In both methods (Talking and Drawing), you might
notice a child exhibiting more serious problems. If you have
concerns, refer those children to your school counselor.
NOTE: One sign of successful defusing of your
students is that they feel better. Another sign of success might
be that the defusing process surfaced other problems that will
come to your attention. These problems might take on a variety
of forms.
Symptoms might be
the same as those for anxiety or depression
(physical symptoms, persistent avoidance of
being alone, unrealistic
worries about harm)
c
Child is not able to "let go" of
a memory
c
The degree of emotionality and
the degree of silence are both clues
(be sure to
talk with the child and simply ask them quietly,
confidentiality,
how they are feeling and
coping)
c
Make note of other physical
manifestations of stress (as a result of the
impact
of
the event)
c
Be aware of different forms of
adjustment in each child
c
The teacher is not meant to be
in the role of "diagnostician"; refer those
children you are concerned about to a school
counselor, social worker
or school psychologist
c
Some children may be predisposed
to adverse reactions following a
critical
incident (generally, these are children who have
experienced
other loss, relocation, death,
abuse, crime, etc.)
c
An anniversary date of a
disaster or death is a predictable time when
memories and associated problems may resurface
Refer the student if you are
unsure:
c
Alert parent/guardians of your
concerns
c
Contact your school
counselor/social worker/school psychologist
c
Refer the student to the Student
Assistance Team (if applicable)
c
Consider a referral to mental
health professionals in the community
Through using the methods and techniques in this
guide and adding your own unique perspective, expertise and
energy, you will help children and perhaps, yourself recover
from a traumatic experience.
