Republic of the Philippines

Commission on Higher Education

Region IV – A CALABARZON
City of Lipa
KOLEHIYO NG LUNGSOD NG LIPA

COLLEGE OF TEACHER EDUCATION

Captivating knowledge Through Education

I. COURSE CODE/ TITLE : VE 118/MANAGEMENT OF BEHAVIOR PROBLEMS

II. SUBJECT MATTER : TRAUMA AND SUICIDAL TENDENCIES
Lesson 4 : TOPIC 5 Trauma and Suicidal Tendencies TIME FRAME : November
References : http://www.mces.org/pages/suicide_fact_trauma.php
https://integratedlistening.com/what-is-trauma/#:~:text=Trauma%20is%20the%20response
%20to,range%20of%20emotions%20and%20experiences.
https://www.denisonforum.org/resources/what-does-the-bible-say-about-suicide/

III. COURSE OUTCOMES

A. Understand and recognize the effects of trauma and the possible early warning signs of
suicidal tendencies.
B. Respect every person’s response in their traumatic experience especially those who are still in
the state of trauma.
C. Create an emotionally and physically safe space with an active voice for decision making.

IV. ENGAGEMENT : Read and analyze the following text.

TRAUMA
The longer we live, the more inevitable it is that we will experience trauma. Trauma is the
response to a deeply distressing or disturbing event that overwhelms an individual’s ability to cope,
causes feelings of helplessness, diminishes their sense of self and their ability to feel the full range of
emotions and experiences.
Trauma is a psychological reaction to a harmful or life-threatening occurrence that is outside the
range of normal experience and beyond control. Those with histories of trauma may be troubled by
thoughts of suicide and some may attempt or complete suicide. Trauma’s impact is insidious,
pervasive, life changing, and enduring. It most affects those vulnerable because of age or other personal
factors. It influences responses to future stressors.
While there are no objective criteria to evaluate which events will cause post-trauma symptoms,
circumstances typically involve the loss of control, betrayal, abuse of power, helplessness, pain,
confusion and/or loss. The event need not rise to the level of war, natural disaster, nor personal assault
to affect a person profoundly and alter their experiences. Traumatic situations that cause post-trauma
CTE
symptoms vary quite dramatically from person to person. Indeed, it is very subjective and it is
important to bear in mind that it is defined more by its response than its trigger.

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Problem
 Republic of the Philippines
Commission on Higher Education
Region IV – A CALABARZON
City of Lipa
KOLEHIYO NG LUNGSOD NG LIPA

COLLEGE OF TEACHER EDUCATION

Captivating knowledge Through Education

2 TYPES OF TRAUMA
1. Small ‘t’ traumas are circumstances where one’s bodily safety or life is not threatened, but cause
symptoms of trauma nonetheless. These events set one off-kilter and disrupt normal functioning in the
world. They certainly don’t seem small at all when they occur, but most will have an easier time
recovering from them than a large ‘T’ trauma. Examples are: life changes like a new job or moving;
relationship events like divorce, infidelity, or an upsetting personal conflict; life stressors like financial
troubles, work stress or conflict, or legal battles.

2. Large ‘T’ traumas are extraordinary experiences that bring about severe distress and helplessness.
They may be one-time events like acts of terrorism, natural catastrophes, and sexual assault. Or, they
may be prolonged stressors like war, child abuse, neglect or violence. They are much more difficult or
even impossible to overlook, yet they are often actively avoided. For instance, people may steer clear
of triggers like personal reminders, certain locations, or situations like crowded or even deserted places.
And they may resist confronting the memory of the event. As a coping mechanism, this only works for
so long. Prolonging access to support and treatment prolongs healing.

SUICIDE
The term suicide is traced in the Oxford English Dictionary to 1651; its first occurrence is
apparently in Sir Thomas Browne’s Religio Medici, written in 1635 and published in 1642. Before it
became a common term, expressions such as “self-murder” and “self-killing” were used to describe the
act of taking one’s own life.

In the nineteenth century, social scientists began to view suicide as a social issue and a symptom of
a larger dysfunction in the community and/or home. Medical doctors began to identify depression and
other disorders behind the act. Suicide became decriminalized so that the individual could be buried,
his family not disinherited, and a survivor not prosecuted. CTE

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Problem
 Republic of the Philippines
Commission on Higher Education
Region IV – A CALABARZON
City of Lipa
KOLEHIYO NG LUNGSOD NG LIPA

COLLEGE OF TEACHER EDUCATION

Captivating knowledge Through Education

SUICIDAL TENDENCIES
The effects of trauma may include anxiety, depression, hopelessness, despair, anger, hostility,
social isolation, impulsiveness, alcohol or substance abuse, self-destructive behavior, humiliation,
shame, guilt, lessened self esteem, a loss of personal beliefs, and feeling ineffective, distrustful, or
threatened.
Trauma and its side effects are associated with greater suicide risk. A significant number of
attempters and completers have a background of trauma. It makes those affected feel less connected or
that they are burdens to their families and friends. This generates hopelessness and depression, which
may produce a desire to die.
Serious risk factors that may be affected are a past history of suicidal behavior, existing serious
mental illness (particularly with a co-occurring anxiety or panic disorder), alcohol and substance abuse,
marital, family, or other interpersonal conflict, and a background involving abuse or violence.
Trauma sufferers with a risk of suicide include self-injurers, those making frequent threats or non-
fatal attempts, veterans and members of the military, physicians, emergency responders, sexual assault
victims, individuals with brain injury, and physically and developmentally disabled persons.

Some of the early warning signs of suicide risk

Hopelessness, emptiness, or apathy Rage, anger, or recklessness

Feeling helpless, trapped, out of control Increased drinking and/or drug use

Withdrawal from family or friends Anxiety, agitation, sleep problems

Dramatic mood changes Citing no reason for living, desire to die

Note : There is no cure for trauma nor any quick fixes for the suffering associated with
them. But there is hope. It is very important to respect the person’s experience through active
listening, being sensitive to the language used, being transparent, trustworthy, and offerring, stability
and consistency.
CTE

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Problem
 Republic of the Philippines
Commission on Higher Education
Region IV – A CALABARZON
City of Lipa
KOLEHIYO NG LUNGSOD NG LIPA

COLLEGE OF TEACHER EDUCATION

Captivating knowledge Through Education

ACTIVITY
PART I Come-up with an "Acrostic of Suicide and Trauma" from the lectures you have read. Chose
words that you believe are salient word that give important details about Trauma and Suicidal
Tendencies . Explain each word (1 sentence only) why you choose in relation to Trauma and Suicide.
PART II Based on your learning, recall at least one events in your life where you experience
trauma. How will you respond on those traumatic experience by applying what you have learned.
Type your answers in paragraph form for at least 200 words.
PART III (God loves you and wants to help)
Choose one of the Bible verse below. Reflect and explain its meaning for you and relate it with the
topic discussed above.
BIBLE VERSES 1
When Elijah despaired of his life and prayed, “It is enough; now, O Lord, take away my life” (1 Kings
19:4 ESV), God provided the physical, spiritual, and emotional sustenance he needed to go on.
BIBLE VERSES 2
When Jeremiah said, “Cursed be the day I was born!” (Jeremiah 20:14), God sustained his prophet.
BIBLE VERSES 3
“The Lord is close to the brokenhearted and saves those who are crushed in spirit” (Psalm 34:18).
PART IV EVALUATION
A. The acrostic will be assessed thru the criteria below.

Word Choice 10

Organization 10

Ideas Level of Importance 10

Relevance of Explanation 10

TOTAL 40

B. And C. (30 and 30) 60

Grammar 10
CTE
Content 10

Originality 10

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Problem
 Republic of the Philippines
Commission on Higher Education
Region IV – A CALABARZON
City of Lipa
KOLEHIYO NG LUNGSOD NG LIPA

COLLEGE OF TEACHER EDUCATION

Captivating knowledge Through Education

OVERALL TOTAL 100

Submitted to :

Sir Florante Mercado

Prepared by :

Leria, Shirley

Maldonado, Jaysa

Marasigan Lea

Mendoza, Sally P.

Morada, Ederlyn

Soriba, Leny

GROUP 5

BSED IV VALUES

CTE

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Problem
 Republic of the Philippines
Commission on Higher Education
Region IV – A CALABARZON
City of Lipa
KOLEHIYO NG LUNGSOD NG LIPA

COLLEGE OF TEACHER EDUCATION

Captivating knowledge Through Education

CTE

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