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Types of Traumatic Stress - Cohort 4 - Coggle Diagram

- - - - Addictive disorders
        
        Smoke, alcohol
      - Anxiety
        
        Fear that the emotional event will be repeated
      - Depression
      - Externalizing symptoms
      - Personality changed
        
        A change in interpersonal relationships skills, such as an increase in conflict or a more withdrawn and avoidant personality
    - - Obvious trauma or physical disability
      - Sleep or eating issues
      - Such as headaches, nausea, and chest pain
  - - - provide additional support.
        
        Maintain regular home and school routines to support the precess of recovery, but make sure your child continues going to school and stays in school.
      - Talk with them
      - Accompanying them, family and parents can make a safe environment for children.
        
        Assure your child of his or her safety at home and at school. Talk to him or her what you have done to make him or her safe at home and school.
    - - Modify teaching strategies
        
        Balance normal school expectations with flexibility. You might avoid or postpone large tests or projects that require extensive energy and concentration for a while following the death.
      - Talk with them
        
        Assure your child of his or her safety at home and at school. Talk to him or her what you have done to make him or her safe at home and school.
      - Help them to find a group to support.
        
        Special Education, the individuals with Disabilities Education Act (IDEA)which, in some schools, includes trauma service.
    - - Limit your consumption of news.
      - Establish and maintain a routine.
      - Avoid making major life decisions
      - Understand there will be changes.
- - - - Unexplained injuries
      - Belongings are missing or damaged
      - Comes home hungry
      - Signs of self harm
    - - In School
        
        Changing route to school
        
        Often alone, excluded from friendship groups
        
        Insecure, not wanting to speak in class
        
        Not trying hard in class (resulting in low grades)
      - Changes in sleep or eating patterns
      - Mood swings: feeling sad, tearful or angry
      - Refuses to talk
      - Shows low self-esteem
      - Shows signs of depression and anxiety
  - - - Rebuild self-esteem
      - Feel more optimistic about the future
      - Talk about the student's feelings: overcome, identify and express
      - Attend group sessions with family to overcome bullying together
    - - Increase teacher supervision in school premises
      - Enforce anti-bullying policies
        
        Create norms in the classroom to prevent bullying
      - Introduce SEL(Social Emotional Learning) programs in schools
    - - Involve parents in what student does
      - Build awareness of the child
      - Talk to the child and discuss about the issue
        if they are open to it
    - - Anti-anxiety or antidepressant medication if psychotheraphy is not effective for the student
    - - Need to prioritise to one self before being able to support another
      - Find or do hobbies and interests that makes one self feel calm and interested
    - - Respond to an incident quickly, teachers can ask students to apologise there and then when bullying happens in the classroom
      - Create a safe environment in the classroom
      - Re-enforce classroom rules
      - Find out the incident quickly to solve the issue as soon as it happens
- - - - Offer love and attention
      - Don't respond in anger
      - Supervise your child
      - Know your child's caregiver's
      - Emphasize to your child when to say no
      - Teach your child how to stay safe online
      - Ask for help
    - - Report suspected child abuse immediately, following school guidelines
      - Do not act shocked or disgusted if a child reveals something about his or her abuse to you
      - Be supportive in your response and let the child know it is not his or her fault
      - Make sure children who are abused have plenty of ways to express themselves
      - Treat all children with kindness, respect, and empathy
      - Offer a safe
        and comfortable environment where children can talk
- - - - wants to stay outside of the home instead of going home
      - quiet at home(likes to go unnoticed)
      - jumpy when someone mentions their name too loudly
      - scared to make a mistake
    - - wetting the bed
      - crying or tantrums
      - nightmares
    - - Negative Attitude
      - violent towards classmates
      - sleeping in class
      - wanting to stay at school instead of going home.
    - - afraid to sleep alone
      - only sleeps for a short amount of time at night
      - sleepwalking
      - not being able to sleep due to fear and stress
  - - - Train staff to see the symptoms in students.
      - After receiving the information from the teacher and student. Make the correct local government department aware of the situation.
      - Protect the students and their confidentiality
      - References
        
        Pietrangelo, A. (2019, October 11). How Play Therapy Treats and Benefits Children and Some Adults. Retrieved November 25, 2020, from https://www.healthline.com/health/play-therapy#benefits
        
        Magazine, P. (2018, September 19). WHAT CHILDREN FEEL WHEN WITNESSING DOMESTIC VIOLENCE? Retrieved November 25, 2020, from https://www.psychologs.com/article/what-children-feel-when-witnessing-domestic-violence
    - - Play therapy for children exposed to violence. Use playtime to gain insight on children.
      - Writing in a notebook or journal
      - individual and group therapy
      - Benefits to Therapy
        
        reducing anxiety
        
        learning to express feelings
        
        Developing coping and problem solving strategies
        
        building social skills
    - - assure the child that they are safe
      - remove the child from the situation and into a safe environment
      - abused parent or family member removes themselves from the situation and seeks help
    - - Make school officials aware.
      - Protect the student.
      - Give the student support and keep the situation discreet and confidential.
- - - - Contusions
      - Bone breaks and fractures
      - Concussions and brain injuries
      - Burns
      - Abrasions
    - - Emotional Changes
        
        Sadness
        
        Irritability
        
        withdrawn
        
        Persistent feelings of worry
      - Anxiety
      - Fear as a response to triggering stimuli
      - Difficulty trusting others
      - PTSD
  - - - Mobility Devices
      - Seating Support
      - Assistive Technology
    - - Make it clear the classroom is a safe space where everyone is supportive
      - Teach strategies for coping with stress
      - Avoid topics related to accidents as much as possible
      - encourage participation in normal activities but don't push
      - Clear structure and routines that allow for a sense of normalcy
      - Provide early warning of potentially triggering events(fire drills, alarms, construction, and if necessary provide accommodations.
- - - - Smoking, drinking alcohol, self-harm, sexual activity, drugs,
    - - Increased activity levels, decrease in attention spans, increase in aggression, withdrawal, changes in school habits, focused on the violent act, physical complaints
    - - Increased anxiety, negative mood changes, avoidance of specific things,
  - - - Children need to understand there are dangerous ways of coping, which include reckless ways to hurt themselves or others. Helping them understand dangerous or inappropriate behaviors should include choices for them to cope healthily.
    - - They may require extra time to complete work due to their being distracted and changed in their behaviors
    - - Discuss with children their concerns, this will help them differentiate between the attack and their worries
    - - Children should be encouraged to have a voice in their care, and in discussions regarding their changes. If they behave a certain way in class, they can offer an opinion on why that's the case, what they think healthy behaviors are, and if they think this behavior is ok
    - - Mental health professionals can help children navigate the stresses of life after a trauma. Other health professionals can prescribe medication for anxiety
- - - - frequent illness, which often has no apparent physical cause
      - anxiety or panic when a parent or caregiver drops them at school or day care
      - low self-esteem
      - constant worry about being abandoned
      - clinginess
      - isolation
    - - persisting with unhealthy relationships
      - lack of emotional intimacy
      - an inability to trust others
      - the need to control others
      - a need for continual reassurance that others love them and will stay with them
  - - - Stay calm during conversations
      - Affirming that you love your child unconditionally, even when he's angry, sad, or frustrated
      - Reminding your child, repeatedly if necessary, that he or she is not at fault.
      - Being trustworthy when your child shares his or her feelings with you
    - - Encourage the child to express their feelings, and react to those feelings in a neutral and nonjudgmental way.
      - Avoid pushing for answers, and allow the person to open up in their own time
      - Reply honestly and let them know how their behaviors affect others
      - Allowing them to share their thoughts and opinions
- - - - https://www.youtube.com/watch?v=dIdWXWhBnk4
        
        https://www.youtube.com/watch?v=cBA2U_AFBng
        
        Scholastic's list of additional resources for how teachers can help children deal with loss: http://www.scholastic.com/snp/childrenandgrief-5.htm
- - - - [How to Overcome Emotional Neglect with Dr Webb. Ask Dr. Anna S.2.E.38]([https://www.youtube.com/watch?v=er2dUhNSghs&ab_channel=WhatIsPTSD
      - [Healing Relationships after Childhood Emotional Neglect](https://www.youtube.com/watch?v=8HPAVongqpE&ab_channel=WhatIsPTSD