Post-traumatic stress responses are too often not treated as such, especially in children, for a variety of different reasons. Sometimes the signs or so-called symptoms too closely resemble the challenges of other disoders, such as ADHD or Bipolar Disorder. Hypervigilence and anxiety, for example, are too often mistaken for hyperactivity. Sometimes the number of difficulties observed in the aftermath of trauma do not meet the specific criteria set forth in the Diagnostic and Statistical Manual used to diagnose Post-Traumatic Stress Disorder (PTSD). Whatever the reason, as medical and mental health practitioners, we must recognize the difference between similar-looking symptoms and be certain we are treating post-traumatic stress responses as such and not as some other disorder. We must also be much less concerned with whether or not EVERY criteria for PTSD is met before appropriately aiding those suffering from any degree of a post-traumatic stress response. Read more

I was happy to see several articles on the web last week about the link between childhood trauma and chronic fatigue syndrome (CFS). When research catches up with our clinical hunches it can be very rewarding indeed.

     According to the studies cited up to “60% of people with CFS were badly abused as children” and had neuroendocrine dysfunction. Specifically, they had a “diminished salivary cortisol response to stress,” and thus were less likely to handle stress well. The conclusion of the studies was that while childhood abuse does not cause CFS, it seems to alter brain chemistry in such a way that people become more vulnerable to developing the condition. Read more

UPDATE: View the segment:
How to help kids affected by economic uncertainty – San Francisco News-abc7news.com

Dr. Reggie will be interviewed on the ABC affiliated television show, “A View From the Bay” on Monday, January 12, 2009. Topic: Supporting Children Through This Economic Crisis. It will be a live stream at San Francisco ABC Live Video: The View from the Bay from 3-4 p.m. and later available to view as part of the site’s “media” page.

 

The designating categories of special education have been carefully conceptualized by educators and are conscientiously considered in the cases of students who appear to have a barrier or barriers to learning. Most cases referred to school psychologists are straightforward and well understood. The majority of students referred and evaluated clearly meet criteria for one of the designating categories and is appropriately served as a result of the designation specified. Time and time again we have seen that when the student, designation, and assigned services match, the services received by the students lead to their progress.

Continue reading article here … When Special Education Fails

I have been an educator for many years, in all kinds of different schools: public and private; rich and poor. Over the years, I have witnessed a particular group of students being tragically misunderstood by people who have good intentions but who just don’t know what to do. I believe these students comprise this century’s “misunderstood child,” and they desperately need our help now as their numbers are growing quickly.

     The children I am talking about are currently mistakenly labeled as having various conditions, from health problems to learning disabilities, from behavioral problems to bipolar disorder, depression, even autism. They are given medications that don’t work and are intervened with in ways that exacerbate the problem, all because we are not digging deep enough for the whole truth, the whole story, starting at the very beginning. Instead we are treating symptoms we see in the present moment without knowing the full context from which they came. When we are diligent about getting to the true source of a child’s struggles, we find that we finally understand not only the child, but also the ways in which we can truly be effective… Read more

 

Educators are faced with new challenges in the 21st century as students are exposed to growing numbers of images and stories related to violence, turmoil, and trauma. They live not only within a stressful global environmental context, but also have personal histories and living conditions that, in too many cases, are problematic. We would be dangerously ignorant to believe, simply, that “children are resilient,” and that these global and personal conditions are not impacting our students’ abilities to learn and behave in the classroom as expected…

Continue reading… Trauma in Children – A Guide For School Nurses

I am hoping with enough dissemination of information we will rise up as a society and as a culture and do what it’s going to take to put an end to the unnecessary suffering of too many of our children. In my experience as both a clinical and school psychologist, I have learned that most children diagnosed with ADD or ADHD, Bipolar Disorder, Depression, OCD and other anxiety disorders, even Pervasive Developmental Disorder, have experienced at least one searing traumatic event or series of events. Their so-called symptoms are actually natural responses to unnatural experiences. Yet too many adults in these children’s lives never realize that trauma is the cause or that the effects of trauma can be healed. Instead, educators and/or parents believe in the opinions of medical or mental health professionals and think the only hope for their children is to manage “symptoms” with medication and therapy. Read more