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Traumatic Stress, Carl Mascaro, Lauren Petersen - Coggle Diagram

- - - - Preoccupation with the deceased
      - Pain in the same area as the deceased
      - Memories are upsetting
      - Avoid reminders of the death
      - Death is unacceptable
      - Feeling life is empty
      - Longing for the person
      - Hear the voice of the person who died
      - Drawn to places and things associated with the deceased
      - See the person who died
      - Anger about the death
      - Feel it is unfair to live when this person died
      - Disbelief about the death
      - Bitter about the death
      - Feeling stunned or dazed
      - Envious of others
      - Difficulty trusting others
      - Lonely most of the time
      - Difficulty caring about others
  - - - Be understanding and tolerant of common grief reactions which include: decreased appetite, difficulty sleeping, a decreased ability to concentrate, increased sadness, and social withdrawal. Students sometimes also feel anger toward the deceased for leaving them.
      - Be simple and straightforward. Discuss death in developmentally appropriate terms for students.
      - Use words such as “death,” “die,” or “dying” in your conversations and avoid euphemisms such as “they went away,” “they are sleeping,” “departed,” and “passed away.” Such euphemisms are abstract and may be confusing, especially for younger children.
      - Let students know that death is not contagious. Although all human beings will die at some point, death is not something that can be “caught” and it is unusual for children to die.
      - Be brief and patient. Remember that you may have to answer the same question multiple times and repeat key information to ensure understanding.
      - Listen, acknowledge feelings, and be nonjudgmental.
      - Express your own feelings in an open, calm, and appropriate way that encourages students to share their feelings and grief.
      - Avoid making assumptions and imposing your own beliefs on students.
      - A variety of feelings are normal. Be sensitive to each student’s experience, as there is no one right way to respond to a loss. Feelings and behaviors will vary across students and will change throughout the bereavement process.
      - Normalize expressed feelings by telling students such are common after a death. However, if their expressions include risk to self (e.g. suicidal thoughts) or others, refer immediately to the appropriate professionals.
      - Be sensitive to cultural differences of students and their families in expressing grief and honoring the dead.
      - Consider a student’s intellectual abilities, behavior, and conceptual understanding of death. For children with developmental disabilities. Their limited communication skills do not mean they are unaffected by the death. Behaviors such as increased frustration and compulsivity, somatic complaints, relationship difficulties, and increased self-stimulatory behaviors may be expressions of grief.
      - Maintain a normal routine in your classroom and engage students in activities they previously enjoyed.
      - Provide the opportunity to talk and ask questions and use these questions to guide further discussion. Encourage students to share feelings, but in ways that are not disruptive to the class or hurtful to other students.
      - Keep in mind that some children may have a difficult time expressing their feelings or may not feel comfortable talking at school. Do not pressure these students to talk. Some may prefer writing, drawing, listening to music, or playing a game instead of talking about their feelings. Provide students with a variety of options for expressing grief.
      - Talk to the bereaved student’s classmates about grief and emphasize the importance of being understanding and sensitive.
      - Help bereaved students find a peer support group. There will likely be other who have also experienced the death of a loved one.
- - - - Physical
        
        Hitting / Kicking / Punching
        
        Spitting
        
        Tripping / Pushing
        
        Taking or Breaking Someone’s Things
      - Verbal
        
        Teasing
        
        Name Calling
        
        Inappropriate Sexual Comments
        
        Taunting
        
        Threatening to Cause Harm
      - Social
        
        Being Purposefully Exclusive
        
        Telling Others Not to be Friends
        
        with Someone
        
        Spreading Rumors
        
        Embarrassing Someone in Public
      - Cyber
        
        Takes Place Using Technology
        
        Includes Cell Phones, Computers,
        
        and Tablets
        
        Using Social Media Sites,
        
        Text Messages, and Websites
    - - Short-term effects
        
        Stress, anxiety, and depression
        
        Anger or frustration
        
        Loneliness and isolation
        
        Feelings of rejection, or poor self-esteem
        
        Changes in sleep and eating patterns
        
        Health complaints
        
        Poor relational skills
      - Long-term effects
        
        School avoidance, including missing or dropping out of school
        
        Poor academic performance
        
        Separation anxiety
        
        Self-injury
        
        Eating disorders
        
        Suicidal or homicidal ideas or actions
      - Bystanders
        
        Youth who witness bullying, known as bystanders, can also be affected. Bystanders may feel guilty about their own inaction, may feel unsafe at school, and can also be at increased risk for depression, anxiety, drug abuse, and absenteeism from school.
    - - Having been traumatized leads to an increased likelihood that a person will engage in bullying behavior.
      - Having been traumatized leads to an increased likelihood that a person will be bullied.
      - Facts
        
        Children who are victims of trauma often have difficulty developing appropriate social skills and are thus more likely to become victims of bullying later in life.
        
        41% of kids who have had at least 3 Adverse Childhood Experiences (ACEs) demonstrate negative behaviors like bullying.
        
        As the number of ACEs increased, the likelihood of adolescent violence related perpetration (including bullying) also increased.
    - - For all bullied students, 27.6% of boys and 40.5% of girls had PTSD scores within the clinical range
        
        Those who both bully and are bullied had even worse symptoms
        
        Because bullying is ongoing and typically goes undetected, many children who are bullied can develop symptoms of PTSD
    - - Griffin, D. (2018, October 31). Bullying and Trauma Facts. Retrieved November 30, 2020, from https://www.nctsn.org/resources/bullying-and-trauma-facts
      - Griffin, D. (2018, October 31). Bullying Facts. Retrieved November 30, 2020, from https://www.nctsn.org/resources/bullying-facts
      - Peterson, S. (2020, July 14). Bullying. Retrieved November 30, 2020, from https://www.nctsn.org/what-is-child-trauma/trauma-types/bullying
      - Peterson, S. (2018, October 10). Effects. Retrieved November 30, 2020, from https://www.nctsn.org/what-is-child-trauma/trauma-types/bullying/effects
      - Assistant Secretary for Public Affairs (ASPA). (2019, December 05). Respond to Bullying. Retrieved November 30, 2020, from https://www.stopbullying.gov/prevention/on-the-spot
    - - Stop Bullying on the Spot
        When adults respond quickly and consistently to bullying behavior they send the message that it is not acceptable. Research shows this can stop bullying behavior over time. There are simple steps adults can take to stop bullying on the spot and keep kids safe.
        
        Intervene immediately. It is ok to get another adult to help.
        
        Separate the kids involved.
        
        Make sure everyone is safe.
        
        Meet any immediate medical or mental health needs.
        
        Stay calm. Reassure the kids involved, including bystanders.
        
        Model respectful behavior when you intervene.
      - Avoid these common mistakes
        
        Don’t ignore it. Don’t think kids can work it out without adult help.
        
        Don’t immediately try to sort out the facts.
        
        Don’t force other kids to say publicly what they saw.
        
        Don’t question the children involved in front of other kids.
        
        Don’t talk to the kids involved together, only separately.
        
        Don’t make the kids involved apologize or patch up relations on the spot.
      - Get police help or medical attention immediately if:
        
        A weapon is involved.
        
        There are threats of serious physical injury.
        
        There are threats of hate-motivated violence, such as racism or homophobia.
        
        There is serious bodily harm.
        
        There is sexual abuse.
        
        Anyone is accused of an illegal act, such as robbery or extortion—using force to get money, property, or services.
      - Strategies for students responding to bullying
        10 Ways to Respond to Bullying
- - - - Response Strategy:
        
        Discuss anxiety-reducing techniques such as deep breathing and progressive muscle relaxation with student and parent.
        
        Meditation and mindfulness
        
        Self- monitoring to increase awareness
        
        Expressive writing: journaling can help trauma victims express their feelings and cope with anxiety.
        
        Communicate with counselors or social workers for resources and information about recognising and understanding the impacts of trauma.
        
        Building resilience: Students can practice resilience skills through role plays that help them to act out skills such as setting boundaries and verbalizing their feelings, all while in the safety of a classroom. Literature, poetry, and song lyrics can help students identify examples of resilient thinking.
        
        Ease transitions
      - Avoiding Triggers:
    - - Response Strategy:
        
        Communicate with counselors or social workers for resources and information about recognising and understanding the impacts of trauma.
        
        Build positive relationships - it is critical that these children feel safe and trusting where possible, so they learn to develop social emotional skills and create bonds with others
        
        Positive physical space - teachers can put up positive visual and quotes to inspire creative thinking and teamwork - relaxing environment
        
        Journalling
        
        Using character strengths: all students, especially trauma-affected students, need opportunities to identify, recognise and use their character strengths
        
        Building resilience: Students can practice resilience skills through role plays that help them to act out skills such as setting boundaries and verbalizing their feelings, all while in the safety of a classroom. Literature, poetry, and song lyrics can help students identify examples of resilient thinking.
    - - Response Strategy:
        
        Communicate with the student and allow them to share their feelings with someone they trust.
        
        Explain to the student that they cannot control everything and what they are feeling is normal.
        
        Behavioural activation "is a way of increasing activity level, as well as how much you engage in positive and rewarding activities. Through behavioural activation, you can reduce symptoms of depression and anxiety".
        
        Communicate with counselors or social workers for resources and information about recognising and understanding the impacts of trauma.
        
        Mindfulness and meditation
        
        Building resilience: Students can practice resilience skills through role plays that help them to act out skills such as setting boundaries and verbalizing their feelings, all while in the safety of a classroom. Literature, poetry, and song lyrics can help students identify examples of resilient thinking.
        
        Provide structire and consistency
      - Coping with Trauma:
- - - - Lack of interest in things they used to enjoy. Students who are going through a divorce at home may become withdrawn and stop participating in activities they used to enjoy fondly.
        
        Allow the student to have some choice in what activities are done in class. If the student doesn't want to participate, and isn't disrupting class by doing so, allow them time to join the class later. Alternatively, provide some extra activities or worksheets the student can work on instead if they prefer.
      - Frequently crying Students undergoing this type of trauma at home may become emotional during class time and may begin to cry often and uncontrollably.
        
        Don't single the student out or draw too much focus to the crying student. If other students begin to tease the student for crying, be sure to meet with them privately and explain that they should be treating their fellow students with respect. Allow the student time to process their feelings.
      - Difficulty concentrating: Students of divorce will often have difficulty concentrating during class. They may be having trouble sleeping at night, or are in their heads trying to process what is happening.
        
        Don't immediately punish the student or draw attention to them if their having trouble following the lesson. Be sure to take note of any decline in performance and be aware that it's not simply due to laziness or lack of interest.
      - Increased separation anxiety: Students may begin to show signs of separation anxiety like being overly clingy, getting frequent stomach or headaches, worrying about hypothetical situations, and fearing that they aren't being loved enough.
        
        Make sure the student doesn't feel alone, and allow the student space and time to process their feelings. Don't smother the student with attention, but also be there for them if they need it. Make sure to create an open communication with the students, as well as the parents.
    - - Pedro-Carroll, J. (2010). information for professionals. Retrieved November 30, 2020, from http://www.pedro-carroll.com/professionals/education/
      - Robinson, L. (2020). Separation Anxiety and Separation Anxiety Disorder. Retrieved November 30, 2020, from https://www.helpguide.org/articles/anxiety/separation-anxiety-and-separation-anxiety-disorder.htm
      - Smith, K. (2017, March 27). The Impact of Divorce on School-Aged Children. Retrieved November 30, 2020, from https://counseling.steinhardt.nyu.edu/blog/impact-of-divorce-on-students/
    - - How NOT to Respond:
      - 1.) Don't single the student out when they're acting out.
      - 2.) Don't punish the student at the first sign of non-compliance
      - 3.) Don't pester the student if they're unresponsive for a bit.
      - 4.) Don't push the student into activities they don't feel comfortable with.
      - 5.) Don't overwork the student (excess homework)
      - 6.) Don't share the student's personal struggles with the class.
    - - 8.) Communicate often with the parents to share their students success in the classroom and to understand what is happening at home.
      - 7.) Develop support systems by creating support groups for children of divorce in the school
      - 6.) Help the student to discover and build their personal strengths.
      - 5.) Provide consistency and stability in the classroom.
      - 4.) Understand and avoid the triggers for the student's anxieties.
      - 3.) Help the student to build relationships in the classroom.
      - 2.) Give the student freedom to make their own choices whenever possible.
      - 1.) Make the student feel as safe as possible through play and talk time.
      - How to Respond:
- - - - How to Support Children after a Disaster
        
        Create and commit to a routine to facilitate a safe environment
        
        Teach children about natural disasters, their causes and ways to prepare for ones that could occur where the child lives
        
        Avoid criticism of changes in behavior. Talk to them about their feelings, emotions, thoughts and actions
        
        Reassure them of their safety
        
        Monitor conversations around them to ensure further anxiety or uncertainty is caused by 'adult' talk.
        
        Allow children to be apart of the 'recovery' or 'cleanup'. They could organize donated items, make cards or letters or help raise funds.
        
        Be positive about the future
        
        Allow them to discuss their experience and listen sensitively
        
        Possible Post Disaster Interventions for Children (SAMHSA, 2018)
        
        Child and Family Traumatic Stress Itervention (CFTSI)
        
        Healing After Trauma Skills (HATS)
        
        Psychological First Aid for Schools (PFA-S)
        
        Support for Students Exposed to Trauma (SSET)
        
        References:
        Halstead, F. (2017, November 30). How to help children recover from the trauma of disaster. https://theconversation.com/how-to-help-children-recover-from-the-trauma-of-disaster-88090
        Jay, E.F. (2020). Savvy tips for helping children prepare for crises and respond to disasters. https://resilienteducator.com/classroom-resources/help-children-prepare-respond-disasters
        Kousky, C. (2016). Impacts of natural disasters on children. The Future of Children, 26(1), 73-92. doi:10.1353/foc.2016.0004/
        SAMHSA (2018, September). Disasters technical assistance center supplemental research bulletin: Behavioral health conditions in children and youth exposed to natural disasters. https://www.samhsa.gov/sites/default/files/srb-childrenyouth-8-22-18.pdf
        The National Child Traumatic Stress Network (n.d.). The impact of natural and technological disasters on children, families, and communities. https://docs.google.com/document/d/1tfnE5WQcIAjw9oPf03VwzM8AsiYyuPHuGBQsBHr5CHg/edit?usp=sharing
      - Preparing Children for Disasters
        
        Having a plan and preparing for disasters before they happen can give children a sense of control (Jay, 2020).
        
        Invite special guest to speak about disaster preparation
        
        Have a disaster supply rely race
        
        Do the Prep Step Dance
        
        Read books related to safety
        
        Host a preparedness event allowing children to share some information they learned to their families
        
        Make a weather forecast video after learning about local weather patterns, terminology and risks
        
        https://www.youtube.com/watch?v=HZ1vHXddG5M&feature=emb_logo
        
        The Prep Step
- - - - 6.Returning to School After Traumatic Brain Injury. (2010). Retrieved December 01, 2020, from https://msktc.org/tbi/factsheets/Returning-To-School-After-Traumatic-Brain-Injury 7 & 8. YouTube videos with citation above the videos.
  - - - LeeMemorialMarketing. (2016, December 17). Treating Traumatic Brain Injuries. Retrieved December 01, 2020, from https://www.youtube.com/watch?v=9yJDHiHwynM
  - - - Delivery head injury
      - Intracranial hemorrhages
      - Cephalic hematoma
      - Subgaleal hematoma
      - Infants
        
        Accidental head injury
        Abusive Head Trauma
      - Toddlers and school going children
        
        Accidental head injury
      - Adolescents
        
        Bicycle and motorcycle-related accidents
        Sports-related head injuries
  - - - Ways teachers can address the challenging behaviour:
        Do not label the student.
        Talk to the student to find out what is contributing to the student's behavior. Determine if it is emotional (e.g., poor self-esteem, depression), physical (e.g., headaches, fatigue), cognitive (e.g., poor memory, inattention) and/or lack of social skills?
        Evaluate the student's environment to figure out what events may trigger behavioural problems.
        Observe how the student interprets these events and through evaluation identify the patterns of the behavioural problem.
        
        BrainLine. (2014, May 01). How Schools Can Help Kids with TBI. Retrieved December 01, 2020, from https://www.youtube.com/watch?v=lLhhmDPFiHk
- - - - A sudden and unexpected or anticipated death of a close significant other.
        If the child's responses are prolonged or severe, then the child might be experiencing from Childhood Traumatic Grief.
        
        Effects/Reactions
        
        In general, reactions differ from person to person based on age, personality, and ability to understand death.
        However, some common reactions are:
        
        :warning:changes in sleeping pattern or appetite
        
        :warning:sad, angry, or anxious feelings
        
        Physical or emotional systems of increased arousal Irritability, anger, trouble sleeping, decreased concentration, drop in grades, stomachaches, headaches, increased vigilance, fears about safety
        
        :warning:social isolation
        
        Avoidance and numbing Withdrawl, acting like nothing is wrong, avoiding reminders of the deceased or the event
        
        :warning:persistent thoughts about the death
        
        Intrusive memories about the death Can take the form of nightmares, guilt, or self-balm about how the person died, or general thoughts about death
        
        :warning:feeling the person's presence nearby
        
        These responses can make it harder for children to:
        
        :!:remember or enjoy positive memories of the deceased person
        
        :!:cope with the many changes that occur as a result of the death
        
        :!:continue with normal development
        
        Three primary reminders that may trigger distress in children experiencing childhood traumatic grief are:
        
        :red_flag:Trauma reminders Places, situations, people, sights, smells or sounds reminiscent of the death
        
        :red_flag:Loss reminders People, places, objects, situations, thoughts, or memories that are reminders of the person who died.
        
        :red_flag:Change reminders Situations, people, places or things reminding the child of changes in his or her life resulting from the death
        
        :star:All of these behaviors may evolve, subside or arise a new as children encounter different situations.
        
        The Multiple Meaning of Loss
        
        Loss and change of self: Individuals are defined in many different ways. One’s identity, self-confidence, sense and understanding of physical health, personality and role in the family can be changed by a death.
        
        Loss and change of security: One’s sense of emotional and physical safety is often shaken. A change in financial security and lifestyle may accompany the loss.
        
        Loss and change of meaning: A restructuring and re-evaluation of goals and dreams are not uncommon. In addition, children and teens may re-examine and question their faith and even the desire to live and to regain a sense of joy.
    - - Some children recover quickly, while others require more time and some may have very specific learning, physical or mental health needs that all need to be addressed and monitored.
        
        For All Proffesionals
        
        Step 1Make sure you are emotionally ready and able to assist the student with managing the trauma.
        
        Step 2 Know your limits, your referrals and assistance available.
        
        Step 3 Provide the child with a safe and comfortable environment to express his or her feelings.
        
        Let the student have control of the situation and allow for them to take breaks or leave as needed.
        
        Step 4 Assess the child's physical status.
        
        1 more item...
        
        Do not force the student or press them for answers.
        
        Play, drawing, or writing can be mediums of communication.
        
        For Teachers
        
        ALL STUDENTS
        
        PRESCHOOLERS AND YOUNG CHILDREN: 3-5YEAR OLDS
        
        EARLY SCHOOL-AGE CHILDREN: 6-9YEAR OLDS
        
        MIDDLE SCHOOL-AGE CHILDREN: 9-12YEAR OLDS
        
        7 more items...
        
        Validate and normalize reactions and difficulties in school, with peers, with family.
        
        Allow for repetitive questions and a search for answers.
        
        Be sensitive to clues of child’s self-blame and correct myths and misunderstandings.
        
        Cooperate with adults in the child’s larger network who will be affected by and can help with changes in the child’s life
        
        Encourage involvement in typical and familiar age appropriate recreational and social activities.
        
        Encourage expression of feelings: verbally, in play or in art, in private, with parents or peers.
        
        Monitor adult conversations around children.
        
        Correct misinformation and fantasies.
        
        Give honest and clear answers; use simple explanations about causes of the event or death.
        
        Relate similar experiences
        
        Make clear distinctions between a child’s experience and that of a parent
        
        Use real vocabulary for the trauma or death, avoid euphemisms.
        
        Use concrete terms to describe places and situations
        
        Help label emotional reactions and feelings.
        
        Reinforce the fact that the child is not at fault
        
        Reinforce the fact that death is not a form of punishment.
        
        Accept fluctuations in mood.
        
        Accept regressed behavior, but help the child regain control.
        
        Provide limits for inappropriate behavior
        
        Establish consistent, secure, stable care-taking
        
        Expect repetition of questions.
        
        Expect that they may think someone who has died will come back.
        
        Allow for fun and release activities.
        
        Look for and encourage expression of feelings in play, art.
        
        Allow Children to Express Themselves
        
        Reach Out to Parents or Caregivers and Offer Assistance
        
        Provide Learning Supports
        
        2 more items...
        
        Tips for Teachers: Helping a Grieving Student at School
        Children and Grief
- - - - What is autism?
        https://www.youtube.com/watch?v=JPO-uOPK5RI
      - DEFINITION:
        Autism spectrum disorder (ASD) is a complex developmental condition that involves persistent challenges in social interaction, speech and nonverbal communication, and restricted/repetitive behaviors. The effects of ASD and the severity of symptoms are different in each person.
        
        ASD impacts a child’s development in two core areas: the first is social communication and social interaction, and the second is restricted, repetitive patterns of behavior and interests. Although a child has ASD from birth, it may not come to attention until social demands exceed a child’s limitations.
      - SYMPTOMS
        Each child with autism spectrum disorder is likely to have a unique pattern of behavior and level of severity — from low functioning to high functioning.
        Some children with autism spectrum disorder have difficulty learning, and some have signs of lower than normal intelligence. Other children with the disorder have normal to high intelligence — they learn quickly, yet have trouble communicating and applying what they know in everyday life and adjusting to social situations.
        
        Social Communication and Interaction
        
        Characteristics
        
        :red_flag: Fails to respond to his or her name or appears not to hear you at times
        
        :red_flag:Resists cuddling and holding, and seems to prefer playing alone, retreating into his or her own world
        
        :red_flag: Has poor eye contact and lacks facial expression
        
        :red_flag: Doesn't speak or has delayed speech, or loses previous ability to say words or sentences
        
        :red_flag: Can't start a conversation or keep one going, or only starts one to make requests or label items
        
        :red_flag: Speaks with an abnormal tone or rhythm and may use a singsong voice or robot-like speech
        
        :red_flag:
        Repeats words or phrases verbatim, but doesn't understand how to use them
        
        :red_flag:
        Doesn't appear to understand simple questions or directions
        
        :red_flag: Doesn't express emotions or feelings and appears unaware of others' feelings
        
        :red_flag: Doesn't point at or bring objects to share interest
        
        :red_flag: Inappropriately approaches a social interaction by being passive, aggressive or disruptive
        
        :red_flag:
        Has difficulty recognizing nonverbal cues, such as interpreting other people's facial expressions, body postures or tone of voice
        
        Teacher Response Strategies https://www.youtube.com/watch?v=cnWQWa7U29s
        
        :check: Reinforce what the student does well socially
        
        :check: Model social interaction, turn taking and reciprocity.
        
        :check: Teach imitation, motor as well as verbal.
        
        :check: Teach context clues and referencing those around you
        
        :check: Break social skills into small component parts
        
        :check: Celebrate strengths and use these to your advantage
        
        :check: Identify peers who model strong social skills and pair the student with them.
        
        :check: Focus on social learning during activities that are not otherwise challenging for the child https://www.youtube.com/watch?v=nAyAEoKeWZE
        
        :check: Support peers and student with structured social situations.
        
        :check: Teach empathy and reciprocity. https://www.youtube.com/watch?v=Jm6N0DijL-0
        
        :check: Use social narratives and social cartooning as tools in describing and defining social rules and expectations.
        
        Social Stories - developed by Carol Gray https://www.youtube.com/watch?v=vjlIYYbVIrI
        
        Stories to be used for:
        
        :star: facilitating the inclusion of students in regular education classes
        
        :star: introducing changes and new routines
        
        :star: teaching situation-specific social skills
        
        :star: assisting in teaching new academic skills
        
        :star: explaining reasons for the behaviour of others
        
        Unusual Interests and Behaviours
        
        Characteristics https://www.youtube.com/watch?v=cn_LtI9uFkM
        
        :warning: Lines up toys or other objects
        
        :warning: Plays with toys the same way every time
        
        :warning: Likes parts of objects (e.g., wheels)
        
        :warning: Is very organised
        
        :warning: Gets upset by minor changes
        
        :warning: Has obsessive interests
        
        :warning: Has to follow certain routines
        
        :warning: Flaps hands, rocks body, or spins self in circles
        
        :warning: Can be aggressive
        
        Teacher Response Strategies https://www.youtube.com/watch?v=13DiS7cPgX0
        
        :pencil2: Recognise behaviour as communication.
        
        :pencil2: Establish a classroom behavior plan for all students to promote expected behaviours.
        
        :pencil2: Develop an individualised Positive Behaviour Support Plan for each student with autism.
        
        :pencil2: Provide behavior specific feedback and ample praise and reinforcement.
        
        :pencil2: Provide organisation and support transitions.
        
        :pencil2: Communicate expectations, use daily and short term schedules
        
        :pencil2: Offer choices and provide the student some control
        
        :pencil2: Consider sensory needs and interventions.https://www.youtube.com/watch?v=T9j6rQ4rtQY
        
        :pencil2: Respect the student’s personal space
        
        :pencil2: Provide a home base or safe place
        
        :pencil2: Practice flexibility and self-monitoring
        
        :pencil2: Utilise breaks as a way to return to calm
        
        :pencil2: Provide communication options
        
        :pencil2: Teach contingencies and waiting strategies
        
        REFERENCES - LINK
- - - - Depression
      - Anxiety
      - Irritability
      - Low self-esteem
      - Low or Decreasing
        academic performance
      - Lacking social skills
      - Poor attendance
      - Noticeable/ physical
        signs of unhappiness,
        such as:
        crying
        mood swings
        temper-tantrums
    - - Build a positive relationship:
        Open a direct line of communication. Create an environment where the student feels safe and trusting. Give the student an opportunity to talk about any emotions or stress they have experienced since the move.
        Be consistent and supportive.
      - Be patient & flexible: Understand that the adjustment period varies and it may take some time for the student to feel totally comfortable. Re-think or reimagine disciplinary strategies, for this particular student, when enforcing rules.
      - Encourage inclusivity: Model acceptance, kindness, and respect in teaching, so that the class will respond positively to a new student coming in. Suggest possible friend(s) with similar interests, backgrounds, etc.
      - Show support: Provide visuals and/or suggest material (books, videos, other resources) that promote change and the positive aspects of it.
      - Communicate with parents: Keep the parents fully informed of the student's transition and any necessary details regarding academic performance, behavior, social & emotional development, etc.
      - Arrange a visit with the school counselor: (if applicable) Familyeducation.com says that: "The school counselor may offer a small group for new kids in the school to help them get to know each other. The counselor may also be able to give <the student> some support at school during the day and help him connect with other kids with similar interests." (Potts).
      - Create a welcoming physical classroom: Consider if the class set-up is suitable for a student who has just experienced a trauma (in this case, moving homes or schools) Put up positive/inspiring quotes, create a "mindfulness" corner.
      - Introduce positive psychology: Build character strengths through class norms, teach resilience, encourage a "growth mindset", offer high-fives and verbal praise, incorporate more positive feedback
    - - An article in EdWeek.com states that: “student mobility,” also called 'churn' or 'transience,' can include any time a student changes schools for reasons other than grade promotion, but in general it refers to students changing schools during a school year. It may be voluntary—such as a student changing schools to participate in a new program—or involuntary, such as being expelled or escaping from bullying. Student mobility is often related to residential mobility, such as when a family becomes homeless or moves due to changes in a parent’s job.
        (Sparks, 2016.)
    - - https://www.youtube.com/watch?v=8XInTTCydDQ&ab_channel=PBSKIDS
- - - - Anxiety
  - - - Creating and going over safety plan