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Types of Traumatic Stress, Bullying is unwanted, aggressive behavior among…
Types of Traumatic Stress
Childhood Trauma caused by ABUSE (By Suchi ) :
Physical abuse
EXAMPLES
burning or scalding
poisoning
non-consensual tickling
any other physical harm
excessive pinching, slapping
tying or forcing the child into a
stressed position
withholding sleep, food, or medication
SIGNS
Black eyes, broken bones, bites protesting
flinching when touched
wearing clothes to covers injuries
emotions like sad or anger
crying when it is time to go to a particular location
frightened of a specific individual being watchful
STRATEGIES
talking to your child about appropriate and inappropriate behaviors and safe and unsafe situations
role playing what to do if ever someone behaves inappropriately, and how to get help encouraging open communication with your child, as this will make it easier to spot if anything unusual happens
ensure that your own house and yard are safe and plan ahead to make sure you never have to leave young children alone
always knowing where your child is when they are out
Building relationships with the people who look after your children, including teachers, babysitters, and parents of friends, can help in several ways.
Physical exercises, meditation
Sessions with counsellors or professionals
spending time with nature
Monitor symptoms, maintain routines
Support system and friends
Discuss openly
Emotional abuse
EXAMPLES
bullying, including online bullying
“emotional blackmail”
not allowing children to express their views and opinions
ridiculing what they say
silencing them
frequently shouting at or threatening them
mocking the way they are or how they try to communicate
giving a child the “silent treatment” as a punishment
limiting physical contact
telling them they are “no good” or “a mistake”
preventing normal social interaction with peers and others
ill-treating another person in front of the child for example, through domestic violence
emotional blackmail
SIGNS
appearing withdrawn, anxious, or afraid
showing extremes in behavior
ack of attachment to parent or caregiver
age-inappropriate behavior,
STRATEGIES
talking to your child about appropriate and inappropriate behaviors and safe and unsafe situations
role playing what to do if ever someone behaves inappropriately, and how to get help
encouraging open communication with your child, as this will make it easier to spot if
anything unusual happens
ensure that your own house and yard are safe and plan ahead to make sure you never have to leave young children alone
always knowing where your child is when they are out
Building relationships with the people who look after your children, including teachers, babysitters, and parents of friends,
Meditation, Physical exercises
Spend time with nature
Get a pet
Sessions with counsellors or professionals
Open discussions
Sexual abuse
EXAMPLES
sexual assault
showing pictures or videos of sexual act
telling dirty jokes or stories
forcing or inviting child to undress
preparing for future abuse or activity
SIGNS
talking about being sexually abused
having nightmares
pregnancy or having STD),
changes in mood or appetite
displaying sexual knowledge or behavior which is beyond their years
running away from home
shying away from a specific person
STRATEGIES
Project calmness talking to your child about appropriate and inappropriate behaviors and safe and unsafe situations
Role playing what to do and how to get help
encourage open communication
Plan ahead so that children are not left alone
encourage open communication
Plan ahead so that children are not left alone
Always know about the children friends, where they are.
Build relationship with teachers, friends and parents of friends.
Be compassionate and show empathy.
Listen and give full attention
Express that we care and they are safe.
Sessions with counsellors or professionals
Meditation and routines
Spend time with nature and pets
LINK
Neglect
EXAMPLES
LINK NEGLECT ](
https://youtu.be/xYBUY1kZpf8
)
not providing appropriate food, clothing, or medical care
locking a child in a room or closet
not providing adequate shelter, including abandoning a child or excluding them from the family home
placing or leaving the child in a situation in which they might experience emotional or physical danger or harm
leaving a child alone for a long time or so that they experience harm
SIGNS
Medical needs
unwashed clothes, body and hair
wear the same clothes all the time or be consistently unsuitably dressed
using drugs or alcohol
miss school frequently
need glasses but never have them
nobody looks after them at home
using drugs or alcohol
USING DRUGS OR ALCOHOL
STRATEGIES
Be calm and welcoming
Build relationships
Understand their interests and hobbies
Encourage open discussions
Show compassion and empathy
Provide food and clothing
Help them make friends
Provide medical needs
LINK
Childhood Trauma and the Brain
References ChildAbuse](
https://www.medicalnewstoday.com/articles/241532#should-i-report-this)Link
Title
EFFECTS OF TRAUMA
LINK ACE
Anxiety
Depression
Diabetes
Heart problems
Cancer
Stroke
Toxic Stress
OBESITY
Link Effects (
https://exahttps://health.clevelandclinic.org/childhood-traumas-lasting-effects-on-mental-and-physical-health/mple.com
)
Complex Trauma:
Childhood Trauma Caused by having a Third Culture Upbringing.
(3rd Culture Kids)
Children who spend their formative years overseas, shaped by the multicultural, peripatetic spheres of their parents, many of whom are diplomats, military members, or others working in foreign service.
Sociologist Ruth Useem 1950
For this Coggle, Third-Culture-Children will refer to those who grow up in international schools, which directly applies to all of our jobs.
By: Rainier Lee
Cultural Confusion
* Citizens of Everywhere and Nowhere:
-Students lack a feeling of belonging and therefore struggle to find identity.
No Hometown/Homeland
-Unlike most children who can say they come from a specific country or city, Third-Culture-Kids have no place to call home. They, therefore, struggle with a complex trauma that can be closely associated with that of refugees.
Response: Teach students how to be proud of their global identity. Show how they belong to a unique culture.
Bullying
-Third-Culture-Students face bullying everywhere they go because they are always the outsider
-Because these students have lived their formative years abroad, when they come home they are treated as 'outsiders' by their country of origin.
-Bullying can cause trauma in the development of students' social, emotional, and physical wellbeing.
Response: Create an environment that welcomes diversity in your classroom.
Constant Transitions
- Third-Culture-Students usually feel uneasy because they are constantly moving. This reality can cause different types of traumas
Response: You cannot stop the reality of constant moving. However, you can make your classroom a place where these students feel at home. Moreover, you can teach them coping skills and ways to network, which will help them form lasting relationships.
References
:
Mayberry, K. (n.d.). Third Culture Kids: Citizens of everywhere and nowhere. BBC Worklife. Retrieved July 6, 2021, from
https://www.bbc.com/worklife/article/20161117-third-culture-kids-citizens-of-everywhere-and-nowhere
Brara, N. (2020, September 11). Finding a Place for Third-Culture Kids in the Culture. The New York Times.
https://www.nytimes.com/2020/09/11/t-magazine/luca-guadagnino-third-culture-kids.html
Navigating life as a third culture kid | Vicky Schdeva |
TEDxYouth@ISPrague.
(2017, May 5). YouTube.
https://www.youtube.com/watch?v=Hf0LvUaMNr8
The trouble with third culture kids | Children’s Mental Health Network. (n.d.). CMHNetwork.Com. Retrieved July 6, 2021, from
https://www.cmhnetwork.org/news/the-trouble-with-third-culture-kids/
Lack of Empathy
-Third-Culture-Citizens can lack the ability to relate with other children the same age
Third-Culture-Citizens cycle through the grief of losing friends each time they move, which makes them internalize their grief and trauma
Third-Culture-Citizens are many times mistaken for being privileged because of their unique experience living in many places. This 'privilege is many times hidden trauma.
Response:
Response: Teach students how to recognize their feelings and talk about them.
Teacher Strategies:
1) Celebrate Globalization
2) Teach Students to be Proud of Their Cultural Identity
3) Help Students Identify Their Social Needs
4) Bring Awareness to the Unique Trauma That a Third-Culture Lifestyle has with Children
Aides to help:
1: How to support your Third-Culture-Child
https://www.nesfircroft.com/blog/2020/01/the-third-culture-kids-how-to-support-your-children-throughout-expatriation
How to help/address Third-Culture-Kid's mental health
https://www.nesfircroft.com/blog/2020/01/the-third-culture-kids-how-to-support-your-children-throughout-expatriation
Traumatic Grief
(By Miguel)
What is the Difference Between Trauma and Grief?
https://www.griefrecoverymethod.com/blog/2015/02/what-difference-between-trauma-and-grief
https://www.youtube.com/watch?v=tGwjDG2M98I&ab_channel=NCTSN
What is Traumatic Grief?:
https://www.nctsn.org/what-is-child-trauma/trauma-types/traumatic-grief
Some symptons and effects.
Avoidance and numbing
Withdrawal.
The child acts as if he/she is not upset.
The child avoids reminders of the person. (The way he/she died or the event that led to death).
Physical or emotional symptoms of increased arousal
Irritability.
Anger.
Trouble sleeping.
Decreased concentration.
Drop in grades.
Stomachaches.
Headaches.
Increased vigilance.
Fears about safety for oneself or others.
Intrusive memories about death.
Nightmares.
Sense of guilt.
Self-blame about the person who died.
Recurring thoughts about the manner of death.
Reminders may trigger distress in children experiencing childhood traumatic grief.
Trauma reminders
People, places, objects, situations, thoughts, or memories that are reminders of the person who died.
Change reminders
Situations, people, places, or things reminding the child of changes in his or her life resulting from the death.
Loss reminders
Places, situations, people, sights, smells, or sounds reminiscent of the death.
Response / Strategies:
First identify that a student has been traumatized.
Be gentle.
Consider and remember the "why" behind a behavior.
Validate feelings that the student may express.
Lower (teacher's) expectations.
Be flexible.
Let the student speak.
Look after students' physical needs.
Be aware of what to look for and
Be proactive.
https://www.youtube.com/watch?v=Oln5A5ZrSQg&ab_channel=NickFinnegan
Post Traumatic Stress Disorder
(by Lilian)
Possible Causes
(BrainLine, n.d)
Rape
Sexual abuse or harassment
Child abuse
Gun violence
Car accident
Witnessing domestic violence
Crime incident
Others traumatic events
Neglect
Bullying
Animal bites
What is it?
It is an anxiety disorder that can occur after a person has been through a traumatic event. (BrainLine, n.d.)
Symptoms
(Dallas Behavioral, 2018)
(National Center for PTSD, 2019)
(Newport Academy, 2019)
Risky, dangerous, or impulsive behavior
Feelings of low self-worth and guilt
Feeling lonely and apart from others
Self-harm
Substance use disorders
Inappropriate sexual behavior
Dreams or flashbacks to the traumatic event
Problems remembering the details of the traumatic event
Anger
Fear
Worry
Sadness
Feeling on edge/hyperarousal
Hypervigilance
Nightmares
Avoidance
Panic attacks
Suicidal thoughts
Inability to make decisions
Fear of separation from family members
Types of PTSD
(Best Day, n.d.)
Uncomplicated PTSD
It is linked to one major event and symptoms include: avoidance of trauma reminders, nightmares, flashbacks to the event, irritability, mood changes and changes in relationships.
Normal Stress Response
It occurs before PTSD starts. Events like accidents, injuries, illnesses, surgeries and other sources of unreasonable amounts of tension and stress can all lead to this response.
Complex PTSD
It is caused by multiple traumatic events. Complex PTSD is common in abuse or domestic violence cases, repeated exposure to war or community violence, or sudden loss.
Comorbid PTSD
Comorbid PTSD is a term for co-occurring disorders.
Teacher Strategies
(Very Well Family, 2019)
It is important that a teacher recognizes when a student has been traumatized.
Teachers can help this students to calm themselves and manage their emotions.
It is important to coach them in how to de-escalate when they are feeling overwhelmed and stressed
Teachers can be clear when giving instructions and show a good control over the class. This will help the student to avoid anxiety and feel more comfortable.
Teachers regularly speak into these students' lives about what is good or special about them. This will help them to participate in class and feel more confident.
Teacher should try to understand why the students is refusing to participate and encourage him/her to participate.
When the student is having a fight or flight response, the teacher should try to connect with how s/he is feeling and help him/her name their feelings.
It is crucial teachers with a traumatized student in class try to find what might be at the root of bad behavior rather than just immediately moving into discipline mode.
Remind the student his/her strengths on a regular basis.
School Strategies
Anxiety management
Talk to a counselor
Assignment modifications
Freedom to talk
Trace strategies for teachers to know what to do in case of acute symptomatic periods.
Make gratitude journals a routine
Parental neglect(By Yanli)
References:
https://en.wikipedia.org/wiki/Child_neglect
https://www.mayoclinic.org/diseases-conditions/child-abuse/symptoms-causes/syc-20370864
https://www.helpguide.org/articles/abuse/child-abuse-and-neglect.htm
https://www.actforkids.com.au/the-issue/signs-of-child-abuse-and-neglect/
https://www.cdc.gov/violenceprevention/childabuseandneglect/prevention.html
Symptoms
Poor growth or weight gain or being overweight.
Poor hygiene (body odour, dirty skin or uncombed hair)
Lack of clothing or supplies to meet physical needs
Taking food or money without permission
Hiding food for later
Frequent absence or being late to school
Lack of appropriate attention for medical, dental or psychological problems or lack of necessary follow-up care
Be frequently unsupervised or left alone or allowed to play in unsafe situations
Not attending appropriate school program
Comments that nobody is at home or that they do things by themselves
Response Strategies
Strengthen economic supports to families
Enhance parenting skills to promote healthy child development
Provide quality care and education early in life
Intervene to lessen harms and prevent future risk
Change social norms to support parents and positive parenting
Child neglect is commonly defined as a failure by a child's caregiver to meet a child's physical, emotional, educational, or medical needs.
Types
Supervisory
Physical
Medical
Emotional
Educational
Possible causes
Parental mental health problems
Unemployment
Domestic violence
Substance use
Poverty
DEATH
(Tijana)
References:
Kenardy, J., De Young, A., Brocque, R., March, S. (2011). Childhood Trauma Reactions: A Guide for Teachers from Preschool to Year 12. Conrod.
https://www.schools.aidr.org.au/media/4605/conrod_childhood-trauma-reactions.pdf
Kübler-Ross, E. (2014). On death & dying: What the dying have to teach doctors, nurses, clergy & their own families. Scribner.
Response strategy for the symptoms:
Empathic listening
Validating the experience
Coordinating with the school counselor
Flexibility in academic demands
SYMPTOMS:
Traumatic Grief
Emotional numbing
Emotional distress (eg, self-blame and guilt, mood swings and irritability, loss of self-esteem and confidence, worry that they are ‘going crazy’ or are ‘abnormal’)
Behavior changes (eg, angry outbursts, aggression, non-compliance)
Physical complaints
Academic difficulties
Intrusion (reliving)
Traumatic Stress Disorders: Parent's Divorce or Separation
Fantasy about reconciliation.
Link Title
The Onion's movie critic Peter K. Rosenthal reviews 'Batman V Superman: Dawn of Justice' in this week's Film Standard.
This satire about the impact of divorce does quite accurately explore lifelong trauma from divorce & fantasies of reconciliation.
https://www.familymeans.org/effects-of-divorce-on-children.html
Negative Outcomes
Poor Performance in Academics
Loss of Interest in Social Activity
Difficulty Adapting to Change
Emotionally Sensitive
Anger/Irritability
Feelings of Guilt
Introduction of Destructive Behavior
Increase in Health Problems
Loss of Faith in Marriage and Family Unit
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6313686/
Mental Health Changes/Crisis
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6559749/
Lower Educational Attainment
https://www.divorcemag.com/blog/15-children-behaviors-to-look-out-for-during-and-after-divorce
Negative Outcomes
The sudden appearance of an imaginary friend.
Refusal to eat or inconsistent eating habits.
Sleeping problems (i.e., insomnia, nightmares, wanting to sleep with you).
Suddenly “sick” a lot. Headaches, belly aches, trying to stay home from school, etc.
Excessive crying, emotional reactions, or outbursts.
Holding out hope that you and your spouse are getting back together.
Behaving one way for you and acting differently for your spouse.
Refusing to visit with their other parent.
Spending excessive time around “new friends” that you’ve probably yet to meet.
Acting out against parents, teachers, etc. This is a cry for attention.
Reverting to an earlier age or babyish behavior.
Dramatic mood swings that are out of the norm. This could be extreme happiness or sadness.
Secretive actions: closing the bedroom door when they didn’t before, for example.
Rebelling against normal routines, rules, chores, etc.
Sudden changes in physical appearance. Weight loss or gain is often a common side effect of stress.
School Strategies
Allow schedule changes
Provide access to school counselor
Good confidentiality
Teacher Strategies
Consistent Classroom Expectatoins
Awareness of Student life changes
Acute Trauma (Danyi Zhang)
What is Acute Trauma?
It mainly results from a single distressing event, such as an accident, rape, assault, or natural disaster. The event is extreme enough to threaten the person's emotional or physical security. The event creates a lasting impression on the person's mind.
Examples of Acute Trauma
Acute trauma is often associated with a single event that happens in one's life. For example, acute trauma could come in the form of a car accident, theft, witnessing a violent event or an experience that threatens an individual's physical or emotional safety.
What cause Acute Stress Disorder?
Acute Stress Disorder occurs when a person directly experiences or witnesses a traumatic event. For an event to be traumatic, it usually involves the reality or perception that one’s life in danger. Examples of traumatic events that can lead to ASD include:
Combat
Terrorist attacks
Sudden grief (death of a loved one)
Physical or sexual assault or abuse
Motor accidents
Natural disasters (floods, earthquakes, fires)
Being diagnosed with a life-threatening condition
Risk Factors for Acute Stress Disorder
ASD can affect some more than others. There are certain risk factors to take into account when assessing a person’s likelihood of developing ASD. These include:
Proximity to the event
Similarity to the survivor (if the person was a witness)
Stressors over the previous six months
History of mental illness
Even the healthiest of us can become traumatised, but how that trauma develops and persists varies depending on the above factors. Regarding six-month stressors; when we are frequently stressed, tired, even exhausted, our ability to handle stress diminishes. Stress takes a significant toll on the mind and body, and the longer we are exposed to it, the less resilience we will have in the face of traumatic events.
One’s history of mental illness also plays a role in the onset and severity of ASD and its potential to develop into PTSD. This does not just refer to more extreme examples of mental illness either, such as schizophrenia or other psychotic disorders. More common mental health issues such as depression, anxiety, or substance abuse make it harder for a person to cope with any trauma that occurs in their life, increases the severity of ASD symptoms, and thus increase the likelihood that PTSD will occur.
Availability of resources post-event (food, water, shelter, social support)
The symptoms of ASD include:
Severe anxiety
Panic
Confusion
Dissociation (numbing, detachment, lack of emotional responsiveness)
Re-experiencing the event (intrusive memories, dreams)
Avoidance (discussion about the event, triggers, loved ones)
Hypervigilance (resulting in insomnia or other sleep problems, poor concentration)
Explosive behaviour (outbursts of anger, high irritability)
Neglect of personal hygiene and grooming
Reduced work or school performance
Substance abuse
Suicidal thoughts
Grief
Symptoms of Acute Stress Disorder
ASD usually shows up within four weeks after the traumatic event. If unresolved, ASD can develop into PTSD. The symptoms of acute ASD are many, and some may be less noticeable than others from an outsider perspective.
Strategies for Acute Trauma Students
1.Communicate with counselors or social workers.
Besides providing specific information about your students, these are great resources for more information about recognizing and understanding the impacts of trauma.
2. Provide structure and consistency. Write the agenda on the board.
Use entry and exit routines. When a student knows what to expect, it can help her to feel safe.
3. Provide choice
. People with trauma history experience a lack of control. Provide safe ways for students to exercise choice and control within an activity and within the environment (choice of seats, choice of book, etc).
4. Develop strengths and interests.
Focus on an area of competence and encourage its development to contribute to positive self-concept.
5 Be there.
A lot of working with students with trauma history is just showing up, every day, and accepting the student no matter what behaviors emerge. Be an adult in that student’s life who is going to accept him and believe in him, no matter what - children can never have too many supportive adults in their lives.
Bullying is unwanted, aggressive behavior among school-aged children that involves a real or perceived power imbalance
The behavior is repeated, or has the potential to be repeated, over time (US Department of Health & Human Services)
Verbal
name calling, teasing, taunting, threatening, and inappropriate sexual comments
Social
spreading rumors, embarrasing someone in public, being purposefully exclusive
Physical
hitting, tripping, kicking, spitting, taking or breaking someone's things etc.
Cyber
sending negative, harmful, and/or false content electronically via text messages or email, as well as posting mean text or hurtful pictures online through social media, blogs, etc.
Bullying-
Ruixin
Bullying&PTSD
:warning: Being bullied can lead to PTSD
Those who both bully and are bullied had even
worse symptoms
Because bullying is ongoing and typically goes undetected, many children who are :red_flag:
bullied can develop symptoms of PTSD
For all bullied students, 27.6% of boys and 40.5% of girls had PTSD scores within the clinical range
Bullying&Trauma
Children who are
victims of trauma
often have
difficulty developing appropriate social skills
and are thus more likely to become
victims of bullying
later in life.
41% of kids who have had at least 3 Adverse Childhood Experiences (ACEs) demonstrate
negative behaviors like bullying
As the number of
ACEs increased
, the likelihood of adolescent violence related perpetration (
including bullying) also increased
Outcomes
trauma-spectrum disorders
borderline personality disorder
dissociative identity disorder
depression
substance abuse
psychosomatic problems
Treatment
s Each child’s treatment depends on the nature, timing, and amount of exposure to a trauma.
Cognitive-Behavioral [Therapies] :<3:(
https://www.nctsn.org/sites/default/files/resources//effective_treatments_youth_trauma.pdf
)
Medication
Talk
-when the kid is ready
Strategies for Caregivers
Ensuring the child or teen is
safe
and seek ways to prevent future bullying experience
Talking through
what happened and why, to help clear up misconceptions about their role in the traumatic event
Teaching
stress management and relaxation techniques, t
o help them cope
=
References (Miguel):
James, A. (2015, February 18). What is the difference between trauma and grief? The Grief Recovery Method.
https://www.griefrecoverymethod.com/blog/2015/02/what-difference-between-trauma-and-grief
Recognizing and treating child traumatic stress. (2020, April 30). SAMHSA - Substance Abuse and Mental Health Services Administration.
https://www.samhsa.gov/child-trauma/recognizing-and-treating-child-traumatic-stress#types
Traumatic grief. (2021, March 1). The National Child Traumatic Stress Network.
https://www.nctsn.org/what-is-child-trauma/trauma-types/traumatic-grief
Teaching strategies to support trauma & grief. (2019, March 2). The Trauma Informed Teacher.
https://thetraumainformedteacher.com/teaching-strategies-to-support-trauma-grief/
References - Lilian
Best Day (n.d.). The five types of post traumatic stress disorder.
https://bestdaypsych.com/ptsd-examined-the-five-types-of-post-traumatic-stress-disorder/
BrainLine (n.d). PTSD.
https://www.brainline.org/topic/post-traumatic-stress-disorder-ptsd
BrightHub (2009, March). Working with students with Post Traumatic Stress Disorder.
https://www.brighthubeducation.com/teaching-methods-tips/30306-teaching-students-with-post-traumatic-stress-disorder/
DallasBehavioral (2018, January). PTSD in teens. Signs, symptoms, and treatment parents need to know.
https://www.dallasbehavioral.com/blog/ptsd-in-teens
Gordon, Sh. (2019, July). School strategies for students experiencing PTSD or Trauma.
https://www.verywellfamily.com/ptsd-trauma-4685816
Kataoka, Sh. et.al. (2012, January). Responding to students with PTSD in schools. Child Adolescent Psychiatric Clinics of North America 21(1), pp. 119-133.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3287974/
National Center for PTSD (2019, May). Understanding PTSD and PTSD treatment.
https://www.ptsd.va.gov/publications/print/understandingptsd_booklet.pdf
Newport Academy (2019, October). Recognizing PTSD in teens.
https://www.newportacademy.com/resources/restoring-families/ptsd-in-teens/#:~:text=Both%20acute%20and%20chronic%20trauma%20can%20lead%20to,or%20family%20members.%20Common%20PTSD%20Symptoms%20in%20Teens
U.S. Department of Veterans Affairs (n.d.). PTSD in children and teens.
https://www.ptsd.va.gov/understand/what/teens_ptsd.asp
Mark Stephens
