September 24, 2015 

2:00 – 3:30 PM EDT 

 

Federal Interagency Reentry Council's 

Subcommittee on Children of 

Incarcerated Parents 

 

American Institutes for Research 
AGENDA 

 Welcome and Housekeeping

 Introductions and Poll

 Overview — Ann Adalist-Estrin

 Implementing a Whole School Approach — David Osher

 Hearing from an Educator at SEL/Trauma Informed School —

Dwight Davis 

 Dream Academy Youth with Incarcerated Parent — Kendall 

Tidwell

 Q&A Session 

 Wrap-Up
ANN ADALIST-ESTRIN 

 

DIRECTOR 

 

NATIONAL RESOURCE 

CENTER ON CHILDREN AND 

FAMILIES OF THE 

INCARCERATED 

 

RUTGERS UNIVERSITY 
RESPONDING TO THE NEEDS OF 

CHILDREN AND FAMILIES OF THE 

INCARCERATED IN SCHOOLS

Ann Adalist-Estrin, M.S., Director 

National Resource Center on Children and Families of the Incarcerated

Rutgers University | Camden, NJ

C R E A T E D B Y A N N A D A L I S T - E S T R I N . U S E O N L Y W I T H P E R M I S S I O N
QUICK CHECK: ASSUMPTIONS 

BELIEFS AND ATTITUDES 

 

 

 

 The best thing that could happen to the children of 

incarcerated parents is___________________________

 The worst thing that could happen to children of 

incarcerated parents 

is_____________________________________________

C R E A T E D B Y A N N A D A L I S T - E S T R I N . U S E O N L Y W I T H P E R M I S S I O N
GUIDING PRINCIPLE # 1 

Be Self Reflective 

 What lenses are you wearing when you think about this topic or 

engage with children and families of the incarcerated?

 Which life experiences color and shade your thoughts, feelings, 

and opinions?

C R E A T E D B Y A N N A D A L I S T - E S T R I N . U S E O N L Y W I T H P E R M I S S I O N
HOW WE KNOW WHAT WE KNOW 

Three elements of understanding children with incarcerated parents. 

 Data 

Review of administrative data and collection of demographics 

 Experiences 

Anecdotal, programmatic and clinical chronicles and empirical studies

 Meaning Making 

Interpretations and judgments

 

C R E A T E D B Y A N N A D A L I S T - E S T R I N . U S E O N L Y W I T H P E R M I S S I O N
“ESTIMATED” NUMBERS 

 Including jails, estimates indicate that as many as 2.7 million 

children have a parent behind bars.

Source: Pew Charitable Trusts. Collateral Costs: Incarceration’s Effect on Economic Mobility. 2010.

0

500000

1000000

1500000

2000000

2500000

3000000

1991 1997 1999 2004 2007 2008

Estimated number of parents in state and federal prison and 

jail and their minor children 

Number of Parents Children of Incarcerated

C R E A T E D B Y A N N A D A L I S T - E S T R I N . U S E O N L Y W I T H P E R M I S S I O N
AGES 

Less than 1 

year

2%

1-4 years

20%

5-9 years

30%

10-14 years

32%

15-17 years

16%

Ages of Children who have a Parent in Federal 

or State Prison 

 Over 50% of children who have an incarcerated parent are age 9 

or younger

Source: Bureau of Justice Statistics. Parents in Prison and their Minor Children. Aug 2008.

C R E A T E D B Y A N N A D A L I S T - E S T R I N . U S E O N L Y W I T H P E R M I S S I O N
CAREGIVERS 

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Other Parent Grandparent Other relatives Foster home or

agency

Friends, other

Caregiver for Children During Parent's Incarceration 

All Incarcerated Parents

Incarcerated Fathers

Incarcerated Mothers

Source: Bureau of Justice Statistics. Parents in Prison and their Minor Children. Aug 2008.

C R E A T E D B Y A N N A D A L I S T - E S T R I N . U S E O N L Y W I T H P E R M I S S I O N
HOW WE KNOW WHAT WE KNOW: EXPERIENCES

 All Alone in the World, Nell Bernstein

 Parental Incarceration and the Family, Joyce Arditti

 Disrupted Childhood: Children of Women in Prison, Jane Siegel

 Doing Time on the Outside, Donald Braman

 

 

 

C R E A T E D B Y A N N A D A L I S T - E S T R I N . U S E O N L Y W I T H P E R M I S S I O N
HOW WE KNOW WHAT WE KNOW: EXPERIENCES 

Adverse Childhood Experiences Study 

 

Growing up experiencing any of the following conditions in the

household prior to age 18 led to many negative health and behavioral

outcomes later in life. 

 

 Recurrent physical or emotional abuse or neglect

 Sexual abuse

 An alcohol and/or drug abuser in the household

 An incarcerated household member

 Someone who is chronically depressed, mentally ill, institutionalized, or suicidal

 Mother is treated violently

 One or no parents

 

 

C R E A T E D B Y A N N A D A L I S T - E S T R I N . U S E O N L Y W I T H P E R M I S S I O N

The ACE Study is an ongoing collaboration between the Centers for Disease Control 

and Prevention and Kaiser Permanente. Led by Co-principal Investigators 

Robert F. Anda, MD, and Vincent J. Felitti, MD. 
TRAUMA: IMPACT ON BRAIN 

DEVELOPMENT RELATED TO CORTISOL 

REGULATION 

  Impulse Control – inability to stop oneself

 Cause and Effect – limited capacity to anticipate consequences

 Predictability – lack of social “cueing”

 Emotional Regulation – extreme difficulty delaying gratification

 Reciprocal Engagement – inability to tolerate conflict with or in 

others

Leading to poor school performance, increased drop 

out rates, gang involvement, early pregnancies and 

drug use, abuse and addiction. 

 

C R E A T E D B Y A N N A D A L I S T - E S T R I N . U S E O N L Y W I T H P E R M I S S I O N
TRAUMA IN CHILDREN: 

EXPANDING THE DEFINITION 

 The Child Witness to Violence Project at Boston 

University School of Medicine defines child trauma as 

events that activate high levels of fear for ones life or 

someone closely connected.

 According to Victor Carrion at Stamford University young 

children have a distorted and non permanent sense of 

life and death and porous boundaries between 

themselves and parent. 

 Therefore the absence or unavailability of a parent or 

primary attachment figure is emotionally equivalent to 

life threatening. 

C R E A T E D B Y A N N A D A L I S T - E S T R I N . U S E O N L Y W I T H P E R M I S S I O N
SEEKING EQUILIBRIUM 

 

 

 

 

 

The presence of parents or other adult attachment

figures raises dopamine levels and lowers the

dangerous levels of cortisol.

C R E A T E D B Y A N N A D A L I S T - E S T R I N . U S E O N L Y W I T H P E R M I S S I O N

Dozier, 2005.
BIG T/LITTLE t: STRESS AS TRAUMA 

Persistent fear and anxiety can affect young 

children’s learning and development and change 

brain architecture.

 

Scientists now know that chronic, unrelenting stress in 

early childhood, caused by abrupt separation from 

caregivers, extreme poverty, or parental depression, for 

example, can be toxic to the developing brain in the same 

way as repeated abuse and witnessing violence changes 

brain architecture. 

 

C R E A T E D B Y A N N A D A L I S T - E S T R I N . U S E O N L Y W I T H P E R M I S S I O N

Center on the Developing Child, Harvard University, In Brief: The Science of Early Childhood 

Development. NGA. Center for Best Practices, National Conference of State Legislatures, and 

Center on the Developing Child, Harvard University, 2008, www.developingchild.harvard.edu.
HOW WE KNOW WHAT WE KNOW

Meaning Making 

 

The ACE Study through a lens of child maltreatment vs. adult risk factors

“So when we talk about a child losing a parent to incarceration and we are 

interpreting the ACES literature only through a child maltreatment lens, the 

meaning that gets made ( intentionally or not) is that children of incarcerated 

parents are maltreated children , harmed by their parents and thus better off 

without them. If however, the parents who are in prison or jail are seen as potential 

supports for these children, as buffers from the toxicity of the stress, then a 

different meaning is made of the loss. It becomes more profound and less 

dismissible.” 

 

C R E A T E D B Y A N N A D A L I S T - E S T R I N . U S E O N L Y W I T H P E R M I S S I O N

Adalist-Estrin, A. White House Remarks 2014.
GUIDING PRINCIPLE # 2 

When reading research always ask yourself why would this be true? 

 

 Murray’s Cambridge Study ( 2005) indicates that children separated from 

parents because of incarceration exhibited more antisocial behavior than 

children separated for other reasons.

 Murray, Farrington, Sekol and Olsen found that children of incarcerated parents 

were twice as likely to exhibit antisocial behaviors and other mental health 

problems as their peers. (2009)

 

C R E A T E D B Y A N N A D A L I S T - E S T R I N . U S E O N L Y W I T H P E R M I S S I O N
CHILDREN OF THE INCARCERATED? 

OR JUST CHILDREN? 

 

 

 

 

Children of the Incarcerated like all humans are “all at 

once like all others, like some others and like no others.” 

- Emmanuel Lartey 

 

C R E A T E D B Y A N N A D A L I S T - E S T R I N . U S E O N L Y W I T H P E R M I S S I O N
GUIDING PRINCIPLE # 3 

 

CHILDREN OF INCARCERATED PARENTS AND THEIR 

FAMILIES ARE NOT ONE MONOLITHIC GROUP.

 

 

 

 

 Honor the Themes and Variations

C R E A T E D B Y A N N A D A L I S T - E S T R I N . U S E O N L Y W I T H P E R M I S S I O N
COMBINED SOURCES POINT TO UNIQUE TOXIC 

STRESS OF PARENTAL INCARCERATION 

 Stigma and Shame

 Conspiracy of Silence and isolation

 Changes in residence, family structure 

 Difficulty maintaining a relationship with the incarcerated parent

 Fear and worry about parents and caregivers

 Loyalty Conflicts

 Guilt and self blame

 Trauma from the sudden absence of a parent or the events 

leading up to it

 Lack of relevant support

 School behavior and performance problems

C R E A T E D B Y A N N A D A L I S T - E S T R I N . U S E O N L Y W I T H P E R M I S S I O N
WHAT CAUSES THE SHAME AND STIGMA? 

The meaning that is made....children are ashamed of 

their parents crime or imprisonment. 

But the children say...

“...they feel ashamed because of the reactions of...us. The body language and the 

words of teachers, coaches, social workers pastors and mentors, feels judgmental. 

When we train mentors and youth group leaders and camp counselors not to 

mention the parent unless the child brings it up, we must also train them to first let 

the child know that they know about the situation and are comfortable if the child 

ever wants to talk. Such training also needs to include practice in listening for how 

children “bring it up without bringing it up” as well as practice in how to respond 

effectively. The child who sees a red truck and says that’s a cool truck, it’s like the 

one my Dad had” is “bringing it up” and needs to know that it is ok with us to talk 

about Dad.”

 

C R E A T E D B Y A N N A D A L I S T - E S T R I N . U S E O N L Y W I T H P E R M I S S I O N

Adalist-Estrin, A. White House Remarks 2014.
WHAT THE CHILDREN SAY... 

 

“When people ask about my father, I know that if I tell 

them he is in prison for drugs, they will either drop me in 

the conversation and talk about the weather or give me 

this big lecture about how I don’t have to turn out like 

him. I hate it both ways, so I lie and say he died.”

 - P., age 13

C R E A T E D B Y A N N A D A L I S T - E S T R I N . U S E O N L Y W I T H P E R M I S S I O N
ASSESSING FOR ADDITIONAL TRAUMA 

OF PARENTAL INCARCERATION 

Witnessing the arrest of a parent intensifies the child’s loss and 

creates additional trauma.

 

 

 

 

 

C R E A T E D B Y A N N A D A L I S T - E S T R I N . U S E O N L Y W I T H P E R M I S S I O N

Phillips, S.D., & Zhao, J. The relationship between witnessing arrests and elevated symptoms of 

posttraumatic stress: Findings from a national study of children involved in the child welfare 

system. Children and Youth Services Review, 32, 1246-1254.2010.
EMBEDDED ISSUES 

Two-thirds of the incarcerated parent 

population is non white 

 

 Over 70% of minor children with a parent in prison are 

children of color

 1 in 28 children has parent in prison (3.6 % of children)

 

Black children (1 in 9) 

Hispanic children (1 in 28) 

White children (1 in 57) 

 

 

C R E A T E D B Y A N N A D A L I S T - E S T R I N . U S E O N L Y W I T H P E R M I S S I O N

The Sentencing Project 2009.
UNDERSTANDING THE IMPACT ON SCHOOL 

PERFORMANCE

Yes No 

 Fair or poor overall health 4.95% 3.01%

 Learning disability 15.29% 7.41%

 ADD or ADHD 18.01% 7.09%

 Depression 6.20% 1.83%

 Anxiety 6.99% 3.06%

 Behavioral or conduct problems 10.39% 2.62%

 Autism (or related condition) 2.03% 1.80%

 Developmental delay 6.35% 3.33%

 Asthma 14.00% 8.43%

 Obesity 21.15% 15.21%

 Speech or other language problems 7.37% 4.58%

 Diabetes .31% .31%

 Epilepsy or seizure disorder 1.30% .61%

 Hearing problems 1.93% 1.19%

 Vision problems 2.11% 1.26%

 Bone, joint, or muscle problems 3.10% 2.16%

 Brain injury or concussion .42% .26%

 Activity limitation 8.44% 4.69%

 Chronic school absence 3.96% 2.60%

Parental Incarceration 

C R E A T E D B Y A N N A D A L I S T - E S T R I N . U S E O N L Y W I T H P E R M I S S I O N

Stress Proliferation across Generations? Examining the Relationship between Parental 

Incarceration and Childhood Health, Kristin Turney 2014.
THE ROLE OF SCHOOLS 

 

 

 

How can teachers, counselors, coaches and other school 

staff respond to the needs of children of the incarcerated?

C R E A T E D B Y A N N A D A L I S T - E S T R I N . U S E O N L Y W I T H P E R M I S S I O N
RESIST THE TEMPTATION TO SEE PARENTAL 

INCARCERATION AS THE SAME AS OTHER 

LOSSES 

 People want to know...why is this different than other losses and 

vulnerabilities?

 Parental incarceration is distinguished from other adverse childhood 

experiences by the unique combination of trauma, shame, and stigma

in the absence of relevant support.

 

C R E A T E D B Y A N N A D A L I S T - E S T R I N . U S E O N L Y W I T H P E R M I S S I O N
SEEING RESILIENCE 

“Risk factors are not predictive factors 

because of protective factors.”

- David Satcher, M.D. , Former U.S. Surgeon General

C R E A T E D B Y A N N A D A L I S T - E S T R I N . U S E O N L Y W I T H P E R M I S S I O N
RECOGNIZING PROTECTIVE FACTORS 

 Primary attachments

 Other adult bonds

 Skills-confidence

 Emotional competence

 Faith, hope, ability to find meaning

C R E A T E D B Y A N N A D A L I S T - E S T R I N . U S E O N L Y W I T H P E R M I S S I O N
CAREGIVERS AS PROTECTIVE FACTORS BUT... 

 Financial hardship 

 Shame, stigma and isolation

 Elevated levels of emotional stress

 Additional strains placed on interpersonal relationships

 Increased difficulty in monitoring and supervising children.

 Difficulty deciding what information should be shared with 

the child

 Lack of information and resources

 This was true for all types of caregivers.

C R E A T E D B Y A N N A D A L I S T - E S T R I N . U S E O N L Y W I T H P E R M I S S I O N

“The Collateral Consequences of Incarceration...the Effects on Caregivers of Children of 

Incarcerated Parents” Turanovic, Rodriguez and Pratt. 2012.
SEEING INCARCERATED PARENTS AS 

PROTECTIVE FACTORS 

Not having access to an available parent causes 

a feeling of intense stress, fear of abandonment 

and helplessness in children which causes 

further trauma. 

C R E A T E D B Y A N N A D A L I S T - E S T R I N . U S E O N L Y W I T H P E R M I S S I O N

Milot et al. 2010.
 

WHAT MEANING DO YOU 

MAKE? 

 

“56% of children responded negatively and 44% 

responded positively after the visit, based on caregiver 

reports...”

 

 

 

 

 

C R E A T E D B Y A N N A D A L I S T - E S T R I N . U S E O N L Y W I T H P E R M I S S I O N

“It’s Not All Cupcakes and Lollipops: An Investigation of the Predictors and Effects of Prison 

Visitation for Children during Maternal and Paternal Incarceration.” Melinda Tasca, 2014.
TEACHER BIAS 

“In a study offering hypothetical children in various life 

circumstances...Teachers rated children of incarcerated 

mothers as less competent academically and socially 

and more difficult behaviorally than their peers with 

mothers who were ‘away’ for other reasons.”

C R E A T E D B Y A N N A D A L I S T - E S T R I N . U S E O N L Y W I T H P E R M I S S I O N

Dallaire, Ciccone and Wilson 2010.
WHAT YOU CAN DO 

 Know yourself

 Refer respectfully and apply Trauma Informed Practice 

 Use Universal outreach

 Display materials that can help

 Include books in the general libraries and the topic in your 

curriculum 

 Help children talk about it but maintain confidentiality 

 Form support groups

 Involve the incarcerated parent

 Promote awareness and reflect on policies 

 Find and partner with local programs 

 

 

C R E A T E D B Y A N N A D A L I S T - E S T R I N . U S E O N L Y W I T H P E R M I S S I O N
ALSO 

Encourage the use of accurate and helpful statistics 

in portraying the needs of children and families of the 

incarcerated.

See Jim Conway’s article from Central Connecticut 

State University:

 “Seven out of ten? Not even close. A Review of 

Research on the Likelihood of Children with 

Incarcerated Parents Becoming Justice-Involved.”

 http://www.ctcip.org/app/download/8947957/CI

P_Seven_Out_of_Ten_Not_Even_Close.pdf

 

C R E A T E D B Y A N N A D A L I S T - E S T R I N . U S E O N L Y W I T H P E R M I S S I O N
AND ALWAYS 

Include children of the incarcerated, their caregivers, incarcerated 

parents and formerly incarcerated parents in defining the problems and 

designing the solutions. They should have a place at every meeting or 

table where their needs and concerns are discussed and planned for. 

They are the experts!

 “Families of the incarcerated are included as the warm up act, the 

anecdotes and the sad stories instead of as the experts.” Liz Gaynes, 

FCN Report 33, 2003

 http://echoesofincarceration.org/Home.html

C R E A T E D B Y A N N A D A L I S T - E S T R I N . U S E O N L Y W I T H P E R M I S S I O N
END QUOTES 

 

 

“Don’t let what you can’t do interfere with what you can do.”

- John Wooden

C R E A T E D B Y A N N A D A L I S T - E S T R I N . U S E O N L Y W I T H P E R M I S S I O N
DAVID OSHER 

 

VICE PRESIDENT & 

INSTITUTE FELLOW 

 

AMERICAN INSTITUTES FOR 

RESEARCH
BOTTOM LINE I 

 Build assets and protective factors

 Reduce or eliminate risk factors

 Build staff, school, and system proficiency and 

capacity to serve children of incarcerated 

parents and other vulnerable children

 

 
BOTTOM LINE II 

 Employ universal trauma sensitive approaches within 

a multi-tiered system of support

 Build strong conditions for learning for all students

 Employ approaches to learning and development that 

are:

strengths based

child centered

youth and family driven 

culturally competent

 
SCHOOLS ARE KEY TO WELLBEING 

When they provide: 

 Safety

 Preparedness and a realistic sense of competence

 Skills

 Competencies

 Dispositions

 Experiences

Connectedness (Blum et al., 2002; Catalano et al., 2004)

Engagement (Connell et al., 1995; National Research Council, 

2003)

A healthy and health-supporting environment

 
 

Connection 

Attachment 

Trust 

Care 

Respect 

 

Social Emotional 

Learning & Support 

Positive Behavioral 

Approaches & Supports 

 

Learning Supports 

Effective Pedagogy

Engagement

Motivation 

 

SUPPORTING CONDITIONS FOR 

LEARNING 
SCHOOL AS A PROTECTIVE FACTOR AND AS 

A CONTEXT THAT SUPPORTS RESILIENCE 

Protection  Connection 

 Academic Success

 Supported Transitions 

 Positive Relationships with Adults and Peers

 Caring Interactions

 Social Emotional Learning

 Stability

 Positive Approaches to Disciplinary 

Infractions 

 Services and Supports

Osher, Kendziora, et al. 2014.
SCHOOL AS A RISK FACTOR 

Risk  Alienation

 Academic Frustration

 Chaotic Transitions 

 Negative Relationships With Adults and 

Peers

 Teasing, Bullying, Gangs

 Poor Adult Role Modeling

 Segregation with Antisocial Peers

 School-driven Mobility 

 Harsh Discipline, Suspension, Expulsion, 

Push Out/Drop Out

Osher, Kendziora, et al. 2014.
STUDENTS WHO ARE AT RISK ARE 

PARTICULARLY SUSCEPTIBLE TO: 

 Low Teacher Efficacy

 Low Teacher Support

 Negative Peer Relationships

 Chaotic Environments

 Poor Instructional and Behavioral Practices
MULTI-TIERED APPROACHES BUILD ON A STRONG 

UNIVERSAL FOUNDATION 

Provide Individualized 

Intensive Supports 

Provide coordinated, intensive, 

sustained, culturally competent, 

individualized, child- and family- driven 

and focused services and supports 

that address needs while building 

assets.

Intervene Early & 

Provide Focused 

Youth Development 

Activities 

Implement strategies and 

provide supports that address 

risk factors and build 

protective factors for students 

at risk for severe academic or 

behavioral difficulties.

Build a Schoolwide Foundation 

Universal prevention and youth development approaches, 

caring school climate, positive and proactive approach to 

discipline, personalized instruction, cultural competence, and 

strong family involvement.
All Universal Interventions 

UNIVERSAL INTERVENTION FOR 

VULNERABLE CHILDREN AND YOUTH 

 Cannot Identify All Who Are At Risk

 Children Affect Each Other

 No Stigma

 No Self-fulfilling Prophecies

 No Homogenous Grouping

 Per Child Cost Is Less

 Provides A Foundation
WHY WILL STAKEHOLDERS SUPPORT 

UNIVERSAL APPROACHES 

 Cost effective and beneficial

 Many groups of vulnerable children

 Schools cannot identify all students who are 

at need or who have experienced trauma

 Parental incarceration effects outcomes for 

children whose parents are not incarcerated

 
EXAMPLES 

 Trauma Sensitive Schools (Massachusetts 

Advocates for Children)

 Compassionate Schools (Washington State)
DWIGHT DAVIS 

 

ASSISTANT PRINCIPAL 

 

WHEATLEY EDUCATION 

CAMPUS 

WASHINGTON, D.C. 

PREFRONTAL 

CORTEX 

HIPPOCAMPUS 

AMYGDALA 

 Executive function

 Self-regulation

 Attention

 Emotional regulation

 Reactivity

 Learning

 Memory

EUSKALANATO

LIMBIC 

SYSTEM 


KEYS TO SUCCESS 

1 

2 

3 

4 

5 

Get to know who your students are and MAKE A PLAN for 

them

Invest in the MENTAL HEALTH TEAM at your school

Develop an INNOVATIVE, RIGOROUS, RELEVANT CURRICULUM, 

including structures that help get children engaged in what they 

are learning

Build a SAFE, SUPPORTIVE CLASSROOM COMMUNITY that 

encourages strong relationships between teachers and students 

and between the students themselves

TRUST IS THE ANTIDOTE TO STRESS: Just as stress produces 

cortisol, trust produces hormones such as serotonin, dopamine 

and oxytocin that lower cortisol and heal the brain

KENDALL TIDWELL 

 

FRESHMAN 

 

LAMAR UNIVERSITY 

BEAUMONT, TX 
Q&A SESSION 
THANK YOU! 

Learn More/Contact Us:

 Visit: www.youth.gov/coip

 Email: youthgov@air.org

 Sign up for the COIP Listserv: http://youth.gov/coip-listserv

 Contact the presenters:

Ann Adalist-Estrin 

ann.adalistestrin@rutgers.edu 

David Osher 

DOsher@air.org

Dwight Davis 

dwightmd@gmail.com

Kendall Tidwell 

Tidwell695@gmail.com