Domestic Violence Impact
on Children & Youth
Dr. Elizabeth Trejos-Castillo
Understanding
Domestic Violence
Domestic Violence (DV)
Intimate Partner Violence (IPV)
Physical Violence
 Pushing / shoving
 Biting
 Scratching
 Slapping
 Kicking
 Choking
 Throwing things
 Physically restraining
 Threatening with weapons, and/or actions
Domestic Violence (DV)
Intimate Partner Violence (IPV)
Emotional Violence
 Constant arguing
 Screaming | yelling
 Threatening
 Financial control
 Controlling behaviors
 Humiliating, name-calling, embarrassing
 Constant blaming and putting down the partner
 Criticizing partner’s appearance -emotions-intelligence
 Intimidation behaviors and language
Domestic Violence (DV)
Intimate Partner Violence (IPV)
It can happen to ANYONE regardless of age,
gender, race, ethnicity, religion, cultural
background, social status, sexual identity, etc.
Dynamics are COMPLEX
Violence and abuse tend to ESCALATE OVER TIME
Complexity of Domestic Violence
Social Exchange Theory
 Exchange theory is built on the principles of behaviorism
and economics, but it goes beyond just explaining
individual behavior (Blau 1964; Homans 1961; Nye 1979).
 SE focuses on the dynamics of relationships and how
they are subjectively formed, maintained, and resolved on
the basis of costs/benefits and the perception of available
alternatives.
SOCIAL EXCHANGE THEORY
Basic Assumptions
 People are motivated by self-interest
◦ We seek those things and relationships that are beneficial to ourselves.
◦ We seek rewards and avoid punishments or costs.
 Humans are rational beings
◦ We have the analytical ability to calculate the ratio of rewards to costs.
◦ We consider the alternatives before acting and choosing the outcome that
carries the least cost.
 Social relationships are also characterized by interdependence
◦ In order to gain a profit in an exchange, we must provide the other person
with rewards as well.
◦ Social exchanges are regulated by the exceptions and norms of reciprocity
and fairness.
How does Domestic Violence
Impact Children & Youth?
POSITIVE STRESS RESPONSE
TYPES
OF
STRESS
RESPONSE
Normal and essential for development (e.g.,
brief increases in heart rate, mild elevations
in hormone levels). Individual able to selfregulate and return to normal responses.
TOLERABLE STRESS RESPONSE
Activates the body’s alert systems (e.g., loss
of a loved one, natural disasters, frightening
injury). Normal adaptive responses are
usually achieved through strong caring
relationships; brain and internal organs do
not get permanently affected.
TYPES
OF
STRESS
RESPONSE
TOXIC STRESS RESPONSE
Unrelieved activation of the body’s
stress management system due to
continuous exposure to strong,
frequent, and/or prolonged
adversity (e.g., physical- emotionalsexual abuse, neglect, extreme
poverty, violence exposure, etc).
Figure: https://adrenalfatigue.org/stress-and-your-health/got-stress/stress-affects-body/
 Toxic Stress affects the architecture
of the developing brain during childhood
with potential severe short and long-term
consequences extending well into
adolescence and adulthood
(Harvard’s Center on the Developing Child, 2014).
 Eco-bio-developmental Framework (EBD- American Society of Pediatrics, 2012)
examines the links between biological and socio-developmental indicators
of toxic stress and its associations with impairments in behavior, cognition,
emotions, relationships, and mental health in youth among other effects.
Figure: The American Academy of Pediatrics (2012).
DECREASED FUNCTIONING
Volumes of Gray Matter:
aggression, antisocial behaviors,
severe anger management problems,
and poor emotional control. Mostly in
Prefrontal Cortex and amygdala
associated with decision-making,
empathy, emotion regulation,
capacity to read emotions and
facial expressions in others.
Hippocampus: elevated stress hormone levels (e.g., cortisol) increase sympathetic
nervous system activity contributing to changes in metabolism, heart functioning, blood
pressure, alertness, and language pathway.
Corpus Callosum: main interconnecting pathway across two hemispheres associated
with Post-Traumatic Stress Disorder, Depression, and other mood disorders.
INCREASED FUNCTIONING
Limbic System: over activation of “threat” and “fear” signals leading to hyper sensibility.
*De Bellis, M. D., & A.B., A. Z. (2014). “The Biological Effects of Childhood Trauma.” Child and Adolescent Psychiatric Clinics of North America, 23(2), 185–222.
Available at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3968319/
PostTraumatic
Stress
Children See- Children Do
Free source
Neuroplasticity
Neurogenesis
Strengthened
Synapses
New Synapses
Weakened
Synapses
Theoretical Reversibility
Neuroplasticity | Post-Traumatic Growth
TRAUMA-INFORMED CARE
 Stress Management
 Positive & Consistent Emotional Support
 Self-Regulatory Skills
 Self-compassion
 Safe & Stable Environment
 Use a neutral/calm tone
 Avoid saying “no” and use other words
 Use non-judgmental verbal expressions
 Use simple language
De-Escalation
Strategies
 Use humor if appropriate to diffuse attention
 Allow time to process information
 Don’t be afraid of silence
 Discuss alternatives and choices
 Do not promise anything
Verbal
 Make the person know they have a choice
 Avoid using provocative language or harsh words
 Use empathetic language: acknowledge their
pain/challenges; thank them for sharing;
encourage them to continue working on their
challenges
 Maintain a safe distance (about 2 arms’ length)
 Be aware of your facial expressions and reactions
to the situation/people
De-Escalation
Strategies
 Keep eye contact and be aware of the person’s
movements without staring
 Avoid abrupt physical movements/facial
expressions
 Tilting or inclining your head send the non-verbal
message that you are paying attention
Non-Verbal
 Nod when appropriate but be aware of the
context/information being discussed
 Do not show anger or become defensive
Avoid loud noises
De-Escalation
Strategies
Disconnect from electronic devices but have
a phone handy if needed
Avoid strong perfumes/lotions/colognes
Wear neutral clothing
Respect personal space
Environmental
Set up the mediation setting anticipating the
meeting/discussion/topics
 Normality-Abnormality is a CONTINUUM
 Never assume ANYTHING
 Intervene EARLY if you need to
 Do not take it PERSONALLY
 Do NOT RUSH the process and focus on the end goal
GENERAL
RECOMMENDATIONS
 LISTEN first- then talk- then LISTEN again & again
& again…EVERYBODY has a story to share
 OBSERVE EVERYTHING: body language, posture,
gestures, silences, word inflections, speech volume,
word choice.
 Use a “MIRROR TECHNIQUE” and validate people’s
emotions and experiences
 Exercise your best HUMAN QUALITIES ALWAYS!!!!
"Cure sometimes,
treat often,
comfort always"
Hippocrates
REFERENCES
 Blau, P. M. Exchange and Power in Social Life. New York: Wiley, 1964.
 Calderón-Delgado, L., Barrera-Valencia, M., Noriega, I., Al-Khalil, K., Trejos-Castillo, E., Mosi, J.,
Chavez, B., Galvan, M., & O'Boyle, M. (2020). Implicit Processing of Emotional Words by
Colombian Children with PTSD: An fMRI investigation. International Journal of Clinical and
Health Psychology, 20, 45-53. doi.org/10.1016/j.ijchp.2019.11.002
 De Bellis, M. D., & A.B., A. Z. (2014). “The Biological Effects of Childhood Trauma.” Child and
Adolescent Psychiatric Clinics of North America, 23(2), 185–222. Available at:
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3968319/
 Harvard’s Center on the Developing Child (2014). Key Concepts: Toxic Stress. Harvard
University. Retrieved from:
http://developingchild.harvard.edu/key_concepts/toxic_stress_response/
 Homans, G. Social Behavior: Its Elementary Forms. New York: Harcourt Brace Jovanovich, 1961.
 Nye, F. I. ‘‘Choice, Exchange, and the Family.’’ In Contemporary Theories about the Family, vol.
2, edited by W. R. Burr, R. Hill, F. I. Nye, and I. L. Reiss. New York: Free Press, 1979, pp. 1–41.
RESOURCES
National Center for Trauma-Informed Care (NCTIC): https://tash.org/nctic/
Crisis Prevention Institute: https://www.crisisprevention.com/
American Psychological Association: https://www.apa.org/
Developing a Self-Care Plan: http://socialwork.buffalo.edu/resources/self-care-starter-kit/developing-your-selfcare-plan.html
Professional Quality of Life Scale (PROQOl): http://socialwork.buffalo.edu/content/dam/socialwork/home/selfcare-kit/compassion-satisfaction-and-fatigue-stamm-2009.pdf
Burn-out Scale: http://socialwork.buffalo.edu/content/dam/socialwork/home/self-care-kit/are-you-burningout.pdf
Secondary Traumatic Stress Scale:
https://www.naadac.org/assets/2416/sharon_foley_ac15_militarycultureho2.pdf
Burnout, Compassion Fatigue, and Vicarious Trauma Assessment:
https://www.careinnovations.org/wp-content/uploads/3-Burnout-Compassion-Fatigue-and-Vicariou-TraumaAssessment.pdf
Secondary Traumatic Stress and Self-Care Packet:
https://safesupportivelearning.ed.gov/sites/default/files/Building_TSS_Handout_2secondary_trauma.pdf
Thank YOU!!!!
CONTACT INFORMATION
Dr. Elizabeth Trejos-Castillo, Texas Tech University
Email: elizabeth.Trejos@ttu.edu
Webpage: https://www.depts.ttu.edu/hs/hdfs/trejos-castillo.php
Positive Youth Development (PYD) Lab:
https://www.depts.ttu.edu/hs/hdfs/research/positive_youth_development/