Responding To Trauma In The School Setting

School Crisis Response & Crisis Preparedness Conference

St. Charles County Crisis Response TeamOctober 10, 2003

Ally Burr-Harris, Ph.D. and Matt Kliethermes, Ph.D.The Greater St. Louis Child Traumatic Stress Program

National Child Traumatic Stress Network (NCTSN)

Greater St. Louis Child Traumatic Stress Program Member of National Child Traumatic Stress Network

(NCTSN) - www.nctsnet.org Services provided by Children’s Advocacy Center

and Center for Trauma Recovery at UMSL Free assessment and treatment of children and

adolescents who have experienced a trauma Consultation and training of education, mental health,

and medical professionals in the area of child trauma School-based group therapy for children and

adolescents exposed to violence

What is a Traumatic Event?

Involves actual or threatened death or serious injury, or a threat to the person’s physical integrity

Involves feelings of intense fear, helplessness or horror (children may show disorganized or agitated behavior instead)

Types of Traumas

Natural disasters Kidnapping School violence Community Violence Terrorism/War Homicide Physical Abuse

Sexual Abuse Domestic violence Medical procedures Victim of crime Accidents Suicide of loved one Extreme Neglect

How Common are Traumatic Experiences? 69% of the general U.S. population report

exposure to one or more traumatic events 14 to 43% of children/adolescents report having

experienced a traumatic event 23% of national sample of adolescents report

being victim or witness of violence Up to 91% of African American youth in urban

settings report violence exposure Among refugee children, rates of trauma exposure

approach 100% Large-scale traumas in schools are very rare but

highly publicized

Effects of Trauma on Children and Adolescents Most people experience posttraumatic stress

symptoms during a trauma and in the weeks that follow.

Approximately 20% of youths exposed to serious trauma have persistent PTSD

Rates much higher for severe, chronic, or interpersonal trauma

77% of youths who witnessed school shooting reported PTSD symptoms

Effects of Violence Exposureon School Functioning Decreased school performance Decreased school attendance Increased concentration problems Decreased academic and cognitive scores Linked to aggression, conduct problems,

social deficits, substance abuse, delinquency, and psychiatric problems

In A Moment,

In a Heartbeat

…Everything Changes…

Paducah, Kentucky

Be prepared for a crisis

Expect the unexpected– Be ready to implement crisis plan

Learn about common trauma reactions Know yourself (strengths, limitations) Know your students

– Risk factors– Level of dependency (e.g., child with disability,

younger child) Build supportive relationships with students

before a crisis

Immediate Reactions To A Trauma Or Crisis Intense longing/concern for caregivers or loved ones Emotionally labile Extreme emotions (rage, fear) Tearful, crying Excited Clinging to caregivers Shock, numbness Denial, inability to acknowledge situation Dazed, feelings of unreality, dissociation Confused, disorganized Difficulty making decisions Suggestible Fight or flight mode, physical symptoms

Trauma Symptoms inElementary School Children Sadness, crying, irritability, aggression Increased activity level Poor frustration tolerance Safety-related fears Generalized fear Unable to verbalize distress Nightmares Trauma themes in play/art/conversation School avoidance; decline in school performance

Trauma Symptoms in Elementary School Students Physical complaints Poor concentration Regressive behavior (e.g., clingy, wetting

bed, babytalking) Eating/sleeping disturbances Attention-seeking behavior Withdrawal Magical thinking related to trauma/death

Trauma Symptoms in Middle and High School Students DepressionDepression Feelings of shame/guiltFeelings of shame/guilt Detachment, denial of feelingsDetachment, denial of feelings Avoidance of trauma cuesAvoidance of trauma cues Intrusive images, thoughts, memoriesIntrusive images, thoughts, memories Withdrawal from peers and/or familyWithdrawal from peers and/or family Low energy, loss of interestLow energy, loss of interest Appetite/sleep disturbanceAppetite/sleep disturbance Generalized anxiety, safety fearsGeneralized anxiety, safety fears Foreshortened futureForeshortened future

Trauma Symptoms in Middle and High School Students Physical ailments/complaintsPhysical ailments/complaints Increased anger, irritability, aggressionIncreased anger, irritability, aggression AgitationAgitation Peer problems (e.g., fighting)Peer problems (e.g., fighting) Decreased interest in opposite sexDecreased interest in opposite sex Increased risk-taking, rebellious behaviorsIncreased risk-taking, rebellious behaviors ““Pseudomature” behaviorsPseudomature” behaviors Substance abuseSubstance abuse Decline in school performance/attendanceDecline in school performance/attendance

Risk Factors for Post-Trauma Adjustment Problems

Previous trauma exposure Severity of trauma Extent of exposure Proximity of trauma Understanding and personal significance Interpersonal violence Parent distress, parent psychopathology Separation from caregiver Previous psychological functioning Genetic predisposition Lack of material/social resources

Protective Factors for Post-Trauma Adjustment Strong academic and social skills Active coping, self-confidence Social support Family cohesion, adaptability, hardiness High neighborhood/school quality Strong religious beliefs, cultural identity Effective coping and support by parents

During the Crisis

Implement school crisis response plan Ensure safety and support of students Remain with students if possible Use calming techniques Model adaptive coping Provide developmentally appropriate

information to students Provide realistic, concrete reassurance

Stress Reduction During Crisis

Distraction Disruption Diffusion Running Commentary (to self) Separate from situation briefly Progressive muscle relaxation Breathing techniques Positive self-talk Visualization

Psychological First AidDuring and After the Crisis

First week after trauma Triage/ Risk Screening Classroom Crisis Intervention

– Crisis debriefing– Psychoeducational– Skill-building– Support-oriented– Regain sense of control/mastery – Plan for gradual return of normal activities

Triage and Risk Screening

Physical exposure– Direct: victims, eyewitnesses– Perimeter: close to chaos (sights, smells,

sounds)– Campus: no direct exposure; may be

affected by others’ reactions– Off Campus: not at school during incident

Triage and Risk Screening

Reactivity to trauma reminders Previous trauma exposure Subjective appraisal of threat during trauma Emotional exposure

– Relationship with victim – Personal significance of trauma– Loved one within physical proximity– Past history of serious emotional problems

Classroom Crisis Intervention

Designed to assist staff/ students in coping with trauma

Structured session(s) 24 to 72 hours after trauma Facilitators: Trained counselors, classroom teacher Effective in reducing distress, establishing

connections, reducing isolation, accelerating normal recovery, and helping to identify those most at risk

Not effective at reducing risk for PTSD for high-risk students

Problematic if varied exposure levels or too soon after trauma

Classroom Crisis Intervention:Components Provide accurate, developmentally appropriate

information Share thoughts, feelings, and needs for safety or

resolution related to trauma Nonverbal sharing exercise allows for individualized

attention Teaching phase:

– stress reduction– coping strategies– normalization of reactions– recovery predictions

Comforting Traumatized Children

Reinforce ideas of safety and security Allow them to be more dependent temporarily if

needed Follow their lead (hugs, listening, supporting) Use typical soothing behaviors (rest, comfort, food,

hugs, stuffed animal, music) Use security items and goodbye rituals to ease

separation with younger children Distract with pleasurable activities* Let the child know you care *normally occurring

Controlling Child’s Environment

Maintain normal routines as much as possible Reduce class workload as needed Avoid exposing children to unnecessary

trauma reminders (e.g., media) Minimize contact with others who upset child Guide other children in supporting child Give trauma cues positive change

Discussing the Trauma with Children Encourage children to express their traumatic experience but

don’t pressure Be an active listener Remain calm when answering questions and use simple,

direct terms Don’t “soften” the information you give to children Help children develop a realistic understanding of what

happened Gently correct trauma-related distortions Be willing to repeat yourself Normalize “bad” feelings

Intervening with Traumatized Children

Identify triggers (e.g., trauma cues) that upset child and plan ahead Defuse anger Address acting out behaviors involving aggression or self-

destructive activities quickly and firmly Model/coach adaptive coping with upsetting feelings Set up behavior management plan reinforcing adaptive coping and

appropriate behavior Do not tolerate inappropriate negative behavior (harassment,

bullying, threats) Avoid traumatizing classmates during trauma

reenactments/discussions Be patient and calm

Facilitating Trauma Resolution

Use play, art, stories to assist with trauma resolution

Normalize symptoms/reactions Reinforce positive messages Positive reminiscing of deceased Encourage constructive activities

– Teach tolerance and respect– Recovery events

How to Talk (and Listen) to Traumatized Children Children need to have their feelings

accepted and respected Listen quietly and attentively Acknowledge their feelings with a word

or two Give their feelings a name Give them their wishes in fantasy Show empathy

Responses That ARE NOT So Helpful Denial of feelings Philosophical response Advice Too many questions Defense of the other person Pity Amateur Psychoanalysis

Common Trauma-Related Distortions in Youth Self-blame Guilt, survivor guilt Overgeneralization of danger/risk Shame/embarrassment b/c of trauma Shame over PTSD symptoms Hero fantasies related to trauma Omen formation Foreshortened future Magical thinking

Correcting Distorted Beliefs

Point out the child’s distorted belief by briefly summing it up

Label how you think they might feel Validate their feeling; show empathy Let them know how it makes you feel to

hear the distorted belief Suggest a healthier belief; keep it brief

Helping Grieving Children

Don’t be afraid to talk about the death Be prepared to discuss the same details over

and over again Be available, nurturing, reassuring and

predictable Assist youths in developing grieving rituals and

in finding meaning Help other students learn how to respond Anticipate need for extra support when child

faces loss reminders (e.g., holiday)

Helping Grieving Children

Assist younger children in understanding finality of death.

Use youth’s (family’s) own belief system when discussing afterlife

Share memories and talk about the person who died when appropriate

Gently remind children ALL feelings are okay. Use reminders like “you did not cause this” or

“it is not your fault.”

Helping Parents of Traumatized Children Communicate with parents frequently about child Encourage parents to listen to child closely Encourage parents to set aside special time for child Recommend maintenance of normal routine Encourage parents to remain calm and to get help for

themselves if needed Normalize child’s emotional/behavioral difficulties

after trauma Model soothing behaviors with younger children Assist in developing plan for behavior mgmt.

Group Exercise

Supportive listening techniques

When to Refer for Psychological Care

Appear depressed, withdrawn, noncommunicative Strong resistance to affection/support from caregivers Suicidal or homicidal ideation Dangerous behaviors to self/others Increased usage of alcohol or drugs Rapid weight gain or loss Significant behavioral changes or problems (e.g., sexual) Discontinue attending to hygienic needs Significant acute stress symptoms

When to Refer for Psychological CareShowing these changes for more than 1 month after trauma

Intense anxiety or avoidance behavior triggered by trauma reminders

Unable to regulate emotions (crying, angry outbursts) Poor academic performance and decreased

concentration Continued worry about event (primary focus) Excessive separation difficulties Physical complaints (nausea, headaches) Continued trauma themes in play Unable to grieve/mourn death of loved one

Taking Care of Yourself

Alleviate additional stress Request temporary relief from

classroom if needed Make sure your own family is safe Participate in staff debriefing sessions Schedule time away from work to talk

about your own experiences Limit exposure to media coverage

Taking Care of Yourself

Be aware of your limitations Pick your battles Prioritize where you are putting your energy Surround yourself with people who make you

feel good and on whom you have the same effect

Take care of yourself physically DON’T BE A SUPERHERO

Group Exercises

Case examples: – Identify and Discuss

• Risk factors • Symptoms• Supportive strategies

We’re done!

Email Ally Burr-Harris, Ph.D., at Burrharrisa@msx.umsl.edu for additional

questions, references, or referrals.