Post Traumatic Intervention Program case study (Case Study Sample)

Post Traumatic Intervention Program Student's Name Institution Affiliation Course Instructor's Name Date Post Traumatic Intervention Program Introduction Learning can be challenging for students who have experienced trauma. However, after identifying the root cause of trauma, educators can adopt a program to help students cope with the situation. Negative implications of school shootings include trauma symptoms like anxiety, depression, mood disorders, and posttraumatic stress disorder, which manifested in several ways including sleep problems, mental intrusions, flashbacks, hypervigilance, and nightmares. Schools are practical and appropriate settings for helping educators and students recover from the tragedy. After violence affects schools, educators and school administrators should play a significant role by providing specific structured activities and programs. Developing a post-traumatic –intervention program involves recognizing and responding to the impacts of traumatic stress. The primary objective of this essay is to create a post-traumatic intervention program for the survivors of school shootings. In the program, I will create awareness among teachers and students on how trauma affects learning. The program will emphasize emotional and social skills to help the surviving students increase school attendance and improve their performance (Soma, 2017). I will emphasize psychosocial structured activities like drama, therapy, and movement activities to promote the well-being of students and educators affected by traumatic events such as shootings. In the program, I will include psychoeducation strategies to assist students to restructure themselves and develop a sense of control and recovery as quickly as possible. Notably, engaging in movement activities and therapy will help students and teachers to improve on feelings of social isolation and promote a sense of power which is helpful during the recovery process after traumatic exposure. The recovery program will include the Trauma-Informed Positive Education ( TIPE ) model that focuses on the defect perspective which covers developmental struggles experienced by survivors of traumatic events. Additionally, the model proposes three significant domains for dealing with traumatized individuals: empowering psychological resources, improving regular abilities, and repairing the disrupted attachment. TIPE model will help educators understand the effects of trauma and develop proactive approaches for positioning the school as a better place for healing and growth. Besides home, school is the best place where most students spend time, and thus it is important to make it a safe place. To support students meet their needs and avoid being anxious, I will urge teachers to engage students in counseling programs. TIPE model will help the surviving students and teachers to develop self-regulatory capacities of emotions and body, build relational capacity, and incorporate wellbeing principles to nurture growth and help student’s access psychological resources. Providing trauma-informed positive education will promote students well being as well as improve their academic achievements. The program will include specific strategies for supporting students needs including providing positive behavioral support, and encouraging them how to maintain predictable routines. Additionally, the program will involve language-based teaching strategies that will help students alleviate fears and process information. Surviving students from traumatic events usually focus on non-verbal clues rather than verbal communication and therefore applying several forms of communication information will help students express their feelings. I will encourage the school to use cognitive-behavioral interventions that include individual and group sessions and psycho-educational programs to train teachers. The cognitive-behavioral intervention uses several techniques including relaxation training, learning how to monitor anxiety and stress levels, maladaptive thinking, and challenging unhelpful thoughts (Horton & Carla, 2019). The primary focus of cognitive-behavioral intervention in this scenario will be minimizing symptoms linked to trauma exposure, developing skills to deal with anxiety and stress, and creating caregiver and peer support. Additionally, cognitive-behavioral interventions will provide mental health screenings and standard therapy sessions in the school to reduce symptoms connected to traumatic experiences and promote skills to deal with future stress. The program will also address risk factors in developing chronic disturbances after a trauma like poor coping skills, low level of social support, and cognitive factors. The program will encourage partnership between school administrators and mental health professionals to help students and teachers heal from their emotional problems. This will involve frequent consultations with the staff on implementation and efforts to educate teachers on how traumatic events affect students well being. The program will include...