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Learning Activity 1: Group Discussion (20m)
Prior to class, students will have read the assigned handouts,
‘Helping Survivors with Stress Management Skills’ (American
Counseling Association) and ‘Understanding Trauma: When Bad
Things Happen to Good People’ (Trauma Medical Centers).
Students will be given approximately 10 minutes to review
assigned reading materials and make note of any information that
can be used to support their thoughts during the discussion. In
return, this will give students ample time to familiarize
themselves with the reading materials thus alleviating feelings of
anxiousness that maybe experienced with revealing their
personal thoughts and feelings (Svinicki & McKeachie, 2014, p.
41). The instructor will than start the discussion by asking
students to in their own words define stress management; “what
is stress management?”. Answer should include:
A set of techniques and programs designed to help
individuals deal more effectively with PTSD or daily stressors.
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Tools, strategies, or techniques that reduce stress and
reduce the negative impacts stress has on your mental or
physical well-being.
A wide spectrum of techniques and therapies used in
conjunction to help individuals alleviate triggers associated
with a traumatic event.
Relaxation activities to help an individual self soothe, or
better manage PTSD related symptoms or daily stressors.
The instructor will follow up by asking “what relevance does stress
management play in trauma healing?” As students contribute to
the discussion, the instructor will make note of all answers.
Throughout the discussion the instructor will continue to ask
thought provoking questions to encourage student participate
(Svinicki & McKeachie, 2014, p. 41). Questions that the instructor
can use to keep students engaged are as followed:
How can frequent stress or prolonged exposure to trauma
damage a child’s or adolescents’ developing brain and affect
their overall health?
What are some nonverbal indicators of discomfort and
Distress that a child or adolescent might display?
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What are some common trauma triggers?
Justification
The action verbs for this activity are factual knowledge and
understanding (Bloom, 1956). According to Svinicki and
McKeachie (2014), "one of the best ways of starting a discussion
is to refer to a concrete common experience through presentation
of a demonstration, film, role play, short skit, or brief reading"
(p.41). By asking an open-ended question in the beginning of the
discussion, this could prompt students to answer without the fear
of a right or wrong answer (Svinicki & McKeachie, 2014). By
reading the assigned handouts will be armed with more
information and a better understanding of what trauma is, its
effects, why stress management is instrumental in trauma
healing, and common stress management techniques.
Learning Activity 2: Think- Pair- Share (20m)
Students will be asked to work in pairs of twos. Students will be
allowed to choose their own partner. Each student will be given
the same case study, and the same amount of time to review the
materials. Each student will be tasked with evaluating the
assigned case scenario and providing one stress management
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technique that can be used to help the hypothetical client
manage the PTSD related behaviors. Students will appoint one
person out of the pair to share their thoughts. The class will have
to time discuss why or why not this would work for the client,
pulling information from the assigned readings and case scenario.
Case Scenario: Douglas Doe
You are a licensed mental health counselor working in a
school based mental health clinic. Douglas is a Ten-year-old male
student in the fourth grade. Ms. Johnson, Douglas’ classroom
teacher, has made several complaints about his behavior in class
and has asked that you come in during 3rd period to observe him.
While observing Douglas you notice that he is having difficulties
concentrating and remaining in seated. When paired with other
students he has a difficult time interacting and is seen throwing
tantrums when he doesn’t get his way. He doesn’t like the word
‘no’ and has a tough time adjusting to Ms. Johnson’s attempts to
add structure or reprimand him.
When speaking with Douglas you learn that there have been
several domestic disputes in the home between his mother and
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her boyfriend. You ask if the boyfriend has ever hit him and
Douglas says yes, “me and my sister”. He mentioned that the
police have come to the home on several different occasions. Due
to neglect and child endangerment, Douglas and his twin sister
have been removed from the home and placed into foster care.
Douglas says that he misses his mom and would like to go back
home. While you’re engaging in story with Douglas, you notice
that she has a difficult time verbalizing her emotions and as result
gets easily irritated.
With the information provided to you about Douglas and the
information you’ve received about stress management techniques
for PTSD survivors and Understanding Trauma: When Bad Things
Happen to Good People, describe any stress management
techniques that can be used to help regulate Douglas’ emotions,
decrease negative classroom behavior(s), and increase classroom
participation. Use the following prompts to help identify an age-
appropriate stress management technique that will help Douglas:
What is the presenting problem(s)?
What do we know so far about Douglas’ home life?
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What signs & symptoms is a Douglas displaying that
indicates he is a victim of trauma?
What are the clients’ current needs?
Justification
The action verbs for this exercise are evaluate and
application (Bloom, 1956). Students were asked to read a case
study, evaluate the clients’ presenting issues, assess their needs,
and identifying a stress management technique that they would
use to help the client manage the behaviors currently being
displayed in the classroom.
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References
Bloom, B. S. (1956). Taxonomy of educational objectives. Allyn
and Bacon.
Helping survivors with Stress Management Skills. American
Counseling Association. (n.d.). Retrieved July 7, 2022, from
https://www.counseling.org/docs/trauma-disaster/fact-sheet-
13---helping-survivors-with-stress-management-skills.pdf?
sfvrsn=625b433a_2
Svinicki, M., & McKeachie, W. (2014). McKeachie’s teaching tips
strategies, research, and theory for college and university
teachers. Wadsworth.
Understanding Trauma: When Bad Things Happen to Good
People . American Library Association. (n.d.). Retrieved July 7,
2022, from https://www.ala.org/
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