Article: Close the clasp and secure it with a hot glue gun if necessary. Decide if your brooch will be secure if you wire it through the clasp. Some brooches break or have unsteady clasps. In this case, try to wrap the wire around the front of the clasp itself, between petals or stones.  Use your needle-nosed pliers to wrap wire around delicate brooches. Bend the wire at the top with the pliers, so that it is securely attached to the clasp.  Floral tape can be flimsy, so make sure it overlaps as you curl it around the wire. Press the ends of the floral tape securely so that it sticks well. Create a pile of brooch stems, until you feel you have enough to start making the bouquet. Making brooch stems can be a time-consuming process. You may need to make 50 to 80 stems in several sessions.
Question: What is a summary of what this article is about?
Take a brooch. Thread the green floral wire through the clasp or around the front of the brooch. Pull it through so that the middle of the wire is wrapped around the brooch and the 2 ends are even at the bottom. Start twisting the 2 wires around each other approximately 1 inch (2.5cm) below the point where the wire and brooch are attached. Wrap floral tape around the twisted wire. Repeat the process with each of your brooches.
Article: If your child acts differently than they used to before the event, it may mean that something is wrong. Look for an increase in anxiety-related behaviors. It's common for children to start having difficulty with everyday life after experiencing a trauma. They may resist things like bedtime, attending school, or spending time with friends. Their performance in school might slip and they may experience behavioral regression. Take note of anything that's become a problem after a traumatic event. The child may feel lost without a person they trust, or a favorite object like a toy, blanket, or stuffed animal. A traumatized child may become extremely upset if this person or object is not with them, because they feel unsafe.   Children who have experienced a trauma may develop separation anxiety from parents or caregivers and fear being apart from them.  Some children withdraw and "disconnect" from family or friends instead, preferring to be alone. Children who have been traumatized may have difficulty falling or staying asleep, or resist bedtime. They may be afraid to sleep alone at night, with the light off or in their own room. They may have an increase in nightmares, night terrors, or bad dreams. The child may ask questions about if it will happen again, or ask about taking steps to prevent it (such as repeatedly asking people to drive safely after a car accident). Reassurance from adults is unlikely to soothe their fears.  Some children may obsess over preventing the event in the future, such as constantly checking the smoke alarm after a house fire. This may turn into Obsessive-Compulsive Disorder. Children might replay the event repeatedly in their art or play, like drawing the event over and over again, or repeatedly crashing toy cars into things. Adults were not able to protect them in the past, so they might reason "who can?" and decide that nobody can keep them safe. They may not believe adults who try to assure them.   If a child has been traumatized, they may have difficulty trusting others as a defense mechanism, as they're unable to view other people or places as safe.  A child who was abused by an adult may start fearing other adults. For example, a girl who was hurt by a tall, blond man may be afraid of her tall, blond uncle because he looks similar to the man who hurt her. If a child experienced a traumatic event in a specific location, they may avoid or become fearful of the place in question. Some children may be able to tolerate it with help from a loved one or security object, but be unable to bear being left there alone.  For example, a child abused by a therapist may scream and cry if they see the therapy building, and may panic if they even hear the word "therapy." The child may blame themselves for the traumatic event because of something they did, said, or thought. These fears are not always rational; the child may blame themselves for a situation in which they did nothing wrong, and could not have made things any better. This may lead to obsessive-compulsive behavior. For example, maybe a boy and his sister were playing in the dirt when the traumatic event happened, and now he feels the need to keep everyone perfectly clean and away from dirt. A traumatized child may feel alienated, and may be uncertain how to interact normally with others, or not interested. Or, they may want to talk about or replay the traumatic event, which could annoy or upset other children.   A child who has been traumatized may struggle with friendships and appropriate dynamics. They may become extremely passive towards their peers, or try to control or bully them. Other children withdraw, feeling unable to connect to their peers.  Children who have been sexually abused may try to mimic the abuse in their play, so it's important to watch how a child plays with peers after trauma. Trauma can result in hypervigilance and the child may always be "on guard". A child may become afraid of wind, rain or sudden loud noises, or seem fearful or aggressive if someone gets too close to them. Children who have been traumatized tend to develop new fears, and may talk or worry about them extensively. It may seem like nothing can soothe the fear and reassure them that they're safe.   For example, if the child experienced a natural disaster or is a refugee, the child may talk about worries that their family will not be safe, or will not have anywhere to live. A traumatized child may obsess over their family's safety and try to protect their family. A suicidal child may start talking a lot about death, give away items, withdraw from social activities, and talk about what you will do after they are dead.   After a trauma, some children fixate on death and may talk or read about it excessively, even if they aren't necessarily suicidal.  If there was a death in the family, talking about death isn't always a sign of suicidality. Sometimes, it's just a sign that they're trying to understand death and mortality. Still, if it is happening a lot, it may be worth investigating if something is wrong. If you think there may be problems, take your child to a psychologist or psychiatrist.   Watch your child's eating habits, sleep, mood, and concentration. If any of these change dramatically or seem unusual, it's best to investigate it.  Trauma can mimic other conditions. For example, some children become hyper, impulsive, and unable to concentrate after experiencing a trauma, which is frequently mistaken for ADHD. Others may seem defiant or aggressive, which can be misconstrued as simple behavioral problems. If something's wrong, get a professional involved.
Question: What is a summary of what this article is about?
Pay attention to changes in behavior. Watch for clinging to people or objects. Notice nighttime fears. Notice if the child keeps asking if the event will reoccur. Consider how much the child trusts adults. See if the child is afraid of certain places. Watch for guilt or shame. Notice how the child interacts with other children. Pay attention if the child becomes startled more easily. Notice fears that they report. Watch for thoughts of self-harm or suicide. Keep an eye out for signs of anxiety, depression, or fearlessness in the child.