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TRAUMA, OIP - Coggle Diagram

- - - - Trauma-focused cognitive behavioral therapy. This type of therapy helps a child who has been abused to better manage distressing feelings and to deal with trauma-related memories. Eventually, the supportive parent who has not abused the child and the child are seen together so the child can tell the parent exactly what happened.
      - Child-parent psychotherapy. This treatment focuses on improving the parent-child relationship and on building a stronger attachment between the two.
- - - - Housing may be inconsistent or inadequate and unsafe.
      - Children will often be dirty and have an odor. Not have any food to eat and come to school hungry.
      - Children may have an inconsistency in behaviour and they may have an inconsistency in attendance
      - Often exhibit mental heath issues such as anxiety, depression, ODD,
      - https://www.youtube.com/watch?v=WUWp3kcLQu8
    - - Informing parents about good parenting techniques
      - Teaching parents to be emotionally tough
      - Creating stronger social and community connections
      - Supporting parents who are struggling
      - Helping parents and children create stronger bonds
      - Helping children learn better social and emotional skills
- - - - Offer words of encouragement about sharing feelings. Gauge their feelings - if projecting anger, rejection, sadness, worthlessness - encourage them to seek counseling.
      - Explain that change is normal, and families change with time.
      - Teach diversity. There are many types of families.
      - Communicate with parents - try to communicate with both parents about student's emotional and academic progress
      - Maintain structure and routine. Ensure that schedules are followed and class discipline is maintained at all times.
      - Have students express their thoughts. Keep a daily journal that they can share their thoughts and feelings.
- - - - References:
        Medical Trauma. (n.d.). NCTSN. Retrieved August 26, 2020, from https://www.nctsn.org/what-is-child-trauma/trauma-types/medical-trauma
        Treatments for Post Traumatic Stress Disorder (PTSD) in Children. (n.d.). BOSTON CHILDREN HOSPITAL. Retrieved August 26, 2020, from http://www.childrenshospital.org/conditions-and-treatments/conditions/p/post-traumatic-stress-disorder-ptsd/treatments
    - - Avoidance
        
        They want to stay away from people, places or some activites.
      - Re-experiencing
        
        They keep thinking about the trauma even when they do not want to remember it.
      - Hyper-arousal
        
        They start rapidly with a "fight or glight response" that means that they are overreacting to a situation that is safe.
    - - Psychotherapy
        
        Talks about their fear, teach the child how to manage anxiety, how to relax would be very powerful for them.
      - Medication
        
        Medication is not a unique treatment. It usually act with other treatments together. Antidepressant medications are commonly prescribed.
      - Families support
        
        They need a better understand of their child and take part in their care. They will need to go to an specialist that let them know how to support their child at any time.
- - - - Mood swings
      - Lethargy
      - Irritability
      - Panic
      - Depression
      - Baby return
      - Anxiety
      - Hyperactivity
    - - Sewating
      - Headache
      - Insomnia
      - Stomachache
      - Anorexia
      - Rapid heartbeat
  - - - Possible effects
        
        Experience of loss of life base
        
        Lost experience of a loved one
        
        Guilt for surviving
        
        Group life in a shelter
        
        Sudden environmental changes
        
        Flashback by sound or sight
- - - - Withdrawal
        
        Depression (including suicide attempts)
        
        Poor academic performance
        
        Angry outbursts and acting out or seeking attention
        
        Weight gain/loss and poor physical health
        
        Difficulty creating and maintaining healthy relationships
  - - - Teachers can build a supportive and tolerant classroom environment by demonstrating tolerance and educating students on the different types of people, culture, and religions that exist
        
        Teachers can build a warm, personal and caring relationship with that child, to demonstrate that they are cared for and that other people are concerned about their welfare and well-being
        
        Teachers can ensure that their classroom (and their school) has a zero-tolerance policy for bullying, especially bullying stemming from racial, cultural, sexual or religious prejudice
  - - - Adverse Childhood Experiences (ACEs). Child Welfare Information Gateway. Retrieved August 29, 2020 from https://www.childwelfare.gov/topics/preventing/preventionmonth/resources/ace/
        
        Addressing childhood adversity and trauma. Young Minds. Retrieved August 29, 2020 from https://drive.google.com/file/d/1yrnyJ-xWPK58iTZPNHrW6MVzm97FL3of/view
- - - - Indirect Intergenerational trauma is when the child develops a feeling of guilt based on their relationship with their family and the families relationship to the traumatic event. The child may feel like they are isolated within their family because they did not live through the traumatic event. Common symptoms include depression, anxiety, and guilt.
      - Direct Intergenerational trauma is when the child learns unhealthy coping mechanisms directly from their parents. In this case, as far as the behavior of the child is concerned, it is as if the child experienced the traumatic event. Common symptoms include: depression, anti-social behavior, delinquency, and highly disruptive behavior.
- - - - Trauma Symptom:
        "I don't know who to trust anymore."
        Response Strategy:
        Peer-Tutoring - It is a way for all students to get one-on-one help and enough time to practice and learn. During the tutoring, one student explains the work to another student, asks the student to answer questions, and tells the student whether his or her answers are correct (Connecticut Education Resource Center, n.d.).
      - Trauma Symptom:
        “I don’t expect to graduate from school. I’ll probably die young anyway.”
        Response Strategy:
        Check & Connect - It is implemented by a "mentor". The mentor's primary goal is to keep education relevant for disengaged students and their teachers and family members. Check & Connect is structured to maximize personal contact and opportunities to build trusting relationships. Student levels of engagement (such as attendance, grades, and suspensions) are "checked" regularly and used to guide the mentors' efforts to increase and maintain students' "connection" with school (Connecticut Education Resource Center, n.d.).
      - Trauma Symptom:
        "Sometimes thoughts pop up in my head, and I’m right back to the night my world changed."
        Response Strategy:
        Break Passes - This intervention is designed for students who exhibit disruptive classroom behavior that interferes with their and other students’ ability to learn. Students are given passes and are taught how to appropriately request a break. This helps students learn to identify their behavioral patterns and advocate for time to readjust (King, 2019).
      - Trauma Symptom:
        "I feel angry even when nobody is messing with me."
        Response Strategy:
        Ripple Effect - It is strategy that helps students to examine what happened and shows them how they could have said or done something differently for a better outcome (The Three Square Pegs, 2014). Once all the ripples are created based on the conflict, the student circles all of the instances that were their actions or words. Then, the student is asked what they could have said or done differently at each of the circled points which may have stopped the ripple from growing. Students typically are very good at identifying more appropriate choices once they are calm and removed from the conflict (The Three Square Pegs, 2014).