Transcript Post Traumatic Stress Disorder

Maria, Kirsten, and Melissa
What is PTSD?
 Posttraumatic stress disorder (PTSD) is an emotional
illness that develops as a result of a terribly
frightening, life-threatening, or otherwise highly
unsafe experience.
 There are three factors that have been shown to
increase the likelihood that children will develop
PTSD. These factors include the severity of the
traumatic event, the parental reaction to the traumatic
event, and the physical proximity to the traumatic
event.
What Causes PTSD?
 experiencing or witnessing a severe accident or physical injury
 receiving a life-threatening medical diagnosis
 being the victim of kidnapping or torture
 exposure to combat or to a natural disaster, other disaster (for example,
plane crash) or terrorist attack
 being the victim of rape, mugging, robbery or assault
 enduring physical, sexual, emotional or other forms of abuse
 involvement in civil conflict.
Early Childhood
 Very young children may present only a few PTSD symptoms, because
many of the common symptoms are verbal. They may report more
generalized fears such as stranger or separation anxiety, avoidance of
situations that may or may not be related to the trauma, sleep
disturbances, and a preoccupation with words or symbols that may or
may not be related to the trauma. These children may also display
posttraumatic play in which they repeat themes of the trauma. In
addition, children may lose an acquired developmental skill (such as
toilet training) as a result of experiencing a traumatic event.
Elementary Age
 They sometimes experience "time skew" and "omen formation," which are
not typically seen in adults. Time skew refers to a child mis-sequencing
trauma related events when recalling the memory. Omen formation is a
belief that there were warning signs that predicted the trauma. As a result,
children often believe that if they are alert enough, they will recognize
warning signs and avoid future traumas. School-aged children also
reportedly exhibit posttraumatic play or reenactment
of the trauma in play, drawings, or verbalizations.
Posttraumatic play is different from reenactment
in that posttraumatic play is a literal representation
of the trauma, involves compulsively repeating some
aspect of the trauma, and does not tend to relieve
anxiety. An example of posttraumatic play is an
increase in shooting games after exposure
to a school shooting.
Secondary Age
 PTSD in adolescents may begin to
more closely resemble PTSD in adults.
However, there are a few features that
have been shown to differ. As discussed
above, children may engage in traumatic play
following a trauma. Adolescents are more likely to
engage in traumatic reenactment, in which they
incorporate aspects of the trauma into their daily lives.
In addition, adolescents are more likely than younger
children or adults to exhibit impulsive and aggressive
behaviors.
How to Help
 Prevention is key!
 While there is no predictability in who will develop PTSD, it is possible






to take steps to prepare children ahead of time and by doing so, lessen
the PTSD potential. Children need to be taught lessons about trauma.
Learning about people who have experienced trauma and gone on to
live healthy lives gives children role models and hope for their own
future.
Gently discouraging reliance on avoidance; letting the child know it is
all right to discuss the incident
Talking understandingly with the child about their feelings;
Understanding that children react differently according to age - young
children tend to cling, adolescents withdraw
Encouraging a return to normal activities
Helping restore the child's sense of control
of his or her life
Seeking professional help.
Post Trauma
 Following a trauma, debriefing is critical. What is most
important is the opportunity to communicate.
 A child's initial debriefing should be
child-centered and nonjudgmental.
The adult should recognize that each
child did his or her best, no matter
what the outcome, and refrain from
offering advice.
 Help a child reestablish control, by reviewing survival skills and
drills and planning for "next time" reestablishes strength.
Allowing a child to make choices reestablishes their governance
over their own lives.
Seeking Professional Help
 Professional assistance is most important since PTSD can have a
lifelong impact on a child. Symptoms can lie dormant for
decades and resurface many years later during exposure to a
similar circumstance. It is only by recognition and treatment of
PTSD that trauma victims can hope to move past the impact of
the trauma and lead healthy lives. Thus, referral to trained
mental health professionals is critical. The school psychologist is
a vital resource, and guidance counselors can be an important
link in the mental health resource chain.
 Although professional assistance is ultimately essential in cases
of PTSD, classroom teachers must deal with the immediate daily
impact. Becoming an informed teacher is the first step in helping
traumatized children avoid the life long consequences of PTSD.
Parental Involvement
 Watch for warning signs
 sleep problems, irritability, avoidance, changes in school
performance, and problems with peers.
 Gather information on PTSD and pay attention to how
your child is functioning.
 Consider having your child evaluated by a mentalhealth professional who has experience treating PTSD
 Consider whether you might also benefit from talking
to someone individually. The most important thing
you can do now is to support your child.
Christian Perspective
 Psalm 23:4 “Even when I walk
through the darkest valley,
I will not be afraid,
for you are close beside me. ”
 Isaiah 57:18b-19 “I will comfort those who mourn,
bringing words of praise to their lips.
May they have abundant peace, both near and far,”
says the LORD, who heals them.”
 Psalm 10:17-18 “LORD, you know the hopes of the helpless.
Surely you will hear their cries and comfort them. You will
bring justice to the orphans and the oppressed, so mere
people can no longer terrify them.”
Bibliography
 http://www.medicinenet.com/posttraumatic_stress_di
sorder/article.htm
 http://www.ncptsd.va.gov/ncmain/ncdocs/fact_shts/f
s_children.html
 http://www.ericdigests.org/2002-3/post.htm