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Understanding Trauma Responses: Fight, Flight, Freeze, and Fawn (Part 2 of the Trauma Series)
Part 2 of the mini-series explores trauma responses, focusing on Pete Walker’s four primary reactions: Fight, Flight, Freeze, and Fawn. These responses can vary in severity and may lead to Complex Post Traumatic Stress Disorder (C-PTSD). Understanding these mechanisms is crucial for managing stress and seeking appropriate therapeutic support.
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Understanding Trauma: Exploring Its Impact and Responses
TRAUMA – as you read this word, what feeling does it evoke in you? Perhaps stress, fear, irritation, or curiosity? Many of you reading this term have encountered trauma or traumatic experiences and might react in a variety of ways. Trauma can leave an indelible impression and can cause effects that last for generations. Our…
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Emotional Disability: Past and Present
Advancements in identifying and supporting students with Emotional Disabilities have evolved over time. Before the 20th century, harsh treatment prevailed, but improvements began with the efforts of reformer Dorothea Dix. The term ’emotionally or behaviorally disturbed’ was introduced in the early 1900s, and subsequent legislative actions led to protections and services for these students. Ongoing…
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Managing Test Anxiety
If you or someone you know experiences test anxiety, looming spring assessments (STAAR, EOC exams, or college boards, for example) may be causing stress. These tests can be valuable for data collection and determining personal proficiency in a variety of subject areas. However, the stress of performing can also cause a distressing and unwanted experience…
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Should Parents Tell Their Kids About Their Disability?
Often, I have parents ask whether or not they should tell their child about their recently diagnosed disability. Whether or not to share with your child their identified challenges is an important question. Personally, I feel that it is important to inform your child about both their strengths and their identified challenges. Given this information,…
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