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Traumatic Stress By CERT 09/2020 Cohort 10, Cause - Coggle Diagram

- - - - withdrawn, feelings of sadness, loneliness, and isolation, weight loss, self harming.
        
        Academic performance and
        participation may suffer,
        may retaliate with violence
        
        Bullying is
        also a risk factor for youth suicide.
      - Physical health
        affects
        
        sleep disturbance, heart disease, eating disorders, mental health issues
        
        ailments can last into adulthood
        
        Children and youth who bully have a higer risk of violence, vandalism and criminal activity.
        
        Exposure to physical and emotional violence can result in negative mental and physical health problems.
      - Symptoms
    - - Trauma-Sensitive Schools schools understand and are aware of the impact of trauma and its signs. TSC
        
        Responce with compassion and intervention. Avoids certain responses that do more harm than good
        
        Restorative Justice programs
        
        Restorive justive avoids individual punishment and involves community learning.
        Helps to understand from the perspective of the person being bullied, the person bullying, and the witnesses
      - SEL social emotional learning
        
        teaches how to name and recognize feelings builds skills to manage emotions.
        
        Mindfulness
        
        Teaching the skill to become aware of thoughts, emotions,
        and behavior
        
        A useful skill for students who have been bullied in the past as they can identify escalating feelings before acting on them.
        
        Goal oriented and guided by teachers.
        
        students can discuss with a trusted teacher
      - Circle discussions
        
        Group discussion with no pressure to particpate. A focus on supportive, collaborative, and healthy actions.
  - - - Signs & Symptoms
        
        Unexplained injuries, such as bruises, fractures or burns
        
        Unexplained burns, especially to soles, palms, back, or buttocks
        
        Please check this link. Identify child abuse
        
        Burns with a pattern from an electric burner, iron, or cigarette
        
        Rope burns on arms, legs, neck, or torso
        
        Injuries that do not match the given explanation
        
        Showing aggressive and/or intimidated behavior
        
        Response Strategies
        
        Teacher treat all children with kindness, respect, and empathy.
        
        Teacher allow student a space and time to calm down
        
        Teacher allow student to ways to express through drawing, painting, and writing
        
        Teacher not get drawn into a power struggle with the aggressive behaviour
        
        Teach how to express feelings, which enables
        children to separate these feelings from actions.
        
        Fearing parents
        
        Fearing going home
        
        Injuries reflecting shape of article used (hand, belt, buckle, electric cord)
        
        Injuries that regularly appear after absence or vacation
        
        Teacher suspect any abuse signs , follow these steps: Encourage the child to speak, Let the child know it is not their fault, Let them know you are there, Report the abuse (to school counselor), Get medical help
        
        Unexplained laceration, abrasions
        
        Wearing long sleeves to cover up marks even if the weather is warm outside
        
        Medical issues left untreated
        
        Avoiding physical contact
        
        Abusing animals or pets
        
        Withdrawing from friends
        
        Response Strategies
        
        Give student responsibilities and provide praise.
        
        Reinforce social interactions.
        
        Be specific. For example, “Grace, your comment about soccer in class today was a wonderful addition to the class discussion” instead of “Good job”.
        
        Do not pick apart students for being wrong on unclear, but reinforce their good behaviors.
        
        If the child feels anxious around others, have the school psychologist or counselor teach different ways to relax in stressful situations, such as breathing techniques, muscle relaxation, or imagery.
        
        Minimizing stress or embarrassment
        
        Injuries that are healing at different times
        
        Come to school too early
        
        Avoiding adult contact
        
        Abused children may feel powerless to control much in their environment
        
        To help the child feel a sense of control in a positive manner, teachers should give accurate information and build trust
        
        Allowing expression of feelings when appropriate through art, music, drama and/or creative writing will help the child to feel less controlled by pent-up emotion.
        
        Showing little sense of personal identity
        
        Teaches can help by pointing out the child's strengths.
        
        Statements such as "You are a hard worker," 'You are a good friend when you help a classmate with a problem," and "People in this classroom like you because you are fun to be with."
        
        help the child understand how others perceive him or her.
        
        Teachers can also help abused children gain a sense of personal identity by asking questions that help them formulate a position on issues, administering interest inventories, and teaching decision-making and problem-solving skills. These skills will assist in interpersonal relationships as well as in self-understanding.
        
        Showing little self-esteem
        
        Teachers can help them learn that they are valued, accepted, and capable by fostering an environment that honors each child's uniqueness.
        
        Valuing differences will enable children to begin to see themselves as having something to contribute that others appreciate. With each successful completion of a classroom task, the child's sense of competency will be fostered.
      - Prevention
        
        Educate to prevent child abuse
        
        School can help keep children safe by being proactive
        
        Students learn what to watch out for and how to talk to trusted adults about victimization
        
        Teach through age- appropriate education programs
        
        Six strategies to prevent and
        respond to violence against children. UNICEF,
        Please check this link, see page 12 https://www.unicef.org/media/66906/file/Ending-Violence-Against-Children-Six-strategies-For-Action.pdf
        
        Please check this link.
        Child Protection
        
        Please check this link
        To Prevent Child Abuse In Schools
        
        [How teachers can help students navigate trauma | Lisa Godwin: Ted talk] This video is not specifically for physical abuse but talks about how teachers can help students. https://www.youtube.com/watch?v=GX9woZi0HUY
- - - - depression
      - anxiety
      - apathy
      - failure to thrive
      - hyperactivity
      - aggression
      - developmental delays
      - low self-esteem
      - substance misuse
      - withdrawing from friends and activities
      - appearing uncaring or indifferent
      - shunning emotional closeness or intimacy
      - Feeling like there’s something missing, but not being sure what it is
      - Feeling hollow inside
      - Being easily overwhelmed or discouraged
      - Low self-esteem
      - Perfectionism
      - Pronounced sensitivity to rejection
      - Lack of clarity regarding others’ expectations and your own expectations for yourself
    - - Communicate with counselors or social workers
      - Provide structure and consistency
      - Ease transitions
      - Provide choice
      - Develop strengths and interests
      - Sensory activities to regulate her emotions
      - Take care of yourself- Step out for a few minutes if teachers need to. In order to take care of struggling students, you as a teacher should treat yourself well, mentally and physically. Especially when students are in a situation where they need therapy and other specialists, helping them can easily take all the motivation and energy you have. To give more effective support to students, teachers should be mentally and physically ready! This is also a good model to students!
      - Links
        
        https://www.healthline.com/health/mental-health/childhood-emotional-neglect#causes
        
        https://bbcdevwebfiles.blob.core.windows.net/webfiles/Files/emotional_neglect_and_emotional_abuse.pdf
- - - - Distrust of Adults: According to the attachment theory, in the parent child relationship, the parent’s role is to provide protection. When parents are unable to protect
        themselves, this causes distress for the parent-child relationship, and strains the attachment.
        
        Response Strategy
        
        Teacher must try and build trust with the student
        
        The teacher must be consistent with what is said and done. If the teacher consistently follows through on her word, then her word will have value, and the students will trust her.
        
        Develop classroom communities that are built on trust. This means the classroom should be a place where everyone is respected and transparent in their communication.
        
        Advocate for students.
        Show students they are valued by being a voice for them when they need it.
      - Frequent Stomachaches: anxiety is associated with a host of physical symptoms
        
        Response Strategy
        
        Teachers can help students understand in a very child-friendly way that sometimes our body can actually give us clues into what we’re feeling.
        
        Help them connect their stomachache to an emotion and label it
        
        And after some practice kids are able to identify that connection. "Yes, my stomach hurts and, oh yeah, I remember that’s because I’m feeling worried."
        
        Help them ease their stomachache by deep breathing exercises.
        
        Drawing in air by expanding the belly, sometimes called belly breathing, helps kids relax by slowing breathing, and reducing the heart rate, blood pressure and stress hormones. It can also help relax tense stomach muscles.
      - Aggressive: students who witness aggressive behavior may start to mimic that behavior. Kicking, punching, biting, spitting, and throwing nearby objects are all common ways for troubled students to express physical aggression.
        
        Response Strategy
        
        Teachers can help students with strategies to control their aggression.
        
        Move Away Power: Create a "peace corner" in the classroom and allow the student to go there for a "cool-down" period.
        
        Increase the physical activities throughout the day. Incorporating walks or "outside time" can help aggressive students calm down and get rid of extra energy.
        
        Hands Down Power:Teach students how to recognize and voice their feelings. Instead of pushing or hitting a student that is standing too close, the student can say, "I need some more space. Please move away from me."
    - - Impact of Domestic Abuse on Children Click here (https://www.unicef.org/media/files/BehindClosedDoors.pdf)
  - - - Neglect
        
        Withdrawal
        
        Poor or irregular feeding patterns
        
        Lack of personal hygiene
        
        Violence
        
        Signs & Symptoms
        
        Anxiety
        
        Low self-esteem
        
        Lack of control over the environment
        
        Sleepiness and tiredness
        
        Agressive behavior
        
        Mood disorders
        
        Distrust of adutls
        
        Act like a parent
        
        Falling grades
        
        Substance abuse
        
        Self-harm or suicidal thoughts
        
        Difficulty focusing
        
        Impacts of Substance Abuse on Children [(https://pediatrics.aappublications.org/content/138/2/e20161575)
        
        Child trauma toolkit here
        
        Teachers' Response Strategies to Trauma here!
        
        Establish social and emotional safety in your classroom.
        
        Classroom agreements;
        
        Build positive relationships with the students;
        
        Be predictive and reinforce routines;
        
        Explicit anti-bullying ideas;
        
        Teaching and modeling empathy
        
        Thinking corner
        
        Active listening skills
        
        https://www.youtube.com/watch?v=TxL5Jw0TcDY
        
        Trauma informed schools and teachers
        
        provide a safe, and stable environment for children of any trauma. Teachers can have a powerful and protective impact on that student's life
        
        Create a behavior-management plan that focuses on positive
        reinforcement
        
        Zero indifference
        
        Stress management strategies (scents, yoga, breathing exercises);
        
        Mindfulness and calming activities;
        
        Give students the chance to show their strenghts
        
        Build up their confidence
        
        Increase your self-awareness and trauma competency
        
        Share support resources with your PLC
        
        Seek professional and specialized support
        
        Connect with community organizations
  - - - Emotional Numbing or Avoidance
      - Fear of vulnerability or honesty with adults
        
        Distrust of Authority at school and at home
        
        Fear of Judgement from Peers or School Staff
      - Disruption of Identity Information
        
        Complicated Grief as a Result of Change of Residence or School
      - Change in Academic Performance
    - - Do not assume children are being supported by child welfare system as this is often not the case
      - Destigmatize Incarceration through Inclusive Language
      - Educate yourself about gray areas: balance respect for the law with understanding of unfair systemic forces
      - Talk about incarceration with students
      - Connect students with school couselors: always get permission of guardians
      - Self reflective journal prompts that students write on their own
      - Help students write letters to incarcerated family member
      - Feature speakers at school who have experience with carceral system
      - Acknowledge rights of incarcerated parents to receive report cards and other school news
        
        Parent Teacher conferences by phone or video
      - Add books to the school library about the carceral system
      - Share information with the student body about transportation opportunities to nearby jails and prisons
      - Use person first language about families and incarceration
      - Gather community resources for supporting families in the carceral system
        
        Train all school staff members to build competence related to serving families with incarcerated family
        
        Inform all families about training
        
        School can develop an advisory counsel of volunteers with experience
        
        Maintain a support group specific to kids with incarcerated family members
      - Ask students and families what they need instead of assuming what would be helpful
  - - - Signs & Symptoms
        
        Aggression
        
        Anxiety
        
        Lower grades (due to stress / trauma)
        
        Low self-confidence
        
        Single Parenthood
        Childhood Trauma Signs
        
        Acting out (for attention)
        
        Defiance
        
        Quietness / social absence
        
        Frequent conflicts with others
        
        Not sleeping well
        
        Not eating well
        
        Overly sensitive
        
        Difficulty focusing on tasks
        
        Depression
        
        Irritability or anger
      - Response Strategies (for the Classroom)
        
        Actively engage in the student's life - get to know them & interact with them & stay up to date with their lives
        
        Create a safe & loving classroom community - allow the studen to be a part of a community who cares about them!
        
        Consider having the student meet regularly with a school counselor
        
        Regularly teach SEL practices in the classroom
        
        Ultimately, providing a safe, stable, and nurturing environment for any child of any trauma will have a powerful and protective impact on that child's life. This does not come naturally, and it takes intentional effort from the teacher to create this kind of environment for the classroom.
        (The Effects of Childhood Trauma)
        
        Give students an outlet to talk about or express their emotions and opinions. For example, giving students the opportunity to free write about anything that is on their minds - that is guaranteed to be private - can allow them the opportunity to express what they may be thinking or feeling.
        
        Pay attention to students & identify when they are acting differently or more strangely than they normally do. Allow them the space to process their emotions as needed.
        
        Be consistent with classroom routines to provide a stable environment where students can suceed
  - - - symptoms
        
        Children are sometimes afraid of the parent and they often feel worried for the parent.
        
        concerning their parent's security
        
        due to the parent's unpredictable behavior and not knowing when & if the parent would hurt himself/herself.
        
        concerning their own safety
        
        when the parent was verbally or physically abusive
        
        feelings of uncertainty
        
        because the children didn't know what would happen or which mood the parent would be in
        
        feelings of guilt
        
        associated with a loyalty towards the parent
        
        thinking that they had caused or worsened the parent's illness
        
        guilt mixed with feelings of relief
        
        when the children were separated from their parent
        
        when talking to someone outside the family about the illness
      - Response Strategies
- - - - Click here for a video explaining more about TF-CBT with children
    - - personally greet and check in regularly throughout the day
      - predictable, consistent, reliable routines/structure
      - provide safe learning environment, create supportive community and opportunities for peer support
      - collaborate with parents
      - incorporate more physical movement into class
      - Have opportunities for student to take a break, retreat to quiet time whenever needed
      - be aware of individual student's unique triggers/soothers, monitor throughout the day and address as needed
      - use effective yet calm attention signals (don't raise your voice)
      - look out for any signs of suicidality, report per school policy/local laws
      - focus on giving positive attention/reinforcement, gentle reminders to stay on task
      - allow for choices, foster empowerment
      - collaborate with school counselor/social worker
      - explain any changes to routine in advance
      - incorporate relaxation, self-soothing tools, ie meditation/positive imagery/mindfulness/deep breathing techniques
      - talk about social/emotional issues in class, normalize and validate feelings
      - avoid sudden loud noises
      - apply trauma-informed approach to whole class- recognize that trauma is prevalent and that this approach will benefit ALL students
- - - - Traumatic Brain Injury
        https://youtu.be/dVRc0hVcGg0
        
        TBI Infromation https://youtu.be/OiLBPsTRLnQ
      - Become Tetraplegic https://youtu.be/0ahGz2nhOps
  - - - Response
        
        Regularly check-in with student and let them know you care about their wellbeing by initiating conversations with them.
        
        If the teacher does not have a close enough relationship with the student, the teacher should raise the issue with a nominated member of staff who can decide on the next step to take.
        
        Group and collaboration activities could be used in an attempt to make the student feel like they belong.
    - - Response
        
        Introduce the student to new activities geared towards people with disabilities.
        
        Taking part in activities with other people who have similar disabilities may make the student feel less isolated.
        
        The teacher should use compassionate and empathetic language when talking to the student to show they care.
      - The student could be frustrated that they are no longer able to take part in activities they used to love. I.e. A student that now has to use a wheelchair is unable to play soccer.
    - - Response
        
        Take the student aside and speak with them one-on-one.
        
        Give the student a chance to air their feelings if they are willing.
        
        Explain that aggressive behaviour is not tolerated by anyone, but be flexible with the rules to accommodate the student's trauma.
        
        Don't give the student a punishment.
        
        Give student time to cool off before coming back to class
        
        Give student a restorative action.
        
        writing a letter of apology
        
        taking on a responsibility to help the class in some way
        
        Try to heal the hurt that is causing the unwanted behavior.
        
        Give regular opportunities for emotional check-ins and expression, not only in times of conflict or aggression.
        
        Sometimes this can pre-empt a blow-up.
- - - - Experiencing flashbacks or reliving the event as if it were happening again
      - Tapping into unwanted memories of the event
      - Having dreams or nightmares about what happened
      - Psychological distress with cues
      - Physiological distress with cues
    - - Avoiding thoughts, feelings, and memories about the event
      - Staying away from places, people, things or activities that remind you of the event
    - - Getting startled easily or being “jumpy”
      - Sleeping poorly
      - Feeling like you’re always in danger or “on the lookout”
      - Being prone to angry outbursts, and being aggressive or irritable
      - Having reckless or self-destructive behavior
      - Struggling to concentrate
    - - Having an inability to remember parts of the event
      - Carrying negative beliefs about the world and yourself
      - Inappropriately blaming yourself or others for the trauma
      - Struggling with persistent feelings of fear, horror, anger, shame, or guilt
      - Losing interest in the things you once enjoyed
      - Becoming detached from loved ones
      - Being unable to experience positive feelings, like happiness and love
      - Traumatic bereavement or grief
  - - - Genetics
      - Age: 51-55 at highest risk.
      - Sex: Women are more likely.
      - Mental Health History
      - Personality Traits
      - Prior Trauma
    - - Level of Exposure
      - Intensity
      - Perception
    - - Access to Resources
      - Social Support