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Traumatic Stress Cert 10/2020 Cohort 8 M4U4Aa, Strategies, Cyberbullying…

- - - - Help student to feel that they are safe through inclusion, trust, love and respect. The classroom teacher can create an environment where this child can see that they are capable and valued, leading to eventual success through small, measured steps.
        
        Encourage the creation of a classroom that fosters caring, appreciation for differences, and recognition for small successes
    - - Follow the local governance and/or school policies for reporting suspected child sexual abuse.
        
        You should also let them know the next steps -- that you are required by law or school policy to report their abuse or assault if they are younger than 18 years of age. Provide the student with clarity for the next steps. Get them to a safe place for the school day to ensure that they can receive the emotional support needed at that time.
        
        Make sure the student know that they are not to blame! This is an important step to building a safe classroom environment for the student.
        
        Be sure to communicate to the student that confidentiality within the school is honored by staff and students, if this is the policy.
        
        This may include involving the school counselor, the classroom teacher, nurse, administration, and/or the parents AS appropriate and according to the protocol laid out by the school
    - - Help an abused child to set healthy boundaries so that they can begin to learn and know that they are respected.
        
        To set healthy boundaries, the child may need help determining these. The teacher can guide the student to trust personal judgments, feelings, and perceptions
      - Provide the student with structure
        
        Provide consistency in scheduling, norms and habits
      - Continue to have high expectations for the student
      - Help the students develop a positive identity. Point out their strengths.
      - Actively value the students differences to help them regain confidence and self-esteem.
      - Facilitate a sense of belonging. Accommodate student with special places for possessions, class work displays and entice student participation in activities and decision-making processes.
    - - If the student has shared directly, help them to feel "heard" through affirming language.
        
        Make yourself more approachable through body language, moving the student to a location where they will feel safe (ie not a busy hallway), and through positioning - maybe in a seated situation where you are both on the same level.
      - Take cues from the student. Listen or, if appropriate, offer a hand on the shoulder to communicate support. Ask before touching.
  - - - Sexually transmitted infections (STIs)
      - Signs of trauma to the genital area. This may be visible through unexplained bleeding, bruising. In addition blood may be seen on the child's sheets, underwear, or other clothing
      - Difficulty walking or sitting
      - frequent urinary or yeast infections
      - Younger children may touch themselves inappropriately
    - - Overly knowledgeable or overtalkative about sexual topics
      - Less talkative, quiet and/or keeping secrets
      - Fear of being alone, scared of new people, afraid of separation from caregiver (especially if this is a new behavior)
      - Regressive developmental behavior, such as thumbsucking or bedwetting
      - Overly compliant
      - Inappropriate sexual behavior for age
      - Increased interest in isolation
      - Increased desire for privacy and/or not wanting to remove or change clothes or bathe
      - Role reversal, overly concerned for siblings
    - - Change in eating habits
      - Change in moods, such as increased aggression
      - Lack of confidence or lowered self-esteem
      - Increased anxiety or fearfulness
      - Increase in health problems without explanation (headaches, stomach cramps, etc)
      - Decreased interests in favorite activities, school and/or friends
        
        Sudden school difficulties
      - Self-harm
        
        suicide attempts (especially adolescents)
      - Fear of being left alone at night
  - - - Child Protective Services groups found strong evidence to indicate sexual abuse of approximately 57,400 children in the USA alone (Fiscal Year 2016)
    - - One in 9 girls and One in 53 boys under the age of 18 experience sexual abuse or assault by an adult
        
        According to RAINN "Females ages 16-19 are 4 times more likely than the general population to be victims of rape, attempted rape, or sexual assault."
  - - - Acts of Child Sexual Abuse can include sexual contact and coercion with a child, however other actions, such as exposing private parts to a child, sharing obscene/sexual images with a child, taking sexual or nude photos or videos of a child, or prostitution.
- - - - Youth characteristics that increase risk include:
        ◦ Exhibits sexualized behavior
        ◦ Uses sexually explicit language
        ◦ Taunts or harasses other youth
        ◦ Displays anger or aggression
        ◦ Violates others’ boundaries
        ◦ Avoids supervision
        ◦ Dominates other youth
        ◦ Youths with clinical disorders
    - - Seen as “different” from others:
        ◦ Smaller and/or bigger in size or height
        ◦ Lonely, quiet, or shy ◦ With a physical, developmental, or intellectual disability
        ◦ Inadequate in sports or other recreational activities ◦ Treated differently by adults
        ◦ Considered an outsider by peers
        
        Warning Symptomps
        
        Sudden changes in behaviour
        
        Sudden reluctance of refusal
        to participate or engage
        
        Avoiding other youth
        
        Clinging to adults, seeking constant supervision
        
        Significant decline in
        performance
        
        . Unexplained injuries
        
        Reluctance or refusal of
        routine activities
        
        Servitude
        ◦ Does chores for other participant ◦ Gets water ◦ Gives snack to peer ◦ Gives possessions to peer
        
        Sudden dissatisfaction with a program or placement
        ◦ Begs adult not to make child attend ◦ Begs not to return somewhere ◦ Adult calls to complain
        
        Appearing to be frightened of a specific individual
        
        Being watchful, as if expecting something unpleasant to happen
  - - - Training all governors, the senior leadership team, and staff on the nature, prevalence and effect of peer-on-peer abuse, and how to prevent, identify, and respond to it.
    - - Educating children about peer-on-peer abuse, positive, responsible and safe use of social media, about what to do if they witness or experience such abuse, the effect that it can have on those who experience it and the possible reasons for it.
    - - Working with all staff, students and parents to address equality issues, to promote positive values, and to encourage a culture of tolerance and respect amongst all members of the School community
    - - Responding to cases of peer-on-peer abuse promptly and appropriately
    - - Developing trusting relationships with students, providing students with a sense of belonging in which students feel able to share their concerns openly, in which violence and abuse are never acceptable
- - - - Break class into smaller groups where the student might be more comfortable participating and making connections with other students.
      - Virtual: Use breakout rooms as much as possible. Try to make activities as social as possible to make up for the isolation.
    - - Speak with parents and see if there is anything else going on in students life that is affecting them.
    - - Speak with other teachers to see if they are having similar issues, as well as if they are aware of anything else going on in the student's life.
    - - Encourage student to make befriend other students. Try to force relationships and pair the student with the most friendly students or students who they might relate with.
    - - Take extra time to get to know the student and figure out what is going on with them. Be a positive influence for them.
    - - Use student's work as an example for the whole class.
      - If the student is capable, ask them to help another student is struggling.
  - - - Example: School is English-only, but most students speak the local language outside of class. A Korean student who does not know the local language struggles to make friends.
    - - Example: Student from the US has little in common with local peers and struggles to make friends.
    - - Example: A student's family went to the provinces at the start of the lockdown. The student has not seen his or her friends in almost 9 months.
    - - Student is bullied because they are different in some way, which has caused them to withdraw to avoid further bullying.
- - - - Response Strategy:
        
        send child to the counselor
        
        provide extra care and support to the child
        
        Involve the whole family in the healing process
    - - Response Strategy:
        
        send child to the counselor
        
        build strong rapport with the student
        
        encourage strong friendships with other students in the class
    - - Response Strategy:
        
        Send child to the counselor
        
        encourage strong friendships
        
        Create support groups within the school
        
        https://youtu.be/Su2WRPUG-f8?t=134
    - - Response Strategy:
        
        send child to the counselor
    - - Response Strategy:
        
        send child to the counselor
        
        communicate with parents
        
        build strong rapport with the student
  - - - Robert Wood Johnson Foundation. 2010, May 05. Caring Across Communities: Helping Immigrants and Refugee Students Succeed. [Video]. Youtube. (https://youtu.be/Su2WRPUG-f8)
- - - - ■ Be irritable or fussy or have difficulty calming down
      - ■ Become easily startled
      - ■ Resort to behaviors common to being younger (for example, thumb sucking, bed wetting, or fear of the dark)
      - ■ Have frequent tantrums
      - ■ Cling to caregivers
      - ■ Experience changes in level of activity
      - ■ Repeat events over and over in play or conversation
    - - ■ Have difficulty paying attention
      - ■ Become quiet, upset, and withdrawn
      - ■ Be tearful and sad and talk about scary feelings and ideas
      - ■ Fight with peers or adults
      - ■ Show changes in school performance
      - ■ Want to be left alone
      - ■ Eat more or less than usual
      - ■ Get into trouble at home or school
    - - ■ Talk about the event all the time or deny that it happened
        
        ■ Refuse to follow rules or talk back with greater frequency
        
        ■ Complain of being tired all the time
        
        ■ Engage in risky behaviors
        
        ■ Sleep more or less than usual
        
        ■ Increase aggressive behaviors
        
        ■ Want to be alone, not even wanting to spend time with friends
        
        ■ Experience frequent nightmares
        
        ■ Use drugs or alcohol, run away from home, or get into trouble with the law
  - - - One of the most important things a teacher can do to assist students exposed to domestic violence is to create a safe environment where they can build trust with other adults and students.
        
        provide structure and predictability by establishing routines to allow children to build
        security by knowing what to expect
        
        Create a non-violent classroom by teaching non-violent ways of play and dealing with
        conflicts
        
        Model nurturing interactions with
        children
        
        Model and teach acceptance of
        differences in the classroom
        
        Use encouraging words
        
        Create opportunities for the space to
        be noisy and fun
        
        Develop self-responsibility
        
        Validate feelings and teach students how to express feelings
        
        Promote the development of self-esteem
        
        Promote learning of emotional literacy
        
        Promote the development of empathy in students and within the classroom milieu
- - - - Internet or library research, such as looking up types of bullying, how to prevent it, and how kids should respond
      - Presentations, such as speech or role-play on stopping bullying
      - Discussions about topics like reporting bullying
      - Creative writing, such as poems speaking out against bullying, or a story or skit teaching bystanders how to help
      - Artistic works, such as a collage about respect or the effects of bullying
      - Classroom meetings, to talk about peer relations
  - - - https://www.stopbullying.gov/bullying/bullying-and-trauma
        
        http://www.violencepreventionworks.org/public/bullying_tips_for_teachers.page
- - - - Refusal of health care
      - Delay in Health Care
      - Abandonment (ex. caretaker leaves child in hands of someone else for excessively long periods of time with no regard to the safety or well-being of the child)
      - Expulsion (ex. caretaker kicks child out of home and refuses to allow them back in)
      - Failure to provide necessary food, clothing, and shelter (ex. child goes hungry regularly, severely unsanitary or dangerous conditions in the home, etc.)
    - - Inadequate Supervision (ex. Child left unsupervised or inadequately supervised for extended periods of time or allowed to remain away from home overnight without the parent/substitute knowing or attempting to determine the child's whereabouts)
    - - Failure to Enroll/Other Truancy
      - Permitted Chronic Truancy (at least 5 days every month)
      - Inattention to Special Education Need (refusal to allow
        or obtain recommended remedial educational services, or neglect in following through with treatment)
    - - Chronic/Extreme Abuse or Domestic Violence
      - Inadequate Nurturance/Affection
      - Permitted Drug/Alcohol Abuse
      - Permitted Other Maladaptive Behavior (ex. severe assaultiveness, chronic delinquency)
      - Refusal of Psychological Care
      - Delay in Psychological Care
      - Other emotional neglect (ex. overprotective restrictions which foster immaturity or emotional overdependence)
    - - Treat the Family:
        After referring the child's case to statewide hotlines, local child protective services, or law enforcement agencies, a social worker will usually make a visit to the child. Once neglect has been identified these strategies may be employed.
        Most neglectful parents want to be good parents, but lack the personal, financial, and /or supportive resources. Interventions must be developed with that assumption. A successful intervention usually comes from a combination of the following strategies.
        
        Culturally Sensitive Interventions.
        
        helpers can make use of respected elders as role models and key resources, involve extended family members in child caring, respect and affirm religious/spiritual values and beliefs that support responsible parenting, and seek to involve males in child-caring tasks.
        
        Avoid assumptions and generalizations
        
        Each family is unique. Determine each intervention strategy on a case-by-case basis.
        
        Psychological Counseling
        
        Neglectful parents are typically psychologically immature. They require nurturing themselves to enable them to nurture their children adequately. For example, helping a neglectful parent to recall, acknowledge, and express long-suppressed feelings about the parent's own experience of neglect or abuse as a child may enable the parent to avoid repeating the cycle.
        
        "Parent the Parent"
        
        a professional helper should listen empathetically and validate the concerns and feelings of family members, then support and encourage progressively more independent, responsible behavior
        
        Family Use of Supportive and Informal Services
        
        Inform, enable and encourage family use of local resources
        
        Ex. emergency financial assistance, low-cost housing, emergency food bank, clothing bank, low-cost medical care, transportation, parent aides, recreational programs, mental health assessment and treatment, temporary or permanent foster or respite care, budget/credit counseling, job training and placement, parent support/skill training groups, and low-cost child care.
        
        Legal Authority Intervention
        
        a legal authority can be used to overcome the initial denial and apathy of the neglectful parent. Confrontation with the reality of legal mandates and intervention can disturb the dysfunctional family balance and mobilize the parent to change.
      - Treat the Child
        Similarly to when you treat the family, a combination of these strategies is usually best when working with a neglected child. Strategies should be developed on a case-by-case basis.
        
        Listen and Nurture the Child
        
        Whenever you can, sit, listen, and play with the child. They may need to be held, rocked, and cuddled. Observe how the child responds to nurturing and act accordingly.
        
        Try to Understand Behaviors Before Punishing
        
        develop useful interventions based on attachment problems, bonding, and development. If the child hoards food, for example, do not accuse him of stealing. A punitive approach may increase the child’s sense of insecurity and need to hoard food.
        
        Interact with the Child at Their Emotional Age
        
        the child may be emotionally and socially delayed. When they are fearful they will regress. Interact at their present emotional level. Ex. If they are tearful, frustrated, or overwhelmed (emotionally age two), use soothing non-verbal interactions to calm them.
        
        Be Consistent, Predictable, and Repetitive
        
        the child may be very sensitive to new situations. Social events (parties, sleepovers, trips) can overwhelm them, even if they are pleasant. Efforts to make life consistent, predictable, and repetitive are very important. When children feel safe, they can benefit from the nurturing and enriching experiences you provide.
        
        Model and Teach Appropriate Social Behaviors
        
        the child may not know how to intaract with others. Model behaviors and narrate for the child what you are doing and why: "I take the soap and put it in my hands like this..."
        
        Coach and use play-by-play to teach children how to play with other children.
        
        the child may have problems modulating physical contact. Gently suggest how they can interact differently with adults and children. Make lessons clear using as few words as possible.
- - - - Effects of Parental Substance Abuse on Children and Families (aaets.org)
        Trauma-Informed Strategies to Use in Your Classroom | Resilient Educator
- - - - Virtual Classroom: Refuses to participate in lessons, turns off the camera/microphone, does not submit work.