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Traumatic Stress, by Grace Yi Snedeker, By Lydia McGinnis, This can…

- - - - Withdrawal: Student who used to be an active participant in class no longer participates, or a usually talkative student begins giving shorter answers to questions and appears to have become more introverted.
      - Depression: The student exhibits signs of withdrawal, anxiety, anger management issues, and/or signs of distress or sadness.
      - Distress: The student is emotionally on edge, often showing signs of anger, sadness, depression, and/or withdrawal from friends and teachers more often than they normally would.
      - Inappropriate Behavior: Student has new inappropriate behavior possibly including but not limited to: bullying, theft, uncontrolled outbursts of anger, comfort seeking by bringing in objects from home that are normally not allowed in school
      - Anxiety: The student seems unable to cope the same amount of work that they used to have little trouble with, late and missing assignments, withdrawal from friendships.
      - Distracted: A normally attentive student begins to be inattentive, unfocused, and/or off-task. Someone who normally completes all their assignments and on time begins to have late and/or missing work.
      - https://youtu.be/7HzYOxHNhNU
    - - Have a system to help students express emotions, IE a color wheel with different emotions on it where students can choose what they are feeling at any particular moment.
        Have regular use of the emotion expression tool chosen for the whole class to avoid singling out any one student and end the exercise with the question “When I am feeling _, how can the teacher help me?”
      - The teacher should make an effort to take off their teachers hat and put on their “I’m concerned for your emotional well-being” hat. So they should take the time to talk with the student and ask them questions about their emotional well-being. Accommodations relating to the student’s workload may be appropriate as may giving the student the time to compose themselves and a chance to vent their emotions that may not be available to students normally.
      - The teacher should maintain confidentiality to the extent allowed by law, unless the student after careful reflection and in consultation with counselors and their parents wishes to share with their fellow students.
      - Any inappropriate behavior should be shared with the school administration and, when appropriate, with the students parents.
      - The teacher should speak with any counseling staff at the school and with their advice decide if a formal referral for counseling is necessary.
- - - - non-verbal cues and signals:
        involve the student in the process of selecting the signs to use to increase likelihood of use
        
        Acknowledge positive behavior
        
        studies indicate a 5:1 ratio, or 5 confirmations, praise and approvals for every 1 criticism or disparagement
        
        one of the most effective tools for managing, promoting, and correcting undesired behaviors
        
        Ignore
        
        praise other students in the class who are exhibiting on task and correct behaviors
        
        Attention can be a reward
        
        Teaches kids to seek attention in more appropriate ways
        
        Frequent home contact
  - - - Physical
        
        injury to areas of the body like breasts, upper thighs, genital or rectal area
        
        trouble urinating or defecating
        
        sexually-transmitted diseases
        
        frequent urinary tract infections
        
        pregnancy, especially in very young adolescents
        
        anxiety-related illnesses, e.g. anorexia or bulimia
      - Behavioral
        
        confession of sexual abuse from the victim or a concerned 3rd party
        
        inappropriate sexual behavior for their age
        
        drawings or descriptions in stories that are inappropriately sexual for their age
        
        afraid specific places or particular adults
        
        socially isolating themselves
        
        poor personal hygiene
        
        complaining of illness without physical cause
        
        depression, self-harm, substance abuse or attempted suicide
        
        sudden fall in class performance
        
        frequent loss of concentration
        
        hiding or lying about injuries and bruises
      - Spotting signs of child sexual abuse
    - - Reporting to appropriate authorizes
      - Set reasonable goals and expectations for achievement in a variety of categories.
      - Allow expression of feelings when appropriate through art, music, drama, and/or creative writing.
      - Have clear structure in classroom with schedules, rules, and discipline. Be consistent in following them.
      - Help them gain a sense of personal identity by helping them form opinions on issues, develop personal interests, and teaching problem-solving skills.
      - Abused children can have little self-esteem. Help them develop theirs through achievement and learning they have intrinsic value.
      - Facilitate a sense of belonging because children may think they are an outsider due to abuse. Practice having them interact with other children in low-pressure environment. May also have designated places in the classroom labeled for their possessions as concrete evidence they belong.
      - Foster development of proper social skills that may be hurt by the abuse.
      - Consultation with a school psychologist, social worker, counselor, or nurse.
  - - - Behavior contract
        
        Sample contract: http://www.jimwrightonline.com/htmdocs/interventions/behavior/behcontr1.php
        
        holds students acountable
        
        improves student participation in interventions
        
        outlines rewards and penalties in a clear way
      - Functional behavior assessment
        
        Provide more information
        
        Data tracking
        
        identify root cause, functions and reinforcers
      - Teach relaxation techniques
        
        write in a journal
        
        deep breathing
        
        visualization
        
        count to 10
        
        mindfulness
      - Symptoms
        
        other students may report them for cheating
        
        unprepared or caught off guard but with high parental/class/teacher expectations
        
        unusual test scores
        
        nervous looking
        
        looking around during a test
      - send note home and call parents
        
        avoids situations where kids can use misinformation to pit teachers against parents and manipulate the situation to avoid taking responsibility for their actions
        
        provide parents with accurate information as child may not provide the most accurate portrayal of events
        
        builds open dialog and rapport
        
        LOGICAL CONSEQUENCE
        
        state and provide consequence
        
        DO NOT GIVE WARNINGS.
        provide a consequence upon first negative behavior
        
        Examples:
        spills something: cleans it up themselves
        cheat on assignment: get failing grade
        name calling: say something nice to that person
- - - - Explore stress-management strategies to diffuse tense situations and help students process feelings in the moment
      - Give students opportunities to demonstrate their strengths
      - Implement student-generated norms and procedures
      - Praise and celebrate the positive behaviors
    - - Share support resources with other educators (PLC)
      - Connect with community organizations
      - Seek professional development on working with specific identity groups
    - - Timely interventions in students conflicts
      - Teach and model empathy
      - Establish norms and procedures to have students respect each other and be safe in the classroom
      - Establish an explicit anti-bullying climate
- - - - Lost or broken possessions
      - Uncharacteristically aggressive behavior
      - Power imbalance during play time
      - Frequent illness - fake or real
      - Sudden avoidance of social situations
      - Subtle signs of bullying :red_flag:
- - - - students will fare best if they know their teachers care about their well-being just as much as their behavior and assignment compliance
    - - Educators can encourage students to connect with them or another trusted adult to talk about their feelings. Give students a safe space for reaching out if there’s anything they need help with or are worried about.
        Students may also be struggling to maintain hope, or the belief that everything will turn out okay. To foster a sense of hope among students, educators can share inspirational stories that have emerged from the current pandemic and other crises.
    - - SEL for students
        
        Also, mindfulness exercises such as meditation, visualization, or deep breathing can help students calm and re-center themselves, so they’re more prepared to learn.
    - - For instance, educators might have students who are working remotely log in at 9 a.m. for a morning meeting each day. They might give assignments in the same predictable manner. When providing instructions, it’s important to communicate these clearly and break them down into smaller chunks when necessary, so that students don’t become overwhelmed.
    - - Pay close attention to their students’ emotional well-being and should coordinate with school mental health experts or community-based organizations specializing in trauma if they suspect that students might need further assistance.
- - - - Preschool
        
        preschool
        
        Fearing separation from parents or caregivers
        
        Crying and/or screaming a lot
        
        Eating poorly and losing weight
        
        Having nightmares
      - Elementary School Children
        
        Becoming anxious or fearful
        
        Feeling guilt or shame
        
        Having a hard time concentrating
        
        Having difficulty sleeping
      - Middle and High School Children
        
        Feeling depressed or alone
        
        Developing eating disorders and self-harming behaviors
        
        Beginning to abuse alcohol or drugs
        
        Becoming sexually active
        
        For some children, these reactions can interfere with daily life and their ability to function and interact with others.
      - Adults
        
        The impact of child traumatic stress can last well beyond childhood. In fact, research shows that child trauma survivors are more likely to have:
        
        Learning problems, including lower grades and more suspensions and expulsions
        
        Increased use of health services, including mental health services
        
        Increased involvement with the child welfare and juvenile justice systems
        
        Long term health problems, such as diabetes and heart disease
    - - PLC
        
        steps
        
        Train staff
        
        have follow up support available ( counseling, supervision for team, experts like nurses or physiatrist)
        
        Evaluate the research collected
        
        Make a list for readiness and set the necessary resources in place
        
        Officially change the system of management for the betterment of the school, staff, and students as a whole.
      - WBT
        
        Teach students that their brain is like a remote control that they can use to "switch the channel" to help them calm down (Minahan & Rappaport, 2012). These switching activities are called cognitive distractions or thought breaks and are incompatible with negative thinking. A listening center or "find the picture" activity can be helpful to young children. For older students, you might try Mad Libs, trivia, or more abstract strategies such as counting all the green items in the room, saying the alphabet backwards, or thinking of the first 10 lines of a favorite movie.
      - SEL
        
        Self-awareness Nurture growth mindsets so students are able to move past depression. Provide opportunities for students to talk through their thoughts, feelings, values, and emotions so they are able to process what they are feeling in a constructive way.
        
        Self-management There are many ways to help students manage their stress and emotions. Engage them in journaling activities, deep-breathing exercises, role-playing, and relaxation techniques. Promote a healthy diet and exercise to relieve stress. And encourage students to seek help if they feel their stress or negative emotions are becoming unmanageable.
        
        Implement restorative practices to help students establish, develop, and restore caring, nurturing relationships. Promote positive and healthy peer-to-peer relationships by giving students plenty of opportunities to practice teamwork and collaborate with one another.
- - - - [Teacher Tip when dealing students with divorced families ]https://www.teacher.org/blog/8-teacher-tips-when-dealing-with-divorced-families/
      - Notify psychologist for the student's help If the students face severe depressions or problems in social and academic, notify a psychologist counselor immediately to support the students.
      - Create and maintain an atmosphere of openness and respect for nontraditional families
        Teach the students that there are many different types of families to secure students' anxiety.
      - Affirm and reinforce their strengths.
        By giving the students positive feedbacks, assure them they are valued no matter the circumstances happen to them. Give them more opportunities for leadership to build on their strength.
      - Provide consistency and structure
        Listen to and accept the students' feelings, but set limits on behaviors that are unacceptable. Consistency in routines and disciplines provides security for students whose parents are going through separation.
    - - [videos about symptoms of students who are dealing with divorced students]
        https://www.youtube.com/watch?v=SMJiDOZelP0
      - Problems in school performances
        
        For example: The 8th grade student in my science class continued to make poor grades due to his parents's separation.
      - Problems in social relationship
        
        For example: The 8th grade student seemed to have no friends, and wanted to do his work alone instead of working with groups. He cried whenever his peers make a joke to him.
      - Anxiety
        
        For example: His facial expression seemed very nervous and was afraid to ask me as a teacher about the questions from his learning. He shook his legs so much that bothered me while I taught him.
      - Depressions
        
        For example: The 8th grade student barely smiled to me and his peers. He often cried with no reasons.
- - - - Strategies
        
        Give students roles during the class so they have something to look unto.
        
        Creating exiting moments where students can laugh e.g using an activity like would you rather walk like a snake or like a crab the whole explain why. Such laughable moments help students relax and forget about all the current situations and if done everyday they can be something to look upto.
        
        Utilize calming music and motivational videos during online breaks,
    - - strategies
        
        workload: if possible breakdown activities into more manageable chanks, e.g if you used to send 1 page homework reduce to half a page a day.
        
        Make students feel they are appreciated during every lesson, let them know their contribution is very important.
        
        Breakout rooms: Utilize break out rooms to have a one on one approach with students when possible. This can help tp find out how students are copying with school and if possible find ways to make the workload manageable
    - - Strategies
        
        Online games : games like a scavenger hunt, can be a great way for students to interact and have fun together. If they are very young students parents can also be involved to make the experience more exciting for all the classroom families.
        
        Online Movement class: This can be a break in between online classes. The teacher can prepare a Zumba movement class, yoga class and share a PPT or video for students to follow.
        
        Setting up Online group meetings: These can be online classroom meetings, friends meetings so that students can chat or come up with online activities they can do asynchronously .
    - - https://www.youtube.com/watch?v=qIkZCg_dNRA