Please enable JavaScript.
Coggle requires JavaScript to display documents.
Types of Situations that cause Traumatic Stress - Coggle Diagram
Types of Situations that cause Traumatic Stress
Some situations that cause traumatic stress among students include, but not limited to the following.( Monica)
Family or community violence
Sudden or violent loss of a love one
Neglect and trafficking
Serious accident or life threating illness
Major life changes ( Relocation, Traveling, Having a new member of the family, etc )
Experiencing a natural disaster (fire, flood, hurricane, earthquake) or terrorism (Deborah)
Invasive medical procedure - Deborah
Child Abuse
(by Nestor Jaquez)
Sexual Abuse
: is any sexual activity with a child, such as fondling, oral-genital contact, intercourse, exploitation or exposure to child pornography.
Physical Abuse
: occurs when a child is purposely physically injured or put at risk of harm by another person.
Medical Abuse
: Medical Child abuse happened when somebody gives false information about child condition that requires medical attention, putting the child at risk.
Child Neglect
: is the failure to provide adequate care, such as food, shelter, affection, supervision, education and any medical care.
Emotional Abuse
: in a child means injuring a child's self-esteem or the child emotional well-being. It includes verbal or physical assault, such as continually belittling or berating a child, as well as isolating, ignoring or rejecting a child.
Symptoms
depression
dissociation
anxiety
felling less in control
felling discomfort with normal touch
dysfunctional behaviors
anger
aggression
fears
loss of self-confidence
frequent absences from school
attempts at running away
self-harm or attempts at suicide
rebellious or defiant behavior
changes in school performance
hostility or hyperactivity
felling guilty
confused
do not want to go home
Strategies
offer love and attention
offer professional counseling support
provide safe and positive classroom environment
help to gain sense of self-control
monitoring the affected student
develop a set of strategies in collaboration with the PLC
support to facilitate social-emotional skill
help and support the essential life skill development
the use of journal for expressing feeling
create a classroom climate that foster students integration, collaboration and social skill development
suicide of a family member or a friend (by Amy)
symptoms
anxiety when separated from family members or around strangers
depression
excessive irritability
worrying about losing other loved ones
guilty feeling that they weren't there to prevent the suicide
academic challenges
Short attention span
insomnia
physical pains with no cause
strategies
counseling
deep breathing
relaxation exercises (ex. yoga)
monitoring students
support group
using a journal to express thoughts and feelings
distracting students with things students enjoy doing (ex. puzzles)
Emotional Abuse (by Jennifer)
Signs-Indicators
low self-confidence/poor self-image
unable to feel trust/fearful
dependent/withdrawn
anxious/depressed
over-compliant/hyper-vigilant
ack of empathy
feelings of shame and guilt
social, emotional and/or academic delays
unusual fears
litte enthusiasm
ulcers, asthma, severe allergies
Signs -Observable behaviors
crying
avoids eye contact
overly aggressive
negative statements about self
demonstrates compulsions
suffer speech disorders
negative statements about self
destructive or cruel to others
physical, mental and emotional developmental delays
Warning signs by gender
boys
aggression
bullying
destructive
withdrawn
lying/cheating
argumentative
girls
passive
stubborn
easily frustrated
compliant
low self-confidence
overly dependent
Strategies
Help to gain a sense of personal identity
Teach decision-making and problem-solving skills
Provide Safe classroom environment
Facilitate Self of belonging
Help by pointing out the child's strengths
A classroom climate that fosters caring, appreciation for differences, consistent rules and boundaries, and recognition for small successes will nurture a child who has been discounted at home.
Support through teaching social skills individually, in small group settings, and through cooperative learning will also help abused children practice interacting in a nonthreatening atmosphere.
Set reasonable goals and to provide the support needed for the child to feel confident in his or her abilities.
Give accurate information and build trust. Allowing expression of feelings when appropriate through art, music, drama, and/or creative writing will also help the child to feel less controlled by pent-up emotion.
Bullying/cyberbullying (Deborah)
Substance abuse (personal or familial) - Deborah
Homelessness (Deborah)
Violent personal attack, such as a mugging, rape, torture, or kidnapping - Deborah
Living with a family member with addiction: Neglect (Leigha)
Hunger (by Leigha)
Accident leading to physical or mental disabilities (By Leigha)
For example a skiing accident leaving student in need of long term physical therapy
For example a car accident leaving a student partially paralyzed.
Another example is an accident leading to traumatic brain injury
Abrupt life changes (Ashlynn)
Adoption
Changing schools
Moving residence
Military/family-related stressors (deployment)
Moving away from friends and connection to new place at developmentally important time (by Leigha)
Community Violence (Jamie)
Structures that perpetuate oppression
Systematic discrimination/racism
Violence: Homicides, sexual assaults, robberies
Terrorism
Bullying
Shootings and other weapon attacks
Gangs
PTSD after traumatic community event
War
Refugee Experiences (Jamie)
PTSD
Bullying related to immigration status, language proficiency, religious affiliation
Social anxieties
Stress in learning a new language
Loneliness or abandonment due to separation from family or friends
Cecelia
Frequent Moving