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Types of Traumatic Stress Symptoms & Strategies, Resources - Coggle…
Types of Traumatic Stress
Symptoms & Strategies
Domestic or family violence by Chan Joo Kim
General Symptoms
Feeling paralyzed by fear to make decisions or protect oneself
A sense of hopelessness, helplessness or despair because the victim believes they will never escape the control of their abuser
Constant state of alertness that makes it difficult for them to relax or sleep
A belief that one deserves the abuse
Flashbacks, recurrent thoughts and memories of the violence and nightmares of the violence
Agitation, anxiety and chronic apprehension
Emotional reactions to reminders of domestic violence
Preschool Symptoms
Aggressive
Withdrawn
Delayed development
Poor motor skills
Anxiety/General fearfulness
Stomach aches
Nightmares
Lack of confidence to begin new tasks
School Age Symptoms
Bullying
Digestive problems
Headaches
Anxiety
Low self-esteem/Poor social skills
Fear of abandonment
Grief and guilt
Teenager Symptoms
Poor grades/Fails or quits school
Ulcers
Immunity/Irresponsible
Become victim or batterer
Violent outbursts
Property destruction
Runaways
Unable to express feelings
Refuses to bring home friends
Response Strategies
Provide structure and predictability by establishing routines to allow children to build
security by knowing what to expect
Create a non-violent classroom by teaching non-violent ways of play and dealing with
conflicts
Model nurturing interactions with
children
Model and teach acceptance of
differences in the classroom
Use encouraging words
Create opportunities for the space to
be noisy and fun
Develop self-responsibility
Validate feelings and teach students how to express feelings
Promote the development of self-esteem
Promote the emotional literacy of students
Promote the development of empathy in students and within the classroom environment
Definition: A pattern of behavior in any relationship that is used to gain or maintain power and control over an intimate partner
Displaced/Migrated Students by Anitra Medlock
Symptoms
Mood Swings
Avoidance
Academically- low performing, hard time focusing
PTSD and depression (see comment section for link)
Poor Attendance
Decline in physical appearance/hygiene
Strategies
Peer Buddy System to support student when student misses school
Provide student with assignments that can be completed during class
Daily/Weekly Check-Ins by support system (teacher, peer buddy, counselor)
Reach out to parents/caregivers and keep them involved with students progress (see link in comment section)
Coco Bopp -
Death of a Parent, Sibling, and/or Love one
General Strategies
Maintain a normal routine in your classroom. Engage students in activities they previously enjoyed
Listen, acknowledge feelings, and be nonjudgmental
Create a safe & welcoming environment
Be sensitive to cultural differences of students and their families in expressing grief and honoring the dead.
Be understanding and tolerant of common grief reactions
General Symptoms & Behaviors
Absenteeism
Acting out & Misbehaving
Drugs & Alcohol
Sadness & Depression
Decline in the quality and/or completion of schoolwork
Decreased appetite
Difficulty sleeping
Decreased ability to concentrate
Social withdrawal
https://www.nasponline.org/resources-and-publications/resources-and-podcasts/school-climate-safety-and-crisis/mental-health-resources/addressing-grief/addressing-grief-tips-for-teachers-and-administrators
Elementary School
Elementary School Symptoms
Poor school performance
Decreased concentration
Depression
Irritability & Somatic Complaints (headache, stomachache,...)
Withdrawal
Behavioral difficulties
Strategies for Elementary School
Students below the age of eight may engage in magical thinking and believe they could have prevented the death. Recognize these feelings and fears but do not validate them.
Students ages nine through twelve may feel less comfortable showing feelings and seeing expressions of grief in others. Make sure to provide these students with a variety of ways to express grief.
These students may ask questions and seek to try to understand what happened. Be patient and refer them to adults that can answer their questions.
Middle & High School
Middle & High School Symptoms
Poor school performance
Anxiety & Depression
High risk behaviors or substance use
Emotional numbing
Suicidal thoughts
Strategies for Middle & High School
Be aware of what is being posted and shared on social media
Do not force students to share their feelings with others; provide an opportunity for privacy
High school students may use physical contact to show their support and empathy (e.g., hugging or touching the arm)
Students in their mid-to-late teens tend to feel more comfortable expressing their feelings and grief similar to adults.
Preschool
Preschool Symptoms & Behaviors
Clinging to caregivers or other trusted adults & Fear of separation
Regressive behaviors such as wetting pants and thumb sucking
Crying or screaming
Decreased verbalization
Strategies for Preschool
Answer questions using concrete descriptions and be prepared to repeatedly answer questions.
Avoid euphemisms as preschoolers have trouble understanding death and may believe the death is reversible.
Provide opportunities to express thoughts and feelings about death through play activities and drawing.
Neglect - Shaniene Turner
Symptoms
Poor growth or weight gain
unwashed clothes
Taking food or money without permission. Hiding food for later.
missing school, poor attendance
being withdrawn from peers
clingy, dependent on others
Strategies
nuture students
interact with students at their emtional age
building feelings of hope,
self-esteem, and self-sufficiency
model and teach appropriate social behaviors
parent the parent
be consistent, predictable, and repetitive
prejudice by Gavin Farrell
signs and symptoms
absenteeism
offensive language
odd clustering patterns in groupings
offenisve jokes
graffiti
violence
strategies
in advance
prepare the students
teach inclusive language
build a classroom community
model behaviour for students
get students in right frame of mind
prepare yourself
assess risks of speaking up
understand dynamics of change
self affirmation
in the moment
educate
question
interrupt
echo
Medical Trauma - Ingeborg van Schalkwyk
Symptoms
anxious, irritable, on edge
unwanted thoughts, flashbacks and nightmares about illness/accident/medical trauma
avoidance from people, feeling detached
avoidance from places (e.g. hospitals)
avoidance from certain activities due to fear, displaying less interest in usual activities
hyper-arousal (heart racing, very jumpy, always expecting danger)
trouble concentrating or sleeping
Feeling in a daze or spacey
new somatic complaints (headaches etc) not explained by medical condition
Strategies
Check in on what fears and worries they have, provide realistic assurance and hope
Encourage parents to comfort and help their child
Encourage students to take part in age-appropriate activities
Involve psychosocial staff in a team-based approach for those at higher risk
Communicate with counselors or social workers to get more information
Provide structure and consistency
Ease into transitions, give the students time warnings
Provide choices (seats, books, activities etc.)
Create an "out" plan for when students feel triggered or overwhelmed
Community Violence - Meredith Monke
Symptoms
Higher levels of externalizing disorders, internalizing disorders, and PTSD
Dissociation: feeling disconnected from thoughts, feelings, memories, and surroundings
Depression
Aggression
Substance abuse
Poor academic achievement
Response Strategies
Allow children to talk about their feelings and express their grief
Predictable routines
Encourage play and laughter
Limit exposure to violence on TV news
Encourage adequate rest and healthy meals
Definition
"Interpersonal violence perpetrated by individuals who are NOT intimately related to the victim"
"Includes sexual assault, burglary, mugging, the sound of gunshots, presence of gangs, drug abuse, racial tension, and other forms of social disorder"
Substance Abuse
by Kirk Duplantis
psychological reasons teens abuse drugs
peer pressure
curiosity
stress
emotional struggles
a desire to escape
signs of teen drug abuse
bad grades
physical changes, such as bloodshot eyes, runny nose, frequent sore throats, and rapid weight loss.
loss of interest in activities
poor hygiene
diminished personal appearance
secretive behavior
emotional distancing, isolation, depression, or fatigue
hostility, irritability, or change in level of cooperation
lying or increased evasiveness about after-school or weekend whereabouts
dizziness and memory problems
widely dilated pupils even in bright light
More specific causes of substance abuse
Too little parental supervision and monitoring
Lack of communication and interaction between parents and children
Poorly defined and poorly communicated family or home rules and expectations about drug use
Inconsistent or excessively severe discipline
Family conflict
Parental permissiveness toward adolescent alcohol and drug use, and/or parental alcoholism or drug use
Peers and peer pressure, especially if the teen hangs around with at-risk friends
Teens may be more at risk of abuse if they have:
Medical history of an anxiety disorder or disruptive disorder
Diagnosis of ADHD
Medical history of depression or bipolar disorder; this may appear after substance abuse begins
Poor academic achievement
Psychological distress
Difficulty maintaining emotional stability
Perception that drug use is harmless
Low family income, with little access to opportunity for success
Principles of Effective Treatment
Addiction is a complex but treatable disease that affects brain function andbehavior
No single treatment is right foreveryone
People need to have quick access to treatment
Effective treatment addresses all of the patient’s needs, not just his or her drug use
Staying in treatment long enough iscritical
Counseling and other behavioral therapies are the most commonly used forms of treatment
Medications are often an important part of treatment, especially when combined with behavioraltherapies
Treatment plans must be reviewed often and modified to fit the patient’s changing needs
Treatment should address other possible mentaldisorders
Strategies for dealing with teen drug abuse
Role and strategies of schools
Legal Issues
Drug Education
monitoring, evaluation and reporting requirements
schools are required to develop procedures for responding todrug-related incidents
management of risk
Duty of Care
Whenever a student–teacher relationship exists, the teacher has a special duty of care
positive action to prevent injury
reasonable care to avoid harm
Mandatory reporting
Drug prevention programs
LifeSkills Training
Counseling
confidentiality of treatment
students who have used substances to be assigned at least 1 trusted adult who is available in the school building to help them if they feel they need it
A collaborative relationship between pediatricians, mental health professionals, and rehabilitation programs
School personnel should receive ongoing training, preferably by a health care professional
Raise awareness about mental health and rehabilitation services related to drug use that are available within the community to aid the student, family, and school
identifying problem behaviors for early intervention
prevention must focus on children before their beliefs and expectations about substance abuse are established
Strategies for parents
Focus on the behavior, not the person
Avoid scare tactics
do not confront when they are angry or intoxicated
Talk to them about drugs, do not avoid the issue
Monitor the situation
Discuss ways to resist peer pressure
Be ready to discuss your own drug use
Check-in regularly
Natural/National Disasters & Terrorism
by Maggie Plantas
Symptoms
Five and Younger
Repetitive play about the event
Nightmares during naptime
The child acting as if the event is occuring again
Tantrums
Frequent crying
Enhanced fearfulness (of the dark, monsters, etc.)
Regressing (bed wetting, sucking thumb)
Separation anxiety (form parents or teachers)
Six to Eleven
Increased aggression (bullying, fighting, anger outbursts)
Denial
Trouble with concentration
Repetitive question asking (same questions over and over)
Frequent physical complaints (headaches, stomachaches)
Twelve to Seventeen
Distancing themselves, avoidance of feelings
Loss of trust, anger, resentment
Depression
Ruminating about the event
Changes in appetite, lack of sleep, tired in class
Academic decline
panic attacks, anxiety
**General Things to Look For (All Ages)
Avoidance (withdrawal from friends)
Memory Loss (about time around event)
Flat emotions
Heightened sensitivity to sights and sounds
Easily startled
Nervousness
Appetite changes
Worry about loved ones
Belief that the world is unsafe
Student stops doing the things they used to enjoy
Strategies
Let students express their feelings (talk, write, or draw pictures)
Keep routines consistent and as close to what they were before the event as possible
Teach mindfulness and relaxation strategies
Create a "quiet zone" or "safe spot" in the classroom for students to use when feeling overwhelmed
Lessen homework and school demands outside of the classroom
For older students, create a class plan on how to help your community or those impacted by the disaster - this should lead to a greater sense of control and helps build a sense of efficacy
Have daily emotional check ins
Have students keep a journal of their thoughts
Teach and model tolerance
Help students develop a positive outlook for the future
Modify lesson plans - make them more enjoyable, reduce workload and move at a slower pace
Communicate with students and provide factual information
Refer distressed students for help
Promote prosocial activities
Helpful
PDF
(specifically pg. 20)
Link to information on different types of
disasters
Trauma Informed Teaching
Podcast
Create a calming sensory environment
Risk Factors
Change in lifestyle (homelessness, loss of loved on, relocation)
Disruption in social support system
Heightened media exposure to event
Proximity to the event
Prior behavioral and/or emotional concerns
Symptoms/Strategies by: Quadasia W. Moss
Symptoms:
Recurrent, unwanted distressing memories of the traumatic event
Upsetting dreams or nightmares about the traumatic event
Negative thoughts about yourself, other people or the world
Memory problems, including not remembering important aspects of the traumatic event
Trouble concentrating/sleeping
Strategies:
Ask the student how can you Help/Assist
Be very Predictable
Remain Neutral and not Judgemental
Communicate with Counselors and Social Workers
Support the students even when they are outside the classroom
Growing up with One Parent - Navi Mann
Symptoms
Emotional Problems
Avoiding building lasting friendships
Loneliness Problems
Afraid of Committment
Can be very independent
Strategies
Affirm and reinforce student's strengths
Watch for behavioral signals/outbursts
Provide consistency and structure
Encourage social bonding/friendships
Risk
Factors
Argumentative personality
Showing neglect/ showcasing anger on other peers
Loss of hope for long-lasting relationships
Uninterested to complete student work, assignments, attendance
Resources