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Adverse Childhood Experiences (ACEs), Refuses to remove clothes, , , -…

- - - - Work to determine the student's interests
      - Strive to get to know the student
      - Provide nonverbal ways to participate
      - Organize groups where the student is with supportive and confident students
      - Role play social situations
    - - Teacher can teach a lesson on hygiene or ask the nurse to teach a lesson on hygiene
      - Teacher can work with the school to provide the student with basic care items
    - - Be consistent with routines and procedures
      - Make time to have at least 1 positive interaction with the student every day
      - Establish a classroom norm of respect
    - - Teacher can give student time to sleep in nurse's office
      - Teacher can contact parents to better understand the student's situation
    - - Teacher can help student/parents apply for free lunch through the school
      - Teacher can provide parents with information for food donation centers and homeless shelters
    - - Practice breathing exercises
      - Talk to the student about his/her anxiety if student is willing to
      - Have student keep a feelings journal
    - - Teacher can refer student to the school nurse
      - Teacher can give information for free and public clinics to the parents
    - - Praise the student in specific and genuine ways
      - Show the student tangible evidence of his/her progress
      - Inform parents of their child's successes
      - Have students complete an activity where they take turns writing things that they like about each person in the class.
      - Teach students to learn from their mistakes
- - - - Re-traumatization
      - Five principles of Trauma-informed care
    - - Children who experienced ACEs but demonstrate adaptive behaviors such as emotion management, have a high probability to have positive outcomes.
        
        Practice self-care routines
        
        Strengthen social and emotional skills
- - - - Wetting and soiling accidents unrelated to toilet training
      - Destructive behavior
        (cutting, violence,
        drugs, running away etc.)
      - Adult-like sexual behaviors or speech
        
        Sexual promiscuity
        
        Inadequate personal hygiene
- - - - Children have intense feelings of uncertainty
      - Cause environment of extreme/chronic stress
      - May cause economic strain on family
      - May separate child from stable influence
      - Increase risk of abuse as parent's new partners are added
    - - Children of divorced or separated parents are more likely to report increases levels of trauma, rejection sensitivity, and lower resilience [Study]
  - - - Keep communication open both ways, keeping parents and teachers informed
      - Family strengths
        
        Skills in flexibility
        
        Students have extended role models
        
        Greater independence
        
        Conflict resolution skills
      - Problem-solving
        
        Parents and teacher work together to solve problems
    - - Be aware of student and parent attitiudes
    - - Create an atmosphere that welcomes all families
      - Have class materials that encourages understanding of all family types
      - Help child express feelings appropriately
    - - Send notes home
      - Make telephone calls
      - Offer parent-teacher conferences
      - Encourage parents to work with student on academic activities
    - - Have time for one-on-one check-in and support
      - Create safe, friendly environment
      - Refer child to counselor if needed for extra support
      - Be consistent with rules, routines, expectations*
      - Be flexible with expectations about school work
- - - - Diabetes
      - Heart Issues
  - - - Develop a system of communication that all can follow and track/monitor
    - - If Routines need to change, engage in co-creation of routine
    - - Adjust reassurance to target stress areas as needed
    - - Engage in dialogue about feelings as countdown progresses
    - - Ensure that connected family members are aware of potential toxic stress from ACEs
    - - Discuss Significance of each item on the list and the significance of checking them off
    - - Open dialogue on adapting to change
    - - Follow up with discussion of their art and foster healthy stress relieving habits
    - - Engage in Open-ended, expressive, therapeutic play
    - - Ensure that communication with counselor is consistent to provide best environment and practices
    - - Encourage engagement with community
- - - - Teacher may see students' behaviour as lack of respect or poor manners. What teachers need to remember is that a student from an abusive or hard home life come to school with a narrower range of appropriate emotional responses. Many children don't have the emotional awareness to be able to respond. As it's put in the article Eric Jensen (2009), their brain's emotional keyboards play only a few notes - not all of them.
    - - According to Brenston-Shaw (2017) of the New Zealand Public affairs, there is correlation in the way financial stress has the same effect on our “cognitive bandwidth” in other words, our ability to do higher-order tasks. Extreme sleep deprivation has similar affects.
      - A child raised in an impoverished household suffer from more stressful situations than an affluent child. This added stress affect their brain development and their immune systems
      - Although there is research to show that the first five years of a child's life are crucial to their development, there is a lot of opportunity during the school years to impact positive change and transformations (Jensen 2009)
  - - - Step 1. Recognize the Signs. Look out for the stressors. Teachers need to be wary in deciding whether intervention will lead to a positive outcome or whether it will lead to punitive action. Jensen recommends avoiding punitive action.
      - Step 2. Alter the environment. Change the learning space so as to mitigate stress and avoid potential issues in the future.
      - Step 3. Empower students. Instead of telling students to act differently, teachers can teach them how to act differently and become more aware of their reactions. Teachers can provide students with tools and skills to take control of the situation & respond appropriately.
      - Additional steps: Increase health related services. Foster strong social skills and provide lots of opportunity for social interaction and play.
      - Create strong student to teacher relationship. Provide opportunity for one on one support sessions.
        
        Be flexible with timing. Allow students to stay late to work on assignments. Allow student to turn in work late, but work with them on creating a study plan to achieve objectives.
- - - - focus on resilience
        
        Resilience is the ability to return to being healthy and hopeful after bad things happen
        
        build social and emotional skills
        
        build social connections
        
        Meet basic needs
        
        build attachment and nurturing environemnts
        
        try to foster resilience in parents
      - Create a safe environment in the clssroom
        
        safe space
        
        relaxation area
        
        positive feedback
      - Look beyond the behavior: Try and asses why this behavior might be happening
    - - depression
      - domestic violence
      - smoking
      - suicide attemps
      - Alcoholism
      - teen pregnancy
      - drug abuse
      - heart disease
- - - - Children look towards their parents to love them unconditionally while protecting them from the uncomfortable realities of life. When a parent dies, life for the child often becomes infinitely scarier and uncertain, leaving the child to wonder what’s next.
- - - - Learn about history of and systemic racism
      - Create supportive environments
      - Model and support honesty and authenticity
      - Honor impacts of history and systemic racism
      - Encourage and empower students as leaders
    - - Learn how parents feel/interact when children face racial encounters
      - Parent training programs with racial socialization strategies
      - Screen time with parents, discussing racialized media and content
    - - Social support agencies
      - Mental health professionals
      - NAACP
      - Children's Defense Fund
      - National Urban League
  - - - fear
      - social withdrawal
      - sadness/depression
      - somatic complaints
      - anxiety
    - - aggression
      - conduct problems
      - delinquent behavior
      - oppositionality
      - hyperactivity
      - attention problems
- - - - We don't bully others
        
        We try to help others who are bullied
        
        We include others who might be left out
- - - - Maternal home visitors can connect their families with local resources, provide the emotional support they need to sustain treatment, and can help unravel some of the thinking errors that involve children that parents tend to develop.
        
        Source:https://stopabusecampaign.org/faq-the-ace-study/parental-mental-illness/