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Types of Traumatic Stress CERT 04/2020 Cohort 4, Divorce or Separation…

- - - - References
- - - - National Center for Homeless Education. (n.d.) Common Signs of Homelessness. Retrieved on June 24, 2020 from https://nche.ed.gov/wp-content/uploads/2019/12/Common-Signs-of-Homelessness.pdf
        
        National Center on Parent Family and Community Engagement. (n.d.) Understanding the McKinney-Vento Homeless Assistance Act’s Definition of “Homeless”. Retrieved June 25, 2020, from https://childcareta.acf.hhs.gov/sites/default/files/public/understanding-federal-definitions-3-12-18_508_0.pdf
        
        School House Connection. (2020, February 17). Young Children Experiencing Homelessness: An Overview. Retrieved from https://www.schoolhouseconnection.org/young-children-experiencing-homelessness-an-overview/
        
        Substance Abuse and Mental Health Services Administration. (2020, April 15). Homelessness Programs and Resources: Youth. Retrieved from https://www.samhsa.gov/homelessness-programs-resources/hpr-resources/youth
  - - - Share the housing of other persons due to loss of housing, economic hardship, or a similar reason; they are living in motels, hotels, trailer parks, or camping grounds due to the lack of alternatives; and are living in emergency or transitional shelters; or d. are abandoned in hospitals.
  - - - Hunger
    - - Lack of clean school clothes
    - - Homeless may not be reported by parents or children as they may be fearful that Child Welfare will intervene and remove children from the parents.
- - - - Develop and implement preventative techniques with students
        
        Including social skills training
        
        Educate students on mental health
        
        Provide crisis counseling following a traumatic event.
        
        Develop classroom management skills
        
        Develop your classroom into a safe space for students to discuss troubling events at school or in the community
        
        Develop emotional intelligence in your students
        
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  - - - Author Unknown. How Teachers Help Students with Mental Health Disorders. Retrieved on 22 June 2020 from: https://vantagepointrecovery.com/students-with-mental-health-disorders/
  - - - "One might think about children’s mental health as on a continuum ranging from developmentally normal, through problems that may be addressed in the everyday life of the classroom and the school, to problems that require expert assessment and intensive clinical interventions.”
        
        Unknown. Supporting Students' Mental Health - Professional Advisory. (8 November 2018). Retrieved on 23 June from: https://www.oct.ca/Home/Resources/Advisories/Mental%20Health
- - - - References
        
        Stopbullying. (N.D.) What Is Cyberbullying. Retrieved June 25th, 2020 from https://www.stopbullying.gov/cyberbullying/what-is-it
        
        Common Sense Education. (2018, November 7th.) What's Cyberbullying Retrieved June 25th, 2020 from https://www.youtube.com/watch?v=6ctd75a7_Yw
        
        Stopbullying. (N.D.). Prevent Cyberbullying. Retrieved June 25th, 2020 from https://www.stopbullying.gov/cyberbullying/prevention
  - - - Text messaging/Message based apps
        
        Online Forums, chat rooms, message boards
        
        Email
        
        Online Gaming communites
    - - Noticeable increase or decrease of use in device
        
        Emotional responses to device (Laughter/Anger)
        
        Hides device or screen if someone comes close
        
        Closure or media accounts or new ones created
        
        Avoidance of social events, especially ones enjoyed previously
        
        Withdrawal or depression
      - If You Notice Cyberbullying
        
        Notice - Recognize changes in moods and behaviors
        
        Talk - Ask questions
        
        Document - Always keep a file on what is happening
        
        Report - Most schools will have a policy regarding cyberbullying, report to proper authorities
        
        Support
- - - - Understanding Child Abuse and Neglect (1993). Retrieved 27/06/2020 from https://www.nap.edu/read/2117/chapter/1
        
        Bear et al (1993). Supporting Victims of Child Abuse. Retrieved 27/6/2020
  - - - slapping and punching
        
        kicking
        
        shaking
        
        throwing
        
        poisoning
        
        burning and scalding
        
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  - - - broken/fractured bones
        
        burns/scalds
        
        bite marks
        
        scarring
        
        effects of poisoning
        
        vomiting
        
        drowsiness
        
        seizures
        
        breathing problems
        
        1 more item...
  - - - depression
        
        suicidal thoughts/attempts
        
        attentional problems
        
        learning disorders
        
        defiance/hostility
        
        poor social skills
        
        1 more item...
  - - - Show an accepting and caring attitude to build trust
        
        Help the student to set healthy boundaries and let them know that they will be respected
        
        Help the student to trust their own personal feelings, judgments and perceptions
        
        Be approachable and supportive
        in case students want to confide with someone
        
        Have high expectations for students - help them to rebuild their self-esteem, assert themselves as regard themselves as successful
        
        If students are being disruptive due to feeling powerless, help them to feel a sense of control in positive ways, such as expressing their feelings through art or music
        
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- - - - Preventing Emotional Abuse (n.d). Retrieved June 25, 2020 from http://preventchildabuse.org/resource/preventing-emotional-abuse/
        
        EMOTIONAL CHILD ABUSE (2018). Retrieved June 25, 2020 from https://americanspcc.org/emotional-child-abuse/
- - - - Touching a child’s genitals for sexual pleasure or other unnecessary reason
      - Forcing a child to touch someone else’s genitals
      - Putting objects or body parts inside the vulva or vagina, in the mouth or in the anus of a child for sexual pleasure or other unnecessary reason
    - - Exposing a child to pornography
      - Encouraging a child to perform sexual acts
      - Exposing a person’s genitals to a child
      - Performing sexual acts in a child’s presence
      - Photographing a child in sexual poses
      - Watching a child undress or use the bathroom, often without the child’s knowledge
      - Using computers, cell phones or social media outlets to make sexual overtures or expose a child
  - - - Depression and/or withdrawal from others
      - Anxiety
      - Nervousness, especially about being alone
      - Fear of people who remind them of their abuser
      - Hypervigilance
      - Anger
      - Change in appetite and/or eating disorders
      - Suicidal and/or other self-harming behaviors
      - Low self-esteem and feelings of worthlessness
      - Sleep problems including nightmares
      - Trouble concentrating
      - Confusion
      - Unusual aggressiveness
      - Lack of trust
      - Secretiveness
      - Conduct issues
      - Excessive compliance
      - Refusal to go to school
      - Abnormal interest in anything of a sexual nature
      - Complaints of something wrong in the genital area
      - Seductive behaviors
- - - - Mental reactions include: preoccupied unwanted thoughts about the illness, nightmares/flashbacks, avoidance of talking about the illness, disinterest in usual activities, emotional detachment from others, trouble with concentration, feeling unsafe and always expecting danger
        
        Response Strategies For Educators
        
        Create a safe classroom environment. Some strategies include classroom contracts, anti-bullying initiatives, teach social emotional lessons, model empathy, and timely interventions when a misunderstanding happens in the classroom
        
        Employ a behavior management strategy that emphasizes positive reinforcement. Some strategies include praising students for good classroom behavior, use students contracts, delegate roles in the classroom where students can use their strengths, introduce mindfullness practices into the classroom to manage stress
        
        Professional development to build competency in handling. trauma. Strategies include seek out conferences, webinars, seminars that provide knowledge about the trauma brain, share resources with colleagues, join trauma related community groups, and continuously reflect on trauma responsiveness
        
        References:
        Responding to Trauma in Your Classroom. (n.d.). Retrieved June 26, 2020, from https://www.tolerance.org/magazine/spring-2016/responding-to-trauma-in-your-classroom
        Kleingeld, P. (n.d.). Home. Retrieved June 26, 2020, from https://www.each-for-sick-children.org/
      - Physical reactions include: feeling spacey, somatic bodily complaints such as headache or bellyache not not related to medical condition,
- - - - Low Concentration
        
        Low cognitive function
        
        Anxiety/Depression
        
        Lack of emotional control
        
        Poor Memory
        
        Agression/Reactivity
        
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      - Acute Problems with Assimillation
        
        Language issues in English curricula
        
        Cultural Barriers
        
        Students may have previously been absent from school, and given the rigorous academic standards of modern day education, refugee students may struggle to adapt themselves to the learning material, lacking the necessary prior education
      - UN News (2019) *Teachers need more training to support traumatized refugee and migrant students, says UN on World Refugee Day* . Retrieved on 24/06/2020 from https://news.un.org/en/story/2019/06/1040921
        National Association of School Psychologists (2015). Supporting Refugee Children & Youth: Tips for Educators. Retrieved on 24/06/2020 from https://www.nasponline.org/resources-and-publications/resources-and-podcasts/school-climate-safety-and-crisis/mental-health-resources/war-and-terrorism/supporting-refugee-students
        Sugarman, Julie (2015). Meeting the Education Needs of Rising Numbers of Newly Arrived Migrant Students in Europe and the United States. Retrieved on 24/06/2020 from https://www.migrationpolicy.org/news/meeting-education-needs-rising-numbers-newly-arrived-migrant-students-europe-and-united-states
        UN Refugee Agency (n.d). What is a refugee?. Retrieved on 24/06/2020 from https://www.unhcr.org/afr/what-is-a-refugee.html#:~:text=The%201951%20Refugee%20Convention%20is,group%2C%20or%20political%20opinion.%E2%80%9D
    - - Violence/Loss of loved ones
      - Separation
      - Insecurity
      - Discrimination
      - Malnutrition
- - - - economic hardship
      - Anti-social behavior/ problems in school
      - psychological strain
      - trouble with the law themselves
      - agression
      - eating disorders
      - withdrawal
      - confusing or unstable living arrangements
      - exposure to violence/drugs
    - - Be there for the student. Provide stability, consistency, and encouragement. Let the student know that you are there for them.
      - Know the appropriate tools for support. Be aware of support groups, assistance programs, and how to contact them.
        
        Be aware of the signs for trauma. The student may have seen or experienced something that they do not understand or know how to deal with. Be in contact with a school counselor or a support system if necessary.
        
        SeeUsSupportUs
      - Be proactive. Know the students caregiver and facilitate communication that supports and helps the student to adjust. Be aware of whats happening and what the student knows about the situation.
    - - Youth.gov. (n.d.). Tip Sheet for Teachers (Pre-K through 12): Supporting Children Who Have an Incarcerated Parent | Youth.gov. Retrieved June 29, 2020, from https://youth.gov/youth-topics/children-of-incarcerated-parents/federal-tools-resources/tip-sheet-teachers
      - Martin, E. (2017, March 1). Hidden Consequences: The Impact of Incarceration on Dependent Children. National Institute of Justice. https://nij.ojp.gov/topics/articles/hidden-consequences-impact-incarceration-dependent-children
      - Prison Fellowship. (2018, August 28). FAQs About Children of Prisoners. https://www.prisonfellowship.org/resources/training-resources/family/ministry-basics/faqs-about-children-of-prisoners/
      - Parke, R. D., & Clarke-Stewart, K. A. (2017, March 23). Effects of Parental Incarceration on Young Children. ASPE. https://aspe.hhs.gov/basic-report/effects-parental-incarceration-young-children
- - - - Children suffer because:
        
        Emotional stress from a disaster can be harder on children because they:
      - Understand less about the situation;
      - Feel less able to control events;
      - Have less experience dealing with stressful situations; and
      - There is hope...
        
        May not be able to communicate their feelings, such as fear or anxiety.
      - Solutions:
        1.Prepare children to face natural disasters by discuss[ing] plans for emergencies and include your child in creating emergency supply kits and emergency action plans.”
        (Caring for Children in a Disaster, n.d).
        
        "Learn about school safety drills taking place in your child’s school or childcare facility from the school principal and safety officials." (Caring for Children in a Disaster, n.d).
        
        Be open with the student/ child in answering anyquestions that they have about the event .
        
        "Give your child opportunities to talk about what he or she went through, or what he or she thinks about it. Encourage your child to share concerns and ask questions." (Caring for Children in a Disaster, n.d).
        
        Give the student the opportunity to "feel safe and calm and give him or her a sense of hope." (Caring for Children in a Disaster, n.d).
        
        Consider involving the school counsellor if the student "continues to be very upset (anxious, fearful, sad, angry) for more than 2 to 4 weeks after the disaster" (Caring for Children in a Disaster, n.d).
- - - - Anxiety Disorder
- - - - Crying a lot
        
        Trouble Sleeping
        
        Nightmares
        
        Not eating
        
        Severely Depressed Moods
        
        Anxiety
        
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  - - - Allow things that comfort them (toy, music, food)
      - Offer to play, sing, hug, or read to them if they want it
      - Speak calmly and use simple language the child will understand
      - Inform and Reassure
        
        Reassure them that they are safe and enforce limits
        
        Let them know the separation is not their fault
        
        Gently block their hitting and inform them that you will not let them hurt people
        
        Listen and Validate
        
        Encourage kids to talk if they want to, but give them space if they don’t
        
        Let them know it’s ok to feel scared, angry or confused
        
        Overwhelming feelings cause kids to act out and that does not make them bad kids
        
        No judgement makes children feel safe to talk
        
        Refrain from telling children how they “should” feel
        
        Offer to Help
        
        Ask children what you can do to help them
        
        Provide children with psychiatric services for PTSD, depression, and anxiety
- - - - Reading below grade level
      - high rate of learning disabilities
      - poor school attendance
      - Drop out rate
      - Higher rate of exposure to violent event