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Traumatic Stress in Students Mod4Unit4Act1, Gives the student some that…

- - - - Sharing lesson agenda with students each class
    - - Offering students choice throughout the day
    - - predictable classroom routine will help students
    - - Develop coping skills in the class
    - - play involving running away from the "bad man"
      - age-inappropriate sexual behaviour
      - Talk about their own body being "dirty" or "hurt"
      - adolescents may start engaging in hig-risk behaviours
    - - Link to RRFT
    - - Link to PSB-CBT-S
    - - Link to TF-CBT
- - - - Mental/emotional symptoms
        
        anxiety
        
        guilt
        
        easily frustrated
        
        longing
        
        Easily annoyed
        
        Depression
        
        shock
        
        lack of emotions
        
        worried
        
        sadness
        
        Excessive anger
        
        trouble concentrating
        
        nightmares
      - Social symptoms
        
        desire to be alone
        
        reduced social interaction and lack of emotions around others
        
        high risk behavior
        
        refusal to interact with others
      - Physical symptoms
        
        Crying/weeping
        
        Body aches
        
        Violent outburst
        
        Fatigue
        
        spacing out
        
        Insomnia
        
        excessive sleeping
        
        panic attacks
        
        Headaches
        
        loss or gain of appetite
        
        General responses
        
        Professional counseling
        
        Non-intrusive counseling that is inviting and warm for the student.
        
        Can be out of school professional for the parent to find or in school counselors.
        
        Importance of treating and addressing
        
        Gives an avenue for psychological needs
        
        Giving a clear path for the student to attempt to take in order to recover
        
        Able to identify and address further possible problems
        
        Avoid permanent mental and physical damage that may be caused.
        
        Prolong any interference in day-to-day life
        
        Methods giving direct attention
        
        Inviting personality
        
        postitive attittude
        
        non-judgemental
        
        Be predictable
        
        Ask them how to help
        
        Classroom management techniques
        
        Not critically judged and graded on certain tasks and events
        
        Giving special prizes at random times
        
        Giving special exceptions on certain assignments and activites
        
        Gentle nudges on completing simple tasks rather than forced
        
        Giving a space to cool down
    - - Identify this to classmates and school members
        
        Teachers
        
        Obtain information from the student's family. Be sure to only discuss the information given among the teachers.
        
        Students
        
        Obtain permission from the family to address the loss of the family member to the class or school.
        
        Only tell details that the parents have given permission for the public to know.
        
        Responsibly and solemnly explain the situation to the class depending on the age of the students.
- - - - Prevention Strategies
        These strategies typically involve liaising with the family to understand what the immediate needs are so they can be filled and additional support provided.
        Prevention Strategies
      - Identification Strategies
        In similar regards to Prevention, intervention focuses on identification of requirements for the student, strong documentation and the establishment of robust procedures and measure to be followed unwaveringly when neglect has been identified.
        Intervention Strategies
- - - - Verbal bullying
        
        Taunting
        
        Threatening to cause harm
        
        Inappropriate sexual comments
        
        Name calling
        
        Teasing
      - Social bullying
        
        Spreading rumors about someone
        
        Telling other children not to be friends with someone
        
        Embarrassing someone in public
      - Physical bullying
        
        Hitting/kicking/pinching
        
        Spitting
        
        Tripping/pushing
        
        Taking or breaking someone’s things
        
        Making mean or rude hand gestures
    - - skipping shcool
      - Depression and anxiety
      - negative physical, social, emotional, academic, and mental health issues
      - Lack of in class participation
      - Decreased academic achievement
      - feelings of sadness and loneliness,
      - avoiding social situations
      - low self-esteem
      - bullying is considered an Adverse Childhood Experience (ACE). ACEs are potentially traumatic events that can have negative, lasting effects on a person's development, the way they interact with others, and how they perform in schoo
    - - Assistant Secretary for Public Affairs (ASPA). (2020, September 15). What Is Bullying. StopBullying.Gov. https://www.stopbullying.gov/bullying/what-is-bullying
      - OBrien, A. (2011, October 5). Bullying Prevention: 5 Tips for Teachers, Principals, and Parents. Edutopia. https://www.edutopia.org/blog/bullying-prevention-tips-teachers-parents-anne-obrien
      - Bullying | Symptoms & Causes | Boston Children’s Hospital. (n.d.). Childrenshospital. Retrieved December 1, 2020, from https://www.childrenshospital.org/conditions-and-treatments/conditions/b/bullying/symptoms-and-causes
    - - identifying as lesbian, gay, bisexual or transgender
      - being seen as annoying
      - having a cognitive disability
      - being seen as weak or defenseless and unlikely to fight back.
      - having physical features that are different from peers e.g. being overweight or underweight, wearing glasses or braces, having a physical disability
      - perceived as socially awkward and having few friends
    - - Assess the Extent of the Problem
        
        Survey the the students to understand how often it happens, to who and where in order to come up with prevention strategies
        
        Develop a code of conduct
        
        Empower bystanders
        
        Empower and train other students on how to intervene
        
        Increase adult vigilance
        
        bullying tends to happen when there are no adults present
        
        have immediate consequences
        
        consequences depend on the severity of the situation it can include: taking away social privileges, no breaks, extra homework, taking part bullying prevention activities, talk to parents etc.
        
        clearly outline expected and unacceptable behavior within the confines of the school and consequences upon breaching that code
- - - - Lasting Effects:
        Even if the body heals, the student may deal with conditions that linger on past the Trauma
        
        PTSD
        
        Long Term disability
        
        Chronic pain
  - - - Expecting Unexpected Responses
      - Employ thoughtful Intereactions
      - Be Specific About Relationship Building
      - Promote Predictability and Consistency
      - Teach Strategies to "Change the Channel"
      - Limit Exclusionary Practices
- - - - Elementary School-Age Children (6–12 years) Elementary and middle school children exposed to violence may show problems at school and at home. They may:
        
        ■ Have difficulty paying attention
        
        ■ Become quiet, upset, and withdrawn
        
        ■ Be tearful and sad and talk about scary feelings and ideas
        
        ■ Fight with peers or adults
        
        ■ Show changes in school performance
        
        ■ Want to be left alone
        
        ■ Eat more or less than usual
        
        ■ Get into trouble at home or school
      - Young Children (5 and younger) Young children’s reactions are strongly influenced by caregivers’ reactions.Children in this age range who are exposed to violence may: :
        
        ■ Be irritable or fussy or have difficulty calming down
        
        ■ Become easily startled
        
        ■ Resort to behaviors common to being younger (for example, thumbsucking, bed wetting, or fear of the dark)
        
        ■ Have frequent tantrums
        
        ■ Cling to caregivers
        
        ■ Experience changes in level of activity
        
        ■ Repeat events over and over in play or conversation
      - Teenagers (13–18 years) Older children may exhibit the most behavioral changes as a result of exposure to violence. Depending on their circumstances, teenagers may:
        
        Talk about the event all the time or deny that it happened
        
        ■ Refuse to follow rules or talk back with greater frequency
        
        ■ Complain of being tired all the time
        
        ■ Engage in risky behaviors
        
        ■ Sleep more or less than usual
        
        ■ Increase aggressive behaviors
        
        ■ Want to be alone, not even wanting to spend time with friends
        
        ■ Experience frequent nightmares
        
        ■ Use drugs or alcohol, run away from home, or get into trouble with the law
- - - - The
        circumstances of the event commonly include abuse of power, betrayal of trust, entrapment,
        helplessness, pain, confusion, and/or loss.
  - - - Natural disasters such as earthquakes, hurricanes, floods, volcanoes, etc.
        
        Technological disasters such as auto and plane crashes, chemical
        spills, nuclear failures, etc. Technological disasters are more socially divisive because
        there is always energy given towards finding fault and blaming.
        
        Criminal violence often involves single blow traumas such as robbery, rape and
        homicide, which not only have a great impact on the victims, but also on witnesses,
        loved ones of victims, etc.
        
        As traumatic as single-blow traumas are, the traumatic experiences that result in the most
        serious mental health problems are prolonged and repeated, sometimes extending over years
        of a person’s life.
  - - - Most people who seek mental health treatment for trauma have been victims
        of violently inflicted wounds dealt by a person.
        
        If this was done deliberately, in the context of
        an ongoing relationship, the problems are increased.
        
        The worst situation is when the injury is
        caused deliberately in a relationship with a person on whom the victim is dependent—most
        specifically a parent-child relationship.
  - - - Human rights abuses – kidnapping, torture, etc.
        
        Criminal violence –
        
        Rape – The largest group of people with posttraumatic stress disorder in many countries.
        
        Domestic Violence – recent studies show that between 21% and 34% of women will be
        assaulted by an intimate male partner.
        
        Child Abuse – the scope of childhood trauma is staggering. Everyday children are
        beaten, burned, slapped, whipped, thrown, shaken, kicked and raped.
        
        Sexual abuse – Sexual abuse doesn’t occur in a
        vacuum: is most often accompanied by other forms of stress and trauma-generally
        within a family.
        
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  - - - Emotional/verbal abuse
        
        Witnessing. Seeing anyone beaten is stressful; the greater your attachment to the
        victim, the greater the stress. Especially painful is watching violence directed towards a
        caregiver, leaving the child to fear losing the primary source of security in the family.
  - - - Their whole experience of identity and of the world is based upon expectations of harm and
        abuse. When betrayal and damage is done by a loved one who says that what he or she is doing
        is good and is for the child’s good, the seeds of lifelong mistrust and fear are planted.
        
        Thus, the
        survivor of repetitive childhood abuse and neglect expects to be harmed in any helping
        relationship and may interact with us as though we have already harmed him or her
  - - - Repeated
        
        Unpredictable
        
        Multifaceted
        
        Sadistic
        
        Undergone in childhood
        
        And perpetrated by a caregiver
        
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  - - - personality disorders (especially borderline personality disorder)
        
        depression
        
        anxiety (including post-traumatic stress disorder)
        
        dissociative disorders
        
        eating disorders
  - - - t. The intrusion of the past into
        the present is one of the main problems confronting the trauma survivor.
        
        Often referred to
        as re-experiencing, this is the key to many of the psychological symptoms and psychiatric
        disorders that result from traumatic experiences.
  - - - Hypervigilance, dissociation, avoidance and numbing are
        examples of coping strategies that may have been effective at some time, but later interfere
        with the person’s ability to live the life s/he wants.
        
        It is useful to think of all trauma “symptoms” as adaptations
  - - - Severe trauma can have a major impact on the course of life.
        
        Childhood trauma can cause the
        disruption of basic developmental tasks.
        
        The developmental tasks being learned at the time the
        trauma happens can help determine what the impact will be.
    - - self-soothing
        
        seeing the world as a safe place
        
        trusting others
        
        organized thinking for decision-making
        
        avoiding exploitation
      - Disruption of these tasks in childhood can result in adaptive behavior, which may be
        interpreted in the mental health system as “symptoms.”
        
        disrupted self-soothing can be labeled as agitation
        
        the disrupted ability to see the world as a safe place looks like paranoia
        
        the disrupted ability to see the world as a safe place looks like paranoia
        
        disruptions in organized thinking for decision-making appears as psychosis
        
        avoiding/preempting exploitation is called self-sabotage
        
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        Physiological changes
        
        The normal physiological responses to extreme stress lead to states of physiologic hyperarousal
        and anxiety.
        
        When our fight-or-flight instincts take over, the wash of cortisol and other
        hormones signal us to watch out!
        
        We humans are incredibly adaptive. When this happens
        repeatedly, our bodies learn to live in a constant state of “readiness for combat,” with all the
        behaviors-scanning, distrust, aggression, sleeplessness, etc. that entails.
        
        Cutting edge neurological research is beginning to show to what extent trauma affects us on a
        biological and hormonal basis as well as psychologically and behaviorally.
        
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        https://www.cascadebh.com/behavioral/trauma/signs-symptoms-effects/
- - - - In the event that a students experiences a flashback or a panic attack due to a flashback, they can be a brown paper bag and guided through a series if breathing exercises until they are able to come down and breath normally.
    - - if a child in the classroom is exhibiting signs of insomnia they can be given an iPod/ipad that the can use to listen to either music of other calming sounds to help them sleep during nap time at school. The teacher can also suggest that the parents continue this practice at home. A child that is sleep deprived will underperform in class and won't be as attentive.
    - - If students show signs of irritability/ angry outburst or seem anxious during class, the teacher or teaching assitant should have a pre established routine on how to get the children to come. some modern classroom are using the holistic approach of creating "zen areas" in their classrooms, where students can collet their thoughts and emotions. The "zen area" is a positive space rather than a negative one such as a tim bout corner. The "zen activity" can be used as a behavioural management tool for the whole class, rathe than just students who show an immediate need for it.
        
        School replaces detention with Meditation https://www.youtube.com/watch?v=ZzjKJK00tT8
- - - - (https://www.apa.org/monitor/2018/09/survivors)
        Three Stages of [Healing]
        
        Acute Phase
        (immediately after the event)
        
        often characterized by denial, shock and disbelief
        
        Response
        
        mental health professionals can best help survivors by providing them with resources and information. Through interventions such as psychological first aid, they can help normalize survivors' immediate feelings of fear, anxiety and helplessness.
        
        Intermediate Phase
        (several days to weeks afterward)
        
        often characterized by fear, anger, anxiety, difficulty paying attention, depression and disturbed sleep, according to the SAMHSA report.
        
        Response
        
        In this phase, psychologists can play a critical role in helping communities get set up to provide more long-term support to survivors
        
        Communities
        
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        Long-term Phase
        (several months after the event)
        
        this can be the time when untreated behavioral health reactions—flashbacks, debilitating anxiety or self-medication—can solidify into mental health or substance use disorders that require more specialized care
        
        Response
        
        Strong social support systems
        
        Family
        
        Work centers
        
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        Church groups
- - - - Body Image
        
        Low Self-Esteem
        
        Body Envy
        
        Obsessive Self
        -Scrutiny
        
        Comparison to Others
        
        Weight loss Obsession
        
        Spending a lot of time in the mirror
        
        Excessive Body Alteration (excessive shaving, waxing, skin damaging (skin whitening), plastic surgery..
        
        Highly damaging Thai Skin Whitening Pills Ad in HCMC, Vietnam
      - Food-Based
        
        Anorexia
        
        Bulimia
        
        Binge eating disorder
        
        Secretive Eating
        
        Diet Changes (crash/fad diets)
        
        Linking food with feelings of guilt, shame, blame.
        
        Diuretics / Laxatives
        
        Skipping Meals
      - Psychological
        
        Depression
        
        Sleep Changes
        
        Anxiety
        
        Stress
        
        Avoiding Social Situations or New Activities
        
        Body Dysmorphic Disorder
    - - Advertisements & Commercials
        
        Judgments from friends & family
        
        Cultural Norms & Expectations
        
        Social Media
        
        Body Editing Apps
        
        Face filters (Instagram)
        
        Being bullied at school
        
        Negative Body Image from adult role models
        
        Underweight, Overweight, or Obesity
        
        Body Mass Index (BMI)
        
        Physical disability
        
        Puberty
        Parent-Adolescent Relationship
        
        Response Strategies
        
        Counseling
        
        Positive Role Models
        
        Positive Body Talk
        
        Exercising for strength & health
        
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        Practicing self-compassion
        
        Social Media Detox
        
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        Leading by example
        
        Avoiding crash or fad diets
        
        Accepting people for who they are
        
        Cognitive behavioral therapy (CBT)
        
        Selective serotonin reuptake inhibitors (SSRIs), are often prescribed for anxiety disorders
        
        Actively listening
        
        Instead of dismissing body image opinions, ask why they feel this way. Listen to the changes they are going through.
        
        Watching media together
        
        Talking about real bodies versus on-screen expectations. Explain how they are digitally altered.
        
        Focusing on the child as a whole person
        
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        Praising abilities rather than appearance
        
        Help them spend time on activities & interests
        
        [Body Editing Apps] Link
        
        Face filters & Photoshop
        
        Social Media & Self-Esteem https://www.youtube.com/watch?v=nxolrIIWEMQ&ab_channel=CelesteCopini
        
        The Confidence Project- How Girls' Self-Esteem Drops When They Turn 13
        https://www.youtube.com/watch?v=S43i0SCYw74&ab_channel=SheKnows
    - - LGBTQ+ populations at a greater risk of developing a negative body image and disordered eating patterns. Link
        
        A 2013 studyTrusted Source, for example, suggests that childhood trauma and sexual abuse are linked to a negative body image later in life.
    - - Body dissatisfaction in children and adolescents of developed countries:
        
        Between 35% and 81% in girls
        
        from 16% to 55% in boys
- - - - Take regular trainings to better recognise emotional abuse
      - Read about child abuse laws in your location and find out everything that need to know to report abuse (i.e., who should report, who to contact, what needs to be reported, and the type of information needed)
      - Ask representatives from child abuse agencies to come speak on what happens when a report is filed and the procedures that follow.
    - - Expectation
        
        it is important to set reasonable goals and to provide the support needed for the child to feel confident in his or her abilities. Classroom can be a place where children rebuild their self-esteem, assert themselves, and see themselves as successful.
      - Structure
        
        Teachers should give accurate information and build trust. Allowing expression of feelings when appropriate through art, music, drama, and/or creative writing will also help the child to feel less controlled by pent-up emotion.
      - Tolerance of difference
        
        Consultate with a school psychologist, social worker, counselor, or nurse may also help teachers understand unexplainable behaviors and emotions of their students.
      - 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 affective areas, and by allowing the child to provide structure in his or her own way.
    - - Responding appropriately to children’s disclosures
      - Keep direct contact with the school counsellor to handle with the issue
      - Knowing and watching for signs of possible
        exposure to violence