Traumatic Experiences Faced by Tina Essay Example for Free

Traumatic Experiences Faced by Tina Essay1.1 Traumatic experiencesAs a contribute of her induces come outment to her marriage, Tina whitethorn experience a wide range of traumatic experiences. As a teenage girl she is predisposed to be violated by the step male relatives that shes living with. In this instinct, she faces emotional, physical and psychological hollo at the hands of extended family (Finkerlhor physiognomy 1985). The eccentric person of foreseen traumatic experiences is mostly exacerbate by Tinas profile and situation in the family.Being a step daughter, whose m early(a) constantly wants to venture an effort to embrace the union places her in a discriminate angle where each one of her step family members may catch her either as a panic or an accessory that sack be utilised to his advantage. Looking at this scenario, one can non rule push through the huge possibility being of a inner nature, this is due to the contemporary social behaviour indoors family units, where minorren have become accessories to utilise for magnanimouss pleasure.Tinas mother and her modern union could be the beginning of Tinas worst nightm be. A chain of traumatic unconstipatedts could arise from just one variate of abuse, for arguments sake permits take sexual abuse and unpack it to its worst possible chain of events. After being sexually abused by either one of her step family members, Tinas could contract a sexually transmitted disease she could fall pregnant and maybe be forced to go through an spontaneous abortion because of fear of stigma and lack of support from her mother and extended family. Alternatively, Tina could end up deciding to commit suicide due tofeeling trapped, alone and depressed.1.21.2.1 Effects of tiddler jest at tike abuse has been conceptualised by a lot of scholars in various ways, this has either distorted or diminished the intensity of its make in pip-squeakren. I feel that how one conceptualises peasant abuse should capture the exact effects and aggravated meaning it holds for its acquiters. This is a broad concept that when narrowed receives birth to various other concepts that encompass infantrens victimization. Hence, for the purpose of Tinas case, I have adopted the meaning that was captured in a study conducted inwardly the Nigerian region. This not only gives Tinas story relevance but it in addition engages with the same factors that coin an African teenager within the boundaries of a family unit is subjected to. Hence Akhilomen sees infant abuse as an well-read or neglectful physical or emotional injury imposed on a child (2006).As mentioned above, Tina could be perceived as a threat or an outsider by either one of her step family members and that could lead to emotional and physical abuse such as neglect, she could be jilted and side-lined by her family members. As culture dictates, women ar expected to leave their a bustard child with their families when they start n ew families, Tina is then automatically subjected to such unspoken discrimination within the family. She may be at a disadvantage of favourism of the brother because he is the husbands son this making it an emotional injury and also the possibility of verbal and physical abuse arises.Children who suffer abuse within families are said to turn in sealed behavioural traits in society or any(prenominal) other groups they were initially have-to doe with in before the abuse. Suffering from the above-mentioned forms of abuse could raise feelings of sadness, kindle, betrayal, unworthiness and children impart soon be sequestered from social scene (Finkerlhor Browne 1985).1.2.2 Effects of Sexual abuseThe National Centre on Child Abuse and Neglect (NCCAN) describes sexual abuse as contacts or interactions between a child and an giving when the child is being used for the sexual stimulation of the adult (Kempe Kempe 1987 in Schoeman 2013 63). This conceptualisation finds relevance in Tinas case as she is used for her step brothers stimulation and clear for sexual pleasure.Sexual abuse has four traumatic impacts in a childs life these are discussed from a clinical and socio-cultural view. Finkelhor and Browne (1985) came up with a conceptualization that could be used in seek and treatment of sexual abuse victims. This is targeting people in pastoral roles away from the family unit where children are candid to these stressors in this case Tina confiding in her teacher is the first step to acknowledging teachers as social activists.These are labelled as the four traumagenic dynamics and they are impacts that alter childrens cognitive and emotional penchant to the field and create trauma by distorting childrens self-concept, world view and effective capacities (1985). Traumatic sexualisationRefers to a process in which a childs sexuality is shaped in a developmentally inappropriate and interpersonally dysfunctional fashion as a result of sexual abuse. This lev el consists of feelings towards the offender it affects the commit aspect of the relationship as this case is an intra-familial encounter. This is where much behavioural signs are seen, Tina volition feel a disruption in her shape mental functioning. She exit seem sad, confused and eventually she lead impound from her normal self. This is the first sign that people close to her pull up stakes be able to notice a disruption in her life. PowerlessnessPowerlessness impairs a child sense of efficacy, a reaction to this stage will be fear and anxiety and total loss of control in situations that resemble the abuse (Finkerlhor Browne 1985) (Schoeman 2012-2014). As noted in the scenario, Tina already feels clasp going away back home is wish well beingin a trapped hole where she has no control over what happens to her. She fears for her life, she feels much like an object to her brother than a family member BetrayalThis refers to a stage in a victims life where a number of rea ctions are noted, during this stage, they suffer feelings of grief and depression. This is coupled with feelings of hostility and anger in young girls of Tinas age. Distrust may manifest itself in isolation and fear and impatience of males which at a later stage affects their strength to engage in healthy heterosexual relationships (Finkerlhor Browne 1985). Tinas feelings towards her mother as the person that subjected her to this she feels StigmatizationLastly, given the feelings her mother has towards Tina and their previous experience with her father, Tina will most definitely be stigmatised by the family and initially her mother as she has dismissed her attempts to track the case. This will affect Tinas ability to trust and depend on her mother as she has deliberately failed to treasure her (Schoeman 2012-2014). She will have feelings of resentment towards her mother as she will feel she subjected her to this by constantly forcing her to make effort to accept her new family .This is validated by my initial statement about cultural expectations with bustard children Tina will not get support from anyone in her circle of family as her mother will be incriminate of bringing this misfortune to herself. These negative connotations will not only affect the mother but Tina as well as these feelings are associated with suicide attempts and other self-destruction behaviours.1.3 Maslows hierarchy of inevitably chassis 1.3.1 pic Safety NeedsTinas sexual abuse has distorted her normal view and perception of the world and the people in it. This has burst her safety bubble she no longer feels safe in anyones company because her mother, being the one person to protect her has failed to do so. This has crashed her emotional and psychological link to the mother and world she looks up to. Love/BelongingFeelings of powerlessness and betrayal have left her feeling that she does not belong anywhere in the world. People whose love needs have been destroyed lose their sen se of being worthy and belonging to society and hence the sky rocketing statistics of suicide amongst teenagers of Tinas age (McLeod 2007).Tina may feel that her mothers pressure to make an effort to the family has caused her all this pain and trauma and she may conclude that she does not love her or she chooses her new family instead of her. This eventually leads to rejection and feelings of worthlessness. This will affect her ability to engage in healthy heterosexual intimate relationships as she grows older, her ability to establish and maintain friendships will also be affected as she loses trust in people. Esteem NeedsA child whose esteem needs have been destroyed will find difficulty perceiving herself as a normal worthy and valued individual. It affects person from obtaining a higher level of self-esteem or self-respect (McLeod 2007).Children who are sexually abused usually turn to worse measures to deal with the inadequacy they feel inside.SECTION 22.1 counselor-at-law vers us Support for Learning Problems CounsellingDefined as a facilitative process where the counsel uses specific skills to ease young people help themselves more effectively (Gillis 1997). This facilitative process entails full-grown common sense advice and it extends the teacher-learner, parent-child relationship. Counselling is a more emotional than logical process of chore solving, in this sense, the counsellor has to be more aware of the childrens perspective of things and be able to come up with an interactive plan to help that child fence and solve the problem at hand. Counselling provides the child with a chance for growth and change. In this instance, Tina needs her teachers, peer educators and mostly her mother to help her find a way to terminus and deal with the abuse in her life. Counselling versus Learning Problem conceptualityLearning problems refer to the difficulty faced by children in partaking to academic/educational activities. These may be unpacked as limitati ons to comprehension of study content as well as reading and writing (Schoeman 2012-14). This is characterised by the inability to engage in class activities or carry out academic tasks like other children, these are then regarded as acquisition problems which given the availability of professional help, the teachers may have to inject and help.Counselling is a facilitative process where the counsellor uses specific skills to help young people help themselves more effectively (Gillis 1997). This facilitative process entails giving common sense advice and it extends the teacher-learner, parent-child relationship. Counselling is a more emotional than logical process of problem solving, in this sense, the counsellor has to be more aware of the childrens perspective of things and be able to come up with an interactive plan to help that child cope and solve the problem at hand. Order/Method of PracticeThe approach or method of addressing these cardinal roles differs regarding the need s of the child as well expectation of performance from the person in the pastoral role.Counselling entails the use of emotional relations into facilitation to helping the children become better problem solvers. There are certain skills that are required from the person who takes on the counsel role. This then dictates the order or manner in which the counsellor can create a condusive environment for the children. In these one may include the categories for counselling responses. These are namely evaluating, interpreting, supporting/reassuring, questioning/probing, advice, communication, verbal and non-verbal responses and silence. These are all broken down to give a scope of the know how of counselling.Learning support is a different ball game when it comes to going about it. Here the teacher has to take into consideration the state of being of the child, have full understanding of the problem and its dynamics. Schoeman (2012-2014) provides a list of guidelines that teachers are t o follow in order to effectively assist children with learning problems. These guidelines are as follows keep sessions short, meet regularly with the learner, sessions should be highly structured, keep anxiety levels at minimum, focus on specific issues being addressed and keep morale high.2.2 Trauma and its Effects on Tinas lifeTrauma implies intense emotional wound that may comprise of bodily wounds, it entails the wounding of a persons emotion, spirit, will to live, beliefs about themselves and the world, dignity and sense of security (Matsakis 1996 in Schoeman 2012-2014). It refers to any negative event that causes an individual to re-experience an earlier traumatic event so that the current event somehow becomes as traumatic as, or at least strongly reminiscent of, the earlier event moldiness itself be regarded as traumatic (Urman, Funk Elliot 2001403-4).The trauma suffered by Tina is unpacked to various stages of response andfeelings, amongst these, one has notice recurrin g processes as to those described for the purposes of sexual abuse, and as a result, this section will only address the retaliation feelings from Tina. In this sense, Tinas story will be addressed according to Lewis three traumatic phases of response (199515-16). These are namely the impact phase, the recoil phase and the re-integration phase. Impact PhaseThis stage can last from a few seconds to days immediately after the trauma, Matsakis continues to state that the victim may advance emotionally disorientated, confused irrational and disorganised (199634-5). At this point Tina will need comfort and reassurance from her adult figures and pastoral actors such as her teachers. At this stage assurance, comfort and love are the key things she needs from people around her. Recoil PhaseAccording to Lewis, this is the reality phase (199515). Tina will experience feelings of sadness, fault and anger. At this point in her life, Tina will have developed feelings of post-traumatic stress re sulting from a constant admonisher or reality and flashbacks from her sexual incident. Re-integrationThis phase holds Tina captivated in her own mental and psychological em torso as she eventually assimilates this horrible experience as part of her life. She however slowly learns to reintegrate herself with people, this is her clays way of trying to heal and overcome the traumatic experience. Here she will show zeal to reconnect with people the way she did before the trauma (Lewis 199916).2.3 Parental Involvement versus Parental CounsellingIt has been established that children who suffer any form of abuse need thesupport of their elderly people to overcome the effects of the traumatic experiences. Amongst the people who can provide this form of support are parents and teachers. As a result it is substantial to note the angle in which parents can be included in the programs for assisting children. Parental CounsellingThis form of support is addressed to the parents as primary car egivers to the children with learning difficulties. In this support programme parents are taught how to handle and give support to their children as a form of partnership with the teachers in managing the problem a child may be facing. The focal point lies in this form of problem being intrinsic and more emotional for both the parent and child. In some cases parents suffer from ignorance and fail to understand or even identify the problem (Schoeman 2012-2014). It is in this sense that parental counselling becomes useful. Parental InvolvementParental fight need not only to be for the formal meetings with the indoctrinate authorities but Schoeman (2012-2014) notes that parents should be involved in all that involves their children within the coach. Amongst these activities school learning and intervention programmes, they should be involved in program line their children in particular skills that can be useful to their development. Their involvement in cultural and sport activitie s not only benefits the child but the entire school benefits from an involved parent.2.4 Tinas InterventionIt is important for school teachers to be familiar with the mandated reporting laws and know to what agency they should report suspected sexual abuse (most often, Child Protective Services). To prevent Tina from feeling betrayed after she has confided sexual abuse, teachers must first get approval from the child to get the authorities and other institutions involved to resolve the matter.Remedial intervention comprises of six principles of practice (Schoeman 2012-2014). In these the teacher will have to design a detailed and proper planned learning scheme for Tina. Tina needs patience as a result I find it relevant to employ worry to basic skill, motivation and evaluation principles into practice. In this I feel helping Tina will require more time in between school breaks and maybe after classes to establish a proper feasible strategy for individual treatment.The first step to reporting this incident will be to alert the school support system and the governing body of this situation. This will happen with Tinas consent. The school governing body and committee will then summon Tinas mother to school to make her aware of the problem as well as of Tinas attempts to report the abuse. After this meeting, a decision to further report the police will be tabled and a decision will be reached to act in the benefit of the victim. After the formalities have been dealt with, Tina and her mother will be taken to a community wellness centre for children and get counselling as they have to get help with living beyond this abuse. Tina will continue to get remedial treatment in class until she shows signs of reintegration.Reference listAkhilomen, D.O (2006) Addressing Child Abuse in Southern Nigeria The role of the Church. Studies in World Christianity, Vol 12(3) pp235-248. functional at http//muse.jhu.edu/login?auth=0type=summaryurl=journals/studies_in_world_ch.. Dat e Accessed 10th August 2013Finkelhor, D Browne, A ( 1985) The Traumatic Impact of Child Sexual Abuse A conceptualisation. American Journal of Orthopsychiatry, Vol 55(4). Available at http//univerityofnewhemisphere.ac.za. Date Accessed 10th August 2013Harley, K., Barasa, F., Bertram, C., Mattson, E. Pillay, S (2000) The real and the ideal Teacher roles and competencies in South African policy andpractice. International Journal of Education Development Vol 20(2000) pp 287-304. Available at http//ukzn.ac.za.Date Accessed 10th August 2013McLeod, S. A. (2007). Maslows Hierarchy of Needs Simply Psychology. Retrieved from http//www.simplypsychology.org/maslow.htmlSchoeman, S (ed) (2012-2014) The educator in a pastoral role. University of South Africa