Understanding PTSD in Children

Causes of PTSD: Any dangerous or life threatening event.

(Including assault, rape, sexual abuse, domestic violence,

witnessing violence, war, natural disasters).

Symptoms of PTSD: (Three categories)

Upsetting intrusive thoughts, memories

or images of the event, feeling as if one were reliving the event. These

thoughts can distract a child from class work.

A state of increased psychological and

physiological arousal. The child can be easily startled, triggered to

anger, respond to even small threats with intense fear or anger. When a

child is in hyperarousal they have trouble learning,

tolerating feedback and can be highly irritable.

Loss of interest in life and pleasure;;

Feelings of “deadness” or “numbness” and distance from

relationships. The child can feel like life is hopeless and doing school

-­

nected with their teacher.

Effects on Education

Children with PTSD Display: Disruptions in Attention, Concentration,

connect their behaviors with outcomes.

Children Display: “Externalizing behaviors.” These behaviors can

negatively impact the relationships between the child and authority

-­

activity, Aggressive behaviors, Impulsivity, and in teens Delinquency.

Critical Concepts in Working with Kids with PTSD

(Sooth your self before talking to the child. Kids with PTSD are sensitive to

their care provider’s emotions).

#2 -­ Use positive emotions to support mastery and distress tolerance

(Positive emotions reduce stress,

increase how quickly a student can reduce

hyperarousal and control their behavior.)

(Learning can be stressful, and requires

a child to tolerate the frustration of mak-­

ing mistakes. As educators you can provide

scaffolding for a child’s inability to regulate

emotions with your ability to tolerate and

normalize their mistakes.)

#4 The Attitude Stay calm wear the poker face.

Stick to the rules while remaining

kind and supportive.

Accept the child fully

not the actions.

Your empathy helps the child

grow empathy for others

Enjoyment is key

for a child with trauma. Curiosity is the

Hallmark of safety.

Four Skills to Work w/ Children w/ PTSD Use “The attitude” when the child is

reaching the peak of their ability to tolerate a task.

What goes up must come down. Don’t act

until both you and the child are calm. This will insure that the child will be

able to think and reason about their behaviors.

Step 1 -­ Validate and reassure the child,

Step 2 -­ Provide the feedback about the child’s behavior in a neutral manor

and Step 3 -­ Validate the child and their ability to handel feedback well.

calmly your request and validating the child.

1. Triggers are reminders of a traumatic event.

2. !ey can cause a child to "ood with negative feelings.

3. Triggers can be nearly anything... A body posture, a vocal tone, a color, a sound, a smell. 4. Sometimes a child will be triggered and not know why they feel so scared or angry.

Optimal Arousal in the Class Room 1. A child needs to be awake and focused enough to learn. If they are

“underaroused” they are board and will not learn.

2. There is an optimal zone of learning... The goldilocks principal: Not too relaxed, not too excited...Just right!

3. Once a child passes the optimal arousal level the child’s front brain goes off line

and they begin to act from their reptilian brain. At this point they are only

focused on if a person is dangerous or safe.

4. When a child is past their optimal arousal level reasoning will not work. They

need to have time to calm down before their ability to reason will be

available again.

5. You can help in many ways to support the child to return to rest.

Understanding Co-­Regulation in the Classroom

Co-­regulation is regulation of emotions through the

interaction with another person or animal.

1. Teachers emotions effect the emotions of the

children they work with.

2. Students emotions effect the emotions of the

teachers they are in the class with.

3. Soothing yourself... Sooths the class....

4. Key ways to effect a child’s emotions

a. Body language. Choose a strong but non-­

threatening posture that communicates that

the child is safe.

b. Vocal tone. Choose an appropriate vocal

tone. Watch the impact of the tone. Change

your tone to get the desired impact.

Broaden and Build HypothesisRole of Positive Emotions in Resilience

1. Negative emotions are aimed at removing a

threat in the short-­term.

2. Positive emotions help build long-­term

strengths, learn new skills and information.

3. Positive emotions can “undo” the impact of

Negative emotions.

4. Children with PTSD have a lack of positive

Emotions (anhadonia) and more negative

emotions.

5. Children thrive at an 11 -­ 1 positive to

negative emotion ratio.

6. Positive emotions are relatively easy to evoke!