Witnessing violence can affect:

• A child's ability to trust adults to keep him/her safe.
  Children can become frightened when they witness extreme acts of community violence or when adults are out of control of their behavior or in the words they use. They may fear for their safety and they may worry about whether adults will keep them safe. Children need to know that they can depend on the grownups around them to keep them safe.
  
  
• A child's ability to learn
  When children are constantly worried about their own safety or that of a parent or other family member, they may be unable to play or concentrate on activities at school. They may forget what they have already learned (the names of colors or numbers, for example) and may have trouble choosing toys, following simple directions, listening to stories, or moving from one activity to another.
  
  
• A child's social and emotional development.
  When children do not feel safe, they may have a harder time getting along with parents, teachers, and other children. Some children may become very aggressive. Other children bothered by violence may become quieter and less interested in games, activities, and friends they used to play with. It also may appear that a child's development has regressed: one who has been toilet trained, for example, may start having "accidents".
  
  
• A child's ability to manage his or her anger.
  Young children are just learning how to control their own aggressive behavior, so they don't have much self-control. They need adults to help them stop when they hit or hurt. They also need adults to model self-control. Children who can "use words" and resolve problems constructively are those who have seen adults handle their own angry feelings in positive ways.
  
  
• A child's ability to be a child.
  Children who are worried or afraid for their safety or the safety of their family may feel the need to act big and strong. They may believe that it is their job to protect the family. Trying to take on an adult role adds stress to the children's lives and deprives them of the security of being protected and cared for.
  
  
• A child's self-esteem.
  Children need to feel valued and successful. However, when bad things happen they often believe that they are responsible - because of their "bad thoughts" or their "bad behavior". Some preschool age children may think that they have caused a violent incident to occur and may feel guilty; they may also become very fearful of doing something that will cause more violence to occur. These feelings may be stronger than a child's feelings of being valued and successful.

Guidelines for Responding to Children who Witness Violence

• Validate the child's feelings.
  Reflect back the emotions that the child conveys. If a child appears to be frightened or angry by what he saw, you can say "Gee that sounds scary" or "You seem to be upset. Tell me more".
  
  
• Model for the child that it is okay to say "I'm scared".
  For example, you might say something like, "If I had seen that I think that would have scared me", or "I saw something like that once and it was really scary for me".
  
  
• Give the child permission to tell his story.
  If a child seems willing to talk, ask neutral questions to facilitate storytelling: "What happened next?" "Then what?" "Did you know the person who got hurt?" Do not ask questions if a child seems uncomfortable or unwilling to talk further. It is important to respect a child's right to talk as much as or as little as he/she feels comfortable.
  
  
• Consider the effects of the story on others.
  Are other children listening? Do they seem upset? Do other children know of the violent incident? What exactly do they know? You can be simple and honest without being graphic or going into detail. Children need to know that it is okay to talk about scary events. However, teachers need to use their judgment to decide when to conduct a discussion in the group and when it is more appropriate to talk to a child one on one.
  
  
• Start with what the child knows and thinks.
  You do not have to supply information about a violent event. Talking with children about how they feel provides an opportunity to correct distortions about the specifics of an event.
  
  
• Reassure the child that adults are there to help him feel safe.
  Children need to know that they are safe. When young children witness violence they interpret it from their own point of view. They might think, "Will that happen to me?" They need to be reassured that adults will do everything they can to protect them.
  
  
• Let the child know that you are interested in what he/she has to say.
  Even if you don't have all the answers, it is important for a child to be able to tell his story. Being able to confide in a trusted adult about the details of a scary event is the first step toward control of that event.
  
  
• Reflect back the emotions the child expresses.
  Reflecting back the emotions that a child feels lets that child know s/he has been heard. It can also crate an opportunity to talk about show s/he feels. Even if this doesn't happen right away, you have identified yourself as someone who talks about feelings and the child may take you up on your offer at a later time.
  
  
• Establish eye contact and provide facial expressions and gestures.
  Get down to the child's level to listen to him or her. Our facial expressions and our body language express more than our words and let the child know s/he was heard.
  
  
• Remain nonjudgemental about what the child tells you.
  Resist making judgments about what a child says. For example, if s/he tells you that a cousin is in the gang that got into a fight last night, don't say that the cousin is a "bad" person.
  
  
• Show interest in what a child tells you without probing for more information.
  Talking to young children about the violence they witness should not be an inquisition. Stick to what the child says, acknowledge what the child feels, and correct distortions of necessary.
  
  
• Be alert to other changes in behavior that suggest stress.
  Is the child exhibiting other behaviors that indicate the s/he is stressed? Is s/he more aggressive or less outgoing then s/he used to be? Remember, children tell us what is bothering them with their actions as much as they do with their words.
  
  
• Let the child know that you are available for more conversation and support.
  Some children are not always ready to talk. It is important that you create opportunities for them to do so. However, children should never be forced to talk.

Children who witness violence need safe, predictable classrooms.

Spaces: Children who witness violence need consistency in their classroom. It is helpful to give them:

• their own places to hand their coats;
• their own chairs with their names or photographs on them;
• clear cues about where activities happen and materials are stored;
• a chance to know ahead of time about physical changes in the room.

Routines: Children who witness violence need predictable routines. It is helpful to give them:

• a consistent way to come to school;
• a consistent greeting when they arrive;
• an explanation if there are any changes in the daily schedule;
• a consistent way to end the day and return home;
• ample time to make transitions between activities.

Activities: Children who witness violence need a flexible curriculum and developmentally appropriate activities. It is helpful if you give them:

• activities that allow the teacher to be available to them;
• activities that are soothing and individualized;
• alternatives to complex activities for a child who is stressed.

Staffing policies: Children who witness violence need staffing policies which honor:

• children's need for an attachment relationship with one designated caring adult;
• warning and explanation for staff absences or changes when possible;
• teachers' need for extra support.

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