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Traumatic stress&Strategies - Coggle Diagram
Traumatic stress&Strategies
Different types of traumatic stress
Maltreatment
ie. abuse or neglect
Violence & coercion
ie. domestice abuse
gang membership
being a victim of crime
Adjustment
ie. migration
asylum
ending relationshios
Prejudice
LGBT+prejudice
sexism
ie. racism
disablism
Household or family adversity
ie.substances misuse
intergenerational trauma
destitution
deprivation
Inhumane treatment
ie. torture
forced imprionment
institutianalisation
Bereavement & survivorship
ie. traumatic deaths
surviving an illness or accident
Age-related responses to trauma
Children aged 0-6 years
Reliving the trauma
ie. traumatic play or drawing
nightmares
repeatedly talking about the event
become visibly distressed around reminders
Avoiding reminders or appearing numb
refusal to be around anything associated with the event
withdrawal from family, teachers and friends
restricted exploratory behaviour
less interest in play
Behavioural changes
ie. increased irritability, extreme temper tantrums, fussiness,
attention-seeking, aggressive behaviour
Separation anxiety or excessive clinginess to primary caregiver or teachers
Development of new fears that are unrelated to the trauma
ie. the dark, monsters, animals
Regression in previously acquired developmental skills
ie.loss of bowel control,
talking like a baby
thumb-sucking
Increased physical complaints
ie. tummy aches, headaches
Changes in appetite
ie. fussy eating, no appetite
Relationship difficulties with caregivers, siblings or peers.
Children aged 6-12 years
Re-experiencing
ie. distressing memories that pop into the head during the day
emotional and physical distress around reminders
re-enactment of trauma in play
repeated discussion about event
nightmares
Avoidance
ie. refusal to participate in school activities related to the disaster
refusal to talk about the event
memory blanks for important aspects of the event
Hyperarousal
increased irritability and anger outbursts
overly alert and wound up
sleep disturbance
difficulties concentrating
increased nervousness and jumpiness
Emotional numbing
ie. appearing flat
no emotion related to event
loss of interest
in previously enjoyed activities
Emotional distress
self-blame and guilt
moodiness
crying and tearfulness
Behaviour changes
angry outbursts
aggression
non-compliance
Decline in school performance
ie. as a result of school non-attendance, difficulties
with concentration and memory, lack of motivation
Increase in physical complaints
ie. headaches, stomach aches, rashes
Withdrawal from family and friends
Appetite changes
Anxiety and fear of safety to themselves or loved ones
ie. increased clinginess
Youth aged 13-18 years
Re-experiencing
Avoidance
Hyperarousal
Emotional numbing
Emotional distress
Behaviour changes
Academic difficulties
non-attendance
loss of motivation
confrontational
concentration and memory difficulties
difficulty with authority
difficulties keeping up with workload
No longer participating in enjoyable activities
Increase in physical complaints
Use of alcohol or drugs to help numb painful emotions
Participation in risky or reckless behaviours
Suicidal or self-harming thoughts or behaviours
Relationship difficulties with friends or family
ie. becoming withdrawn
avoiding social events/interactions
aggressive or controlling behaviour
Appetite changes
Loss of hope in the future
Resources
https://schools.aidr.org.au/media/4605/conrod_childhood-trauma-reactions.pdf
https://www.nhs.uk/mental-health/conditions/post-traumatic-stress-disorder-ptsd/causes/
https://extension.psu.edu/bullying-what-educators-can-do-about-it
https://www.verywellmind.com/symptoms-of-ptsd-after-a-rape-2797203
https://www.learningforjustice.org/magazine/spring-2016/responding-to-trauma-in-your-classroom
https://sharedvision.org/2019/12/12/responding-to-trauma-and-tragedy-in-the-classroom-a-guide-for-teachers-and-caretakers/
Made by Tessie & Bella
Strategies
Talk about the traumatic event
1.teachers place some rules around this to limit potential modelling of distress
and inappropriate coping mechanisms.
2.remain calm
and convey a clear message that the threat/danger is over
3.Teacher's aide
Maintain the ‘teacher’ role while sharing their own experiences
Ask students to draw pictures of their family and household then and now. Encourage them to look for the positive things that have changed
Set clear and firm limits/expectations of behaviour
Safe ‘relaxation’ spaces
Provide choices – regain control
Anticipate difficult times and plan ahead
Prepare children and adolescents for situations which may
trigger reactions
Focus on strengths and positives
Help students to build a support system
Use a ‘buddy’ or ‘support’ system
Trauma Types
1.Bullying
2.Community Violence
3.Complex Trauma
4.Disasters
5.Early Childhood Trauma
6.Intimate Partner Violence
7.Medical Trauma
8.Physical Abuse
9.Refugee Trauma
Sexual Abuse
10.Sex Trafficking
11.Terrorism and Violence
Traumatic Grief
symptoms
Bullying
Suicidal or homicidal ideas or actions
Eating disorders
Self-injury
Separation anxiety
Poor academic performance
School avoidance, including missing or dropping out of school
Poor relational skills
Health complaints
Changes in sleep and eating patterns
Feelings of rejection, or poor self-esteem
Loneliness and isolation
Anger or frustration
Stress, anxiety, and depression
Physical abuse
struggle with developing and maintaining friendships.
don’t feel good about themselves or see themselves as worthy
blame themselves
become aggressive themselves or have other behavioral problems
stop succeed at school or plan for the future.
become anxious and fearful rather than numb and withdrawn
Sexual abuse
An increase in nightmares and/or other sleeping difficulties
Withdrawn behavior
Angry outbursts
Anxiety
Depression
Not wanting to be left alone with a particular individual(s)
Different types of situations that may cause traumatic stress
serious accidents, such as car accident, plane crash
physical or sexual assault，such as rape, molestation
abuse, including childhood or domestic abuse
exposure to traumatic events at work, including remote exposure，combat exposure
serious health problems, such as being admitted to intensive care
childbirth experiences, such as losing a baby, childhood neglect
the death of someone close to you
war and conflict
torture
strategies
Bullying
Practice Inclusion and Discussion
Safeguard Honesty
Create a Bullying Policy and Make Consequences Clear
No-blame approach:
Peer-support efforts:
Safe Space discussions:
Power of Students:
Create and disseminate a questionnaire
Create Bully-Free Zones
develop rules against bullying in class
Increase adult supervision at key times
teachers can specifically address cyberbullying by teaching digital literacy
Bully boxes/website
Mediation
Peer counseling