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Rebooting the Village:

Preparing Our Communities to Address Adversity
and Building Resiliency in Children

By Sylvia He
For Healthy Generations Project
(Now Bounce Back Generation, https://bouncebackgeneration.org/)

2018
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Table of Contents
Executive Summary ................................................................................................................................... 3
What Is Childhood Adversity? .................................................................................................................. 5
The Impact of ACEs ................................................................................................................................... 6
Toxic Stress: ACEs Affect a Child’s Body, Brain and Behavior .......................................................... 8
Trauma: Childhood Adversity Reverberates Throughout Adulthood ............................................... 10
Childhood Adversity Is Prevalent ........................................................................................................... 11
Poverty and Race Exacerbate Cycles of Trauma ............................................................................... 12
Heavy Costs and Additional Challenges .............................................................................................. 14
We Help Children Heal From Trauma by Building Resilience........................................................... 16
Resilience can be learned or acquired .................................................................................................... 17
Good relationship is critical for trauma healing ..................................................................................... 17
We Need a Rebooted Community ......................................................................................................... 18
A Community’s ecology ....................................................................................................................... 18
The community as the informal protective buffer for children ....................................................... 18
Five Principles for Interactions ........................................................................................................... 20
Community can help a child become more resilient ....................................................................... 20
Actionable Steps: Building Resilience at Every Opportunity ......................................................... 22
Rebooting and re-defining the community........................................................................................ 25
Community-based programs .............................................................................................................. 26
The Healthy Generations Project....................................................................................................... 27
What Can the Community do? ........................................................................................................... 28
Parents ............................................................................................................................................... 28
Teachers ............................................................................................................................................ 28
Police officers.................................................................................................................................... 28
Doctors ............................................................................................................................................... 29
Concerned citizens........................................................................................................................... 29
Expected Outcomes................................................................................................................................. 30
Appendix: Individual and Community Action Plan .............................................................................. 31
References ................................................................................................................................................ 33
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Executive Summary
Most of us have at least one child in our lives whom we care for or care about. These
grandchildren, nieces and nephews, students, sports players, neighbors, customers and
friends may be suffering from trauma. Childhood trauma, a major cause of dysfunctional
behaviors, also contributes to poor academic performance and long-term health
problems. In addition, adult children of trauma are more likely to need social services,
be incarcerated, require expensive medical care and die earlier. Addressing these
concerns is a foundational step toward creating more economically and socially stable
homes, neighborhoods, and societies.

We, as a village or the community surrounding the children, may be missing

opportunities to help and heal them because we do not recognize the signs of trauma or
know how much we can help them. Even small measures can shift a child’s
environment and give them opportunities to learn, find safe places, and develop
supportive relationships. We must be able to help children achieve a semblance of
normalcy, to bounce back from their tragedy and difficulties while acknowledging the
pain and distress, finding coping skills, new strengths and knowing there are adults
around them who care and support them. These are the building blocks for resiliency.

Recently, social services providers and educational institutions have implemented

Trauma-informed care (TIC) to introduce the concept of trauma to their staff and
encourage a set of principles and actions to recognize the markers of trauma of those
seeking services and help prevent re-traumatization. While TIC is critical for telling us
what trauma is, it does not tell us what we should do to address it.

Our modern village can help address childhood trauma by becoming more effective at
helping children manage stress, face adversity, and build resilience. Today, villages can
be “rebooted” to adjust their role in a child’s life from observers to active participants in
helping create “child-friendly zones”, places with a culture and attitude that can help a
child become more resilient in the long run, despite their early life challenges. As
children experience much of their lives away from home and under the care or influence
of other adults, we should empower the community members with information about
trauma and the tools necessary to build safe, caring environments rich with
opportunities for positive growth.
While we recognize that, for some children living in extreme adversity or dysfunction,
the community may be their only hope for kindness, connection, and learning, the
rebooted village is not a substitute for caring parents, loving extended family members,
or other institutions, including specialists and professionals, that we rely upon to help
the children. Instead, the rebooting is to help individuals, family and friends, and
neighborhood groups offer help that can complement that from parents and
professionals.
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The principles and actionable steps presented here will guide individuals and groups on
how to offer care that is targeted to helping children cope with today’s stresses and
adversity, bounce back, and live a life of promise and possibility.
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What Is Childhood Adversity?

Stress is ubiquitous and targets humans of all ages. Stress leads us to adapt to feelings
of discomfort and develop coping mechanisms even at an early age. For example,
children respond positively to mild stresses with a brief fight-or-flight response that
increases the heart rate and the stress hormone cortisol. In normal responses, the child
will regain a sense of control and balance quickly; their body will turn off the fight-or-
flight response and restore physical and emotional equilibrium (Masten & Barnes, 2018;
Stress in Childhood, 2018).
While mild, normal stress can be manageable and even beneficial for young children,
trauma stretches and breaks a child’s capacity to manage their responses adequately.
Childhood traumas include physical, sexual, or emotional abuse, chronic neglect,
caregiver substance abuse, mental illness, violence, racism, and accumulated
economic hardship; these are collectively known as Adverse Childhood Experiences
(Table 1) (What are ACEs, 2018).

Table 1. Adverse Childhood Experiences

Abuse Neglect Household Dysfunction

• Physical • Physical • Mother treated
• Emotional • Emotional violently
• Sexual • Mental illness
• Separation/divorce
• Substance abuse
• Incarcerated
relative
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The Impact of ACEs

The impact of ACEs is beginning to be understood; it began with the Adverse Childhood
Experience (ACE) Study.

The ACE study, one of the largest investigations of the relationship between childhood
maltreatment and later-life health and well-being, was conducted by Kaiser Permanente
and the Centers for Disease Control. It tracked more than 17,000 participants and
inquired about their current health and childhood experiences of abuse, neglect, and
family dysfunction. Each participant received one point for each of the 10 ACEs listed in
the questionnaire (Table 1). Then, all the points were tabulated to get a final ACE score.
(Felliti et al., 1998).

The correlations between adversity and health were staggering; an increase in ACEs
was associated with physical and mental health problems into adulthood. The findings,
which have been confirmed by many later studies, suggest that trauma makes a person
more at risk of having chronic health problems, shortens life expectancy and lowers
quality of life (Felliti et al., 1998; Ford et al., 2017) (Table 2).

Table 2. The Impact of ACEs.

Adverse Childhood Behavior & Health Manifestations Potential Long-term

Experiences (ACEs) Outcomes

• Abuse: • Behavior impact: • Increased drug

o Physical o Lack of physical activity use
o Emotional o Smoking, alcoholism
o Sexual o Drug use • Gang activity
• Neglect: o Missed work
o Physical o Learning disability • Academic failure;
o Emotional • Physical and mental impact: dropping out
• Household dysfunction: o Severe obesity*
o Mental illness o Diabetes* • Failure in work
o Incarcerated o Heart disease* environments
relative o Cancer*
o Mother treated o Stroke* • Health problems
violently o COPD*
o Substance abuse o Depression • Reduced life
o Divorce o Suicide attempts expectancy
o Sexually transmitted
diseases • Suicide
o Broken bones

*Leading cause of death in the

U.S.
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While 67% of participants had an ACE score of at least 1, 12.6% of them had an ACE
score of 4 or more. The higher the ACE score, the worse the health income for the
individual later in life. A person with an ACE score of 4 is 2.5 times more likely to
develop COPD (chronic obstructive pulmonary disease) or Hepatitis C, 4.5 times more
likely to develop depression, and 12 times more likely to have suicidal tendencies than a
person with an ACE score of zero. Furthermore, an ACE score of 7 or more makes a
person 3 times more likely to develop lung cancer or ischemic heart disease (Figure 1).

Figure 1. ACEs Increase the Likelihood of Developing Diseases.

Increased Likelihood to Develop

Disease
20x
12x 14x
10x
4.5x 4x 6x
2.5x 2.5x
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Toxic Stress: ACEs Affect a Child’s Body, Brain and Behavior

Why does childhood adversity have such profound effects on health and well-being,
even later in life?

It goes back to the beginning.

A child feels pressure, strain, or pain during a distressing event, and they will try to
reduce the level of stress to establish a sense of control and belief that they can cope
(Chesney et al., 2006; Cummings et al., 1991; Lazarus & Folkman, 1984; Snyder, 1999;
Zeidner & Endler 1996). However, when stress reaches a toxic level, the child will be
less able to cope and may lose the sense of control (Toxic Stress, 2018).

Toxic stress will affect children at four different levels: hormonal, immune, neurological,
and epigenetic (Merck, 2018).

Hormonal and Immune Effects

Stress induces the release of stress hormones, such as cortisol, and higher stress
induces a greater release. Stress hormones elevate a child’s blood pressure, over-
activating the child’s immune system so that it attacks other organs and causes
inflammation, heart diseases, digestive problems, cancer, and mental illnesses. When
children are older, they may turn to substance abuse or overeating to block out
unmanageable or unwanted physical or emotional sensations (Van Der Kolk, 2014).

Neurological Effects

Excessive stress hormones can cause the child’s brain to reduce neural connections
and focus instead on over-developing areas that deal with protection, vigilance, and
aggression. As a result, instead of focusing on play and exploration, the emphasis on
protection and vigilance will change the architecture of the child’s brain, limiting its
capabilities in learning, self-regulation, and reasoning (Excessive stress disrupts, 2014).
As children grow up, this reliance on survival instincts can make them less able to cope
with adversity (Bremner, 2006; Middlebrooks & Audage, 2008; Poulson and Finello,
2011;).

Epigenetic Effects

Via the release of the stress hormone cortisol, trauma causes the methylation of many
genes in adults and children, especially genes involved in regulating the fight-or-flight
response (Bick et al., 2012; Heim et al., 2013; Houtepen et al., 2016; Klengel et al.,
2014; Kuan et al., 2017; Mehta et al., 2013; Ressler & Binder, 2013; Rusiecki et al.,
2012; Suderman et al., 2014; Vangeel et al., 2018; Xu et al., 2018; Zheng et al., 2016).
DNA methylation may prevent these genes from functioning correctly, causing the body
to lose its physiological balance. The physiological imbalance is not only impossible to
undo but also inheritable. In effect, trauma becomes part of the DNA. For example, in
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mice and rats, once depression-related genes become methylated in the mother, her
offspring become more likely to develop depression (Bagot et al., 2012; Xu et al., 2018;
Zheng et al., 2016).
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Trauma: Childhood Adversity Reverberates Throughout

Adulthood
The effect of childhood adversity on health and well-being extends in the form of
trauma, which is the impact felt from high levels of toxic stress (Resilient Wisconsin,
2018).

Even when a child with a high ACE score does not develop chronic health problems,
such as diabetes or heart disease, they are more likely to develop psychological and
behavioral problems because trauma damages the parts of the brain that are
responsible for executive function. For example, traumatized children may have future
substance dependence problems because their nucleus accumbens, the pleasure and
reward center, is affected (De Bellis & Zisk, 2014). Trauma also injures the frontal
cortex, thus causing problems with impulse control and learning (Bremner, 2006).
Lastly, trauma over-activates a person’s fight-or-flight response so that the level of
stress becomes toxic and often leads to cancer (Brenmer, 2006).

Moreover, traumatized children can also exhibit signs of post-traumatic stress disorder
(PTSD), which includes re-experiencing the trauma through nightmares or flashbacks,
avoiding situations that may trigger PTSD feelings, having low self-esteem, and being
excessively alert (The Shaw Mind Foundation, 2016). The child will try to suppress
trauma that they cannot articulate, process, or cope in order to regain a sense of control
(Tuerck, 2015). However, the trauma will resurface in flashbacks, where they are forced
to re-experience the terror, rage, and helplessness, leading to panic attacks. Panic
attacks can take a physical form, such as migraines, asthma attacks, digestive
problems, and chronic fatigue (Van Der Kolk 2014). Because flashbacks can occur
anytime and last for any period, the child will become exhausted, constantly having
sensory overload and anticipating and fighting these unseen dangers.
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Childhood Adversity Is Prevalent

Adverse childhood experiences are the single greatest unaddressed public health threat
facing our nation today.
- Dr. Robert Block, the former President of the American Academy of Pediatrics

Adversity in childhood affects children in all strata of life. From low-income to wealthy,
minority to majority, and single-parent to two-parent households, no child is completely
immune from it.

ACEs are prevalent. For example, 45% of children in the U.S. have experienced at least
one ACE, including 61% of African American, 51% of Hispanic, 40% of Caucasian, and
23% of Asian children. In addition, 10% of children are high-risk and have experienced
3 or more ACEs, and African American children are more likely to be high-risk than
white (Sacks & Murphey, 2018; Youssef et al., 2017)
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Poverty and Race Exacerbate Cycles of Trauma

The ACE study only tracked middle-income to upper-middle-income individuals (Felliti et
al., 1998). Meanwhile, recent studies have shown that children from low-income and
minority families have even greater potential for experiencing trauma.

Poverty

During pregnancy, a mother experiencing ongoing toxic stress will pass it to the fetus,
thereby interfering with its development (Sacks & Murphey, 2018). In other words, the
fetus during pregnancy is experiencing a “pre-natal ACE” (Sacks & Murphey, 2018).
Poor women are more likely to suffer from chronic stress and have premature births
(Collins et al., 2004). In addition, children growing up in poverty are exposed to more
toxins, noise, crowded conditions, turmoil, and violence (Conway, 2016). The stress
of poverty on the parent can reduce parental attention and attachment, causing
intergenerational transmission of the risks associated with toxic stress and trauma
(Steele et al., 2016).

While affluent families are not immune to ACEs (Luthar & Latendresse, 2005), children
born into poor households have a greater chance of experiencing the negative effects of
ACEs. Since birth, children in low-income families are exposed to less language
development and cognitive enrichment, with fewer books in the house and their parents
speaking fewer words to them, which are conditions for later success in reading and
math skills (Levy, 2014). As a result, many start kindergarten significantly behind
children from higher-income families in reading and comprehension. Teachers also
report that poor children exhibit weaker executive functioning capacities, which are
essential for planning ahead and controlling impulses, and often have learning and
behavioral problems (Duncan et al., 2011). The learning gap continues to widen during
school years, and a lack of summer enrichment opportunities can put disadvantaged
students even further behind (Reardon, 2011).

Race

Race also strongly predicts whether a child will experience trauma. For example, due to
stress from ongoing systemic racism, African American women often endure a higher
level of toxic stress, which affects maternal health, the newborn’s birth weight, and
maternal recovery (Villarosa, 2018). Also, racism has been linked to increases in the
prevalence of depression, substance abuse, and suicide in discriminated populations
(Ong et al., 2009; Arshanapally et al., 2018), as evidenced by higher rates of chronic
diseases and shorter life expectancy in the African American and Hispanic populations
(Life expectancy, 2018). Other causative factors of ACEs seen together are domestic
violence and child abuse (Forum on Global Violence Prevention, 2011; Kelleher et al.,
2006). In addition, physical and emotional abuse tends to co-occur with neglect (Kim et
al., 2017), and mental illness and substance use are co-occurring disorders (Substance
Use, 2018). Lastly, children born into low-income households end up in prison as adults
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more frequently than those born into wealthy households, thus adding to the incidence
of ACEs in low-income families (Hagan & Foster, 2012; Looney & Turner, 2018).

Cycles of Trauma
While 7.4 million children are involved in a report of child abuse each year in the U.S.,
74% of those are experiencing neglect, and 8.5% are sexually abused, not counting the
numerous unreported cases (National child maltreatment statistics, 2018). More
devastatingly, children and families of all races and income levels often experience
cycles of trauma.

Causative factors of ACEs are often seen together. For example, domestic violence
frequently co-occurs with addiction in a household (Noworthy & Graves, 2013; Thomas
and Bennett, 2009). In addition, physical and emotional abuse tends to co-occur with
neglect (Kim et al., 2017), and mental illness and substance use are co-occurring
disorders (Substance use, 2018).

Time and again, trauma is inter-generational. Multiple ACEs can be devastating,

trapping a child in cycles of abuse and trauma along with adult family members. For
example, five million children witness domestic violence each year (10 Alarming
domestic violence statistics, 2018), and children who have witnessed domestic violence
are more likely to become abuse victims (Forum on Global Violence Prevention, 2011;
Kelleher et al., 2006).

Children carry their traumas forward in many ways. Those who experience multiple
traumas are significantly more likely to develop health and psychological problems than
children with lower ACE scores. While ACEs can cause learning disabilities, poor kids
with ACE are less likely to get assistance in special education, and low-income parents
often feel less empowered to advocate for their children (McCardle 2012).

As a result, disadvantaged children, particularly those exposed to multiple ACEs, are

more likely to be absent and drop out of high school and less likely to graduate from
college than the national average (Huynh-Hohnbaum et al., 2015; Kearney & Levin,
2016; Measuring the Value of Education, 2018; Stempel et al., 2017). Individuals
without a high school diploma or higher are less likely to obtain employment and
generate higher income. Then, their children are stuck in the cycle of poverty and have
high ACE scores (Measuring the Value of Education. (2018). Moreover, ACEs are
associated with teen pregnancy, adding to the vicious cycle (Adverse Childhood
Experiences and Implications, 2018; Breaking the Cycle, 2016). Therefore, it is not
surprising that children of parents with high ACE scores also tend to end up having high
ACE scores (Lange, 2016; Randell et al., 2015).
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Heavy Costs and Additional Challenges

In addition to health and social costs, ACEs carry significant economic costs (Adverse
Childhood Experiences, 2018; Bellis et al., 2017; Cuijpers et al., 2011; Fang et al.,
2012; The Financial Costs of Adverse Childhood Experiences, 2018; Ku et al., 2014).
And the social trends, mainly related to the breakdown of the nuclear family and
community, are unlikely to help bring down these costs.
First, the opioid crisis. As the crisis worsens, more grandparents have to be parents
again, i.e., taking care of their grandchildren, after the parents overdose on opioids
(Raising the Children of the Opioid Epidemic, 2018). They are joining grandparents who
are raising grandchildren because of the alcohol and drug dependency of the parents
(Grandparents to the Rescue, 2017).
Second, the breakdown of the nuclear family. Over the past decades, family living
arrangements have evolved from a mainly two-parent and first-marriage setting in the
1960s to a mix of no-parent, single-parent, cohabiting-parent, and two-parent in
remarriage, as well as two-parent and first-marriage settings in 2015. In addition,
minority children and those with less educated parents are less likely to be living in two-
parent households, and there are more births outside of marriage (The American Family
Today, 2015).
Third, the dissolution of the traditional fabrics of a community. These days, more than half
of adults do not live in or near the community where they grew up. In addition, older people are
more satisfied with life in their community than younger people, and Caucasians are more
satisfied with community life than minorities. Overall, about four in ten Americans say they do
not feel attached to their community (Americans’ Satisfaction, 2018).

According to The Vanishing Neighbor, this significant shift in the structure of American
life is due to the deterioration of one of the three social circles in a community
(Dunkelman, 2014).

An American used to be in the center of three concentric social circles. The inner circle
contains the most intimate relationships, such as the nuclear family and close friends.
This person interacts with the people in this circle at least a few times per week. The
middle circle includes the extended family, work buddies, neighbors, or other members
of the community (such as bridge partners and members of local organizations). These
are friendly but not intimate relationships. Lastly, the outer circle covers even less
intimate acquaintances, such as eBay vendors and Facebook friends. These
relationships are maintained through a single shared interest (Dunkelman, 2011).

Over the past decades, new technology and societal changes have made the inner
circles more tight-knit and the outer circle bigger. However, the middle circle has
suffered as we devote more time and energy to the relationships in the inner and outer
circles and become more segregated and, at the same time, aggregated by common
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interest, class, ethnicity, and race. Gone are the opportunities for people from different
groups, such as professionals like doctors and lawyers and blue-collar workers like
grocers and plumbers, to mingle, engage in civic discourse, debate, and work together
(Dunkelman, 2011).

The disappearance of these familiar but not close, friendly but not intimate relationships
has affected the economy and politics in America. As Marc Dunkelman puts it, the result
is that American society is becoming more like a honeycomb, where like-minded
acquaintances live in aggregated pockets next to other small pockets; these pockets
may even connect online, but they are walled off from others (Dunkelman, 2011).

The disappearance of the middle circle especially affects children. When their inner
circle became destabilized, they used to be able to turn to the people in the middle
circle, e.g., uncles, aunts, neighbors, coaches of local clubs, and other church
members, for support. But now, if the inner circle breaks down, the children are more
likely to become unmoored and have more difficulty bouncing back.
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We Help Children Heal From Trauma by Building Resilience

Healing children’s trauma will help them bounce back, become functioning and productive
members of society, and lead fulfilling lives.

Children with trauma often have post-traumatic stress disorder (PTSD), and PTSD is
often treated with talking therapies and medication (Treatment – Post-traumatic Stress
Disorder, 2018). For emotional or psychological problems, drugs sometimes are not
effective (less than psychotherapy), but psychotherapy is effective overall (PTSD
guideline, 2018). In addition, past evidence has shown that social support plus
psychiatric drugs work best, and psychiatric drugs alone are not as effective (Daro &
Dodge, 2009; Hassan & Zaki, 2018; Martos-Mendez, 2016; Rabinovitch et al., 2013).
Recently, the trauma-informed care (TIC) approach has been integrated with
psychotherapy. TIC recognizes that trauma can pervasively affect an individual’s well-
being, including physical and mental health, and aims to address the underlying causes
of a person's trauma instead of only treating the symptoms. Also, TIC stresses the
importance of addressing the client individually rather than generally and providing a
greater sense of safety and trust to achieve better long-term health outcomes and
prevent re-traumatization. (Trauma-informed care in behavioral health services, 2018).
However, while TIC helps us understand what causes trauma, it does not provide
guidance on how to address it (Leitch, 2017)
One way to address trauma is to enable children to bounce back by helping them build
or bolster resilience (Bethell et al., 2014).
Resilience is the process as well as the outcome of successfully adapting to difficult or
challenging life events and adjusting to external and internal demands via mental,
emotional, and behavioral flexibility (Resilience, American Psychological Association,
2018). In other words, a child with resilience can overcome hardship, continue to
navigate life’s inevitable bumps, be happy and healthy, and stay on track (Resilience,
Center on the Developing Child, 2018).
The Harvard Center for the Developing Child recommends the following actions to help
bolster resiliency in children:
1. Supportive adult-child relationships
2. A sense of self-efficacy and perceived control – skills, talents, creating and
managing relationships
3. Mobilizing sources of faith, hope and cultural traditions
4. Stopping the sources of trauma when possible
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Resilience can be learned or acquired

While resiliency is partially genetic, as some children can bounce back from adversity
more easily than others (Wu et al., 2013), it is also a nurtured condition. It can be
formed due to behaviors and actions from the people around a child to counter
adversity. Having one caring adult—a responsible parent, a loving grandparent, a
teacher who recognizes the child’s intelligence, a coach who sees their talent, or a
mentor who encourages and supports a rewarding hobby—makes all the difference
(Resilience, Center on the Developing Child, 2018).

Good relationship is critical for trauma healing

Good relationships have a crucial role in trauma healing (Treisman, 2018).
Biomedical approaches and associated interventions fail to acknowledge the value of
healthy and meaningful relationships, which mitigate the destructive impact of trauma
(Van der Kolk 2005). On the other hand, healthy relationships, which trauma survivors
lack during childhood, help them learn to feel safe, trust others, learn new ways of
relating to people, and develop self-compassion (Van der Kolk 2014). In addition, good
relationships help them improve self-regulation (Sweeney et al., 2018).
Healthy relationships are the fabric of a strong, supportive community, and we need to
build a strong community around each child to help them heal.
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We Need a Rebooted Community

A Community’s ecology

Unlike most animals, humans require an especially extended period of childhood

nurturing to fully mature into adults. Those adults, in turn, take care of the next
generation using common resources, direct care, government policies, and individual
actions. A community consists of people, places, and ideas that individuals collectively
or individually act on.
Examples of the community can be a teacher in the classroom working with classroom
assistants, the school principal, concerned parents, and volunteers. A community can
also be grandparents in an inner-city neighborhood agreeing to keep an eye on kids as
they play outside. In addition, a community can be teens and coaches working at an
after-school program; the coaches take the time to greet each teen with focused
attention, protecting them from bullying and instigating activities that help teens learn to
manage their emotions. Moreover, a community can be found in church, parent groups,
or extended family members.
In older traditions, the community around a new parent would include an intact
household with a mother and father, an extended family living nearby, and a well-
established surrounding support system. That support system might have been the
township one belonged to, a church affiliation or an ethnic village where individuals
bonded to each other through traditions, rituals and shared needs to trade and rely upon
each other through difficult times.
A community is the engine that drives healthy or unhealthy sustainability patterns. A
child’s well-being depends, in many ways, on the past actions of those who came
before them, to their benefit and detriment. The community around children can help
foster environments in which they can gain skills and relations that bolster their chances
of bouncing back from challenges. But when a child is hurt, ignoring the effects of
trauma ricochets back to the elders as well as impacts the future generations.
The community must take action to ensure its sustainable future. Also, healing must be
intentional and with commitment, because a community is not always cohesive with one
voice or one intention.

The community as the informal protective buffer for children

Children who experience the effects of trauma will encounter adversity, either as a
single event, such as the death of a parent, or a stream of toxic stress, such as ongoing
sexual abuse. For some children, the pain and confusion they feel and the changes it
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creates in their minds and bodies may lead them to a physician, mental health
professional, social worker, school administrator, or law enforcement personnel.

However, professionals are not always the answer.

First, it is hard for the economically disadvantaged population to get professional help
(Health Disparities, 2018). In addition, by the time professionals are called into a
situation, it has often become critical. The outcomes tend to be dire. For instance, when
child protection service is called, the mother loses her children, and the children end up
in foster care and become further traumatized. Moreover, children need to grow up in a
community to become functional human beings. Children who are raised in institutions
and cut off from their community later have a hard time assimilating back into the
community, as they have not learned many social skills (VanDenBerg, 2016).
Furthermore, the low-income population usually has less trust in doctors, mental health
professionals, and social workers.

Therefore, professional and medical personnel are not, and should not be, the first-line
defense against childhood trauma.

During this “in-between” (from the beginning until the arrival of professionals) period, the
community may be the only place for protection and healing that helps build resiliency
and act as another asset to the child as well as those formally charged with working with
the child (Lonne, 2016). In the community, there is social learning and collaborative
intelligence, mentoring, and the involvement of multiple caretakers so that children are
securely attached but not one particular person. This way, various relationships weave
a psychological safety net (Weisner, 2016).

In addition to addressing trauma, the rebooted village can also play a role in preventing
child abuse and improving the overall outcome.

community professional
Trauma
healing intervention

Community is all of the potentially caring, teaching, and supportive contacts a child may
have between the trauma and formal interventions and may include less formal
interventions, such as those with social workers or concerned police officers.
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Five Principles for Interactions

Those involved in the “in-between” period have significant responsibilities and abilities in
influencing the healing of a child. The five Principles for Interactions should be
considered while building an ecosystem around a child that is supportive and fosters
resiliency.

1. There are no bad children, only hurting children attempting to cope

Those working with children must understand how adversity and trauma “show up” in a
child, physically, cognitively and in their behavior. When we interpret behaviors as
“bad,” we can miss signs of a child in distress needing guidance, caring, and safety.

2. We create non-judgmental spaces for parents and caregivers to request help

We must try to withhold judgment and offer help as freely as possible because it
reduces barriers to help when community members are not at odds or threatening to the
parents and their role in the child’s life. It is helpful to understand that trauma is a
cyclical problem, and if a parent is the source of a child’s ACEs, it can provide empathy
where needed, particularly if working within the family dynamic.

3. We help in ways that are appropriate to our place in the child’s life

We must be respectful of the wishes, traditions and authority of parents and family
members. Being a healing community means we do not cross boundaries unless we
believe the child is in danger of being traumatized further.

4. We Care to our capacity, teach what we know, stay in our lane

Being a caring community member means we know ourselves and our capacities. We
do not try to do the job of a professional, and we don’t take on more than we can give.
Caregivers who burn out run the risk of dropping out of a child’s life.

5. We expect no reward, never knowing how our actions helped

Children of trauma do not always thank us or appreciate our efforts. In addition,

resiliency is a lifelong activity that involves a range of factors, and results may not be
visible for years to come.

Community can help a child become more resilient

With caring adults who are willing to act in concert or individually to provide
environments, policies, and personal actions to support trauma healing and resilience
 P a g e | 21

building, a community can be made into a safe and nurturing place where children can
learn skills, gain a sense of self, and become empowered by love and support.
Building resiliency is a see-saw, where the weight of our world’s challenges is balanced
by positive interactions, coping skills, and community affiliations (Resilience. Center on
the Developing Child, 2018). Parents, teachers, neighbors, extended family members,
friends and religious institutions have a powerful role to play in helping children become
resilient to their adversities. These supportive relationships can happen spontaneously
or be part of a concerted effort by caring adults who know they are uniquely positioned
to be a positive influence in a child’s life.
 P a g e | 22

Actionable Steps: Building Resilience at Every Opportunity

“Even if we can’t do everything, we can all do something” – New Village’s Motto

Most children are surrounded by their village or community. There are many
opportunities for community contacts during the day of a typical child. Once they leave
home, there are contact points to support resiliency by enhancing relationships,
teaching or modeling coping skills, establishing calm and safe environments and
messaging positive perspectives.

Activity Community Resilience Building Activities

Route to school • Walking to the school Establish safe routes by:

bus
• Neighbors on the • Walking the child(ren)
route • Creating safer sidewalks, and street
• Bus driver crossings, caring interactions
• Police on the beat • Exercising listening skills to prevent
bullying or unsafe behaviors.

Entrance to • School staff Provide a safe meeting point, caring

school- before Administration interaction, and actions to prevent
school time • Volunteers bullying or unsafe behaviors
• Other parents

Classroom time • Teachers • Establish calm environments,

• Teacher assistants opportunities for separation and
• Volunteers caring time with adults
• Outside staff • Exercise listening skills
assistance • Request assistance for one-on-one
interactions
• Establish routines that include
mindfulness times
• Encourage caring interactions
• Request help to manage bullying
behaviors
• Practice delaying gratification
• Setting and achieving goals

Out-of- • School staff • Create environments that are safe

classroom time • After-school program and allow for meaningful contact
(recess, lunch, staff with caring adults
nurse office, • School administrators • Exercise listening skills
 P a g e | 23

administration, • Volunteers • Instigate policies that prevent

discipline time bullying
outs etc.) • Establish restorative justice
practices
• Teach staff about the signs of
trauma.

Route home • Walking to the school Establish safe routes by:

bus
• Neighbors on the • Walking the child(ren)
route • creating safer sidewalks, street
• Bus driver crossings, caring interactions, and
• Police on the beat actions to prevent bullying or unsafe
behaviors

After-school • After-school • Establish clear rules and

time programs, sports expectations, provide opportunities
activities for meaningful contacts
• Parks • Exercise listening skills
• Recreation sites • Provide safe environments
• Neighbors • Establish restorative justice
• Parents practices
• Volunteers • Teach staff about the signs of
• Businesses trauma
• Promote acts of kindness on social
media, YouTube subscriber
channels, interactive video games
and other online contact

Dinner activity • Parents • Utilize dinner time as an opportunity

• Family to exercise listening skills
• Extended family • Learn about the signs of trauma
• Friends • Provide opportunities for meaningful
contact

Playtime • Parents • Establish clear rules and

• Neighbors expectations, provide opportunities
• Parks and recreation for meaningful contacts
departments • Exercise listening skills
• Gyms • Provide safe environments
• Online sources • Establish restorative justice
practices, promote acts of kindness
on social media, YouTube
subscriber channels, interactive
 P a g e | 24

video games and other online

contacts
 P a g e | 25

Rebooting and re-defining the community

Trauma can happen anywhere, not just at home. Caring community support needs to
cover more places beyond the home, and our definition of community needs to expand.
On the one hand, our new village can be made up of people who see each other daily
as well as those connected via social media. Children are exposed to a wide variety of
individuals, groups and connections from school time to after-school time, social media
and online gaming; children come into contact with scores of adults each week.
On the other hand, society has evolved, and a person’s inner social circle (nuclear
family members and closest friends) and outer social circle (very casual acquaintances
and connections like social media friends) have tightened. However, their middle social
circle (extended family members, neighbors, and other community or organization
members) has atrophied (Dunkelman, 2011). Therefore, rebooting the village involves
the rebuilding of the middle social circle.

In essence, our traditional village life is different – perhaps not worse, but certainly
different. Rebooting our village life means we need to find ways to reconnect in order to
reap the benefits of a tighter community that better reflects the saying, “It takes a village
to raise a child”.

As a society, in general, the rise of psychotherapy has placed emotional well-being as a

professionalized commodity. This is not to say psychotherapy is unnecessary; it is
extremely valuable to children experiencing trauma, but it is often part of the “end of our
wits” solutions. When things get bad, we seek therapy or worse, children may end up
being labeled with various ailments, expelled from school, and caught up in the juvenile
justice system. But for many children, their response to trauma was a reasonable
reaction to extremely difficult situations.

If a child is being abused at home or witnessing domestic violence, their reactive

behavior at school would be understandable, even if it is disrupting the classroom. In
between the traumatic situation and the “end of our wits” solutions, there is room to
provide supportive, resiliency-building actions. These actions can be taken by the
parent(s), caregivers, extended family, friends, teachers, coaches, mentors and other
adults who are appropriately part of the child’s life. The two issues are: Does the adult
know how to respond, and will the parent feel they can nonjudgmentally seek help
without jeopardizing their role or reputation as a “good” parent?

The old African saying, “It takes a village to raise a child”, reflects a community’s
commitment to surrounding a child with the support they need to help them grow. But it
can also send a message to parents that their parenting is insufficient and others have
the right to interfere in their attempts to raise their child. For some who feel their village
is full of negative influences, the message may be threatening.
Therefore, the village we create around a child must be intentional in assisting parents
without supplanting them and recognizing that social influences can be negative forces
 P a g e | 26

in a child’s life. Gangs, predatory adults, cultural influences that confuse or scare, and
media of all sorts are community inputs that can be harmful and traumatize or re-
traumatize children.

Community-based programs

Below, we will discuss several community-based programs that address trauma and/or
issues surrounding trauma, including our program Healthy Generations Project.

Four key components emerge as necessary components towards creating an effective

peer or community-led program that can help children to become resilient to trauma:

1. There are no bad children, only hurting children. By providing information and
understanding about how trauma affects children, individuals who are part of the
community response can gain a greater understanding of how the brain and body
of a child are impacted by trauma and how those impacts can be lessened by
appropriate actions. An effective teaching tool that explains trauma and shows
how and why certain actions can help build resiliency should be a foundational
tool for individuals and communities who care for children.
2. Never offer judgment; only offer care. Any discussion of community and individual
assistance as part of the “Village that raises the child” must start with whether it
is ever appropriate for other adults to become engaged with a child who they
think may be suffering the effects of trauma. We must consider how parents may
interpret, resent or reject outside involvement in a child’s life and also consider
how a child may interpret or reject an adult presuming to “fix” them. The Village
reboot does not mean individuals are suddenly expected to barge into the family
life of a child and point out to parents how they are wrong (unless there is a clear
case of abuse/neglect). Instead, we must consider what kind of support is
appropriate for building resiliency, and what type of action and the intensity of
involvement we are encouraging. These questions are central to the idea of
“rebooting” how we look at village involvement.
Organizations, such as schools, preschools, after-school programs, law
enforcement personnel, coaches, and other structured groups, are already part
of a child’s life and, therefore, seek ways to be more effective in helping children
through their work. The reboot means offering information and appropriate ways
to support children that enhance their existing responsibilities and do not interfere
with mandates to report their observations of potential abuse or neglect.
3. Involvement must be a light touch, not a hammer. There is no evidence that a child
who is forced to listen to an adult, be lectured to, or be told that they are going
the wrong route in life has ever been that effective. What Rebooting the Village
 P a g e | 27

means is that caring adults understand that their gentle tones, quiet
observations, demonstrations and modeling of appropriate behaviors are far
more effective than a hard sell. Community resilience is built by offering a safe
space, not by creating more conflict.

4. The road to resilience is long; do not expect immediate results or appreciation.

The Healthy Generations Project

The Healthy Generations Project aims to create predictive modeling to identify at-risk
cases so as to direct more preventive care toward them.
Specifically, the project involves the training and hiring of dedicated peers from the
community to provide meaningful support based on the Harvard Center for the
Developing Child’s resiliency-building model.
Specifically, the peers are tasked to get children to school (reduce absenteeism). In
addition, the program will provide meals and opportunities for healthy parent-child and
community-child bonding. Also, there will be opportunities for literacy and learning
outside of school. Moreover, the program will consistently teach emotional coping and
success skills and provide training to parents and other community members on
resiliency-building activities for kids as well as adult self-care. Furthermore, the program
will work on establishing or supporting community-wide traditions, positive identities,
and pride.
In summary, the rebooted vision of community is one that recognizes the impact of
trauma on children and endeavors to become a source for the elements of resilience.
The new village knows trauma is prevalent but can be alleviated by actions from caring
adults. The new village recognizes that the cost of ignoring the effects of adversity in
children will lead to compounded effects on the loss of promise as an adult and
concurrent costs to society.
 P a g e | 28

What Can the Community do?

Parents

Parents are encouraged to stay open-minded to various ways of healing and looking at
trauma. For example, PTSD can be looked at not as a disorder but as a reordering of
the brain; this way, it can be de-stigmatized socially. In addition, service dogs and yoga
can be utilized to help with the healing (Seahorn, 2016). In addition, the parent and the
child work together to heal, such as doing yoga, rock climbing, or other exercises
together to combat toxic stress (Harris, 2018). Another interesting strategy is the
practice of co-parenting, where people who are not related to each other share
responsibilities of chores and childcare, kind of like room mating with other families with
kids, and you cook and raise kids together (Quart, 2018); this strategy echoes Tom
Weisner’s idea of having a community to raise children (Weisner, 2016 ). Lastly, it has
been proposed that one way to overcome intergenerational poverty, which is related to
and influences trauma, is to do things with people instead of doing things for them.
Namely, get 60% of the families in a neighborhood involved to reach the critical mass.
Then, work with them to change their immigration status and encourage them to go
back to school or join a union (Sienicki, 2017).
Teachers

Teachers are encouraged to have an honest conversation on the dynamics of having

predominantly white teachers teaching predominantly minority students in low-income
neighborhood schools. There is an implicit bias against minority students (Black
students in the US, 2018; Hathaway, 2016), particularly those with incarcerated parents
(Wildeman et al., 2017). Adjusting the teachers’ negative attitude towards children with
jailed parents, whom the teachers assumed to be incompetent or troublemakers, may
significantly improve the students’ academic discipline and achievement (Turney, 2018).
Lastly, teachers are encouraged to be an advocate for children, since every one of them
needs a champion (Pierson, 2013)

Police officers

Having police officers mentor disadvantaged students has been considered a way to
build trust between law enforcement and low-income communities. There have been
pilot programs testing this idea, such as the one in Hollywood, Florida (Cops Mentoring
Kids, 2017), the one in New York City sponsored by Big Brothers Big Sisters of NYC
(Big Brothers Big Sisters of NYC, 2018), and one in Columbia Heights, Minnesota,
sponsored by Big Brothers Big Sisters of America (A police chief’s advocacy, 2018).
 P a g e | 29

Now, it is ready to expand the program, Bigs in Blue, at the national level (Cops and
black kids, 2017).

Doctors

Doctors can play a role in preventing ACEs before they are brought in to treat traumas
related to ACEs. There is already a push for treating childhood trauma as a social and
mental health problem from the medical com (Harris, 2018) and screening children at
risk of ACE (The Resilience Project, 2016). For example, Dr. Jeffrey Brenmer thinks that
ACE scores should be a vital sign and should be studied as closely as height, weight,
and blood pressure (Dr. Jeffrey Brenmer, 2014). The application of the idea has so far
been well-received (The Single Best Medical Appointment, 2016).

Concerned citizens

Ordinary concerned citizens are also encouraged to become mentors to disadvantaged

students. As attested by many highly successful people, mentoring from another adult is
critical, especially when a child’s home life lacks stability (Khan, 2018; Pemberton,
2012; Washington, 2018; Winfrey, 1989).
In addition, concerned citizens can show their support for early childhood programs.
ACE is negatively associated with adult education, employment and income potential
(Metzler et al., 2017), increasing the drop-out rate. Since high school graduates are
significantly more likely to gain employment than drop-outs and earn a significantly
higher salary (Measuring the value of education, 2018), children with ACEs are more
likely to get trapped in poverty as adults, also affecting their children’s chances to
succeed in life. This vicious cycle can be stopped with early childhood programs (High
Return on Investment, 2018).

For example, the Carolina Abecedarian (ABC) Project and the Carolina Approach to
Responsive Education (CARE) projects have found that early educational intervention
can alleviate the effects of a poor-quality home environment (Ramey et al., 1972).

In addition, while early education also benefits children from middle-income families and
up, it is most beneficial to children from low- to moderate-income families.
Disadvantaged children who attend high-quality pre-kindergarten require less special
education and are less likely to repeat a grade or be victims of child abuse and neglect.
As a result, they will need less child welfare services. When these children become
teenagers and adults, they are less likely to engage in criminal activities. They are also
more likely to graduate from high school and attend college. Later, they are more likely
to earn a higher income, be in better health, be less likely to experience depression, or
smoke (Lynch and Vaghul, 2016). Overall, $1 invested in early education (universal pre-
 P a g e | 30

K) will yield $8.9 in savings by 2050 (Lynch and Vaghul, 2016) or $6 to $12 by other
calculations (Garcia et al., 2016).

As early childhood programs are funded privately or government-sponsored, concerned

citizens can support them via philanthropy or by voting for legislators supportive of such
programs.

Expected Outcomes
In summary, with help from members of the community, i.e., parents, teachers, police
officers, doctors, and concerned citizens, the rebooted village will significantly increase
the literacy rate and reduce the drop-out rate, strengthen parent-child or caregiver-child
bonding and decrease the incidence of abuse, lower the incidence of trauma, elevate
the children’s positive sense of identification with community or group affiliation, and
increase their emotional coping skills and resilience.
 P a g e | 31

Appendix: Individual and Community Action Plan

The Individual and Community Action Plan (ICAP) is intended as a guide to anyone who
wishes to do more to help a child or a group of children to bolster their feelings of
belonging, learn new skills, feel safer in their community and identify with positive
messages of hope, faith and caring.
The action steps incorporate the 4 Resiliency Factors and take into account the 5
Principles for Interaction:
1. Consider yourself the gateway for kindness and connection. You do not need to
become a second parent to a child; noticing a child’s qualities can be the good words
that the child carries with her into adulthood.
2. Notice when a child needs help. Children who “act out” are expressing frustration,
confusion, or fear. See “bad behavior” as a request for help and then see what skills you
have to bring to the situation.
3. Stay calm. Children today have few role models for calm interactions, especially for
some who come from homes where chaos, stress and even violence are the norm.
Wherever you can create a calm atmosphere, you can help a child retrain his brain and
body to find peace despite the drama or disruption around him. Find ways to encourage
kids to work toward a goal, even if the rewards will not be immediate.
4. Establish healthy routines and habits when the child is with you. Children have little
control over their lives, especially when they come from disrupted homes and
communities. Whenever you can help them to feel more in control by telling them what
is expected of them, explaining what will be happening while they are with you, keep to
a steady schedule, infused with loving interactions.
5. Talk to children. Bend down, look children in their eyes and express love, caring and
concern. Listen to them. They will feel it. Do this as often as you can while they are with
you.
6. Be there. Be steady in a child’s life to the best of your ability. Let them rely upon you
to wave to them in the morning on the way to school, give them a hug when they see
you, give them a kind word and notice them are the attributes that make a difference to
a child who may feel alone, afraid and unloved.
7. Build skills. If you have the opportunity to teach a child something, do it! Cooking, car
repair, art, music, how to build a fence or how to code a game. Skill building teaches
them they can accomplish things on their own. They have power in their lives.
8. Help them by teaching them positive belief systems. This can be religious teaching,
going to church together, or taking them to cultural events that emphasize pride in their
 P a g e | 32

community. All children should grow up with a sense of hope for their lives; how can we
help to define that sense of hope for them?
 P a g e | 33

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