Understanding Post Traumatic Stress Disorder (PTSD)

PTSD is a mental health condition that can develop after a traumatic event such as assault, abuse, a serious accident, war, a disaster or sudden loss. The mind and body stay on high alert long after the danger has passed. Key points: symptoms fall into four groups, reliving the event, avoiding reminders, negative changes in thoughts and mood, and feeling on edge; symptoms last more than a month and affect daily life; PTSD is diagnosed by a health professional; and trauma focused psychological therapy helps many people recover.

PTSD can affect sleep, relationships, work, health and a person's sense of safety in their own home. In disability and aged care support, everyday tasks such as showering, dressing, being touched, a closed door, a raised voice or a particular smell can act as reminders, known as triggers, and bring on intense fear. Key points: what looks like aggression or refusal may be a trauma response; the person may freeze, fight or try to escape; and trust takes time to build, especially if past harm came from a carer.

Trauma informed support aims to help the person feel safe, respected and in control. This lesson covers the key principles, safety, trust, choice, collaboration and empowerment, and how to use them every day: explain before you act, ask for consent, offer choices, keep a calm voice, and follow the person's plan for known triggers. It covers how to help during a flashback using grounding, and respectful language such as a person who has experienced trauma. Key points: never push someone to talk about their trauma, and always follow the support plan.

This lesson covers when and how to escalate concerns for a person living with PTSD. Signs to report include worsening nightmares or flashbacks, increasing isolation, heavy alcohol or drug use, self harm and any talk of suicide. It also covers what to do if a person discloses abuse: listen calmly, believe them, do not investigate or ask leading questions, make sure they are safe and tell your team leader straight away so our incident management and reporting duties are met. Key points: support workers do not diagnose or provide trauma therapy; call 000 in an emergency; Lifeline is on 13 11 14.

This case study follows Farah, a woman who lives in supported accommodation and has PTSD after years of family violence. Personal care was once very distressing for her. The lesson shows how the team worked with Farah to design a morning routine she feels safe with, including her choice of female workers, an agreed stop signal and clear explanations. It then explores what to do when a roster change means a male worker is sent to her morning shift. Key points: the person's choices about personal care are part of their safety, never push ahead, and raise roster issues with your team leader.

This case study follows Ben, a man in his fifties with a psychosocial disability who developed PTSD after a serious road crash. Around the anniversary of the crash each year his symptoms get worse. The lesson walks through how his support worker notices the warning signs, responds to comments about not being able to go on, follows his safety plan and reports to the team leader. It also covers why workers need to look after themselves after hard shifts. Key points: know possible triggers such as anniversaries, ask directly about suicide, never manage a crisis alone, and seek support for yourself.