Support for Children Experiencing Domestic Violence

, ,

By Kelsey Weber, MSW, LCSW – February 25,2025 –

Family and domestic violence is a common problem in the United States. According to the National Institutes of Health (NIH), one in four women and one in nine men are victims of domestic violence. Unfortunately, children in the home are also victims. Domestic violence can have severe effects on a child’s emotional, social, and academic well-being. Therefore, parents, caregivers, and educators must collaborate to support children experiencing domestic violence.

Let’s start in the classroom. Educators need to create a safe space where the child feels comfortable communicating, sharing experiences, and expressing emotions. Establishing open communication with a student in the classroom is the first step in establishing trust. Educators can establish open communication by encouraging gentle conversations, engaging in active listening without judgment, and providing reassurance that the child is not alone. Encouraging students to express their feelings aids in the healing process.

To effectively support a child, it is important to recognize the signs of trauma. Children exposed to domestic violence may exhibit behavioral changes at home and/or school. These signs may include, but are not limited to, withdrawal, aggression, anger outbursts, and anxiety. Parents and caregivers should monitor changes and seek professional help when necessary. Identifying a trusted adult that your child can speak to is crucial, providing an additional layer of emotional support.

It is also essential for parents to collaborate with the school by informing teachers/support staff about situations that have arisen, so that staff can support them academically and emotionally. Many schools have counselors or mental health professionals in the building who can offer additional support if needed. Working together with a child’s school ensures that the student receives support when needed.

When teachers are aware that a student experiences trauma at home, they can tailor their educational approach to meet the unique needs of that student. Recognizing that students may face challenges in concentration or participation, teachers can implement strategies such as breaks, flexible deadlines for assignments, additional emotional support outside the classroom, and calming areas inside the classroom. Creating an understanding classroom environment is key to contributing to the child’s academic success.

School staff can also encourage extracurricular activities as a positive outlet for students. Engaging in activities they enjoy can take their mind off the challenges they face at home. This not only contributes to their overall well-being but also builds self-esteem and fosters a sense of accomplishment.

How can parents help at home? Establishing consistent routines provides a sense of stability and comfort at home for a child who may be navigating a tough environment. Creating structure in their daily routine and providing a safe space can contribute to a child’s overall sense of security and create an atmosphere of learning and positive emotional well-being. It is also important for parents and caregivers to actively listen to their child and provide a safe space for them to talk about their feelings when needed.

In cases of domestic violence, seeking professional help is imperative. Connecting with local support services, such as counseling or advocacy organizations, can provide the child and their family with the assistance needed to navigate the complexities of the situation. These services often extend to educational support, ensuring a holistic approach to the child’s well-being.

In conclusion, supporting a student at home dealing with domestic violence requires a collaborative effort between parents, caregivers, educators, and the broader community. By establishing open communication, recognizing signs of trauma, creating stability at home, collaborating with schools, tailoring educational approaches, and seeking professional help when needed, we can contribute to the healing and growth of these resilient individuals. Every child deserves a safe and supportive environment, and by working together, we can make a meaningful impact on their journey towards recovery and success.

Kelsey Weber, MSW, LCSW, is a Youth First Mental Health Professional at Chandler Elementary School in Warrick County. Youth First, Inc., is a nonprofit dedicated to strengthening youth and families. Youth First provides over 100 highly trained mental health professionals (primarily master’s level social workers), prevention programs, parent engagement coordinators, and bilingual support personnel to 130 schools across 14 Indiana counties. Over 55,000 youth and families each year are served by Youth First’s school-based social work and community programs that promote mental health, prevent substance misuse, and maximize student success. To learn more about Youth First, visit youthfirstinc.org or call 812-421-8336.

/by

Increase Your Coping Skills

, ,

By Jackie Keltner, MSW, LMHCA – February 18, 2026 –

No matter who you are or how old you are, you will likely experience a crisis or something traumatic at some point.

A crisis occurs when an event or situation overwhelms a person’s ability to cope. Trauma is any disturbing experience that causes significant fear, helplessness, confusion, or other disruptive feelings enough to have a long-lasting negative effect on a person’s attitude, behavior, and daily functioning. What is traumatic for one person, however, may not be traumatic for another. These events can be caused by people or nature and can often cause the person to no longer see the world as a safe, just, and predictable place.

The good news is, there are things we can do to help our kids (and ourselves) be less affected by these situations. Research has shown that the quicker a person can cope and begin to process a traumatic event, the less likely they are to develop post-traumatic stress disorder (PTSD). The more coping skills someone has, the less likely they are to feel overwhelmed and go into crisis.

When exploring coping skills, I really like using the BASIC-Ph model to assess a person’s strengths and areas of interest for growth. BASIC-Ph stands for:

  • Beliefs – religion, spirituality, and core values
  • Affect – feelings, emotions, and the ability to express them
  • Social – friendships, relationships, and social groups
  • Imagination – creativity and expression through art, music, and language
  • Cognition – problem-solving, dialogue, and the ability to learn new things
  • Physical – body, exercise, activity, movement

To identify strengths, think of things that you do to help you feel safe and calm or help you feel less stressed and overwhelmed. Now consider what categories those may fall under within the BASIC-Ph Model. Lean into those strengths and consider additional coping strategies in those areas. Some areas may overlap.

For example, maybe religion is a source of comfort and going to church is a coping strategy for you, but your church isn’t open when you’re feeling overwhelmed. Consider reaching out to a spiritual leader or elder, reading a religious text, listening to a religious podcast or music.

Maybe you normally lean on your friends when you have problems but you’re uncomfortable talking with them about a particular situation you’re going through. You might consider counseling, a support group, or a club for people with similar interests.

Also consider things you used to do or enjoy but no longer do. Maybe you used to be an avid reader, but life got too busy, or maybe you used to paint, but your toddler made it impossible (without a huge mess), and you never went back to it when they got older. These are areas you might consider returning to and strengthening.

Set aside time before bed to read or some time over the weekend to paint. Maybe you’ve never tried dancing but always wanted to. Look into signing up for dance classes or finding YouTube tutorials. I would encourage you to consider 1-3 coping areas from the BASIC-Ph model you would like to strengthen, and then for each area, create 1-3 steps you can take to grow or strengthen that coping area.

Coping skills are crucial for regulating emotions, managing stress, preventing burnout, and overall good mental health. Build your toolkit of coping strategies, not only to help manage traumatic situations, but also to be more productive and successful in life. 

Jackie Keltner, MSW, LMHCA, is a Youth First Mental Health Professional at Paul Hadley Middle School in Morgan County. Youth First, Inc., is a nonprofit dedicated to strengthening youth and families. Youth First provides over 100 highly trained mental health professionals (primarily master’s level social workers), prevention programs, parent engagement coordinators, and bilingual support personnel to 130 schools across 14 Indiana counties. Over 55,000 youth and families each year are served by Youth First’s school-based social work and community programs that promote mental health, prevent substance misuse, and maximize student success. To learn more about Youth First, visit youthfirstinc.org or call 812-421-8336.

/by

Creating a Positive Relationship with Motivation

, ,

By Yolanda Vidal, MA, LMHC, ATR – February 11, 2026 –

Motivation is often misunderstood as a personality trait, something you either have or you do not. In reality, motivation is a psychological state that fluctuates based on emotional regulation, self-perception, nervous system balance, and the perception of meaning. When labeling motivation solely as an individual’s discipline or willpower, we overlook the complex processes involved in making sustainable change possible.

Low motivation is rarely about laziness. More often, it is a signal of burnout, depression, anxiety, or unresolved trauma. When the nervous system is in survival mode, the brain prioritizes safety over development and growth. In these states, asking someone to “work harder” can feel invalidating and reinforce shame or negative self-worth.

Creating a positive relationship with motivation involves reframing motivation not as force, but as alignment within your life. Taking time to identify stressors, creating sustainable lifestyle changes, and increasing self-care can be pivotal pieces to balancing one’s relationship with motivation.

The foundation of motivation involves maintaining emotional safety. Chronic stress, perfectionism, and low self-worth can activate the brain’s response system to threats. When this response is activated, the brain’s ability to make decisions is impacted. Our bodies are not meant to function in this survival state for long periods of time. One of the most effective first steps in rebuilding motivation and increasing emotional safety is developing self-compassion.

Self-compassion techniques, such as positive self-talk and normalization, can help reduce overall stress, increase positive self-worth, and decrease feelings of resistance. When individuals learn to speak to themselves with the same empathy that they would offer a loved one, motivation becomes less about fear of failure and more about curiosity and self-respect. Self-compassion supports greater resiliency and a positive relationship with motivation.

To ensure emotional safety, emotional regulation is necessary. Motivation cannot be sustained without a regulated nervous system. Utilizing different mindfulness and grounding techniques can help bring the body out of chronic fight-or-flight and into a state where action feels accessible.

Simple interventions such as deep breathing techniques, body scanning, or brief mindfulness check-ins can significantly decrease stress and improve emotional regulation. When individuals learn to notice how they are functioning internally, they can respond with regulation rather than avoidance. Motivation becomes a byproduct of feeling capable rather than overwhelmed. This is particularly important for individuals with anxiety or trauma histories, where avoidance is often a protective response. By addressing emotional regulation, motivation naturally improves as the nervous system stabilizes.

Sustainable motivation is deeply connected to meaning. Values-based actions and motivation can support long-term engagement and positively impact one’s mental health overall. Identifying core values can open motivation to personal connections that feel meaningful to individuals rather than forced. When actions and goals align with personal values, motivation shifts from “I should” to “This matters to me.”

Management is key when looking to increase motivation. Motivation can improve when goals and tasks are broken into small, achievable steps. Large goals and tasks can often feel unachievable or impossible to complete. Even minimal action, such as five minutes of action, can build confidence and challenge feelings of avoidance. Over time, motivation becomes reinforced through consistent experiences and utilization of skills rather than pressure, shame, or guilt.

Ultimately, motivation is not something to conquer. It is something to listen to. When individuals learn to view motivation as a relationship with themselves, rather than a performance metric, change becomes gentler and more sustainable. Building a positive relationship with motivation honors feeling understood, regulated, and aligned with one’s values. Within this positive relationship, motivation stops being a battle and becomes the natural process of change connected to taking care of ourselves.


Yolanda Vidal, MA, LMHC, ATR, is a Youth First Mental Health Professional at McGary Middle School in Vanderburgh County. Youth First, Inc., is a nonprofit dedicated to strengthening youth and families. Youth First provides over 100 highly trained mental health professionals (primarily master’s level social workers), prevention programs, parent engagement coordinators, and bilingual support personnel to 130 schools across 14 Indiana counties. Over 55,000 youth and families each year are served by Youth First’s school-based social work and community programs that promote mental health, prevent substance misuse, and maximize student success. To learn more about Youth First, visit youthfirstinc.org or call 812-421-8336.

/by

Expressing Emotions in a Healthy Way

, ,

By Hannah Gill, MSW, LSW – February 4, 2026 –

When working with teens and discussing emotions, I often give an analogy of sand in a jar. In this analogy, the sand is our emotions. We can put the sand in the jar and stuff it down, but eventually the jar will overflow. Likewise, we can suppress emotions without feeling them, but eventually our emotions will surface (whether we want them to or not), and sometimes this will be in ways that are detrimental to the teen and their relationships.

Expressing and feeling our emotions is a vital skill that helps demonstrate resilience. One way we can support teens in expressing their feelings is by modeling and having conversations about emotions.

But first, why is expressing emotions something we should be doing?

It might seem more straightforward not to express our emotions, especially around kids and teens. Adults often try to hide their feelings or bottle them up to appear stronger around their children. While this might seem like a good idea, bottling up our emotions can lead to explosions or not being able to access our emotions (both positive and negative). Thus, when we hide our emotions from our teens, we are actually doing them a disservice. Children and teens learn from the adults around them, and they learn how to regulate and manage their emotions from the adults they trust. If adults are modeling emotional regulation, teens will see that they, too, can feel and regulate their emotions.

So, how do we express our emotions in healthy ways?

There are some things we can do to model healthy expressions of emotion and show teens that it is ok to do the same.

  1. Validate and attend to their emotions calmly and consistently. When they experience big emotions, approach them with a patient and calm demeanor. Teens are very good at reading adults’ body language, so the best thing we can do is approach the situation from a place of calm.
  1. Learn to talk about your emotions and your teen’s emotions. One way we learn to express and regulate our emotions is by naming and discussing them. This could be as simple as a “I feel ______ when this happens” or “It sounds like you are feeling ________” for both positive and negative emotions.
  1. Model emotional expression. Just as we ask teens to discuss their emotions and how they are feeling, adults should model this same behavior. Thus, when an adult is feeling upset or happy or overwhelmed or joyful, they can and should talk about this and use the same feeling words they want the teens in their lives to use
  1. Model regulation and co-regulation. Everyone has a different “toolbox” of emotional regulation tools. Model these tools for your teens. When you feel overwhelmed, acknowledge your feelings and practice coping skills. Maybe this involves taking a few deep breaths before speaking, exercising, or journaling at the end of the day.
  1. Address the situation that is causing a negative emotion. If there is a trigger bringing something up for you, work to resolve this and address any differences.
  1. Practice healthy relaxation. One of the ways we manage emotions is by calming our nervous system and practicing effective relaxation techniques. Not only does this model promote healthy relaxation for the teens in our lives, but it also makes us more equipped to help them handle their emotions.

Feeling our emotions and showing them to the teens in our lives can be scary. Being emotional is vulnerable, and many are taught that we should never show our emotions. However, our emotions are crucial and necessary for happy and healthy relationships. And, like most things, it is a muscle that we can work on and practice, and so can your teen. 

/by

Youth First Story of Change: Dr. Wooten’s Why 

For nearly 30 years, Youth First has been carrying out our mission to strengthen youth and families. Our model provides an impactful mental health support system along with prevention programs at no cost to students or their families.  

Youth First’s story began in the mid-1990s with our founder, Dr. William Wooten. He was an Evansville addictions physician who was troubled by increasingly younger clients experiencing complex problems, often linked to traumatic home lives. Why create Youth First? Dr. Wooten desired an effective, accessible healthcare system that reached kids early enough to solve problems and help prevent long-term issues. 

He knew what didn’t work: one-time speaker events, scare tactics, Red Ribbon Weeks, poster days, and similar activities. Research has shown that these strategies are not effective in preventing mental health and substance misuse issues. Rather, Dr. Wooten convinced local school corporations to collect and publish data on student substance use and rallied community leaders to identify and prioritize proven approaches to prevention.  

Two solutions emerged: 1) evidence-based community programs to enhance parenting skills and protective life skills in youth, and 2) highly trained mental health professionals (primarily Master’s level social workers) embedded in schools to implement tiered prevention strategies for students and to support teachers and parents. Built on evidence-informed practices, independent evaluations, continuous improvement, and carefully nurtured relationships with school partners and funders, Youth First’s prevention model grew.  

Our trusted approach to identifying and addressing the social-emotional needs of K-12 youth has been recommended for replication by the Indiana Commission to Combat Drug Abuse and profiled in the peer-reviewed journals Stanford Social Innovation Review and Journal of Aggression, Maltreatment & Trauma.  

Today, with your support, Youth First reduces the prevalence of mental health and substance misuse challenges, saves lives, promotes healthy behaviors, maximizes student success, strengthens our workforce, and no doubt is ultimately improving the overall health of Indiana communities.  

 

/by