Contents
- Requirements
- Assessment Inventory
- In House > Measurement > Metadata >
- Trauma Scorer - After the Injury (ATI-18)
- After the Injury – 23 Item (LSF) - Summary
- The time to get over trauma
- Do you have to stop new trauma to get over old trauma?
- FYI--Reference – Goes to CHOP website
- After the Injury – 23 Items Creation and Test Drive
- FYI--After the Injury – Alternate 23 Item (LSF)
- After the Injury – 23 Item (LSF) – Modified
- After the Injury – 23 Item (LSF) – Summary
- Trauma Symptom Checklist (TSC) – 40 Items - Briere & Runtz, 1989
- SATI
- FYI - Trauma Symptom Checklist – 40 (TSC-40)
- When should I be concerned?
- Is resolving Trauma is a slow process?
- Mechanisms
- External Threats = Precipitating Events II
- Physical and Emotional [E] Injuries or Both [B]
- Traumatic Stress Reactions/PTSD Symptoms in Children
- Stress and Older Adults
- Trauma Symptom Checklist – 40 Item [TSC]
- Information Provided after Finishing 20 Items Assessment
Associated with Adverse Childhood Experiences
https://healthman2059.blogspot.com/2026/08/adverse-childhood-experiences-aces.html
Associated with Catastrophic Losses
In House > Metadata >
PTSD - 10 Items – Screener - Text
BMBB_Anxiety_PTSD_Scales_11032304_TATC V2026
In House > Measurement
> Metadata >
Definitions_Assessment_Evaluation_Measurement_23062603_Notes
V2026
The time to get over trauma
There is no fixed timeline to get over trauma
because healing does not follow a strict calendar or a single finish line.
General Timeframes
Acute Symptoms:
Normal reactions
like shock, muscle tension, fatigue, or intrusive thoughts usually last from a
few days up to one to two weeks,
gradually improving.
Natural Resolution:
Most people
notice negative effects or acute distress resolving over a few
months.
When to Seek Help:
If severe
symptoms, flashbacks, or emotional numbness persist past one to
three months—or interfere with daily life—it may
have developed into Post-Traumatic Stress Disorder (PTSD) or require
professional support.
Complex Trauma (C-PTSD):
Healing from
prolonged, repeated childhood or
relational trauma often takes months to years of consistent therapeutic
work and nervous system re-regulation.
Why Healing Is Nonlinear
Not a Broken Bone:
Unlike a
physical injury that heals in a predictable number of weeks, trauma reshapes
how the brain and nervous system process
safety.
Waves and Triggers:
Progress often
involves steps forward and occasional steps backward (regression to earlier
stages) when triggered by
anniversaries or reminders.
Shifting the Goal:
Rather than
asking when the pain will completely vanish, recovery is about how long until
the trauma stops
"running the show" and controlling
your daily life.
Key Approaches That Aid
Recovery
Evidence-Based Therapies:
Modalities
like Eye Movement Desensitization and Reprocessing (EMDR) and Trauma-Focused
Cognitive Behavioral Therapy (TF-CBT) help
rewire the brain's threat response.
Somatic & Grounding
Practices:
Breathwork, slow physical
movement, and mindfulness help signal safety to a hyperactive nervous system.
Professional Guidance:
Working with a
licensed trauma-informed specialist
can prevent the nervous system from staying "stuck" in survival mode.
Do you have to stop new trauma to get over old trauma?
You do not necessarily have to
live in a completely risk-free or trauma-free environment to begin healing from
old trauma, but safety and
stabilization are required as the first and most critical phase of recovery.
The Core Principles of Trauma
Recovery
Safety First: Clinical frameworks for trauma recovery (such as the standard
phases outlined by Trauma Informed) establish that Phase I must be safety
and stabilization. Trying to deeply process old
trauma while you are actively
experiencing severe, ongoing abuse, violence, or acute crisis is
usually counterproductive or unsafe
because the nervous system cannot tell the difference between past danger and
present reality.
Building Capacity over
Time:
Healing does
not require an idealized, sterile life. Instead, it requires building internal and external capacity—the
ability to tolerate intense physical sensations and emotions without feeling
like you are in immediate danger.
Managing Current
Stressors:
While minor or
everyday stress is a normal part of life that you can navigate while in
therapy, ongoing active trauma or acute danger must be addressed or escaped first so the brain's survival centers
(like the amygdala) can stop firing a constant stream of stress hormones.
The Role of Professional
Support:
Attempting to
revisit old, heavy memories
while destabilized can lead to retraumatization or emotional flooding. Working
with a trained therapist allows you to gauge whether your current environment is stable enough to support processing.
CHOP = The Children’s Hospital of Philadelphia
Online Assessment did not yield a score
Source of Questions (20 Items)
http://www.aftertheinjury.org/when-should-i-be-concerned?gclid=CIfr4Yzm87gCFSIV7AodF3UAsg
20130914-RT = 14.50/23 | 63.0% Post Trauma whole childhood 0 years to twelve (12)
LSF = Low Scores are Favorable
SCR_13081002_Trauma Scorer V2025_ATI 18 Item (XLS)
FYI--After the Injury – Alternate 23 Item (LSF)
The "After the
Injury" 23-Item tool refers to the PedsQL (Pediatric Quality of Life Inventory) Generic
Core Scales, which is a widely utilized 23-item
questionnaire designed to measure health-related quality of life
(HRQoL) in children and adolescents recovering
from physical trauma or illness.
It is frequently integrated with
platforms like the After
The Injury Portal (developed by the Children's Hospital of Philadelphia) to
help parents and clinicians screen for physical
and emotional distress in pediatric patients following a medical event
or accident.
Core Dimensions of the 23-Item
Survey
The questionnaire is segmented
into four core functioning domains to evaluate how a child is
coping:
Physical Functioning (8
items):
Assesses
mobility, pain, energy levels,
and heavy physical tasks
(e.g., "It is hard for me to run"
or "I have aches and pains").
Emotional Functioning (5
items):
Screens for post-injury psychological
distress, sadness, and anxiety (e.g., "I feel sad or blue" or "I feel scared or worried").
Social Functioning (5
items):
Looks at how
the injury impacts peer relationships,
play, and social interactions.
School/Academic
Functioning (5 items):
Tracks
cognitive focus, missed school days, and the child's ability to keep up with schoolwork after the injury.
Administering the Assessment
Age Adaptability:
It has
specific versions tailored for child self-reporting (valid for ages 8 to 18)
and proxy parent-reporting (extending down to toddlers aged 2).
Scoring:
Items are
rated based on a multi-point scale
mapping how often a particular symptom has bothered the child over the
past month. The tool provides a Total Quality of Life Score along with specific sub-scores to isolate whether a child needs targeted mental health support or specialized physical
rehabilitation.
After the Injury – 23 Item (LSF) – Modified – Part A
After the Injury – 23 Item (LSF)
– Modified – Part B
LSF = Low Scores are Favorable
Reco_13081702_TSC Scorer V2025
By and For Keith “Buster” Torkelson, MS, PHW
Additionally, in clinical psychology,
SATI stands for the Sexual
Abuse Trauma Index, a subscale within the Trauma Symptom Checklist-40 (TSC-40)
used to measure specific trauma-related distress.
SATI (Mindfulness) as a Tool for
PTSD Recovery
When a person experiences PTSD,
their nervous system is stuck in a chronic loop of "fight, flight, or
freeze," treating past memories
as active, present-day threats. The practice of SATI helps retrain the brain to
distinguish between past trauma and the safety of the current environment.
Why Traditional Mindfulness Can
Be Triggering
For individuals with PTSD,
traditional mindfulness instructions—such as "close your eyes and lean
into your feelings"—can sometimes backfire. Flooding the mind with intense
emotions or bodily sensations without preparation can cause overwhelming distress or
re-traumatization.
The Trauma-Informed Approach to SATI
Modern therapists modify mindfulness practice to make it
safe for trauma survivors:
Dual Awareness (The
"Pendulation" Method):
Practitioners learn to touch upon
a difficult memory or
physical sensation briefly, then purposefully shift their attention back to a safe "anchor".
External Anchoring:
Instead of focusing on
unpredictable internal bodily feelings, individuals use their senses to ground themselves in the room
(e.g., listening to ambient sounds, looking at a specific object, or feeling
the floor beneath their feet).
Self-Nurturing & Compassion:
The practice shifts away from
rigid concentration toward cultivating a gentle, non-judgmental attitude (metta or loving-kindness) to soothe
the nervous system.
The SATI Scale (Sexual Abuse
Trauma Index)
If you encountered the term
"SATI" in a medical journal, research study, or clinical assessment,
it likely refers to the Sexual Abuse Trauma Index.
What it is:
A specific scoring track within the Trauma Symptom
Checklist-40, which is a widely used, 40-item self-report questionnaire
evaluating adult symptoms tied to childhood or adulthood trauma.
What it measures:
It specifically quantifies
symptoms highly correlated
with sexual trauma, tracking their frequency over the preceding two months to evaluate psychological distress and
measure treatment progress.
FYI-AI-Are you exploring sati as
a mindfulness practice for managing stress and grounding, or are you looking into
the SATI clinical assessment scale for research purposes? Let me know so I can
provide the right exercises or data. This is for informational purposes only.
For medical advice or diagnosis, consult a professional. AI responses may
include mistakes.
FYI - Trauma Symptom Checklist – 40
(TSC-40)
http://johnbriere.com/trauma-symptom-checklist-40-tsi-40/
Subscale composition and scoring
for the TSC-40 The score for each subscale is the sum of the relevant items,
listed below:
- Dissociation: 7,14,16,25,31,38
- Anxiety: 1,4,10,16,21,27,32,34,39
- Depression: 2,3,9,15,19,20,26,33,37
- SATI (Sexual Abuse Trauma Index): 5,7,13,21,25,29,31
- Sleep Disturbance 2,8,13,19,22,28
- Sexual Problems 5,9,11,17,23,29,35,40
TSC-40 total score: 1-40
TSC-40
How often have you experienced
each of the following in the last two months?
0 = Never 3 = Often
1. Headaches 0 1 2 3
2. Insomnia (trouble getting to
sleep) 0 1 2 3
3. Weight loss (without dieting)
0 1 2 3
4. Stomach problems 0 1 2 3
5. Sexual problems 0 1 2 3
6. Feeling isolated from others 0
1 2 3
7. “Flashbacks” (sudden, vivid,
distracting memories) 0 1 2 3
8. Restless sleep 0 1 2 3
9. Low sex drive 0 1 2 3
10. Anxiety attacks 0 1 2 3
11. Sexual overactivity 0 1 2 3
12. Loneliness 0 1 2 3
13. Nightmares 0 1 2 3
14. “Spacing out” (going away in
your mind) 0 1 2 3
15. Sadness 0 1 2 3
16. Dizziness 0 1 2 3
17. Not feeling satisfied with
your sex life 0 1 2 3
18. Trouble controlling your
temper 0 1 2 3
19. Waking up early in the
morning and can’t get back to sleep 0 1 2 3
20. Uncontrollable crying 0 1 2 3
21. Fear of men 0 1 2 3
22. Not feeling rested in the
morning 0 1 2 3
23. Having sex that you didn’t
enjoy 0 1 2 3
24. Trouble getting along with
others 0 1 2 3
25. Memory problems 0 1 2 3
26. Desire to physically hurt
yourself 0 1 2 3
27. Fear of women 0 1 2 3
28. Waking up in the middle of
the night 0 1 2 3
29. Bad thoughts or feelings
during sex 0 1 2 3
30. Passing out 0 1 2 3
31. Feeling that things are
“unreal” 0 1 2 3
32. Unnecessary or over-frequent
washing 0 1 2 3
33. Feelings of inferiority 0 1 2
3
34. Feeling tense all the time 0
1 2 3
35. Being confused about your
sexual feelings 0 1 2 3
36. Desire to physically hurt
others 0 1 2 3
37. Feelings of guilt 0 1 2 3
38. Feelings that you are not
always in your body 0 1 2 3
39. Having trouble breathing 0 1
2 3
40. Sexual feelings when you
shouldn’t have them 0 1 2 3
When should I be concerned?
https://www.aftertheinjury.org/when-should-i-be-concerned
Re-experiencing:
- Reliving what happened
- Thinks a lot about what happened to him/her
- Has bad dreams or nightmares
- Gets upset or has physical symptoms (headache, stomachache, heart beating fast) at reminders of what happened
Avoidance:
- Staying away from reminders
- Doesn’t want to talk about what happened or tries to push it out of his / her mind
- Wants to stay away from people, places, or things that are reminders of what happened
- Afraid of something that s/he was not afraid of before (or a previous fear or worry seems to get worse)
- Not interested in usual activities, since the injury
- Not interested in being with people s/he usually likes, since the injury
Hyper-arousal:
- Feeling anxious or jumpy
- Worries a lot that something else bad will happen
- Startles easily – for example, jumps if there is a sudden noise
- Irritable or has angry outbursts, since the injury
- Has trouble paying attention to things, since the injury
- Has trouble falling or staying asleep, since the injury
Other concerns about your child
- Pain or discomfort that does not get better
- Trouble returning to school or other activities
- Changes in your child’s usual behavior
Concerns about how others in the
family are coping
- Brothers or sisters upset or worried
- You (parent) are stressed or worried yourself
Is resolving Trauma is a slow process?
Yes, resolving trauma is a slow process because it involves the nervous system, requires processing difficult emotions, and is a gradual, non-linear journey that takes patience and self-compassion. A person's recovery can take weeks, months, or even years depending on the individual and the severity of the trauma, and the goal is not to forget but to learn to live with memories without them controlling one's life.
Stop being emotionally injured
To stop being emotionally injured, focus on processing your feelings by acknowledging them, practicing self-compassion, and finding healthy outlets for expression like journaling, exercise, or creative work. Building a support system, prioritizing self-care like sleep and nutrition, and seeking professional help if needed are also crucial steps for healing and resilience, according to Everyday Health, Calm, and Psychology Today.
Disappointment and Frustration
Disappointment is a feeling of
sadness when unmet expectations
leave you feeling let down, while frustration is an active feeling of anger or irritation when an obstacle
prevents you from reaching a goal. While disappointment is a passive emotion
stemming from a gap between what you hoped for and what happened, frustration
is an active one that arises from a lack
of control or an inability to achieve something, which can sometimes
lead to disappointment. Both are normal parts of life that can be managed by
acknowledging them, understanding their source, and finding healthy ways to cope.
Mechanisms
Trauma Mechanism I
Trauma mechanism refers to the way energy transfers to the body, causing physical or physiological harm. It describes the source of the injury and how the force affected the body. Understanding these mechanisms is crucial for predicting injury patterns and severity, as well as developing effective treatment and prevention strategies.
Trauma Mechanism II
Trauma mechanism refers to the external forces that cause injuries, describing how an injury occurred, not just the nature of the injury itself. It's crucial in trauma care for understanding the potential severity of injuries and guiding assessment and treatment. Mechanisms are categorized into blunt, penetrating, and deceleration trauma, but also include thermal, blast, and chemical injuries
Versus
Crisis Mechanism I
A crisis mechanism is a
pre-planned process or system designed to respond to and manage various types
of crises, ranging from natural disasters to economic downturns. It involves a
combination of strategies, coordination
efforts, and resources
to mitigate the negative impacts of a crisis and facilitate recovery.
Crisis Mechanism II
A crisis response mechanism is a system or framework used to address and manage crises, whether natural, man-made, or otherwise. It involves specific actions and procedures to help contain the situation, minimize damage, and facilitate recovery. These mechanisms are often activated when a crisis is deemed to be of significant scale or impact.
External Threats = Precipitating
Events I
Based on the search results, it's accurate to say that external threats often act as precipitating events in various contexts, particularly within business and personal relationships. Definition: Potential dangers or risks that originate from outside an entity (e.g., an organization, a person).
Types of Trauma
Trauma can be broadly categorized into three main types: Acute, chronic, and complex. Acute trauma results from a single, sudden event, while chronic trauma involves repeated or prolonged exposure to distressing events. Complex trauma, often referred to as complex post-traumatic stress disorder (C-PTSD), arises from the experience of multiple traumatic events, particularly those within interpersonal relationships.
Chronic Injury
A chronic injury is a
musculoskeletal injury that persists over an extended period, typically longer
than three months, and often develops gradually due to repetitive stress or overuse. Unlike acute injuries, which
are sudden and often result from a specific incident, chronic injuries develop
slowly over time and may not have a clear onset.
External Threats = Precipitating Events II
The statement "External Threats = Precipitating Events" is not entirely accurate as it simplifies the complex relationship between the two. While external threats can certainly be precipitating events (meaning they initiate or trigger a particular outcome), they are not synonymous with all precipitating events. External threats are a category of potential dangers, while precipitating events are a more general term for any event that triggers a reaction or change.
Define Abuse
Abuse is when someone causes us harm or distress. It can take many forms, ranging from disrespect to causing someone physical or mental pain. It can occur in someone's home, a care home, a hospital or a public place. Often the people who commit abuse are taking advantage of a special relationship.
https://www.akti.org/brandishing-a-knife/
Know Your Knife Laws – Brandishing a Knife
By Daniel C. Lawson, Attorney and Knife Expert
A category of legal knife restrictions exists, which can generally be labeled “brandishing.” This category can be viewed as the direct opposite of the restriction for concealed carry. In the case of knife concealed carry, the offense occurs when an individual carries a specific illegal knife in a pocket or under a layer of clothing so that it is not discernible by others. The offense of “brandishing” typically involves the manner of open carry or display. The offense does not involve making a threat but rather exhibiting a “threatening manner” while in possession of a visible weapon.
Note: I just remembered that my older brother, Kevin, picked me up and threatened to throw me into the Grand Canyon. I didn’t tell my parents about it.
Traumatic Stress Reactions/PTSD Symptoms in Children
Traumatic stress reactions and
PTSD symptoms in children can manifest in various ways, including
re-experiencing the event through play or nightmares,
avoiding reminders of the trauma, experiencing increased anxiety and irritability, and exhibiting regressive
behaviors. These symptoms can significantly
impact a child's emotional well-being, behavior, and ability to
function in daily life.
Stress and Older Adults
Older adults with traumatic stress
reactions or PTSD can experience a range of symptoms, including intrusive memories, avoidance
behaviors, and changes in mood and physical reactions. These symptoms can
significantly impact their daily lives, affecting their mental and physical
well-being.
CHOP = Children's Hospital of Philadelphia
You should be concerned about PTSD if you've experienced a traumatic event and are experiencing symptoms for more than a month that significantly impact your daily life, relationships, or ability to work. If symptoms are severe, distressing, or persistent, seeking professional help is crucial.
Choose a reaction or concern to
learn more about why it happens and how to know if it might be a problem.
(Briere & Runtz, 1989)
http://johnbriere.com/trauma-symptom-checklist-40-tsi-40/
FYI > Context of Children >
https://www.aftertheinjury.org/when-should-i-be-concerned
https://www.aftertheinjury.org/quick-quiz
Information Provided after Finishing 20 Items Assessment
Reference – Goes to website – Population = Children
http://www.aftertheinjury.org/when-should-i-be-concerned?gclid=CIfr4Yzm87gCFSIV7AodF3UAsg
How to help with RE-EXPERIENCING:
Reliving what happened
Notice when your child is feeling
worried or lost in their thoughts - and ask what's on their mind.
Listen when your child wants to
talk.
If your child has questions about
his/ her injury, treatment, or any other parts of what happened, try to answer
simply and honestly.
Help your child deal with overwhelming or troubling thoughts
by learning how to \"take a break\" from them at times - do something
fun, spend time with friends, get busy with other activities.
Notice your own feelings. Are
there times when you don't want to talk with your child about what happened -
because it's upsetting to you? If so, be sure to reach out to family and
friends to get support for yourself.
After a difficult experience like
being injured, children may have a few bad
dreams or nightmares (about things that happened, or just a scary
dream).
- Help your child to understand
that bad dreams can be a natural response when things are stressful or scary,
and will probably get better soon.
- If a bad dream wakes your child
in the middle of the night: listen (briefly) to what was in their dream, give
them a hug and help them feel safe, and help them get back to sleep as quickly as possible.
-If your child is losing sleep
because of bad dreams most nights, for more than a week, it's a good idea to
talk with your child's doctor about getting extra help.
How to help with AVOIDANCE:
Staying away from Reminders
Notice when your child is feeling
worried or lost in their thoughts
- and ask what's on their mind.
If your child has questions about his/ her injury, treatment, or any
other parts of what happened, try to answer simply and honestly.
Notice when your child is feeling
worried or nervous - are there situations in which this seems to happen more?
Help your child to identify things that trigger worries or scared feelings.
Talk with your child about how you can help at those times.
Notice your own feelings. Are there times when you don't
want to talk with your child about what happened - because it's upsetting to
you? If so, be sure to reach out to family and friends to get support for
yourself.
New fears, or wanting to stay away from things that
remind them of what happened, may keep your child from getting back to normal
as quickly as possible. If fears or strong worries keep your child from doing
safe things that they need to or want to do (like getting on a school bus
again, or sleeping alone), encourage any effort towards these activities It
might take lots of little steps
for a child to be able to do the whole activity. Praise their courage when they
do!
Notice any new worries you might
have. Do they stop you from letting your child do things s/he used to be
allowed to do? Use a friend or family member as a \"reality check\"
for yourself.
Help your child get back to
everyday routines as much as possible. If your child has to miss out on sports
or other physical activities while recovering from the injury, help them find
other things they can do to have fun or be with friends.
Notice if your child seems
withdrawn or is losing interest in things they used to enjoy. It's very
important to get back to their normal routine as much as possible as quickly as
possible for their recovery.
- Encourage them to do their usual activities, even
if they don't really feel like it at first (this is usually the best way to
start feeling a little better).
- With your child, make a plan for the week's
activities. Start with small steps, and build on these.
- Help your child figure out
whether their changing feelings are because things remind them of what happened
or make them nervous. (See \"How to help with new fears and worries\"
at www.AftertheInjury.org.)
- If your child seems very
\"down\" or withdrawn, and this does not get better within a few
weeks after the injury, talk with
your child's doctor about getting additional help for your child.
Sometimes other people are
reminders of what happened or of how things have changed because of an injury.
- Everyone needs some time alone, but be sure
that your child also spends some time with friends and family.
- If you notice that your child
seems less interested in spending time with people they usually enjoy being
with, bring this up with your child and help them sort out their feelings by
asking questions and listening. (See \"How to talk with your child\"
at www.AftertheInjury.org.)
How to help with HYPER-AROUSAL:
Feeling anxious or jumpy
Notice when your child is feeling
worried or nervous - are
there situations in which this seems to happen more? Help your child to
identify things that trigger worries or scared feelings. Talk with your child
about how you can help at those times.
Notice when your child is feeling
extra jumpy or \"on guard\". Help your child understand that feeling
this way is a reaction to going through something scary, and that it will get
better with time.
Go for a walk together, or -- if the injury gets in the way -- do
something else to get some gentle exercise and spend time together.
Help your child get back to everyday routines as much as
possible. If your child has to miss out on sports or other physical activities
while recovering from the injury, help them find other things they can do to
have fun or be with friends.
Notice if you are feeling jumpy
or irritable yourself. Make
sure to take care of yourself so you will be best able to help your child.
Set normal limits for your
child's behavior - try not to be extra strict OR extra easy on them just
because of the injury.
Help your child to understand how
feeling jumpy, tired, stressed or in pain, can lead to angry or irritable behavior. Set normal limits and
consequences for behavior, but also let your child know that you understand
that it may be harder right now to control
their feelings. Help them notice when they are starting to get angry or
irritated, and suggest that they take some time out to calm down or do
something else they enjoy.
Sometimes kids show their upset
feelings through their behavior. Help your child put feelings into words. Listen carefully, and help your
child express frustrations or worries. When you help your child find words for
strong feelings, you give him tools for coping. Describing and understanding
his reactions is a first step in dealing with them.
When getting to sleep is a
problem, it's more important than ever to keep a regular bedtime, and to help
make the hour before bed a relaxing
time. Work together with your child to create bedtime routines that
work for your family.
- Younger kids: Read a story or spend some quiet
time together just before tucking them into bed.
- Teens and older children: Help
them to create good sleep habits and
routines, and help them take charge of following these routines for
themselves.
If your child has pain that is
interfering with sleep (making it harder to fall asleep, or waking them up
during the night), talk with your child's doctor about controlling pain at
bedtime and through the night.
How to help with OTHER CONCERNS
Follow pain management suggestions from your doctor.
If your child has been prescribed
pain medications, make sure to give them according to your doctor's directions.
And be sure to follow any other suggestions your doctor may have given you for
helping your child with pain. If you aren't sure what to do - ask your doctor!
Call your child's doctor and tell
them that your child's pain is not getting better. Your child should have less
pain over time.
Let your child's doctor know how
you are using pain medicines for your child.
- You should consider scheduling
an appointment to see your child's doctor (bring along any medicines that your
child is taking).
- Ask your doctor to review your
child's pain medications and the directions for using them.
- Ask your doctor to examine your
child to see if your child's injury is healing well.
Work with your child to keep a pain diary. Keep track
of:
- - Where the pain is and what it feels like.
- - How severe the pain is.
- - When the pain happens - time of day, during which activities.
- - What makes the pain better.
- - What makes the pain worse.
If your child has pain that is
getting in the way of his school or other activities,
- Make an appointment to see your
child's doctor to get better pain management.
- Talk with the school about your
concerns
- Ask your child's doctor to
communicate with the school nurse about pain management/medication.
If your child has pain that is interfering with sleep (making
it harder to fall asleep, or waking them up during the night), talk with your
child's doctor about controlling pain at bedtime and through the night.
Help your child get back to everyday routines as much as
possible. If your child has to miss out on sports or other physical activities
while recovering from the injury, help them find other things they can do to
have fun or be with friends.
Set normal limits for your
child's behavior - try not to be extra strict OR extra easy on them just
because of the injury.
Some behavior changes come from feeling worried or stressed. You
can help your child cope with stress by helping them remember how they coped well with stressful times
in the past.
Sometimes kids show their upset
feelings through their behavior. Help your child put feelings into words.
Listen carefully, and help your child express
frustrations or worries. When you help your child find words for strong
feelings, you give him tools for coping. Describing and understanding his
reactions is a first step in dealing with them.
If your child had a head injury,
be sure to talk with your doctor about any behavior
changes that might be expected, and about what you should look for, and
how to manage the issues. There may be some sports and other activities that
your child cannot do for a while - ask your doctor. For more severe head injuries, it might
be important to meet with your child's school counselor or principal to make
educational plans.
How to help with how OTHERS IN
THE FAMILY are coping
If your injured child is still in
the hospital, ask hospital staff about any programs for siblings. Hospital
pediatric departments may offer support for patients' brothers and sisters
through their social work, child life, or chaplain services. It's important to
talk with brothers and sisters about how they are doing since this happened.
- Notice when brothers or sisters
are feeling worried or lost in their thoughts - or when they seem angry or
irritated -- and ask what's on their
mind.
- Remember that changes in
behavior can come from worries or upset feelings.
- There may be times when you
have to be focused on one child's
needs. Enlist the help of family and friends to provide your other
children with some special attention.
- If your other children have
questions about the injury or what is happening, try to answer simply and
honestly.
- The After the Injury website
has information about talking with your injured child that may also be helpful
for talking with your other children.
Remember that as a parent, it's
also important that you take care of yourself. When you do, you're not only
being a good role model for
your child, you're also making sure you'll be ready and able to give them the
help they need.
- Notice your own reactions and
feelings and reach out to
family and friends for support when you need it.
- Let other people help you - and
be sure to tell them what kind of help you need (bringing a meal, taking care
of your other children, or just talking things over with you. Make a list of
things you might need - you can refer to this when people call to ask how they can help.
- Remember to sleep and eat regularly, and try
to keep some time that is just for you - even if it's just a few minutes a day.
Ask others to help you do
this.
- If you find yourself very upset
or worried and this does not seem to be getting better after a few weeks, be
sure to talk with your own doctor about ways to help and consider talking with
a counselor or therapist.
Trauma Informed Treatment
Trauma-informed treatment is a
framework that shifts the question from "What
is wrong with you?" to "What happened to you?" by acknowledging how
past and present trauma affect a person's life, health, and behavior.
Core Goals
- Realize the widespread impact of trauma and understand paths for recovery.
- Recognize signs and symptoms of trauma in patients, families, and staff.
- Respond by integrating trauma knowledge into policies, procedures, and practices.
- Resist re-traumatization by avoiding triggers or harsh environments that mimic past trauma.
Key SAMHSA Principles
Safety: Ensuring physical and psychological safety for participants and
staff.
Trustworthiness and
Transparency: Building and maintaining trust
through clear communication and open decisions.
Peer Support: Using shared lived experiences to foster hope, trust, and
healing.
Collaboration and
Mutuality: Partnering together and removing
traditional power differences between providers and clients.
Empowerment, Voice, and
Choice: Supporting a person's strength, control,
and decision-making in their own care plan.
Common Approaches and
Interventions
Trauma-Focused Cognitive
Behavioral Therapy (TF-CBT): Helps reframe
unhelpful thoughts and process traumatic memories.
Eye Movement
Desensitization and Reprocessing (EMDR): Uses
bilateral stimulation to help the brain reprocess traumatic events.
Dialectical Behavior
Therapy (DBT) & Grounding: Focuses heavily on
emotional regulation, mindfulness, and nervous system stabilization before deep
trauma processing.
Nervous System
Stabilization: Using deep breathing, movement, body
awareness, and routine to calm "fight or flight" responses.
You can learn more about
structured definitions and program guidelines via the SAMHSA Trauma-Informed Approaches or explore
clinical scopes through StatPearls
Trauma-Informed Therapy.
Scored 20261011-SU =14.50/23 | 63.0% Post Trauma whole childhood 0 years to twelve (12)
