DOCSLIB.ORG

Kövecses, Zoltán. Metaphors of Anger, Pride and Love: a Lexical Approach to the Structure of Concepts

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Kövecses, Zoltán. Metaphors of Anger, Pride and Love: a Lexical Approach to the Structure of Concepts © Australian Journal of Linguistics 11 (1991), 229-244. Printe d in Australia. REVIEWS Kövecses, Zoltán. Metaphors of anger, pride and love: a lexical approach to the structure of concepts. (Pragmatics an d Beyond, VII:8. ) Amsterdam & Philadelphia: John Benjamins. 1986 . Pp. viii + 147. In this, the first o f three books recently published by the author, Kövecses sets out to study the structures which surround the concepts of anger, pride and love, and he does so using a "lexical approach" which consists of probing "the language used by everyone" (p. 1), i.e. (American) English. The result is an impressive collection not only of metaphors (in that sense, the title of the book is rather misleading), but also of metonymies and other related concepts. Few works are as clearly organized as this one - an d that is about the only really positive thing I can say about it. Goals and method are introduced (chapter 1, pp. 1-10) an d followed b y the three case studies referred to (chapters 2 to 4, pp. 11-37 , 39-60, 61-105). The tw o final chapter s loo k a t implications fo r theories o f conceptua l structur e (chapte r 5 , pp. 107-120 ) an d o f lexica l structure (chapter 6, pp. 121-144). Metonymy and metaphor are as a matter of fact far more important in the study o f concept s tha n i s usuall y believe d b y mainstrea m philosophers , ethnographers and anthropologists. Consider a sentence such as He hungered for love. Traditionally, the verb has been referred t o as the metaphor in this sentence; it replaces a more abstract long for. Accordin g to Kövecses, the entire sentence is an instance of a cognitive phenomenon called a "conceptual metaphor" (there are conceptual metonymies as well) and represented by the capitalized statemen t "LOV E IS A NUTRIENT", i n which "LOVE" is the target domai n an d "NUTRIENT " th e sourc e domain . Unlik e traditiona l metaphors, which are too narrowly defined according to Kövecses, conceptual etaphors do not rely on a pre-existing similarity (there is no such thing in the case of love and nutrient). Kövecses argue s in favour o f the "interactiona l view" (cf. Lakof f & Johnson 1980 ) which 'emphasize s tha t i n many case s metaphors are conceptual devices used for understanding or creating reality, rather than merely describing it' (p. 9). The conceptual metaphors etcetera are listed i n a highly organized way which reveals the existence o f prototypical (and other) cognitive models for each investigated concept. The prototypical models are called "prototype scenarios". In the case o f anger, there are five stages in that scenario: viz., Offending Event , Anger, Attempt at Control, Loss of Control an d Act of Retribution (pp . 28-31). For some reason or other, it does not see m to have occurred to the author that words or notions such as these are typicall y relate d t o the notion o f "anger " an d d o not explain o r AUSTRALIAN JOURNAL OF LINGUISTICS summarize it, unless they are themselves properly explained. Unfortunately , they are not. Furthermore, a comparison o f the three studies (conspicuousl y absen t in Kövecses' work ) reveals tha t on e and the same sourc e domai n ofte n help s conceptualize al l three feelings (an d probably others a s well). For instance, "ANGER I S AN OPPONENT" (p. 22), "VANITY IS AN OPPONENT" (p. 58) and "LOVE I S AN OPPONENT" (p. 98). Very often , th e examples fo r each conceptual metaphor are virtually the same, except for the fact that one concept has been substitute d fo r another. Here are som e o f Kövecses' ow n examples: (1) I wa s overcom e b y ange r / Sh e overcam e he r vanit y / Sh e wa s overcome by love, [source domain: "OPPONENT"; cf. 22,58,98 ] (2) H e was filled with anger / His good performance filled him with pride / She wa s fille d wit h love , [sourc e domain : "FLUI D I N A CONTAINER"; cf . pp. 14,43,82 ] What one really would like to know is whether the correspondence is perfect. The non-native speaker wonders whether, with respect to the source domain "OPPONENT", one can be "seized by vanity or pride" as one can be by anger or by love, whether one's "love ca n be appeased" as one's ange r and vanity can be, etc. No suc h informatio n i s provided. Onc e again , i n spit e o f th e richness of the materials provided, the treatment remains too superficial. Chapter 5 opens with the following rather careful summary : The study of the three emotion concepts, ANGER, PRIDE and LOVE, suggests that at least some concepts have a structure with at least the following parts: a. a system o f conceptua l metonymies relate d t o the concept i n question b. a syste m o f conceptua l metaphor s relate d t o th e concep t i n question c. a set of concepts linked with the concept in question d. a category of cognitive models, some of which, the prototypical ones, representing the concept in question as we commonly think of it. (p. 107) What doe s Kövecse s hav e i n min d whe n h e state s tha t 'concept s have a structure'? The answer, in fact, is given on p. 2: 'my main emphasis will be on how a single concept... is structured internally'. The present reviewer believes that what the author has done is something entirely different , fo r the simpl e (but probably controversial) reason that concepts have no internal structure. They cannot be analyzed (cf. Allan 1986:382) ; they can merely be described. One of the best descriptive tools I know of is Wierzbicka's natural semantic 230 REVIEWS metalanguage (NSM) , extensively discusse d i n volum e 1 0 (1989) o f th e Quaderni di semantica an d also in various forthcomin g publication s (e.g . Wierzbicka to appear). It is a metalanguage of words, not of semes. I am more and more convinced that semes or distinctive features o f meaning comparable to those that mak e u p the phoneme s o f a language d o not exis t a s such . Phonemes can be analyzed into clearly identifiable features that have distinctive qualities and are phonetically recognizable: their objective existence leaves no doubt whatsoever. Words can be analyzed into morphemes, and morphemes into phonemes, but there is no way we are ever going to discover features of meaning whose existence can be objectively ascertained. The semantic features that are believed to make up the meaning of a word such as man ('human' + 'male' + 'adult') are not objectively ascertainable. In his last chapter, Kövecses deals with implications o f his approach fo r theories of lexical structure. He discusses polysemy, collocations and semantic fields. An impressive amount of work has been done in the latter area over the last sixty years (from Trier 193 1 to the present day; for a recent addition, cf . Peeters 1991). There is a fair deal of competition between rival theories, and a rather unsettling terminological confusion which may have a hampering effect . Nevertheless, hundreds of scholars have contributed positively to this area of study which remains very much alive today. How much of this is reflected in the book under review? Not too much: only two authors are quoted. Kövecses creates the impression that nothing happened between Trier (1931) and Lehrer (1974), nor after the latter. It is indicative not only that the 1931 text mentioned by the author was in fact published in 1934, and has been mixed up with the monograph published three years earlier, but also that Lehrer (1974) is referred to under the title Semantics [sic] fields an d lexical structure. A Hungarian, Kövecses has clearly studied semantic field "theory" (as if there were only one) through American glasses only. It is sad to see that the number of American scholars who know more about semantic fields tha n what they have read in Lehrer is extremely low. As a result, one cannot take Kövecses' observations seriously: they are built on sand rather than on firm foundations. REFERENCES Allan, K. 1986. Linguistic meaning, Vol. 1 . London: Routledge & Kegan Paul. Kövecses, Z. 1988 . The language of love: the semantics of passion in conversational English. Cutchogue, NY: Buccaneer Books. Kövecses, Z. 1989. Emotion concepts. New York/Heidelberg: Springer. Lakoff, G. & Johnson, M. 1980. Metaphors we live by. Chicago: University o f Chicag o Press. Lehrer, A. 1974 . Semantic fields and lexical structure. Amsterdam: North Holland. Peeters, B. 1991. "More about axiological fields".C/L 36 . 113-136 . Trier, J. 1931. Der deutsche Wortschatz im Sinnbezirk des Verstandes. Die Geschichte eines sprachlichen Feldes. Heidelberg: Winter. Trier, J. 1934 . "Das sprachliche Feld: eine Auseinandersetzung." Neue Jahrbücher für Wissenschaft und Jugendbildung 10 . 428-449 . Wierzbicka, A. To appear. Lexical universals and universals of grammar. In Kefer M. & van der Auwera J. (eds), Meaning and grammar. Berlin: Mouton de Gruyter. 231 AUSTRALIAN JOURNAL OF LINGUISTICS Reviewed by Bert Peeters Department of Modern Languages University of Tasmania GPO Box 252C Hobart TAS 7002 AUSTRALIA This is a very useful volume summarising much of the sociolinguistic work on w ch a s those b y Turne r (1966), Bauer (1986) , Burchfield (1988 ) an d Gordo n (1988 ) concentrat e entirely on lexicon and/or phonology; others such as Bauer (1987, 1988) have begun t o investigat e morphosyntacti c variation .
Load more

Recommended publications
  • Anger Management Techniques
    Anger Management Techniques 1. Drain the Brain WHEN to use: When your temper begins to flare. WHAT does it do: Mentally challenge yourself before taking out your anger on others HOW? Ask yourself these questions: o WHAT is the source of my irritation? o WHAT is the degree of my anger? o WHAT is the other person’s actual role in the situation? . Turn the circumstances around to see how you would want to be treated if the other person felt as you do. These mental gymnastics can help you regain control over runaway emotions before they escape and cause external damage. 2. Walk It Off WHEN to use: o In those moments when you feel the familiar rage start to rumble, excuse yourself if others are present and take a quick walk down the hall or outdoors, depending on whether you are at home or at work, and the weather conditions. o Even a 5-10 minute stroll, especially one that is fast- paced, will help to cool your irritation as you practice the fight-or-flight strategy by escaping the potential conflict, which is one of the more popular and useful anger management techniques. Anger Management Techniques 1.Count to 20 before saying anything. 2.Leave the room for several minutes, or hours, if necessary, before discussing sensitive issues that may provoke your anger. 3.Write out a response to a problem before tackling it orally or in debate. This will give you time to think about the best approach to a problem rather than responding with random anger.
    [Show full text]
  • About Emotions There Are 8 Primary Emotions. You Are Born with These
    About Emotions There are 8 primary emotions. You are born with these emotions wired into your brain. That wiring causes your body to react in certain ways and for you to have certain urges when the emotion arises. Here is a list of primary emotions: Eight Primary Emotions Anger: fury, outrage, wrath, irritability, hostility, resentment and violence. Sadness: grief, sorrow, gloom, melancholy, despair, loneliness, and depression. Fear: anxiety, apprehension, nervousness, dread, fright, and panic. Joy: enjoyment, happiness, relief, bliss, delight, pride, thrill, and ecstasy. Interest: acceptance, friendliness, trust, kindness, affection, love, and devotion. Surprise: shock, astonishment, amazement, astound, and wonder. Disgust: contempt, disdain, scorn, aversion, distaste, and revulsion. Shame: guilt, embarrassment, chagrin, remorse, regret, and contrition. All other emotions are made up by combining these basic 8 emotions. Sometimes we have secondary emotions, an emotional reaction to an emotion. We learn these. Some examples of these are: o Feeling shame when you get angry. o Feeling angry when you have a shame response (e.g., hurt feelings). o Feeling fear when you get angry (maybe you’ve been punished for anger). There are many more. These are NOT wired into our bodies and brains, but are learned from our families, our culture, and others. When you have a secondary emotion, the key is to figure out what the primary emotion, the feeling at the root of your reaction is, so that you can take an action that is most helpful. .
    [Show full text]
  • Anger, Murder, Adultery and Lust!
    Mind Blown Lesson 2: Anger, Murder, Adultery and Lust! [Reader: group leader] We’re in the second lesson of a series on the Sermon on the ​ ​ Mount (Matthew 5, 6 and 7). Jesus was the preacher of that sermon, and He said some pretty mind-blowing things. In the first study we read how Jesus said the whole Old Testament centered around Him. Imagine some preacher telling you that in this day and age. Your reaction might be something like that of the kids in this video whose parent hadn’t told them the identity of Darth Vader. Watch Mind=Blown Star Wars Video In this lesson, we’ll see what Jesus has to say about murder, anger, adultery and lust. Hint: It’s not just going to be mind-blowing; it’s going to be completely counter-cultural! But first, let’s be a little counter-cultural ourselves and open in prayer. [Leader prays.] Part 1: MURDER, HATRED, REVENGE AND ANGER [Reader: person with the longest hair)] ​ ​ Here’s what Jesus’ had to say about murder in the Sermon on the Mount: “You have heard that our ancestors were told, ‘You must not murder. If you commit murder, you are subject to judgment.’ But I say, if you are even angry with someone, you are subject to judgment! If you call someone an idiot, you are in danger of being brought before the court. And if you curse someone, you are in danger of the fires of hell. So if you are presenting a sacrifice at the alter in the Temple and you suddenly remember that someone has something against you, leave your sacrifice there at the alter.
    [Show full text]
  • Why Don't People Act Collectively: the Role of Group Anger, Group Efficacy
    Efficacy, Anger, Fear and Collective Action Running Head: EFFICACY, ANGER, FEAR, AND COLLECTIVE ACTION The Relative Impact of Anger and Efficacy on Collective Action is Affected by Feelings of Fear Daniel A. Miller Tracey Cronin Indiana University – Purdue University, Fort Wayne University of Kansas Amber L. Garcia Nyla R. Branscombe The College of Wooster University of Kansas KEY WORDS: Collective action, emotion, group efficacy, fear, anger, suppression WORD COUNT: 9,005 words excluding references, tables, figures and title page Author’s Note: We are grateful to Matthew Hornsey for his helpful comments on an earlier version of this manuscript. Address correspondence to Daniel A. Miller, Indiana University - Purdue University, Fort Wayne, Department of Psychology, 2101E Coliseum Blvd., Fort Wayne , IN 46805; e-mail: [email protected] Efficacy, Anger, Fear and Collective Action Abstract Two well established predictors of collective action are perceptions of group efficacy and feelings of anger. The current research investigates the extent to which the relative impact of these variables differs when fear is or is not also included as a predictor of collective action. The results of two experiments indicate that when fear is not assessed, the importance of anger as a predictor of action is underestimated while the importance of group efficacy is overestimated. The results further indicate that fear, in addition to affecting the impact of known causes of collective action (anger and group efficacy), is a powerful inhibitor of collective action. The implications for current theoretical models of collective action instigators are discussed. Efficacy, Anger, Fear and Collective Action The Relative Impact of Anger and Efficacy on Collective Action is Affected by Feelings of Fear oderint dum metuant: Let them hate so long as they fear.
    [Show full text]
  • Moral Emotions As Determinants of Third-Party Punishment: Anger, Guilt, and the Functions of Altruistic Sanctions
    Judgment and Decision Making, Vol. 4, No. 7, December 2009, pp. 543–553 Moral emotions as determinants of third-party punishment: Anger, guilt, and the functions of altruistic sanctions Rob M. A. Nelissen∗ and Marcel Zeelenberg Tilburg University, the Netherlands Abstract Third-party punishment has recently received attention as an explanation for human altruism. Feelings of anger in response to norm violations are assumed to motivate third-party sanctions, yet there is only sparse and indirect support for this idea. We investigated the impact of both anger and guilt feelings on third-party sanctions. In two studies both emotions were independently manipulated. Results show that anger and guilt independently constitute sufficient but not necessary causes of punishment. Low levels of punishment are observed only when neither emotion is elicited. We discuss the implications of these findings for the functions of altruistic sanctions. Keywords: third-party punishment, social norms, emotions, decision-making. 1 Introduction own (Haidt, 2003). We experience feelings like empathy, anger, and guilt if we consider how others have been hurt, People often defend the interests of others. They stand wronged, or harmed (e.g., Batson, 2006; Haidt, 2003). up for their friends if someone speaks ill about them in The view that moral emotions also have functional behav- their absence. They do not tolerate a colleague being bul- ioral consequences is reflected in evolutionary hypothe- lied at work. They boycott consumer products that are sis about their adaptive value (e.g., Tooby & Cosmides, produced using child labor. Some even come to the aid 1990; Trivers, 1971). of a stranger who is being physically harassed, in spite Especially Robert Frank’s (2004) notion of emotions of obvious personal danger.
    [Show full text]
  • Angry Rumination Mediates the Unique Associations Between Self-Compassion and Anger and Aggression
    Mindfulness DOI 10.1007/s12671-016-0629-2 ORIGINAL PAPER Angry Rumination Mediates the Unique Associations Between Self-Compassion and Anger and Aggression Amanda Fresnics1 & Ashley Borders1 # Springer Science+Business Media New York 2016 Abstract Mindfulness is known to decrease anger and ag- be useful for developing clinical interventions targeting anger gression. Self-compassion is a related and relatively new con- and aggressive behavior. struct that may predict other clinical outcomes more strongly than does mindfulness. Little research has focused on whether Keywords Self-compassion . Mindfulness . Angry self-compassion is related to anger and aggression, and no rumination . Anger . Aggression studies have explored mechanisms of these associations. The current survey study explores whether angry rumination me- diates the unique associations between self-compassion and Introduction anger and aggression, controlling for trait mindfulness. Two hundred and one undergraduates completed questionnaires Mindfulness has known benefits for individuals with anger and assessing self-compassion, mindfulness, angry rumination, aggression problems (Heppner et al. 2008). Self-compassion is and recent anger and aggression. Supporting our hypotheses, a related construct that has received recent empirical attention angry rumination mediated the associations between self- because of its potential to reduce suffering. This positive attri- compassion—particularly its over-identification subscale— bute consists of extending a loving, non-judgmental attitude
    [Show full text]
  • The Somatic Marker Hypothesis: a Neural Theory of Economic Decision
    Games and Economic Behavior 52 (2005) 336–372 www.elsevier.com/locate/geb The somatic marker hypothesis: A neural theory of economic decision Antoine Bechara ∗, Antonio R. Damasio Department of Neurology, University of Iowa, 200 Hawkins Drive, Iowa City, IA 52242, USA Received 8 June 2004 Available online 23 September 2004 Abstract Modern economic theory ignores the influence of emotions on decision-making. Emerging neuro- science evidence suggests that sound and rational decision making, in fact, depends on prior accurate emotional processing. The somatic marker hypothesis provides a systems-level neuroanatomical and cognitive framework for decision-making and its influence by emotion. The key idea of this hypothe- sis is that decision-making is a process that is influenced by marker signals that arise in bioregulatory processes, including those that express themselves in emotions and feelings. This influence can oc- cur at multiple levels of operation, some of which occur consciously, and some of which occur non-consciously. Here we review studies that confirm various predictions from the hypothesis, and propose a neural model for economic decision, in which emotions are a major factor in the interac- tion between environmental conditions and human decision processes, with these emotional systems providing valuable implicit or explicit knowledge for making fast and advantageous decisions. 2004 Elsevier Inc. All rights reserved. Introduction Modern economic theory assumes that human decision-making involves rational Bayesian maximization of expected utility, as if humans were equipped with unlim- ited knowledge, time, and information-processing power. The influence of emotions on * Corresponding author. E-mail address: [email protected] (A.
    [Show full text]
  • Options to Anger for the Phoenix Progam
    Options to Anger For the Phoenix Progam A cognitive behavioral skill based program designed to help understand the physiology of anger, reduce incidences of anger, and increase conflict resolution skills Thirty one lessons designed for residential treatment programs Dedication This curriculum with Lesson Plans is dedicated to the dedicated and hardworking staff of the Phoenix Treatment Program. Their commitment to encourage and support youth and families serves as an inspiration to all who want to help troubled youth. i DEVELOPING OPTIONS TO ANGER TABLE OF CONTENTS Introduction 1 Facilitator Goals 3 Teaching Competencies 5 Role Plays 7 Essential for Running a Successful Group 9 Curriculum Introduction 12 Lesson 1 Group Formation 13 Lesson 2 Group Formation II 20 Lesson 3 Identifying Risk Patterns 29 Lesson 4 Introduction to Invitations 34 Lesson 5 Invitations Part II 41 Lesson 6 Invitations Part III 48 Lesson 7 Introducing the Early Warning System 53 Lesson 8 Continue Early Warning System. Introduce Physical Signs 60 Lesson 9 The Power of Thought 68 Lesson 10 Reframing 78 Lesson 11 The Awareness Cycle: Invitations through the Early Warning System 88 Lesson 12 Participant Assessments And Feedback 93 Lesson 13 Physiology of Anger 95 Lesson 14 Anchoring 104 Lesson 15 Relaxation Techniques 109 Lesson 16 Anchoring Part II 116 Lesson 17 Attention Getters 121 ii Lesson 18 Affirmations 126 Lesson 19 Unhooks 132 Lesson 20 Decision Making: Costs and Benefits 140 Lesson 21 Participant Assessments and Feedback 145 Lesson 22 Expression-“I” Statements
    [Show full text]
  • An Integrated Model of Panic Disorder
    Neuropsychoanalysis, 2010, 12 (1) 67 An Integrated Model of Panic Disorder Fredric N. Busch, Maria A. Oquendo, Gregory M. Sullivan, & Larry S. Sandberg (New York) Clinicians are shifting away from dualistic conceptions of mind and brain toward a view of psychiatric illnesses as involving interac- tions between biology, mind, and environment. Our understanding of panic disorder benefits from such an integrative analysis. We review genetic, neurochemical, and neuroimaging data on panic disorder, along with a series of biological and psychological models. We propose that separation and suffocation alarm systems cut across various models, and we suggest how biological, psychological, and environmental interactions can lead to panic onset and persistence. Separation and suffocation alarm systems may become sensitized due to environmental events, an inborn vulnerability, or both. These oversensitized systems create a vulnerability to envi- ronmental experiences of loss and intrusion and to frightening psychological experiences of separation and suffocation. In individuals with this vulnerability, angry feelings and fantasies, often unconscious, further intensify fears of loss of or intrusion by attachment figures, triggering separation and suffocation alarms and associated panic attacks. This model provides a basis for understanding how psychological and biological approaches affect different components of these interactive systems, leading to relief of panic symptoms. We discuss implications of this integrative model for current clinical practice and future research. Keywords: panic disorder; integrated model; suffocation alarm; separation distress; intrapsychic conflict; clinical implications Increasingly, clinicians are moving away from dual- as the interactions between genotype and environ- istic conceptions of mind and brain toward view- ment on behaviors and the impact of psychosocial fac- ing illnesses as both biological and mental (Kendler, tors and psychotherapy on the brain.
    [Show full text]
  • Assessment and Treatment of Posttraumatic Anger and Aggression: a Review
    Volume 49, Number 5, 2012 JRRDJRRD Pages 777–788 Assessment and treatment of posttraumatic anger and aggression: A review Casey T. Taft, PhD;1–2* Suzannah K. Creech, PhD;1,3 Lorig Kachadourian, PhD1–2 1National Center for PTSD, Department of Veterans Affairs (VA) Boston Healthcare System, Boston, MA; 2Boston Uni- versity School of Medicine, Boston, MA; 3Providence VA Medical Center, Providence, RI; and Warren Alpert Medical School of Brown University, Providence, RI Abstract—The Department of Veterans Affairs (VA) and hyperarousal and are increasingly being viewed as a Department of Defense’s (DOD) recently published and updated defining feature of patients’ clinical presentations. Department of Veterans Affairs/Department of Defense VA/ DOD Clinical Practice Guideline for Management of Post- Traumatic Stress includes irritability, severe agitation, and METHODS anger as specific symptoms that frequently co-occur with PTSD. For the first time, the guideline includes nine specific We begin by reviewing literature on the associations recommendations for the assessment and treatment of PTSD- related anger, irritability, and agitation. This article will review between PTSD and both anger and aggression. The the literature on PTSD and its association with anger and review that occurred for the update in the 2010 VA/DOD aggression. We highlight explanatory models for these associa- PTSD clinical practice guideline and additional relevant tions, factors that contribute to the occurrence of anger and literature published since that guideline review is aggression in PTSD, assessment of anger and aggression, and included. We then discuss theoretical models that have effective anger management interventions and strategies. been proposed to explain these associations.
    [Show full text]
  • Trauma Informed Care
    Trauma Informed Care Children of Trauma 42855 Garfield Road, Suite 111 Caelan Kuban, PsyD , LMSW Clinton Township, MI 48038 877.306.5256 | www.starrtraining.org/tlc [email protected] Agenda • Major differences between grief and trauma • Trauma as an experience • Trauma/Delinquency Link • DSM issues • How to Help • Case Examples What is TLC? TLC is a program of Starr Commonwealth/Starr Global Learning Network 6,000 Certified Trauma Specialists across the country Trauma Intervention Programs and Resources for traumatized children, adolescents, parents, schools, agencies and communities. Training/Online Courses/Parent Trauma Resource Center Certification What is Trauma Informed Care? What happened to you? NOT What is wrong with you? Trauma intervention is an essential part of treatment because of: the impact trauma can have on the way a child views themselves and the world around them the impact trauma has on a child’s emotions, behavior, learning, and their ability to interact with others Trauma Informed Care We know that kids who have experienced trauma often require unique care and an individualized treatment approach. Major Differences Between Grief and Trauma The ONE WORD that best describes each Grief Trauma GRIEF TRAUMA GeneralizedThe Differences reaction is SADNESS Generalized reaction TERROR Grief reactions stand ALONE Trauma reactions generally include grief reactions Known to public and professionals Largely unknown (esp. in children) Does not disfigure identity Attacks and distorts identity Regret - “I wish I would have…” Guilt – “ It was my fault” Dreams of person who died, was hurt Dreams of self dying, being hurt Pain is related to the loss Pain is related to tremendous terror and sense of powerlessness, fear and loss of safety Anger is not destructive Anger is assaultive (even if non-violent trauma) Trauma Any experience that leaves a person feeling hopeless, helpless, fearing for their life/survival, their safety.
    [Show full text]
  • Children's Mental Health Disorder Fact Sheet for the Classroom
    1 Children’s Mental Health Disorder Fact Sheet for the Classroom1 Disorder Symptoms or Behaviors About the Disorder Educational Implications Instructional Strategies and Classroom Accommodations Anxiety Frequent Absences All children feel anxious at times. Many feel stress, for example, when Students are easily frustrated and may Allow students to contract a flexible deadline for Refusal to join in social activities separated from parents; others fear the dark. Some though suffer enough have difficulty completing work. They worrisome assignments. Isolating behavior to interfere with their daily activities. Anxious students may lose friends may suffer from perfectionism and take Have the student check with the teacher or have the teacher Many physical complaints and be left out of social activities. Because they are quiet and compliant, much longer to complete work. Or they check with the student to make sure that assignments have Excessive worry about homework/grades the signs are often missed. They commonly experience academic failure may simply refuse to begin out of fear been written down correctly. Many teachers will choose to Frequent bouts of tears and low self-esteem. that they won’t be able to do anything initial an assignment notebook to indicate that information Fear of new situations right. Their fears of being embarrassed, is correct. Drug or alcohol abuse As many as 1 in 10 young people suffer from an AD. About 50% with humiliated, or failing may result in Consider modifying or adapting the curriculum to better AD also have a second AD or other behavioral disorder (e.g. school avoidance. Getting behind in their suit the student’s learning style-this may lessen his/her depression).
    [Show full text]