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Traumatic Stress, Medical Trauma by Karina, VIDEO: 5 Core Ideas of Helping…

- - - - Child avoids talking about their deceased family member. Memories are too hard to handle - they avoid going to places that remind them of their loved one, avoid activities that they used to participate in with them, etc…
      - Child numbs their emotions
      - There is a noticeable change in the child's appetite and sleeping patterns
      - Children may be triggered by Loss Reminders. Loss Reminders include people, places, items, and thoughts that bring the child’s attention back to the idea of their loss.
      - Child is unable to recall positive memories of the deceased
      - Child isolates themselves socially
      - Creating of a mental illness or an addition to an existing mental illness
      - Physical and Emotional Behavioral outbreaks
      - Child has constant thoughts of death - self-blame, night terrors, guilt, etc...
      - Children may be triggered by certain Trauma Reminders such as personal items, people, places, and memories that they associate with their deceased family member.
      - Children may be triggered by Change Reminders. Change Reminders are any type of cues that remind the child of the changes they and their family have gone through due to their loss.
      - Child may experience hyperarousal which includes issues with sleeping, angry outbursts, and physical symptoms such as headaches and stomachaches.
- - - - Trouble managing behaviors or emotions
      - Trouble paying attention**
      - Problems in relationships (Teacher, peers, family)
      - Sadness,irritability
      - Fear, anxiety
      - hopelessness
      - feelings of shame/embarassment
      - conduct problems
      - avoidance
      - learning difficulties
    - - facilitate a sense of safety and control
      - Build relationships and support secure attachment
      - address the social and emotional needs of the students
      - create a comfortable environment
      - create a reliable, transparent, daily time-table
      - Encourage a sense of belonging and feelings of safety and security by creating welcoming and parting routines.
    - - https://youtu.be/G6BH0NDuj-E
      - Bullying assigned to Ed
        
        https://youtu.be/A90Wv_1pNJo
        
        Anti-Bullying Film
        
        What is bullying? Bullying is unwanted, aggressive behavior among school aged children that involves a real or perceived power imbalance. The behavior is repeated, or has the potential to be repeated, over time. Both kids who are bullied and who bully others may have serious, lasting problems.
        
        Repetition: Bullying behaviors happen more than once or have the potential to happen more than once.
        
        An Imbalance of Power: Kids who bully use their power—such as physical strength, access to embarrassing information, or popularity—to control or harm others. Power imbalances can change over time and in different situations, even if they involve the same people.
        
        Bullying includes actions such as making threats, spreading rumors, attacking someone physically or verbally, and excluding someone from a group on purpose.
        
        3 more items...
        
        Bullying can occur during or after school hours. While most reported bullying happens in the school building, a significant percentage also happens in places like on the playground or the bus. It can also happen travelling to or from school, in the youth’s neighborhood, or on the Internet.
        
        Data Sources:
        The 2018 School Crime Supplement (National Center for Education Statistics and Bureau of Justice) indicates that, nationwide, about 20% of students ages 12-18 experienced bullying.
        (https://nces.ed.gov/programs/crimeindicators/ind_10.asp)
        
        1 more item...
        
        https://www.youtube.com/watch?v=_0btW1pJeHA)
        
        Ted Talk: The need for bullying assessments
- - - - School avoidance, including missing or dropping out of school
      - poor academic performance
      - separation anxiety
      - self injury
      - eating disorders
      - suicidal or homicidal ideas or actions
  - - - https://www.youtube.com/watch?v=TxL5Jw0TcDY
    - - its possible students may feel embarrassed or even accountable for being the victim of a bully so be sure to listen carefully and with empathy.
      - Praise your student for doing the right thing and coming to you when faced with a big problem that they cannot resolve without the help of a trusted adult
    - - Principal, Vice Principal, school nurse, counselor, teaching staff
        
        Some schools have a zero tolerance policy for dealing with bullies and the bully may be expelled from the school
- - - - It's hard to see how the injuries could have been caused by an accident.
      - The explanation for the injury changes, or the explanation is just not believable.
      - There are signs that the child has been hurt before.
      - Awkward movements or difficulty walking
      - Shows sudden changes in behavior or
        school performance
      - No treatments for physical or
        medical problems brought to the parents’ attention
      - Comes to school or other activities early,
        stays late, and does not want to go home
    - - Low self-esteem
      - Excessive fear and anxiety
      - An inability to concentrate
      - Depressed
      - Aggression
      - Hostility towards others
      - Unusual emotional
  - - - Report to school about the situation
      - Follow school steps and provide information about professional trauma-focused cognitive behavioral therapy, or parent-child interaction therapy information to the family
      - Identify and recognize the physical abuse trauma
      - In the classroom
        
        Listen to the student's requirements and needs
        
        Seating
        
        Taking break
        
        Talking to counselor
        
        Tutoring time
        
        Delivery methods
        
        Resubmission permission
        
        Allow the student to have extension to finish work
        
        Check-in with the student with appropriate approach
        
        Follow up with the student counselor, Sped team, related admin team, and family in order to support the student
        
        Report to school immediately if the teacher notice any serious situation may happen
        
        Create a harmony and normal classroom environment for the student, including preventing gossips and rumors between classmates. Too much care creates pressures.
  - - - Reference
        Briere, J. N. (1992). Child abuse trauma: Theory and treatment of the lasting effects. Sage Publications, Inc.
- - - - talk about safety in groups, or provide a phone number to call should they need encouragement when facing a situation that may trigger fears.
    - - Refer to counselling services
      - Listen to how they're processing the event.
    - - getting exercise
      - deep breathing
      - music therapy
    - - Be aware of the prevalence of viral videos on social media and discuss this with victim
      - Encourage victim to take a break from social media streams
      - Encourage guardians to turn off the television at home
- - - - Listen to students thoughts and concerns. Don't assume all students will be affected in the same way!
      - Return/Maintain predictable school routines
      - Modify assignments to provide extra structure or instructions
      - Adjust deadlines for students experiencing sleep deprivation
      - Teach and make time for relaxation strategies
      - Use calming music if it helps students concentrate
      - Explain to students that physical reactions are normal
        
        Remind them what sounds are normal at school (doors slamming, alarms, etc.)
    - - Sleep deprivation
      - Inability to concentrate
      - Feelings of
        
        fear
        
        confusion
        
        anger
        
        sadness
        
        isolation
        
        numbness
      - Feeling
        
        that friends or family do not understand them
        
        distant from friends or family
        
        irratable
        
        jumpy
      - Constantly thinking about images of, having visions of, or having thoughts about the violence
      - Apathy towards things that used to matter to them
      - Changes in appetite
      - Stomachaches
      - Having a racing heart
      - Headaches
      - Being reminded by sights, people, places, et cetera of the violence
      - Constantly worrying about others
    - - A local shooting, bombing, or act of terrorism
      - Physical injuries
    - - School shootings
      - Acts of terrorism
      - Bombings
      - Hate-based violence
- - - - Feeling Helpless
      - fear of being separated from parent
      - crying/screaming
      - weight loss
      - nightmares
      - using baby talk
      - clingy
      - hard time focusing
      - easily startles
      - change in school performance
      - difficulty sleeping
      - taking lots of risks
      - harmful behaviors (cutting)
      - becoming sexually active
      - feeling "crazy"
- - - - Medial Post-Traumatic Stress Disorder
        
        Frequently occurs after
        
        HIV Diagnosis
        
        Stays in the intensive care unit (ICU)
        
        Childbirth and gynecological trauma
        
        Heart Attacks and strokes