Children Exposed to Trauma

Transcription

1 Shock Waves: Children Exposed to Trauma N. Ann Lowrance, M.S., C.D.S.V.R.P. Department Head of Social Services Oklahoma State University, Oklahoma City One out of every 4 children attending school has been exposed to a traumatic event that can affect learning and/or behavior. 1

2 Types of Traumatic Stress Physical Abuse Neglect Sexual Abuse Domestic Violence Early Childhood Trauma Natural Disasters Medical Trauma Community Violence School Violence Terrorism Traumatic Grief Refugee Trauma Poverty/Hunger Trauma impairs learning. Single exposure Jumpiness Intrusive thoughts Disturbed sleep hygiene Anger/moodiness Social withdrawal 2

3 Trauma impairs learning. Chronic exposure Adverse impact on attention, memory and cognition Reduced ability to focus, organize and process information Interferes with problem solving and planning. Feelings of frustration and anxiety Impact of Trauma Physical Affective Cognitive Behavioral Trauma challenges day-to-day ability to cope. 3

4 Fight, Flight, Freeze Behavioral Characteristics of Traumatized Children 4

5 Behavioral Characteristics Negative view of self Inability to use symbols Doesn t know how to play Impoverished language Disconnectedness Indiscriminate attachment Unable to play Lying, stealing, hoarding Alternately fearful and aggressive Prone to meltdowns and tantrums Inability to give or accept comfort Struggles with routines Low frustration tolerance Short attention span No carries no meaning Anxiety, fear, and worry about safety of self and others (more clingy with teacher or parent) Worry about recurrence of violence Increased distress (unusually whiny, irritable, moody) Inconsistent academic performance 5

6 Changes in behavior: Increase in activity level Decreased attention and/or concentration Withdrawal from others or activities Angry outbursts and/or aggression Absenteeism Distrust of others, affecting how children interact with both adults and peers A change in ability to interpret and respond appropriately to social cues Increased somatic complaints (e.g., headaches, stomachaches, overreaction to minor bumps and bruises) Changes in school performance 6

7 Recreating the event (e.g., repeatedly talking about, playing out, or drawing the event) Over- or under-reacting to bells, physical contact, doors slamming, sirens, lighting, sudden movements Statements and questions about death and dying Difficulty with authority, redirection, or criticism Re-experiencing the trauma (e.g., nightmares or disturbing memories during the day) Hyperarousal (e.g., sleep disturbance, tendency to be easily startled) Avoidance behaviors (e.g., resisting going to places that remind them of the event) Emotional numbing (e.g., seeming to have no feeling about the event) 7

8 Trauma-Based Behavior Physical symptoms like headaches and stomachaches Poor control of emotions Unpredictable and/or impulsive behavior Over or under-reacting to bells, physical contact, doors slamming, sirens, lighting, sudden movements Trauma-Based Behavior Thinking others are violating their personal space, i.e., What are you looking at? Blowing up when being corrected or told what to do by an authority figure Fighting when criticized or teased by others Resisting transition and/or change 8

9 Trauma impacts school performance. Lower GPA Higher number of absences Increased drop-out More suspensions/expulsions Decreased reading ability 9

10 Things You Need To Know About Childhood Trauma 1. Kids who have experienced trauma aren t trying to push your buttons. 2. Kids who have been through trauma worry about what s going to happen next. 3. Even if the situation doesn t seem bad to you, it s how the child is feeling that matters. 4. Trauma isn t always associated with violence. 5. You don t need to know exactly what caused the trauma to be able to help. 6. Kids who experience trauma need to feel they are good at something and can influence the world. 7. There is a direct connection between stress and learning. 10

11 8. Self-regulation can be a major challenge for students suffering from trauma. 9. It s OK to ask a child directly what you can do to help them through the day. 10. You can help kids with trauma even when they re outside the school environment. (Weareteachers.com retrieved 3/3/16) 11

12 Trauma Informed Services Trauma-Informed Services involve understanding, anticipating, and responding to issues, expectations, and special needs that a person who has been victimized may have in a particular setting or service. (Moses, Reed, Mazelis, & D Ambrosio 2003) Basis of Informed Services: Safety Trustworthiness Choice Collaboration Empowerment Environmental Safety Placement in the room Be sensitive to environmental triggers Get physically on the student s level Avoid loud, unexpected noises Provide breaks for physical movement and free time Provide a safe place for the child to talk about what happened Give simple, honest, realistic answers to questions about traumatic events 12

13 Emotional/Sensory Safety Develop and announce predictable routines and schedules Observe and intervene in other children s behavior Speak in a even, slower voice; Avoid shouting and other loud noises Alert students to any safety drills, or other activities which are out of the ordinary Trustworthiness Let students know what is expected, and why Keep your word! When you can t, explain why Words count..choose them wisely and kindly Set clear, firm limits for inappropirate behavior Anticipate difficult times 13

14 Choice Allow students choices when possible Flexibility in scheduling Make accommodations when possible: Shorten assignments Allow additional time Permission to leave class to get support Additional support for organizing and remembering assignments Collaboration Collaborate with the parents and guardians when safe to do so Collaborate with other school personnel If you have to report abuse, tell the student why Recommend tutors, if needed Know about available community resources 14

15 Empowerment Teach the child coping skills Praise often Find things the student does well, and give an opportunity to do those often Point out safety features, plans Help student safety plan The Cost of Caring Recognize compassion fatigue as an occupational hazard. Be aware of the signs. Reach out for help. Ask for help from colleagues. Seek help for your own traumas. Attend to self care. 15

16 Resources National Child Traumatic Stress Network Substance Abuse and Mental Health Services Administration Van Der Kolk, Bessel (2014). The Body Keeps the Score. New York, NY: Penquin Books Contact Information: Ann Lowrance (405)