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M4U4A2: Responding to Traumatic Stress, Suneth Edirisinghe, Example -…

- - - - Age 14-18
        
        Increase or decrease in
        physical activity
        
        Depression
        
        Isolation
        
        Antisocial behavior
      - Age 11-14
        
        Loss of interest in
        activities
        
        Disruptive behavior
        
        Resistance of authority
        
        Poorer school
        performance
      - Age 5-11
        
        Social withdrawal
        
        Irritability and
        disobedience
        
        School phobia
    - - Sleep problems and
        nightmares
      - Overeating or loss of
        appetite
      - Complaints of visual or
        hearing problems
      - Complaints of vague aches
        and pains
      - Headaches
- - - - Criticizing
      - Withdrawal of support, love, guidance
      - Insults and name calling
      - Threatening violence (even if it is not carried out)
      - Allowing children to witness the abuse of of another person
      - Demanding respect
      - Blaming one or calling them needy
    - - Delayed/inappropriate emotional responses
      - Loss of self-confidence
      - Social withdrawal
      - Depression
      - Avoidance of certain situations
      - Desperate attention seeking
      - Decrease in school performance
- - - - Lack of interest to activities previously enjoyed
      - Spending time alone and ignoring friends
      - Emotionally unstable or being sad/depressed for a long time
      - Low self-esteem and withdrawal
      - A decline in academic grades
      - Showing signs of younger behaviors such as clingy in an attempt to return to babyhood.
      - Behavioral problems not previously observed such as attention seeking, uncooperative to everyday activities or defiant.
- - - - School grade being fall
      - Has unexplained bruises, cuts, scratches
      - Mood swings
      - Becomes withdrawn or starts stammering
      - Becomes aggressive and unreasonable
      - Refuses to talk about what is wrong
    - - Persistent or egregious use of abusive, insulting, or offensive language
      - Aggressive yelling or shouting
      - Unwarranted physical contact or threatening gestures
      - Making repeated negative comments about a person’s appearance, lifestyle, family, or culture
      - Regularly inappropriately teasing or making someone the brunt of pranks or practical jokes
      - Circulating inappropriate or embarrassing photos or videos via email or social media
- - - - Nightmares, sleep disruptions
      - Aggression and difficulty with peer relationships in school
      - Difficulty with concentration and task completion in school
      - Withdrawal and/or emotional numbing
      - School avoidance and/or truancy
      - Listen to the child's concern. Answer the questions truthfully and simply Support the parent in letting the child close to them. Offer reassurance that teacher and parents are working together to keep the family safe. Name the childs feeling and encourage the child to find ways to express their feelings through language ,games play or drawing. Give choices
    - - Antisocial behavior
        School failure
        Impulsive and/or reckless behavior, e.g.,
        School truancy
        Substance abuse
        Running away
        Involvement in violent or abusive dating relationships
        Depression
        Anxiety
        Withdrawal
        
        Provide an environment in which teen can talk about their concerns
        Give choices
        Support the parents to letting their teens stay close to them -even relatevely independant teens may need extra support after atraumatic event.
        help teens anticipate what will happen next.
        Answer questions honestly.
        Give opportunities to teens to express their strong feelings like journelling, stories, poems and art.
        Support and care
    - - Sleep and/or eating disruptions
      - Withdrawal/lack of responsiveness
      - Intense separation anxiety
      - Inconsolable crying
      - Developmental regression, loss of acquired skills
      - Intense anxiety, worries, and/or new fears
      - Increased aggression and/or impulsive behavior
      - Spport and care them
        
        Name the childs feelings
        
        Give choices
        
        Provide reassurance when child need it
        
        Support parents in keeping their children close to them
    - - https://www.youtube.com/watch?v=OCn-GC-1C4c
- - - - Mandatory high grades
      - Too many extra curriculars
      - Restrictions on social needs and healthy types of childhood rebellion
    - - Head of household income
      - Head of household nutrition
  - - - Diagnosis for a parent who creates fake illnesses for his or her child
      - Example of outcome for child
- - - - General Tips to Support Students of All Ages
        
        Be understanding and tolerant of common grief reactions which include: decreased appetite, difficulty sleeping, a decreased ability to concentrate, increased sadness, and social withdrawal. Students sometimes also feel anger toward the deceased for leaving them.
        
        Be simple and straightforward. Discuss death in developmentally appropriate terms for students.
        
        Use words such as “death,” “die,” or “dying” in your conversations and avoid euphemisms such as “they went away,” “they are sleeping,” “departed,” and “passed away.” Such euphemisms are abstract and may be confusing, especially for younger children.
        
        Let students know that death is not contagious. Although all human beings will die at some point, death is not something that can be “caught” and it is unusual for children to die.
        
        Help bereaved students find a peer support group. There will likely be other who have also experienced the death of a loved one.
        
        Provide the opportunity to talk and ask questions and use these questions to guide further discussion. Encourage students to share feelings, but in
        ways that are not disruptive to the class or hurtful to other students.
        
        Talk to the bereaved student’s classmates about grief and emphasize the importance of being understanding and sensitive.
        
        Listen, acknowledge feelings, and be nonjudgmental.
        
        Avoid making assumptions and imposing your own beliefs on students.
  - - - Elementary School
        
        Middle and High School
        
        Do not force students to share their feelings with others, including their peers if they do not feel comfortable. Provide them with opportunities to share their feelings privately. Students often seek support via social media. Be aware of what is being posted and shared. Encourage students to seek support for a friend in need. Students in their mid-to-late teens tend to feel more comfortable expressing their feelings and grief similar to adults. High school students may use physical contact to show their support and empathy (e.g., hugging or touching the arm)Possible reactions include Poor school performance, anxiety, depression, high-risk behaviors or substance use, emotional numbing, and suicidal thoughts.
        
        These students may ask questions and seek to try to understand what happened. Be patient and
        refer them to adults that can answer their questions. Students below the age of eight may engage in
        magical thinking and believe they could have prevented the death. Recognize these feelings and fears but do not validate them. Students ages nine through twelve may feel less comfortable showing feelings and seeing expressions of grief in others. Make sure to provide these students with a variety of ways to express grief. Possible reactions include Behavioral difficulties, decreased concentration, poor school performance, depression, irritability, withdrawal, somatic complaints (headaches & stomach aches).
      - Avoid euphemisms as preschoolers have trouble understanding death and may believe the death is reversible. Provide opportunities to express thoughts and feelings about death through play activities and drawing. Answer questions using concrete descriptions and be prepared to repeatedly answer questions. Possible reactions include: Crying or screaming, clinging to caregivers or other trusted adults, fear of separation, regressive behaviors such as wetting pants and thumb sucking, and decreased verbalization.
- - - - ADDITIONAL RESOURCES
  - - - Learn about the Impacts of History and Systemic Racism
        
        Create and Support Safe and Brave Environments
        
        Model and Support Honesty and Authenticity
        
        Honor the Impacts of History and Systemic Racism
        
        Encourage and Empower Students as Leaders.
        
        Care for Yourself