Strategies for Somatic Complaints

Somatic complaints are often seen in students following a TBI.

Complaints can include fatigue, stomachaches, headaches, other aches and pains, vision difficulties, hearing difficulties, and changes in taste or smell. The frequency of somatic complaints may cause some (adults and peers) to question whether they are real.

Take somatic complaints seriously and communicate them back to the family.

This allows the family to take appropriate medical action and may help minimize symptoms.

Recognize what the student is trying to communicate with the complaint.

Is the student uncomfortable and needs help?

If so, refer the student to the school nurse or family for medical care.

Is the student trying to provide a reason for not being able to do a task?

If so, offer meaningful praise or break tasks down into small (rewardable) steps and help the student be viewed as successful in front of peers.

Is the student trying to get attention?

If so, give attention for positive behavior that is unrelated to the attention getting behaviors.  Provide another way to get attention and help the student see appropriate alternatives.

Is the student feeling stressed?

The student who finds a task highly stressful may have somatic complaints as a result. If so:

• Give the student a break.
• Give easy as well as difficult tasks.
• Break tasks down into small, manageable parts.
• Offer a partner to help with a task.
• Ask the student to do the task during his or her best time of day for accomplishing the task.
• Reduce the time spent on the task until the student is less stressed.

Help the student learn to work even when feeling uncomfortable.

If all available means of relieving pain or discomfort have been addressed:

• Provide the student with examples or mentors who work in spite of pain or discomfort.
• Assist the student to work during the best times and to rest or perform easier tasks when the discomfort is greater.
• Provide breaks.
• Listen to the student’s needs and help the student to know you are willing to help to make things as bearable as possible.

Adapted from:

Deaton, A. (1997). Understanding and Overcoming the Challenging Behaviors. In Students with Acquired Brain Injury The School’s Response. Glang, A., Singer, G. H. S., Todis, B. Eds. Pp 203–225. Brooks: Maryland.