Acute stress disorder psychotherapy: Difference between revisions
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It is essential for caregivers to remain available and not to allow a grieving person to become isolated. The following are helpful for adults who are grieving: | It is essential for caregivers to remain available and not to allow a grieving person to become isolated. The following are helpful for adults who are grieving: | ||
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When dealing with children who are grieving or traumatized, it is particularly important to offer reassurance regarding their own safety and the safety of their loved ones (insofar as is possible). It should be emphasized to these children that such devastating events are very rare, that people are there to take care of them, and that they will always be loved. The following are helpful for grieving or traumatized children: | |||
If serious signs appear and last more than a couple of weeks, help should be sought. Signs that help is needed include the following: | |||
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! style="background: #4479BA; width: 200px;" | {{fontcolor|#FFF|Steps taken to help grieving or traumatized children}} | |||
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:Step 1 | |||
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Be emotionally available to children despite personal loss (or fears) | Be emotionally available to children despite personal loss (or fears) | ||
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:Step 2 | |||
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Encourage them to share their feelings, to talk at weekly family meetings, and to use drawings and puppets to express their feelings | |||
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:Step 3 | |||
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Give children more time than usual | Give children more time than usual | ||
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:Step 4 | |||
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Let them know it is all right to talk about unpleasant feelings (including sadness and anger) and listen to them; sharing personal feelings of sadness with them is all right as well | Let them know it is all right to talk about unpleasant feelings (including sadness and anger) and listen to them; sharing personal feelings of sadness with them is all right as well | ||
Check to see if children feel that they somehow caused the death or disaster or if they have other misunderstandings, and take pains to reassure them or correct any misunderstanding; do not assume children are fine just because they are not saying anything | |- | ||
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:Step 5 | |||
| style="padding: 5px 5px; background: #F5F5F5;" | | |||
Check to see if children feel that they somehow caused the death or disaster or if they have other misunderstandings, and take pains to reassure them or correct any misunderstanding; do not assume children are fine just because they are not saying anything | |||
|- | |||
| style="padding: 5px 5px; background: #DCDCDC;font-weight: bold" | | |||
:Step 6 | |||
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Monitor and limit television watching after a disaster, lest this flood them or desensitize them to violence; when they do watch, watch it with them and discuss the events | |||
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:Step 7 | |||
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Understand that children probably know more than you think they do; make sure to ask what the child knows and what questions he or she has | Understand that children probably know more than you think they do; make sure to ask what the child knows and what questions he or she has | ||
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:Step 8 | |||
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In discussing traumatic events with children, share only the details they can deal with; be honest, but do not overload them with facts | In discussing traumatic events with children, share only the details they can deal with; be honest, but do not overload them with facts | ||
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:Step 9 | |||
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Understand that regression, fear, sleep problems, and anger toward remaining family members are common after a loss or trauma | |||
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:Step 10 | |||
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Encourage action, such as sending letters to victims, to keep them from feeling helpless | Encourage action, such as sending letters to victims, to keep them from feeling helpless | ||
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:Step 11 | |||
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Do not force children to go to the funeral if they do not want to, but help them create a ritual | Do not force children to go to the funeral if they do not want to, but help them create a ritual | ||
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:Step 12 | |||
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Maintain as normal a schedule as possible | Maintain as normal a schedule as possible | ||
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:Step 13 | |||
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Encourage patients to eat balanced meals on time and drink fluids; to get enough sleep, relaxation, and exercise; and to avoid alcohol and caffeine | Encourage patients to eat balanced meals on time and drink fluids; to get enough sleep, relaxation, and exercise; and to avoid alcohol and caffeine | ||
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Extended depression and loss of interest in activities and events | Extended depression and loss of interest in activities and events | ||
Inability to sleep, loss of appetite, or prolonged fear of being alone | Inability to sleep, loss of appetite, or prolonged fear of being alone |
Revision as of 00:55, 17 January 2016
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Editor-In-Chief: C. Michael Gibson, M.S., M.D. [1]Associate Editor(s)-in-Chief: Simrat Sarai, M.D. [2]
Overview
Psychotherapy
It is essential for caregivers to remain available and not to allow a grieving person to become isolated. The following are helpful for adults who are grieving:
Steps taken to help grieved persons | Features |
---|---|
|
|
|
Be available after others get back to their own lives |
|
Do not be afraid to talk about the loss |
|
Be a good listener, but do not give advice |
|
Do not minimize the loss; avoid clichés and easy answers |
|
Encourage bereaved individuals to care for themselves |
|
Be patient with the bereaved; there are no shortcuts |
|
Remember significant days and memories |
|
Do not try to distract the bereaved from grief through forced cheerfulness |
|
Remember significant days and memories |
When dealing with children who are grieving or traumatized, it is particularly important to offer reassurance regarding their own safety and the safety of their loved ones (insofar as is possible). It should be emphasized to these children that such devastating events are very rare, that people are there to take care of them, and that they will always be loved. The following are helpful for grieving or traumatized children:
If serious signs appear and last more than a couple of weeks, help should be sought. Signs that help is needed include the following:
Steps taken to help grieving or traumatized children | Features |
---|---|
|
Be emotionally available to children despite personal loss (or fears) |
|
Encourage them to share their feelings, to talk at weekly family meetings, and to use drawings and puppets to express their feelings |
|
Give children more time than usual |
|
Let them know it is all right to talk about unpleasant feelings (including sadness and anger) and listen to them; sharing personal feelings of sadness with them is all right as well |
|
Check to see if children feel that they somehow caused the death or disaster or if they have other misunderstandings, and take pains to reassure them or correct any misunderstanding; do not assume children are fine just because they are not saying anything |
|
Monitor and limit television watching after a disaster, lest this flood them or desensitize them to violence; when they do watch, watch it with them and discuss the events |
|
Understand that children probably know more than you think they do; make sure to ask what the child knows and what questions he or she has |
|
In discussing traumatic events with children, share only the details they can deal with; be honest, but do not overload them with facts |
|
Understand that regression, fear, sleep problems, and anger toward remaining family members are common after a loss or trauma |
|
Encourage action, such as sending letters to victims, to keep them from feeling helpless |
|
Do not force children to go to the funeral if they do not want to, but help them create a ritual |
|
Maintain as normal a schedule as possible |
|
Encourage patients to eat balanced meals on time and drink fluids; to get enough sleep, relaxation, and exercise; and to avoid alcohol and caffeine |
Extended depression and loss of interest in activities and events Inability to sleep, loss of appetite, or prolonged fear of being alone Extended period of marked regression Excessive imitation of the deceased or repeated statements about wanting to join the deceased Withdrawal from friends Serious drop in school performance or refusal to go to school Persistent fears Persistent irritability and being easily startled Behavior problems Physical complaints Rescue workers may develop the same symptoms as victims, including those of acute stress disorder (ASD) or posttraumatic stress disorder (PTSD). As many as 1 in 3 rescue workers develop PTSD. Measures for helping rescue workers deal with stress after traumatic events include the following:
Encourage staying in touch with family and friends Be sure that rescue workers get rest, food, exercise, and relaxation Encourage understanding of survival guilt Explain how chaos and confusion inevitably lead to upset between individuals and groups that are participating in the rescue effort Develop a buddy system, and encourage support of coworkers Encourage workers to defuse after troubling incidents and after each shift After the rescue operation, encourage workers to take a few days to decompress and attend a debriefing Do not overwhelm children with talk of experiences as a rescue worker; ask about their activities