Posttraumatic Stress Disorder

Posttraumatic stress disorder (PTSD) affects many people who have witnessed or
experienced a traumatic event. People with PTSD experience various symptoms, including
flashbacks, nightmares, and troubling thoughts regarding the event. PTSD also makes an
individual have difficulty coping or adjusting to the aftermath of a certain traumatic event.
Proper diagnosis of PTSD can help one overcome the disorder through proper treatment.
Both children and adults can suffer from the effects of PTSD. After experiencing a traumatic
event, most people will develop PTSD symptoms in weeks or days. In some cases, the
symptoms could be severe and long-lasting. If the symptoms are left unattended, they can
hinder the normal functioning of an individual.
Section One- Diagnosis
The DSM-5 offers a diagnostic criterion for PTSD. The diagnostic criterion applies to
all adults and children older than six years. Johnny is 12 years old, and this means that he can
be diagnosed used the DSM-5 (American Psychiatric Association, 2013). Criteria A is
exposure to the traumatic event. Exposure to the traumatic event could be through
experiencing the traumatic event or witnessing in person as it occurred to other individuals.
Johnny was exposed to a traumatic event by experiencing a fight between two students
(American Psychiatric Association, 2013). He witnessed a traumatic event in person as a
knife was pulled, and it resulted in serious injury to one of the students. Criteria B of the
DSM-V elaborates that certain symptoms have to be present for one to be diagnosed with
PTSD (American Psychiatric Association, 2013). Among the symptoms outlined in the DSM-
V manual is recurrent distressing dreams that relate to the traumatic event. Johnny has been
experiencing nightmares in line with the DSM-V criteria.

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The DSM-V criteria C states that one should be experiencing avoidance that is related
to the traumatic event. Johnny has refused to eat lunch at the cafeteria, which indicates that he
is avoiding any reminder that will remind him of the traumatic event that occurred (American
Psychiatric Association, 2013). Through avoiding the cafeteria, Johnny is shutting down all
physical reminders that would elicit memories of the trauma experienced at the cafeteria. The
DSM-V criteria D states that one should report alterations in cognitions and mood-related to
the traumatic event (American Psychiatric Association, 2013). Negative alterations and
cognitions could be manifested in persistent and exaggerated negative beliefs and
exaggerated expectations. In Johnny’s case, he feels that the cafeteria is not safe. He spends
time hiding in the bathroom during lunch hours. He insists on keeping a kitchen knife on his
bedside table, which further illustrates cognitive alteration. Evidently, he is also experiencing
a negative emotional state characterized by irrational fear. The irrational fear is driving him
to hide in the bathroom.
Criteria E of the DSM-V states that one should be experiencing two or more
symptoms relating to marked alterations in arousal and reactivity. Johnny’s grades have
significantly declined, which indicates that he is experiencing problems with concentration.
He is also experiencing hypervigilance, and this is seen in the insistence to keep his kitchen
knife (American Psychiatric Association, 2013). The duration of disturbance outlined in
criteria B, C, D, and E must exceed a month. Johnny has been experiencing the symptoms for
more than a month, and this indicates that he is suffering from PTSD
Section Two- Rescue Workers
In the event of any traumatic event, rescue workers play a vital role. Rescue workers
are in the first line of defense in the case of any disaster. Children have trust in rescue
workers, and this means that rescue workers can play their role effectively in minimizing the

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effects of trauma experienced by children (National Institute of Mental Health, 2014). One
step that rescue workers should take is to remove the children from the scene. Removing the
children from the scene will help in the prevention of further harm. Rescue workers should
also ensure that the children are kept under the supervision of adults until they are handed
over to their parents or guardians (National Institute of Mental Health, 2014). Children
should be comforted as they wait for the arrival of their parents. Reassuring words can go a
long way in ensuring that children feel safe in the aftermath of a disaster. Rescuers must also
attempt to accommodate the deep emotions of the children. Rescuers must be sensitive to the
emotions of the children involved without judging them.
Section Three- Parents
Parents play the role of a supportive framework for their children. Children are in
distress following fear-inducing traumatic events. Parents must be sensitive to the plight of
their children (Williamson et al., 2016). Parents must be responsive to their children’s
physical and emotional vulnerability (National Institute of Mental Health, 2015). Parents
must also offer meaningful advice to their children. Parents must encourage their children to
talk about their inner thoughts and feelings. Parents must also try to shield the children from
any blame that relates to the traumatic event (Cohodes et al., 2016). It is important for parents
to let the children know that the events surrounding the traumatic event had nothing to do
with them (Williamson et al., 2016). Ensuring that children make decisions and empowering
them to express their desires can also help ensure that the return to normalcy is smooth.
Section Four- Referral Criteria
Different people respond in different ways to traumatic events. It is therefore
important to assess the affected party in detail before determining whether or not the child
needs to be referred to a specialist. If the child is experiencing symptoms that affect his

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normal functioning, it is important to seek the opinion of mental health professional. It is also
important to analyze whether the child is experiencing symptoms that relate to suicide,
excessive sweating, and appears generally unsettled and anxious. Parents are best placed to
talk to their children before deciding on whether or not help is required (National Institute of
Mental Health, 2015).
Section Five- Preventing School Violence
Young people can be victims of school violence. The CDC has put a framework for
preventing school violence (CDC, 2012). The first step is the definition of the problem. It is
important to state how big the problem is and who it affects. The next step is the
identification of both the risk and protective factors. It is important to learn the issues that
give rise to school violence. After understanding the risk and protective factors, it is
important to develop prevention strategies (CDC, 2012). Teachers and parents need to work
closely to ensure that violence in the school set up is ended. Parents and teachers need to
establish a strong relationship with the children to ensure that violence is detected and
appropriate steps are taken.
Section Six-Risk Factors for Youth Violence
There are a number of risk factors that have been identified by the CDC. Risk factors
do not, however, imply that a young person is going to turn into an offender. One of the risk
factors associated with youth violence is a poor history of violence (CDC, 2012). Young
people who have either been victims or perpetrators of youth violence are likely to become
violent. Drug and alcohol abuse is also a risk factor. Drug abuse results in aggression in
young people. When young people abuse drugs and alcohol, they are likely to become
violent. Association with delinquent peers is also a risk factor (CDC, 2012). Peer pressure is
one of the factors that drive the behavior of young people. It is important to ensure that young

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people learn to say no when confronted by situations that involve conforming to peer
pressure. Dysfunctional families may also bring about youth violence. The violence
experienced at home could be translated into violence in schools and other places. Poverty, as
well as poor grades in school, may also be significant risk factors.
Section Seven- Risk Factors
Anyone can be affected by PTSD. PTSD affects individuals from all age groups. Both
children and adults can develop PTSD. Statistics indicate that seven or eight per cent of
individuals will experience PTSD at some point in their life (National Institute of Mental
Health, 2016). Women are at a higher risk of developing PTSD compared to their male
counterparts. The implication is that gender is a risk factor in the development of PTSD.
Genes also make some people be more vulnerable compared to others. PTSD can either result
from one experiencing a dangerous event of having a friend or family member experience
danger or harm.
In addition, it is not every person who experiences a dangerous event is likely to
develop PTSD. In some instances, a person may go through a dangerous event without
developing the disorder (National Institute of Mental Health, 2016). There are certain factors
that increase the risk of one getting PTSD. The risk factors include injuries sustained from the
trauma, seeing another party sustain injuries, trauma during childhood, lack of social support
after the trauma, and a history of mental illness and substance abuse (National Institute of
Mental Health, 2016). Extra stress involved with dealing with a traumatic event such as the
loss of a loved one be a significant risk factor. A history of mental illness and substance
abuse also makes one vulnerable.
Section Eight-Treatment of PTSD

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There are various treatment options available for individuals with PTSD. The main
treatment methods are psychotherapy and medications. A PTSD patient can also receive both
treatments. Treatment must be undertaken by an expert mental health worker who has
experience dealing with PTSD patients. Medications that are available for individuals with
PTSD are antidepressants. Antidepressants help in ensuring that symptoms such as worry,
anger, and feeling numb insider are alleviated (National Institute of Mental Health, 2016).
Doctors should work closely with the patients in order to find the best treatment strategies
available. Medications can also help in eliminating symptoms such as nightmares.
Psychotherapy involves talking to a mental health professional. Group talk therapy sessions
can help ensure that a patient is able to deal with the effects of the traumatic event. One
method of helping PTSD patients is through cognitive behavioral therapy (CBT). CBT can
include exposure therapy as well as cognitive restructuring. Exposure therapy is about
helping people face and controls their fears and emotions (National Institute of Mental
Health, 2016). Exposure therapy involves imagining, writing or visiting the place where the
trauma occurred. These tools help therapists to help people cope with their troubled feelings.
Cognitive restructuring is the guidance needed to help people make sense of bad memories.
People with PTSD may remember events differently than they occurred. Their memories
might be filled with shame and guilt about what (National Institute of Mental Health, 2016).
The therapists help the patient to analyze the events that resulted in PTSD in a realistic
manner. PTSD patients can also explore other treatment options with the therapist.
Conclusion
Posttraumatic stress disorder is a serious condition that can affect people of different
ages. Every day people encounter traumatizing events that could give rise to PTSD. It is
important for PTSD patients to get the much-required treatment so that they can face their
fears. Young children like Johnny can also experience PTSD, and this means that parents and

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caregivers must come up with solutions for the problems. School teachers and the
administration must also protect children from violence and other related problems. The
stigma associated with PTSD must be eliminated to achieve much-needed healing.

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References

American Psychiatric Association. (2013). Trauma-and Stressor-Related Disorders. The
Diagnostic and Statistical Manual of Mental Disorders (5 th  ed.). Retrieved
from http://dsm.psychiatryonline.org.proxy-
library.ashford.edu/doi/full/10.1176/appi.books.9780890425596.dsm07
Centers for Disease Control.  (2012) Understanding school violence (Links to an external
site.)Links to an external site. [PDF].  Retrieved from
http://www.cdc.gov/violenceprevention/pdf/School_Violence_Fact_Sheet-a.pdf.
Centers for Disease Control. (2012)  Understanding youth violence  (Links to an external
site.)Links to an external site.[PDF].  Retrieved from
http://www.cdc.gov/violenceprevention/pdf/yv-factsheet-a.pdf
Cohodes, E., Hagan, M., Narayan, A., & Lieberman, A. (2016). Matched trauma: The role of
parents’ and children’s shared history of childhood domestic violence exposure in
parents’ report of children’s trauma-related symptomatology. Journal of Trauma &
Dissociation, 17(1), 81-96.
National Institute of Mental Health. (2014) Helping children and adolescents cope with
violence and disasters: Police, fire, and other first responders: What rescue workers
can do  (Links to an external site.)Links to an external site.[PDF]  Retrieved from
http://ipsi.uprrp.edu/opp/pdf/materiales/helping_rescue.pdf 
National Institute of Mental Health. (2015)  Helping children and adolescents cope with
violence and disasters for parents of children exposed to violence or disaster: What
parents can do (Links to an external site.)Links to an external site. [PDF]. Retrieved

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from https://www.nimh.nih.gov/health/topics/post-traumatic-stress-disorder-
ptsd/index.shtml
National Institute of Mental Health. (2016) Post-traumatic stress disorder (Links to an
external site.)Links to an external site..  Retrieved from
 http://www.nimh.nih.gov/health/topics/post-traumatic-stress-disorder-
ptsd/index.shtml
Williamson, V., Creswell, C., Butler, I., Christie, H., & Halligan, S. L. (2016). Parental
responses to child experiences of trauma following presentation at emergency
departments: A qualitative study. BMJ open, 6(11).