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Types of Traumatic Stress - Cohort 4, , , , , , , , , - Coggle Diagram
Types of Traumatic Stress - Cohort 4
Life-threatening natural disasters/ : disasters by Vincent
Symptoms
Emotional or Behavioral signs
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A change in interpersonal relationships skills, such as an increase in conflict or a more withdrawn and avoidant personality
Physical Signs
Obvious trauma or physical disability
Sleep or eating issues
Such as headaches, nausea, and chest pain
Type of the disasters
Earthquake
Extreme Heat
Flood
Hurricane
Landslide
COVID-19
Tornado
Tsunami
Wildfire
Windstorm
Winter Storm
Response Strategies
Parents/Family
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.
Educator
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.
Take care of yourself
Limit your consumption of news.
Establish and maintain a routine.
Avoid making major life decisions
Understand there will be changes.
Reference
Disasters. (2018, May 25). The National Child Traumatic Stress Network.
https://www.nctsn.org/what-is-child-trauma/trauma-types/disasters
The impact of community disaster trauma: A focus on emerging research of PTSD and other mental health outcomes. (n.d.). PubMed Central (PMC).
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7250671/
The trauma that arises from natural disasters. (2010, April 21). Psychology Today.
https://www.psychologytoday.com/us/blog/somatic-psychology/201004/the-trauma-arises-natural-disasters
Recovering emotionally from disaster. (n.d.).
https://www.apa.org
.
https://www.apa.org/topics/recovering-disasters
Coping tips for traumatic events and disasters. (2020, November 20). SAMHSA - Substance Abuse and Mental Health Services Administration.
https://www.samhsa.gov/find-help/disaster-distress-helpline/coping-tips
(n.d.). Western Michigan University | A top 100 national university.
https://wmich.edu/sites/default/files/attachments/u57/2013/child-trauma-toolkit.pdf
Bullying
(Sue)
Symptoms
Physical Signs
Unexplained injuries
Belongings are missing or damaged
Comes home hungry
Signs of self harm
Emotional or Behavioural Signs
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
Response Strategies
Psychotheraphy
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
School Response
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
Parent Response
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
Medication
Anti-anxiety or antidepressant medication if psychotheraphy is not effective for the student
Practising Self Care
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
Educator Response
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
Different Types of Bullying
Physical
Verbal
Cyberbullying
Sexual
Prejudicial
Emotional
References
What are the best ways to prevent bullying in schools? (n.d.). Greater Good.
https://greatergood.berkeley.edu/article/item/what_are_the_best_ways_to
Bullying | Diagnosis & treatment | Boston Children's Hospital. (n.d.). Boston Children's Hospital.
https://www.childrenshospital.org/conditions-and-treatments/conditions/b/bullying/diagnosis-and-treatment
Trauma, bullying, and cyberbullying. (2020, October 3). Cyberbullying Research Center.
https://cyberbullying.org/trauma-bullying-cyberbullying
6 types of bullying parents should know about. (n.d.). Verywell Family.
https://www.verywellfamily.com/types-of-bullying-parents-should-know-about-4153882
Panlilio, A. (2020, February 9). What are the causes of bullying? SmartParenting.com.ph.
https://www.smartparenting.com.ph/parenting/big-kids/causes-of-bullying-a1862-20200209
Child abuse
by Marie
Physical abuse
Unexplained injuries
Injuries that don't match the given explanation
Sexual abuse
Inappropriate sexual behavior or knowledge
Pregnancy/STI's
Blood in underwear
Statements from child about being abused
Inappropriate sexual contact with other children
Emotional abuse
Delayed/inappropriate emotional development
Loss of self confidence/self-esteem
Social withdrawal, loss of interest/enthusiasm
Depression
Avoiding situations
Desperately seeking attention
Decrease in school performance
Loss of developmental skills
Overall symptoms of child abuse
Changes in behavior (aggression, anger, hostility, hyperactivity)
Changes in school performance
Apparent lack of supervision
Frequent absences from school
Reluctance to leave school and go home
Attempts at running away
Rebellious or defiant behavior
Self-harm
Suicide attempts
Withdrawal from friends or usual activities
Response strategies
Parents
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
Educators
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
Important:
No single behavior necessarily proves that a child has suffered abuse. Specific signs and symptoms depend on the type of abuse and can vary. Keep in mind that warning signs are just that — warning signs.
References
Responding to Child Abuse and Neglect. (n.d.). Retrieved November 23, 2020, from
https://www.kaplanco.com/ii/child-abuse-neglect
Child abuse. (2018, October 05). Retrieved November 23, 2020, from
https://www.mayoclinic.org/diseases-conditions/child-abuse/symptoms-causes/syc-20370864
Trauma-Informed Care for Children Exposed to Violence: "Tips for Teachers." (2011). Place of publication not identified: Distributed by ERIC Clearinghouse. doi:
https://www.justice.gov/sites/default/files/defendingchildhood/legacy/2011/09/19/tips-teachers.pdf
Witnessing Domestic Violence
Christin Booker
Types of Domestic Violence
Mental Abuse
Physical Abuse
Verbal Abuse
Emotional Abuse
Symptoms
Fear
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
anxiety
wetting the bed
crying or tantrums
nightmares
problems in school
Negative Attitude
violent towards classmates
sleeping in class
wanting to stay at school instead of going home.
sleep disruption
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
Response Strategies
School responses
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
Therapy
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
Parent Responses
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
Teacher Responses
Make school officials aware.
Protect the student.
Give the student support and keep the situation discreet and confidential.
Automobile or other serious accidents
(Dan)
Examples
Serious fall
Automobile accident
Housefire
Kitchen or other household items injury
Symptoms
Physical
Contusions
Bone breaks and fractures
Concussions and brain injuries
Burns
Abrasions
Psychological
Emotional Changes
Sadness
Irritability
withdrawn
Persistent feelings of worry
Anxiety
Fear as a response to triggering stimuli
Difficulty trusting others
PTSD
Response Strategies
Physical Support should be provided as needed to allow student to participate as best possible within the constraints of an injuries. Examples include:
Mobility Devices
Seating Support
Assistive Technology
Social-Emotional support should be provided to assist in coping with traumatic stress from the accident or other event. This support includes:
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.
Citations
Helping your child cope after an accident. Belinda Dow
URL:
https://tgn.anu.edu.au/wp-content/uploads/2014/10/Helping-your-child-cope-after-an-accident.pdf
Peterson, Shelly. “Helping Your Kids Cope After an Accident.” Sippy Cup Mom, 23 June 2016, www.sippycupmom.com/helping-kids-cope-accident/.
“After The Injury: Helping Parents Help Their Kids Recover - The Children's Hospital of Philadelphia.” After the Injury - Helping Parents Help Their Kids Recover, 8 May 2014, www.aftertheinjury.org/.
Witnessing acts of Terrorism, Oli
Reactions to Trauma
Harmful Habits
Smoking, drinking alcohol, self-harm, sexual activity, drugs,
Behavioral Changes
Increased activity levels, decrease in attention spans, increase in aggression, withdrawal, changes in school habits, focused on the violent act, physical complaints
PTSD
Increased anxiety, negative mood changes, avoidance of specific things,
References
Fremont, W. P. (2004). Childhood Reactions to Terrorism-Induced Trauma: A Review of the Past 10 Years. Journal of the American Academy of Child & Adolescent Psychiatry, 43(4), 381–392.
https://doi.org/10.1097/00004583-200404000-00004
Shaw, J. A. (2003). Children exposed to war/terrorism. Clinical Child & Family Psychology Review, 6(4), 237–246.
https://doi.org/10.1023/B:CCFP.0000006291.10180.bd
Nctsnadmin. (2018, May 30). Parent Guidelines for Helping Youth After Mass Violence Attack. Retrieved November 24, 2020, from
https://www.nctsn.org/resources/parent-guidelines-helping-youth-after-mass-violence-attack
Berson, I. R., & Berson, M. J. (2001). The trauma of terrorism: helping children cope. Social Education, 65(6), 341–387.
Response Strategy
Address Behavior Issues
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.
Patience
They may require extra time to complete work due to their being distracted and changed in their behaviors
Help Children Feel Safe
Discuss with children their concerns, this will help them differentiate between the attack and their worries
Empower them
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
Seek Professional Help
Mental health professionals can help children navigate the stresses of life after a trauma. Other health professionals can prescribe medication for anxiety
Abandonment trauma ---Miffy
Symptoms of abandonment issues
https://www.youtube.com/watch?v=JWufGU2h3vQ
Signs and symptoms in children
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
Signs and symptoms in adults
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
What is abandonment trauma? How can we understand it?
https://www.youtube.com/watch?v=EbNgx-mcZeE
Response strategies
Parents
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
Educators
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
What causes abandonment issues?
Death. Losing a loved one unexpectedly can create an emotional void that can be filled by fear
Abuse. Physical and sexual abuse, along with other types of abuse, can create lingering mental health issues, including a fear of abandonment
Poverty.If basic needs aren’t met, this can lead to a scarcity mindset
Relationship loss. Divorce, death, infidelity — they all happen. It may lead to lingering fears.
Death or Loss of a Loved One
. by Julia
Symptoms
Childhood traumatic grief (CTG
): the 'encroachment of trauma symptoms on the grieving process'
Post Traumatic Stress Disorder (PTSD):
a mental health condition triggered by a traumatic event that results symptoms such as anxiety and flashbacks
Anxiety
Depression
Substance abuse
Behavior Problems
Physical Health Problems
Sadness and grief
Learning difficulties
11 books to help children deal with the loss of a parent -->
https://www.barnesandnoble.com/blog/kids/7-books-to-help-a-child-cope-with-the-loss-of-a-parent/
https://www.youtube.com/watch?v=h-qFkRaPRYY
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
Citations
Mannarino, A. P. & Cohen, J. A. (2011). Traumatic Loss in Children and Adolescents.
Journal of Child & Adolescent Trauma
vol. 4.
https://doi.org/10.1080/19361521.2011.545048
Schonfeld, D. J. and Quackenbush, M. (2013). "Supporting your students after the Death of a Family Member or Friend." Brochure from the
New York Life Foundation
.
https://www.esc3.net/cms/lib/TX00001506/Centricity/Domain/14/SupportingYourStudents2013%20AFT.pdf
Supporting Grieving Students & Response Strategies as an Educator
Use language that is straightforward with small children --> many articles that write about child loss of a parent/loved one state the importance of using language that does not confuse the child about the irreversibility of death. For example, saying "died" rather than "eternal rest".
Do not force students to speak about their loss
Prioritize listening to the child over speaking/telling
Coordination/collaboration between school and guardians
Offer learning support / accommodations for students that are struggling to cope with their school work
Anticipate grief triggers (for example, give students options for what to write memoirs about. don't choose loss as a sole topic)
Life-threatening illness of a caregiver
- Joanna
Symptoms
Decrease in academic performance
Behavioral issues: withdrawn, irritable, aggressive, etc.
Increase in absences & tardiness
Depression and Anxiety
Perfectionism, over-willingness to please
Response strategies
Develop a communication strategy with the parents: plan to communicate with them regularly and establish which medium to use (phone calls, email, etc.)
Research information about the illness so that you are not intrusive in your questions; wait until the student shares first
Adjust academic expectations
Establish a support team for the child (whether that be students, mentors, coaches, counselors, etc.)
Adjust curriculum if they might struggle to analyze emotional themes such as loss and grief, mental/physical illnesses, etc.
Incorporate "mindfulness" activities that are geared towards positive coping (drawing/coloring, meditating, etc.)
References
Evely, M., & Ganim, Z. (2011).
Seriously ill parent
. Psych4Schools.
https://www.psych4schools.com.au/free-resources/seriously-ill-parent/
Massachusetts General Hospital Cancer Center, Parenting At a Challenging Time Program, & Korff, M. (2014).
Toolkit to Help Educators Support Children of Parents with Serious Illness
. PACT Program/PACT Boston.
Neglect (DanDan)
Symptoms:
Frequently absent from school
Abuses alcohol or other drugs
Lacks needed medical or dental care, immunizations, or glasses
Steals or begs for food and/or money
Types
Physical Neglect
Emotional neglect
Emotional Neglect
t
symptoms
A people pleaser
Easily upset and concerned by what others think of you
Struggle to know how you feel
life-long effects
How abuse and neglect can have life-long effects
How It Can Impact You Now and Later
How childhood trauma affects health across a lifetime | Nadine Burke Harris
The Impact of Early Emotional Neglect
What 100,000+ Children Taught Us About Neglect in Early Childhood
Definition:
InBrief: The Science of Neglect
Hemispatial Neglect Syndrome | StrokeFoundation.com
What is NEGLECT? What does NEGLECT mean? NEGLECT meaning, definition & explanation
Track your feelings
Describe the feeling word
Notice your needs
Self care
List what make you feel nurtured
Accept help and support
Set healthy boundaries
Recover from Emotional neglect
[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
Witnessing or experiencing community violence
Lamonte Standifer
Effects:
Adverse childhood experiences' (ACEs) and toxic stress are strong precursors and predictors of negative outcomes later in life.
Activation of the body's stress response systems can result in the permanent disruption of brain circuits during the sensitive periods in which they are maturing.
Positive stress:
Brief increase in heart rate and mild elevations in stress hormones.
Tolerable Stress:
Serious, temporary stress response buffered by supportive relationships.
Toxic Stress
: Prolonged activation of stress response systems in the absence of protective relationships.
Some Types of Trauma:
Community violence
Complex Trauma
Traumatic Grief
Early Childhood Trauma
Community Violence:
Exposure to intentional acts of interpersonal violence committed in public areas by individuals who are not intimately related to the victim.
Emotional and Behavioral impacts:
Trust issues
Impaired development
Poor academic performance, lower education and career aspirations
Inability to differentiate between a threat and safety.
Lack of self confidence
Increase in PTSD, Substance abuse, and Suicide.
Aggressive and violent behaviors
References:
The Relationship Between Community Violence and Trauma: How Violence Affects Learning, Health, and Behavior | Español (July 2017)
http://vpc.org/studies/trauma17.pdf
*Horn, J. L., & Trickett, P. K. (1998). Community violence and child development: A review of research. In P. K. Trickett & C. J. Schellenbach (Eds.), Violence against children in the family and the community (p. 103–138). American Psychological Association.
https://doi.org/10.1037/10292-004
https://psycnet.apa.org/record/1998-07336-004
*The role of the family in mediating the effects of community violence on children
https://www.sciencedirect.com/science/article/abs/pii/S1359178996000122
Response
Training on recognizing trauma
Develop skills to address the trauma
Make place of worship available
Continue to raise awareness
Increase investment in community-based organizations against violence.
Support replication and expansion of effective community-based violence and intervention initiatives.
Develop public education campaigns and outreach materials to educate communities at risk.
[Understanding Trauma]
https://youtu.be/KoqaUANGvpA