Introduction
Traumatic stress occurs when children get overwhelmed and cannot cope with the aftermath of dangerous events. Children victims of threatening episodes like sexual abuse, accidents, or natural disasters suffer from anxiety, depression, and posttraumatic stress disorder (PTSD). Many studies have been conducted to determine this group’s posttraumatic growth (PTG) to identify the positive influences experienced or developed after the traumatic events. PTG involves developing several departments within an individual’s life, such as social and personal areas, after encountering a life-changing event such as a disaster or an accident.
Discussion
Many victims often report struggle and distress after experiencing shocking happenings, but they still recognize some positive influence of the traumatic events. In the research by Cryder et al. (2006), Kilmer et al. (2014), and Salter and Stallard (2004), the essential areas of growth after experiencing a distressing episode are interpersonal relationships, self-reliance, and life appreciation. The philosophy of life and utilization of personal strength growth areas surprised me. After the victims experienced life-threatening incidences, I expected they would fear life as it is unpredictable. Instead, they cherished it, and the sense of vulnerability effectively changed how they perceived living.
The additional queries recommended in these research articles include: How do children plan to live differently from the traumatizing past? What has made the lives of children with PTSR meaningful in this current period? These two questions are crucial for understanding how the traumatic events changed the mindset of stress victims and can facilitate the acquisition of information on the topic. The other questions may include: What type of support do children expect from their relatives and friends? What kind of behavior should be avoided during the PTG process? Further analysis of the participants’ answers will help identify how the stated growth areas are impacted and how the individuals and society benefit from the positive experiences of the PTSR victims.
Taking PTG into account, a counselor’s intervention in controlling the stress of these life-changing occurrences to a child and the family will change. The unwanted behaviors will be dealt with through this, and a strategy will be provided to maintain the good ones. Raising the issue of PTG can be done through education and should be brought up when the episode is not fresh to avoid triggering negative emotions (Salter & Stallard, 2004). The optimal time of approaching a person regarding PTG, therefore, would be about 1–3 months after the event, though it is essential to maintain respect for personal bounds. Raising the issue should begin with inquiring whether the person is ready to discuss the experience and receive professional help and family support.
Conclusion
The most important aspect of the PTG process is physical and emotional presence, so both parties should be prepared to dedicate their time and resources to it. The next step, therefore, should be discussing the specific type and degree of support which can include, among others, professional therapy, support through dialogue, and physical activities.
References
Cryder, C. H., Kilmer, R. P., Tedeschi, R. G., & Calhoun, L. G. (2006). An exploratory study of posttraumatic growth in children following a natural disaster. American Journal of Orthopsychiatry, 76(1), 65–68. Web.
Kilmer, R. P., Gil-Rivas, V., Griese, B., Hardy, S. J., Hafstad, G. S., & Alisic, E. (2014). Posttraumatic growth in children and youth: Clinical implications of an emerging research literature. American Journal of Orthopsychiatry, 84(5), 506–515. Web.
Salter, E., & Stallard, P. (2004). Posttraumatic growth in child survivors of a road traffic accident. Journal of Traumatic Stress, 17(4), 335–340. Web.