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Mod 4, Unit 4, Act 2 TYPES OF TRAUMA (REQUIRED), NOT REQUIRED, Managing…

- - - - In extreme cases, professional help should be sought.
  - - - Withdrawn
      - Trouble with school and peers
      - Not wanting to separate from parents
    - - Feelings of guilt
      - Embarrassment
      - Loss of faith (religious)
      - World views may be warped
    - - Bed Wetting
      - Trouble Separating from parents
      - Aggressive towards classmates and teachers
      - Role playing the event which led to the trauma
    - - Anxiety
      - Reliving past event(s)
      - Nightmares
      - Easily upset
- - - - community or domestic violence.
      - Abuse
      - serious accidents
  - - - Medical abuse. Medical child abuse occurs when someone gives false information about illness in a child that requires medical attention, putting the child at risk of injury and unnecessary medical care.
- - - - Strategies to Help Teachers Realign Their Own Perceptions:
        :+1:Examine personal beliefs about homelessness to become aware of biases and perceptions
        :+1::skin-tone-2:To enhance understanding, take a course, volunteer at a homeless shelter or soup kitchen, or form a discussion group.
        :+1::skin-tone-3:Learn about the McKinney-Vento Act and its legal protections for homeless children and unaccompanied youth.
        :+1::skin-tone-4:Become familiar with available community resources specifically for children and families in order to advocate and network to help meet students’ needs.
        :+1::skin-tone-5:Homelessness and high mobility can include peer problems, poor hygiene, frequent absences, inappropriate clothing, and incomplete homework. Learn to recognize the warning signs.
        :+1::skin-tone-6:Avoid assuming that all homeless or highly mobile (HHM) children share common behaviors and attitudes.
        :handshake:Use staff work days to go into neighborhoods and homeless shelters to meet with parents.
        
        All students need to feel a sense of belonging, and time at school may be the best part of the day for HHM students. School can be a place of refuge, providing a sense of stability they are unable to get anywhere else. Many mobile students lack structure and need to feel the security of an organized, predictable classroom and school schedule, so providing a well-established, daily routine gives a sense of stability and helps children feel that the classroom is a calm, peaceful place to learn. Plants, photographs of students, a class pet, and even home furniture can provide students with a comfortable sense of stability. Offering a small storage area in the classroom can be a welcome addition for those who have no other place to store their belongings. Providing a consistent and caring environment is the basis for establishing quality relationships between teachers and students; just knowing that teachers care builds self-esteem and makes students more likely to regularly attend school and put more effort into their schoolwork.
        Teacher support and peer acceptance have a positive influence on attitudes toward school among children who experience homelessness. :female-teacher::skin-tone-4: :smiley:
      - Strategies to Help Teachers Improve the Classroom Environment/ Culture:
        :ok_hand:Ensure that students do not feel singled out because of their living circumstances.
        :ok_hand::skin-tone-2:Respect students’ right to privacy. Everyone does not need to know about their living arrangements.
        :ok_hand::skin-tone-3:Offer a welcome bag or backpack with school supplies and snacks/ Keep snacks in the classroom for students who are so hungry they fall asleep.
        :ok_hand::skin-tone-4:Set up a mentoring or peer buddy program/ Form a “new student” group.
        :ok_hand::skin-tone-5:Offer tutoring or review time before or after school or at lunch.
        :ok_hand::skin-tone-6:Spend some individual time in the first couple of days to encourage students,
        ensure they are adjusting well, and that they understand your willingness to help.
        
        Daily Lives of Homeless Children https://youtu.be/ua97fu-WZ70
        
        "What do you wish? Just to be Happy." https://youtu.be/NYW8pQmkDtE
        Homeless mom and her two daughters live in a van near Seattle.
  - - - There are a range of possible responses that can help students experiencing trauma(s), including therapeutic sessions with mental health professionals, meditation, physical exercise, spending time in nature, etc. :school: :<3:
        
        “It’s all about relationships, developing personal relationships” :seedling:
        
        References
        Moore, J. (n.d.). Research Summary Teaching and Classroom Strategies for Homeless and Highly Mobile Students. National Center for Homeless Education. Retrieved from https://nche.ed.gov/wp-content/uploads/2018/11/res-summ-teach-class.pdf
        
        STRESS & EARLY BRAIN GROWTH Understanding Adverse Childhood Experiences (ACEs). Retrieved from https://www.menominee-nsn.gov/CommunityPages/FosteringFutures/Documents/ACESHandoutForParents.pdf
        Where Do Homeless Kids Go To School?
        Retrieved from https://ed100.org/blog/where-do-homeless-kids-go-to-school
- - - - homlessness