Please enable JavaScript.

Coggle requires JavaScript to display documents.

Traumatic Stress Cohort 9. 10/2020, U.S. Department of Health and Human…

- - - - Stop bullying on the spot.
        
        Intervene immediately.
        
        Separate the kids involved.
        
        Make sure everyone is safe.
        
        Meet any medical or mental health needs.
        
        Stay calm. Reassure the kids, including bystanders.
        
        Model respectful behavior when you intervene.
      - What to do after trauma from bullying
        
        Ensure safety
        
        Seek ways to prevent future bullying experiences
        
        Talk through what happened to clear up misconceptions
        
        Teach stress management and relaxation techniques
    - - Help kids understand bullying.
        
        Teach kids what bullying is. They will be better able to identify it.
        
        Speak to a trusted adult if they are being bullied or see others being bullied.
        
        Talk about how to stand up to kids who bully.
        
        Talk about strategies for staying safe.
        
        Urge them to help kids who are being bullied.
    - - Warning signs
        
        Noticeable increases or decreases in device use, including texting.
        
        Emotional responses to what is happening on devices.
        
        Hiding the screen and avoids discussing what they are doing on the device.
        
        Social media accounts are shutdown or new ones appear.
        
        Avoidance of previously enjoyed social situations.
        
        Becomes withdrawn or depressed.
      - How to respond.
        
        Notice
        
        Talk
        
        Document
        
        Report
- - - - Symptoms
        
        Reactions
        
        Anxiety, fear and worry about safety (self/others)
        
        Fears that another (similar) event will occur
        
        Physical complaints (aches and pains, headaches, etc.)
        
        Changes in habits and behaviors in familiar situations with others
        
        Talking repeatedly about the event (keeping focused on it)
        
        Strong reactions to reminders of the event
        
        Sensitivity to loud noises, screaming (increased)
        
        Behavior Changes
        
        Increase in activity level
        
        Decrease in concentration/attention
        
        Irritability/anger (more so than usual)
        
        Sadness, grief, withdrawal
        
        Significant changes in attitudes and expectations for future
        
        Self-medicating (drinking, drugs)
        
        Self-harm or harm to others
        
        Changes in sleep and appetite
        
        Lack of interest in usual activities
        
        References
        https://www.nctsn.org/sites/default/files/resources//parents_guidelines_for_helping_youth_after_the_recent_shooting.pdf
      - Response Strategies
        
        Listen to concerns and feelings
        
        Don't assume all students feel the same or will have the same responses
        
        Have patience with minor behavior problems
        
        Return to regular and predictable school routines
        
        Focus on the present (with classroom activities) and provide extra structure if attention span is affected
        
        Help students with coping strategies (sleep, relaxation, etc.)
        
        Identify possible trigger sounds and situations and reassure students of their safety
        
        Explain that physical responses are common after trauma, promote calming strategies
        
        Suggest positive distractions (activities) like hobbies or volunteer work
        
        Suggest strategies to cope with media (limit or balance exposure)
        
        References
        https://www.nctsn.org/sites/default/files/resources/tip-sheet/helping_youth_after_community_trauma_for_educators_final_explosions.pdf
        
        Psychology and Trauma in Schools: How Can Teachers Help? (LINK to APA article with linkouts to videos)
        
        Response Resources
        
        Primary Lesson Plan for Building a Positive Community (SEL-based) (LINK to UNODC Lesson Plan and Resources
        
        Tips for Coping with Reactions to Recent School Shootings (LINK to Vanderbilt University article)
        
        White House Conference on School Safety - Discussion on What Schools Need After Traumatic Events (VIDEO BELOW)
        
        https://www.c-span.org/video/standalone/?194748-3/community-recovery-school-violence
      - References
        https://www.nctsn.org/what-is-child-trauma/trauma-types/terrorism-and-violence
      - Coursera course (FREE!) starting this week: Resilience in Children Exposed to Trauma, Disaster and War: Global Perspectives
  - - - References:
        https://www.nctsn.org/resources/helping-youth-after-community-trauma-tips-educators
        https://www.nctsn.org/what-is-child-trauma/trauma-types/community-violence
      - https://youtu.be/VkCg3Tvl7QU
    - - Student way to show:
        
        Feel sad, scared, empty, or numb. Younger students may be clingy. Older students may be embarrassed to show their distress, and may hide their feelings or share more on social media.
        
        Provide support by listening to concerns and feelings. Educate students about different trauma reactions. Don’t assume all students feel the same or need help but try to accommodate students’ different responses.
        
        Have behavior problems that are new or worse (e.g., have outbursts, be irritable, break rules). Some may engage in serious or harmful behaviors (e.g., drug or alcohol abuse, self-injury, or risky sexual behavior).
        
        Have patience with minor behavior problems. Stay calm when setting limits. Return to predictable school routines and activities as soon as possible. Refer students for professional help for any concerns about self-injury or dangerous behaviors.
        
        Startle more easily in response to everyday noises
        
        Identify the sources of everyday noises and that these are not dangerous. Reassure students that they are safe. Explain that physical responses
        
        Have trouble concentrating, paying attention, participating, or getting work done on time.
        
        Understand that attention and doing classroom activities may be affected. Focus on the present with gentle reminders about daily tasks. Consider modifying work or providing extra structure and instructions.
        
        Have physical trauma reactions like stomach aches, headaches, a pounding heart, body aches, or fast, shallow breathing.
        
        Recognize physical reactions may confuse or scare students, making them even more afraid. Encourage students to use relaxation strategies such as slow breathing, stretching, or physical activity.
        
        Appear sleepy or irritable due to having sleep problems.
        
        Realize that sleep difficulties are common and can lead to fatigue and poor participation. Suggest healthy sleep habits (e.g. a break from screens before bed) and calming coping strategies. Consider adjusting deadlines until sleep is stabilized.
        
        Think life is meaningless, or withdraw from family and friends. Even students who are typically outgoing may become withdrawn. They may retreat to social media, gaming or online activities.
        
        Suggest engaging in positive activities (e.g., volunteering, hobbies). Discuss ways to cope with sad feelings and the value of in-person support, talking with family or friends, rather than connecting via media. Discuss ways to support students with other adults they trust.
        
        Believe that school isn't safe, that the trauma will recur, or have other negative trauma-related thoughts. Students who think their future will be cut short may react by not studying or skipping school.
        
        Create a sense of safety by returning to normal, predictable routines as soon as possible. Remind them that such events are rare. Point out ways adults make school safe.
        
        Feel responsible for not taking action before, during or after the event to prevent or minimize the outcome. They may feel guilty for not being harmed.
        
        Discuss students did the best they could at the time. Give honest, accurate, and age-appropriate information. Let students know you will tell them the truth.
- - - - Children who were directly exposed to a disaster can become upset again; behavior changes resulting from the event may be long lasting and can worsen or return if these children see or hear reminders of what happened. Be aware that this could happen and know what resources are available at your school for children and families, should you need to report concerns to the appropriate people at your school.
      - https://www.youtube.com/watch?v=_qA-csgFa8k))
      - https://www.youtube.com/watch?v=a4uoGr1P_hQ
- - - - Long-term effects:
        
        Behavior problems in adolescence (Alcohol/substance abuse issues)
        
        Emotional difficulties in adulthood (Depression, anxiety, PTSD)
        
        Response Strategies:
        
        Trauma-Focused Cognitive Behavioral Therapy
        
        Case management
        
        Strengthening of the relationship between the child and the non-offending parent
        
        Intervene as early as possible to prevent long-term effects
        
        Resources: Intimate Partner Violence: The National Child Traumatic Stress Network: https://www.nctsn.org/what-is-child-trauma/trauma-types/intimate-partner-violence
        https://www.youtube.com/watch?v=e5m4OZpud4k&ab_channel=RoxanaC
      - https://www.youtube.com/watch?v=e5m4OZpud4k&ab_channel=RoxanaC
- - - - Physical Indicators
        
        Torn, stained, or bloodied underclothing
        
        Pain or itching in genital area
        
        Difficulty walking or sitting
        
        Bruises or bleeding in external genitalia
        
        Venereal Disease
        
        Frequent urinary or yeast infections
      - Behavioural Indicators
        
        Withdrawn, chronic depression
        
        Excessive seductiveness
        
        Role reversal, overly concerned siblings
        
        Poor self-esteem, self-devaluation, lack of confidence
        
        Peer problems, lack of involvement
        
        Massive weight change
        
        Suicide attempts (especially adolescents)
        
        Hysteria, lack of emotional control
        
        Sudden school difficulties
        
        Inappropriate sex play or premature understanding of sex
        
        Threatened by physical contact, closeness
        
        Promiscuity
    - - A sexual act imposed on a child who lacks the emotional, maturational, and cognitive development to understand what is happening and to protect him- or herself. Sexual abuse may be covert or overt. Examples of abuse include unwanted touching of any part of the body, such as hugs or kisses presented as innocent signs of affection. More obvious examples include any penetration of the body with objects or body parts.
      - https://www.youtube.com/watch?v=WAKYqCS7Poo
    - - 1. Expectations:Teachers can honour these children by having high expectations for them. It's important to set reasonable goals and provide support so the child can feel confidence in their abilities and start to rebuild their self-esteem.
        2. Structure:To help the child feel a sense of control in a positive manner, teachers should give accurate information, build trust, and allow expression of feelings when appropriate through art, music, drama, and creative writing.
        3. Identity:Teachers can help by pointing out the child's strengths.
        4. Self- Esteem:Teachers can help children to learn that they are valued, accepted, and capable by fostering an environment that honours each child's uniqueness
        
        5. Sense of belonging Teachers can facilitate a sense of belonging by providing designated places for possessions, display work in the classroom and consciously include these children in classroom activities.
        6. Social SkillsTeachers can create a classroom climate that fosters caring, appreciation of differences, consistent rules and boundaries, and recognition for small successes
        7. Tolerance of differences Teachers can consult with social workers or counsellors to understand behaviours and emotions of students.
        8. ConsistencyTeachers can support a child's need for structure by maintaining a consistent schedule, by having clear expectations, and by allowing the child to provide structure in their own way.
      - https://www.youtube.com/watch?v=OP-t0p7wNzY
  - - - Including those violent acts:
        
        Slapping
        
        Scratching or biting
        
        Reckless driving
        
        Force feeding, or denying food
        
        Using weapons or objects that can hurt
        
        Kicking
        
        Throwing items
        
        Pushing or shoving
        
        Choking or strangling
        
        Restraining physically (pinning against a wall, floor, bed, etc.)
        
        Other acts to hurt or threaten
      - Interventions
        
        Alternatives for Families - A Cognitive Behavioral Therapy
        
        School-age children; for youth experiencing a wide range of traumas
        
        Combined Parent Child Cognitive-Behavioral Approach for Children and Families At-Risk for Child Physical Abuse
        
        Aged 4-17; both male and female; for families with a history of physical abuse and inappropriate physical discipline/coercive parenting strategies
        
        Parent-Child Interaction Therapy
        
        Aged 2-7; both males and females
      - Teachers should know
        
        Behavior indicators in class:
        
        Self-destructive
        
        Withdrawn and aggressive- behavioral extremes
        
        Uncomfortable with physical contact
        
        Arrives at school early or stays late as if afraid
        
        Chronic runaway (adolescents)
        
        Complains of soreness or moves uncomfortably
        
        Wears clothing inappropriate for weather, to cover body
        
        Physical indicators:
        
        Unexplained bruises (in various stages of healing)
        
        Welts
        
        Human bite marks
        
        Bald spots
        
        Unexplained burns, especially from a cigarette or immersion-burns
        
        Unexplained fractures, lacerations, or abrasions
        
        Classroom teachers have a unique opportunity to identify abused children and to start the healing process that will restore safety to their lives.
        
        How to support an abused child in class.
        
        Expectations: Teachers can honor the strength and courage of these children by having high expectations for them.
        
        Structure: To help the child feel a sense of control in a positive manner, teachers should give accurate information and build trust.
        
        Identity: Teachers can help by pointing out the child's strengths. Teachers can also help them gain a sense of personal identity by asking questions that help them formulate a position on issues, administering interest inventories, and teaching decision-making and problem-solving skills.
        
        Self-esteem: Teachers can help them learn that they are valued, accepted, and capable by fostering an environment that honors each child's uniqueness.
        
        Tolerance of differences: Teachers should identify emotions and behaviors that might be explained by abuse.
        
        Sense of Belonging: To facilitate a sense of belonging, the teacher may provide designated places for possessions, display work in the classroom, and make a conscious attempt to include these children in classroom activities.
        
        Social Skills: A classroom climate that fosters caring, appreciation of differences, consistent rules, and boundaries, and recognition for small successes will nurture a child who has been discounted at home.
        
        Consistency: Teachers can support a child's need for structure by maintaining a consistent daily schedule, by having clear expectations for performance in both behavioral and academic areas, and by allowing the child to provide structure in their own way.
        
        Creating a safe classroom environment
      - Effects on kids:
        
        Become aggressive themselves or have other behavioral problems.
        
        Become anxious and fearful rather than numb and withdrawn.
        
        Struggle with developing and maintaining friendships.
        
        Develop post-traumatic stress reactions and other psychological problems, such as an aggressive behavior, depression, and anxiety.
        
        https://www.youtube.com/watch?v=1O3Y9ddzDG8
- - - - Response Strategies:
        
        Teachers should remain curious and open-minded and focus on the person and their recent experiences instead of focusing on any disruptive classroom behavior.
        
        Encourage the development of positive, nurturing relationships among students and between students and teachers in the classroom by incorporating social/economic/ethical learning practices:
        
        Make time for discussions about feelings.
        
        Identify and normalize the experience of trauma and traumatic stress.
        
        Teach some calming activities like measured breathing or yoga.
        
        Practice grounding and mindfulness by identifying neutral or positive feelings in the immediate environment.
        
        Set up a place in the room where students have access to essential medical supplies or are able to take a break from the lesson and contact caregivers when necessary.
        
        Use screeners or surveys to allow students to assess their own feelings about their medical experiences.
        
        Keep a consistent schedule to help students feel safe.
        
        Encourage students to help each other by sharing similar experiences they have had, as well as any tips or suggestions on how to deal with the stress.
        
        Resources
        
        http://teachtrauma.com/information-about-trauma/types-of-trauma/medical-trauma/
        
        https://resilienteducator.com/classroom-resources/trauma-informed-strategies/
        
        https://themighty.com/2020/02/medical-trauma-symptoms-everyday-life/
        
        http://www.springerpub.com/media/springer-downloads/Hall_28935_Managing-Psych-Impact-Med-Trauma_appendices.pdf
        
        https://www.nctsn.org/what-is-child-trauma/trauma-types/medical-trauma
        
        Childhood Trauma https://www.youtube.com/watch?v=zMyfBjlkY9M
        
        Giving Traumatized Kids A Head-Start In Healing https://www.youtube.com/watch?v=bFJHbCMV7kc
        
        Trauma-Informed Schools And Practices https://www.youtube.com/watch?v=TxL5Jw0TcDY
        
        Childhood Trauma and The Brain | UK Trauma Council https://www.youtube.com/watch?v=xYBUY1kZpf8
- - - - https://www.youtube.com/watch?v=tkkVnQEB1mE
      - https://www.youtube.com/watch?v=7QVmXX62_H0
    - - Interventions & Supports
        
        Creating a safe place for the child
        
        Building trust with all family member
        
        CBT to help deal with strong emotions
        
        Building trust with all family member
        
        Validate all concerns
        
        Provide services based on families values
        
        Help facilitate contact with outside parties
        
        Ask about specific behaviors
        
        Identify cultural barriers
        
        Explore social & environmental factors
        
        SEL classes
- - - - https://youtu.be/oZxqYHheGWg
    - - https://youtu.be/gsYL4PC0hyk
    - - https://youtu.be/AKMZ0SALgvQ
      - https://youtu.be/CDzDd1g7Eco