Please enable JavaScript.

Coggle requires JavaScript to display documents.

Traumatic Situations That Affect The Classroom, Response Strategies,…

- - - - Emotional
        
        Sudden behavior changes or academic performance
        
        Learning problems or difficulty concentrating on a variety of tasks
        
        Strategies
        
        Having a basic understanding (empathy) of what could be causing this neglect at home. Most parents are not monsters, but rather victims themselves, to varying degrees.
        
        Abusive Parenting Styles are Inherited
        
        Contact appropriate resources to help provide physical things that are lacking (i.e. weekend backpack program, Coats for Kids, etc.)
        
        Set aside time to provide friendship/support
        
        Be flexible on assignment due dates if students is frequently absent.
        
        Provide options (peace corner, safe place, etc.) to manage emotions and emotional outbursts.
        
        Include affirmations in daily schedule for all students. They can't hurt but they absolutely can help. (i.e. I am important. I am loved. etc.)
        
        RESOURCE LINK
        https://youtu.be/Z5EAwzEbTyc
        
        Resource LINK. Ideas for Using Positive Affirmations
        
        Affirmation Mirror
        
        Provide non-social activities for break times.
        
        SEL-Specific Strategies Strategies for SEL
        
        Teaching Self-Awareness
        
        Zones of Regulation
        
        1 more item...
        
        Teaching Self-Management Skills/Coping Skills
        
        Coping Skills Chart
        
        1 more item...
        
        Teaching Social Awareness
        
        Modeling empathy; devoting time to discuss empathy at school; school projects on empathy; school charity events; literature that reflects these values
        
        1 more item...
        
        Building Relationship Skills
        
        Kelso's Choice
        
        1 more item...
        
        Encouraging Responsible Decision Making
        
        As our decisions impact those around us, I find this is easiest to teach as a school wide expectation protocol. We use the SOAR expecations.
        
        1 more item...
        
        Observant of what is happening around them (waiting for something to go wrong)
        
        Repeated school absences
        
        Difficulties with regulating emotions
        
        Feelings of being worthless; unwillingness to attempt new tasks
        
        Difficulties in forming and maintaining friendships (problems trusting people)
      - Physical
        
        Student is absent from school often
        
        Lacks basic medical care (dentist, eye care)
        
        Lacks appropriate clothing (i.e. a coat in the colder months)
        
        Looks and smells like they haven't had a wash or brushed teeth
- - - - Children often reflect their fears in their sleep
    - - Students may become more secluded because they do not want to discuss school or exams
    - - Fear of letting parents down may lead to cheating
    - - Constant fear of failure is tiring and can lead to a lack of interested in previously popular activities
    - - Constant stress may lead to anger which may lead to fighting with others.
    - - Prone to mental health issues
        
        Depression
      - Self Harm
        
        can lead to suicide attempts
      - Low self-esteem
        
        constant criticism can lead to creating a negative self image
      - Defensive attitude
        
        Fear of failure can discourage students from attempting new projects or challenges
      - Strategies to help
        
        Make students are of what stress is, and help them to cope with it.
        
        create an "all for one, one for all attitude" in the classroom. This encourages social connectivity and will benefit everyone
        
        teach students about time management skills
        
        Allow flexible dates when assignments are due in
        
        always use positive re-enforcement. This will help the students to keep trying.
        
        Teaching students about "mindfulness" and dealing with issues in the moment will help them to deal with anxiety
        
        Physical activity should be encouraged as this will help reduce anxiety.
        
        Try to have lots of humour and laughter in the class. This will help reduce stress
        
        Encouraging students to get proper amounts of sleep. Setting aside hours during the day (after lunch) to take a nap.
  - - - This video showcases students trying to get into top Universities in Asia. It covers the topic of suicide.
- - - - Children in disrupted families exhibit more academic, psychological, behavioral, and drug-related problems than children whose families remained intact.
        
        Reactions During Divorce / Separation
        
        Distraction and Lapses in Concentration
        
        Due to false guilt that they were the cause, false impression that perhaps they can “rescue the marriage”
        
        Withdrawal
        
        Due to shame and trying to hide it from their classmates
        
        Stress and Worry
        
        Due to uncertainty about situation after the divorce
        
        Response Strategies
        
        developing an understanding of the type and effect of parents’ stress
        
        having private conversations with children,
        asking if they are OK,
        being a good listener,
        letting children talk,
        and providing reassurance
        
        arranging one-on-one time with a teacher aide to provide emotional support or to help them settle into the day
        
        being available for children and parents to speak to
        
        creating a safe, friendly environment where children feel free to talk
        
        developing friendships with children and families so they can feel safe and secure to talk to them
        
        communicating with parents about how their child is going emotionally, socially and academically at school
        
        referring children to the student welfare coordinator when necessary for additional support
        
        help children put their problems into perspective
        on a scale from zero to ten where zero is no problem and ten is the worst problem ever
        
        being consistent with school routines, rules and expectations
        
        making sure the child is included in supportive friendship groups, both in the classroom and playground
        
        making activities and communication inclusive – for example,
        not always saying “tell mum” but instead saying
        “tell the person who packs your lunch” or “does your homework with you”
        
        having flexible expectations with the child’s school work
        
        arranging tutoring for the child with the teacher, other parents, peers, and teacher aides
        
        getting financial support through the school welfare budget
        or community organisations for resources, food and to help pay for school excursions and camps
        
        providing encouragement for children to make good decisions and to manage their own behaviour.
        
        developing an understanding of children’s reactions to their parents
        divorce by reflecting on their observations and conversations with children
        
        https://youtu.be/QXsQ70Yu-Yk
        
        Financial Situation - Will they have enough?
        
        Housing - Where will they live?
        
        Familial Relations - Will they will be loved?
        
        Time Management Issues / Absences
        
        Due to changes in parental working situations, or changing living arrangements.
        
        Discipline Issues
        
        Due to anger, feeling the need for attention, trying to manipulate authority figures
        
        Often neither parent wants to be “the bad guy” so without clear rules, children can easily manipulate authority figures
        
        When parents are focused on fighting each other, children can feel ignored and act out in school or otherwise in order to receive any acknowledgement from parents
        
        Children can be angry at one parent or the other for feelings of being left behind, unloved, or being told how one parent was "bad". Additionally, children can harbor negative feelings due to high tensions and negative climate in the household.
        
        Effects After Divorce / Separation is Finalized
        
        Generally, within 2 years of parents reaching a new equilibrium, children settle into their new routines/arrangements.
        
        Children may have residual trauma from the divorce especially when reflecting on that time, or discussing family dynamics
        
        Children take their lead from their parents – if the parents are functioning well, the child is more likely to do well
  - - - Strategy: Clear and precise explanation of new situations. (i.e. This video is going to be loud at the beginning. The fire alarm is going to ring in one minute let's get ready now.)
      - Strategy: Ask permission for even small touches or assistance. (i.e. Can I hold your pencil? Can I help you tie your shoe?) Or if physical interaction is necessary, tell them exactly what will happen. (i.e. I need to hold your hand. I'm going to move your chair.)
      - Strategy: Offer various ways to participate without requiring more than the student can give emotionallys/socially.
      - Strategy: Give the student a journal to keep in the classroom, in a locked drawer in your desk, to journal about their feelings. If they want to share, great, if not, that's okay too. They may not have a safe place at home to keep such a journal or express themselves.
      - Strategy: Offer various ways to connect to material, particularly material about familial relationships. living situations, or conflict. (Is the mom in this story nice like your mom? could be triggering. We can't always avoid it, but try to offer various ways to frame it. "Does this mom do nice things for her son? What does she do? Do you do any of these nice things for anyone? etc)
      - Strategy: Peace/Chill Out corner/place for the student to go. PTSD often causes sensory processing difficulties.
      - Strategy: Avoid sudden changes. Be consistent and predicatable.
      - Strategy: General SEL education that ALL emotions (even "bad" ones) are okay and offer ways to cope with those emotions. Specifically provide physical symptoms of emotions, not just the emotion name. Traumatized students (and very young students) may not recognize the emotion by name but by feeling.
      - Provide extra time at school to complete work. They may not have time at home or the space at home to complete it.
      - Strategy: Develop nonverbal ways to communicate overwhelm or when they need a break from the class or a topic. Allow students to step outside or arrange for them to have time away from the classroom if discussing potentially harmful material. (Some required readings have triggering materials. For example: To Kill a Mockingbird mentions child abuse, Lemony Snicket is about orphans whose parents die and their caregiver is neglectful and manipulative)
    - - Resource LINK: https://youtu.be/y2xYJISLk3I
- - - - Home Alone: The Mental Health Impact of COVID-19 Isolation on Infants, Children, and Adolescents (LINK)
        
        Response Strategies
        
        Incorporating interactive online games into your lesson so that students can play with each other
        
        Providing students a sharing time to talk about their feelings and activities they are doing at home.
        
        Providing "office hours" for students that need a safe place to talk through emotions
        
        Teaching students self-awareness and self-regulation. Talk about things they can do at home when they are feeling overwhelmed by their emotions
        
        Talking about COVID, explaining to them how the virus works; dispelling untrue beliefs
  - - - The Coronavirus Seems to Spare Most Kids From Illness, but Its Effect on Their Mental Health Is Deepening
        Early research shows that roughly 22% of children are experiencing symptoms of depression.
  - - - The same Times article found 19% of children are displaying anxiety
        
        https://youtu.be/-ocjJEdJkl8
  - - - Brain Fog in Recovered Patients and Public Servants (LINK)
    - - COVID19 and Survivor's Guilt (LINK)
- - - - Response Strategies
        
        Journaling
        
        Pre-warning if there are to be any fire alarm drills or construction works (things that could involve loud noises)
        
        Be very cautious and sensitive of material shown on TV
        
        Pre-warn if you are to engage in physical contact
        
        Pre-warn of any visitors
        
        Patience
        
        Allocate a buddy to help ease separation issues
        
        Meditation
        
        Provide an associated safe space that the student can call upon if required (e.g. office, space in classroom)
- - - - Statigies
        
        https://www.youtube.com/watch?v=gNCFWtkDS88