2. 9 Mitigation of PTSD
According to digest (2001), to mitigate PTSD ahead of time,
children need to be taugh 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.
During a traumatic experience, children will survive better if
they have a structure to follow and
can maintain some sense of control.
Learning the survival skills will aid in maintaining the
control. Children
need accurate and specific information about their immediate safety about
what
has happened and about what will happen to them next (James, 1998
cited by Digest). Knowledge helps them control their thoughts and feelings.
Following a traumata, debriefing is critical. Children will
vary concerning their willingness to talk about their experiences. Some will
play out the event, while others may be more comfortable writing or drawing
about the event. What is important is the opportunity to communicate. There are
different avenues for the child to communicate, including online discussion
forums for children (Sleek, 1998 cited by Digest). But this last may of
communication is not yet developed in our country.
A child's initial debriefing should be child-centered and
nonjudgmental. The adult should recognize that each child did his/her best, no
matter what the outcome, and refrain from offering advice. Adults should
recognize that no two children will have the same thoughts, feelings, or
opinions. All expressions about the trauma are acceptable.
Following a trauma, it is also important to help a child
reestablish control. 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.
2. 10 Helping the child with PTSD
According to Digest (2001), making the diagnosis of PTSD
requires evaluation by a trained mental health professional. However, regular
classroom teachers have a major role in the identification and referral
process. Children often express themselves through play. Because the teacher
sees the child for many hours of the day including play time, the teacher may
be the first to suspect all is not well. However, the traumatic events can
involve secrets. Sexual abuse for example may take place privately. Sensitive
teachers should monitor all children for changes in behavior that may signal a
traumatic experience or a flashback to a prior traumatic experience.
Teachers can help a child suspected of post traumatic Stress
Disorder by:
- Gently discouraging reliance or 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 of control of
his/her life and - Seeking professional help.
Professional assistance is most important since PTSD can have
a lifelong impact on 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. 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
case of PTSD, classroom teachers must deals with the immediate daily impact.
Becoming an informed teacher is the first step in helping traumatized children
avoids the lifelong consequences of PTDS.
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