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Module 4 Unit 4 Activity 2: Responding to Traumatic Stress, I go now. Good…

- - - - Model a healthy relationship with food and exercise.
      - Be knowledgable about school's procedures, resources, and regulations
      - Make early contact with the school's nurse and psychologist
      - Create a classroom culture that is healthy and has a zero-tolerance policy when it comes to bullying, weight shaming, etc
      - If the student is in recovery, there will be several things that a teacher needs to do to ensure they continue to get better. The student should have a recovery plan much like a IEP, which includes any special accommodations. Make sure to follow that.
- - - - Weakness in extremities or, sometimes, full body
      - Change in vision or hearing
      - Dizziness
      - Headaches
      - Balance issues
      - Tiredness or fatigue
    - - Irritable and quick to anger or violence
      - Low motivation
      - Feeling disconnected and/or depressed
      - Withdrawing from social groups
      - Fails to understand social interactions, doesn't "get" them
      - Others would call their behavior or conversation "random" and just not normal
      - Decreased motivation
      - Anxiety where there was none before
    - - Consistently feeling like they are in a fog
      - Disoriented and/or confused
      - Feeling like they are stuck in slow motion, especially when processing information
      - Difficulty concentrating
      - Difficulty learning and retaining new information
      - Lapses in memory
      - Communicating in socially inappropriate ways
  - - - Help the student identify their individual stress triggers and brainstorm possible methods for addressing them.
      - Ensure that the student is in some sort of counseling
      - Frequent verbal positive feedback—it is easy to get frustrated when doing something that used to come easy.
      - Empower student to know their limits and provide space/time for rest and allow/encourage them to take frequent breaks. It would be nice to even make sure there is an area of your classroom with minimal distractions that the student could go to when necessary.
      - Do your best to maximize the student's involvement in the course, check in with them frequently for their thoughts and feedback. This could be as easy as changing the order of a lesson plan or the timing of a task's completion
      - Know their social/peer group and make sure that they keep in contact via group assignments or seating arrangements. Breaking from old friends and social isolation are common side effects of TBI, so keeping them close to those they know would relieve some stress
      - Break down big tasks into smaller units: This is a key skill for academic performance in students with TBI, but it is also a good tool for stress reduction. This can be applied to in class work, but also to other aspects of their life—a truly transferable skill.
- - - - Trouble paying attention during class
      - Not conforming to teacher instructions, talking back
      - Unwillingness to complete school work
    - - Trouble talking to other classmates
      - Lack of friends or social network
      - Sitting by themselves at lunch/recess, head down during break time
  - - - Grouping: Place new students with students who will support and guide them
      - Routines: Check your routines and procedures to make sure they are understandable and help guide new students
      - Don't Wait: If new students need other resources (therapists, social workers, ESL support), help them find those resources as soon as possible
      - Celebrate students unique and new insights, show them that their background is valuable
      - Patience: Students may have linguistic issues and need extra support with language. Take your time, use ELL instruction support techniques, and write down longer, more difficult instructions for student review
      - Sharing: Have other students who are immigrants or have moved to the school share their experiences with the new student and give them the opportunity to share their own experiences
    - - Obvious: Keep a schedule visible for students to see at all time and follow it
      - Introduce: Have other students model and introduce procedures to new students
    - - Language: How does their native language compare to English? Are there cognates? What sounds are different? What problems should you anticipate?
      - Cultural: What is your immigrant students home culture like? What differences are there with your classroom culture? What do they celebrate? What are some taboos?
- - - - Listen and comfort.
      - Encourage kids to say what they're thinking and feeling in the days, weeks, and months following the loss.
      - Help your student adjust to new expectations on how their lives have changed to due a loss of a loved one. If that means a student will be picked up from school by someone else, help prep them for that reality throughout the day.
      - Give your student responsibilities. Students that deal with death early on are forced to mature. Channel that into something productive.
      - Encourage the student to take free time to create memorabilia of their loved one (drawings, collages of pictures, show and tell with the class).
      - Continue having conversations for the next several months, even if the side effects of experiencing death dissipate.
      - Respectfully, ask the parents which days might be especially hard for the student at school (memorial, funeral, birthday of the loved one, etc.) so you can be attentive of any additional support the student will need
      - When talking about death, use simple, clear words.
      - Children are concrete in their thinking, therefore, describe death concretely, avoid adding a large number of details, answer their questions simply and honestly and try to avoid euphemisms.
    - - Be aware of your discipline. During a time of grief for a student, the manner in which discipline is given should be done privately and with compassion. First, come from a place of understanding and listen to the student about why they feel the need to act out. Punishment or corrective discipline may be unproductive or dangerous to a grieving child. Instead, think of giving responsibilities or something more purposeful.
      - Think about classroom activities that may trigger grief. If a parent was lost, giving a parent letter, permission form to be signed by a parent, or asking students to use their parents as references on class projects may spark the feelings of loss again. Have an appropriate assignment as a substitute for the student if needed.
- - - - Depression
      - Anxiety
      - PTSD
      - Fear
      - Guilt
      - Isolation
      - Shame
      - Low self-esteem
      - Over-compensation/bravado
      - Difficulty managing emotions
    - - Bullying
      - Agression/violence
      - Clingy
      - Truancy
      - Rebellious
      - Lethargy
      - Increased risk taking
      - Isolation/depression
      - Distracted
      - Neglecting personal health
      - Development of Eating disorder/Self-harm
      - Poor relationship management/Breakdown of relationships
  - - - Take care of ourselves
      - Create group sessions for talking/communicating
      - Share student well-being information with faculty members/guidance officer or other support services
      - Provide consistent structure to the schools day
      - Communicate with students (allow them to express feelings/concerns, correct any inaccurate information)
      - Consistently remind students of the safety procedures
    - - Modify Lessons (Content consideration, more enjoyable activities, slower pace)
      - Assist in emotional management (SEL techniques to prevent outbursts)
      - Minimise reminders of the offending incident(s)
      - Identify sleep problems and communicate with parents/key workers to assist
      - Promote community building (team activities/involvement in events etc)
- - - - Talk to students about what cyberbullying is. Reassure students that if they are the victim of cyber bullying they should tell someone
      - Recognise that students who have experienced cyber bullying must not have had a bad experience
      - Reiterating that no person has the right to do it to them
- - - - Prevention – Stopping people from becoming homeless in the first place.
      - Emergency Response – Providing emergency supports like shelter, food and day programs, while someone is homeless.
      - Housing, Accommodation, and Supports – The provision of housing and ongoing supports as a means of moving people out of homelessness.
    - - 2)Provide structure and consistency. Write the agenda on the board. Use entry and exit routines. When a student knows what to expect, it can help her to feel safe.
      - 3) Ease transitions. Give time warnings ahead of activity transitions (“3 minutes until we switch groups...”). Warn ahead of doing something unexpected, such as turning off the lights or making a loud sound. If possible, prepare students for fire drills.
      - 1) Provide choice. People with trauma history experience a lack of control. Provide safe ways for students to exercise choice and control within an activity and within the environment (choice of seats, choice of book, etc).
      - 4) Make an “out” plan. Create a way for a student to take space if she feels triggered or overwhelmed during class. Designate a space in the school building or outside where you will know where to find her if she needs to take time for a sensory break or to regulate her emotions. You can also provide a box or kit of sensory calming tools a student can use (Silly Putty, coloring, puzzles).
  - - - High attendance in and satisfaction with sessions, above typical rates for prevention programs
      - ● Improvements in parenting self-efficacy (confidence in parenting), 2 yrs. after program enrollment
      - ● Reductions in parents’ report of children’s depression, 2 yrs. after program enrollment
      - ● Reductions in growth of child conduct problems, 3 yrs. after program enrollment
      - ● Increased program effect for families with higher levels of baseline parental depression and higher levels
      - child behavior problems