Trauma can involve psychological, emotional and physical responses, while repeated traumatic experiences over a longer period can result in complex trauma.

University of the Free State social work lecturer Dr Carel van Wyk says adults may sometimes interpret a child’s behaviour as simply naughty without considering whether trauma could be contributing to it. Some responses may be outside the child’s control and could instead indicate the child is struggling to cope.

Behaviour can also become a way for children to communicate that something is wrong. Outbursts, aggression, chronic defiance, non-compliance, zoning out and appearing detached can all occur in children experiencing trauma. Some responses may resemble ADHD symptoms, while avoiding school can sometimes be an attempt to escape stressful situations, Van Wyk says.

Traumatised adolescents may also display self-destructive or risky behaviour, including self-harm, suicide attempts or driving a car or motor bike at dangerous speeds. Van Wyk describes these as examples of “pain-based behaviour”, particularly where a noticeable behavioural change follows exposure to a traumatic event.

Punishment can sometimes worsen the situation when a child is already acting out because of trauma, he says. Harsh punishment or shouting may trigger the child’s trauma response, causing the brain to perceive danger and potentially leading to further behavioural problems rather than helping the child regulate.

University of the Free State social work lecturer Dr Carel van Wyk. Photo supplied

“It’s crucial to understand teenagers’ behaviour before responding. If we do not, we will misinterpret the behaviour of that child. Therefore, we should not ask, ‘What is wrong with this teen?’ but rather ask, ‘What happened, and what do they need now?’”

Parents and teachers should also regulate their own emotions when responding to a traumatised adolescent, Van Wyk says. Teenagers can quickly pick up on adults’ emotional state and non-verbal cues, which may intensify their own trauma response if the adult appears angry, threatening or emotionally overwhelmed.

Warning signs can include self-harm, suicide threats or statements such as, “I don’t belong here.” A severe decline in daily functioning, falling academic performance and an inability to manage ordinary self-care tasks can also indicate that a teenager may need additional support.

Schools can play an important role because children spend a large part of their day there. Van Wyk says a trauma-informed or trauma-wise approach can help teachers and other staff recognise possible trauma responses and understand that challenging behaviour may sometimes be linked to experiences outside the classroom.

Adults should ultimately view behaviour as a form of communication, particularly when children struggle to explain what they are experiencing, he says. Supportive relationships can help adolescents feel safer, while calm and emotionally regulated adults are better placed to respond constructively when a teenager becomes withdrawn, defiant or distressed.

OFM News/Siyakholwa Mbatyazwa sm

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