1. and how can schools help?
Effects of Trauma in the lives of Children & Youth
and how can schools help?

2. Trauma Definition: (DSM – IV) Part I:
“traumatic event” as one in which “the person experienced, witnessed, or was confronted with an event or events that involved actual or threatened death or serious injury, or a threat to the integrity of self or others.”
Part II:
“the person’s response involved intense fear, helplessness, or horror.”

3. Trauma:
Factors that increase the likelihood that an event may have a Traumatic affect on children and youth
If the event happened unexpectedly.
If there are feelings of being unprepared for it.
If there are feelings of being powerless to prevent it.
If the event happens repeatedly.
If there are multiple events.
If someone was intentionally cruel.
If the event happened in childhood.

4. Trauma:
Death of a Parent
Death of Someone close
Frequent Moves
Physical/Mental Abuse
Sexual Abuse/Assault
Serious Accident/Illness
Child Molestation
Pressure by gangs/peers
Foster Placement
Mental Hospitalization/Group Home
Domestic Violence
Parental Rejection
Divorce/Step Parent Conflicts
Family Alcoholism
Childhood trauma may result from anything that disrupts a child’s sense of safety and security, including:

5. After a Traumatic Event
Stages of Recovery/Re-Structuring
Event
Recoil - Shock; focus is on survival and safety
Reorganization – Feelings of sadness, anger, hopelessness
Restabilization – Adjustments are made to a new reality
It is after the last phase that PTSD may begin to entrench itself.
Reorganization
Restabilization
Recoil

6. Trauma: Differential Response
Dissociation
Hyper Arousal
Detached
Numb
Compliant
Decrease HR
Suspension of time
De-realization
‘Mini-psychoses’
Fainting
Anxious
Reactive
Alarm response
Increase HR
Freeze: Fear
Flight: Panic
Fight: Terror

7. Life-Cycle of Trauma Early Childhood Trauma Impaired Caregivers
Emotional, Cognitive, Behavioral Problems
Adolescent Behavioral & MH Problems
Adult Poverty, Dysfunction, Systems Engagement
Impaired Caregivers

8. Trauma: Short-Term Symptoms (During and Shortly after the Event)
Cognitive
Behavioral
Confusion
Time Distortions
Problems separating trivial from more important things
Problem solving difficulties
Poor attention
Regression in abilities
Slowness
Dejection
Memory Problems
Hysteria
Hyperactivity
Aimless wandering

9. Trauma: Short-Term Symptoms (During and Shortly after the Event)
Emotional
Physical
Fear
Anxiety
Anger
Irritable
Frustration
Headaches
Nausea
Cramps
Sweating
Rapid Breathing
Muffled Hearing

10. Trauma: Delayed Onset Symptoms (Weeks, Months, or Years after the Event)
Cognitive
Behavioral
Fear of going crazy
Confusion
Preoccupation with incident
Denial of importance or impact of incident
Substance abuse
Sleep problems
Social withdrawal
Flashbacks
Relationship problems
Avoidance of incident location
Self destructive behaviors

11. Trauma: Delayed Onset Symptoms (Weeks, Months, or Years after the Event)
Emotional
Physical
Depression
Grief
Guilt
Over sensitivity
Fear of reoccurrence
Resentment
Fatigue
Increased Illness
Physical Concerns

12. Trauma: Symptoms Some Final Notes
The experiencing of these symptoms means that the event was a significant one for the individual, not that they are going crazy.
Usually these symptoms initially get worse, and take time to get better.
Talking about the event with healthy adults helps a great deal.
Some symptoms may never totally disappear, or long periods of time may go by and then the symptoms suddenly reappear. This may be due to stress or developmental changes.

13. Trauma: Schools: What not to do?
Don’t react with excessive emotional reactions:
The student has enough to cope with already, and they don’t need to be forced to take care of adults emotionally as well.
Don’t make false Promises:
Do not tell or promise the person anything that you are not sure of or is not true (It will get better; Everything is going to be all right). If not sure, say so.

14. Trauma: Schools: What not to do? Don’t make Judgements:
Focus on the person, not on what is “right”. The child’s needs are what takes precedence. Body language, facial expressions, and questions (Why---) can all communicate judgements that may be too much for the person to cope with.
Don’t push for information:
This may drive the person away or make things worse. Allow the person to reveal what they are comfortable with, and work with that.

15. Trauma: Schools: What not to do?
Don’t relinquish Authority or Leadership roles:
Discipline and leadership work to provide security and predictability for the person.
Don’t Withdraw from the person:
The person does not need to be in the limelight, but they do need to have supportive, normalizing, and affirming contacts with healthy adults and peers.

16. Trauma: Schools: What can we do?
Follow/resume normal roles and follow predictable routines. This maintains/promotes a sense of predictability, safety, control, and connections
minimize and reduce exposure to upsetting media coverage and process news events to model positive coping
Remove or reduce risk factors (unsafe environments, exposure to violence, bullying behaviors).
Increase sense of belonging or bonding to school and achievement.

17. Trauma: Schools: What can we do?
Increase the likelihood of academic success and provide graduated mastery experiences.
Create a motivational climate that fosters a “learning for learning’s sake” and reduces student competitiveness. Successes should be measured by improvement.
Increase parents’ involvement in their children’s education.
Improve the quality of attachment relationships. Provide caring and supportive relationships.

18. Trauma: Schools: What can we do?
Help students learn problem solving skills.
Children need to experience support, be valued, and have opportunities to contribute to others (civic activities), and thus feel empowered.
Set boundaries, convey clear expectations about acceptable behaviors and nurture constructive use of time.
Provide “second chance opportunities”, or help individuals to engage in “athletic, artistic or other activities that provide contact with prosocial adult mentors and peers

19. Trauma: Schools: What can we do?
Require cognitive rather than affective responses. “What do you think”, rather than “How do you feel” types of questions.
Involve writing rather than art activities, and Involve art rather than enactment or simulation activities.

20. Effects of Trauma in the lives of Children & Youth
End of Presentation