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Types of Traumatic Stress, Physical abuse is one of the most common forms…

- - - - Comparing themselves to others
      - Intense focus on appearance and image
      - Sudden interest in events and happenings that weren't of interest before
      - Grades typically drop due to heavy focus on other things
      - Teacher Responses
        
        Teach time management, balance, and independence
        
        Help students find the beauty in each other and other things outside of appearance
        
        Make time and space for students to connect socially within the classroom and build relationships
        
        Give Ss and activity that discreetly evaluates how they see themselves so you can monitor and intervene (or a specialist can intervene) if necessary
  - - - Encourage and develop positive relationships / Be a reliable adult for the student
      - Allow individual needs to be met / emphasize focus on "now" instead of "later" or "after school"
      - The school could set up a snack/lunch pantry and an area for clothing donations that is discrete and doesn't publicly single-out Ss or their families in front of others
      - Teach mindfulness -- make sure students are aware of how we should treat others and that bullying isn't appropriate
      - Modify or suggest alternatives to more involved projects for Ss who don't have the at-home help or material access that others may have
      - Where possible, provide or offer a solution for after-school help & try to give students extra time to submit under certain situations
  - - - Acknowledge effort and not just outcomes and grades
      - Go over coping mechanisms with students
      - Make physical activity and movement a part of the day
      - Make activities accessible to as many learner types as possible
- - - - 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, injuries
      - Poor relational skills
    - - School avoidance, including missing or dropping out of school
      - Poor academic performance
      - Separation anxiety
      - Self-injury
      - Eating disorders
      - Suicidal or homicidal ideas or actions
  - - - Explain how will we deal with it
      - Check with the pupils are happy with the approach
      - Keep an eye on them and watch out for any negative behavior
      - Emotional support
      - Be their friend
      - Cooperate with parents
    - - Ask the whole class to come up with the group rules, including how should they behave to each other
      - Let them choose who could they go to for telling the bullying
      - Using variety strategies to make everyone aware of how could they deal with bullying https://www.youtube.com/watch?v=vGV5jzPYvm0
      - Don't be the audience for any bullying
    - - Keep an eye on them and watch out for any negative behavior
      - Support for changing their behavior
      - Work with parents together to set a emotioanl and behavior rules
- - - - "91% of child sexual abuse is perpetrated by someone the child or child’s family knows" (CDC)
      - "The total lifetime economic burden of child sexual abuse in the United States in 2015 was estimated to be at least $9.3 billion. Although this is likely an underestimate of the true impact of the problem since child sexual abuse is underreported." (CDC)
      - "About 1 in 4 girls and 1 in 13 boys experience child sexual abuse at some point in childhood" (CDC)
  - - - PTSD
      - Body Dysmorphia
      - Depression
    - - Risky Sexual Behavior such as unprotected sex and sex with many partners
      - Increased risk of suicide
      - Substance Abuse
    - - Unwanted/Unplanned Pregnancy
      - Physical Injury
      - Increase chance of heart disease, obesity, and cancer
    - - "Individuals who experienced child sexual abuse are at twice the risk for non-sexual intimate partner violence" (CDC)
      - "The odds of attempting suicide are six times higher for men and nine times higher for women with a history of child sexual abuse than those without a history of child sexual abuse" (CDC)
      - "Females exposed to child sexual abuse are at a 2-13 times increased risk of sexual victimization in adulthood" (CDC)
- - - - Children who experienced their parents’ divorce or separation are less likely to complete high school. An Australian study found that children of divorced families are 26 percent more likely to drop out of secondary school than children raised in intact families and found that remarriage did not alleviate the effects of divorce on children’s educational attainment. Eighty-five percent of adolescents in intact biological families graduate from high school, compared to 67.2 percent in single-parent families, 65.4 percent in stepfamilies, and 51.9 percent live with no parents.
      - Working with Younger Students (Ages 5-8)
        Children at this developmental stage need to feel secure in their families. When they experience this safety and reassurance, they feel encouraged to explore the world around them and make new friends. But when this security is threatened by divorce, children may feel angry or sad. They might feel guilty and blame themselves External link for what happened, secretly thinking that their bad behavior caused the divorce. Children in early elementary school may feel worried that their parents will stop loving them, so they may misbehave to test whether this is a justified fear.
        Signs of Struggle with Divorce
        Difficulty concentrating on schoolwork
        Frequent crying or emotional distress
        Lack of interest in fun activities
        Headaches or stomach problems
        Increased separation anxiety
      - Working with Older Students (Ages 9-12)
        Children in late elementary school to early middle school are testing out new levels of independence. During a divorce, they may feel stuck in the middle of fighting or embarrassed when parents have public conflict. Children in this age group commonly express anger External link about the changes in their routine or living situation. And if they see one parent in particular who is struggling with the change, they might take on increased responsibility for the emotional health of the parent.
        Signs of Struggle with Divorce
        Feigned antipathy for activities once enjoyed
        Premature interest in sex
        Headaches or stomach problems
        Increased conflict with peers
        Overfunctioning in responsibilities
      - Working with Teenagers (Ages 13-18)
        Teenagers are tasked with the preparation to leave home someday and live independently. During a divorce, they might take on additional adult responsibilities, and it can be easy to forget that they are still developing emotionally and ethically. Teens might struggle to see far into the future and imagine successful adulthood, or they may consider themselves to be invincible as they experiment with new and risky behaviors.
        Signs of Struggle with Divorce
        Extreme negativity or criticism
        Risky sexual behaviors
        Increased aggression
        Poor academic performance
        Substance use
      - Effective ways teachers can help their students
        
        Developing an understanding of children’s reactions to their parents and divorce by reflecting on their observations and conversations with children.
        2.Arranging one-on-one time with a teacher aide to provide emotional support or to help them settle into the day.
        3.Being consistent with school routines, rules and expectations
      - References
        The impact of divorce on school-aged children. (2017, March 27). Retrieved from https://counseling.steinhardt.nyu.edu/blog/impact-of-divorce-on-students/
- - - - Pre-school: - bedwetting, difficulty sleeping, stuttering, separation anxiety [2]
        
        Elementary - preteen: low self-esteem, increased headaches and stomachaches [2]
        
        Teens: fighting, substance abuse, unsafe sex, trouble making friends [2]
    - - Teacher strategies
        
        Be a good listener can help the student become more resilient [3]
        
        Talk to the parents about student needs
        
        Help the students learn to interact with classmates in a healthy way
        
        Teach and facilitate mindfulness exercises to reduce anxiety
        
        Classroom Environment
        
        Use colors and smells in class to put students at ease [4]
        
        Create a predictable class environment as these students may not react well to sudden changes [3]
        
        Create a "Peace Corner" where students can manage their emotions independently [4]
    - - United Nations. (n.d.). What is domestic abuse? https://www.un.org/en/coronavirus/what-is-domestic-abuse
        2. Domestic violence and children. (2019, April 2). womenshealth.gov. https://www.womenshealth.gov/relationships-and-safety/domestic-violence/effects-domestic-violence-children
        
        https://www.justice.gov/sites/default/files/defendingchildhood/legacy/2011/09/19/tips-teachers.pdf
        
        Making students feel safe. (2018, February 5). Edutopia. https://www.edutopia.org/video/making-students-feel-safe
- - - - Loneliness
        
        Stigma
        
        Traumatic Separation
        
        Unstable childcare arrangements
        
        Reduced Income
        
        Antisocial Behavior
        
        Depression
        
        Academic/Behavioral Symptoms
        
        Problems associated with impulse control
        
        Antisocial/Difficulty trusting others
        
        Regression in learning
        
        Sudden significant decline in student performance
        
        Difficulty focusing and concentrating on assignment
        
        Teacher Responses/Strategies
        
        Utilizing school resources such as a guidance counselor, therapy, academic resources
        
        Being careful about topics discussed in the classroom associated with crime/criminal activity
        
        Being cognizant and aware not to stigmatize the child
        
        Talking with the other parent/primary caregiver
        
        Implementing behavioral and academic support that enhances the learning process
        
        Becoming aware of community resources in the student's community that offer services for children of incarcerated parents with a particular focus on mental health
        
        https://youtu.be/o1ITejZrw6Y
        
        Withdrawn
        
        Sudden Emotional Outburst
- - - - tornado
      - excessive heat
      - flood
      - tsunami
      - hurricane
      - wildfires
      - droughts
      - pandemics
        
        COVID-19
        
        https://www.youtube.com/watch?v=-ocjJEdJkl8
        
        Symptoms of anxiety related to coronavirus:
        
        Reassurance-seeking
        
        Separation anxiety
        
        Physical symptoms like headaches or stomach aches
        
        Moodiness and irritability
        
        Tantrums or meltdowns
        
        Trouble sleeping
        
        After school re-opening: isolation, withdrawal
        
        Responding to stress caused by coronavirus
        
        Talking about feelings, using feelings chart
        
        Helping with structuring children’s routine (online teaching according to the schedule)
        
        Providing opportunities for exercises and socialisation (free chat during Zoom lesson, group yoga, stretching, fun activities, team-building activities)
        
        Avoiding giving too much reassurance. Teaching kids to tolerate uncertainty
        
        Reminding kids of the things they are doing to take care of themselves (like washing their hands and staying indoors)
        
        Practicing mindfulness activities
        
        Teacher should avoid sharing worrying feelings with kids; teacher should model calmness
      - oil-spills
    - - Personal experience with the disaster
      - Direct exposure to the negative effects of the disaster (death of a family member, injuries, losing home, etc.)
      - Lack of or insufficient supervision
      - Living in a life and health threatening conditions (lack of water, no access to food or medication)
    - - PHYSICAL EFFECTS - increased heart rate, headaches, gastrointestinal problems, nausea, inability to relax, trouble falling asleep, nightmares or flashbacks
        
        NEGATIVE FEELINGS - fear, anxiety anger, frustration, irritability, deep sadness, emotional imbalance
        
        DIFFICULTY THINKING CLEARLY - confusion, problems with making decisions, difficulty remembering instructions, misinterpretation of comments and events
        
        PROBLEMATIC BEHAVIORS - unnecessary risk-taking, excessive use of psychoactive substances like alcohol or drugs
        
        SOCIAL CONFLICTS - irritability, anger, blaming, conflicts with peers, withdrawal, isolation
        
        Some disaster-specific warning signs include high adrenaline, physical euphoria, numbness—the endorphin effect disguises distress.
    - - Consult your school counselor
        
        Assure your students that you are prepared to keep them safe
        
        Stay calm and reassure your students.
        
        Give your children opportunities to talk about what they went through when they are ready.
        
        Answer students’ questions in an age-appropriate manner.
        
        Encourage your students to take action directly related to the disaster so they feel a sense of control. For example, children can help others after a disaster, such as volunteering to help community or family members in a safe environment.
        
        Stay in touch with the family
        
        Help your student to have a sense of structure, cultivate class routines.
    - - Disaster responder stress management. (2020, April 17). SAMHSA - Substance Abuse and Mental Health Services Administration. https://www.samhsa.gov/dtac/dbhis-collections/disaster-response-template-toolkit/disaster-responder-stress-management
      - Ehmke, R. (2020, May 15). Anxiety and coping with the coronavirus. Child Mind Institute. https://childmind.org/article/anxiety-and-coping-with-coronavirus/
      - Helping children cope with emergencies. (2020, September 1). Centers for Disease Control and Prevention. https://www.cdc.gov/childrenindisasters/helping-children-cope.html
- - - - Unhealthy Coping Strategies
        
        Sucking Thumb, Biting, Rocking
      - Trust and Relationship Issues
      - Learning Disorders
      - Overly Adaptive Behaviour (Compliant or Defensive)
      - Anxiety, Depression, Phobias
      - Suicidal Thoughts or Attempts
      - Teacher's Response
        
        Set Up a Meeting with the School Counselor
        
        Ensure You're Emotion Needs and Health are Being Met
        
        Stay Calm, Cool and Collected
        
        Provide a Safe and Private Environment to Talk
        
        Be Aware of Context and Impacts
        
        Use Open Ended Questions When Asking About Home Life
        
        Model Positive Outlook in Class
        
        Build Confidence in Students
        
        Be Consistent
        
        Express Support
        
        Be Available
        
        Provide Positive Attention
      - https://kidshelpline.com.au/parents/issues/understanding-child-emotional-abuse
- - - - Clingy behavior, a depressive or low mood
      - Insomnia, nightmares, or trouble sleeping
      - Obsessive behavior
      - aggressive or other behavioral problems.
      - Self-harming, threatening self-harm
    - - Teacher Responses
        
        Remind the child that he or she isn't responsible for the abuse.
        
        Offer comfort.
        
        Encourage the child to tell you what happened.
        
        Report the abuse.
        
        Help the child remain safe.
        
        Consider additional support- help the child seek counseling or other mental health treatment.
    - - They struggle with developing and maintaining friendships.
      - *They may stop trying to make friends or succeed at school or plan for the future.
      - They don’t feel good about themselves or see themselves as worthy.
      - They may blame themselves for the abuse.
      - They don’t trust authority figures.