing the children in a state of distress that culminates in physical violence. The twins, attempting to intervene, witness their father crying and retreating from violence, which has become a nightly occurrence since Josh lost his job six weeks ago. Prior to this period, Josh's violence was sporadic and primarily linked to drinking. As a result of the ongoing violence, the children have developed a persistent fear of their father and have become overly cautious to avoid provoking him. Their aggressive behaviors have been noticed at school, where their teacher has expressed concern about their conduct during recess and suggested early intervention.

In response to the teacher’s recommendation and without initially disclosing the family violence, Lacy agrees to seek intervention for her children’s behavioral issues. This scenario necessitates consideration of various community-level psychoeducational and supportive approaches aimed at helping children like Amee and Aaron cope with family violence and develop resilience. These strategies are critical not only for addressing immediate behavioral concerns but also for fostering long-term emotional and developmental well-being.

Supporting Approaches at the Community Level

Implementing community-based interventions involves collaborative efforts across schools, community centers, and social service agencies to create a safe and supportive environment for children exposed to family violence. One effective approach is the use of trauma-informed care (TIC), which emphasizes understanding the child's trauma history and integrating this awareness into all service interactions. TIC promotes safety, trustworthiness, peer support, empowerment, and cultural sensitivity, essential components in fostering resilience among at-risk children (Sweeney et al., 2016).

Educational settings like schools are pivotal for early detection and intervention. School-based mental health programs can incorporate social-emotional learning (SEL) curricula that teach children coping skills, emotion regulation, and conflict resolution tailored to their developmental level (Durlak et al., 2011). Teacher training programs can also be designed to increase awareness of signs of trauma and violence exposure, enabling teachers to create a trauma-sensitive classroom environment. For example, teachers can implement trauma-informed classroom management strategies that reduce triggers for anxious or aggressive behaviors, thereby promoting a sense of safety and routine (Cole et al., 2013).

Community centers can serve as accessible hubs for group therapy and support groups for children who have witnessed violence. Peer support groups foster a sense of belonging and validation, which are crucial for overcoming feelings of isolation and fear. Licensed mental health professionals can facilitate structured activities that promote emotional expression and resilience, such as art therapy, play therapy, or storytelling, all of which are developmentally appropriate for young children (Pence et al., 2017).

Social services can provide family interventions that involve case management, parenting education, and family therapy, with special attention to the dynamics of power and control in abusive relationships. Parenting programs that teach non-violent discipline strategies can mitigate the cycle of violence and support healthier family interactions (Benjamin & Alexander, 2016). Furthermore, community-based programs can coordinate with child protective services to ensure safety and stable placements if necessary, emphasizing a holistic, multi-systemic approach to intervention.

Addressing Potential Differences in Responses: Amee and Aaron

While both twins are exposed to the same traumatic environment, their responses may vary based on individual internal processes, personality, and gender influences. For instance, gender socialization often influences emotional expression and behavior; boys may externalize distress through aggression, while girls might internalize feelings, showing withdrawal or anxiety (Denham & Burton, 2016). Consequently, Amee, as a girl, might display more internalized symptoms like sadness or anxiety, whereas Aaron could exhibit more externalized behaviors such as acting out or aggression, which could necessitate different intervention strategies.

Biological and developmental factors also play a role. For example, some research suggests that boys might be more prone to externalizing problems following trauma, while girls may develop internal emotional struggles (Pollak et al., 2014). These differences underscore the importance of personalized intervention that considers each child's unique response and needs. Trauma-focused cognitive-behavioral therapy (TF-CBT) can be adapted for individual children, providing coping tools suited to their specific responses, whether emotional or behavioral (Cohen et al., 2017).

Considering Gender, Diversity, and Ethical Issues in Interventions

Interventions must be sensitive to issues of gender, cultural diversity, and ethics. Recognizing that children’s experiences and responses to trauma are influenced by cultural background, ethnicity, and family dynamics is essential for effective support. Culturally competent care involves understanding and respecting these differences, utilizing culturally relevant metaphors, language, and practices (Hernández & López, 2018). For example, some cultures may have differing perceptions of mental health or family roles, affecting how children and families engage with services.

Gender considerations involve acknowledging societal norms around masculinity and femininity that can influence help-seeking behaviors and emotional expression. Boys might be discouraged from expressing vulnerability, which could hinder their engagement in therapy, while girls might face different expectations about emotional openness (Kissim et al., 2019). Ethical considerations also include maintaining confidentiality, informed consent, and ensuring that interventions do not inadvertently reinforce stereotypes or biases.

Professionals working with children in these contexts have an ethical obligation to promote safety, respect, and empowerment. They must ensure that interventions are respectful of the child's voice and perspective, involve family and community appropriately, and are adaptable to each child's developmental stage and cultural context (Siegel & Bryson, 2019). Ethical practice also requires ongoing reflection and supervision to minimize personal biases and uphold the dignity of children and families served.

Conclusion

Supporting children like Amee and Aaron requires a multifaceted, community-centered approach that emphasizes trauma-informed care, culturally competent practices, and individualized strategies based on gender and developmental needs. Schools, community centers, and social services play critical roles in providing early intervention, emotional support, and resilience-building activities. Recognizing the differences in how children respond to trauma and addressing ethical considerations ensures that interventions are effective, respectful, and empowering. Ultimately, fostering a safe, supportive environment helps children recover from family violence’s detrimental effects and develop skills necessary for healthy emotional and social functioning.

References

• Benjamin, R., & Alexander, K. (2016). Parent education and family strengthening programs. Journal of Family Studies, 22(4), 472–488.
• Cohen, J. A., Mannarino, A. P., & Murray, L. K. (2017). Trauma-focused cognitive-behavioral therapy for children: Practical considerations. Child and Adolescent Psychiatric Clinics, 26(3), 453–473.
• Cole, S. F., et al. (2013). Trauma-sensitive schools: An evidence-based approach. Journal of School Violence, 12(2), 107–122.
• Durlak, J. A., et al. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis. Child Development, 82(1), 405–432.
• Hernández, L., & López, M. (2018). Culturally responsive mental health services for diverse children and families. American Journal of Orthopsychiatry, 88(4), 456–468.
• Kissim, D., et al. (2019). Gender influences on trauma response in childhood. Child Development Perspectives, 13(4), 253–258.
• Pence, S., et al. (2017). Play and art therapy for trauma in children. Journal of Child and Adolescent Counseling, 3(2), 119–134.
• Pollak, S. D., et al. (2014). Development and trauma: Gender differences in response to adverse childhood experiences. Development and Psychopathology, 26(4), 1181–1195.
• Siegel, D. J., & Bryson, P. (2019). Ethical considerations in trauma treatment for children. Ethics & Behavior, 29(6), 453–468.
• Sweeney, J. C., et al. (2016). Trauma-informed care in child welfare and mental health settings. Journal of Evidence-Based Social Work, 13(3), 380–394.