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Types of Traumatic Stress, Sexual Abuse, Due to the severity of the impact…

- - - - Change in friends
      - Reduced eating and sleeping
      - Stops participating in social activities
    - - Grades Drop
      - Work Ethics Drop
      - Loss of interest in favourite subjetcs, extra curricular activities, hobbies
      - Skips school
    - - Nervous when texting/using social media
      - Child seems depressed or anti-social
      - Mood Swings
      - Upset/frustrated after being online/Using the laptop
      - Nervous about sharing information on online accounts, increased secrecy.
      - Aggressive Behaviour
      - Uneasy, nervous or scared about going to school or outside.
  - - - Keep all evidence of cyberbullying
    - - Work with parents and school counselor
    - - Creating a safe and open space for the student and teacher to converse privately
        
        Speaking of how the teacher believes in this person, and that they will do all that they can to help and support the child can be extremely comforting and a positive experience for the child.
        
        Making the student know that however it may seem, it is not their fault. Addressing the student's strengths can also help them see themselves in a positive light
    - - Integrate empathy and compassion in the classroom
        
        Address different types of trauma such as cyber bullying, loss, abuse, and emphasise the importance of support and kindness to one another.
    - - Use creative informal response strategies
        
        Integrate an activity on anti cyber bullying like creating posters and putting them around school.
        
        It is important to understand how the child is being cyberbullied would respond to this before carrying this out as they may feel worse
      - When there is a moment connected to digital technology and its impact or any such moment, speak about cyber bullying and how a student can play a role even as a bystander
        
        Inform them of the signs, and of their own choices when encountering cyber bullying
        
        support the target of the bullying (be an ally)
        
        Incorporate SELs and specifically address social awareness and relationship skills/positive relationships.
        
        try to stop the cyberbullying (be an upstander); and/or tell a trusted adult (report it)
- - - - Fatigue
      - Aches and pains
      - headaches
      - Appetite changes or digestive issues
      - Getting sick more often
      - Social withdrawal
    - - Agression
      - Inability to concentrate
      - Guilt
      - Depression
      - Suicidal
      - Anxiety
  - - - Be understanding and more patience for student that show signs of grief.
      - Tell simple and give straight answers.
      - Let the student know that death is a part of life and not a disease that can be spread.
      - Talk about your feeling in an nice and appropriate way that help the student share their feelings.
      - Don't impose your own beliefs on students.
      - There are going to be different type of feeling the student is going through. Be sensitive to his or her feeling.
      - Maintain your daily routines that students liked.
      - Don't pressure them to talk about what they're feeling. provide a variety of ways to express their feelings.
    - - Euphemism causes confusion so avoid at all cost
      - Provide activities to express thought and feeling about death.
      - Be prepare to repeat and answer the same questions
    - - Do not try to force them to share what they are feeling inside.
      - Student lie to ask for help on social media. Being aware on what is said is vital and tell other students to look out for a friend who needs some help.
      - Be open to physical contact to support and empathize
    - - They will ask more depth question to understand the situation
      - Don't validate unrealistic idea
      - Students at this age are not comfortable to share their feeling or grief with others. Make sure that there other activities that they do to express or figure out what they are feeling.
- - - - Support groups
      - Counseling
      - Extracurricular activities for processing
        
        Poetry
        
        Arts
        
        Writing
        
        Journaling
- - - - Speech impairments
      - Hearing Impairments
      - Visual impairments
      - Loss of motor coordination or balance issues
      - Fatigue
      - Paralysis
      - Seizure disorders
      - Muscle Spasms
      - Headaches
    - - Impaired concentration
      - Slowness of thinking
      - Short term memory loss
      - Limited communication skills
      - Limited planning
      - Trouble writing
      - Trouble reading
      - Trouble making judgments
    - - Anxiety
      - Depression
      - Self-centeredness
      - Lowered Self-esteem
      - Lack of motivation
      - Denial
      - Mood Swings
- - - - Cognitive Behavior Therapy
      - Medications
- - - - Cocaine
      - Marijuana
      - Methamphetamines
      - Heroin
      - Anabolic steroids
- - - - general neglect is failure to provide adequate food, clothing, supervision, or medical care
      - severe neglect is the unwillingness of the parent to provide basic care and physical injury is likely to occur: malnutrition, abandonment, willful endangerment
    - - Physical Symptoms
        
        frequent injuries and unexplained bruises, welts or cuts
        
        wears clothing to cover injuries, such as long sleeve shirts on a hot day
        
        clothes do not fit, are dirty, are inappropriate for the weathe
        
        hygiene is bad: student is dirty, clothes are dirty, unpleasant odor
      - emotional symptoms
        
        always on alert for negative reactions
        
        does not want to be touched
        
        flinches from sudden movements
        
        afraid to go home
  - - - teacher should have an attitude of safety and security
      - teacher should make sure to ensure that students know that they are not at fault for the abuse that they received
      - students should be able to establish their own personal space that no one is allowed to be in unless the student gives permission
      - the teacher should be truthful about things happening in the teachers life, so that students feel comfortable sharing about their lives
        
        if the student feels comfortable sharing about their abuse, the teacher must make sure that they are portraying a sense of acceptance of the student and of actively listening to the student
      - teacher should have classroom become a safe place, where students are able to express themselves and be heard
  - - - culture
      - race
      - religion
      - socioeconomic background
      - family structure
- - - - The primary goal of Sensitive Practice is to
        facilitate feelings of safety.
        
        9 Themes of Sensitive Practice
        
        Respect
        
        Taking time
        
        Rapport
        
        Sharing information
        
        Sharing control
        
        Respecting boundaries
        
        Fostering mutual learning
        
        Understanding nonlinear healing
        
        Demonstrating awareness
        and knowledge of interpersonal violence
    - - Specialist therapies
        
        Trauma-Focused Therapy
        
        Increase a personal sense of confidence and competence
        
        Reduce symptoms of depression and anxiety
        
        Reconnect and do non-dangerous things avoided since the traumatic event(s)
        
        Process specific memories, through carefully guided talk and/or writing
        
        Increase your awareness of, and access to, inner strengths and outside resources
        
        Help calm and soothe
        
        Make meaning of what happened
        
        Challenge trauma-based thinking, to restore a healthy mental framework for living
        
        Psychotherapy for PTSD
        
        Somatic Experiencing (SE)
        
        EMDR (Eye Movement Desensitization and Reprocessing)
        
        Trauma Focused CBT (Cognitive Behavioral Therapy)