Trauma Related Disorders

Trauma Related Disorders

A child can feel threatened greatly by an event in which she or he is involved.

The threat can also come from the witnesses of the event. That threatening event can come either from the event itself or the participants of the event. There is a wide range of traumatic events to which the adolescents and the children can be exposed to.

Therefore a traumatic event will cause psychological the spiritual, emotional or a physical harm. The child or the adolescent experiencing the trauma can feel frightened, anxious or threatened. In most cases, the affected may deny the fact that they are affected by such events and even some other times, they will not be able to respond to the situations. In order for the person to regain the mental and the emotional stability, he or she may need time and support. (Chasser,2016).

Question one

In description of a major traumatic event that could befall an adolescent or a child, bullying is the most common experienced.  Bullying is defined as the unsolicited or the deliberate action with an intention to cause psychological, physical, social or emotional harm to somebody. The person the harm is inflicted to is assumed less powerful and defenseless.

Question two

In description of the three major symptoms that will be as a result of the major traumatic event and an explanation as to why the symptoms would occur, we proceed as follows.  For the behavioral and emotional symptoms, the child can experience fluctuations in sleep patterns, getting withdrawn from the rest of the other kids of the same age group.       For the physical symptoms, the child will have scratches, cuts or bruises that cannot be explained. The child shall also have observable signs such as the damaged items or clothing as well as the prolonged signs of hunger. (Burger et al.,2015).

For the school-going child symptoms, observable signs such as refusal to go to school, getting frightened during school going time, refusal to go to school in the bus as well as the falling of the academic grades in the school. All these symptoms occur because of what the child went through in that particular line.

Question three

The best intervention for a school going child who has experienced bullying is to have an agreement between the teachers and the parents. The parent should be very friendly to the child so that he or she is very open on what happens to him or her. The teachers should create an environment where the children are very open to disclose their problems to them.

When the teachers and the parents have such an integrated and common strategy in handling the menace, the bullying origin is identified and can be dealt gradually until it is eventually eradicated (Herrera et al.,2017). The occurrence of the future problems to the child can also be prevented with this common approach.

Some of the resources used include the sticks and stones and anything that hurt you. Stopping of the bullying before it actually starts and implementation of the education program that works in favor of bullying prevention can also be resources to be used.

Question four

Two good ways in which you can help the parent in dealing with the victim of bullying is to advise him or her to be as friendly as possible to the child so that they are able to tell the sources of the bullying. Another way is to advise the parent or guardian to encourage and create self-esteem to the child. The child will defend herself or himself even in the wake of bullying.

References

Chasser, Y. M. (2016). Profiles of youths with PTSD and addiction. Journal of child & adolescent substance abuse, 25(5), 448-454. Retrieved from https://www.tandfonline.com/doi/abs/10.1080/1067828X.2015.1081115

Herrera, A. V., Benjet, C., Méndez, E., Casanova, L., & Medina-Mora, M. E. (2017). How mental health interviews conducted alone, in the presence of an adult, a child or both affects adolescents’ reporting of psychological symptoms and risky behaviors. Journal of youth and adolescence, 46(2), 417-428. Retrieved from https://link.springer.com/article/10.1007/s10964-016-0418-1

Burger, C., Strohmeier, D., Spröber, N., Bauman, S., & Rigby, K. (2015). How teachers respond to school bullying: An examination of self-reported intervention strategy use, moderator effects, and concurrent use of multiple strategies. Teaching and Teacher Education, 51, 191-202. Retrieved from https://www.sciencedirect.com/science/article/abs/pii/S0742051X15001122