By Amanda B. Nickerson, Melissa A. Reeves, Stephen E. Brock, Shane R. Jimerson
By age sixteen, major – one may even say "alarming" – numbers of scholars are demonstrating indicators of posttraumatic pressure disease (PTSD). scholars with PTSD usually tend to improve quite a number difficulties, from antisocial habit to consuming issues to substance abuse to dropping by the wayside. For the school-based expert, the power to acknowledge those signs and symptoms is essential.
Emphasizing prevention in addition to intervention, Identifying, Assessing, and Treating PTSD at School sincerely defines PTSD, explains its adversarial impacts on children’s educational and social-emotional abilities, and provides professional counsel on the best way to realize scholar wishes and supply applicable providers. This quantity, designed as a realistic, easy-to-use reference for college psychologists and different academic professionals:
- Makes the case for why college psychologists and their colleagues have to be extra ready, prepared, and ready to establish and serve scholars with PTSD.
- Identifies the factors, incidence, and linked stipulations of PTSD.
- Provides a assessment of screening, referral, and diagnostic evaluation processes.
- Reviews applicable remedies for college kids with PTSD.
Today’s early life reside in an more and more doubtful global, and faculty psychologists, counselors, social employees, and normal and precise schooling group of workers will locate Identifying, Assessing, and Treating PTSD at School a useful source of their practices.
Read Online or Download Identifying, Assessing, and Treating PTSD at School PDF
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Extra info for Identifying, Assessing, and Treating PTSD at School
Sample text
4. Also of interest to the school-based mental health professional is the incidence of PTSD among youth currently being served in public school programs for students with emotional disturbance. 4% of these youth have PTSD. As is the case for adults, while boys are more likely to be exposed to a traumatic stressor, girls are more likely to develop PTSD. For example, Berton and Stabb (1996) report that while boys in an urban high school were more likely to report having been exposed to violent crimes, girls had higher scores on a measure of PTSD.
2007). One study that has suggested that a polymorphism in the 5-HTT gene is important to the development of PTSD was conducted by Caspi and colleagues (2003), who suggested that this gene fine-tunes transmission of serotonin and as a result moderates the influence of stressful events. Slight differences in this gene are thought to play a role in the psychopathological reaction to traumatic stressors. Specifically, Caspi and colleagues divided the 847 study participants into three groups based on their 5-HTT genotype: (a) those with two copies of the short (‘‘s’’) allele (s/s homozygotes; n = 147), (b) those with two copies of the long (‘‘l’’) allele (l/l homozygotes; n = 265), and (c) those with one copy of the s allele (s/l heterozygotes; n = 435).
Even when placed within environments that increase the risk for traumatic stress reactions, not all individuals exposed to a traumatic stressor go on to develop PTSD. As illustrated in Fig. 1, it is clear that in addition to having experienced a traumatic event and coming from an environment that increases the risk for PTSD, individual personal vulnerabilities play an important etiological role. Internal Personal Vulnerabilities The child’s internal personal vulnerabilities are also critical factors in the development of PTSD.