|Upper left: Copyright (c) Danilo M. Lower right: (c) Kristen H. Used by permission of mother, Julie. Middle left: Copyright (c) Victoria, Thompson Middle School. Upper right: Copyright (c) Conner, Cedar Grove Elementary. Lower right: (c) Abigail, age 3. Used by permission of father, Keith R. All images courtesy of Artsonia.com.|
In Course 1, Part 1, you learned about trauma, its causes, risk and protective factors, and the various ways a traumatic event can impact your students, your colleagues, and yourself. Building on this knowledge, you are now prepared to learn how to intervene. Once you have completed this part of the course, you may choose to participate in one or both of the other two parts of the course, which address a specific type of trauma: "Sudden and Unexpected Loss" and "Family and Community Violence."
In this course, we have designated some sections for specific school personnel such as teachers, school counselors (including social workers and other mental-health professionals), and administrators. However, we encourage you to read the whole course in order to become familiar with both how you, and your colleagues can respond to students who have been exposed to traumatic events.
The goals of Course 1, Part 2 are to
- inform you about the importance of self-care
- provide you with the tools that will enable you to respond to students during and after a traumatic event
Upon completion of this course you will be able to demonstrate a working knowledge of
- self-care strategies and activities
- how to create a safe environment
- ways to minimize the risk of students developing PTSD
- how to assess students who have been exposed to trauma
- therapeutic classroom activities
- cognitive behavioral interventions
Please reread the two vignettes "Arjun" and "Emily," first introduced in Course 1, Part 1, in the context of how you, as a teacher, school counselor, and administrator, would intervene.
You may have found yourself asking some of the following questions. How can I provide a safe environment for students such as Arjun and Emily? What are the important factors to include in a comprehensive assessment? What kinds of interventions will be effective? What do I do if the interventions don't work? How do I help students cope with traumatic reminders and secondary stresses? How do I know when a student is suicidal? Why does working with these children day after day leave me feeling exhausted, irritable, sad and angry? Why do I sometimes wonder if I'm qualified to do this work?
As you proceed, remember your reactions to rereading these vignettes. When you have completed this course, you will have a new understanding of how to take an active role in helping students, colleagues, and yourself with the psychological impacts of trauma and its aftermath.
Note: Anyone taking this course is required to complete all pre- and posttests where indicated.
Before continuing, please take the pretest.
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