Showing posts with label c-ptsd. Show all posts
Showing posts with label c-ptsd. Show all posts

Complex Post Traumatic Stress Disorder (C-PTSD) vs PTSD

Previously, I discussed PTSD. However, his post will focus on a more severe cousin, Complex PTSD. Complex post-traumatic stress disorder, aka c-PTSD is an anxiety disorder that can be considered an overall more severe form of PTSD because, in addition to the standard PTSD symptoms, it features additional ones. Before continuing, it should be noted that, some mental health professionals make a distinction between PTSD and CPTSD in line with the 2018 decision of the World Health Organization (W
.H.O) to include C-PTSD as its own separate diagnosis in the 11th revision of the "International Statistical Classification of Diseases and Related Health Problems" (ICD-11). However, as at 2022, CPTSD is still not recognized as a distinct disorder in the DSM-5 (the US diagnostic manual), forcing only the diagnosis of PTSD in the US, with  mild, moderate, severe and where patients may need to stress the additional criteria to emphasize the greater level of severity. 

The classification of the PTSD and c-PTSD under 'Trauma & Stressor-Related Disorders' indicates a coping response to trauma and stressors, usually intense trauma like rape and torture. 


Causes of C-PTSD
It is believed that C-PTSD is the result of severe, prolonged and repetitive abuse when the victim is vulnerable, disempowered and unable to escape, like childhood. In other words, it is the result of a series of ongoing traumatic events, commonly associated with the following list. Furthermore, the harmful effects of items on the list can be compounded within the context of oppression and racism, especially if the justice and other highly influential systems and institutions are involved or facilitating in this abuse.
  • Child abuse, neglect, or abandonment
  • Torture
  • Slavery
  • Domestic violence
  • Genocide
  • Childhood soldiering
Traumatic stress can have a number of effects on the brain. Research suggests that trauma is associated with lasting changes in key areas of the brain including the amygdala, hippocampus and prefrontal cortex.


C-PTSD versus PTSD
Here is a contrast between CPTSD and PTSD.

CPTSD
  1. caused by repeated, inescapable, ongoing series of traumatic events over the long-term. The abuse may occur systematically (ie versus as a single, well defined event with a start, middle and end point). This is particularly the case with interpersonal relationships in which the sufferer feels disempowered and their sense of security is jeopardized. Offensive behavior is very personally directed against the sufferer. Needless to say, key terms include disempowerment, unsafety
    • The events may collectively create a life with a pattern of trauma like a rape at age a and then at age b, witnessing a murder at age c, being in a life-threatening accident at age d and then experiencing continuous abuse at work. (Many people only experience 1 event and even if they experience multiple events, they are usually able to fully recover from the first before others occur).
    • People with daily activities that are potentially life threatening or otherwise dangerous may not only experience their own suffering but even their children who fear for the safety and life of their loved one each time they leave home. The children may have panic attacks, especially if the loved one has already had a real event.
    • People who have already had major health issues that involve numerous traumatic events scares that can recur can suffer. For instance, during the course of treating an illness; patients might have relapses, medications might provoke bad reactions, the patient and caregivers may make mistakes and so on.
  2. typically occurs in childhood (a time of greatest vulnerability, especially if without a support system)
  3. usually more intense than PTSD
  4. often associated with oppression, racism, subsequent chronic mental and physical health issues like serious anxiety disordersdepression disorders, dissociative disorders, fibromyalgia, diabetes, heart disease, a compromised immune system, feeling intensely separate from others, digestive problems, perfectionism, limerence, addiction (to substances to numb and regulate negative emotions). There is greater functional impairment than in the case of PTSD. The brain structure begins to change because people suffering ongoing feelings of disempowerment lose hope.


PTSD

  1. caused by one-off traumatic event like an accident, a terrorist attack, being raped as a one-off incident (ie versus repeated rape over several years, as by a primary caregiver)
  2. can occur at any stage in life
  3. usually milder than CPTSD


Effects of C-PTSD (vs PTSD or ASD)

C-PTSD is very isolating because others have trouble understanding the continued struggle. This lack of understanding is possible even among others who recovered from PTSD, thanks to the singular nature of their challenge and support, not only from family and friends but even from the wider community and justice system. Needless to say, the average person in the population (who has, at the worst already recovered from their acute stress disorder / ASD) is even less likely to understand. 

The intensity of the suffering of a vulnerable person without the wherewithal to overcome the circumstances, like a small child with long term abuse from primary caregivers and others in the community who exploit the child's obvious vulnerability is a greater burden to overcome. Consider the fundamental differences between people carrying complex trauma versus those who are not with the analogy offered by CTAD Clinic, Dr Mike Lloyd (Consultant Clinical Psychologist and Clinic Director) @02:30 in his following video. Dr Lloyd likens the average person without the ongoing burden of trauma to hardy dandelions. They survive harsh sunlight, heavy rain, transplantation to different environments and so on. Conversely, the orchid is fragile and needs a very special set of growing conditions in order to survive and even thrive. The case of the orchid is not lost, just a special one that requires special attention. CPTSD sufferers should therefore focus on learning what they need, usually safety is a key component.


Symptoms of C-PTSD (that exist in addition to PTSD)

In addition to all of the core symptoms of PTSD (re-experiencingavoidance, and hyperarousal), C-PTSD symptoms generally also include the following to a life-altering extent. (See video below about re-experiencing)

  • Negative self-view, aka cognitive distortions, maladaptive thoughts, errors in thinking or irrational thoughts refer to very unpleasant thoughts that are extreme and arguably inconsistent with reality. As a result, such negative thoughts can negatively influence mood and lead to unhealthy behaviors (like isolation and other forms of avoidance because solitude is attractive over having to deal the dangers inherent in dealing with others). When child abuse CPTSD sufferers experienced such complete defenselessness and powerlessness, it is no wonder they feel like this. 
    • When one views him or herself negatively, their thoughts might be of helpless, hopelessness, guilt, or shame, feeling unlovable, feeling alien from others
    • Constantly feels unsafe or a heightened preoccupation with safety. This is coupled with fears of the potential occurrence of absolute catastrophes. Tendency to create a routine that is planned to manage every detail with multiple backup plans to safeguard against adversity. 
  • Dissociative disorders and detachment from one's own experiences (emotions, health, etc). While these phenomena occur with PTSD, the incidence is much greater among those with c-PTSD. Consider the fact the PTSD symptom re-experiencing (aka intrusions) involves the instantaneous 'fronting' of a fragmented part of one's past self wanting to protect the main person. Consequently, complex trauma provides far more opportunities of this type of fragmentation to occur. Triggers can make a person disconnect from themselves (depersonalization) and the world around them (derealization) or some other form of dissociation. Triggers can make a person even forget their trauma (dissociative amnesia).
    • A child who was repeatedly raped by primary caregivers and community members recognizing that child's vulnerability over extended periods is more likely to dissociate in order to survive daily life (ie in comparison with someone who was raped once by strangers or acquaintance but had support from family, friends and the justice system).
    • numbness, ignoring or denial of illness which imitates lacking concern of authority figures during the abuse and their corresponding response to survive.
        
  • Nervous system dysregulation. While a healthy nervous system is able to calm down shortly after some stress-inducing trigger, an unhealthy nervous system has a very delayed recovery period. See video on nervous system dysregulation.
    • Two people are startled by something. Both experience abnormal breathing in the moment. While the one with a healthy nervous recovers normal breathing and reverts to an overall state of calm within seconds or minutes at most, the person with an unhealth nervous system continues to demonstrate signs of anxiety for hours or even days.
  • Difficulty controlling emotions. Triggers can commonly provoke sufferers to lose control over their emotions in one of several ways, like explosive anger, persistent sadness, depression, and suicidal thoughts.
    • Having been blamed in an overly harsh way for extended periods, always fearful of being targeted for ill treatment, left to fend for oneself as a child and so on, C-PTSD sufferers may handle conflict with inappropriate emotions and levels of emotion. The reactions may appear excessively aggressive to others.
    • Long term concentration camp survivors may have excessively loud, anxious  reactions if someone hits them unexpectedly from behind many years afterwards.
  • Difficulty with trust in relationships. Relationships may suffer due to difficulties trusting others and a negative self-view. A sufferer may avoid relationships or develop unhealthy relationships because that is what they knew in the past.
  • Major change in world view, aka 'loss of a system of meanings'. This can include losing one's core beliefs, values, religious faith, or hope in the world and other people. One's world view may become negative.
    • The impression of how the world works and the lack of understanding of the sufferer's circumstances can lead sufferers to feel that there is no place in the world for them, that they do not fit in anywhere.
    • You may no longer feel capable of overcoming obstacles but as if your hands are tied behind your back by external forces, like a racist judicial system, a corrupt authority figures and so on.
    • Sufferers are more observant and aware of the potentially threatening stimuli in the world than the average person.

 


Treatment
The key elements for recovery is to restore a sense of safety and empowerment, reintegration of fragmented parts of self, including the parts stuck in the fight or flight mode of the brain's amygdala and relational security.

In addition to the treatments sought for PTSD, the following are used for c-PTSD.


Common mis-diagnosis
Beware, C-PTSD is most commonly misdiagnosed as borderline personality disorder. However, keys ways in which CPTSD and borderline personality disorder (BPD) differ are that the following.
  • C-PTSD sufferers tend to be avoidant of relationships while borderline personality disordered persons are more concerned with abandonment issues.
  • C-PTSD sufferers tend to have a distorted sense of self while BPD sufferers have trouble with a sense of identity, something different.
  • C-PTSD sufferers are less likely to be suicidal while suicide has a stronger likelihood.
  • C-PTSD sufferers have an extremely strong likelihood of significant childhood trauma while this is hardly the case with BPD sufferers.


CONTENT RELATED TO COMPLEX POST TRAUMATIC DISORDER (c-PTSD)

 


Challenges with mental health and fatigue from masking neurodivergence are clues that helps in recognizing neurodivergence, especially for boomers and generation Xers. 

 

Executive Function Disorder (EFD) & Strategies

 
Sometimes, someone may speak of being unable to function well. Common examples include the inability to: pay attention; remember & manipulate new information & sensory input; stay on task & ignore distractions; multitask and ;regulate emotions. An onlooker may likely call this 'laziness'. While 'laziness' may relate to an unwillingness to function, a key aspect of this state of disfunction is that sufferers do not want to be dysfunctional; to not stay on task, to not focus and so on. The state is therefore one of great turmoil.


Unlike some of the other disorders that I have already discussed, EFD is not an official condition listed in the DSM-5. Consequently, mental health professionals will not diagnose EFDs specifically on the basis of a set of criteria. Rather, they will recognize its poor function and simply provide help for managing the associated issues or perceived cause(s). For this reason, it may be useful to think of EFD as being similar to a symptom (of other disorders listed below) rather than a condition on its own. If you wish to get some type of measurement, you can use special scales like the Barkley scale.

Executive Function Explained
Executive Function is an umbrella term. It refers to a group of interconnected processes in the brain. Together, they form a coordinating system. (Deborah Philips from Georgetown University refers to it as the 'air traffic control of the brain' that manages many 'planes' (or dynamic life variables) with perfect precision in order to avert disaster. It allows an individual to plan, remember instructions, juggle tasks and prioritize tasks to successfully complete everything that requires action during the day or life. Together they allow someone to set and complete goals. The 3 main components of executive function are as follows.
  1. Working Memory involves processing information and managing many details in mind (so that they can be put into use). Good executive function allows us to best use our intelligence. (BTW, its function is not intrinsically related to levels of intelligence). 
  2. Cognitive Flexibility (aka flexible thinking) refers to the ability to learn and adapt quickly (to unfamiliar or unplanned changes in the environment). When functioning well, one can not only switch to new vantage points from which to perceive problems but can also figure when and how to quickly shift between problem-solving strategies or mindsets.
  3. Inhibitory Control (including emotional / self control) refers to the ability to concentrate and regulate emotions. It is particularly noteworthy during stressful situations and essential for changing (childhood) habits. If working well, it restrains someone from reacting on impulse in a way that may be deemed (socially) inappropriate.

Executive Functions Disorder (EFD) aka Executive DysFunction Examples
EFD occurs when executive function does not occur optimally. The experience is highly personal with signs and symptoms varying considerably. 
  • Working memory (including organization): This involves the inability to keep details in mind so that they can be put into use. Examples include the following.
    • Challenges holding information in mind so that it can be used later. This is particularly the case if the information is provided in disjointed bits and needs to be held in suspension and then processed along the way before a task can be completed. 
    • Challenges following complex thoughts.
    • Challenges remembering to complete tasks.
    • Challenges keeping track of what needs to be done and organizing the day to ensure that everything is done by the required time. 
      • This also includes challenges procrastination as initiating a (potentially complex) project can feel overwhelming.
      • Planning tasks, especially complex ones with many steps, like planning a wedding can be particularly overwhelming for someone with an executive dysfunction.
    • Challenge organizing materials in a way that allows the individual to retrieve them subsequently when needed.
    • Challenges with reading comprehension in which the individual can not remember earlier parts of the content. 
    • Challenges memorizing and repeating (long) phrases, telephone numbers, etc.
  • Cognitive flexibility. This involves the inability to see problems from different angels and find solutions. The individual can become stuck without a solution. Example(s).
    • Challenges being able to shift the approach to competing a task if some aspect of the project changes midway. In this case, the individual is likely to love schedules and to-do lists that are agreed upon in advance and can be honored precisely. Others, especially those who are not very disorganized are likely to consider such individuals too stubborn & inflexible, anal-retentive and or having tunnel vision.
    • Difficulty shifting language and presentation styles when addressing different audiences. This may be evident when relaying information from a source that is different to the individual's audience.
    • Difficulty switching from rigid techniques taught to creating new ones for unique situations.
    • Not surprisingly, compromised executive function relates to learning disabilities. I imagine that processing many new details can become difficult.
  • Inhibitory control (including self control). Self control refers to the ability to restrain oneself before reacting immediately on impulse. Example(s).
    • Suffering Post traumatic stress disorder (PTSD) / Complex post traumatic stress disorder (C-PTSD) and I think dissociative disorders indicates lack of inhibitory control.
    • I think another example is the lack of discipline that results in reliance on vices to manage stressful situations. Examples include addictions to food, alcohol, drugs and so on. Someone with greater executive function would be better able to resist excessive eating, drinking and so on.
    • I also think nervous tics belong here because they suggest psychomotor agitation 
    • Challenges resisting the urge to consume food that is detrimental to one's health, especially when emotionally distressed.
    • Challenges of reacting without restraint (rather than rely on the rational mind to respond). Examples include acting with premature anger or other such instincts when being bullied.
    • Challenges remaining dedicated to a single task, especially one that is neither urgent nor a passion. Consequently, such a person will become easily distracted and can easily end up with multiple tasks left partially done, especially complex tasks. Such an individual may be considered air headed. 
    • Challenges controlling the urge to connect with other people in unsuitable ways like prematurely sharing very personal information strangers or 'friending' the profile of strangers after very pleasant conversations. This is likely to occur for someone that lacks sufficient support systems
    • Anxiety with public speaking.


Causes of Executive Function Disorder

Understanding this disorder is still under develop. However, related to executive function disorder are several factors that include the following. 
  • Depression
  • anxiety disorders
  • obsessive-compulsive disorder (OCD)
  • chronic stress
  • autoimmune conditions
  • Alzheimer's disease
  • poor nutrition
  • poor sleep patterns
  • lack of exposure to language
  • low quality of caregiving
  • stroke
  • learning disabilities. Children who have EFD often have at least one parent who also suffers from it. Although there is a correlation between ADHD and EFD, persons who are not diagnosed with ADHD may also suffer from EFD. 
  • Inhibitory Control. Example(s)
    • After a traumatic event, the brain reacts rapidly when triggered by a subsequent event that is similar. The brain reacts as if re-experiencing the initial trauma with the same physiological reactions. Examples include panic attacks when triggered by an event that is reminiscent of an earlier trauma. Parallels to the panic attack include muscle tightness, shallow breathing, over-eating, anger even fawning in relationships and psychosomatic illness (like dysfunction of the liver, kidneys or aggravation of a physical weakness). In short, the brain of a traumatized individual goes into a mode of fight, flight, freeze or fawn as a means of survival against a (perceived) threat. The rational mind is unable to function because he amygdala (the part of the brain that responses with fight and flight for instance) is engaged fully.


Strategies for managing challenges with executive dysfunction

As mentioned above, individuals experience executive function disorder differently. Consequently, it ideal to establish the area(s) of weakness beforehand to respond with the most suitable strategies. 
  • Working Memory (re receiving information)
    • Pause and reflect at intervals rather than attempt to absorb all of the content at once.
    • Put things in writing or request written instructions.
    • Use a recorder (audio or video)
  • Working Memory (re execution / organization)
    • Carefully breakdown large tasks into smaller ones, along with due dates. Avoid overwhelming yourself by allowing yourself to see only the current list of small tasks.
    • Organize your work and play spaces apart. For instance, resist the temptation of doing hobbies in spaces that are best suited for working. This helps the brain to settle into gear better and to avoid distractions.
    • For speaking, write outlines with bullet points.
  • Inhibitory Control
    • Practice emotional regulation techniques when you are not in the height of an emotionally de-regulated state. This involves reducing the level of emotional and physiological arousal, thereby allowing the brain to allow the rational mind to function in the face of the trigger. 
      • Sit or stand in a dominant way. Allow yourself to think about the trauma and the physiological reactions. Breath slowing in and out, counting equally for inhaling, holding and exhaling. This requires practice in order to work  
    • Use planners, to-do lists (on the phone, a whiteboard or through other means that are very accessible throughout the day), organizers and alarms on the phone or computer. If organization skills must involve receiving information from others, consider using automatic surveys and other electronic applications.
    • Consume learning material about current challenges and solutions that provide new perspectives and behavioral strategic responses.
  • Cognitive Flexibility
    • Do activities that improve neuroplasticity. Neuroplasticity helps trauma survivors of all types to learn new ways of experiencing or doing things after the trauma. The brain forms and reorganizes synaptic (ie nerve) connections in the re-learning process. If the new connections are practiced repeatedly, they strengthen to create the new pathway that the brain learns to do the task. This can be achieved at any age, with faster progress among younger people. The key is to focus attention on new experiences. Examples include
      • Break routines with exposure to new experiences. Take new routes to a single destination, eat different foods, do different physical exercises to remain mindful throughout each new experience, ie rather than slip into the rut of dissociative states.
      • Enhance gut health as a means of regulating serotonin and gaba levels. These in turn improve cognitive flexibility. Useful items include probiotics, prebiotic, 5-hydroxytryptophan (5-htp), B12 and folate (NOT the same as folic acid) and foods high in folates and B12 like chickpeas and beets. 
      • Frequently practice meditation, proper sleep, relaxation and breath work to calm the nervous system. (This even helps to improve the immune system). Do these things until they become new habits.
    • Engage in activities that encourage switching gears. Examples include 
      • playing games that encourage quick strategic decision-making like football, netball and so on.
      • looking for other perspective of dual-perspective images.
      • Learn about topics from different schools of thought.
      • Teach multiple approaches or strategies from which individuals can select a solution for a single problem. 
  • Physical brain health
    • Improve your brain oxygenation levels. This might involve first testing your levels through techniques like Quantum Magnetic Resonance (often by a naturopath in natural health establishments). I find it particularly useful if the examiner can tell you your specific score and the ideal range, along with treatments (like high potency ginkgo biloba, magnesium), brain foods (like beetroots) and practices (like restfulness, meditation, etc).


CONTENT RELATED TO EXECUTIVE FUNCTION DISORDER
Challenges with executive function is one clue that helps in recognizing neurodivergence, especially for boomers and generation Xers. 
  • Nervous system dysregulation. In addition to this YouTube short explainer video, see more details and examples. 

     
  • Adults can be evaluated too. Get evaluated (for 'learning and thinking differences') by any of the following. 
    • psychologist
    • psychiatrist
    • advanced practice registered nurse with additional training n ADHD
    • learning behavior specialist
    • Mental health agencies or counseling
    • study skills center at a university or hospital-based program
    • clinics that conduct evaluations within 'special education' programs at universities. This can be a lower cost option.
    • Adult education office may provide practitioners and their costs, including those that are lower cost options.
    • Learning disability associations (LDAs) in the US