Please enable JavaScript.
Coggle requires JavaScript to display documents.
Types of Traumatic Stress
See this website for more information: https…
Types of Traumatic Stress
See this website for more information: https://www.nctsn.org/what-is-child-trauma/about-child-trauma
Physical, sexual, or psychological abuse and neglect, by SERGIO FELICIANGELI
-
-
-
-
Natural or other disasters, such as terrorism or COVID-19
-
Loss of a Loved One
While many children adjust well after a death, other children have ongoing difficulties that interfere with everyday life and make it difficult to recall positive memories of their loved ones. A child may have a traumatic reaction after a death that was sudden and unexpected (e.g., through violence or an accident) or a death that was anticipated (e.g., due to illness). If the child’s responses are severe or prolonged and interfere with his or her functioning, the child maybe experiencing Childhood Traumatic Grief.Source 
.
Difficulties specific to childhood traumatic grief that may occur are:
- Intrusive memories about death. These can appear through nightmares, guilt, or self-blame about how the person died, or recurrent or intrusive thoughts about the horrifying manner of death.
- Avoidance and numbing. These can be expressed through withdrawal, the child acting as if not upset, or the child avoiding reminders of the person, the way she or he died, or the event that led to the death.
- Physical or emotional symptoms of increased arousal. These can include irritability, anger, trouble sleeping, decreased concentration, drop in grades, stomachaches, headaches, increased vigilance, and fears about safety for oneself or others.
Some possible strategies to help students dealing with Childhood Traumatic Grief are:
- Recognize that everyone grieves differently.
- Encourage the student to express their feelings in a safe and private way like through journaling, drawing, or reading a book about loss and grief together.
- Stick to routines. Children find great comfort in routine and predictability, which is especially heightened during times of uncertainty and turmoil as when losing a loved one.
-
-
Refugee and war experiences: children who have fled their home countries may experience traumatic stress at any number of points. They may have experienced other adverse events listed elsewhere in the mind map, such as abuse, discrimination, natural disasters, terrorism, war, loss of a loved one, and violence. Traumatic events can occur in their home countries and refugee camps, but also in the resettlement process. Acculturation stress can be a major issue, as well as stress from isolation. Source: https://www.nctsn.org/what-is-child-trauma/trauma-types/refugee-trauma
-
In the classroom: refugees may experience conflict with parents or peers over divergent cultural views. They may struggle to fit into the classroom, or form an integrated identity including elements from their country of origin and new culture. They may also face stress related to language. An educator talks about refugees in St. Paul: Meeting the needs of refugee students
Symptoms can include: stomachaches and headaches; crying; fear/anxiety; depression; irritability; persistent thoughts; avoiding anything related to traumatic events; trouble managing emotions/behaviors; nightmares; trouble focusing; trouble with sleep
:broken_heart: Parental Separation or Divorce Studies about children who are going through a divorce show that students are more likely to be distracted during learning; therefore being more apathetic towards learning, having low academic achievement levels, and more likely to have behavioral issues.
:family: Students with behavioral issues stemming from this could benefit from wrap-around services as they need to feel that they still have the support of the family even though there is a fracture.
:moneybag: Some studies show that the effects of divorce on students in the U.S. may be linked to the students' socio-economic status. Because of this, educators should look for these signs in more affluent communities or communities less likely to divorce.
:pencil2: Reflective Journaling. Whole classroom instruction would benefit from this. It's a good idea to make this a part of a class routine.
:smiley: Use Social Emotional Learning strategies like routines, positive self-talk, feelings charts, and activities to help them de-stress like painting, puzzles, games, and reading. This will also help them learn how to cope with stressful situations when they are not at school.
-
-
Bullying Causes:
Stress, anxiety, and depression
-
-
-
Feelings of rejection, or poor self-esteem
-
-
-
School avoidance, including missing or dropping out of school
-
-
-
-
-
-
Racism, sexism, any other form of discrimination
-
-
-
Military family-related stressors (e.g., deployment, parental loss or injury)
Roughly 26 percent of children in the United States witness or experience a trauma before the age of 4 (Briggs-Gowan et al. 2010). In 2015, an estimated 683,000 children were victims of child abuse and neglect. More than half of all victims (63.8 percent) were between birth and 8 years old. More than one quarter (27.7 percent) were younger than 3 years old, 18.6 percent were between the ages of 3 and 5, and another 17.5 percent were between the ages of 6 and 8. Almost 80 percent of these early traumas occurred at home and were perpetrated by the children’s own parents :
How to spot neglect?
Soothing behavior: These children may use primitive and bizarre soothing behaviors, especially when stressed. They may bang their heads, rock, chant, scratch, or bite/cut themselves
Emotional functioning: A range of emotional issues—including depression and anxiety—is common in maltreated children. Another common trait is “indiscriminate attachment,” affectionate behaviors with relatively unknown people to secure safety rather than develop an emotional bond.
Eating: Odd eating behaviors are common, especially in children with severe neglect and attachment problems. They will hoard and hide food, or eat as if the food will disappear any moment. They may fail to thrive, ruminate (throw up food), and have swallowing problems.
Developmental delays: The bond between a young child and her caregivers provides the major vehicle for physical, emotional, and cognitive development. Lack of consistent and enriched experiences in early childhood can cause delays in motor, language, social, and cognitive development.
-
-
-
Help the student to accept that these feelings are normal and common among families going through similar situations. If needed, provide the school support so that the student can talk with mental health professionals.
-
Ask what he/she is feeling, what he/she is struggling with, and what area he/she would like to get help from you.
Therapy can be beneficial for both the individual with mental illness and other family members. A mental health professional can suggest ways to cope and better understand your loved one’s illness.
-
1. Listen.
After hearing their children out, teachers can fill them in with correct information to calm their worries.
2. Provide accurate information. Determine what your students already know about the virus and give them accurate information to reduce their risk of catching it. Ask your students about specific concerns or what they know about the coronavirus, and provide practical solutions to help them minimize any risk.
3. Focus on prevention.
Keep discussions focused on preventive actions. Set up and praise healthy hand-washing habits, and maintain regular routines for playtime, meals and other activities.
-
-
-