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*Different Types of Traumatic Stress Module #4 - Unit #4 - Activity #2,…

- - - - Symptoms
        
        Rapid changes in heightened emotions (e.g., extremely sad to angry)
        
        Difficulties with emotion regulation and impulse control (e.g., angry outbursts, aggression, increased distress)
        
        Difficulties with expressive (e.g., expressing thoughts and feelings) and receptive language (e.g., understanding nonverbal cues)
        
        Absenteeism and changes in academic performance/engagement
        
        Difficulties with authority, redirection, or criticism
        
        Difficulties with nonverbal communication (e.g., eye contact)
        
        Difficulties listening and concentrating during instruction
      - Strategies
        
        Create a welcoming classroom environment
        
        Communicate clear safety procedures
        
        Involve students in developing behavior / safety plans
        
        Talk to students about their hobbies and interests
        
        Incorporate activities that build coping strategies (SEL)
        
        Create calming spaces or break times with constructive activities that are not used as punishment
        
        Teach your students how to name and scale their emotions
- - - - Strategies for Loneliness
        
        Organize a Lunch Club
        
        Arrange Social Opportunities
        
        Coach the Student
        
        Address any Bullying Issues
        
        Investigate the Issue
      - Strategies for Aggressiveness
        
        Teach children how to recognize and manage the feelings and actions that lead to unsafe behavior
        
        Create a plan for how to prevent and handle outbursts for every place the child might be
        
        Identify and reduce causes of stress that trigger outbursts
        
        Understand and stay in charge of your own emotional triggers
        
        Be a powerful, respectful adult leader when taking charge of an out-of-control child
        
        For caregivers and teachers: If you are responsible for other people’s children, make a plan and get permission
        
        Be prepared that children will sometimes have difficulty staying in charge of their behavior
      - Strategies for Demoralization
        
        Give a choice of assignments
        
        Incorporate the student's interests into the lesson
        
        Relate lessons to real life
        
        Break tasks into manageable steps
        
        Expand your teaching style to spark interest
        
        Focus on the student's individual progress rather than on his performance in relation to his peers
        
        Interrupt the cycle of failure
      - Strategies for Neglect
        
        Teach them how to join groups successfully
        
        Send them to a counselor (if available)
        
        Pair them with a kind student
- - - - Symptoms
        
        Difficult to concentrate
        
        Be sensitive and be aggressive
        
        Refuse to connect with other students or teachers
        
        Lose self-confidence
        
        Difficult to control their emotions ,easy to get mad or sad , yell at the other students.
      - strategies
        
        Make a plan to developing behavior
        
        Set up a safe, friendly and positive Environment
        
        Personal conversation in an appropriate manner
        
        Could make a peace corner for students manage their emotions
        
        Build a good relationship with the students by collaborative activities.
- - - - Examples
        
        Earthquakes, tornados, hurricanes, forest fires, tsunamis, floods, volcanic eruptions, etc
      - Symptoms
        
        Beginning shock leads to denial or numbness. Often can lead to PTSD.
        
        Overemotional state including high levels of anxiety, irritability, guilt, or depression.
        
        Flashbacks, eating/sleeping issues, confusion with decision making, fear of even reoccurring.
      - Response Strategies
        
        Getting involved in community work helps so having roles for students in the class to help each other out can provide a sense of helpfulness and reduce the feeling of helplessness.
        
        Try and make peace with what happened through discussing the disaster and allowing students to share their experience if they want to in a safe, non-judmental space.
        
        Provide consistency and structure in the classroom, as those were likely lost during and after the disaster.
        
        Mindfulness, meditation, or breathing exercises in the classroom to help train social-emotional learning.
- - - - chronically absent
      - Disengagement with learning
      - disengagement with peers
      - loss of interest in physical apperance
      - Lack of enthusiasm and loss of interest of enjoyable activities
      - Social withdrawl
      - refusal to participate
      - Extreme moods swings and sleeping
    - - seat the student closer to me
      - More eye contact
      - More connection that is not calling her out
      - gentle reminders that are personal and empethetic
      - Asking what she prefers and having different options and choice
      - Praise any progress
      - Steer individual project to their personal interests
      - Counciling
      - Chunking lessons
- - - - Inappropriate words being used in class
      - Inappropriate actions such as standing or laying on the floor while a lesson is being taught
      - Shutting down communication
      - sleeping or lethargic
      - emotional highs and lows throughout the day
      - attention seeking through actions or somtimes absolute inaction and subversion
      - rough playing with others
      - unable to pick up on non-verbal cues
    - - Involve the student in meaningful class routines
      - Provide consistent support and actions towards the student
      - Give the student a sense of agency and control
      - Work within the rules the student has set up and start slowly expanding on them
      - Create a paece corner before the problem arises. This can be a place set aside for actions that are problematic in the class but acceptable in the corner.
      - Use your verbal and non-verbal cues in tandem to reassure student on actions and words.
- - - - Symptoms
        
        Changes in behavior, i.e. withdrawn
        
        Difficulty focusing, unable to complete tasks
        
        Changes in academic performance
        
        Loss of interest in things that once excited the student
      - Strategies
        
        Build relationships so student has another adult in their life that can support them
        
        Connect student/family to school specialists who can refer to community groups for support
        
        Establish and adhere to routines to give predictability
        
        Engage student in their areas of interest
        
        Explicitly teach how to identify emotions and implement SEL competencies
        
        Create a safe space in the classroom for students to go to