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Traumatic Stress in Students (Incarcerated Household Member (The…
Traumatic Stress in Students
Physical Neglect
Symptom:
Inappropriate clothing, especially inadequate clothing in winter
Response:
Investigate and assess whether the child is being neglected and discuss it with parents or refer to Student Services
Response:
Discuss with student, understand the underlying reasons
Response:
have some spare warm clothes from lost and found in the classroom in case the are needed.
Symptom:
Malnutrition, stealing food, begging for food, hoarding food
Response:
Free lunch/breakfast programs
Response:
Investigate and assess whether the child is being harmed/neglected and discuss it with parents
Response:
Refer to Student Services if necessary
Symptom:
Poor Hygiene, matted hair, dirty skin, body odour
Response:
Discuss issue with student, assess reasons for consistently poor hygiene
Response:
Investigate and assess whether the child is being neglected and discuss it with parents or refer to Student Services
Response:
Educate the class about hygiene
References:
Digital Services. (2020, February 1). Signs of child abuse and neglect. Retrieved April 23, 2020, from
https://www.csyw.qld.gov.au/child-family/protecting-children/what-child-abuse/signs-child-abuse-neglect
WeAreTeachers Staff on September 15, 2015 .contest-social .share-links svg. (2017, August 9). How to Deal With Student Hygiene Issues. Retrieved April 24, 2020, from
https://www.weareteachers.com/best-of-teacher-helpline-dealing-with-student-hygiene-issues/
Racism, Sexism, or any other form of Discrimination
: Discrimination is defined as a "prejudiced or prejudicial outlook, action, or treatment" (Mirriam- Webster, 2020). You can watch a video about different kinds of discrimination here:
https://www.youtube.com/watch?v=6uXgJA-VfjI
Symptoms:
Students Making Jokes to a Student About Their Race/ Gender/ Sexuality
: Older students may make jokes about a student's culture, race, or sexuality. Comments can include phrases like "that's gay" or explicit phrases.
Response:
Take time to explicitly respond to the incident. Explain why the language and behavior is hurtful. Clearly state consequences to the behavior and adhere to the policy.
Response:
Use language that is inclusive while speaking about families, cultures, lifestyles and social groups. Vary your language in order to demonstrate that all groups and lifestyles are equivalent in your classroom (Understanding Prejudice, n.d.)
Minority Children Are Quiet In Class
: Minority students are often quiet in class, hesitant to share opinions, traditions, and experiences that may differ from majority students.
Response
: Set class rules and guidelines that create an inclusive, safe environment
Response:
Set up a multicultural desk in the classroom where students can bring objects that reflect diverse populations (UNESCO, 2020)
Response
: Require students to research people in history that have stood up to discrimination. Discuss how they fought against discrimination and how we can learn from it today (UNESCO, 2020)
Segregation at Playtime
. Playtime for younger children often becomes segregated by gender as students play with toys that are stereotypically female or male.
Response
: Integrate stereotypically masculine and feminine toys into the same areas. For example, place toy trucks and toy hardware tools next to toy houses (Understanding Prejudice, n.d.)
Response: Suggest that the majority students alter their game to make it possible for the other student to join. This change may make the game more culturally acceptable or welcoming to students with disabilities.
Resources
Pop'n'Olly (2017). Discrimination Explained For Kids. Youtube. Accessed April 22nd at
https://www.youtube.com/watch?v=6uXgJA-VfjI
Understanding Prejudice (n.d.). Creating an Inclusive Environment. UnderstandingPrejudice.org. Accessed April 22 at
https://secure.understandingprejudice.org/teach/elemtips.htm
UNESCO (2020). Racism and discrimination have no place in classrooms. UNESCO Associated School Networks. Accessed April 22 at
https://aspnet.unesco.org/en-us/racism-and-discrimination
Natural Disasters and War
Growing number of countries in the current world are involved in war. Children can face a lifetime of PTSD and traumatic stress. War-torn countries create an overwhelming adverse experience for students (Macksoud, 1993).
Poverty and Starvation.
Starvation and poverty will often experience hardships even when in school and continue to remain in poverty.
Separation and displacement.
Students that are separated will often feel the results in school. Some children could be the only ones that immigrated, some could only have one parent or missing siblings. There are several triggers for students that have experienced displacement and even refugee status (Macksoud, 1993).
Violent death of a parent.
Death of a parent or injury of a parent will make the students life considerably more difficult in school, especially with student/parent activities.
Terror attacks, kidnapping, and life threat.
Children exposed to terror through attacks suffer severe post-traumatic stress reactions. These children can re-experience this several times through certain triggers. Kidnapping can also cause severe mistrust and issues inside the classroom.
Participation in violent acts.
Although rare, it is possible to have a student who may have been forced to participate in violent acts. These "child soldiers" are forced to serve in war and will almost always suffer from PTSD symptoms, needing a great deal of psychiatric care.
Incarcerated Household Member
The incarceration rate in the United States has increased dramatically in the past half century. Currently, an estimated 2.7 million children have a biological mother or father or is incarcerated in a local jail, state prison, or federal prison.
Racial and ethnic disparities
:- The considerably higher incidence of incarceration in communities of color means that there are also racial disparities among the children of incarcerated parents. In 2007, Black children were almost eight times more likely and Hispanic children were almost three times more likely than White children to have a parent in prison
Poverty
: Research shows that people who are poor are more likely to become involved in the criminal justice system.
Family Structure:
-Research has shown that children of incarcerated parents are more likely to live in single parent households than children who have not experienced parental incarceration
Parental incarceration can have profound effects on relationships between parents and children. For parents who are incarcerated, maintaining connections with children while in custody is a particular challenge
Davis, L. & Shlafer, R. 21 December, 2016. Mental health of adolescents with currently and formerly incarcerated parents. Retrieved from:
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5549675/
Death of a Family Member or Close Friend
Melinda Brady
References:
Nadworny, E. (2015, January 13). Grief In The Classroom: 'Saying Nothing Says A Lot'. Retrieved from
https://www.npr.org/sections/ed/2015/01/13/376720559/grieving-in-the-classroom
Park, C. (2013, May 17). 5 Tips for Supporting Grieving Students. Retrieved from
https://www.edutopia.org/blog/tips-grief-at-school-2-chris-park
The Coalition to Support Grieving Students. (n.d.). Reactions & Triggers. Retrieved April 25, 2020, from
https://grievingstudents.org/modules/reactions-triggers/
The Dougy Center. (n.d.). When Death Impacts Your School. Retrieved April 22, 2020, from
https://www.dougy.org/grief-resources/death-impacts-your-school/
Guidelines for Teacher Response and Planning
Seven out of ten teachers have a grieving student currently in their classroom. (Nadworny, 2015)
DOs
Stay in contact with family to understand their needs and schedule
Prepare class for grieving student's return
Talk to your class about grief
Let your class share their feelings
Provide a way for the class to reach out to the grieving student (cards, pictures)
Discuss how to treat the grieving student when they return
Listen
Follow routines
Set limits: students will still need rules to provide structure and safety
Do continue to set reasonable academic standards to make sure the student is learning critical material
Be aware of possible grief triggers
DON'Ts
Don't set a time limit on the student's grief
Don't minimize the loss to the student
Don't expect the student's work quality and timeliness to be unchanged by their loss
Symptoms of Grief in Children
Video: Impact on Learning
Difficulty in focusing and remembering
Response:
Flexible deadlines, extra time to complete work
Response:
Allow student to work with a teacher or partner
Response:
Focus on only the most important assignments and exempt student from less critical work
Fear, anxiety and withdrawal
Temporary academic challenges or exacerbation of existing challenges
May occur immediately or weeks/months after loss
Response:
proactively offer learning supports
Over-engagement in school as a distraction or as a way to demonstrate coping
Response
: Be aware of
any
changes in academic engagement. Any changes should be looked at as a potential sign of distress in the student
Video: Other Reactions
Irritation and anger, acting out
Response:
Be aware that disruptive behavior is coming from grief. Help child understand that anger is normal.
Risky behaviors: drug use, alcohol
Response:
Encourage students to think about the risks they are taking and their feelings of loss. Refer for professional help, if needed.
Regressive behaviors in young children: less comfortable with independence, for example
Response:
Focus on providing a safe space for the child. Over time, developmentally appropriate behavior will reemerge
Household substance abuse
Resources
Child Welfare Information Gateway. (2014, October 1). Parental Substance Use and the Child Welfare System. Retrieved April 24, 2020, from
https://www.childwelfare.gov/pubPDFs/parentalsubabuse.pdf
Davies, L. (n.d.). Educator`s Guide to Children Affected by Parental Drug Abuse. Retrieved April 24, 2020, from
http://www.kellybear.com/TeacherArticles/TeacherTip66.html
TEDx Talks. (2018, March 18). Wasted: Exposing the Family Effect of Addiction | Sam Fowler | TEDxFurmanU [Video file]. Retrieved from
https://www.youtube.com/
watch?v=1qI-Qn7xass&feature=youtu.be
Symptoms
Anxiety
Have a stable and safe classroom climate
Teach anxiety coping techniques
Substance Abuse
Teach age appropriate drug/alcohol curriculum
Suggest rehab facilities
Depression
Provide a positive environment in the classroom
Connect the student with the counselor, or any small group support groups at the school
Tardy/ absent frequently
Connect the student(s) with a study buddy, note taker, and/or outline of the days notes/activities
Connect the student with an alarm clock and as much encouragement and support as possible to be in your class
Relationship difficulties
Incorporate extra SEL lessons and integrated discussion that focus on key areas affected by substance abuse in the home
Group collaboration learning and projects whenever possible to demonstrate, normalize and facilitate healthy relationships
Inconsistent academic work
Help students develop a detailed homework plan
Give the affected student(s) extended time if necessary
Responses:
"A conservative estimate is that one in six children in school today has a parent who is dependent on or addicted to alcohol or other drugs." (Davies, n.d.)
https://www.youtube.com/watch?v=1qI-Qn7xass&feature=youtu.be
Bullying
Symptoms
Responses
Physical Abuse
Symptoms
Withdrawal from friends or activities
Frequent Absences
Unexplained marks, bruises, welts, burns or cuts/Injuries that don't match explanation
Responses
Take detailed notes and records of all potential symptoms witnessed in the student.
Work with the school psychologist, counselor or support team to set up meetings for the student to address behavioral problems.
Identify triggers for negative behaviors and minimize them/teach techniques for appropriate responses.
Encourage the student to share their struggles or issues in one on one meetings, listening and making them feel comfortable.
Refer the student and case to the relevant authorities i.e Child Protective Services and work together to form the best treatment plan.
" Physical child abuse is any non-accidental infliction of physical violence on a child by any person." (Child Safe Standards)
References:
Victoria State Education and Training (2018) Child Safe Standards School Guide. Retrieved April 26, 2020 from
https://www.education.vic.gov.au/Documents/about/programs/health/protect/ChildSafeStandard5_SchoolsGuide.pdf
Parental Separation
Responses
Guide caregivers on how to talk to children
Address related traumatic experiences
Help child gain mastery over trauma related symptoms
Suggest ways for the child to maintain connections
Coordinate outside resources and referrals
Monitor the Impact on you
Resources
NctSN. (2020). Children with Traumatic Separation. Retrieved from:
https://www.google.com/search?client=firefox-b-1-d&q=parental+sepearation+traumatic+for+children+symptons
Symptoms
Intrusive thoughts
Nightmares
Disturbing images of the separation reenacted in play or depicted in art
Minimizing or denying previous traumatic experiences that led to the separation
Negative beliefs about oneself, others, or the event
Negative changes in mood (e.g., sadness, anger, fear, guilt, shame)
Changes in behavior (e.g., increased anger, aggressiveness, oppositional behaviors, irritability, sleep problems, withdrawal)
Self-destructive thoughts, plans, or actions
Difficulty with thinking, attention, or concentration problems
Physical symptoms (e.g., stomach aches, headaches)
Viewing the absent parent as “all good”
Negative self-beliefs
Overly negative beliefs about the absent caregiver
Emotional distance
EMOTIONAL ABUSE
Responses
Raising public awareness of the seriousness and signs of child emotional abuse.
Making mental health services available to all citizens, and especially to all those affected by children’s emotional abuse.
Increasing research efforts to improve our understanding of child emotional abuse – its nature, extent, causes, and consequences, as well as what helps prevent it.
Behaviors
Rejecting: The caregiver refuses to acknowledge the child’s worth and the legitimacy of the child’s needs.
Isolating: The adult cuts the child off from normal social experiences, prevents the child from forming friendships, and makes the child believe that he or she is alone in the world.
Terrorizing: The adult creates a climate of fear, bullies and frightens the child, and makes the child believe that the world is capricious and hostile.
Ignoring: The adult deprives the child of essential stimulation and responsiveness.
Corrupting: The adult encourages the child to engage in destructive and antisocial behavior, reinforces deviance, and impairs a child’s ability to behave in socially appropriate ways.
Verbally Assaulting: The adult humiliates the child with repeated name-calling, harsh threats, and sarcasm that continually “beat down” the child’s self-esteem.
Overpressuring: The adult imposes extreme pressure upon the child to behave and achieve in ways that are far beyond the child’s capabilities.
Child Abuse: By Romy Cho M.D. and Kathleen Nolan M.D.
References:
Pietrangelo, A. (2018, December 6). How to Recognize the Signs of Mental and Emotional Abuse. Retrieved April 26, 2020, from
https://www.healthline.com/health/signs-of-mental-abuse#what-to-do
Child Emotional Abuse. (2016, February 16). Retrieved April 26, 2020, from
https://preventchildabuse.org/resource/preventing-emotional-abuse/
Sexual Abuse
Responses
Trauma-Informed Teaching
Tier-One Intervention
Not disciplinary, but solution-oriented
Asks "what happened to you?" instead of "what's wrong with you?"
Ensuring routine and regularity
Create a schedule and stick to it!
If the schedule needs to be changed, inform the students
Create a classroom dynamic that ensures safety and space for holding vulnerable conversations
Encourage students to seek out healthy activities to build community and create a stable environment
As a mandated reporter, take legal action if a student shares information about a sexual abuse with you.
Prevention, education and support
https://youtu.be/AOd0b7S4p6o
1 in 10 children will be sexually abused
Most abuse goes unreported
Symptoms
Emotional And Behavioral Self-Regulation
Difficulty expressing, managing, labeling emotions
Inattentiveness, or hyperactive behavior (or fluctuations between the two)
Overwhelm at loud or busy activities
Hyper-sexuality, promiscuity
Substance abuse
Eating disorders
Social Skills
Lack of boundaries, "overinvolvement" in social activities
Withdrawal
A need to feel in control of something, and may talk back or bully
Poor social character in selecting friends, negative peer relationships are sought out/established
Cognitive Function
Struggles with transitions between activities
Educators often mistake inattentiveness for defiance
May struggle asking for help, or inversely, may become very dependent on others to start or complete work
Trouble completing tasks and focusing
Kelsey Shaw
Resources:
Babbel, Susanne. (2013). Trauma: Childhood Sexual Abuse. Psychology Today. Retrieved on April 26, 2020 from
https://www.psychologytoday.com/us/blog/somatic-psychology/201303/trauma-childhood-sexual-abuse
Cevasco, Molly. (n.d.). Best practices for supporting and educating students who have experienced domestic violence or sexual victimization. National Education Association. Retrieved on April 26, 2020 from
http://www.nea.org/home/62845.htm
RAINN. (n.d.) Effects of Sexual Violence. Retrieved on April 26, 2020 from
https://www.rainn.org/effects-sexual-violence
Include the students that are presenting bullying symptoms in your class in your PLC's student's of concern, you want to make sure that these symptoms are only in your class or in several ones.
If it is only a situation presented in your classroom specifically reinforce behavioral class expectations as well as positive and negative consequences for them. Make sure to observe and document the child's behavior to assess that the Tiered intervention set in place is having the wanted effect or if it should be escalated.
If bullying is suspected report to the school counselor and/or principal. Bullying is a conscious recurring act for which basic classroom management strategies are not always enough. Involving counselors immediately is highly recommended so they can conducted in depth assessments of the child, contact parents and provide extra support.
Behavioral Issues: Aggression, anger, hyperactivity, nervousness
Reluctance to leave school
Avoiding social interaction - withdrawing
Macksoud, M. S., Dyregrov, A., & Raundalen, M. (1993). Traumatic War Experiences and Their Effects on Children. International Handbook of Traumatic Stress Syndromes, 625–633. doi:10.1007/978-1-4615-2820-3_52
Diana Castaño
Unexplainable Injuries
Lost or destroyed personal belongings
Constant Headaches or Stomachaches
Faking Illness
Skipping Meals or Overeating
Unexplainable Injuries
Insomnia or recurring nightmares
Drop in grades
Avoiding school or school work
Becoming aggressive to defend him/her self
Self destructive behaviors - becoming suicidal
Most efforts done by schools are placed in
prevention strategies
to guarantee student safety avoid bullying. These prevention strategies try to foster a positive school climate, model positive interactions, build positive and strong relationships among all members of the community (students, parents,teachers, etc) and Social Emotional Learning
If witnessing student conflict (weather bullying or not). Stop the altercation on the spot, do not take sides. Ask students to give you their version of the facts. Try to help them reflect on the situation and make sure to report it to the counselor.
Conduct regular classroom and school climate assessments
Set clear behavior expectations in the classroom at the beginning of the school year.
Encourage your student to talk to you when witnessing bullying or when being bullied
Monitor hallways, cafeteria, play grounds, and common areas.
Involve parents to monitor student behavior at home as well
Be sure that you stay firm and consistent on your anti-bullying stance in your classroom
References
Public Affairs. (2019, December 05). How to Prevent Bullying. Retrieved April 26, 2020, from
https://www.stopbullying.gov/prevention/how-to-prevent-bullying
Best Practices in Bullying Prevention and Response [PDF]. (2015, August). Hanover Research.
Warning signs of bullying. (2018, November 23). Retrieved April 26, 2020, from
https://www.education.vic.gov.au/about/programs/bullystoppers/Pages/signs.aspx
Team, S. (2018, November 28). 10 Ways a Teacher Can Address Bullying: Resilient Educator. Retrieved April 26, 2020, from
https://resilienteducator.com/classroom-resources/ten-ways-a-teacher-can-address-bullying/
(Mina) Yingying Lyu
