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Types of Traumatic Stress https://www.oumedicine.com/psychiatry/TDC/resour…

- - - - marks of harm on the child (e.g. frequent bruises or burns). 2. student seems constantly vigilant 3. medical or learning issues brought to the parent's attention are not dealt with 4. parent seems unconcerned with the child and their well-being 5. student shows sudden change in behavior 6. student has learning issues that are not explained by a special needs diagnosis 7. student mentions abuse to teacher
    - - If a student reports abuse of any kind to their teacher, the teacher should immediately report it to their supervising administrator and their local reporting agency (such as Child Welfare or Human Services). If a teacher has a strong suspicion of abuse or neglect, the should report immediately as well. However, if the teacher notices only one or two possible signs, the should reach out to a school nurse, counselor, and administrator for support and guidance. The team may look for further evidence before submitting a report. When the welfare of a child is in question, it is always best to report sooner rather than later.
  - - - lack of personal hygiene 2. dirty clothing 3. young student left home alone for long periods 4. lack of preparedness (e.g. no supplies or lunch) 5. sleeping in class 6. student mentions neglect
    - - If a student reports neglect or any form of abuse to a teacher, the teacher should immediately report it to their supervising administrator and their local reporting agency (such as Child Welfare or Human Services). If a teacher has a strong suspicion of abuse or neglect, they should do the same thing. However, if a teacher notices only one or two possible signs, they should reach out to a school nurse, counselor, and administrator for support and guidance. The team may look for further evidence before submitting a report. When the welfare of a child is in question, it is always best to report sooner rather than later.
    - - Signs of Child Abuse and Neglect https://www.youtube.com/watch?time_continue=4&v=6kcKX2In0B0&feature=emb_title
  - - - Students that have been directly experienced sexual abuse or indirectly by witnessing sexual abuse may experience symptoms immediately or latent and those symptoms can be physical, behavioral, and emotional (Rape, Abuse & Incest National Network). Physical symptoms of sexual abuse can be that the student has contracted Sexually Transmitted Infections (STIs). Another possible physical symptom is if there are signs of trauma, such as for example if the student has unexplained bruises. A student with a sexual abuse history may demonstrate symptoms if s/he does not want to be near and avoids certain people or primary caregivers. The student can also demonstrate sexual behavior that is inappropriate for his/her age. The student can also have a tendency to soil his/her bed. The emotional symptoms of such a trauma can be that the student reverts back to an earlier developmental stage (e.g., sucking on the thumb), excessively worrying and fear, depression, and excessive talking about sexual topics and promiscuity.
    - - One of the most important strategies as a teacher is to listen and not ignore (as difficult as it may be to confront) a student citing an incident where they have experienced sexual abuse. It is important for the classroom teacher to establish “an environment where the child can begin to succeed and recognize that he or she is capable and valued” (Bear, 1992). The teacher should ensure the confidentiality of the student and establish trust with the student, then taking the necessary interventions for the immediate and long term support and safety for the student experiencing sexual abuse, such as support from school administration and the health care professionals available or upon referral.
  - - - allowing a child to miss too much school
      - not enrolling a child in school (or not providing comparable home-based education)
      - keeping a child from needed special education services
      - keeping a child from needed special education services
    - - Providing support and resources to the parents is key to responding to Educational Neglect. Stressing to them the importance of their child being to school on time each and everyday. If this response doesn't work than its Child Protective Services needs to be the next step, because the parents are failing to show responsibility for making sure their children have access to opportunities to academic success
- - - - After a natural disaster, students may develop symptoms similar to anxiety, depression and PTSD. Immediately after the disaster, the students may show varying reactions according to their age or developmental stage. Young students, age 1 to 5 may be more disobedient, fear being separated from caregiver and have a difficult time sleeping. They may often cry, scream, move aimlessly or become immobile (HelpGuide, 2020). Students age 6 to 10 can also start acting more disobedient than before, fear returning to school and have a difficult time concentrating on tasks. They may also lose interest in friends and fun activities, become irritable or angry and complain about physical problems. Older students, age 11 to 18, may start showing rebellious behaviors, antisocial behaviors or start showing symptoms of depression (CDC, 2020). Students may also feel isolated, guilty or in some cases have suicidal thoughts. It is important to know that everybody reacts to natural disasters differently especially with varying degree of impact it had in their lives.
    - - Children may react more severely than adults because they lack understanding of the situation, feel powerless and are not able to communicate their feelings effectively. In order to help them, you can provide the student some time with a trusted adult or counselor. It is important for the student to go back to a normal routine to reduce long-lasting stress. If the disaster was shared by the community, it can be beneficial to provide a time and space for students to talk about their feelings, concerns and questions to build a sense of community. The teacher should act a s a role model by acting calmly and confidently. Be aware that some students may get upset again when they are reminded of the event. In that case, provide a safe space for them to go away from the conversation.
  - - - Children and adolescents that are directly or indirectly exposed to terrorism may experience symptoms in different ways; symptoms can be short term or long term or they can reveal themselves immediately or latent (Leiner et al., 2016). Behavioral and psychological problems can be mild or severe depending, not only depending on the severity of the incident and exposure but can include other factors such as underlying socioeconomic status, community and history of physical and mental health issues. Media exposure to terrorism attacks even those far away from the current location of a child (due to lack of spatiality), may make a child feel profoundly vulnerable, afraid, unsafe, hopeless and helpless. Repeated cases of terrorism in a community have negative psychological trickle-down effect, from parents to children, such as drug abuse and addiction
    - - Providing children with early intervention services such as formal assessment and therapy referrals. Making sure that children from at-risk groups (lower socioeconomic status, minorities) that have been exposed to terrorism also receive formal services (Leiner et al., 2016). Regulating and supervising media access so children will not have exposed to “intrusive, unedited images portraying extreme acts of violence” that may induce or intensify traumatic stress resulting from a terrorist attack incident. Teachers should expect that a child exposed to terrorism may be triggered in a random situation or event. It is important to include in discussions with children/students the locationality of the incident, as younger children lack spatiality and therefore, even if the attack has occurred far away from the current location of the children/students, they can still feel very vulnerable. It is also important to providing mental health support for both the parents as well as their children, especially where repeated cases of terrorism has been experienced in a community
  - - - -Classroom contracts
        -Explicit anti-bullying or community-building curricula
        -Timely interventions in conflicts and hurtful exchanges
        -Teaching and modeling of empathy and active listening skills -Implement student-generated agreements and contracts
        -Adopt “zero indifference” (NOT zero-tolerance) policies
        
        Seek out training in restorative justice techniques
        -Explore stress-management strategies to diffuse tense situations and help students process feelings in the moment
        -Give students opportunities to demonstrate their strengths
        -Seek professional development on working with specific identity groups
        -Share support resources with other educators
        -Connect with community organizations
        -Engage in ongoing self-assessment and reflection on your trauma responsiveness
- - - - Youth and families who live with community violence often have heightened fears that harm could come at any time and experience the world as unsafe and terrifying. :green_cross: Do not know who to trust. :green_cross: on edge all the time. :green_cross: do anything to stay safe- carry a gun or knife :green_cross: poor school attendance :green_cross: post-traumatic stress disorder (PTSD),:green_cross: depression,:green_cross: substance abuse, :green_cross: sleep disturbance, :green_cross: suicidal ideation :green_cross: nightmares :green_cross: severe anxiety
    - - :check:Knowing the signs when people are struggling after experiencing community violence (called traumatic stress) and encouraging them to get help.
        :check:Working with youth, parents or caregivers to improve the relationship between caregivers and their children
        :check: Becoming a mentor - be that trusted adult or helping youth connect with mentors or other supportive adults.
        :check: Sharing information.
        :check: Providing programs for youth that support the development of like skills, such as sports, arts, music, leadership, academic enrichment.
        :check: Providing or ensuring monitoring of recreational areas for youth and families.
  - - - Fighting
        
        Fighting at school is classified under school violence. Violence stems from aggression. According to Oxford, com aggression is defined as hostile or violent behavior or attitudes toward another; readiness to attack or confront. When you see aggression in children, it simply means something is triggering the child. Maybe something at home or something they experienced that was traumatic, is building up aggression.
        
        Response Strategy
        
        According to ASCD.org Studies of violent behavior among children and adolescents have revealed a fairly consistent list of risk factors for aggressive acts. In addition to certain psychiatric diagnoses, characteristics such as low verbal IQ, immature moral reasoning, poor parental modeling, poor social skills, and lack of social supports have all been associated with the development of violent behavior in children. Studies examining characteristics particular to the school environment have found that a weakly structured school and a student's poor academic performance, low commitment to education, and, perhaps most important, poor attachment to the school are all strong indicators of potential violence. In addition, schools that tolerate physical and social aggression, especially when perpetrated by elite student groups within the school, are increasingly at risk for the outbreak of violence on or around school grounds.
        
        A great support group, behavior intervention support, counselors are all good response strategies for curving fighting in school
        
        Symptoms
        
        Agression, antisocial, withdrawn from others, mood swings, ticking time bomb
- - - - Children will develop trauma as a result of their own subjective experience related to a medical situation, and not necessarily it's objective problem. (1.) The child will think repeatedly about the trauma and continually re-experience it happening, causing themselves a lot of stress and repeat trauma. Sighs, sounds, smells, physical events, could all cause "flashbacks" and remind the child again. (2.) The child might avoid talking about the trauma or anything related to it. The child might avoid certain places or people to avoid being reminded of the trauma, and this avoidance can interfere with daily life and strop the child from enjoying things they usually enjoy. (3.) There may be a "fight or flight" response from the child and cause them to have hyper-arousal. The child might be jumpy or nervous at loud noises, and will feel their heart racing, and this hyper-arousal can be very distressing. (Peterson, 2018).
    - - https://youtu.be/P2WFZT6EPDs
        Traumatic injuries with Dr David Notrica. (Phoenix Children's Hospital, 2020).
      - (1.) Parents and teachers can help students struggling by simply going back to their regular routine. Routines help children feel safe.
        (2.) Allow the student time to readjust and give them the space they need to return back to normal.
        (3.) Set regular limitations, despite being tempted to relax the rules. Be consistent with expectations, as much as the injury allows.
        (4.) listen if the student to talk about their feelings and worries if they need to. Teachers can encourage younger students to play, draw, or story-tell so they can express their feelings better.
        (5.) Teachers can encourage the student to spend more time with their friends, to avoid the student feeling too "different" or left out. The teacher can even facilitate activities that give the student more opportunities to socialize with their friends, and get their friends to adjust to the student's return from medical leave.
        (6.) Try to allow the student to do things on their own as much as possible. It might be tempting to do things for them, however it would benefit the student more for them to learn and adjust to things on their own as much as their injury will allow.
        (7.) Teachers and parents should take time to think about how they feel as well, as it will be harder to help their student/child if they don't recognize their own feelings themselves.
        (8.) Teachers should be in touch with the student's doctor, school nurse and administration, as well as parents, in order to be updated on the student's condition and if there are signs that the student is getting better or worse.
        (Peterson, 2018).
  - - - (1.) Relationships: The student will be more vulnerable to stress, have difficulty forming healthy attachments, struggle with forming strong supportive relationships, have trouble expressing their emotions or expressing their emotions appropriately, and may have trouble dealing with romantic relationships, friendships, or authority figures.
        (2.) Physical Health: The student may respond to stress with physical reactivity such as rapid breathing, heart pounding, or the student may "shut down" in a stressful situation. These are seen as "overreacting" or being unresponsive/detached. Students may also have frequent headaches or stomachaches, and as they get older they may engage in more risky behaviors like substance abuse or poor diet and exercise habits. Students may also display a hypersensitivity to sound, smells, touch, or light, as well as show an unawareness of physical sensations. Students might complain about chronic pain that can't be found, or show signs of injuring themselves without feeling pain.
        (3.) Emotional: Students will have difficulty managing their emotions, having never learned how to calm themselves down once they are upset, and can be easily overwhelmed. They may give up on small tasks in school, be constantly fearful, and may experience depression.
        (4.) Dissociation: Students might have a defense mechanism where they "space out" or daydream as a way of mentally separating themselves from a stressful situation.
        (5.) Behavior: The student may engage in high-risk behaviors, illegal activities, substance abuse, stealing, running away, prostitution, assaulting others, and end up entering the juvenile justice system.
        (6.) Thinking and Learning: Students will show difficulty thinking clearly, reasoning, or problem-solving. They will struggle with planning ahead and taking rational actions, as well as struggle to learn new skills or absorb new information. They will also show deficits in language development and abstract reasoning skills. These students may require learning support in their school environment.
        (7.) Self-Concept: Students will view their self as powerless, and be easily guilty, have low self-esteem, and poor self image among their peers. They have trouble feeling hopeful, and tend to live moment to moment as opposed to thinking about the future.
        (8.) Long-term Health: Students who have experienced complex trauma will later be more likely to be engaged in high risk behaviors as adults, and have chronic illnesses such as heart disease and cancer.
        (Peterson, 2018)
    - - (1.) Organized intervention plan for the student and family, with the assistance of professionals and trainers.
        (2.) Integrative treatment that is assessment based and uses culturally adapted approaches.
        (3.) Intervention plans with the help of professionals that involved the use of storybook/manual, creative arts activities (art therapy and drama therapy), and psycho-education resources.
        (4.) Manually interactive family bonding and coping resources, for skill-building intervention, for families living in traumatic contexts.
        (5.) Psychotherapy involving manually-guided support group treatment that targets the improvement of emotional, social, academic, and behavioral functioning of the student.
        (6.) Strengths-based approach to education and therapy for students who have suffered from physical, sexual, psychological, and emotional trauma.
        (7.) Treatment for children who have been traumatized and need emotional care and social environmental support in their home.
        (Peterson, 2018).
  - - - (1.) Different behaviors from different ages, for example younger students might play games about the traumatic event and older students may show signs of self-harm. (2.) The student might be focused on the traumatic event by asking repeated questions about it or discussing details of it out of context. (3.) The student might relive the traumatic event through play-acting with their toys or drawing about it in their artwork. (4.) Display visible emotional/behavioral stress when triggered by holidays, family events, parent's night, or other events that might trigger them to remember the traumatic event. (5.) The student might display aggressiveness if they feel that there might be danger, if they are feeling vulnerable, or if they are imitating aggressive behavior that happened in the traumatic event. (6.) The student might avoid activities, places, or people that could remind them of the traumatic event. (7.) Students might withdraw from participating in activities they used to enjoy or be less interested in interactions with others within their school or home environment. (8.) Student may not show certain emotions, be it positive or negative, they may instead seem "flat" or "numb". (9.) Student may be constantly alert, on edge, or easily startled, resulting in difficulty sleeping or inability to settle down. (10.) Student may act disinterested in their goals or purpose which they previously deemed as important, for example saying "it doesn't matter anymore". (11.) The student may perform poorly in their academics as a result of inability to concentrate or participate in classroom assignments and activities. (12.) The student may have persistent emotional distresses such as repeated episodes of moodiness, irritability, loss of appetite, loss of interest in favorite activities, crying episodes, etc. (13.) The student may express thoughts of suicide, homicide, or intentionally be harming their self, for example cutting their self. (14.) The student may have continually increasing antisocial or delinquent behavior such as truancy, aggression, stealing, lying, verbal threats, drug/alcohol abuse, or placing others around them at risk of harm in other ways. (The National Child Traumatic Stress Network, 2020).
    - - (1.)Teachers can make a plan for the student to prepare his or herself to re-enter school after the traumatic event. The teacher can check with the family to know if the student would rather their peers not know about the traumatic event. (2.)Teachers and administration can help facilitate a more supportive school environment so that the student suffering from traumatic grief can have extra reassurance with a predictable class schedule and organization. (3.) Teachers should be available to listen and be present for the student so that they feel safe to come to them for any reason, or take breaks from the classroom if they might need to. (4.) Teachers should accept a range of responses specific to the needs of the student, whether they might need to talk about their feelings or not talk at all. Teachers can remind the student calmly that it is okay to experience emotional and behavioral difficulties after a traumatic event. (5.) Teachers should also be prepared to respond to questions the student might have, including strange odd or gruesome questions relating to the traumatic event. Its also ok to say you don't know the answer, and try to avoid gory details whenever possible. (6.) Teachers should be understanding to angry outbursts from the student and help the student to calm down by taking them aside. Aggressive behavior can be addressed quickly, firmly, but not punished or given negative attention. Teachers can also help the student refrain from any kind of self-destructive or self-defeating behaviors. (7.) Teachers, administration, and staff can help raise awareness to each other and collaborate with all the adults who will interact with the student who experienced the traumatic event. This way adults will not misunderstand certain behaviors from the student, and they will know to respond in an appropriate manner towards the student, as well as be supportive to their trauma. (8.) Teachers can help collaborate with family and counselors as well to learn about which triggers or reminders the student might have, minimize these the best they can, and provide support and coping skills for the student so they can react appropriately and move past them. (9.) Teachers can modify their teaching strategies and be flexible with their normal school expectations in order to assist the student with their trauma. They can be more sensitive when the student is having difficulty. Teachers can adjust to strategies that will help the student concentrate better and be able to recall their control and performance better. (10.) Teachers and School administration can provide support to the families of students who have experienced a traumatic event. They can speak to the family about reintegrating the student into their classes, ask the family what their preferences are, maintain open communication with them, build relationships with them by communicating frequently about the progress of the student, provide suggestions for educational support at home, follow through and not devalue the family's trust, and even designate a liaison who can coordinate regularly with the family and student. (11.) The school can inform counselors and psychologists about their concerns with the student and help coordinate assistance and accommodate the student's needs. (12.) Schools and teachers should realize that it can be challenging to deal with traumatic events, and should be mindful of their own thoughts and feelings about the trauma, as well as the family's experience. Teachers can seek support from other staff if they need to, and put efforts into developing positive relationships with the family and friends of the traumatic event, and can encourage supportive activities. (13.) The school can make referrals if they feel that the student might need extra professional help in dealing with the traumatic event. (The National Child Traumatic Stress Network, 2020).
      - https://youtu.be/imu3pRNQnDs Supporting A Child WithTraumatic Grief (Child Bereavement UK, 2018).