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Experiences That Cause Traumatic Stress, The involvement of a child in…

- - - - Could be straight line or a circle
      - Could be in areas that are usually protected
    - - Low self esteem
      - Excessive fear and anxiety
      - Eating disorders
      - An inability to concentrate including ADHD
      - Hostility to others including family and friends
      - Depression
      - Apathy and lethargy
      - Aggression
      - Sleep issues
    - - Create a safe environment
      - Set reasonable goals for the students and provide support
      - Bring more structure by giving accurate information to the students
      - Help students gain a sense of identity by asking questions that help them formulate a position on issues and build problem solving skills
      - boost their self esteem
      - facilitate a sense of belonging by providing designated places for possessions, display work and so on
      - build a classroom climate that fosters caring, appreciation for differences,consisitent rules and boundaries and recognition for small successes
      - teachers should understand inexplicable behaviours and emotions of their students
      - Maintain consistency
- - - - Teach Social Skills
      - Be involved in mentoring programs
      - Dating and healthy relationshp skills program
      - Encourage student to participate in after-school programs
      - Include social/Emotional learning
    - - Neglect can result in cognitive delays, stunt physical growth, affect self governing skills and disrupts the body's stress response.
        
        Without the comfort and security of family a child's Brain doesn't develop properly and their fight or flight mode is always on.
    - - Child Welfare Information Gateway. (2019). Long-term
        consequences of child abuse and neglect. Washington,
        DC: U.S. Department of Health and Human Services,
        Administration for Children and Families, Children’s Bureau
      - Neglect. (n.d.). Retrieved April 29, 2020, from https://developingchild.harvard.edu/science/deep-dives/neglect/
- - - - Children with only one alcoholic parent (compared to those with two) showed lower rates of problem behavior (Hussong et al, 2007)
      - Compared to their peers, children of substance abusing parents show increased rates of anxiety, depression, oppositional behavior, conduct problems, and aggressive behavior as well as lower rates of self-esteem and social competence
    - - By young adulthood, 53% of these children evidence an alcohol or drug use disorder as compared to 25% of their peers. Heritability estimates range from 50–60%, with behavioral genetics studies indicating that family transmission of alcohol and substance use disorders is in part due to a substantial genetic component
    - - Boys with high parental psychopathology performed worse on arithmetic in middle childhood and reading in late childhood compared to boys from low parental psychopathology. (Zucker, Wong, Puttler, &Fitzgerald (2003))
    - - Boys with active alcoholic fathers performed worse than boys with fathers who were social drinkers on general intellectual functioning and tasks of visuospatial skills, memory, and attention (Ozkaragoz, Satz, & Noble (1997))
  - - - It is not their fault that their parent abuses drugs.
      - There is nothing they can do to make the parent stop using drugs.
      - There are individuals who care about them and who can be helpful to them.
      - There are things they can do to take care of themselves.
- - - - Bipolar disorder
      - Anxiety disorder
      - ADHD
      - Schizophrenia
      - Alcoholism
        or drug abuse
      - Depression
  - - - Help and support from family members
        
        Sense of being loved by the ill parent
    - - Positive self esteem
    - - Support from school PLC
      - Interests and healthy relationships with peers and adults outside the family
  - - - Potential Impact on Children
        
        Anger
        
        frustration
        
        anxiety
        
        Mimicing negative behaviour
      - Protective and Preventative Factors
        
        Regular check-ins with family member or friend who the child can confide in
        
        Appointments with a therapist
- - - - Academic difficulties
        
        Lower grades and school dropout
      - Disruptive behaviours
        
        Conduct and substance use problems
      - Depression
  - - - Parenting support
      - Education
    - - Lowers conflict
      - Improves parenting
      - Encourages both parents to remain active in child's life
- - - - depression
      - autism
      - asthma
      - obesity
      - ADD or ADHD
      - anxiety
      - diabetes
      - Epilepsy or seizure disorder
    - - activity limitations
      - speech or other language problems
      - hearing problems
      - vision problems
    - - chronic school absence
  - - - R - Relaxation techniques
        
        Teaching relaxation methods, such as focused breathing, progressive muscle relaxation, and visual imagery
      - A - Affective expression and regulation
        
        Helping the child and parent manage their emotional reactions to reminders of the abuse
        
        improve their ability to identify and express emotions, and participate in self-soothing activities
      - C - Cognitive coping and processing
        
        Helping the child and parent understand the connection between thoughts, feelings, and behaviors and exploring and correcting inaccurate and/or unhelpful attributions related to everyday events
      - T - Trauma narration and processing
        
        Conducting gradual exposure exercises, including verbal, written, and/or other creative recounting of abusive events, and processing inaccurate and/or unhelpful thoughts about the abuse
      - P - Psychoeducation
        
        Discussing and teaching about child abuse in general and the typical emotional and behavioral reactions to sexual abuse
      - I - In vivo exposure
        
        Gradual exposure to trauma reminders in the child’s environment (e.g., darkness, the setting where the trauma occurred)
        
        help the child learns to control his or her own emotional reactions
      - C - Conjoint parent/child sessions
        
        Family work to enhance communication and create opportunities for therapeutic discussion regarding the abuse and for the child to share his/her trauma narration
      - E - Enhancing personal safety and future growth
        
        Education and training on personal safety skills, interpersonal relationships, and healthy sexuality and encouragement in the use of new skills in managing future stressors and trauma reminders
- - - - One child always avoids their sibling
      - A child has changes in behavior, sleep patterns, eating habits, or has nightmares
      - A child acts out abuse in play
      - A child acts out sexually in inappropriate ways
      - The children’s roles are rigid: one child is always the aggressor, the other, the victim
      - The roughness or violence between siblings is increasing over time
    - - Set ground rules to prevent emotional abuse, and stick to them. For example, make it clear you will not put up with name-calling, teasing, belittling, intimidating, or provoking.
      - Create a family atmosphere where everyone feels at ease talking about sexual issues and problems.
      - Keep an eye on your kids’ media choices (TV, video games, and Internet surfing), and either join in and then discuss the media messages or ban the poor choices.
      - https://youtu.be/eccHzos-k-4
- - - - be afraid of going to school
      - have trouble studying and concentrating in class
      - stay away from school
      - feel anxious and unhappy
      - have trouble making friends
      - fall behind in schoolwork
      - get lower results in their exams
      - not speak their first language for fear of being teased or picked on
      - reject their own culture and parental values
      - be confused about their own identity
      - be aggressive or disruptive
    - - Be a role model. Identify and correct your own racially biased thoughts, feelings, and actions.[
      - Have a wide, culturally diverse social network. Encourage your children to have diverse circles of friends, as well.
      - Do not reverse stereotype police officers and other groups or talk about law enforcement in a negative way.
      - For preschoolers: At this age, your child may begin to notice and point out differences in the people around you
      - For gradeschoolers: This is the age that is important to have open talks with your child about race, diversity, and racism.
  - - - Many schools gave “little consideration” to gender representation in school displays.
      - Setting by academic ability often resulted in male-dominated lower sets, which could result in an increase in poor behaviour.
      - Schools used alternate “boy-girl” seating, which was “effectively using the girls as buffers to keep the boys apart". The report says that girls "noticed and resented this policy".
      - Staff had observed casual sexism in class, such as cat-calling, sexist jokes and derogatory language.
    - - Appointing a senior leader as a "gender champion". This role should include "bringing together the whole school in a coherent campaign to challenge gender stereotypes".
      - Setting up a “feminist society” to allow male and female students to discuss equality.
      - "Option coordinators" could work with the school gender champion or group to ensure that subject blocks do not force gendered choices.
      - All subjects should be presented equally to students in terms of their level of difficulty. Teachers should avoid talking about their own abilities in any subject.
  - - - https://youtu.be/xMvTahttmHc
      - Liaise with disability services staff who can provide specialised advice on disability related issues
      - Become familiar with your provider’s policy on harassment and discrimination
      - Make sure that the staff and students you supervise understand their rights and responsibilities under legislation and that harassment will not be tolerated
      - Take early corrective action to deal with behaviours that may be offensive or intimidating, even if a complaint has not been made, e.g. Don’t wait for a complaint – be proactive
      - Ensure that all complaints of harassment are dealt with promptly, fairly, sensitively and in accordance with your provider’s policies and procedures
      - Promote a more tolerant culture by actively celebrating diversity in the classroom, campus and workplace
      - Take steps to prevent victimisation and respond quickly to any complaints of victimisation that follow a complaint of harassment.
- - - - Be a nurturing parent and your child needs to know he or she is loved and special from you.
      - A parent with stress and difficulty should seek assistance from the appropriate services.
      - Parents and caregivers should undertake parenting skills courses to learn more on how to deal with growing children.
      - Parents that abuse drugs and alcohol should get help and stay away from such behaviors, so that their anger control is not impaired.
      - Do not be afraid to apologize to a child. If you lose your temper and say something in anger that wasn’t meant to be said, be quick to apologize. It can help restore confidence and trust.
      - Praise them and reward them for good behavior.
      - Tell the child you are there for them to listen to them or talk. Tell them you want to help them in any way you can.
      - Have realistic expectations of your child and adjust your parenting to these new expectations.
      - If as a parent you think overcoming the issue is too difficult, don't feel ashamed to seek professional help.
- - - - Returns to regressive behaviors, such as thumb sucking
      - Develops phobias
      - Changes in hygiene, such as refusing to bathe or bathing excessively
      - Runs away from home or school
      - Overly protective and concerned for siblings, or assumes a caretaker role
      - Exhibits signs of depression or post-traumatic stress disorder
      - Nightmares or bed-wetting
      - Shrinks away or seems threatened by physical contact
      - Expresses suicidal thoughts, especially in adolescents
      - Inappropriate sexual knowledge or behaviors
      - Has trouble in school, such as absences or drops in grades
      - Self-harms
    - - Lack of appropriate attention for medical, dental or psychological problems or lack of necessary follow-up care
      - Poor growth or weight gain or being overweight
      - Taking food or money without permission
      - Lack of clothing or supplies to meet physical needs
      - Poor record of school attendance
      - Poor hygiene
      - Hiding food for later
    - - Bloody, torn, or stained underclothes
      - Bleeding, bruises, or swelling in genital area
      - Frequent urinary or yeast infections
      - Difficulty walking or sitting
      - Pain, itching, or burning in genital area
    - - Shows little concern for the child
      - Appears unable to recognize physical or emotional distress in the child
      - Blames the child for the problems
      - Constantly belittles or berates the child, and describes the child with negative terms, such as "worthless" or "evil"
      - Expects the child to provide him or her with attention and care and seems jealous of other family members getting attention from the child
      - Uses harsh physical discipline
      - Demands an inappropriate level of physical or academic performance
      - Severely limits the child's contact with others
      - Offers conflicting or unconvincing explanations for a child's injuries or no explanation at all
    - - Delayed or inappropriate emotional development
      - Loss of self-confidence or self-esteem
      - Social withdrawal or a loss of interest or enthusiasm
      - Depression
      - Avoidance of certain situations, such as refusing to go to school or ride the bus
      - Desperately seeks affection
      - A decrease in school performance or loss of interest in school
      - Loss of previously acquired developmental skills
  - - - Depression
      - Low self-esteem
      - Self-blame
      - Chronic self-perception of helplessness
      - Impaired trust
      - Self-destructive behavior
      - Hopelessness
    - - REFERENCES
        
        Supporting Victims of Child Abuse by Thelma Bear, Sherry Schenk and Lisa Buckner
        
        SUPPORTING VICTIMS OF CHILD ABUSE http://www.ascd.org/publications/educational-leadership/dec92/vol50/num04/Supporting-Victims-of-Child-Abuse.aspx