Term 2 - Week 8 - June 2024

From The Principal

Dear Parent and Carers,

A massive thank you to the Tully community for supporting our Year 10 students to attend work experience.  Thank you to our school community for encouraging and supporting our students to achieve success every day! 

Tully 100 Celebrations

A huge congratulations to the Tully 100 organising committee. The events were outstanding.

Portraits Exhibition Tully Nursing Home

A massive congratulations to our Year 9 students under the guidance of Leandra Willis, who set up the exhibition at the Tully Nursing Home. This event was truly outstanding and very moving to see the portraits and hear the stories of our wonderful Tully locals.

100 Years of Fashion Parade and Dinner Dance

Congratulations to the organising committee of 100 Years of Fashion and the Dinner Dance. Tully SHS Hospitality students catered for both the High Tea and the dessert for the Dinner Dance.

Our staff and students did an amazing job!

This email extract was forwarded to me after the event:

Student Behaviour and Performance

All too often you would be criticised by people on the above subjects, unfairly from what I have observed in my time living at Wongaling Beach.  I wish to express my gratitude to you, your staff and students for the excellence they have portrayed in public.  My wife and I attended the Tully 100 fashion parade and High Tea on Saturday in the hall, a great event. I must admit there were only 4 males in attendance and several hundred ladies, they made us feel exceptionally welcome.  

Please pass to your Hospitality Team our heartiest congratulations. Both my wife and I, together with the other couple we attended with, have come from very senior corporate positions prior to our retirement and have travelled extensively. All of us put the High Tea produced by your staff and students at the same standard as that produced by the Windsor Hotel in Melbourne, or of the Sofitel Hotels in capital cities.

Please pass our warmest regards and congratulations to the team members.

(This extract was shared with permission of the owner)

Tully 100 Street Parade

Congratulations to the Student Leadership Team who organised the Tully SHS float.  A massive thank you to Warren Griffin for the use of his vehicle, Thierrine Bromley, Glenda Tenni and Ebony Harper for coordinating the float decorations and a huge thank you to the students and staff who turned up to support our school.    It was wonderful to see the Classes of 1964, 1985 walk behind our present students.  The memories and connections to our school days last our lifetime!

Yesterday we acknowledged ‘Happy 60^th Birthday’ to Tully SHS.  A big cake was cut by our current school captains and shared with our students.

Staff Changes

 At the end of this term, we will farewell some staff.

• Karen Timms – Science Technician who has worked for the Dept. of Education for over 50 years! Karen is planning to retire at the end of Term 3 after some long service leave.  Karen is presently our Workplace Health and Safety Officer and does an amazing job!  Fondly known as ‘Mum Timms’ to many of our staff, we wish Karen all the very best in her retirement!
• Olivia Van Der Drift – HPE Teacher who is returning to Brisbane at the end of this term. We wish Olivia all the very best in her career.

Congratulations to Brad Dennis who is taking on the Acting Head of Department Junior Secondary role for Semester 2 while Ang Bevan is on special leave to travel around Australia.  We wish Ang and her family safe travels!

Further, I have been advised by Regional Office that my contract at Tully SHS has been extended to the end of year.  I am super excited by this opportunity to continue to lead this wonderful school. 

Facilities Update

Over the coming weeks you will notice some facilities and minor works occurring around the school.   Our school colour scheme of light grey, dark grey and blue is refreshing many of our buildings. 

The covered walkway between the Common Room and the Library is planned to be erected during the school holidays. Hopefully, the Tuckshop refurbishment works will be commenced shortly.

Please continue to provide feedback on how we can improve our wonderful school!

Have an awesome fortnight, and all the best to our students representing our school in the various events planned.  We are hitting the assessment end of term, so ensure our students are here every day learning and working to achieve!

Yours in learning,

Ms Helen Carne

Principal

Science News SPARQ-Ed Program

Recently, Shila Carter and I went to Brisbane as part of the SPARQ-Ed program. The program was held in the Translational Research Institute in Brisbane, which is attached to the Princess Alexandra Hospital and focuses on translating research in the areas of biomedicine and science into real life situations.

We were fortunate to receive $1000 grants for the SPARQ-Ed program. These grants are provided to assist students such as us from regional areas with costs associated with accommodation and transport.

While at the program, we worked on answering the question: Do antibodies do more harm than good? We did practicals and theory work, including two assays (an ELISA and a microscopy) and a presentation which showed our findings and conclusions. 

The best parts of the project were probably the ‘hands-on’ lab work and the tour of Dr Tim Wells and his team’s research lab as it allowed us to work like real scientists in an industry-standard laboratory, and to observe cutting-edge research.

In this photo, Shila is using an automated micropipette to practice injecting microlitres of liquid or bacteria into samples. We employed these skills later to inject cloaking and non-cloaking antibodies into Pseudynomas aeringenosia bacteria.

Every year, several students from TSHS attend this program. I would highly recommend the SPARQ-Ed program to other students, particularly those interested in the medical field, because it shows what working in a research lab is really like and what biomedical science actually means. It also provides one with great contacts and networks for the future. 

If you are interested, see Mr Timms for more information.

Kaya Coombs
Yr 10 Student

Shakespeare

Earlier this term, Head of English, Kathy Macdonald, took some Innisfail State College and Tully High beginning teachers through a day of professional development.

The purpose of using physical techniques when studying Shakespeare is to enable students to more easily access texts.

Young Performers

Instrumental Music students hit some high notes at Innisfail Young Performers this week!

Students performed in the solo and duet sections, demonstrating a high level of musicianship and exceptional stage craft skills.

In the solo sections, Ella and Brian received Second Place, Indah Coombs Third Place, while Leah, Imogen, Jake, Joseph and Naomi  were each awarded Highly Commended.

In the duet sections, Naomi and Liv were awarded a First Place, and Imogen and Felix received Second Place. Highly Commended awards were given to Indah and Ella, Phoenix  and Imogen. 

Congratulations to all of our performers who competed – music was definitely the overall winner of the day!

TSHS Sports News

SLT NEWS

WORLD’S GREATEST SHAVE

Every year the Student Leadership Team organizes and hosts this event, culminating in a sizable donation to the Leukemia Foundation. We value our volunteers, who inspire others and help raise awareness among the student body of the urgent needs of others.

Although we had planned to conduct WGS during Week 7 this term, it will now take place on Wednesday, 7 August (Week 5). Moving it to mid-Term 3 allows more time for other volunteers to emerge, with plenty of opportunity to solicit donations to make their sacrifice worthwhile.

So far, three Year 8 girls have put themselves forward to have their ponytails cut, and are well underway with collecting donations.

If you would like to donate online, please go the World’s Greatest Shave website and follow the donate prompts. Our team is called Tully State High School 2024.

We would love some more volunteers to join our team and get, say, a buzz cut. They don’t need such a close shave to join in! If you have an offspring who needs only a little persuasion to commit themselves, please send them my way! Parents are welcome to attend, and rest assured we have qualified and experienced hair stylists.

Thierrine Bromley

Jamie Gosling Football Academy

Guidance Services

• Advocate, provide counselling, psychoeducational assessment and individual student support, recommendations and advice to students, teachers and parents concerning educational, behavioural, career development, mental health and family issues.
• Work as part of a multidisciplinary team and facilitate effective working relationships and partnerships with parents, school personnel and external support agencies in order to provide a comprehensive support, case management and referral service that optimises students' access and engagement in educational programs.
• Provide a counselling and referral service to assist students in decision making about critical educational, personal, social, emotional and career development, and provide ongoing support during the implementation phase of their decision.
• Counselling sessions are confidential, with one exception, if you are a danger to yourself or someone else, or you are at risk of harm.

The Guidance Service at Tully SHS supports students in their learning and wellbeing through career, educational and personal counselling. These areas of concern may include:

• Career Pathways
• Entrance to University or TAFE
• Subject Selection
• Friends and Relationships
• Schoolwork and Stress Management
• Mental Health
• Drugs and Alcohol
• Sleeping or Eating Problems
• Family Issues
• Student Protection concerns

Referrals to the Guidance Officer

If students are requiring support, they can arrange an appointment the online referral form - Referral to GO, alternatively scanning the QR code will direct students to the online referral form.

Appointments are scheduled for 20-30 minutes, during this time the Guidance Officer will assess the students need and develop a plan for the most appropriate course of action.

Parents can make referrals to Guidance Officer via the referral form on the school website See the link below. Alternatively scanning the QR code will direct parents to the online referral form.

Link for the GO STUDENT REFERRAL FORM: https://forms.office.com/r/MGqrNMuxLS?origin=lprLink

Link for the GO PARENT REFERRAL FORM: https://forms.office.com/r/5uSELvpuX2?origin=lprLink

Alternatively, if you are experiencing difficulties accessing the links, please email GuidanceOfficer@tullyshs.eq.edu.au with your enquiry. Please provide the following necessary information so the referral can progress more quickly:

1.Student Name
2.D.O.B.
3.Referrer Name (can be SELF)
4.Date of referral
5. Priority

• URGENT: Student MUST be seen today. Student at immediate risk of harm from self or others. E.g. Suicidal threat or ideation; self-harm; threats of violence or substance use.                                             Call GO or DP immediately.
• CONCERNING: Contact with Student within one week attendance, social/emotional, health.
• ROUTINE: Contact with Student within two weeks behaviour, academic.

 6. Reason for Referral

• Behaviour (Anger, Aggression, Bullying, Other)
• Academic (Careers, Pathways, Educational Adjustment)
• Attendance (School Refusal, Engagement, Truanting, Time Keeping)
• Social/Emotional (Anxiety, Depression, Low Mood, Self-harm, Suicidal Ideation)
• LGBTIQ+
• Health (Sleep, Body Image, Substance Abuse)
• Other…..
  

   7.  Please expand on your reason for referral, include any information that may help with assessment of           student wellbeing 
   8. Intervention strategies already implemented.
   9. Have you discussed the referral with the student?  (Not applicable if you are referring yourself)

Support Services:

• Emergency services - 000
• Kids Helpline - 1800 551 800
• Lifeline - 13 11 14
• ParentLine - 1300 301 300
• Family and Child Connect - 13 32 64
• Headspace - 1800 650 890
• Beyond Blue - 1300 224 636
• 13Yarn – 13 92 76
• Qlife – 1800 184 527
• DV Connect Womensline – 1800 811 811
• DV Connect Mensline – 1800 600 636

Career Spotlight

How to be a construction manager?

Construction managers oversee & lead a range of building projects from start to finish. They ensure building projects are completed safely, within budget and on time. As a construction manager, you’ll oversee work schedules and coordinate subcontractors, determine material and labour costs, regularly report progress to clients and stakeholders, ensure safety codes are being met, and make sure the project is running on schedule.

Responsibilities of a construction manager:

• Oversee the logistical requirements of a project including the ordering and delivery of building materials and equipment
• Read and interpret architectural drawings, blueprints, and technical specifications
• Consult with tradies, architects, designers, engineers, clients, contractors, sub-contractors and local authorities
• Hire and supervise the activities of subcontractors and other team members
• Regularly report on progress with clients, third parties and other stakeholders
• Review timings, budget, labour, risk and project plans to ensure work stays on track
• Conduct site visits to inspect work, check materials and ensure staff are following safety procedures
• Comply with legal requirements, building and safety codes, and other regulations

What skills are required to be a construction manager?

Education, and training

You usually need a formal qualification in building or construction management or have a trade background to work as a Construction Manager. Vocational education and training (VET) and university are both common study pathways.

Strong technical construction skills

Every construction worker needs to know how to interpret architectural drawings and blueprints, which are two-dimensional drawings that contain all the details needed for a project. Construction managers are involved in every facet of a building site’s operation so having a strong understanding of the worksite and specific trades is essential.

A well-rounded understanding of the project lifecycle

A construction project is made up of different stages which all have different processes and stakeholders. Construction managers need to understand what these different stages are, and how they work with different stakeholders within each stage.

Knowledge of local building codes and laws

Construction professionals also need to have a solid understanding of their local building laws and codes. This is essential in ensuring buildings meet the requirements to safeguard the health, safety and welfare of the building occupants.

Be an excellent collaborator

Construction managers collaborate with tradespeople, architects, designers, engineers, clients, contractors, sub-contractors and local authorities. The success of a construction project depends on the communication and interactions between stakeholders. Your job as a construction manager involves communicating ideas and information clearly and succinctly, as well as articulating intricate project details to other team members.

Be IT-savvy

Construction professionals must have the digital skills to use Building Information Modelling (BIM) tools such as Autodesk Revit so that they can communicate effectively and exchange graphical and non-graphical information efficiently.
As design requirements become more complex and more difficult to present in 2D drawings, innovative BIM tools allow professionals to manage client needs, improve efficiency, increase productivity, and ensure infrastructure is sustainable. Employers look for people who can interpret drawings and models quickly, as well as make timely, informed decisions based on data and information provided in building information models.

Keep projects on track and within budget

Construction projects are complex, time-intensive, and often involve large capital investments. Construction managers play an important role in coordinating all activities, tasks, resources and workers to make sure projects finish on time, on budget, and within the required quality standards. The ability to plan and schedule construction operations using tools and frameworks such as flowcharts, network analysis, Gantt charts, Critical Path Method and precedence diagrams is extremely important

Working Conditions

• Hazardous or risky equipment and conditions
• Using hands to handle, control, or feel objects, tools or controls
• Bending or twisting the body
• Non-controlled climates
• Outdoor work (in the open air or under cover)
• Physical exertion

Outdoor Educators

Outdoor educators are responsible for planning and leading outdoor education programs and activities, including camps, treks, and hikes. Instead of the focus of these programs being recreation, you’ll be supporting participants to discover their strengths, meet new people, learn new skills, and thrive both physically and emotionally. Outdoor education programs often focus on building skills such as leadership, conflict resolution, problem-solving, resilience, and general life skills. If you love spending time in nature, are a great communicator and natural leader, and want a job that provides opportunities for travel all around the world, you might like to consider becoming an outdoor educator.

Photo by https://runawaybaysportlec.eq.edu.au/

What skills do I need as an outdoor educator?

• Strong communicator
• Fit & healthy
• Dedicated & resilient
• Excellent leader
• Organised & efficient
• Safety-minded
• Hard-working
• Great problem-solver

What does the job involve?

• Lead groups on outdoor excursions & activities
• Teach important skills to participants
• Educate participants on natural history & ecology of the area
• Provide safety instructions & follow safety protocols
• Encourage active participation & learning
• Facilitate socialisation & communication between participants
• Help participants work through challenges & conflict
• Plan & organise logistics, including transportation, equipment & food

What industries do outdoor educators typically work in?

• Education & Training
• Arts & Recreation Services
• Public Administration & Safety

What kind of lifestyle can I expect?

Part-time roles are common for outdoor educators, so if you need a bit of extra flexibility in your week, this could be an option for you. Because of the nature of the activities you’ll be leading, it’s likely you’ll need to do work on weekends, holidays, and sometimes even be on location over several nights. Prepare to spend lots of time travelling and away from home. And because of the nature of the job, remote and working from home opportunities are very uncommon.

Outdoor educators can be employed in schools, education centres, camps, tour centres, adventure operators, or by private outdoor expedition companies. Once you have enough experience and have built up a network, you might even like to start your own business and offer personalised outdoor experiences.

How to become an outdoor educator

To work as an outdoor educator, it’s beneficial to have a vocational qualification in a relevant area, such as outdoor education, sport and leisure, or recreation. In addition, gaining certification in specific activities such as rock climbing, kayaking, or mountaineering can also be advantageous. If you’re working in an environment with young people, you’ll also need to acquire a working with children and/or police check.

You can also take specialised short courses and workshops to build on your leadership and communication skills, both vital for outdoor educators. Expect to undertake lifelong learning throughout your career as standards and practices change.

Similar careers to outdoor educator

• Tour Guide
• Secondary Teacher
• Camp Counsellor
• Adventure Guide
• Fitness Instructor
• Recreation Officer
• Primary Teacher
• Tourism Operator

How to be Psychologist

Psychologist’s study human behaviour and the processes associated with how people think and feel, conduct research and provide treatment and counselling in order to reduce distress and behavioural and psychological problems. They promote mental health and positive behaviour in individuals and groups. Psychologists work on a broad range of issues with clients, including children, adults, couples, families and organisations.

Duties & Tasks of a Psychologist

Psychologists:

• Conduct therapeutic interviews and provide counselling
• Give psychological tests and assess the results to identify the source of problems and determine treatment
• Construct tests to assess and predict mental and emotional states, as well as performance
• Evaluate the results of programs aimed at improving personal and organisational effectiveness
• Research psychological aspects of topics such as study motivation, teaching skills, occupational behaviour, working conditions and organisational structures
• Provide follow-up services to groups and individuals for support and evaluation purposes
• Contribute to government social policy development
• Conduct academic research.

Tasks

• Conducting surveys and research studies on job design, work groups, morale, motivation, supervision and management
• Formulating achievement, diagnostic and predictive tests for use by teachers in planning methods and content of instruction
• Collecting data and analysing characteristics of students and recommending educational programs
• Consulting with other professionals on details of cases and treatment plans
• Collecting data about clients and assessing their cognitive, behavioural and emotional disorders
• Administering and interpreting diagnostic tests and formulating plans for treatment
• Performing job analyses and establishing job requirements by observing and interviewing employees and managers
• Conducting research studies of motivation in learning, group performance and individual differences in mental abilities and educational performance
• Developing interview techniques, psychological tests and other aids in workplace selection, placement, appraisal and promotion
• Developing, administering and evaluating individual and group treatment programs

Working conditions for a psychologist

Psychologists usually work in an office or clinical environment, but can operate within sporting clubs or organisations on a part-time basis.

Employment Opportunities for a Psychologist

Psychologists are employed by government and privately run community welfare organisations and by hospitals, industry and the Australian Defence Force. They are also employed in private practices and in private health clinics.Many psychology graduates do not find work as psychology specialists but are employed in positions where they can use the skills learnt through their psychology training. Research skills are especially useful in market research, advertising, management or business consultancy. Other areas that provide employment for psychologists include social welfare, community work, human resource management, training, teaching and lecturing, and clerical and administrative work.

Specialisations

Clinical Neuropsychologist

A clinical neuropsychologist specialises in the assessment and diagnosis of brain impairment and how this affects thinking skills, emotions, behaviour and personality. They are also involved in the rehabilitation and management of the effects of brain impairment and often work with other health professionals.

Clinical Psychologist

A clinical psychologist is trained in the assessment, diagnosis and treatment of mental illness and psychological problems. Located in hospitals, universities, general medical practices, community health centres and private practice, they often work with general medical practitioners, psychiatrists and other health professionals.

Counselling Psychologist

A counselling psychologist provides assessment, diagnosis and psychological therapy for individuals, couples, families, groups and organisations, and treats a wide range of psychological problems and mental health disorders. They work in counselling agencies, government departments, hospitals, general medical practitioners' divisions, educational institutions and private practice.

Educational and Developmental Psychologist

An educational and developmental psychologist provides assessment, intervention and counselling services related to the developmental and educational issues that occur in life. Specialisations include life span transitions, early intervention, disability, problems of learning and adjustment in schools, career and family development, and ageing.

Forensic Psychologist

A forensic psychologist applies psychological knowledge, theory and skills to matters related to the legal and criminal justice system. They provide expert opinion to the courts in such matters as criminal behaviour, child abuse and family court cases.

Health Psychologist

A health psychologist is concerned with illness prevention and health promotion. They assess and treat the biological, psychological and social factors surrounding health and illness in order to promote positive change and wellbeing.

Organisational Psychologist

An organisational psychologist seeks to understand the complex interrelationships that occur within the workplace in order to improve organisational effectiveness and individual wellbeing. They apply psychological principles and methods to understand and influence work behaviour, worker attitudes, organisational structures and organisational systems.

Sport and Exercise Psychologist

A sport and exercise psychologist helps sportspeople achieve their optimum mental health and wellbeing to improve their sporting performance. They may support athletes who are recovering from injuries, who have not met their performance expectations or who are struggling with the pressure of training and competition.

Community Psychologist

A community psychologist works in partnership with the community to provide services that help solve problems and restore individual and collective well-being.

Psychologist

Psychologists study human behaviour and the processes associated with how people think and feel, conduct research and provide treatment and counselling in order to reduce distress and behavioural and psychological problems. They promote mental health and positive behaviour in individuals and groups. Psychologists work on a broad range of issues with clients, including children, adults, couples, families and organisations.

The Rising Concern of Phone Addiction

A Dual Perspective for High School Students and Parents

In an age dominated by technology, smartphones have become an integral part of our daily lives. While these devices offer numerous benefits, they also pose significant risks, particularly for high school students. Increasingly, both students and parents are grappling with the challenges of phone addiction, a phenomenon that can impact academic performance, mental health, and family relationships.

The Student Perspective

For high school students, smartphones are more than just communication tools. They serve as social lifelines, educational resources, and entertainment hubs. However, this constant connectivity can come at a cost.

Academic Impact: Studies have shown that excessive phone use can negatively affect students' grades. Distractions from social media, games, and messaging apps can lead to procrastination and reduced study time. Students find themselves scrolling through TikTok when they should be studying. It's difficult to stay focused when your phone is always within reach.

Mental Health: Phone addiction can also take a toll on mental health. The constant need to check notifications and stay updated can lead to anxiety and stress. Students feel pressure to respond to messages immediately, and if they don't, the worry their friends will think they’re ignoring them.

Social Skills: Over-reliance on digital interactions can hinder the development of essential social skills. Face-to-face communication is crucial during the teenage years, yet many students find themselves more comfortable interacting through screens than in person.

The Parent Perspective

For parents, managing their children's phone use is a growing concern. Balancing the benefits of technology with the risks of addiction requires a proactive and informed approach.

Setting Boundaries: Establishing clear rules around phone use is essential. This can include setting specific times for phone-free activities such as family dinners, homework, and bedtime, for e.g. no phones at the table.

Monitoring Usage: Many parents find it helpful to monitor their children's phone usage, and have a daily limit to encourage more balanced use. Apps and settings that track screen time can provide valuable insights into how much time is being spent on different activities.  

Promoting Healthy Habits: Children should have an outlet that doesn't involve phone. Encouraging activities that do not involve screens is crucial. Sports, hobbies, and outdoor activities can help students develop a range of interests and reduce their dependence on phones.

The Impact of Trauma on a Developing Brain

I have recently had the privilege of attending a professional development and training session in Cairns, focusing on trauma and the structural, functional, and neurochemical changes it can cause in brain development. Trauma, defined as an emotional response to a distressing event like an accident, crime, natural disaster, physical or emotional abuse, neglect, experiencing or witnessing violence, death of a loved one, war, and more, can have profound and lasting effects on the brain, particularly in children and adolescents. Longer-term reactions to trauma include unpredictable emotions, flashbacks, strained relationships, and physical symptoms like headaches or nausea.

Causes of trauma are widespread, making it a nearly universal human experience. Traumatic events can occur at any stage of life; however, current data indicate that childhood trauma often results in more severe outcomes compared to trauma experienced in adulthood.

Childhood and adolescence are critical periods for brain development, marked by extensive growth and significant structural and functional changes. During these formative years, the brain is particularly susceptible to environmental influences, including traumatic experiences. Understanding the impact of trauma during these critical periods is crucial for developing effective interventions and support systems for affected individuals.

The Adolescent Brain: An Overview

Before delving into the effects of trauma, it is important to understand the normal development of the adolescent brain. Key areas undergoing development include:

1. Prefrontal Cortex (PFC): Responsible for executive functions such as decision-making, impulse control, and planning.
2. Amygdala: Involved in emotion regulation and response to fear.
3. Hippocampus: Essential for memory formation and spatial navigation.
4. Corpus Callosum: Facilitates communication between the brain's two hemispheres.

These regions are not fully mature until the mid-20s, and their development is influenced by both genetic and environmental factors.

Trauma and Brain Development

When an adolescent experiences trauma, the brain's development can be significantly disrupted. The impact of trauma on the brain can be understood through changes in brain structure, function, and neurochemistry.

Structural Changes

Trauma can lead to alterations in brain structure, particularly in the hippocampus, prefrontal cortex, and amygdala. Studies have shown that:

Hippocampus: Chronic stress and trauma can reduce the volume of the hippocampus, impairing memory and learning.

Prefrontal Cortex: Trauma can hinder the development of the prefrontal cortex, affecting decision-making, impulse control, and executive functioning.

Amygdala: Trauma can cause the amygdala to become overactive, heightening fear responses and emotional reactivity.

Functional Changes

Trauma affects how different regions of the brain communicate and function together. Functional MRI studies have revealed:

Hyperactivity in the Amygdala: Adolescents who have experienced trauma often show increased amygdala activity, which is associated with heightened anxiety and emotional dysregulation.

Dysregulation in the Prefrontal Cortex: Trauma can lead to underactivation of the prefrontal cortex, impairing an individual's ability to regulate emotions and behaviour.

Altered Connectivity: Trauma can disrupt the connectivity between the prefrontal cortex and the amygdala, leading to difficulties in emotional regulation and increased vulnerability to stress.

Neurochemical Changes

Trauma can also alter the neurochemical environment of the brain. Key neurotransmitters and hormones affected by trauma include:

Cortisol: Chronic stress from trauma leads to prolonged exposure to high levels of cortisol, which can damage brain cells, particularly in the hippocampus.

Dopamine and Serotonin: Trauma can disrupt the balance of neurotransmitters like dopamine and serotonin, contributing to mood disorders such as depression and anxiety.

Norepinephrine: Increased levels of norepinephrine can lead to hypervigilance and heightened stress responses.

Long-term Consequences

The changes induced by trauma can have far-reaching effects on an adolescent's mental health and behaviour. Some of the long-term consequences include:

Mental Health Disorders: Adolescents who experience trauma are at a higher risk of developing mental health conditions such as PTSD, depression, anxiety, and substance abuse disorders.

Cognitive Impairments: Trauma can impair cognitive functions, including memory, attention, and executive functioning, affecting academic performance and everyday decision-making.

Behavioural Issues: Trauma can lead to behavioural problems such as aggression, impulsivity, and difficulty in forming healthy relationships.

Mitigating the Impact of Trauma

Given the profound effects of trauma on the adolescent brain, early intervention and support are crucial. Effective strategies include:

Therapeutic Interventions: Trauma-focused cognitive-behavioral therapy (TF-CBT) and other evidence-based therapies can help adolescents process and cope with trauma.

Supportive Environments: Creating safe and supportive environments at home, school, and in the community can help mitigate the effects of trauma.

Medication: In some cases, medications may be prescribed to manage symptoms of depression, anxiety, or other trauma-related disorders.

Mindfulness and Stress Reduction: Practices such as mindfulness, yoga, and stress reduction techniques can help adolescents manage the physiological and psychological effects of trauma.

Trauma-associated symptoms appear across various diagnoses and must be carefully assessed, as the final diagnosis can significantly alter the treatment approach. For instance, persistent negative mood, social isolation, and disturbed sleep are common in PTSD and depressive disorders. Dissociative symptoms, hyperarousal, and intrusive memories are seen in neurodevelopmental disorders such as ADHD. Anxiety disorders and trauma-related conditions share arousal states and avoidant behaviors. Additionally, symptoms typically associated with psychosis, such as auditory and visual hallucinations, are often experienced by individuals with trauma histories. Paranoid ideation and hypervigilance can be difficult for patients to describe, and negative psychotic symptoms can mimic the self-isolation and distrust found in trauma survivors.

Trauma can significantly impact the adolescent brain, leading to structural, functional, and neurochemical changes that affect mental health and behaviour. Understanding these impacts is essential for providing effective support and early interventions to help adolescents recover and thrive. By addressing trauma early and holistically, we can promote healthier brain development and better outcomes for affected youth.

For further information on trauma, supporting children suffering trauma and trauma informed practices, visit the school website, click on the ‘Support and Resources,’ ‘Student services and Support Programs.’ The second heading from the top of the page is our ‘School TV’ link that has some invaluable information around trauma. Alternatively, please click on the link https://tullyshs.eq.schooltv.me/searcher?search_api_fulltext=trauma. This will take you directly to a variety of trauma resources and information.

Please reach out and seek support if you, your child or someone you know might be suffering from trauma related symptoms. #Itaintweaktospeak.

Information was also retrieved from: Feriante, J., & Sharma, N. P. (2023). Acute and Chronic Mental Health Trauma.

100 Year Centenary Celebration

Cairns Maritime Jobs & Careers Expo

Coles Winter Carnival

Girringun Tumra Open Day

N Q Lifesaving

Bringing up Great Kids

P & C Meetings

Tully 100 Years