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In this section:
you will learn what methods can be used to reduce trauma-related symptoms
you will get information about how trauma can affect your state of alertness and self-regulation skills
you will get practical tips on how to calm your body and mind
Source: Turvaa, toivoa ja toimijuutta (hdl.fi)
Levander M., Luotonen K. & Vartio A.: Security, hope, and agency - information about the trauma of being a refugee for early childhood education and teaching professionals. Helsinki Deaconess Institute Foundation sr 2022
Regulation of Alertness
Regulation of Alertness
Arousal regulation skills can be supported in various ways, such as by learning to recognize changes in the body, thoughts, emotions, and behavior related to different states of alertness. Techniques include using tools like mood meters, pictures, emotion cards, or practicing functional and physical methods.
Various physical and functional exercises, along with imagery exercises, can help restore the state of alertness to a suitable level. Engaging in activities that involve manual tasks, creative pursuits, and focusing on different senses can also support the regulation of alertness.
It is beneficial to plan in advance for managing alertness levels. Creating an action plan can be useful when alertness levels become too high or too low. For instance, using pictures to outline options for handling difficult situations can be helpful. When arousal levels are extreme, expressing feelings and needs can be challenging; pre-made plans can offer a sense of security, predictability, and assist in communicating needs effectively.
Ways of Regulating the State of Alertness
Ways of Regulating the State of Alertness
Which ways work for you, your child, or your young person?
Rinsing hands or face with cool water
Consuming something tangy (such as a lozenge) to focus on
Redirecting attention to the body: grounding oneself by consciously pressing the soles of the feet into the floor
Strengthening body boundaries: patting, stroking, or massaging the body and limbs with a ball
Slowly clenching and unclenching fists while coordinating with inhalation and exhalation
Engaging in hypotonic activities: stretching, walking, moving the body, or performing simple hand exercises
Using prolonged exhalations, calming imagery, and thoughts to manage overstimulation
Focusing on the present moment through various sensory channels (e.g., Anchor exercise)
Concentrating on a safety object or visualizing a safe place
Listening to, recalling, singing, or humming favorite music
Trauma-Informed Environment Checklist
Trauma-Informed Environment Checklist
Clear frameworks and routines
Mutually agreed-upon rules and procedures
Visible daily and weekly schedules
A calm and clean environment
Appropriate sensory stimulation
Opportunities for sensory regulation
Incorporation of natural elements (e.g., houseplants)
Access to breaks, movement, and stretching
Availability of hydration and sensory tools
Prevention and active intervention against bullying
Open and clear communication, including communication aids
Anticipation and preparation for challenging situations
Staff well-being and training in trauma-informed care
Individualized support and choice
Crisis management plan
Regular evaluation and feedback
Questionnaire and observations for early identification of asylum seekers having suffered traumatic experiences
Source: protect-questionnaire-english.pdf (protect-able.eu)
PROTECT Questionnaire
PROTECT Questionnaire
The PROTECT questionnaire is a tool developed by the International Rehabilitation of Tortured People (IRCT) to assist refugees who have endured traumatic experiences in their lives. The questionnaire can be utilized to assess whether a child, young person, or adult is experiencing symptoms of trauma in their current situation. It helps in identifying the presence and impact of trauma symptoms in everyday life. If the questionnaire indicates concerns regarding the well-being of a child or young person, appropriate assistance should be sought.
Trauma and Self-Regulation Skills
Trauma and Self-Regulation Skills
Trauma symptoms and difficult life experiences can impact the development of self-regulation skills.
Self-regulation skills affect the ability to manage emotions, actions, behavior, attention, body reactions, and interactions.
Traumatization and challenges with self-regulation can also impact learning, memory functions, and cognitive skills.
Self-regulation skills are essential for relationships, studying, work, parenting, and various problem-solving situations.
The development and strengthening of these skills can be supported in everyday life through various interactions and learning situations.
Self-Regulation Skills
Self-regulation skills can be learned through interaction with others who help identify, articulate, mirror, and regulate one's own feelings and behavior. The better we understand ourselves and what happens inside us, the better we are able to regulate ourselves and choose how we want to act in each situation.
Emotional Skills
From time to time, one can be carried away by emotions or suppress and ignore one's own feelings and needs. Expressing and verbalizing feelings can sometimes be challenging, or it can be difficult to identify and describe one's own state of being.
Difficulties with emotion regulation can manifest as low mood, anxiety, apathy, feelings of sadness and shame, or irritability and anger.
A traumatized person may have difficulties with emotional regulation skills, which is why support and commitment to emotional skills training are important. In these situations, it can often be beneficial to seek outside help and guidance.
Strengthening Self-Regulation Skills Through Mentoring
Strengthening Self-Regulation Skills Through Mentoring
Offer opportunities to evaluate your own work and performance, and provide constructive feedback.
Help clarify goals, make efforts, and support problem-solving situations.
Assist in identifying and understanding cause-and-effect relationships.
Provide opportunities to reflect on life choices.
Help create and maintain various human relationships.
Support communication skills, including how to express yourself and listen to others.
Practice cooperation skills.
Help prevent and resolve conflict situations.
Model appreciative and positive behavior and interactions.
Summary
Summary
Everyone’s experience and life story are unique.
People react to similar experiences in different ways.
An event that is traumatic for one person may not be traumatic for another.
People also have different means of survival and skills.
Not everyone develops psychological symptoms.
Traumatic symptoms are a normal reaction to an abnormal situation.
Tasks
Tasks
A. Give some examples of how you could support the self-regulation skills of a traumatized person.
B. What questions could you use to assess:
the current situation of a child, youth, or adult
and the occurrence and effects of possible trauma symptoms in everyday life?
Do you often have trouble falling asleep?
Do you frequently have nightmares?
Do you often suffer from headaches?
Do you frequently experience other physical pains?
Do you get angry easily?
Do you often think about painful events from the past?
Are you often afraid or terrified?
Do you frequently forget things in your everyday life?
Have you lost interest in activities you used to enjoy?
Do you often have difficulty concentrating?
Self-Assessment Test
Self-Assessment Test
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