November-December 2021

New NHEG Heights Magazine Educational | November Group - December
According to the National Center for PTSD, there are three factors that
increase the risk of a child developing PTSD. They are: how severe
the traumatic event is, the parental reaction to it, and the physical
proximity of the child to the event. Children who have experienced the
most severe traumas are at the greatest risk. When the families of
distressed children are supportive and/or when children are further
removed from the trauma, they are less likely to exhibit symptoms of
PTSD.
PTSD symptoms in children can include:
• recurring nightmares
• sleeplessness
• fearfulness
• irritability
• agitation
• intense vigilance
• avoidance
• separation anxiety
• change in school performance
• emotional numbness
• social withdrawal
• lost of interest in activities
• angry outbursts
• difficulty concentrating
• guilt
• worry for others
• physical complaints
Children with PTSD often have persistent, frightening thoughts and
are preoccupied with danger. They may reenact the traumatic event
in repetitive play, retell it often, or use art to illustrate what happened.
However, unlike most children, their reactions are compulsive and do
not seem to reduce their level of anxiety.
Some children are able to recover from a traumatic event by themselves,
while others cannot. Children with severe symptoms can recover
by participating in therapy with trained mental health professionals
who have expertise in treating PTSD victims. Medication to alleviate
serious symptoms may be prescribed by a psychiatrist. Taking medicine
can assist children in coping with school and other daily living
activities while treatment continues. Support groups or group therapy
can be useful in helping children learn that they are not the only ones
who have PTSD. Groups also provide a safe atmosphere in which children
can share personal feelings.
A child’s teacher and/or school counselor can play an important role
in recognizing and facilitating a child’s recovery from a severe
Help the Child at School
Provide a familiar, calm, consistent environment
Create an atmosphere in which the child feels safe to reenact or discuss
a trauma, or express his or her feelings without judgment -- yet
do not pressure the child to do so
Be aware of certain activities that may trigger the child’s anxiety or
regression and safeguard against them
If you suspect that the child is a danger to him or herself or others,
seek help immediately
Elicit Parental Cooperation
After observing and recording the child’s behaviors, share the information
with the parent
Listen to the parent’s ideas concerning the child and any exposure
he or she may have had to a traumatic event * If deemed appropriate,
encourage the parent to seek a professional opinion concerning
the child’s condition
Ways To Help a Parent
Stress that the parent should consider the child’s developmental
level when discussing a traumatic event
State the importance of keeping a child’s routine as normal as possible,
and that the child may need extra love, support and reassurance
to feel safe
Encourage the parent to listen if the child wants to talk, but not to
force him or her to do so
Stress the importance of reassuring a child that his or her feelings
are normal
Emphasize that the child needs to hear that he or she is not to
blame for what happened
Comment that distressed children often exhibit regressive behaviors
such as those of a younger child, so being critical of a child’s
immature actions could be detrimental
Since feeling out-of-control is a common symptom, propose that the
parent provide opportunities for the child to make simple decisions
for him or herself
If the parent seems distraught, suggest that he or she try to find
emotional support, so that the parent can be available to help the
child
Keep lines of communication open between the parent and school
personnel
EDUCATOR’S GUIDE TO OBSESSIVE-COMPULSIVE DISORDER
IN CHILDREN
By Leah Davies, M.Ed.
Individuals with Obsessive-Compulsive Disorder (OCD) have difficulty processing
information. They do the same thing again and again to alleviate
their unwanted and distressful thoughts. These illogical thoughts, urges
and images are called obsessions and can include marked fear of germs,
being hurt, hurting someone, and doubting themselves. It is estimated
that one to two percent of American children have OCD and that a correct
diagnosis and appropriate treatment are often unavailable.
Obsessions lead to compulsive actions or rituals that individuals are driven
to perform. Some examples are: excessive hand washing, hoarding, arranging
things in exact order, and repeatedly checking to see if the stove
or faucet is turned off. Other compulsions are continually repeating words
or numbers and avoiding certain objects or situations that an individual
may perceive as harmful.
Although OCD usually begins in adolescence or young adulthood, elementary-aged
children, as well as preschoolers, have been diagnosed with
OCD. In primary school children with OCD usually become aware that
their thinking or actions are different than those of their peers and family
members. They often begin to think of themselves as being stupid or crazy.
Other common reactions are embarrassment or hiding or suppressing
their symptoms. As a result their self-esteem is adversely affected.
OCD can significantly interfere with a child’s normal functioning, academic
progress and social relationships. Particular obsessions seem to
change as children grow older. Some sufferers experience a progression
of traits, while others have symptoms that increase and decrease over
time. The disorder may last a lifetime.
A child with OCD may exhibit the following behaviors at school:
• Rechecks work repeatedly;
• Erases and rewrites assignments;
• Orders or arranges things in a certain way;
• Insists that his or her things must stay in exactly the same place;
• Repeats words or numbers over and over;
• Tries to avoid certain areas of school;
• Hoards items;
• Tattles on other students;
• Appears preoccupied, anxious, temperamental, and/or pressured;
• Washes hands often;
• Exhibits poor eating habits;
• Lacks energy and physical well-being;
• Complains often of having a headache or an upset stomach;
• Displays inadequate social skills; and/or
• Hides or ignores his or her compulsive behaviors.
Behaviors that may occur at home, include:
• Exhibiting symptoms that take up most of his or her energy and time;
www.NewHeightsEducation.org
• Spending more than one hour per day to complete rituals;
• Taking long showers;
• Changing clothes often;
• Expressing concern that if the rituals are not completed correctly,
the day will be ruined;
• Becoming antagonistic if someone tries to interrupt his or her
• Following a predetermined set of procedures without variation; with the disorder see: www.schoolbehavior.com .
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rituals;
• Having unrealistic fears;
• Expressing concern that germs, dirt, or toxic substances may
cause him or
• her to become ill;
• Avoiding eating certain foods for fear that they may be contaminated;
• Stating safety concerns about him or herself and/or family
members;
• Repeatedly checking to see if the doors and windows are
locked;
• Having worries involving religion and/or moral issues;
• Praying repeatedly;
• Stating the fear that he or she may have harmed himself or
others; and/or
• Verbalizing concern about losing control and behaving inappropriately
or aggressively.
Questions to Consider
1. Has the child been diagnosed with other disorders such as
Tourette’s syndrome, tic disorder, panic disorder, social phobia,
developmental disability, depression, oppositional defiant
disorder or attention-deficit hyperactivity disorder?
2. How long (weeks, months, years) has the behavior been
extreme?
3. How often during a day does he or she exhibit illogical behavior?
4. In what ways do the child’s actions interfere with his or her
daily living activities?
If a child’s behavior is extreme, the teacher, school counselor and/
or administrator need to meet with a parent or guardian to share
their concerns.
Children with OCD are usually treated by an adolescent psychiatrist
with a combination of cognitive and behavioral techniques
and, at times, medication. The disorder often occurs in families,
but a child may be diagnosed with OCD without a family history
of the disorder. Open communication among all of those involved
with the child is necessary to increase understanding of the complex
issues associated with OCD.
For more information on OCD and ways to accommodate students