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Types of Traumatic Stress COHORT 10 M4.U4.A2 - Coggle…

- - - - References:
        
        Novotney, A. (2018). What happens to the survivors. Retrieved September 30, 2020, from https://www.apa.org website: https://www.apa.org/monitor/2018/09/survivors
        
        Paolini, A. (2015). School Shootings and Student Mental Health: Role of the School Counselor in Mitigating Violence. Retrieved from https://www.counseling.org/docs/default-source/vistas/school-shootings-and-student-mental-health.p
        
        Widmer, L. (2018, September 4). Rethinking School Shooter Response and Prevention – Risk Management Retrieved September 30, 2020, from Rmmagazine.com website: http://www.rmmagazine.com/2018/09/04/rethinking-school-shooter-response-and-prevention/
        
        Crisis Management Following a School Shooting. (2014, December 4). Retrieved September 30, 2020, from Center for Injury Research and Prevention website: https://injury.research.chop.edu/violence-prevention-initiative/types-violence-involving-youth/school-shootings/crisis-management#.X3SJtGgzbIU
        
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      - https://www.youtube.com/watch?v=Ox1dJDs451o
- - - - Talking about wanting to die or to kill oneself;
      - Looking for a way to kill oneself;
      - Talking about feeling hopeless or having no purpose;
      - Talking about feeling trapped or being in unbearable pain;
      - Talking about being a burden to others;
      - Increasing the use of alcohol or drugs;
      - Acting anxious, agitated, or reckless;
      - Sleeping too little or too much;
      - Withdrawing or feeling isolated;
      - Showing rage or talking about seeking revenge; and
      - Displaying extreme mood swings. (Warning Signs of Suicide, 2020)
    - - Mental disorder
      - Alcohol and other substance use disorders
      - Hopelessness
        (Warning Signs of Suicide, 2020)
      - Impulsive and/or aggressive tendencies
      - History of trauma or abuse
      - Major physical or chronic illnesses
      - Previous suicide attempt
      - Family history of suicide
      - Recent loss of relationship
      - Easy access to lethal means
      - Local clusters of suicide
    - - Younger Students Don't Understand What Suicide Is
        Adults can mistakenly believe that elementary-age children don't comprehend the permanance of death well enough to really consider suicide in the same way a teenager or adult would.
      - Younger Students Don't Have the Same Kinds of Problems as Suicidal Teenagers
        "The specifics are going to be developmentally different… but will all be a reflection of kids having significant distress, depression, feeling like they're in really difficult life circumstances."
      - Children Have to Be Depressed to Consider Suicide or Self-Harm
        Children frequently reported thinking about suicide in the context of stressful or sad situations. "Suicide can happen in the context of things other than full-blown depression. We also see kids who are experiencing distress because of anxiety, or because of peer or family or other environmental things who don't meet the criteria for depression" (Sparks, 2020)
    - - Universal awareness programs
        use the school curriculum to deliver interventions and raise awareness to the student body. evidence suggests these programs can increase student knowledge of suicide risk factors and warning signs. They can also encourage students to seek help.
        Gatekeeper training helps school welfare staff better identify people at risk. It also enables them to provide front-line support and help the at-risk student find further support, such as assessment and treatment.
        Screening programs focus on the early identification of at-risk people who have not sought help or been identified as needing support. Screening is usually conducted by external professionals and typically involves a two-stage process. In stage one, students are given a brief screening instrument in order to detect who may be at risk. Those deemed to be potentially at risk then proceed to stage two, where an in-depth, face-to-face clinical interview is held
        Postvention programs are implemented in schools following a student suicide, with the aim of responding to and managing the crisis. They are designed to minimize student distress and reduce the likelihood of further suicides occurring.
    - - Crisis Lines
        National Suicide Prevention Lifeline
        The Lifeline provides 24/7, free and confidential support for people in distress, prevention and crisis resources for you or your loved ones, and best practices for professionals. 1-800-273-TALK (8255) or chat.
        Trevor Lifeline
        The Trevor Project is the leading national organization providing crisis intervention and suicide prevention services to lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) young people under 25. The TrevorLifeline is a crisis intervention and suicide prevention phone service available 24/7 at 1-866-488-7386. TrevorText is available by texting “START” to 678678.
        TrevorSpace is an online international peer-to-peer community for LGBTQ young people and their friends.
      - Conversation Guide
      - Student to Student Resource
      - Social Media Guide
- - - - Class discussions, individual counseling, small-group counseling, or family therapy
      - Meet with school crisis response team and school psychologist to determine student counseling services
    - - Determine the status of each child in the school
      - Develop an outreach strategy for those displaced and way for the students to stay in contact with displaced students
      - Help connect families to community resources
      - Where appropriate, incorporate information about the disaster into related subject areas.
- - - - Remain calm and reassuring
      - Acknowledge and normalize their feelings
      - Encourage the students to talk about the experience
      - Promote positive coping skills
      - Strengthen student's peer support
    - - Increase staffing before and after school so students have someone to talk to
      - Use creative arts, like drama or photography, to help students cope
      - Most importantly, listen to the students.
      - Help connect students to supportive resources
      - Make sure the students can still contact each other
- - - - Use the words “death,” “dying,” and “dead” in a sensitive manner. This will allow students to understand that we acknowledge their grief and will address the issue in a direct but compassionate manner.
  - - - Children with developmental disabilities or who have limited communication skills does not mean they are unaffected by the death. Behaviors such as increased frustration and compulsivity, somatic complaints, relationship difficulties, and increased self-stimulatory behaviors may be expressions of grief.
  - - - , It is important to maintain normal, daily boundaries and to allow the consequences for violating those boundaries, while of course being sensitive and compassionate.
  - - - https://www.youtube.com/watch?v=Oln5A5ZrSQg
  - - - Work out a signal to communicate when this occurs that doesn’t draw attention to the student.
        
        Make a plan for where the student will go and who they can talk with. If students know that they will be able to leave, they often feel less overwhelmed and will be more likely to remain in class and stay engaged in the lesson.
- - - - EDUCATE YOURSELF. Understand the signs of someone who is a bullying victim.
        
        COMMUNICATE. Engage your child in conversations about her/his time online. Calmly discuss the situation, saving all related evidence, and proceed from there.
        
        KEEP COMPUTERS IN COMMON AREAS. Without overtly spying, set up computers in common areas while your child is online, and are also able to look for signs that your child may be involved in cyberbullying.
        
        BE A FRIEND. Without actively logging into your child’s social media accounts, you can monitor activity and watch who your child is friends with.
        
        PRACTICE STOP. Stop using the computer, Tell an adult about the incident, get the Ok to go back online after a period of time away, and Play with children not involved in the bullying.
        
        PARENT TO PARENT. Contact the bully’s parent and set up a time to talk. Involve the parent can immediately stop cyberbullying.
    - - Protect Yourself Rules - Cyber Bullying
        (https://www.youtube.com/watch?v=916K8xRxQZw)
    - - Let students know that it’s OK for them to report any online abuse that happens to them.
        
        Participate in training on cyberbullying prevention to better understand it and learn strategies for addressing it.
        
        Teach students about what cyberbullying behaviors are and why they’re wrong.
        
        Create an environment of mutual respect and tolerance in the classroom.
        
        Incorporate the internet and social media into lesson plans to teach students how to be respectful to others online.
        
        Work closely with parents so they understand cyberbullying.
        
        Implement anti-cyberbullying policies in the classroom.
- - - - Stay calm, listen carefully and NEVER blame the child.
      - Thank the child for disclosing and reassure them of your support.
      - Report this disclosure immediately to your pastoral care department and leadership team and child social services (or equivalent in your country). As a teacher you are legally obligated to report any such disclosure from a child.
    - - Set high expectations for the child to boost their confidence and courage but include reasonable, attainable goals. Children can begin to rebuild their self-esteem if they see themselves as successful. (Bear et al., 1992)
      - Provide stability and structure for the child. Something as basic as having their own desk for which they are responsible can be beneficial. Survivors of child sexual abuse require consistency in the school environment. (Crosson-Tower, 2003)
      - As their teacher, you should model yourself as a 'trusted adult' and promote an environment of safety in the classroom. Talk about the idea of 'secrets' in your lessons and help students understand that secrets don't always keep them safe. (7 Ways Teachers Can Help Prevent Child Sexual Abuse, n.d.)
      - Studies show that an emphasis on effective problem solving helps reduce threatening behaviour and benefits children who have suffered abuse. Making creative problem solving an integral part of your classroom allows these students to make effective decisions and ultimately feel empowered. (Crosson-Tower, 2003)
      - Help children foster their own identity (which is often obliterated during the abuse experience) by using positive language to emphasise the child's strengths i.e. 'You're a hard worker' or 'Your classmates like you because you are fun to be with.' (Bear et al., 1992)
      - Strengthen your relationship with the child's family. They may require a lot of support during this time so you can provide resources for parents or caregivers to teach their children about assertive communication and creating a safe, structured environment in their home. (7 Ways Teachers Can Help Prevent Child Sexual Abuse, n.d.)
  - - - Bear, T., Schenk, S., & Buckner, L. (1992, December). Supporting Victims of Child Abuse. ASCD. http://www.ascd.org/publications/educational-leadership/dec92/vol50/num04/Supporting-Victims-of-Child-Abuse.aspx
        
        Crosson-Tower, C. (2003). The Role of Educators in Preventing and Responding to Child Abuse and Neglect. U.S. Department of Health and Human Services Administration for Children and Families Administration on Children. https://www.childwelfare.gov/pubPDFs/educator.pdf
        
        National Child Traumatic Stress Network Child Sexual Abuse Committee. (2009). Caring For Kids: What Parents Need to Know about Sexual Abuse. NC: National Center for Child Traumatic Stress. https://www.nctsn.org/sites/default/files/resources/fact-sheet/caring_for_kids_what_parents_need_know_about_sexual_abuse.pdf
        
        Spotting signs of child sexual abuse. (n.d.). NHS UK. Retrieved October 4, 2020, from https://www.nhs.uk/live-well/healthy-body/spotting-signs-of-child-sexual-abuse/
- - - - Poverty can cause physical stress. Not being able to afford healthcare is a major issue. Illnesses left unchecked due to not having enough money to afford the treatment is a serious issue many students are facing. Some lighter examples include not being able to afford braces for their teeth.
      - The Toxic Stress of Poverty and Its Effects. (2018, July 25). Retrieved from https://standtogetherfoundation.org/toxic-stress-poverty-effects/
    - - Poverty can cause emotional stress. Students who constantly worry about their expenses have another issue on their mind that compounds with all the other stress they have in their life. Not being able to afford a textbook, not being able to afford lunch, all of these builds up serious levels of stress in students.
    - - The stigma of being poor is harmful for students and their confidence. It builds a type of social stress as they avoid mingling with their peers due to the fear of being socially outcasted due to their economic status.
    - - Have high expectations.
        Having compassion is good, but students who live in poverty wants to be like their peers. You want to help the student in giving them confidence. High expectations will allow the student to see just what they can accomplish. Perhaps it will give them the motivation to pull themselves out of poverty one day.
      - Expose students to outside places. Bring the class to museum field trips, places of art, music, and many more. Expand their horizon as their family may not be able to afford doing so. SHOW THEM THE PUBLIC LIBRARY! It will be a vital place for all students regardless of their economic status.
      - Build relationship and establish a positive learning environment. Students may become distrustful, become a source of stability for them. Have them open up to you so you can better help them.
      - Use SEL! Social-emotional learning is important for all students. For students who live in poverty may have issues with learning due to personal issues. Teaching emotional skills and positive behaviors will help them cope and perhaps give them ways to better react to the stress they are feeling.
      - Positive learning environment and classroom culture. Making sure other students do not discriminate will allow the impoverished students to open up. Give them equal opportunities and allow them to build relationships.
      - 5 Concrete Ways to Help Students Living in Poverty. (2019, July 29). Retrieved from https://theartofeducation.edu/2018/09/11/5-concrete-ways-to-help-students-living-in-poverty/