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Trauma 101
- 1. Trauma 101 Lincoln Child Center
- 2. Erik Erickson’s Stages of Development 50+, old age, grandparents Mature Age 8. Integrity v Despair 30-65, middle age, parenting Adulthood 7. Generativity v Stagnation 18-40, courting, early parenthood Young Adult 6. Intimacy v Isolation 13-18 yrs, puberty, teens* Adolescence 5. Identity v Role Confusion 5-12 yrs, early school School Age 4. Industry v Inferiority 3-6 yrs, pre-school, nursery Play Age 3. Initiative v Guilt 1-3 yrs, toddler, toilet training Early Childhood 2. Autonomy v Shame and Doubt 0-1½ yrs, baby, birth to walking Infancy 1. Trust v Mistrust age range, other descriptions Life Stage Psychosocial Crisis Stage
- 3. Contemporary Urban Stages of Development 50+, old age, grandparents Mature Age 8. Integrity v Despair 30-65, middle age, parenting Adulthood 7. Generativity v Stagnation 18-40, courting, early parenthood Young Adult 6. Middle class v working class 13-18 yrs, puberty, teens* Adolescence 5. Banking v Resistance 5-12 yrs, early school School Age 4. Racism v Poverty 3-6 yrs, pre-school, nursery Play Age 3. Spanking v talking 1-3 yrs, toddler, toilet training Early Childhood 2. Baby sitter/Daycare v Home 0-1½ yrs, baby, birth to walking Infancy 1. Trust v Mistrust age range, other descriptions Life Stage Psychosocial Crisis Stage
- 8. Adolescence
- 15. “ Could someone help me with these? I’m late for math class.”
- 83. Acting Out Cycle Calm Trigger Agitation Acceleration Peak De-escalation Recovery Adapted from The Iris Center: http://iris.peabody.vanderbilt.edu
Notas del editor
- Here it is recommended that you provide a summary of the base development of humans from birth to death. After a general understanding is reached by audience you can focus more on numbers 4 and 5
- Here it is recommended that you provide a summary of the base development of humans from birth to death. After a general understanding is reached by audience you can focus more on numbers 4 and 5
- This slide is intended to help participants realize that while many of these signs may signal a mental health problem, there are other possible non-mental health related causes that need to be ruled out. For example a child who is late each day, may be depressed or may be taking care of younger sibling or have other health concerns that are contributing to the lateness
- Review what is meant by industry and what it means for a 6 to 12 year old. Consider what happens at next age level if this stage is not met or the prior stage wasn’t met
- Discuss what is meant by some of these terms and try to get examples from the group
- Let group take a few minutes to go back and think of own experiences. Have fun with this slide
- Review examples of what it means to develop identity and capacity for intimacy
- Again just a joke
- Just a joke, but good disussion
- Emphasize that these are all typical. Remind audience though that not all adolescents experience a challenging/bumpy ride
- Emphasize that kids come to school with a lot of baggage that will impact learning
- Not only do kids experience issues, but so do teachers!
- Kids need stable environments. It helps to have consistent, positive adults
- 1952 first addition. Diagnostic and Statistical Manual of Mental Illness– Text Revision
- Read over this list of the different kinds of anxiety disorders.
- Read over these stats.
- Both of the following criteria need to be met in order for a person to have PTSD. More criteria on next few slides. Explain the difference in children…this may be expressed through disorganized or agitated behavior instead of having insight into what is causing the fear.
- Our kids are growing up in an unsafe chaotic unpredictable world who see things as threatening even when they are not because that is what their experience has taught them.
- This may result in being sent to the principals office for being disrespectful. Teachers personalize the behavior, the child is publicly shamed, removed from the learning setting and behaviors don’t change.
- Immediate reaction of caregivers or those close to child Type, quality of, and access to, constructive supports Attitudes and behaviors of first responders and caregivers Degree of safety for victim following the event Prevailing community attitudes and values Cultural and political considerations
- Parenting values, community values, peer values, age of parents ,
- Either “fight” or “flight,” enabling individual to take emergency action in response to fear, terror, and danger. “ Fight” = self-defense. “ Flight” = removing self from danger
- Hyperarousal the primary problem. Catecholamine release, and over-activation of hypothalamic-pituitary axis. A previously adaptive, emergency response becomes maladaptive. Adaptive emergency “state” becomes maladaptive “trait.”
- traumatized children’s behavior in the classroom can be highly confusing, and children suffering from the behavioral symptoms of trauma are frequently profoundly misunderstood.”
- You may want to do a short mental imagery/relaxation exercise with the audience using the information on this slide as a guide.
- See following website for examples of downloadable relaxation tapes: http://www.utexas.edu/student/cmhc/RelaxationTape/index.html
- Time out- can be a form of response cost
- Break down multi step, be specific not ambiguous
- Remind people that how you respond to a child should depend on where the child is in this acting out cycle. At the height of an outburst, reasoning won’t work.
- Tangible reward system as well- PBIS
- Review of strategies that may be helpful to promote mental health and wellness in schools