Please enable JavaScript.

Coggle requires JavaScript to display documents.

Trauma Types, References:, Response, Symptoms, Medical Trauma (Hannah…

- - - - Building a relationship with the surviror
      - Creating a safe and predictable environment
- - - - Preschool and young children may engage in repeated play about the death, may have trouble getting back on track with a routine and are not easily comforted.
      - School-aged students may be more preoccupied with details and show excessive worry, have bad dreams and show more typical trauma responses.
      - Teens may reveal their distress by their drug or alcohol use, talk of self-harm, withdrawal and feeling different from peers.
- - - - anti-anxiety medication
      - Anti-depressants
      - Antidepressants: Selecting one that's right for you (https://www.mayoclinic.org/diseases-conditions/depression/in-depth/antidepressants/art-20046273)
- - - - High comorbidity with other psychological disorders (OCD, depression, anxiety, etc.)
        
        No established comorbidity with PTSD, but this is the subject of recent research (Gravitz 2018).
        
        Anxiety and Depression are common symptoms.
        
        ASD individuals are more likely to experience bullying and social rejection and less able to cope (Thornton 2019)
        
        Regression is a loss of previously learned skills which may or may not be related to trauma (Delano 2021).
        
        Sensory overload and hyperarousal are common in a traumatized child with ASD (Delano 2021).
  - - - Cognitive Behavioral Therapy (CBT)
        
        Technology
        
        Some computer applications can help those with ASD report traumatic events, feelings or experiences.
        
        [Identifying Trauma in Children with Autism]
        (https://www.kennedykrieger.org/stories/potential-magazine/fallwinter-2019/identifying-trauma-children-autism
        
        Medication
        
        Risperidone is an effective antipsychotic for controlling irritability and aggression.
        
        Side-effects include weight gain, hormone-changes, drowsiness, and, rarely, involuntary movement. (Anthes 2014)
        
        Patience and Awareness of Triggers
        
        This is important for parents and educators. Remember not to take behaviors personally.
        
        Effective for dealing with triggers and feelings of anxiety or depression (ABCT.org)
      - Especially effective for dealing with speech and behavioral symptoms in low-functioning individuals (ABCT.org)
- - - - Depression
        
        Fear of leaving home
        
        Inability to concentrate at school
        
        Preoccupation with the event or disaster
        
        Guilt over what has happened, especially to family and friends.
    - - Younger girls have a notable increase in depression than boys.
        
        Adolescent girls suffer from a marked increase in substance use disorders and major depressive episodes.
  - - - Be aware of your own reactions. Our actions and words can keep the event alive in students' minds. The fewer reminders of the trauma make it easier for the student to recover.
        
        Provide extra physical reassurance.Hugging or sitting close to interact with a student can restore feelings of safety.
        
        *Be available to talk with and comfort your studentInitiate conversations with open-ended questions to help guide and understand the student's feelings. Watch the responses in gestures, expressions, and words.
        
        Get back to a normal routine as soon as possible.Reinforce for your student the temporary nature of disasters and focus on returning to a normal life.
- - - - may show poor verbal skills
      - Indicate memory problems
      - Scream or cry for no reason
      - Have a poor appetite, low weight or digestive problems
    - - Develop learning disabilities and show poor skill development
      - Act out in social situations, unable to trust others or make friends
      - difficulties focusing or learning at school
      - Imitate the traumatic event, and believe that they caused it to happen
      - Lack self confidence and be verbally abusive
      - Experience stomach and head aches
- - - - Feeling depressed or grouchy; feeling nervous, jittery, or alert and watchful (on guard)
      - Anhedonia (displaying a lack of interest or enjoyment in things that used to be fun or pleasurable)
      - Detached/numb; displaying less affection than beofre
      - Displays of violence or aggression
      - Displays behaviors associated with younger children, such as thumb-sucking or bedwetting
      - Having trouble in school, including but not limited to challenges maintaining focus
      - Physical symptoms like headaches or stomachaches
      - Loses touch with reality or experiences flashbacks
    - - Psychological First Aid training
      - Enhancing Resilience
        
        Avoid open discussion about stressors, instead focus on "enhancing self-esteem, self-efficacy, and optimism." (Brody and Baum, 2007)
        
        Allow students to experience dealing with stress in a mediated fashion
      - Some schools are trying to implement preventative solutions for problems of violence:
        https://www.youtube.com/watch?v=49GzqPP7YYk
      - Maintain routines
      - Set clear and firm limits/expectations of student behavior
      - Implement a buddy/support system
      - Allow students to make choices to regain a sense of control
      - Create safe spaces for students
- - - - Anxious attachment
      - Regression
      - Thematic play
      - Traumatic dreams and nightmares
      - Obsessive story-telling
      - Withdrawn
      - Mutism
      - Illness or tiredness
    - - 1. Research country of origin and culture
        "Acknowledging refugee students’ cultures and backgrounds creates cultural awareness between them and their peers and also welcomes them to school and the community by positioning their cultures as strengths and positive additions to the learning community"
        (Valenzuela, 2021)
      - 2. Use Trauma informed SEL strategies
        Classrooms need awareness of signs of trauma. Valenzuela (2021) states that "educators can help refugee students in the healing process by working with them to establish healthy relationships and safe spaces in schools where positive interactions, acceptance, unconditional regard, and kind words are the norm.
        Trauma-informed teaching connected with SEL strategies focuses on students' strengths with asset-based language to build students' confidence.
      - 3. Develop a trauma informed team
        Having all teachers and staff involved in trauma training in order to establish a good support system.
      - 4. Empathise with the student
        "Empathy for perspective-taking is a critical step to becoming trauma-informed, especially if we don’t have firsthand experience with certain traumas." (Valenzuela 2021).
        Teachers need to be informed about different types of traumas and should try their best to empathise with the students affected.
      - 5. Make the student feel safe
        Refugee trauma can make students feel unsafe in their new environments.
        Valenzuela suggests that educators can help make their classrooms physically, intellectually, and emotionally safer by establishing good norms and community agreements (2021).
      - 6. Remain consistent and predictable
        Maintaining consistent routines and behaviours in the classroom is another way teachers can help children suffering from refugee trauma. "Providing consistency and predictability through your demeanour can help put the children at ease" (Valenzuela 2021).
      - 7. Provide support for parents and families
        Supporting parents and families in the resettlement process is one of the most important things we can do to help students as the school is often the most stable place during the early phases of resettlement. ((SURVIVING WAR, SURVIVING PEACE, n.d.)
    - - Elaborate re-enactments of trauma
      - Moodiness
      - Aggressive and bossy behaviour
      - Decline in school or work tasks
      - Perfectionism in tasks and performance
      - Continual and/or obsessive talking
      - Psychosomatic complaints
    - - Withdrawn
      - Over compliance
      - anger and rebellion
      - acting out behaviours
      - disobeying rules
      - drug taking
      - Inappropriate sexual activity
      - vandalism
      - extremes in risk taking behaviour
      - pre-occupation with self