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Childhood
Tia St Julien
Bay Path University
PSY 335: Psychology of Criminal Behavior
Dr. Diane Hall
December 7, 2023
Trauma Exposure
Abuse in childhood is not a direct path towards them becoming violent offenders but rather a
baseline for all the traits. Schimmenti et. al. talks about a psychopath and its definition, “a
personality disorder defined by a constellation of interpersonal, affective, and behavioral
characteristics. Psychopathic individuals show specific personality traits, such as emotional
detachment, deceptiveness, manipulativeness, grandiosity, shallow affects, irresponsibility,
impulsivity, parasitic lifestyle, lack of empathy, guilt, or remorse, together with the ready violation
of social expectations and legal norms” (Schimmenti et. al. 2015). Childhood trauma is a
pervasive problem that affects millions of individuals worldwide. It refers to adverse experiences
that occur during childhood, such as physical abuse, sexual abuse, neglect, or witnessing
domestic violence. These traumatic events can have long-lasting effects on a person's emotional,
psychological, and social well-being.
Childhood trauma can significantly impact an individual's psychological development. Traumatic
experiences can disrupt normal brain development, leading to impaired cognitive functioning and
emotional dysregulation. This can result in difficulties managing stress, controlling impulses, and
making rational decisions. Consequently, individuals who have experienced childhood trauma
may be more prone to engaging in criminal behavior as a means of coping with their emotional
pain.
Children who grow up in violent or abusive environments often internalize the aggressive
behavior they witness. They may learn that violence is an acceptable way to resolve conflicts or
gain power and control over others. This learned behavior, coupled with the lack of positive role
models, can contribute to the development of criminal tendencies. Moreover, repeated exposure to
trauma can desensitize individuals to violence, making criminal acts seem less morally
objectionable. Childhood trauma can lead to the development of maladaptive coping mechanisms,
such as substance abuse, self-harm, or aggression. These coping strategies are often employed as
a means of numbing emotional pain or regaining a sense of control. Unfortunately, these
behaviors can escalate over time, leading to criminal acts fueled by substance abuse or impulsive
actions taken in moments of emotional distress.
Children who experience trauma may struggle with forming healthy attachments and
maintaining positive relationships. The lack of social support and connection can result in feelings
of alienation and isolation. As a consequence, individuals may seek acceptance and belonging
through criminal groups or engage in criminal activities to gain a sense of identity and purpose, no
matter how antisocial it may be.
Childhood trauma can also contribute to economic and educational disadvantages, which can
further perpetuate criminal behavior. Adverse experiences during childhood can lead to
disruptions in education, decreased employment opportunities, and financial instability. This, in
turn, may drive individuals towards illegal activities as a means of survival or as a perceived path
to economic gain.
Childhood trauma has a significant correlation with criminal behavior due to its profound impact
on psychological development, learned patterns of behavior, maladaptive coping mechanisms,
social disconnection, and economic disadvantages. Understanding this connection is crucial in
developing effective intervention and prevention strategies to address the root causes of criminal
behavior. By providing trauma-informed care, improving access to mental health services, and
promoting social support networks, society can make strides toward breaking the cycle and
mitigating the adverse effects of childhood trauma on future generations.
?
?
?
Was there ever a moment where
you felt the need to turn to
destructive behaviors such as
substance use, crime, etc. to help
cope with the trauma?
"No I never felt the need to turn to anything
else like drugs, alcohol, or any self harming
behaviors, I have always been really scared
of those behaviors just because it has
always been instilled into me and my brain
that those kind of behaviors are so far out of
my reach that I could never do anything like
that. I have always told myself, and I have
always believed that I can never turn to
anything like that. Plus my anxiety tells me
to fix a situation rather than to turn to
something else and avoid the situation."
?
?
?
?
Did you have a support
system that you leaned on
when you had this traumatic
experience?
"Yes and no, I had my
cousins, and I told them, but
they didn’t provide me much
support, so I didn’t really
trust him with everything."
?
?
?
?
Do you think that having
more or less support would
have helped you with the
situation?
“I think more support
would’ve been better,
because I was feeling alone,
and that was what was
hurting the most.”
?
Local Insights
Samantha DiGiovanni
Samantha Digiovanni is a Special Education teacher for the city of
Westfield, MA at Westfield High School. She teaches ELA Inclusion,
Algebra 1 & 2 Inclusion and Academic Support Class types. Samantha
recieved her Bachaelors in Legal Studies at Bay Path University. She
has a Masters in Education with a focus in Moderate Disabilites from
AIC. She also has her MBA in Entrepreneurship and Leadership from
Bay Path University.
Q: Since you work with children with disabilities do you feel that the
behaviors are hard to manage?
A:Mainly, I work with students with specific learning disabilities in math or
reading, health disabilities often ADHD, social/emotional, or mild Autism. In
the summer I work with students with more severe disabilities or behavioral
issues. I don't think it's harder because they just have a different set of
learning needs. Once you figure out how they learn best you are able to
teach them in a way in which they learn. The rest usually runs smoother
than. The challenge is it requires more time to develop, observe and
implement plans so they work for students. Often I get smaller class sizes
and sometimes separate classes when necessary to support them more so
they have the same opportunity to learn as a general edu student. In social
emotional classrooms or life/essential life classrooms behaviors are harder
to manage. Students with negative or extreme behaviors may need
behavioral intentional plans in place; and more structured/supported
classrooms than what I teach in. Other factors I feel influence negative and
extreme behavior. Covid has drastically impacted behaviors in my opinion
and we are still adjusting to the normal again. Also, poverty and English
language learners are impacted by all the obstacles they face each day.
Q: Do you think there is a lot of support from parents when it comes
to the students?
A: Parent or guardian involvement varies from student to student. In a city it's
more difficult as families or parents/guardians often are working, have multiple
children to care for, and little time. There seems to be a decrease in parent
involvement in my opinion in the area I work. However, when I worked for the
Town of Longmeadow there was a lot. It really depends on the
parent/guardians resources/educational background themselves, time, and
opportunities to be more involved.
Q: Have you ever had a student when their behaviors became violent
towards you or others? How did you handle it?
A:Yes I am restraint trained and try to de-escalate the situation first. Utilizing
certain restraints is appropriate once other options are all exhausted. But they
must be carefully documented and be as least restrictive as possible. Often I
call administration or the officer in the building for assistance. Currently, I have
to recertify so I am not current restraint trained right now so am NOT able to
utilize restraints. Most importantly you should use techniques to build
relationships and build behavioral plans to try to avoid violent situations.
Creating a welcoming and safe environment is critical. Creating routines and
expectations are also important too. Lastly, making sure students' needs like
hunger are met are huge too. If basic needs aren't met then a student may be
unable to behave, focus, or learn.
“As a special education teacher I plan:teach
lessons, collaborate with other school staff to
ensure students social, emotional, and academic
growth, co-teach inclusion classes in Algebra, ELA
and other academic classes, assist and tutor
students, teach math acceleration camps, help
write Individual Educational Plans (IEPS) for
students with disabilities, attend meetings for
special education services, keep track of students
progress towards goals/benchmarks, grade and
modify work, provide appropriate accommodations
to students to enhance their learning, and act as
liaison to a caseload of 20-25 students to help with
their learning needs and to continuously review
their progress throughout the year.
Additionally, I provided extended summer services
thru summer school programs, take part in
professional development, and am a class advisor
for the Class of 2024 (in which I help with
fundraising initiatives, coordinated class events,
and other administrative tasks)”
Samantha's interview helped to give a
perspective on students with disabilites
and how if the needs of children are not
met then it can affect their behavior. As
you can see she had restraint training the
needs to be recertified. This is a great way
to help the teachers feel protected in case
there is a problem. She also stated that
with a clear plan and the building of trust
that those violent behaviors can be a
minimum. This ties into childhood trauma
because a child needs certain things and
those things can be met with acts of
violence against them, abuse, neglect, and
then that can lead to violent behaviors.
Road to Rehabilition
The current state of rehabilitation in prisons often fails to adequately address the needs of
inmates who have experienced trauma. As a result, these individuals struggle to reintegrate
into society, perpetuating a cycle of crime and re-incarceration. To break this cycle, a
comprehensive and improved system is necessary. This essay explores the ways in which the
prison system can be enhanced to better support inmates who have experienced trauma,
focusing on various types of treatment that can be provided. Incarceration can exacerbate
traumatic experiences, further impacting an inmate's mental and emotional well-being. Many
inmates have faced adverse childhood experiences, such as physical or sexual abuse, neglect,
or witnessing violence, leading to trauma-related disorders. Within the prison environment,
the absence of adequate mental health support further compounds their distress.
To address the needs of traumatized inmates, prisons should adopt a trauma-informed care
approach. This approach recognizes the prevalence of trauma among incarcerated individuals
and shifts the focus from punitive measures to understanding, empathy, and healing.
Implementing trauma-informed care involves training staff to identify trauma-related
symptoms, creating safe and supportive environments, and incorporating trauma-specific
interventions into rehabilitation programs. One of the key treatments for traumatized inmates
is trauma-focused counseling and therapy. These interventions aim to provide a safe space
for inmates to process and heal from their traumatic experiences. Cognitive Behavioral
Therapy (CBT), Eye Movement Desensitization and Reprocessing (EMDR), and Dialectical
Behavior Therapy (DBT) have proven to be effective in addressing trauma-related disorders
and promoting well-being. Offering regular counseling sessions and ensuring accessibility to
mental health professionals can significantly enhance the healing process.
In addition to individual therapy, supportive group programs can be implemented to foster a
sense of community and promote healing. Group therapy sessions, where inmates can share
their experiences, learn from one another, and develop coping strategies, have shown
promising results. These programs can also help inmates develop social skills, self-efficacy,
and empathy, which are crucial for reintegrating into society successfully.
Providing inmates with access to vocational training and education is another way to
support their rehabilitation. Traumatized individuals often struggle with employment and
financial stability, contributing to their vulnerability upon release. By offering programs that
equip inmates with practical skills and educational qualifications, the prison system can
better prepare them for the workforce, reducing the likelihood of recidivism and improving
their chances of successful reintegration. To promote overall well-being, holistic health and
wellness initiatives should be integrated into the prison system. Incorporating activities such
as yoga, meditation, art therapy, and physical exercise can help inmates regulate their
emotions, reduce stress, and develop healthy coping mechanisms. These initiatives also
promote self-care and self-reflection, fostering personal growth and resilience.
Rehabilitating traumatized inmates requires an overhaul of the current prison system,
shifting from punitive measures to a more empathetic and supportive approach. By adopting
trauma-informed care principles and providing various treatment modalities, including
counseling, supportive group programs, vocational training, and holistic health initiatives,
inmates can experience healing and gain the necessary skills to reintegrate into society
successfully. It is crucial for policymakers, prison administrators, and society as a whole to
recognize the importance of these reforms and work towards a more compassionate and
effective prison system.
5 Resources
For Trauma and intervention
1
TICTI
TICTI: Trauma Institute & Child Trauma Institue
Address: 8 Trumbull Rd, Northampton, MA 01060
Email: info@ticti.org
Phone: 413.307.3907
BFAC
2
BFAC: Baystate Family Advocacy Center
Address: 300 Carew Street Suite 2
Springfield, MA 01104
Phone: 413-794-9816
3
BHN
BHN: Behavioral Health Network, Inc.
Address: 417 Liberty Street | Springfield,
MA 01104
Phone: (413) 301-9355
ServiceNet PREP
4
Prevention and Recorvery in Early Psychosis
Address: 21 Olander Drive Northampton, MA 01060
Phone: (413)-585-1300
5
Wildfire Alliance
Recovery Learning Community
Address: Bowen Resource & Wellness Center, 235
Chestnut St, Springfield, MA 01103
Phone: (413) 372-5652
Ask Me
Anything
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