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Traumatic Stress Map of Examples, Symptoms, and…

- - - - Privately ask a student to help mentor the student.
      - Find out what are the interest of the student and have all the students share them. In order to see if there are any with the same hobbies.
    - - Dose not understand the lesson and is silent. Students think he is not smart.
      - Is more of a hands-on students and virtual classes are not as impactful to the student.
      - Is a new student and hs not had the time to get to know others.
    - - Silent is class and does not participate.
      - Others refuse to help or work with the student.
      - Does not ask questions or for help.
  - - - Language barriers
      - Different level of education in previous learning
      - Different social economic level from others
    - - Eating lunch alone.
      - Physical hurt
      - Name calling
    - - Have a grade workshop about "Student Relationships and Bulling"
      - Have a parent-teacher meeting.
- - - - Model a positive outlook.
      - Build confidence.
      - Express support.
      - Build connections.
      - Allow children to express their feelings.
      - Be consistent.
      - Be patient.
      - Teach your child or youth the importance of healthy behaviors.
    - - Report suspected child abuse immediately.
      - Do not act shocked or disgusted if a child reveals something about his or her abuse to you.
      - Be supportive in your response and let the child know it is not his or her fault.
      - Make sure children who are abused have plenty of ways to express themselves.
      - Treat all children with kindness, respect, and empathy.
- - - - Most communities will have helplines:
        -suicide helpline.
        
        domestic abuse helpline.
        
        Schools also have social workers to help families and student deal with issues they are faced with.
  - - - Symptoms
        Due to the numerous types of community violence there are no set symptoms for community violence.
        Children exposed to violence will show some of the following signs
        
        Jumpy (they get easily frightened).
        
        They live in fear/scared.
        
        Depression.
        
        Anger/ violence
        
        skipping school
        
        Carrying weapons (could be to defend themselves/ because they are part of a gang).
- - - - Elementary school children
        
        Effects
        
        Changes in their behavior such as aggression, anger, irritability, withdrawal from others, and sadness
        
        Trouble at school
        
        Trouble with peers
        
        Fear of separation from parents
        
        Fear of something bad happening
      - Middle and high school-aged youth
        
        Effects
        
        A sense of responsibility or guilt for the bad things that have happened
        
        Feelings of shame or embarrassment
        
        Feelings of helplessness
        
        Changes in how they think about the world
        
        Loss of faith
        
        Problems in relationships including peers, family, and teachers
        
        Conduct problems
      - Preschool children
        
        Effects
        
        Bed wetting
        
        Thumb sucking
        
        Acting younger than their age
        
        Trouble separating from their parents
        
        Temper tantrums
        
        Aggressive behavior like hitting, kicking, throwing things, or biting
        
        Not playing with other kids their age
        
        Repetitive playing out of events related to trauma exposure
    - - Steps
        
        Attend to engagement and cultural considerations as important first steps.
        
        When assessing a child’s history, ask about the child’s background, past school experience, trauma history, and current stressors (including current trauma exposure such as community violence).
        
        Ask about specific behaviors (e.g., isolating or not spending time with others, not enjoying or participating in activities, frequent outbursts) that might be concerning for caregivers; this may be a culturally appropriate way to discuss mental health symptoms.
        
        Ask about—and respect the caregiver's or child’s interpretation of—the symptoms and concerns. You might ask, “Why do you think you are/your child is behaving this way?” or “You know your child best. Do you have any concerns?”
        
        Try to assess if symptoms are culturally specific ways to express mental health distress. You might simply ask, “Do you know anyone else who has these same problems?”
        
        Pay attention to the social and environmental stressors in the child’s life and how these may contribute to the symptoms described.
        
        Children with school problems may have learning or cognitive differences/disabilities that are impeding his or her progress. While difficult to assess, due to differences in culture, language, and school exposure, these are important to identify.
    - - Steps
        
        Work to build trust with all family members, not only to increase the benefits of treatment, but also to ensure the family will accept your recommendations and referrals.
        
        Listen to the family’s concerns, acknowledge the importance of their expressed primary problems, and address first the basic or most urgent needs.
        
        Focus on aspects of the mental health services that relate to the family’s expressed values, such as supporting a child’s academic success.
        
        When you are referring to other services, discuss what the resource can provide for the child or family and, if possible, facilitate the family’s contacting the referral.
- - - - Dirty skin/bad body odor (long time without showers)
        
        Dirty clothing/inappropriate clothing for the weather
        
        Hungry
        
        Hands are cold, red and swollen
        
        Developmental problems, including poor language or social skills
        
        Malnutrition or skinny (parents don’t feed the child on time)
        
        Overweighted (parents don’t cook but feed them fast food or instant food)
        
        Other health problems
        
        Frequently absent or late to school
        
        Steals food or money
        
        Tells teachers no one is home after school
        
        Living in an unsuitable environment (e.g. No heating, messy)
        
        Being left home alone for long periods of time
        
        Self-harm or attempts at suicide
    - - not participating nay school events
        
        indifferent to child’s progress
        
        missing from PTM constantly
      - abusing alcohol
  - - - low self-esteem
      - injuries
      - disability
      - poor health
      - mental illnesses
      - death
  - - - listen carefully to what they're saying and say you will take them seriously, let them know they've done the right thing by telling you, tell them it's not their fault, don't confront the alleged abuser, explain what you'll do next, report what the child has told you as soon as possible (nspcc.org.uk).
      - Using assess tools to see if children are at risks of neglect on the four domains: physical care, safety, affection, esteem.
      - Parent education classes
      - Innervation
  - - - Psychology Today. 2020. Child Neglect. [online] Available at: https://www.psychologytoday.com/us/conditions/child-neglect#:~:text=Neglect%20may%20also%20be%20considered%20when%20a%20parent,3%20Irrational.%204%20Abusing%20alcohol%20or%20other%20drugs. [Accessed 27 November 2020].
      - Brandon, M. et al. (2013) Neglect and serious case reviews: a report from the university of East Anglia commissioned by NSPCC (PDF).
      - Healthline. 2020. Traumatic Events: Causes, Effects, And Management. [online] Available at: https://www.healthline.com/health/traumatic-events#seeking-help [Accessed 27 November 2020].https://www.nctsn.org/what-is-child-trauma/trauma-types
      - Neglect - BHSCP. BHSCP. (2020). Retrieved 27 November 2020, from https://www.bhscp.org.uk/preventing-abuse-and-neglect/types-of-abuse-and-neglect/neglect/.
      - other resources : https://www.bhscp.org.uk/wp-content/uploads/sites/3/2019/11/Neglect-Strategy-2.pdf
- - - - National Hotline (US):
        
        Calls (1-800-985-5990) and texts (text “TalkWithUs” to 66746) are answered by a network of independently operated crisis centers around the country, who provide psychological first aid, emotional support, crisis assessment and intervention, and referrals to local/state behavioral health services for follow-up care & support
        
        Effects:
        Varies from person to person and on the nature of the event and how closely involved the person was. This largely impacts an entire community and families and children for years after the event occurs.
        
        Adults and Children maybe physically injured and may require either short term medical care or long term rehabilitation
        
        Sense of safety on the community is almost always shaken
        
        Families and children may have to adjust to a death of a loved one
        
        The effects on children and adults vary wildly and is dependent on prior experiences and age
        
        The community may return to a sense of normalcy over time, however this depends widely on the individual
        
        Counselling is often required on those who are closely involved in the incident, survivor guilt is often a problem that has to be dealt with.
      - Older Children:
        
        Need to have encouragement to express fears, sadness, and anger in a safe and supportive environment with close family members, friends, relatives
        
        It is very important to emphasize that everybody deals with this event in different ways, and that there is no one correct way to deal with your emotions and feelings on the event
        
        It is also very important to clearly define the event that happened and correct any distortions and exaggerations that can occur recalling the event
        
        Parents and caregivers provide invaluable support for the children especially when informing educators on when their thoughts and feelings might be getting in the way of the child's concentration and learning
        
        Adolescents:
        
        Family plays a key role in discussion of the event and helping the adolescent sort out their feelings and expectations on what could have been done to prevent the event, or on how to deal with the the fallout
        
        Support members and social networks must be open to execrated strain on relationships with friends, family, and peers as the adolescent deals with sorting out their emotions and reactions to the event
        
        It is very important to the "normality" of their feelings
        
        It is important at this point to also emphasize positive and negative ways of coping. Some adolescence may "act out" as a form of coping with their emotions.
        
        Discussing ways to cope with the event, formulating constructive alternatives and how they are able to cope with this event if it were to happen again are good ways to relieve the sense of helplessness that they might be feeling
        
        Young Children:
        
        Parents are often the pillar of support for young children as they relly on their parents for guidance and as an example on how to deal with the situation
        
        Parents can help by providing comfort, rest, and other opportunities to help the child deal with their emotions, and as method to return to "normalcy"
        
        Helping young children regain their sense of safety and security is one of the primary ways of helping young children
        
        Parents, family, caregivers, and teachers may need to tolerate any developmental or emotion regressions that the child may have due to the trauma that the children may experience for a period of time after the event.
    - - Young Children and Pre-school:
        
        feeling of helplessness
        
        uncertainty about whether there is continued danger
        
        general fear that extends far beyond the tramatic event and into other aspects of their lives
        
        difficulty describing in words what is bothering them or what they are emotionally experiencin
      - School-age Children:
        
        Concerns over personal safely and the safety of others in their school or family
        
        Guilt or shame over what they did during that time or what they did not do. This is especially prevent if they were pre-occupied with other task
        
        Retelling of the event, this can cause exaggerations and anxiety especially if the story gets "bigger"
        
        Overwhelmed by feelings of fear or sadness
      - All age groups and Adults:
        
        For those directly involved in the incident, survivor's guilt is a major factor especially when death is involved.
        
        Time is often needed for anybody directly involved in the incident to sort out their feelings as many times adrenaline is actively pumped into their system during this period often causing blurred memories and a flight or fight reactions
      - Adolescence:
        
        Feel self-conscious about their emotional responses to the event
        
        Feeling of fear, vulnerability, and mortality
        
        Worry about being labeled as "abnormal" if their own personal emotional responses differ from their peers
        
        Can force a radical change in perspective on how they think about the world
        
        Can lead to self-destructive or accident-prone behaviors as a way of dealing with the trauma
- - - - Do research/know the facts
      - Learn about age-appropriate sexual development
      - Encourage emotional regulation
      - Encourage and support school policies
      - Encourage parents to educate their children
      - Trust your intuition and report problems
      - Be a trusted adult
      - Report if you believe the child is being abused
    - - Expectations – Set high expectations
      - Structure – Give accurate information and build trust
      - Identity – Point out strengths and encourage decision-making/problem-solving skills
      - Self-Esteem – Make them feel valued and accepted in their uniqueness
      - Sense of belonging – Intentional inclusion in classroom activities to foster sense of security/safety
      - Social skills – Create an environment where students feel valued and worthy
      - Tolerance of differences – No response to abuse is the same, make sure to identify the specific needs of the student. Consult mental health professionals
      - Consistency – Have a consistent daily schedule, but still encourage risk-taking in ways that will promote success and personal worth
- - - - Williston, S. K. (2017, February 01). Complicated Grief And Separation Anxiety Go Together. Retrieved from https://www.anxiety.org/complicated-grief-and-separation-anxiety
      - Cohen, Judith & Mannarino, Anthony. (2011). Supporting children with Traumatic Grief: What educators need to know. School Psychology International. 32. 117-131. 10.1177/0143034311400827.
      - University, S. (2018, June 27). The psychological impact of early life stress and parental separation. Retrieved from https://news.stanford.edu/2018/06/26/psychological-impact-early-life-stress-parental-separation/
      - Underhill, M. (n.d.). Boarding school syndrome: The symptoms and long-term psychological effects. Retrieved from https://www.ibbclaims.co.uk/site/blog/sexual-and-physical-abuse-claims/child-abuse-at-boarding-schools/boarding-school-syndrome
      - Peterson, S. (2018, May 25). Traumatic Grief. Retrieved from https://www.nctsn.org/what-is-child-trauma/trauma-types/traumatic-grief
      - The Long-Term Impact of Boarding School. (2019, June 25). Retrieved from https://www.brightontherapypartnership.org.uk/impact-of-boarding-school/
      - School Grief Counseling Techniques. (2020, January 03). Retrieved from https://onlinedegrees.bradley.edu/counseling/school-grief-counseling-techniques/
      - Riley, H. (2018, September 07). The Impact of Parent-Child Separation at the Border: The Pursuit: University of Michigan School of Public Health. Retrieved from https://sph.umich.edu/pursuit/2018posts/family-separation-US-border.html
      - Denise-Marie Ordway, J. R. (2018, June 27). Family separation: Research on how it affects children. Retrieved from https://journalistsresource.org/studies/society/public-health/family-separation-child-health-research/
      - Cohen, Judith & Mannarino, Anthony. (2011). Supporting children with Traumatic Grief: What educators need to know. School Psychology International. 32. 117-131. 10.1177/0143034311400827.
      - Authors, A., Xerxa, Y., & Additional informationFundingThe general design of the Generation R Study is supported by the Erasmus Medical Center-Rotterdam. (n.d.). The Complex Role of Parental Separation in the Association between Family Conflict and Child Problem Behavior. Retrieved from https://www.tandfonline.com/doi/full/10.1080/15374416.2018.1520118
  - - - Let them know you’re listening
      - Talk to them about what happened
      - Stick to their normal routine as much as possible
      - Make sure they feel safe
      - reinforce the use of relaxation, affective modulation and cognitive coping skills
      - Affective expression skills
      - be patient
      - develop a plan with the child, parent, and mental health professional, identifying strategies to strengthen the child’s adaptive coping skills
      - develop a plan to remove triggering reminders
      - maintain good communication with parents and other helping professionals
      - refer children for mental health evaluations when appropriate
- - - - The abuser traps the victim in the home.
      - The abuser throws objects.
      - The abuser prevents the taking of prescribed medicine or seeking medical treatment.
      - The abuser drives recklessly or dangerously with the victim in the car. They may even abandon them in an unfamiliar place.
      - The abuser forbids the contacting of emergency services, victim services or seeking medical treatment.
      - The abuser uses or threatens to use a weapon such as a knife or a gun.
      - The abuser inflicts physical harm such as hitting, biting, scratching, pulling hair, choking....
      - The abuser refuses to let the victim sleep or eat.
    - - Spousal Abuse between two biological parents or step-parents.
      - Parental Abuse inflicted by both parents, one parent or step-parent.
      - Abuse of an immediate family member by another immediate family member.
      - Abuse of the student by an immediate family member.
    - - Symptoms/Signs in the physical classroom
        
        Physical bruises in various stages of the healing process.
        
        Unexplained illness/ injury
        
        Child absent from the classroom frequently or is missing their work.
        
        The child's personal hygeniene and surroundings may not be taken care of.
        
        Students comes early and leaves late as if they are afraid.
        
        Self-destructive behavior.
        
        Student is aggressive and withdrawn, they go through behavioral extremes.
        
        Wears an inappropriate amount of clothing to maybe conceal marks on their body.
        
        Uncomfortable with physical contact.
      - Strategies to deal with physical abuse in the physical classroom
        
        Make the classroom a safe space for all students, especially those who suffer from being abused.
        
        Teach the students about physical boundaries and show them how to set these for themselves.
        
        Start a dialogue with the student and let them know that they are safe talking to you. Make sure that all information is handled carefully and respectfully.
        
        Have the students draw representations of their families and home. This can help you start a conversation about the suspected abuse with the child.
        
        Set clear expectations for the students, so they can clearly see what they need to do.
        
        Praising the student on their achievements. Helping the child to see that they are good at some things. Guiding them to complete tasks they might be struggling with, so they don't feel that they are continuing to fail.
    - - Symptoms/ Signs in the online classroom
        
        In the online classroom, there are the same signs as the physical classroom, however there are a few extra signs as well.
        
        Parents using harsh discipline with the child during class time.
        
        Lack of adult supervision.
        
        Showing fear when someone enters the room.
        
        Parent displays little concern for the child.
      - Strategies to deal with physical abuse in the online classroom
        
        The strategies to deal with physical abuse in the virtual classroom are the same as the physical classroom, however there are a few extra.
        
        Observe the environment of the student and listen to the background noise. Document any yelling or episodes of violence that you can hear.
        
        Observe the child and document any physical changes that you can see.
        
        Speak to the children and the caregivers frequently. Ask if they need any support and provide it to them if you are able.
        
        Ask the child who is listening to the call if they seem worried or scared.
  - - - Ascd. (n.d.). Supporting Victims of Child Abuse. Retrieved November 28, 2020, from http://www.ascd.org/publications/educational-leadership/dec92/vol50/num04/Supporting-Victims-of-Child-Abuse.aspx
      - Types of Abuse. (2020, September 28). Retrieved November 28, 2020, from https://www.thehotline.org/resources/types-of-abuse/
      - Morgan, A. (2020, July 28). Aria Morgan. Retrieved November 28, 2020, from https://gahope.org/recognizing-and-preventing-child-abuse-neglect-mental-health-symptoms-in-a-virtual-classroom/
      - Definitions of Child Abuse and Neglect. (2019, March). Retrieved November 28, 2020, from https://www.childwelfare.gov/pubPDFs/define.pdf