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Traumatic Stress, (Anna Belova), Teach ways to safely stand up to bullying…

- - - - Additional concerns add to increased risk for violence and abuse at home
  - - - Change in Expectations
        Expectations change due to the following:
        
        Social Distancing
        
        Cancelled Classes
        
        Remote Learning
        
        Reliance on Caregivers for Academics
    - - With a History of Anxiety
      - Who Have had Episodes of Depression or Suicidal Ideation
      - With Learning and Attention Disorders
      - With a History of Child Abuse or Domestic Violence
      - Whose Families May Have Lost Jobs or Income Due to Pandemic
      - With Loved Ones Particularly Vulnerable to the COVID-19 Virus
      - Whose Caregivers Are Healthcare Workers or Who Work in Environments with Potential Exposure to the Virus
      - Whose Parents are Divorced, Separated, Or Live In Different Locations
      - Experiencing Less Supervision Because of Caregivers' Work Schedules
  - - - Use Existing Knowledge
        
        Find Opportunities for Short, Individual Check-Ins
        
        Be Aware of Who May Be at Greater Risk
      - Reflective Circle
        Provide an opportunity for students to share their feelings about the crisis.
      - Note Changes in Student Behavior
        
        Acting More Tired / Listless
        
        Having More Difficulty Concentrating
        
        Usually Relatively Focused But Now Unable to Stay with One Train of Thought
        
        Additionally Withdrawn
      - Determine If Reactions are Normal
        Some reactions are normal considering the change in learning environments and circumstances. However, some may warrant further assessment by a mental health professional
    - - Encourage Students to Phone and Video Chat
        Encourage students to talk to friends or family members on the phone or via video chat.
      - Suggest For Families to Maintain Routines
        
        Maintain Routines As Much As Possible
        
        Plan Family Activities
        
        Make Time to Ask Students About What Fun They're Having
      - Greet
        Greet students by name.
      - Create a Touch-Free / Virtual Routine (Similar to Special Handshakes)
      - Put Students Together in Small Groups
        
        Projects or activities online or by phone.
        
        Solve virtual puzzles
        
        Do online scavenger hunts
      - Encourage Students to Contact a Person with Hope
        
        Students find a person they respect
        
        Ask person how they stayed hopeful in troubled times
        
        Ask student to share what they learned
      - Teach About Other Historical Times of Crisis
        
        How crises end
        
        How communities rebounded
      - Encourage Students to Get Fresh Air and Move
      - Share Stories of Hope from Current Crisis
      - Share Positive Affirmation / Student's Strength
      - Educate on How Students Find Help in Different Ways
        Example: spiritual beliefs and practices
      - Engage Students and Families with Rituals and Celebrations for End of School Year
    - - Share Information With Caregivers
        How can students respond to stress?
      - Emphasize Families Need Space
        Emotions can run high at times
      - Remind Families that Students Regulate Through Connection with Calm and Regulated Person
      - Encourage Families to Counter Loss with Hope
        Example: "I miss soccer" -> "Would you like to help you classmates collect money for the food bank?
      - Reach Out to Families
        
        Best times and methods of communication
        
        Kinds of support offered to support academics
        
        Regulation at school
        
        Teachers can also use virtual office hours.
      - Create Daily Lists of Work
      - Use Instructions that Are Easy-to-Follow
        Stay jargon-free
      - Ask Caregivers to Partner With You
      - Use Caregivers as a Resources
      - Express Gratitude and Humility Towards Families
    - - Learn What is Most Stressful and Most Helpful for Students
        
        Invite students to share how families and communities are dealing with the crisis
        
        Don't assume student behavior affects how they feel about class materials or themselves
      - Believe Students' Stories About Health and Technology Access
        
        Avoid minimizing student experience
        
        Avoid encouraging them to only stay positive
      - Seek Resilient Behavior and Reframe Cultural Responsiveness
        
        Avoid assumptions that responses only occur in one way.
        
        No response is more "correct".
  - - - Educate Yourself
      - Understand How to Connect Students and Families Through Referrals When Necessary
      - Consult with Worries about Particular Students
- - - - Absences and lateness
        
        Don't penalize for this fact
        
        Help provide transportation
      - Lack and/or loss of books and other supplies
        
        Contact homeless liaison to ensure student has all the materials needed
        
        Don't withdraw privileges for not returning school materials
      - Concern for safety of belongings
        
        Allow personal possessions in class
      - Poor/short attention span
        
        Clear concise rules and instructions
      - Lack of hygiene
        
        Make hygiene supplies available
        
        Provide a place to be able to shower
      - Lack of confidence and self-steem
        
        Recognize student's talents and accomplishments
        
        Make student be a helper in class
        
        Have student tutor a younger child
        
        Promote activities they are good at
      - Poor organisational skills
        
        Provide well-defined transition procedures
      - Incomplete or missing homework
        
        Give students a clipboard to use as a desk
        
        Provide time in class to do assignments
        
        Assign projects that can be broken into parts to ensure at least
        
        Give assignments choices when possible
      - Negative feelings about school
        
        Offer encouragement and understanding
        
        Assign peer to provide support to student
        
        Create a welcoming, collaborative and positive classroom climate
      - Extreme shyness
        
        Use partners and small groups to work/discuss
      - Difficulty trusting people
      - Difficulty socializing at recess
        
        Promote Buddy club or Peer bench club
        
        Don't assume all students know how to play, they might need to be taught
      - Shame with peers and bullying
        
        Avoid word "homeless" with student, relatives and school staff
        
        Emphasize opportunity to see different experiences as positive
        
        Keep student's privacy and discuss issues in private
        
        Avoid asking students to bring food, photos, toys or other items from home
      - Hyperactivity
        
        Provide alternative seating in classroom
        
        Create mindful moment with breathing techniques
        
        Design activities allowing movement (e.g. working stations)
      - Aggression
        
        Have a Peace Corner to relax
        
        Allow students to express fears and frustrations and create opportunities to express in other ways than verbalising (eg. art)
        
        Include homelessness as a vulnerable event in Disciplinary rules
        
        Refer the student to the school counselor or outside community agency
      - Difficulty to contact parents
        
        Create a communication plan
        
        Send the family a welcome letter and invite them to visit the classroom
      - Fatigue (might fall sleep in class)
        
        Let them sleep when appropriate, it may be needed rest from living in a car or shelter
      - Hunger and malnutrition
        
        See strategies in label "Hunger" in this section
  - - - Neuroticism and anxiety
        
        Provide structure and consistent daily routine
      - Lack of sense of safety and security
        
        Plan ahead whenever possible, inform students ahead of time if substitute teachers and changes in activities
        
        Provide support and encouragement
      - Shyness and vulnerability
        
        Small group discussion/work
        
        Promote collaborative learning
      - Fatigue and low productivity
        
        Ensure enrollment in the free meal program
        
        Breakfast program & healthy snack opportunities
      - Difficulty focusing
      - Act out in classroom or against their peers
        
        Teaching them SEL core skills (especially self-awareness and self-management)
        
        Refer the student to the school counselor or outside community agency
  - - - Deficits in learning skills: memory, sequencing, processing, attention and academic language
        
        Help students set goals and action plans
        
        Provide detailed process with steps to follow
        
        Teach content in small chunks
        
        Use graphic organizers to help memory
        
        Model your thinking during activities
        
        Use project-based learning to teach kids to sequence
        
        Choose high-interest content to engage students and draw attention
      - Poor knowledge of culture and art
        
        Provide opportunities for students to be creative
        
        Enrich lessons with art examples connected to the theme
        
        Do virtual field trips to visit museums and monuments
      - Lack of engagement in classroom
        
        Emphasize what students should do in each activity
        
        Use popsicle sticks to randomly call on students
        
        Use choral response
      - Difficulties focusing
        
        Sensory lab or quiet area students can access during a break (peace corner)
        
        Use movement in your lesson
      - Lack of positive perspective
        
        Model positivity and optimism
        
        Encourage a growth mindset
        
        Celebrate success
        
        Hold student to high expectations and hold student accountable
        
        Use positive affirmations and optimistic language
      - Isolation
        
        Do classroom circles
        
        Do team building activities
        
        Promote buddy club
- - - - Build a trusting relationship with the student and realize that a multitude of adverse stress can shape student behavior that makes a student look disengaged or distracted, angry towards others, or unwilling to cooperate in class.
      - Leverage trust and honesty with the student to try to understand the root cause of the behaviors and collaboratively work towards building a consensus on what the teacher can do to help the student and what the student can do to help have more positive interactions in class.
      - Meet the student where they are and make accommodations for the student depending on the symptoms of trauma. If a student isn’t getting enough sleep providing a safe space (in the Nurse’s office for example) in the immediate term to help, but in the longer term helping the student find strategies to help them sleep better and self-regulate if caregivers are not helping.
      - Negative interactions between students, either by or towards a student suffering from adverse childhood experiences, is put a stop to immediately
      - Common Symptoms and specific strategies are as follows:
        
        Symptom: Student is disengaged or distracted
        
        Identify what is distracting the student. Offer suggestions and also engage the student in finding solutions that work for them. Focus on longer term solutions and show the student you understand that today might not be the day they are perfectly on task, but it is an ongoing process that the teacher is there to help with.
        
        Symptom: Student is angry and shows aggression towards other
        
        Identify and name the behavior to the student and remind them that anger or aggression towards anyone is not acceptable. Offer the student a safe space to calm down and take a break for as long as needed. Help the student name and identify their feelings afterwards and work on constructive ways to make better decisions in the future.
        
        Symptom: Student is unwilling to cooperate in class
        
        Try to find the root cause of the problem starting with asking the student to identify their current emotional state. Try to narrow down their problem: do they not like the task, not like their group, don’t understand the relevance to the larger unit/their life? From those initial questions guide the student towards working in a different setting or group or on an alternative task that is more comfortable for them. Follow-up later to see what things the teacher can do to help support the student on certain tasks and what the student can focus on to be more constructive with their time during class.
- - - - Symptom: Seems distant and has lost interest in activities they used to be engaged with.
        Response: Introduce the student to new activities geared towards people with disabilities. The student could be frustrated that they are no longer able to take part in activities they used to love (e.g, a student that now has to use a wheelchair is unable to play soccer). 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.
      - Symptom: Aggression towards teachers or other students
        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 (e.g, don't give the student a punishment; give the student some time to cool off before coming back to class).
      - Symptom: Student takes more risks and doesn't seem to care about causing themselves harm.
        Response: Regularly check-in with the 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 to the student, the teacher should raise the issue to a nominated member of staff who can then 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.
- - - - Symptoms of Physical Abuse:
        -Has unexplained injuries such as burns, bites, bruises, broken bones, or black eyes
        -Has fading bruises or other noticeable marks after an absence from school
        -Seems scared, anxious, depressed, withdrawn, or aggressive
        -Seems frightened of his or her parents and protests or cries when it is time to go home
        -Shrinks at the approach of adults
        -Shows changes in eating and sleeping habits
        -Reports injury by a parent or another adult caregiver
        -Abuses animals or pets
        -Wears clothing inappropriate for weather to cover body
        
        Strategies:
        -Be approachable and provide positive body language to make the student comfortable sharing information about their home life (reduces anxiety, provides trusting environment for student who fears adults).
        -Allow opportunities for expression of feelings through art, music, drama, or creative writing will help the child feel less controlled by pent-up emotions.
        -Take opportunities to point out the child's strengths to help them form personal identity and self-understanding (assists with emotional development delays).
        -Provide a sense of belonging through small group setting and collaborative learning, to help combat feelings of isolation (helps students bond with others).
        
        https://www.youtube.com/watch?v=bvJ5uBlGYgE
    - - Symptoms of Emotional Abuse:
        -Shows extremes in behavior, such as being overly compliant or demanding, extremely passive or aggressive
        -Is either inappropriately adult (i.e. parenting other children) or inappropriately infantile (i.e. frequently rocking or head banging)
        -Is delayed in physical or emotional development
        -Shows signs of depressions or suicidal thoughts
        -Reports an inability to develop emotional bonds with others
- - - - Gang involvement is a difficult topic to address with students because there is a strong sense of commitment and loyalty students have in gangs. However, there are some steps to take in helping a student involved in a gang more so from a school social worker or psychologist. Strategies: 1) promote emotional and social competencies, 2) increase prosocial peer bonds, 3) increase teachers' classroom management skills, 4) develop gender-specific programs, 5) be aware of gang resistance education and training (GREAT) program with law enforcement
- - - - Unusual weight gain or weight loss
        
        Unhealthy eating patterns
        
        Signs of physical abuse
        
        Sexually transmitted infections (STIs) or other genital infections
        
        Signs of depression
        
        Anxiety
        
        Falling grades
        
        Changes in self-care and hygiene
        
        Self-harming behavior
        
        Expressing thoughts about suicide or suicidal ideation
        
        Drinking or drug use
      - Signs Elementary School
        
        Excessive talk about or knowledge of sexual topics
        
        Keeping secrets
        
        Not wanting to be left alone with certain people
        
        Regressive behaviors
        
        Overly compliant behavior
        
        Sexual behavior that is inappropriate for the child’s age
        
        Spending an unusual amount of time alone
        
        Trying to avoid removing clothing to change or bathe
        
        Change in eating habits
        
        Change in mood or personality
        
        Decrease in confidence or self-image
        
        Excessive worry or fearfulness
        
        Increase in unexplained health problems such as stomach aches and headaches
        
        Loss or decrease in interest in school, activities, and friends
        
        Nightmares or fear of being alone at night
        
        Self-harming behaviors
    - - In th U.S., sexual assault and harassment are cases are governed by the strict and thorough legislation under title IX. Once an educator or profesional becomes aware of or suspects abuse, they become a mandated reporter in most jurisdictions.
        
        Be educated: An estimated 17,000 students committed sexual assault on other students in the US between 2011 and 2015.
        Sexual Assault is not always between an adult and a child.
        More obvious but also ignored is that sexual assault can occur between any two genders.
        
        Many of the supports recommended for teachers dealing with student survivors of sexual assault are echoed throughout this coggle. However, escalation is the most likely course. This is often an issue much larger than the classroom space. 1) Maintain flexibilty. 2) Practice patience. 3) Remain vigilant. 4) Do not try to solve issues without systemic and school wide supports. 5) Do not take any behavior personally. 6) Utilize and offer every available hotline and resource, but ultimately this should be done by counselors and professionals.
      - https://www.youtube.com/watch?v=0I2gVdBmA-s
- - - - Strategies / Responses
        -Create a peace corner where children can take breaks, recenter themselves and evaluate their emotional state.
        -Educate yourself about the student's condition and create a safe space where the student can express themself or come to you (the teacher) with any concerns.
        -Have a medicine box and supply of clearly labeled medicine for the student in the classroom or at the nurses office.
        -If an IEP is necessary, work with the appropriate individuals to create one.
        -Cultivate an empathetic classroom. Intervene if students are being teased or bullied due to their condition.
        -Do regular check-ins with students.
        -Practice self-care when working with students who are affected by trauma.
        
        References
        Edutopia. (2018, February 5). Making students feel safe. https://www.edutopia.org/video/making-students-feel-safe
        NIH. (n.d.). Students With Chronic Illnesses: Guidance for Families, Schools, and Students. NHLBI, NIH. https://www.nhlbi.nih.gov/files/docs/public/lung/guidfam.pdf
        Rue, N. (2020, October 21). Tips for teaching students with chronic illnesses | Resilient educator. ResilientEducator.com. https://resilienteducator.com/classroom-resources/teaching-students-chronic-illnesses/
        The Responsive Counselor, S. (2020, May 21). Setting up a peace corner and teaching students how to use it. The Responsive Counselor. https://theresponsivecounselor.com/2019/07/setting-up-a-peace-corner-and-teaching-students-how-to-use-it.html
        
        Resources
        Making Students Feel Safe: Trauma-Based Approach to Schooling.
        Examples in video: check-in / out for students and teachers, peace corner, leadership classes, instilling values, using color / smell to create a positive and calm environment.
        https://youtu.be/iydalwamBtg
        
        Creating a Peace Corner
        https://theresponsivecounselor.com/2019/07/setting-up-a-peace-corner-and-teaching-students-how-to-use-it.html
- - - - Symptoms: Students acting withdrawn or distant in collaborative-based activities and classes. Unusual desire for social isolation
        Potential resolution:Approach students when and where possible, being consistent with messaging and attempt to build up a level of trust so that they in turn will find it easy to communicate. Attempt to approach such barriers so that they will feel more at ease in group based situations.
      - Child Mind Institute : tips for beating test based anxiety. Website: https://childmind.org/article/tips-for-beating-test-anxiety/
      - Symptoms Perfectionism with handing in assignments, to the extent that a fear of making mistakes is overwhelming and causes panic or stress.
        Potential resolution: Inform parents of student's tendency to have a perfectionist approach, agree to modify expectations if they are set to an extremely high level. Use positive feedback to encourage improvement all round instead of being based on a single exam or assignment.
- - - - Unexplainable injuries
      - Lost or destroyed clothing, books, electronics, or jewelry
      - Frequent headaches or stomach aches, feeling sick or faking illness
      - Changes in eating habits, like suddenly skipping meals or binge eating. Kids may come home from school hungry because they did not eat lunch.
      - Difficulty sleeping or frequent nightmares
      - Declining grades, loss of interest in schoolwork, or not wanting to go to school
      - Sudden loss of friends or avoidance of social situations
      - Feelings of helplessness or decreased self esteem
      - Self-destructive behaviors such as running away from home, harming themselves, or talking about suicide
      - PTSD, characterized by the following symptoms
        
        Reliving the event or the associated emotions and fears
        
        Nightmares and other sleep disturbances
        
        Avoiding reminders of the event
        
        Feelings of detachment
        
        Hyperarousal that reinforces the sense of persistent danger
        
        Irritability
        
        Increased startle response
    - - Discuss the incident with the victim, to help clear up misconceptions about their role in the traumatic event
        
        Discuss the incident with the victim, to help clear up misconceptions about their role in the traumatic event
        Support students following upsetting events. Find a quiet place or room, and encourage the student to talk about the upsetting event. Ask whether the student would like company or would rather be left alone. If it is the former, give the student opportunities to talk, and just listen. The student may just want the company without having to talk about the event just yet. If so, respect the student’s wishes, and just sit with the student. If the student would rather be left alone, keep checking on the student at regular, brief intervals. Sometimes going for a walk with an adult can help drain off some of the impact of the event, helping the student to calm down, feel more in control, and feel ready to address the issue.
        Use assistive techniques. For students who are having significant difficulties in beginning to explore the issue, it may be necessary to use assistive techniques. Some examples include (a) using a chart that shows facial expressions and labels emotions, (b) drawing a picture or series of pictures related to the event and associated feelings, (c) using dolls or figurines to help describe the interactions that occurred during the event, or (d) acting out the actual event.
        Process the event. When the student is ready and willing to begin, use active listening, reflection, and paraphrasing to help the student discuss the event. Acknowledge the difficulty in talking about an upsetting event, and support the student’s efforts.
        Give regular feedback. Note the progress being made as the student begins to relax and calm down. Let students know how well they are doing through positive statements. Allow for and expect increased emotions during this time.
      - Help the victim of bullying heal
        
        Ensure the child or teen is safe and seek ways to prevent future bullying experiences
        
        Teaching stress management and relaxation techniques, to help the victim cope
        
        Meet with the counselor and ask how PTSD is treated. Ask how the therapist treats PTSD. Feel free to meet with several counselors until you find someone who makes you and your child feel at ease
        
        Feelings of powerlessness and helplessness can carry over into adulthood. As a result, the victim of bullying runs the risk of living their life as a perpetual victim. Help the victim of bullying realize that while they cannot control what happened to them, they can control their reaction.
        
        Bullying often causes people to lose confidence and self-esteem because it is packed with lies about their worth as a person. Help the victim of bullying reject the lies that the bully said about them and replace the lies with the truth about who they are. Help the victim of bullying focus on learning to be themselves again. To get started, they can write down their positive characteristics.
        
        A big part of recovery from bullying is maintaining contact with supportive friends and family. Many times, victims of bullying isolate themselves and try to deal with the consequences of bullying on their own. Give the child an opportunity to make new and strong friendships by letting them engage in a group activity of their choice, e.g. sports or music.
        
        Help the child identify areas where they need to grow or heal. Provide opportunities to build their self-esteem, become more assertive, and learn to set boundaries.
        
        Many times, people who are healing from bullying ruminate about what they experienced or become obsessed with not experiencing that pain again. Teach the child to avoid focusing all their time and energy on the pain because it is not healthy. They should set aside specific times to deal with the issues instead.
        
        An essential part of recovery is to move beyond what has happened. While the victim needs to acknowledge how bullying impacted them, they also need to detach from it at some point. Try a closure activity like writing a letter to the bully (and never sending it). Doing so, allows the victim to express all the pain and anger they were unable to express.
        
        Be patient with recovery. The victim of bullying likely has a number of wrong perceptions and bad habits to break.
        Celebrate their progress no matter how small and give them time and space to heal.
      - Stop Bullying on the Spot
        
        Model respectful behavior when you intervene.
        
        Stay calm. Reassure the kids involved, including bystanders.
        
        Meet any immediate medical or mental health needs.
        
        Make sure everyone is safe.
        
        Separate the kids involved.
        
        Intervene immediately. It is ok to get another adult to help.
      - Model treating others with kindness and respect
      - Watch short webisodes and discuss them with kids.
        
        Urge them to help kids who are bullied by showing kindness or getting help.
        
        Talk about strategies for staying safe, such as staying near adults or groups of other kids.
        
        Talk about how to stand up to kids who bully. Give tips, like using humor and saying “stop” directly and confidently. Talk about what to do if those actions don’t work, like walking away
        
        Encourage kids to speak to a trusted adult if they are bullied or see others being bullied.
      - Have a school-wide plan to prevent and mitigate the
        consequences of bullying
        
        Have a school-wide plan to prevent and mitigate the
        consequences of bullying
        
        Educating school staff about trauma and its effects
        
        Promoting physical and emotional safety in relationships and the environment
        
        Reducing trauma-related triggers in the school environment
        
        Considering trauma in all assessment and protocol behavior plans
        
        Ensuring students and families have voice, choice, and empowerment
        
        Victims must be encouraged to report the acts and actions of bullies. School leaders and/or leaders in other settings that support youths should be vigilant in sending a clear message to bullies that bullying is not tolerated in their setting. They must also send a clear message to victims that failure to report a single act of bullying will ultimately give bullies the notion that it is okay to continue to bully.
        
        Early intervention in a bullying situation is the best way to reduce the likelihood of long-term consequences.
      - Encourage larger community efforts to prevent bullying: Invite community members (e.g., local athletes, firefighters, veterinarians) to be part of an anti-bullying student assembly. Ask the mayor and city council to release a proclamation in favor of bullying prevention. Getting a proclamation sets the bar high for the community to address bullying. Invite local music groups to perform at anti-bullying events—music always livens up the atmosphere
      - Work with bullies. Bullying needs to be addressed swiftly. The consequences should include recommendation for counseling for the bullies. Many bullies have themselves faced terrible difficulties of their own. Some of these difficulties may be abuses (physical and verbal), violent episodes at home, chaotic lifestyles, and other disturbing experiences. As a result of these factors, these individuals displace their pain on others. (Such factors, incidentally, are also linked to self-harm behaviors.) It is also powerful for school officials and counselors to perform reflective interviews with bullies. Reflective interviews can involve placing the bully in the shoes of his victim and asking him to think about how his actions have affected the victim. Meet with the bully first, and have him process and reflect on the situation. Then invite the victim and have the bully and the victim meet. Making things right with the victim lessens the bully’s sense of power and control over the victim. This process also allows me to empower the victim and provide him with new tools of confidence and assertion.
    - - References
        
        Video: Bullying Exerts Psychiatric Effects Into Adulthood
        
        Video: Why We Need Trauma-Sensitive Schools
        
        Respond to bullying. (2017, September 28). StopBullying.gov. https://www.stopbullying.gov/prevention/on-the-spot
        
        Morin, A. (2020, May 17). Discover how to move beyond the lasting effects of bullying. Verywell Family. https://www.verywellfamily.com/10-ways-for-adults-to-heal-from-childhood-bullying-460794
        
        How to prevent bullying. (2019, May 30). StopBullying.gov. https://www.stopbullying.gov/prevention/how-to-prevent-bullying
        
        Gordon, S. (2020, April 2). The link between bullying and PTSD. Verywell Family. https://www.verywellfamily.com/bullying-can-lead-to-ptsd-460614#citation-6
        
        Ehiorobo, T. (2012, March 1). Bullying in school the traumatic effects of bullying on children. Crisis Prevention Institue. https://www.crisisprevention.com/Blog/Bullying-in-School-The-Traumatic-Effects-of-Bullyi
        
        Cohn-Vargas, B. (2016, October 12). Successful community efforts to prevent bullying. Edutopia. https://www.edutopia.org/article/successful-community-efforts-preventing-bullying-becki-cohn-vargas
        
        Christensen, B., Jaeger, M., Lorenz, R., Morton, S., Neuman, L., Rieke, E., Simpson, B., Watkins, C. (2005). Teaching Students with Severe Emotional and Behavioral Disorders: Best Practices Guide to Intervention. Firwood & Oak Grove Schools.
        
        Bullying and trauma. (2020, May 19). StopBullying.gov. https://www.stopbullying.gov/bullying/bullying-and-trauma
        
        Bullying and PTSD. (n.d.). Black Bear Lodge. https://blackbearrehab.com/mental-health/ptsd/bullying-and-ptsd/
        
        Warning signs for bullying. (2020, July 21). StopBullying.gov. https://www.stopbullying.gov/bullying/warning-signs