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Responding to Traumatic Stress, Childhood Trauma, Bullying Seble Genet,…
Responding to Traumatic Stress
Childhood Trauma
Traumatic Grief - Tresta DeLater
Definition
: if a child experiences a traumatic death, typically of a person significant to them, he or she may have “reactions and symptoms similar to those found in children with PTSD” which make it hard to grieve and “reminiscence about the deceased person in a positive and meaningful way” (The National Child Traumatic Stress Network, 2005).
“In the aftermath of an unexpected death, traumatic grief is a common reaction. When this occurs both trauma and grief reactions are experienced together, and elements of this combined level of psychological distress are often debilitating and complex” (Spencer, 2018).
Educators can play a key role in providing support to students who have Childhood Traumatic Grief (CTG). Important contributions may include:
recognize CTG symptoms in school settings;
refer children for mental health evaluations when appropriate;
recognize reminders that trigger trauma symptoms and identify ways to manage these triggers and responses in school settings;
support CTG treatments in school by reinforcing children’s use of stress-management strategies;
respect confidentiality;
recognize the importance of cultural issues in CTG; and
maintain good communication with parents and other helping professionals (Cohen, 2011).
https://www.youtube.com/watch?v=oZxqYHheGWg&feature=emb_logo
Aspen Counseling Family Life Centre, n.d.
The most notable attribute of CTG is that the trauma gets in the way of the child’s ability to go through the process of a normal bereavement. Their “preoccupation and inability to relinquish a focus on death leaves little or no room for other more helpful thoughts about the person who died, leaves little emotional energy for adjusting to change, and compromises the child’s ability to function in school or with friends (The National Child Traumatic Stress Network, 2005)”.
Symptoms can include:
Behavioral changes
Emotional reactions such as: depression, anxiety, helplessness, guilt, anger, remorse
Avoidance / numbing: of anything that may remind the child of the traumatic event
Alcoholism /substance abuse can be triggered
Changes in academic performance
Physical reaction: sudden illnesses, loss of appetite, low energy, fatigue
Reduced social interaction: isolating from others (Kuenene, 2019).
The Courage to Remember: Training Video on Child Traumatic Grief
14-Minute Body Scan Relax
It's Okay to Remember: General Information Video on Child Traumatic Grief
The Courage to Remember
Childhood Traumatic Grief: Youth Information Sheet
Childhood TraumaticGrief: Information for School Personnel
Traumatic Grief Resources
:
Childhood Traumatic Grief Educational Materials
References
:
Aspen Counseling Family Life Centre. (n.d.). Childhood trauma. Retrieved October 19, 2020, from
https://aspencounselling.ie/service/childhood-trauma/
Cohen, J.A., & Mannarino, A.P. (2011). Supporting children with traumatic grief: What educators need to know. School Psychology International, 32(2), 117–131.
https://doi.org/10.1177/0143034311400827
The National Child Traumatic Stress Network. (2005). The courage to remember. Retrieved October 19, 2020, from
https://juvenilecouncil.ojp.gov/sites/g/files/xyckuh301/files/media/document/samhsa_handout_the_courage_to_remember_childhood_trauma_curriculum.pdf
Spencer, S. (2018, November 3). The paradox of traumatic grief. Dr. Sally Spencer-Thomas Professional Speaker & Impact Entrepreneur. Retrieved October 19, 2020, from
https://www.sallyspencerthomas.com/dr-sally-speaks-blog/2018/11/3/the-paradox-of-traumatic-grief
Childhood Traumatic Grief (CTG) can also happen “after deaths that adults may have anticipated (e.g. those from chronic illness) or deaths that adults may view as ‘sad but normal’ (e.g. an elderly relative who lived a long life).” Some examples include “if the child did not believe the person was going to die, if the child witnessed the deceased person suffer before death, and/or if the child saw, heard, or smelled gory death-related details” (Cohen, 2019).
It is important that teachers, school psychologists, guidance counselors, and other educational professionals work as a team to help to implement techniques such as relaxation, affective and cognitive coping skills in the school. Also important is that this school team collaborates with the child, child’s parent, and potentially the child/family's therapist to ensure that everyone is consistent with interventions, rather than confusing the child with potentially contradictory strategies (Cohen, 2019).
Refugee Trauma- Laurie Meneses
There are many traumatic events refugee children may have experienced while still residing in their native country including violence, war, lack of food or shelter, physical injuries, forced labor, sexual assault, lack of medical attention, loss of a family member, or inability to go to school (NCTSN, n.d.).
Traumatic events may continue affecting children as they are in the process of escaping or moving from their native country. Such traumatic events might include living in refugee camps, separation from a family member, loss of family and community, anxiety about their future, harassment from authorities, and traveling long distances (NCTSN, n.d.).
Refugee trauma can impact both the mental and physical health of families and their children long after they have been displaced from their native countries (NCTSN, n.d.).
According to The National Child Traumatic Stress Network "A refugee is someone who owing to a well-founded fear of being persecuted for reasons of race, religion, nationality, membership of particular social group or political opinion, is outside the country of his nationality, and is unable to or, owing to such fear, is unwilling to avail himself of the protection of that country" (NCTSN, n.d.). Source: National Child Traumatic Stress Network. (n.d.). About Refugees. Retrieved on October 20, 2020 from
https://www.nctsn.org/what-is-child-trauma/trauma-types/refugee-trauma/about-refugees
Child Psychiatrist and former surgeon, Essam Daod, discusses his role in helping refugees work through their trauma, and how he hopes to teach others how they too can help the families and children suffering from refugee trauma. Source: Freethink. (2019, July 12). This Child Psychiatrist Is Saving Refugees From Trauma [Video]. Retrieved from
https://www.youtube.com/watch?v=V_j7cgJf6eo
There is power in reframing a refugee's mindset and giving them the opportunity to reshape the narrative of their story. Essam Daod discusses how refugees need help so they can overcome the trauma of their past or current struggles. Source: TED. (2018, July 11). How We Can Bring Mental Health Support to Refugees [Video]. Retrieved from
https://www.youtube.com/watch?v=0g0S34XE2b8
Resources to help victims
https://www.childrenshospital.org/centers-and-services/programs/o-_-z/refugee-trauma-and-resilience-center-program#
http://hprt-cambridge.org/clinical/treatment-plan/
http://repositorio.ispa.pt/bitstream/10400.12/6211/1/12CongNacSaude513.pdf
https://www.cvt.org/sites/default/files/u11/Helping_Refugee_Trauma_Survivors_Primary_Care.pdf
https://www.socialworktoday.com/archive/071816p10.shtml
https://www.refugeetrauma.org/
Four major categories of Refugee Trauma
Acculturation Stress
Resettlement Stress
Traumatic Stress
Isolation
Sexual abuse -Yinan Qiao
Definition:Sexual abuse is nonconsensual sexual contact (any unwanted sexual contact). Examples include unwanted touching, rape, sodomy, coerced nudity, sexual explicit photographing.
Signs of sexual abuse
bruises around the breasts or genital area;
unexplained venereal disease or genital infections;
unexplained vaginal or anal bleeding;
torn, stained, or bloody underclothin:
an individual's report of being sexually assaulted or raped
10 ways to prevent sexual abuse
1.Talk about body parts early.
Teach them that some body parts are private.
Teach your child body boundaries.
Tell your child that body secrets are not okay.
Tell your child that no one should take pictures of their private parts.
Teach your child how to get out of scary or uncomfortable situations.
Have a code word your children can use when they feel unsafe or want to be picked up.
Tell your children they will never be in trouble if they tell you a body secret.
Tell your child that a body touch might tickle or feel good.
Tell your child that these rules apply even with people they know and even with another child.
symptoms of sexual abuse
Withdrawal and mistrust of adults
Suicidality
Difficulty relating to others except in sexual or seductive ways
Unusual interest in or avoidance of all things sexual or physical
Sleep problems, nightmares, fears of going to bed
Frequent accidents or self-injurious behaviors
Refusal to go to school, or to the doctor, or home
Secretiveness or unusual aggressiveness
Sexual components to drawings and games
Neurotic reactions (obsessions, compulsiveness, phobias)
Habit disorders (biting, rocking)
Unusual sexual knowledge or behavior
Prostitution
Forcing sexual acts on other children
Extreme fear of being touched
Unwillingness to submit to physical examination
Types and Signs of Abuse. Retrieved October 21, 2020, from
https://www.dshs.wa.gov/altsa/home-and-community-services/types-and-signs-abuseTrauma
: Childhood Sexual Abuse. (2013, March 12). Retrieved October 23, 2020, from
https://www.psychologytoday.com/us/blog/somatic-psychology/201303/trauma-childhood-sexual-abuse
. Natasha Daniels is a mother of three and a clinical social worker who practices at Hill Child Counseling in Chandler, A. (2020, July 22). 10 Ways to Teach Your Child the Skills to Prevent Sexual Abuse. Retrieved October 23, 2020, from
https://childmind.org/article/10-ways-to-teach-your-child-the-skills-to-prevent-sexual-abuse/
Desautels, L. (2016, November 14). 5 Ways to Help Students in Trauma. Retrieved October 23, 2020, from
https://www.edutopia.org/article/5-ways-help-students-trauma-lori-desautels
responding to trauma in the classroom
Establish social and emotional safety in your classroom.
Begin and end each class with deep breathing.
At the entrance to the classroom, designate an area with a jar or basket where students can leave notes with either words or drawings of their feelings.
Begin class with a 90 second hand massage.
Take a bucket inventory.
Create trigger lists.
Create a behavior-management plan that focuses on positive reinforcement.
Increase your self-awareness and trauma competency
Community Trauma - Brianna
Definition of Community Trauma
"Researchers have conceptualized collective trauma either as an aggregate of trauma experienced by community members or an event that impacts a few people but has structural and social traumatic consequences" (Pinderhughes, Davis and Williams, 2015)
https://www.youtube.com/watch?v=Jsh4pf-KS5c&ab_channel=TEDxTalks
References
Pinderhughes H, Davis R, Williams M. (2015). Adverse Community Experiences and Resilience:
A Framework for Addressing and Preventing Community Trauma. Prevention Institute, Oakland CA.
Symptoms of Community Trauma
Economic Environment
"Crumbling infrastructure: There are dilapidated buildings and deteriorating roads,
poor transportation services and crippled local economies" (Pinderhughes, Davis and Williams, 2015)
Community Response
Place: Create safer public spaces through improvements in the built environment through addressing parks, housing quality and transportation; Reclaim and improve public spaces
Socio-Cultural Environment
"The stressors of living with inadequate access to economic and educational opportunities or inequitable opportunities can also indicate trauma at the community level"
Community Response
Equal Opportunity: Restorative justice, healing circles, economic empowerment & workforce development, increased community wealth and resources
Physical Environment
"The economic and social processes that concentrate poverty and urban decay in inner city neighborhoods damage social networks and trust, the ability to take action for change, and social norms" (Pinderhughes, Davis and Williams, 2015)
Community Response
People: Rebuild social relationships & broken social networks; Strengthen social norms that encourage healthy behaviors, community connection and community oriented positive social norms
Educator Response for Students with Community Traumas
Provide support by listening to concerns and feelings.
Give gentle reminders about daily tasks
Stay calm when setting limits. Return to predictable school routines and activities as soon as possible. Refer students for professional help for any concerns about self-injury or dangerous behaviors.
Reassure students that they are safe.
Discuss ways to cope with sad feelings and the value of in-person support, talking with family or friends, rather than connecting via media.
Check out more responses at
https://www.nctsn.org/sites/default/files/resources/tip-sheet/helping_youth_after_community_trauma_for_educators_final_explosions.pdf
Pediatric Medical Traumatic Stress - Heather
Types of Medical Trauma Responses
Other Reactions
: These can include new fears, new somatic complaints now related to the original medical trauma (bellyaches, headaches, etc.) and dissociation in the form of feeling "in a daze" or "spacey."
Hyper-arousal
- "Fight or flight": Student's fear mechanisms won't turn off, for example, their heart races even in a non-threatening situation. Students may experience increased irritability, exaggerated startle response and hypervigilance.
Avoidance:
Students develop fears based on the medical trauma and stay away from people or places or things that trigger that fear
Re-experiencing the Trauma:
Students may have nightmares, flashbacks or be triggered by specific sights, sounds or smells related to their trauma experience.
Definition:
a set of psychological and physiological responses of children and their families to pain, injury, serious illness, medical procedures, and invasive or frightening treatment experiences. This may occur as a response to single or multiple medical events. (nctsn)
Students who have survived a medical trauma may be stuck in "survival brain" and we need to help them move to "learning brain"
https://www.youtube.com/watch?v=KoqaUANGvpA
Classroom Solutions
Build relationships and trust with your students so that they feel safe and supported by the adults around them
Create a safe and consistent environment
Empower students to name emotions and find solutions. Intentionally teach this skill. "Name it to Tame it."
https://www.youtube.com/watch?v=g2MRfHTopmI
Early Childhood Trauma - Tiffany Loken
What is Early Childhood Trauma?
Early childhood trauma is the traumatic experiences that occur to children aged 0-6. Because infants' and young children's reactions may be different from older children's, and because they may not be able to verbalize their reactions to threatening or dangerous events, many people assume that young age protects children from the impact of traumatic experiences. A growing body of research has established that young children may be affected by events that threaten their safety or the safety of their parents/caregivers, and their symptoms have been well documented. These traumas can be the result of intentional violence—such as child physical or sexual abuse, or domestic violence—or the result of natural disaster, accidents, or war. Young children also may experience traumatic stress in response to painful medical procedures or the sudden loss of a parent/caregiver. (nctsn n.d.)
Trouble forming relationships with teachers
Poor self-regulation
Negative thinking
Hypervigilance
Executive function challenges
How does childhood trauma show in the classroom?
Refereces
Miller, C. (2020). Child Mind Institute.
https://childmind.org/article/how-trauma-affects-kids-school/
https://youtu.be/VXfsoQMqlyY
Types of Bullying
Verbal bullying
is saying or writing mean things about someone.
This can occur both in-person and online.
Name-calling
Teasing
TauntingInappropriate
sexual comments
Threatening to cause harm
Social bullying
, sometimes referred to as relational bullying, involves hurting someone’s reputation or relationships. Social bullying includes:Leaving someone out on purposeTelling other children not to be friends with someone Spreading rumors about someone Embarrassing someone in public
Physical bullying
means hurting someone’s body or their things. Destroying other’s property hitting/punching tripping pushing
Cyberbullying
means using technology and messaging services to be mean to or intimidate/embarrass someone. Sending mean text messages Making mean posts about someone Spamming their wall/photos with anonymous hate comments Taking photos/videos of a person and posting them without their permission Creating a fake profile or photo of someone Pretending to be someone that you aren’t online as a means to hurt the person (catfish)
https://oasisapp.co/bullying/
https://youtu.be/iFlrCuSyhvU
Some quick tips for you to use to stop bullying:
Stop any behavior that causes someone harm.
Know that it is never alright to purposely hurt someone. Understand that everyone deserves respect.
Recognize that everyone is different, and these differences make every one a special part of the world.
Talk to someone, such as a teacher, parent, or an adult you trust.
Ask that person for help. Think about new ways to respond to positively to others.
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.In order to be considered bullying, the behavior must be aggressive and include:
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.
Repetition
: Bullying behaviors happen more than once or have the potential to happen more than once.Bullying includes actions such as making threats, spreading rumors, attacking someone physically or verbally, and excluding someone from a group on purpose.
https://www.stopbullying.gov/bullying/what-is-bullying
https://youtu.be/_aahQeJ8rWY
Economic Trauma - Matthew Cannon
Whether living in urban, suburban, or rural settings, individuals face the reality of economic downturns: being laid off, being unable to find a job, having difficulty supporting a family, or seeing the closing of community organizations or local services on which they depend. (Peterson, 2018)
Symptoms of Economic Stress
Common Symptoms of economic trauma include:
trouble sleeping
digestive problems
unexplained weight gain or loss
inability to enjoy regular activities
severe anxiety or panic attacks.
Economic-specific symptoms can include hyper-focusing on financial issues and avoidance behaviors
Signs that a student needs help because of emotional stress:
Overreacting to Minor Problems
Experiencing Long Periods of Boredom
Increased Headaches
Diarrhea or Constipation
Increase Heart Palpitations
Teeth Grinding
Skin Conditions
How can we respond to students that may have had economic trauma?
Gain an understanding of economic stress
Help students identify their emotions and feelings
Create a safe emotional space inside your classroom for students.
This video explains how childhood trauma, like economic trauma can affect children.
https://youtu.be/xYBUY1kZpf8
References
Health Promotion, B. (2020). Brown University. Retrieved October 23, 2020, from
https://www.brown.edu/campus-life/health/services/promotion/general-health-emotional-health/economic-stress
STRESS & EARLY BRAIN GROWTH Understanding Adverse Childhood Experiences (ACEs) [Brochure]. (n.d.).
Peterson, S. (2018, May 25). Economic Stress. Retrieved October 23, 2020, from
https://www.nctsn.org/what-is-child-trauma/populations-at-risk/economic-stress
Natural Disasters: Hurricanes, Earthquakes, Fires, Floods, etc. (Kendra)
Symptoms
Mental Health: Anxiety, Depression, Suicide
Hurricane Maria in Puerto Rico
https://youtu.be/DNEwkwXlCAU
Lack of access to resources: no food, housing, health care
Post Traumatic Stress Disorder (PTSD)
"as many as 25% of people directly or indirectly affected by high-impact disasters could be diagnosed with the symptoms of PTSD"
PTSD: The Reality Of Post-Disaster Trauma
Resistance to discussing problems - aka everything is fine.
Flashbacks triggered by sounds, smells, anniversary of disaster: When loud noises in schools cause post-traumatic stress
https://youtu.be/PpXpJj8XOA8
Response Strategies
Community/school support - i.e. talking to students affected by disaster or having students journal to express their emotions
Emotional Recovery After Crises
School counseling
Access to free food & clothes via a school fundraiser or connecting students' families to local food banks
Positive & healthy behaviors - "From eating well-balanced meals and getting enough sleep to exercising..."
PTSD: The Reality Of Post-Disaster Trauma
"Establish social and emotional safety in your classroom...teaching and modeling empathy and active listening skills"
Responding to Trauma in Your Classroom
Give extra one-on-one attention to students affected by disaster
Emotional Recovery After Crises
Teachers need to understand and be aware of the
Phases of Disaster & Collective Trauma: Mental Health & Recovery
Remain Calm and Reassuring, Acknowledge and Normalize Most Feelings, Emphasize Resiliency, Strengthen Peer Support, Seek Help for Prolonged Signs of Distress
Helping Children After a Natural Disaster
"Maintain routines. Even in the midst of chaos and change, children feel more safe and secure with structure and routine. As much as possible, stick to everyday routines"
Guidelines for Helping Children after a Disaster
Family Violence - Richard Wang
Definition
Family violence covers a range of behaviors committed by a person against a family member. All the behaviors aim to control a family member through fear, and include the following:
Department of Health & Human Services. (2017, January 23). What is family violence. Retrieved October 21, 2020, from
https://www.betterhealth.vic.gov.au/health/HealthyLiving/What-is-family-violence
Economic abuse – this includes controlling a family member’s bank accounts and money without their consent
Department of Health & Human Services. (2017, January 23). What is family violence. Retrieved October 21, 2020, from
https://www.betterhealth.vic.gov.au/health/HealthyLiving/What-is-family-violence
making or attempting to make a person financially dependent, such as maintaining total control over financial resources, withholding money or credit cards, or forbidding attendance at school or employment
exploiting a partner’s resources for personal gain
stealing from or defrauding a partner of money or assets
preventing a partner from working or choosing an occupation.
Psychological or emotional abuse
can be verbal or nonverbal, and the actions or behaviors are less obvious than with physical abuse. Physical abuse may seem worse, but verbal or nonverbal abuse can be very emotionally damaging. Department of Health & Human Services. (2017, January 23). What is family violence. Retrieved October 21, 2020, from
https://www.betterhealth.vic.gov.au/health/HealthyLiving/What-is-family-violence
undermining a person’s self-worth through constant criticism, belittling, name-calling or insults
threatening or intimidating a person to gain compliance
yelling or screaming
destroying personal property and possessions, or threatening to do so
Physical abuse
is when an abuser uses physical force against another person in a way that injures the person or puts them at risk of being injured. Physical abuse ranges from physical restraint to murder. Department of Health & Human Services. (2017, January 23). What is family violence. Retrieved October 21, 2020, from
https://www.betterhealth.vic.gov.au/health/HealthyLiving/What-is-family-violence
grabbing, pinching, shoving, slapping, hitting, biting, arm-twisting, kicking, stabbing, shooting, pushing, throwing, kicking, punching, beating, tripping, battering, bruising, choking, shaking
holding, restraining, confining
breaking bones
assaulting with a weapon, such as a knife or gun
Burning
Sexual abuse
including forcing a person to have sex or engage in sexual activity Department of Health & Human Services. (2017, January 23). What is family violence. Retrieved October 21, 2020, from
https://www.betterhealth.vic.gov.au/health/HealthyLiving/What-is-family-violence
any sexual contact without consent, such as rape (including marital rape), attacks on the sexual body parts, forced prostitution, unwanted touching, forced sex with others, being denied contraception when you want to use it.
attempting to undermine a person’s sexuality, such as being sexually derogatory, criticizing sexual performance and desirability, making accusations of infidelity, withholding sex.
Terrorism and Violence - Mass Shootings
- Hilary
Since 1966, 1,102 Americans have been killed in mass shootings, according to an analysis by The Washington Post. Thousands more have been injured—both physically and psychologically
"'Simply by definition, mass shootings are more likely to trigger difficulties with beliefs that most of us have, including that we live in a just world and that if we make good decisions, we'll be safe," says Laura Wilson, PhD, co-author and editor of "The Wiley Handbook of the Psychology of Mass Shootings'" and an assistant professor of psychology at the University of Mary Washington in Fredericksburg, Virginia.
Most survivors show resilience. But others—particularly those who believed their lives or those of their loved ones were in danger or who lack social support—experience ongoing mental health problems, including post-traumatic stress, depression, anxiety and substance abuse.
The National Center for PTSD estimates that 28 percent of people who have witnessed a mass shooting develop post-traumatic stress disorder (PTSD) and about a third develop acute stress disorder."
Novotney, Amy (2018, Amy) What Happens to the Survivors?
American Psychological Association
https://www.apa.org/monitor/2018/09/survivors
Retrieved: October 19, 2020
The Role of Teachers in Student Support in School Shootings
Psychologists are also working with educators to improve the mental health of children affected by mass shootings. Much of that work centers on giving teachers the tools and support they need after such traumatic events, says Robin Gurwitch, PhD, a child psychologist at the Duke University School of Medicine who studies resilience in children after trauma. "Teachers are one of the best supports that children have after these events," says Gurwitch, a member of the U.S. Department of Health and Human Services' National Advisory Committee on Children and Disasters. "We have to make sure they are getting the support they need as well as information on how to best help the children in their classroom."
Novotney, Amy (2018, Amy) What Happens to the Survivors?
American Psychological Association
https://www.apa.org/monitor/2018/09/survivors
Retrieved: October 19, 2020
Strategies and Resources for Teachers, Parents, Caregivers
The National Child Traumatic Stress Network - School Shooting Resources
.
This website provides resources for teachers, parents and other caregivers
The National Child Traumatic Stress Network (nd) School Shooting Resources
https://www.nctsn.org/what-is-child-trauma/trauma-types/terrorism-and-violence/school-shooting-resources
Retrieved October 19, 2020
Tips for Students Recovering from Traumatic Events (2005, September)
US Department of Education
https://files.eric.ed.gov/fulltext/ED488995.pdf
Terrorism and Violence: Mass Shootings / School Shootings
10 years. 180 school shootings. 356 victims.
"Over : the past decade, there were at least 180 shootings at K-12 schools across the US. They happened in big cities and in small towns, at homecoming games and during art classes, as students are leaving campus in the afternoon and during late-night arguments in school parking lots. And they are happening more often." School shootings are increasing"
10 Years, 180 School Shootings, 356 Victims (2019)
CNN
https://edition.cnn.com/interactive/2019/07/us/ten-years-of-school-shootings-trnd/
Intimate Partner Violence- Samson Yitbarek
DEFINITION
Intimate partner violence is one of the most common forms of violence against women and includes physical, sexual, and emotional abuse and controlling behaviors by an intimate partner. Intimate partner violence (IPV) occurs in all settings and among all socioeconomic, religious, and cultural groups. The overwhelming global burden of IPV is borne by women.
The term ‘domestic violence’ is used in many countries to refer to partner violence but the term can also encompass child or elder abuse, or abuse by any member of a household. ‘Battering’ refers to a severe and escalating form of partner violence characterized by multiple forms of abuse, terrorization, and threats, and increasingly possessive and controlling behavior on the part of the abuser.
https://www.youtube.com/watch?v=VuMCzU54334
FORMS OF INTIMATE PARTNER VIOLENCE
Emotional (psychological) abuse, such as insults, belittling, constant humiliation, intimidation (e.g. destroying things), threats of harm, threats to take away children.
Controlling behaviors, including isolating a person from family and friends; monitoring their movements; and restricting access to financial resources, employment, education or medical care.
Sexual violence, including forced sexual intercourse and other forms of sexual coercion
Acts of physical violence, such as slapping, hitting, kicking and beating
CAUSES OF INTIMATE PARTNER VIOLENCE
Relationship factors
conflict or dissatisfaction in the relationship
male dominance in the family
economic stress
man having multiple partners
the disparity in educational attainment, i.e. where a woman has a higher level of education than her male partner .
Individual Factors
young age
low level of education
witnessing or experiencing violence as a child
harmful use of alcohol and drugs
personality disorders
acceptance of violence (e.g. feeling it is acceptable for a man to beat his partner)
past history of abusing partners.
low level of education
exposure to violence between parents
sexual abuse during childhood
acceptance of violence
exposure to other forms of prior abuse.
Community and societal factors
gender-inequitable social norms (especially those that link notions of manhood to dominance and aggression)
poverty
low social and economic status of women
weak legal sanctions against IPV within marriage
lack of women’s civil right
weak community sanctions against IPV;
broad social acceptance of violence as a way to resolve conflict armed conflict and high levels of general violence in society.
PREVENTING INTIMATE PARTNER VIOLENCE
STRATEGY
Teach safe and healthy relationship skills
Engage influential adults and peers
Disrupt the developmental pathways toward partner violence
Create protective environments
Strengthen economic supports for families
Support survivors to increase safety and lessen harms
APPROACH
Social-emotional learning programs for youth
Healthy relationship programs for couples
Men and boys as allies in prevention
Bystander empowerment and education
Family-based programs
Early childhood home visitation
Preschool enrichment with family engagement
Parenting skill and family relationship programs
Treatment for at-risk children, youth and families
Improve school climate and safety
Improve organizational policies and workplace climate
Modify the physical and social environments of neighborhoods
https://www.youtube.com/watch?v=iwuy5UZy3Gw
RESOURCES
World Health Organization (2012): Understanding and addressing violence against women
https://apps.who.int/iris/bitstream/handle/10665/77432/WHO_RHR_12.36_eng.pdf;jsessionid=31C9C9EA6CF3B9DF7FCD9FDC8CABC4A1?sequence=1
National Institute of Justice(October 24, 2007): Causes and Consequences of Intimate Partner Violence
https://nij.ojp.gov/topics/articles/causes-and-consequences-intimate-partner-violence
Center for Disease Control and Prevention (October 9, 2020): Risk and Protective Factors for Perpetration
https://www.cdc.gov/violenceprevention/intimatepartnerviolence/riskprotectivefactors.html
Center for Disease Control and Prevention (October 9, 2020): Intimate Partner Violence: Prevention Strategies
https://www.cdc.gov/violenceprevention/intimatepartnerviolence/prevention.html
Bullying Seble Genet
Definition
How to stop Bullying
Signs and Symptoms
A Grim Education: 72 Years of School Shootings (2018, October 28) New York Magazine [YouTube]
https://www.youtube.com/watch?v=k2C_uGbCoV8
Signs a child is Bullying Others
Kids may be bullying others if they:
Get into physical or verbal fights.
Have friends who bully others Are increasingly aggressive.
Get sent to the principal’s office or to detention frequently
Have unexplained extra money or new belongings
Blame others for their problems.
Don’t accept responsibility for their actions.
Are competitive and worry about their reputation or popularity
https://www.stopbullying.gov/bullying/warning-signs
Look for changes in the child. However, be aware that not all children who are bullied exhibit warning signs.Some signs that may point to a bullying problem are: Unexplainable injuries Lost or destroyed clothing, books, electronics, or jewelry. Frequent headaches or stomach aches, feeling sick or faking illness Changes in eating habits, like suddenly skipping meals or binge eating. Kids may come home from school hungry because they did not eat lunch. Difficulty sleeping or frequent nightmares Declining grades, loss of interest in schoolwork, or not wanting to go to school Sudden loss of friends or avoidance of social situations Feelings of helplessness or decreased self esteem. Self-destructive behaviors such as running away from home, harming themselves, or talking about suicide If you know someone in serious distress or danger, don’t ignore the problem. Get help right away.
https://www.stopbullying.gov/bullying/warning-sign
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