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TRAUMATIC STRESS - Coggle Diagram

- - - - -child learns the world is unsafe and they are bad - Children learn they can't trust others and struggle to form relationships -leads to more vulnerability to stress
    - - -Stress early in life can lead lead to abnormal development of the body's immune system and stress response system -Stress can impair the development of the brain and nervous system -Can lead to childhood physical complaints (headaches/stomachaches) and long term chronic physical conditions and problems -May become hypersensitive to senses like sound and touch -May suffer from anesthesia and analgesia, in which they are unaware of pain, touch, or internal physical sensations
    - - These children have difficulty identifying, expressing, and managing emotions. As well as having limited emotional states -Often internalize or externalize stress reactions (depression, anxiety, or anger) -Can give up easily when tasked with anything that poses a challenge due to the inability to calm down :
    - - -Can detach themselves from from what is happening when faced with difficult situations -Struggle being fully present int he classroom
    - - -Easily triggered and "set off" -Don't know how to control their anger -Likely to engage in high risk behaviors
    - - -Difficulties reasoning, thinking clearly, or problem solving -Used to thinking in "survival mode" and leads to difficulties thinking calmly and considering multiple options - Can struggle with focus and can be distracted by reminders of traumatic experiences, impeded learning growth
    - - -Abuse and neglect make children feel unworthy and despondent -Often blame themselves first leading to shame, guilt, low self-esteem, and a poor self image -With no value in themselves, future planning seems pointless -Feel unable to change their circumstances and stuck in "survival mode"
    - - -Researchers have found a connection to high risk behaviors (eg smoking, unsafe sex), chronic illness (hearth disease, cancer), and early death
- - - - Preschool Children
        
        :red_flag:Fearing separation from parents or caregivers
        :red_flag:Eating poorly and losing weight
        :red_flag:Crying and screaming a lot
        :red_flag:Having nightmares
        :red_flag:Associate pain with punishment
        :red_flag:frustration toward Medical Provider
        :red_flag:Believe they somehow caused their pain
      - Elementary School Children
        
        :red_flag:Having guilt or shame :red_flag: Having a hard time concentrating :red_flag: Becoming anxious or fearful :red_flag: Having difficulties sleeping
      - Middle and High School Students
        
        :red_flag: Feeling depressed or alone. :red_flag:Developing eating disorders and self-harming behaviors
        :red_flag:Beginning to abuse alcohol or drugs
        :red_flag:Becoming sexually active
- - - - Work with the individual
      - Work with family and environment
- - - - Encourage communication
    - - RESPOND
        
        Encourage communication
        Attentive Listening
        Regular Check-in
        Open Ended Questions
        Involvement of other teachers / specialists
        
        Build relationships
        Friendly : Greetings
        Create Raport
        Learn Students Individual Interests/Hobbies
        
        Encourage Relationships
        Assign buddies
        Pair work
        
        Teacher
        Flexible
        Patient
        Make Accommodations
        
        Environment:
        Controlled
        Safe
        Comfortable
        Structured
- - - - Have difficulties focusing or learning in school
      - Develop learning disabilities
      - Show poor skill development
      - Act out in social situations
      - Imitate the abusive/traumatic event
      - Be verbally abusive
      - Be unable to trust others or make friends
      - Believe they are to blame for the traumatic event
      - Lack self-confidence
      - Experience stomach aches or headaches
- - - - Possible Effects on Students
        :warning: Depression
        :warning: Anxiety
        :warning: School Refusal
        :warning: Excessive crying
        :warning: High irritability
        
        Responses
        :star: Grief Counseling - bringing in a specialist for students to have an opportunity to learn specific grief related coping strategies (i.e. deep breathing techniques or visualization methods)
        :star: Group Therapy - creating a space for students to share with each other in order to create a strong sense of community and support
        :star: Individual Therapy - having a familiar therapist or social worker available to check-in with students in crisis
        :star: Mindfulness - incorporating mental awareness into daily classroom routines in order to increase emotional regulation
        :star: Safe Space - creating a classroom climate that is both physically and emotionally safe where students feel comfortable sharing their feelings to peers and staff
- - - - Depression and Anxiety
      - Lack of focus in school
      - Physical abuse towards others
    - - Changes in behavior
        
        a child may start being aggressive, withdrawn, clingy, have difficulties sleeping, have regular nightmares or start wetting the bed.
      - Avoiding the abuser
        
        the child may dislike or seem afraid of a particular person and try to avoid spending time alone with them
      - Sexually inappropriate behaviour
        
        children who have been abused may behave in sexually inappropriate ways or use sexually explicit language.
      - Physical problems
        
        the child may develop health problems
      - Giving clues
        
        children may also drop hints and clues that the abuse is happening without revealing it outright
    - - Help children manage their feelings by teaching and modeling effective coping strategies
      - Allow children to tell the story of the trauma they experienced
      - Respond calmly and compassionately, but without displaying shock or judgment
      - Follow your school’s reporting procedures
      - Consider modifying assignments