ABSTRACT
Following trauma exposures or significant adversity, interventions may be needed even without a full diagnosis of PTSD or other disorder. Pharmaceuticals have not proven effective and long-term consequences are possible. Training and appropriate timing are essential in providing treatments for individuals of all ages. PTSD for children over age 6 has been applied to school-age children (as has PTSD<6). There are variations in DSM-IV, DSM-5, and proposed ICD-11 criteria for PTSD. The three have been related to differences in reaction profiles and have identified different groups of symptomatic children. School-age children do not always acknowledge traumatic events without a semi-structured interview specifically inquiring about such experiences. A variety of trauma-focused and creative methods have been used for school-age children. Specific methods have been related to improved developmental skill functioning, to symptom reduction, and to neurobiological repair. Treatments are also available for specific symptoms/problems such as trauma-related grief or death of a significant relative (e.g., parent, sibling) or separation anxiety. Preventive school interventions have been associated with improved resilience and skills (e.g., coping) and have been related to a number of positive outcomes. Such programs have been implemented country-wide in one country. Case examples are provided.
