Please enable JavaScript.

Coggle requires JavaScript to display documents.

M4U4A2 Responding to Traumatic Stress, References, Divorce of parents is a…

- - - - Decline in work quality
      - Insecurity
      - Anxiety
      - Quiet/ Social withdrawal
      - Sadness
      - Distractedness
      - Irritability
        
        Response Strategy
        
        Teachers can create a supportive and safe learning environment - students should feel that even if their home is not stable or comfortable, the classroom will always be.
        
        Help children develop an accurate understanding of their parents’ divorce.
        
        Teachers can be the role models and the guidance counselor for students
        
        Communicate with parents regularly about their children’s strengths as well as problems or concerns.
        
        Affirm and reinforce their strengths in academics and other curricular activities
        
        Encourage the students to join Friendship club, buddy club and other social/ interactive groups.
        
        Provide consistency and structure in learning targets and lessons
  - - - Shyness
      - Timid/ Meak behavior
      - Worthlessness
      - Low self esteem
      - Insecurity
        
        Response Strategy
        
        Teachers can help the students learn how to stand up for themselves and push back against those who bully them as bullies can stand down when they see that their actions are ineffective.
        
        Ensure the student that the teachers are there to listen to them if they want to discuss their feelings.
        
        Highlighting and rewarding in the areas the bullied students are showing some promise in.
        
        Providing a safety net in the learning program that can bring these students out to thrive without fear and inhibition.
        
        Building their confidence by using excessive positive reinforcement
- - - - Strong outbursts of emotion and the resulting embarrassment of such strong emotions (Children age 9 to 12 2015).
      - Intense and visible sadness (Children age 9 to 12 2015).
      - Fantasies about the return of the departed loved one (Children age 9 to 12 2015).
      - Increased unpredictability in teens (Teens 2015).
      - Refusal to communicate (Teens 2015).
      - Taking extended time off from school (Teens 2015).
      - Poor school performance
        Anxiety
        Depression
        High risk behaviors or substance use
        Emotional numbing
        Suicidal thoughts
        (NASP School Safety and Crisis Response Committee, 2015)
    - - Be upfront and honest about the signs and symptoms of the illness so that the student can understand exactly what is happening (Teens 2015).
      - Make sure that the child knows that the illness is not their fault should they confide this in you (Children age 9 to 12 2015).
      - Give the child the help they need to remain engaged in the classroom (Children age 9 to 12 2015).
      - Remind the student that it is still okay to have fun by keeping games and active learning in the classroom (Children age 9 to 12 2015).
      - Use SEL in the classroom to provide the student more confidence in expressing and being aware of their feelings. Allow for openness and transparency about the situation (Staff, 2001).
      - Differentiate and prepare content as to allow the student enough time to spend it with their loved one (Teens 2015).
      - Be compassionate and understanding about the student's life
      - Address feelings of anger and frustration in a calm and collected way (Teens 2015).
      - "Be sensitive to cultural differences of students and their families in expressing grief and honoring the dead" (NASP School Safety and Crisis Response Committee, 2015).
      - Maintain a normal routine and make sure to include activities and games that the student liked before (NASP School Safety and Crisis Response Committee, 2015).
  - - - Nervous, jumpy, or scaring easily (Plackis, December 2011).
      - Difficulty trusting people (Plackis, December 2011).
      - Sleep issues (Plackis, December 2011).
      - Difficulty concentrating in class (Plackis, December 2011).
      - Acting out in anger (Plackis, December 2011).
      - More physical complaints with trips to the nurse (Plackis, December 2011).
      - Rebellious (Plackis, December 2011).
      - Overachieving (Plackis, December 2011).
    - - "Identification. Faculty and staff members should have an understanding of where those students may be found" (Plackis, December 2011).
      - "Connection. Students who have been identified or strongly suspected of having an addicted parent should be connected with student support services—optimally by an adult in the building with whom the student already has a trusting relationship" (Plackis, December 2011).
      - "Parent involvement. Involve parents to every extent possible, and make the school a welcoming and safe place for them to get connected to administrators and student support services personnel" (Plackis, December 2011).
      - "Assessment. When a student has been identified and his or her par- ents have been involved, assess the student’s academic and social and emotional functioning. Are IDEA services appropriate? If not, identify the informal supports that exist in your building to help the student" (Plackis, December 2011).
      - "Services. IDEA services (e.g., a resource room, smaller class settings, school counseling as part of the IEP) and building resources (e.g., student support services, mentoring programs, clubs, sports, and community partner- ships) can help students be successful" (Plackis, December 2011).
- - - - Response Strategy
        
        Ensure each learner has an equal opportunity to engage and contribute to activities in the classroom. For example, designing posters or an anti-racism badge
        
        Induce diversity in the classroom is by acknowledging it and encouraging students to celebrate the day in school by conducting various activities. (UNESCO, 2018)
        
        Established a multi-cultural corner in the classroom where learners make something that reflects the cultural diversity (UNESCO, 2018)
        
        Foster an inclusive atmosphere in the classroom is by understanding each learner
  - - - Response Strategy
        
        Establish flexible goals and support the child needed to feel confident in his or her abilities.
        
        Encourage them to see that they are valued, accepted, and capable by promoting an atmosphere that honors each child's uniqueness. (ASCD, n.a)
        
        To develop a sense of belonging, the instructor may provide assigned areas for stationaries, display projects in the classroom, and make a conscious effort to include these children in classroom activities. (ASCD, n.a)
        
        Build a classroom environment that promotes caring, recognition for diversity, consistent practices and boundaries, and credit for accomplishments.
- - - - Feeling of depression.
      - Withdrawal from social interactions
      - Isolation from friends and family
      - Low self-esteem
      - Fearfulness
      - Increased anxiety
      - Feeling of guilty
      - Feeling of shame
      - Mood swings
      - Feeling of nervous
        
        Response Strategies
        
        Gaining an understanding of ACEs
        
        Helping students identify feelings and manage emotions
        
        Resilience
        
        Resilience is the ability to return to being healthy and hopeful after bad things happen. Research shows that if parents provide a safe environment for their children and teach them how to be resilient, that helps reduce the effects of ACEs
        
        Having resilient parents
        
        Parents who know how to solve problems, who have healthy relationships with other adults, and who build healthy relationships with their children.
        
        Building attachment and nurturing relationships
        
        Adults who listen and respond patiently to a child in a supportive way, and pay attention to a child's physical and emotional needs.
        
        Building social connections
        
        Having teachers, family, friends and/or neighbors who support, help and listen to children.
        
        Meeting basic needs
        
        Providing children with safe housing, nutritious food, appropriate clothing, and access to health care and good education.
        
        Learning about parenting and how children grow
        
        Understanding how parents can help their children grow in a healthy way, and what to expect from children as they grow.
        
        Building social and emotional skills
        
        Helping children interact in a healthy way with others, manage their emotions and communicate their feelings and needs.
        
        Creating safe physical and emotional environments at home, in school,
        and in neighborhoods
      - A decrease in school performance
      - loss of interest in school
  - - - Cuts
        
        Response Strategies
        
        Report suspected child abuse immediately.
        
        As long as you have a sufficient reason to make a report, you are legally protected and cannot be sued. Be sure to give the person or agency you make the report to as much information as possible.
        
        Do not act shocked or disgusted if a child reveals something about his or her abuse to you.
        
        Children are inclined to think that you are responding that way because of them, which can have a major impact on their healing and recovery.
        
        Be supportive in your response and let the child know it is not his or her fault.
        
        Also, remember that you can't promise to tell since you're legally required to report any suspicion. The Crisis Manual for Early Childhood Teachers suggests the following response: 'I'm glad you told me. You did the right thing. I'm sorry this happened to you.'
        
        Make sure children who are abused have plenty of ways to express themselves.
        
        Drawing, painting, and writing are all excellent creative outlets for children to express their thoughts and feelings about what happened to them.
        
        Treat all children with kindness, respect, and empathy.
        
        This will help you build positive relationships with children and will also show abused children that a person does not have to use violence or humiliation in their interactions with others.
      - Bruises
      - Burns
      - Black eyes
      - Restraint or grip markings
      - Unusual pattern of injury
      - repeated trips to the emergency room
    - - Social isolation or withdrawal
      - Vague medical complaints such as chronic headaches, fatigue or stomach pain
      - Pelvic pain; vaginal or urinary tract infections
      - Unwanted pregnancy; lack of prenatal care
      - Sexual problems
      - Depression
      - Anxiety, including panic attacks and post-traumatic stress disorder (PTSD)
      - Abuse of alcohol or other drugs
      - Fearfulness
- - - - -Young children tend to become needy and anxious.
        -Anti-social behaviors such as high anxiety, aggressiveness, and shyness.
        -Submissiveness seems to be a main characteristic of girls from single parents, whereas boys from single parents display more aggressive behavior.
        (Usakli, 2018)
      - -Psychiatric illness.
        -Drug or alcohol related problems.
        (Meikle, 2003)
      - -Higher absentee rates.
        -Higher drop out rates.
        (Single-Parent Families, nd.)
        
        Response Strategies
        
        -Make no assumptions. Every child from a single-parent home is unique and comes from a unique set of circumstances. Remain open-minded; affirm and support them for who they are.
        -Teach about difference. Begin each year teaching a unit on differences, including many types of family structures. The author provided book ideas. Elementary~ A Chair for Mother, Martha's New Daddy, and My Mother's House, My Father's House. Middle/High~ Breakdown, Mom, the Wolfman and Me.
        -Facilitate parent connection to the school. Don't interpret a single parent's lack of involvement as disinterest. A phone call home to every parent at the beginning of the year will provide a valuable link to all parents.
        -Share good news with parents. Celebrate the child's accomplishments with both parents.
        -Alter written communication and record keeping. Children from single parent families can suffer discomfort related to written notices. Send all written communication to everyone who parents a child.
        (Olson, 1994)
        
        -Provide before or after school tutoring.
        -Have a conference with the parent(s) and express your concerns. Develop a plan to best benefit the child.
        -At the end of the day/class, explain the instructions again and give more detail so they know how to do it by themselves.
        (Riemer, 2016)
      - -Single parents report more cheating, lying, bragging, and property destruction.
        -Depression, inhibition, and withdrawal.
        -Single parented children often have more friends and rely more on their friend's advice.
        (Schmuck, 2013)
  - - - -Frequent absences.
        -Consistent lack of preparation.
        -Lack of supplies needed to complete assignments.
        -Loss of books or other supplies on a regular basis.
        -A lack of records.
        -Inability to get a parent or guardian signature.
        -A change in behavior
        -Poor/short attention span
        -Poor self-esteem
        -Extreme shyness
        -Resistance to forming relationships with teachers and classmates.
        -Difficulty trusting people.
        -Aggression
        -Student appears older than they are
        -Poor health/nutrition (chronic hunger, fatigues easily)
        -Poor hygiene (physical hygiene and wearing the same clothes repeatedly)
        -Common statements: "I have been moving around a lot," "I'm staying with friends for a while," "I'm going though a difficult time."
        (Savannah State University, nd.)
        
        Response Strategies
        
        -Create a welcoming climate and build trust with the student. Find time each week to check in with the student to assess unmet basic needs, offer encouragement, pair students with a "buddy" or assign a "job" to encourage involvement in extracurricular activities.
        -Help to identify and support homeless students. Many students are uncomfortable telling people about their homelessness and asking for help. Avoid the word homeless.
        -Take a trauma-informed approach. The experience of an events leading up to homelessness can expose students to violence, abuse, hunger, trafficking, and other experiences. Allow students to hold on to personal possessions in class, keeping in mind that any possession may be the child's only one. Provide well-defined transition procedures and give choice when appropriate to counter the loss of control experienced in their lives.
        -Stabilize basic needs and support participation. Make healthy snacks and hygiene supplies available. Enroll the student in a free meal program, contact administration and find out how to provide school/project supplies, cover field trip fees, purchase uniforms, and meet other needs. Give students a clipboard to use as a "desk" when they leave school.
        -Help homeless students achieve. Take homelessness into consideration when giving discipline. Provide structure and maintain a consistent daily routine with clear and concise rules. Plan assignments so students can keep up without having to take work home.
        -Reach out to parents/caregivers. Parents may not have access to a phone, create a communication plan. Sent the family a "welcome" letter and invite them to visit the classroom. Ask if siblings need support services. Make sure parents know student's rights.
        (Schoolhouse Connection, 2019)
        
        -Offer a welcome bag or backpack with school supplies and snacks.
        -Offer tutoring or review time before/after school or at lunch.
        -Examine the student's record for grades, attendance, and background information
        (Moore, 2013)
        
        -Administer a brief educational assessment to determine their level of academic ability.
        -Make a file that includes things to send to parents (school rules, class rules, class schedule...)
        -Whenever possible, inform the students about substitute teachers and changes in activities to foster a sense of safety and security.
        -Avoid TV assignments.
        -Show sensitivity when asking children to bring food, photos, toys, or other items from home.
        (Evers, 2011)
      - -Enrollment at multiple schools
        -Withdrawal
        -Anxiety in the afternoon
        -Lack of participation in field trips
        -Lack of participation in afterschool activities
        -Inability to complete special projects
        (schoolhouseconnection.org, 2019)
- - - - response strategies
        
        individually focused reward
        system
        Super Improver Strategy link
        [https://wholebrainteaching.com/intermediate/super-improvers-team/]
        
        manage the antecedents of problem behavior
        Star Dice Link:
        (https://wholebrainteaching.com/advanced/beloved-rascals/)
        
        Seek out to know and understand your student.
        Open the Door
        
        Educate Yourself
        Child Neglect: A guide for intervention
        How Childhood Emotional Neglect affectrs Relationships
        
        Mindfulness Training & Self Regulation
        Teaching Self-Regulation by Modeling
        
        A lot of positive interaction and support
        Golden Rules for Engaging Students in Learning Activities
        
        Actively promoting kindness in Color Your World With Kindness
  - - - response strategies
        
        Increase belonging in class by checking Ss are following class norms.
        Wrong/Right Practice
        
        It is the duty of the teacher to report students that are being neglected.
        Student Maltreatment
        
        Monitor the students behavior
        How to Integrate & Measure Social Emotional Learning (SEL) Programs
        Tools to Assess Social and Emotional Learning in Schools
        
        Provide Friendship skill training and modeling. Modeling Friendship
        
        Emotional Literacy Assessment
- - - - Symptoms
        
        Physical
        
        More tired than usual
        
        Physical damage like cuts or bruises
        
        Change in eating
        
        Emotional
        
        Quiet, upset, withdrawn, crying all the time, startles easily
        
        Fighting with peers and adults
        
        Hesitant to go home
        
        Academic
        
        Changes in academic performance
        
        Refuse to follow rules
        
        Difficulty paying attention
        
        Response Strategies
        
        Create a safe space to learn. Children thrive with a consistent and predictable learning environment. Make sure your classes are consistent, so they know what to expect. Make sure your class is as comfortable as possible.
        
        Know when to use your resources. Make sure to follow school policies on reporting abuse/neglect. Consult your school counselor or other professional. Increase awareness of the problem in your school.
        
        Be a safe ear. The student might test you with bits of their story in order to see if it is safe to open up about the whole experience. If they open up to you make sure to assure them whatever violence they experienced was not their fault.
      - Children can be exposed to violence at any point and in any place in their lives. Violence can be direct or indirect. Exposure to violence doesn't always have a lasting negative effect on children. The supportive adults in a child's life at the time of and after the exposure can greatly mitigate the stress and anxiety the child feels. With appropriate support and counseling the child can be treated. The stress involved with the exposure to violence has the potential to greatly alter the development of a child's brain. (Safe Start Center, nd.)
  - - - Symptoms
        
        Physical
        
        Decreased appetite
        
        Difficulty sleeping
        
        Chest heaviness, stomach pain, headaches
        
        Academic
        
        Decreased ability to concentrate
        
        Decrease in school performance
        
        Refusal to attend school
        
        Emotional
        
        Increased sadness
        
        Restlessness
        
        Wanting to be alone, or loneliness
        
        Anger
        
        Response Strategies
        
        Be a safe ear. This may mean allowing for other ways for students to express themselves, including writing or painting. Normalize their symptoms of grief, remind them it is normal to feel the way they do (barring suicidal thoughts).
        
        Create a safe space to learn. The routines and predictability of the classroom will make them feel safe.
        
        Be understanding and tolerant of the student's behavior. Be brief and patient in your instruction.
        
        Avoid euphemisms about death like "passed away" because they can be confusing and abstract. Be straightforward, nonjudgemental and supportive. If necessary remind other students to be patient and understanding as well.
        
        Help bereaved students find support from school professionals or from a support group.
      - Children who have experienced the death of a loved one or parent may experience symptoms similar to clinical depression which can lead to other mental health issues. The intensity of their symptoms greatly depends on the circumstances of the child's life before the loss. It is important to remember that losses "multiply", after the death the circumstances of the child's life may be unstable and cause further trauma. (San Antonio, 2018)