This paper examines two interconnected aspects of critical incident stress (CIS) in children and adolescents. First, it identifies trauma reactions — including denial, anger, shock, depression, and antisocial behaviors such as substance abuse and social withdrawal — as a central special issue facing young people exposed to critical incidents. Drawing on Davis (1998), the paper illustrates how exposure can disrupt global functioning through flashbacks, startle responses, and strained interpersonal relations. Second, it addresses a key developmental consideration for intervention: the child's social relationships. The paper argues that overly aggressive intervention strategies risk further withdrawal and resistance, and advocates for a trust-building approach that gradually opens communication channels and supports healthier emotional processing.
Children and adolescents are a uniquely vulnerable population when it comes to critical incident stress (CIS). The ways in which young people process and respond to traumatic events differ significantly from adults, making both the identification of special issues and the design of appropriate interventions especially important for mental health professionals.
One of the most significant special issues that children and adolescents face when exposed to critical incident stress is the range of trauma reactions they experience. These reactions arise from a series of distressing events and can include denial, anger, rage, shock, confusion, sadness, terror, humiliation, shame, and depression. Such responses are problematic because they can profoundly affect a child's overall development. Affected young people may become withdrawn from others and engage in antisocial behaviors such as acting out, substance abuse, and an inability to concentrate on everyday tasks.
If left unaddressed, these reactions can shape how a child interprets the world around them and the events they encounter. As psychological trauma research has established, the effects of critical incident exposure are clinically predictable. Davis (1998) described this process clearly:
"Clinically, traumatic events and their impact on individuals are fairly predictable. When a person has been 'exposed' to a critical incident, either briefly or long-term, this can have a considerable impact on their global functioning. Flashbacks and mental images of traumatic events as well as startle responses may also be observed. It is important to consider that these thought processes and reactions are quite normal with crisis survivors as well as with those assisting them. These can be masked within other problems such as excessive alcohol, tobacco and/or drug use. As a result, interpersonal relations can become strained, as this can lead to serious depressive illnesses or neurotic anxiety as well." (Davis, 1998)
These various elements collectively illustrate how exposure to critical incident stress can have a dramatic impact on children — influencing both how they see the events occurring around them and how they engage with others in their daily lives. The disruption to global functioning that Davis describes is especially concerning when the affected individual is still in a formative developmental stage, where healthy social bonds and emotional regulation are foundational to long-term well-being.
One of the key developmental issues that must be examined when considering an intervention is how it will affect the child's social relations. This factor is critical because an intervention that is too abrupt or severe could adversely affect how the child views the world around them. The child may become more withdrawn and more resistant or angry toward any attempt to discuss the issues affecting them — potentially lashing out at those trying to help, including authority figures (Reyes, 2008, pp. 511–516).
"Social relations as a key intervention concern"
"Gradual trust-building to open communication channels"
Reyes, G. (2008). The encyclopedia of psychological trauma. Hoboken, NJ: Wiley.
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