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Traumatic Stress Responses - Coggle Diagram
Traumatic Stress Responses
School Shootings
Julie L
Possible Symptoms
Insomnia
Doctor may prescribe medicine
Intense ongoing fears
Breathing exercises and mindfulness
Depression
Psychotherapy
Avoiding school or place with a lot of people
Home school and group therapy
Difficulties paying attention
Behavioral therapy
References: Post-traumatic Stress Disorder in Children. (2020, March 30). Retrieved August 28, 2020, from
https://www.cdc.gov/childrensmentalhealth/ptsd.html
Death of a Family Member
Possible Symptoms
Depression
Self-harm
Anger
Grief
Tips to Support Students who are Grieving
How Schools Can Improve Support for Grieving Students
Not knowing how to respond
Possible treatments
Finding age appropriate support groups to help process how they are feeling can be an important part of the healing process.
Talking with school counselors can be a great first approach to recognizing emotions and working through them
Family therapy can be a very important too because it normalizes the grieving process. It can be very important for young people to see adults grieving, especially if they don't know how to respond to the death of a family member.
https://www.youtube.com/watch?v=yn0c1W28f1c&feature=youtu.be
Natural Disasters
Liz Virgl
ACEs Symptoms
Emotionally numb. Lose interest in friends, family, hobbies, etc.
Response Strategies
Encourage routines and getting back to what the child was doing before disaster. i.e. getting back to sports. Lead through example
Provide opportunities for discussion or group work
Become moody, disruptive, or angry
Response Strategies
Use SEL Strategies to teach about emotional intelligence, coping mechanisms, meditation opportunities.
Give breaks
Struggle with school or homework
Response Strategies
Develop parent-teacher partnerships to provide assistance inside and outside the classroom.
Provide extra scaffolding (more time, voice and choice, etc.), opportunities to be successful in school (small victories), and partner/group work
Seek assistance from guidance counselor
Fearful, helpless, vulnerable feelings
Response Strategies
Allow the child to be near you or other trusted adults to help them regain feelings of insecurity. Physical contact (while remaining appropriate) is another way to help students combat feelings of helplessness.
Maintain routines to establish a predictable schedule that the child can rely on.
Positive reinforcements and encouragement in the classroom go a long way.
References
CDC. (2019, May 6). Helping Your Child Cope with a Disaster. Centers for Disease Control and Prevention.
https://www.cdc.gov/childrenindisasters/children-disaster-help.html
Melinda. (2019). HelpGuide.org. HelpGuide.Org.
https://www.helpguide.org/articles/ptsd-trauma/helping-children-cope-with-traumatic-stress.htm
Major Family Changes (divorce) :
Symptoms in Younger Students (5 to 8 years)
Difficulty concentrating on schoolwork
Frequent crying or emotional distress
Lack of interest in fun activities
Headaches or stomach problems
Increased separation anxiety
Symptoms in Older Students (9 to 12 years)
Feigned antipathy for activities once enjoyed
Premature interest in sex
Headaches or stomach problems
Increased conflict with peers
Overfunctioning in responsibilities
Symptoms in Teens (13 to 18 years)
Extreme negativity or criticism
Risky sexual behaviors
Increased aggression
Poor academic performance
Substance use
Response strategies
Actively listen to student
Create a safe space fo the student to express sadness.
Do not dismiss their worries.
Have clear routines for the students to follow.
Communicate with parents to assure the students that the event is not because of them.
Collaborate with the School Counselor if available. If there isn't one available, then consult with supervisor or someone at the school to seek out the necessary help once parents' counsel has been sought.
Allow student more time to complete work. Also, it is good to give them a voice in what kind of work they do. Give them breaks during lessons.
Abuse
Possible Symptoms/Indicators
May appear hyperactive or inattentive
May be unable to regulate emotions
May have physical markings
Social withdrawal
Student may not recieve medical help for issues brought to parents attention
Student may find excuses not to go home, may show up to school late, be unreliable in their schedule
Student may appear on guard at all times
For more information see:
Child Welfare Services Signs of Abuse
US dept of Health and Human Services. (2007). Recognizing Child Abuse and Neglect: Signs and Symptoms. Retrieved August 28, 2020, from
https://www.childwelfare.gov/pubPDFs/signs.pdf
Response Strategies
If suspected, immediately contact school counselor
Already have knowledge of your schools response to situations of Abuse, and the chain of reporting
Therapy/Group Sessions with an appropriate mediator
Teaching social skills in the classroom and using SEL tools to help students regulate and recognize emotions
Establish healthy boundaries and be approachable
Structure, create a reliable structure in the classroom to make a safe and predictable environment.
Bear, T., Schenk, S., & Buckner, L. (1993). Supporting Victims of Child Abuse. Educational Leadership, 50(4). Retrieved August 28, 2020, from
http://www.ascd.org/publications/educational-leadership/dec92/vol50/num04/Supporting-Victims-of-Child-Abuse.aspx
Bullying Wen Li
Symptoms
Short term
Stress, anxiety, and depression
Anger or frustration
Loneliness and isolation
Feeling of rejection, or poor self-esteem
Changes in sleep and eating patterns
Health complaints
Poor relational skills
Long-term
School avoidance, including missing or dropping out of school
Poor academic performance
Separation anxiety
Self-injury
Eating disorders
Suicidal or homicidal ideas or actions
Response strategies
Mindfulness meditation
Have anti-bullying policies
Get adults, peers and/or authority figures involved
Teach students to be effective bystanders
Increase bullying awareness among parents
speaking with the guidance counselor to learn better ways of communicating
Respond quickly to every bullying incident
Reference: The National Child Traumatic Stress Network. Retrieved from:
https://www.nctsn.org/what-is-child-trauma/trauma-types/bullying/effects
Performative Failure Traumas
Nicholas Gerg
Traumas caused by poor performance. These failures can be social, academic, or physical in nature.
Causes
Abusive home
Peer bullying
Regular abusive and none constructive criticism from an educator/academic leader
Repeated failure on important tasks, or assignments perceived to be important
Symptoms of Academic Failure Traumas
Chronic poor performance
Reluctance to partake in classroom activities or group work
Regular absenteeism
Regular expression of poor esteem and low self-worth
Dismissive or ambivalent attitude
Reliance on cheating or tactics that would minimize the use of individual skills
Effects on learning and the learning environment
Disruptive Behaviors
Frequent talking to peers
Encouraging students to not engage with the lesson
Using technology during lesson period
Leaving the class at irregular times
Impact on student learning
Student does not engage in lesson material, leaving student behind in learning objectives
The student does not develop/utilize critical thinking abilities, leaving their academic skillset delayed
Solutions
Identify
Meet with the student in a private setting to diagnose the issue, be accommodating and try to learn as much about the academic history of the student as much as feasible as possible.
Contact the parents, try to see if they can give you any information that will provide a better picture
Notify administration of a possible issue, try to arrange for a meeting with a professional trained/certified guidance councilor
Teaching modifications
Use differential instruction to play into the students strengths, try to build on the skills that already exist, and assume there skills lacking when constructing your lesson plans
Encourage a class of positive enforcement, try to enforce mindfulness among peers
Be receptive to student feedback, of all varieties
Create lesson plans that are practical and achievable.
Allow for the student to demonstrate knowledge to their peers in a way that can give them confidence