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The development of children is further affected when
they cannot comprehend like their age mates. Children
and adolescents who do not pick up on cues correctly
or are unable to sustain attention or organize themselves
are at risk of behavior problems that contribute to
multiple placements and arrest. Too often, trauma is
viewed as the therapist's domain and disabilities as
special education's responsibility, but these affect
the thinking, behavior and relationships of children
throughout every day.
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Separation Anxiety
The normal thinking and behavior of most children cannot
be expected of the child who has been delayed by trauma
and/or who has disabilities (Poole & Miller&
Church 2004).
On the other hand, courts too often fail to apply a
"typical child or adolescent standard," not
recognizing that some behavior of children in foster
care and delinquents is normal. For example, bedwetting
by a child in foster care after a visit is common in
children of the same age from divorced families after
visits with their noncustodial parent. Another example
is that a teenager's mistakes in thinking while with
a group of inebriated friends involved in a fight where
a victim is seriously injured could also be seen at
high school parties where no arrests occur.
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