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M4U4A2 - Responding to Traumatic Stress, Autism Spectrum Disorder, images …

- - - - Poor concentration and memory
      - Higher rates of school drop-out
      - Response Strategies (NASSP)
        
        Cultivate growth mindset by inspiring students to continue education and understand their opportunities
        
        Differentiated learning and individualized attention
        
        Assist with access to technologies
        
        Extended library / computer lab hours
        
        Access to take-home wifi hotspots
        
        Provide access to college admissions information, scholarships, and financial aid
        
        Expose students to fun learning experiences (hands-on learning, field trips) (MMcClain, 2015)
        
        Setting high expectations with rewards to show belief in students' abilities (MMcClain, 2015)
        
        Frequent praise with successes (MMcClain, 2015)
    - - Anxiety, depression, low self-esteem
      - Aggression, impulsiveness, difficulty getting along with peers
      - Exposure to violence in low-income neighbourhoods
      - Response Strategies (Resilient Educator)
        
        Create a "cool-down corner" or safe space for the child to respond to stress and reflect
        
        Make special accommodations based on student needs
        
        Get to know the students and take an interest in their well-being
        
        Create a clear classroom routine so the students know what to expect and don't feel out of control or overwhelmed
        
        Allow expression of emotions through reflection, art, music, etc.
        
        Practice SMART goal-setting
    - - Inadequate food = hunger
      - Lack of access to healthy food / play areas = overweight
      - Chronic health conditions (asthma, pneumonia, etc)
      - Response Strategies
        
        Optional free breakfast before school to ensure everyone begins the day fed (NASSP)
        
        Access to nutrition / health class
        
        Access to cooking class where students are taught how to cook healthy, budget-friendly meals
        
        Access to yearly physical examinations through the school nurse
        
        Healthy amounts of physical playtime in PE and break
- - - - Poor self-esteem, not being on the same playing field as peers, social comparisons.
      - Displays of aggression, chronic frustration builds and leads to anxiety
      - Noticeable change in behavior, maybe they become more defensive
      - Difficulty in trusting people, potentially because of the tattered relationship with former caregiver
      - PTSD, Anxiety, Depression APA, 2009
    - - Inability to get a parent/guardian signature
      - Lack of records can lead to problems with receiving mail from the school, or applying to schools
      - Difficulty completing FAFSA/lacking parent financial records for financial aid
    - - Lack of supplies needed to complete class assignments
      - Loss of books and other supplies on a regular basis
      - Frequent absences from class, with no one to hold them accountable
      - Potentially lower academic achievement due to 97% moving at least once annually APA, 2009
  - - - can enroll in school and begin attending immediately, even if they cannot produce normally required documents
      - participate fully in school activities and access all programs and services for which they are eligible
      - schools must designate a homeless liaison
    - - Contact district's homelessness liason
      - Give choices when appropriate to counter the loss of control experienced in their lives
      - Weekly check-in with student to offer encouragement and acknowledge accomplishments
      - Make healthy snacks and/or hygiene supplies available
      - Ensure enrollment in the free meal program
      - Plan assignments so children can keep up without having to take work home
      - Create a communication plan, family may lack internet access
- - - - Provide consistency and structure
      - Affirm and reinforce their strengths
      - look for behavioural problems
      - Communicate with parents regularly about their children’s strengths as well as problems or concerns
      - making sure the child is included in supportive friendship groups, both in the classroom and playground
      - making activities and communication inclusive – for example, not always saying “tell mum” but instead saying “tell the person who packs your lunch” or “does your homework with you”
    - - provide support groups
      - adoptio of evidence-based programs
      - encourage parents to focus on their children's best interests.
      - creating a safe, friendly environment where children feel free to talk
- - - - Sitting near the front of the classroom
      - Having extra time for transition between classes
      - Social/emotional issues
        
        Negative perception of self-appearance often found in children with cancer is associated with academic, social, and psychological impairement, low self-esteem, and symtoms of depression
        
        Treatment-related pain, visible side affects such as hair loss, weight gain or loss, physical disfigurement, repeated absence of school and peers, negatively impact children's social and psychological adjustment
        
        impairment, low self-esteem, and symptoms of depression.
        
        post-traumatic stress disorder (PTSD),
        
        Child is out of school for a long period of time, he or she may experience reactions such as depression, apathy and poor self-concept.
- - - - Create a safe environment within the classroom
      - Build relationships with each student
      - Look beyond the behavior
      - Maintain a routine
      - Implementing SEL
      - Make accommodations when necessary
      - Be aware and share resources
      - Accountability
- - - - Changes in sleep patterns
      - Changes in eating patterns
      - Frequent tears or anger
      - Mood swings
      - Feels ill in the morning
      - Becomes withdrawn or starts stammering
      - Becomes aggressive and unreasonable
      - Refuses to talk about what is wrong
      - Begins to target siblings
      - Continually 'loses' money or starts stealing
    - - Has unexplained bruises, cuts, scratches
      - Comes home with missing or damaged belongings or clothes
      - Comes home hungry
    - - Doesn't want to go to school
      - Changes their route to school or are frightened of walking to school
      - Doesn't want to go to school on the bus/tram/train
      - School grades begin to fall
    - - Often alone or excluded from friendship groups at school
      - A frequent target for teasing, mimicking or ridicule at school
      - Unable to speak up in class and appears insecure or frightened
  - - - Care and Respect Embedded in School Culture
      - School Community Ownership of Responsibility to Do Something
      - On-going School Commitment to Anti-Bullying Initiative
      - Formulation and Communication of School-Wide Rules Concerning Bullying
      - School-wide Supervision and Safe Havens
      - Class Discussion and Activities Dedicated to Topic of Bullying
      - School Curriculum Should Address Prejudice and Discrimination
      - School Curriculum Should Include Social and Emotional Learning (Skills and Values)
      - Opportunities Provided for Building Positive Peer Relationships
      - Opportunities Provided for Students to be Trained in Providing Peer Support
      - Teachers Model Positive Interpersonal Behavior
      - Teachers Use Positive Reinforcement to Build Behavior that is Incompatible with Bullying
      - Provide Opportunities for Students (Who Bully) to Excel
      - On-going Staff Development in Classroom Management
      - Opportunities Provided for Parents to Learn About Bullying
    - - Speak with the targeted student at a time as close to the bullying incident as possible and indicate that
        the incident has been documented by the school
      - State that the school has no tolerance for bullying
        behavior
      - Indicate that the student who is bullying will be talked to and all actions will be taken to
        ensure that no further bullying occurs
      - Help the targeted student identify safe havens during non-class time before, during and after schools
        and at lunchtimes where he/she will be safe
      - Indicate that you would like to meet with the student the following day or shortly thereafter to see if
        the bullying has stopped
      - At a suitable time in terms of schedules, speak with the targeted student to learn what happened
      - Ask about how the student felt about being bullied and provide empathic statements
        (e.g., “It must feel scary to be bullied like that.” “It is unfair. I understand that you would be angry.”)
      - Brainstorm with targeted student what to do and say to the student who is bullying and who to report
        to if the bullying occurs again
      - Through discussion with the targeted student and others who know the student, determine whether
        the student would profit from counseling sessions
      - Decide if the targeted student would profit from forming a peer support relationship with a student
        who has been trained in peer support
      - Determine whether there is a teacher or other
        staff member who could act as the student’s “secret friend” who the student can go to if further
        incidents of bullying occur
      - Communicate with the parents of the targeted student to reassure them that specific things are being done to help the targeted student be safe as well as to cope with any future incidents of bullying
- - - - Academic
        
        Low attendance
        
        Loss of interest in subjects that previously interested them
        
        Slipping grades
      - Social
        
        Acting out
        
        Loss of interest in hobbies
        
        Distancing themselves from friends
    - - Cognitive
        
        How to conceptualise death - especially for younger students.
        
        How the student develops in response to the trauma
        
        When a healthy grieving response turns unhealthy (Education Week, 2020)
      - Emotional
        
        Loss of interest in hobbies, pulling away from social interactions
        
        Trauma in the home, parents unable to cope and support students
        
        Feeling of loss, emptiness
        
        Depression, anxiety and other mental health issues.
        
        Higher propensity for substance abuse and other illegal behaviour
  - - - How to talk to students about death of a loved one
      - Dealing with stress
      - Compound losses (hard hit areas of Covid, for example)
      - Managing changed behaviour
      - Managing expectations as students grieve
      - Building resiliance
      - Creating a safe environment
    - - Trained professional staff
      - Time, location and opportunity for confidential counselling provided
      - Support for caregivers (Education Week, 2020)
      - Grief counsellling
    - - Foster individual relationships and rapport (Center on the Developing Child)
      - Patience and understanding
      - Individualised learning plans
      - Differentiated workload
      - Mindfulness in regards to home situations
        
        Other family members may be struggling to cope
        
        Loss of main breadwinner may be having other effects
        
        Lack of support
      - Looking beyond just behaviour to the reasons behind it
    - - Online memorials and other events in COVID times
      - Organised memorials for student and their classmates
      - Don't let rumours spread - address the news as soon as possible
      - Maintain routines as much as possible
    - - Check in regularly on students home life
      - Clear and open communication with caregivers
      - Be mindful of the fact that the family member has also lost a spouse or a child
      - Provide support for parents that may not be coping with the loss
- - - - Methods/Responses to promote post traumatic growth PMC
        
        Foster emotional intelligence and resilience
        
        Engage students in the learning process
        
        To develop personal relationships through buddy systems and whole school relationships.
        
        Identify personal strengths and values.
        
        To promote self regulation by being able to appropriately identify different emotions and behaviours.
        
        Offer counselling/therepy
        
        Promote a safe learning environment
        
        Facilitate communication among families, students and community agencies
        
        Restore the learner back into familiar routines as soon as possible
- - - - Poor life outcomes in terms of education, jobs, physical health, and mental health
      - Posttraumatic stress symptoms (PTSS)
      - Persistent distress
      - Mental illness
- - - - Poor grades
      - Tardiness
      - Problems completing homework and assignments
      - lack of materials
      - Acting out as a result as instability and anxiousness
    - - withdrawn
      - personal hygiene and appearance
      - problems with organisation
      - embarrassment and shame
      - Money problems for example bus or lunch money
- - - - Responding to challenging situations with defiance or violence
    - - Poor grades, disinterest in activities/work