Please enable JavaScript.

Coggle requires JavaScript to display documents.

Traumatic Stress And The Impacts Upon Learning Trauma word cluster …

- - - - Helping Students Cope with Pain Redirect pain by keeping student engaged.
        Refrain from asking students about their pain. Give students lots of positive reinforcement.
        
        Redirect pain by keeping student engaged.
        
        Refrain from asking students about their pain.
        
        Give students lots of positive reinforcement.
      - Identify Chronic Pain in students
        
        Student is often tired from lack of sleep.
        
        Pain = sensation + emotional alarm + reflexive behavioral avoidance (students who avoid doing certain physical activities may do so because they are experiencing pain. Source
        
        Student frequently displays pain behaviors such as wincing, verbalizations or fidgeting
      - "Pain is only known to the individual" Using the Chronic Pain Tool Kit to assess the effect of pain on a child's life https://www.youtube.com/watch?v=CDbj7g4glJM
  - - - Recognizing Traumatic Brain Injuryhttps://www.youtube.com/watch?v=LeCK_QXqcW8
      - Educational Difficulties
        
        Loss of intellectual capacity.
        
        Difficulty initiating tasks
        
        Problems retaining information in long term or short term memory.
        
        Reasoning or problem solving is impaired
      - Accomodations
        
        Study Carrels to remove extraneous stimulus
        
        Clearly structured class time
        
        Aides in the classroom
    - - Educational considerations
        Students in a wheel chair or missing an extremity due to a traumatic event will need to learn to cope with their impairment. Educators can help with this process by anticipating needs and making accommodations.
        
        Design or adapt activities in a way that involves all students.
        
        Resources such as the LLEAP program provide advice and activities for how to integrate those with loss of limb into the classroom.
        
        Focus class and how we are more alike than different.
        
        Explore the nature of limb loss with the class and get them thinking about how it effects daily life.
        
        Provide material that helps students appreciate the strengths and accomplishments of individuals with limb loss or limb differences
        
        Students learn about the limitations of prostheses
        
        Treat students who have recently lost limbs in the same way you always have whenever possible.
        
        Speak with the parents and have a school-wide meeting to ensure new needs for the student can be met and a plan is in place.
- - - - A decrease in interest or activities once enjoyed. A feeling of sadness so pervasive that there is nothing that brings a feeling of joy.
        
        Divorce can impact a child's academic pursuit
        
        Emotional Distraction - Research suggests that the effect of divorce on children can create emotional distress. This can lead to behavioral problems and a general disinterest in life. Emotional distraction can make it difficult for a child to focus on schoolwork.
        
        Lower Educational Aspirations - This is no surprise since during a divorce a child may be asked to take sides, move, and hear unseemly things about their parents. This can have a negative effect on their educational desires.
        
        Behavioral Issues at School - Divorce can create emotional turmoil in youths. This can lead to children acting out and skipping school. Studies show that children of divorced parents skipped 60% more class periods than their peers.
        
        May Not Complete Highschool - Living in a complex (divorce, nonmarital) household creates instability in children, regardless of their age. This living environment lacks the same stability, boundaries, and routines that married-parent households do. Because of this, children of a divorced-parent household are statistically 24% less likely to receive a high school degree.
- - - - Research has shown that 3 or more moves during early childhood can be particularly disruptive to a child's development. Early childhood is a period when children’s brains are still developing, when children are
        developing the important skills that will prepare them for school, and when their immune systems are developing, which can have long-run effects on health and development. (Ziol-Guest & Kalil, 2014)
      - Any move during childhood was associated with nearly a half-year loss in educational attainment. While moving in childhood can have a long-term effect, the impact is greater when the moves are during middle childhood, ages 6-10. At that age, any move, whether voluntary or involuntary, is associated with lower earnings, fewer work hours, and less educational attainment later in life. Any moves in middle childhood, for example, lowered later earnings by 44 percent, and three or more moves lowered earnings by 28 percent. (Ziol-Guest & Kalil, 2014)
      - Children love stability in their lives. Moving can disrupt so many things that matter at that stage, such as caregiver ties, parents’ social networks, schools, and even family income.Moving, and especially when forced by foreclosure or eviction, can also create stress for parents, leading potentially to harsher parenting.
        (Ziol-Guest & Kalil, 2014)
  - - - Peer relationships are important for the confidence and academic success of students at various ages. When a child switches schools, they may leave an environment where they know most of their peers and have several strong relationships. At the new school, they don't know anyone initially and may feel isolated. This puts pressure on parents, the student, the new teacher and school to help the child quickly adjust and engage in social activities. (Kokemuller, 2016)
      - Students face a variety of academic challenges from switching schools. First, grade-level curriculum can vary from one school district to the next. Thus, a student may change to a school where his competencies or experiences fall short of, or exceed those of peers. Within the school year, different teachers and classrooms move at different paces, so a student may come in ahead of, or behind the new school's schedule. Teachers also have different teaching styles and methods, which may involve a learning curve for the new student. (Kokemuller, 2016)
      - Success in school is often built on strong collaboration between the school administration, teachers and parents. Students who periodically or constantly change schools make it challenging for all parties involved to build strong relationships. Teachers may need time to assess a student's abilities to properly place him in reading, math or science groups, or work teams. Schools also rely on transfers of educational and personal records to assimilate the student, which can take time, especially with multiple, fast moves. (Kokemuller, 2016)
  - - - Click for full image
        
        Even normal transitions—at the start of school, 6th and 9th grades, for example—can cause some students to stumble. Prior research has found students who attended K-8 schools have slightly higher academic achievement than those who attended 6-8 middle schools, and students are at higher risk of dropping out or having behavior issues during transition years like 9th grade. (Sparks, 2020)
        
        Various studies have found student mobility—and particularly multiple moves—associated with a lower school engagement, poorer grades in reading (particularly in math), and a higher risk of dropping out of high school. While research has found students generally lose about three months of reading and math learning each time they switch schools, voluntary transfers, which are more likely to happen during the summer, cause less academic disruption and may be associated with academic improvement if they lead to better services for the student. (Sparks, 2020)
        
        Mobility can be particularly hard on children in the early grades, as they learn foundational skills. A 2015 New York University study found that out of 381 low-income, predominantly ethnic-minority students in Chicago, 327 changed schools at least once from kindergarten through 4th grade, and 40 students transferred three or more times. The more often students moved, the lower they scored on both the state standardized math test and on teacher observations of the students’ critical thinking. (Sparks, 2020)
    - - Better student data transfer: There are some national systems designed to follow students in traditionally transient communities, such as the Migrant Student Data Exchange for the children of agricultural workers. As more states develop longitudinal databases with personal student identifiers, other systems are being developed for military, homeless, and foster care system youths.
      - Quick turnaround for student records: Every state and the District of Columbia have signed onto the Interstate Compact on Educational Opportunity for Military Children, which lays out guidelines for school districts to send unofficial copies of all student records to parents within 10 days to help them enroll their students at the new school, and provide official records to the school receiving the student. The compact also calls for the student’s new school to accept prior school placements for honors classes, prerequisites, and programs.
      - Flexible enrollment: Attendance boundaries often force students to change schools when they change addresses, even if the student is still close enough to travel to his or her current school. A 2013 report by the Federal Reserve Bank of Boston found these enrollment requirements exacerbate the disruptions that students face from home foreclosures and other forced family moves. By contrast, family moves that did not require students to change schools had “negligible effects.” This and other studies suggest that more-flexible enrollment policies that allow students to finish out the school year after a move—or nonresidential enrollment in general—could reduce mid-year school transfers.
- - - - Other symptoms of PTSD include:
        angry outbursts
        being easily startled
        negative thoughts
        insomnia
        nightmares
        reliving the trauma (flashbacks) and experiencing physical symptoms such as rapid heartbeat
    - - PTSD in children might also cause:
        bed-wetting
        clinginess
        regression
- - - - Physical abuse symptoms include:
      - bruises
      - broken or fractured bones
      - burns or scalds
      - bite marks.
- - - - Dress in long-sleeves and pants that hide their injuries, even on warm days.
      - Show discomfort or sensitivity to a particular place on their body.
      - Be either highly reactive and volatile when stressed/overwhelmed, or conversely, shut down.
      - Explanation doesn't match the injuries
      - Express fear or anxiety when time to go home
    - - Cuts
      - Broken bones
      - Burns
      - Bruises
    - - "What Do I Do?" Trauma-Informed Support for Children Infographic
      - A teacher who has a student who consistently has unexplained physical injuries should...
        
        Expect Unexpected Responses
        
        Advocate
        
        Document the facts and alert the proper authorities
        
        Believe the student.
        
        Nurture
        
        Foster a Feeling of Safety
        
        Be Specific About Relationship Building
        
        Connect the student with a trained professional.
        
        Do's and Don'ts for Trauma Care in Schools
- - - - Unexplained infections or diseases and external or internal injuries that require investigation
        
        Unwanted touching of any part of the body, such as hugs or kisses
        
        Discomfort when using the toilet
    - - Invading child's privacy
        
        Behaving in a seductive manner toward the child
        
        Voyeurism
        
        Asking the child to watch inappropriate sexual behaviors
  - - - Of all the victims under 18:
        
        34% are under 12
        
        66% are 13-17
  - - - Students may have difficulty labeling and recognizing their own emotions, or explaining their own emotional reactions to situations and events.
        
        Students may appear inattentive, while others seem hyperactive. For some students, they may fluctuate between the two.
        
        For many children who have experienced trauma, loud or busy activities can also be overwhelming and may affect their ability to regulate their reactions. This can be especially confusing for teachers if students respond negatively to highly desirable activities.
    - - They may struggle to engage in appropriate play with peers. This can present in several different ways, including “over-involvement” in social interactions demonstrated as a lack of boundaries.
        
        Children who experience trauma may appear withdrawn socially or may need to make themselves feel in control of even small situations. These students may display bullying behavior or may “talk back” to others in an effort to maintain their own control.
        
        Students with trauma histories may establish negative peer relationships, either because of a need to experience control or because of difficulties many students demonstrate in identifying characteristics of high-quality, appropriate friends. For these students, they have often not had sufficient opportunities to see parents and other adults demonstrate appropriate social interactions. These experiences can subsequently inform a child’s ability to discern the qualities of good peer relationships.
    - - Students may be easily overwhelmed and have difficulty following single or multi-step directions. They may appear inattentive or struggle to shift from one activity to another, despite significant prompting. Educators often mistake these behavioral cues for deliberate defiance.
        
        Students with trauma histories may also struggle to ask for help or, conversely, may be overly dependent on others to start and complete work.
        
        -Often executive functioning skills such as initiation of tasks, completing tasks, attention and concentration and working memory are impacted by traumatic experiences.
  - - - A trauma-informed approach to education aims to implement techniques that benefit students with trauma histories, educators, and the larger educational community as a whole. Such a model focuses on providing universal, tier-one interventions that provide valuable support to all students.
        
        Abandons the notion that punitive discipline or special education referrals are a front line intervention when symptoms emerge. Rather, such an approach encourages educators to ask “what happened to you?” instead of “what’s wrong with you?”
        
        https://www.youtube.com/watch?v=vyQdOLl6d2c&feature=youtu.be
    - - Help students by clearly outlining daily schedules and providing them with a brief, private warning if you become aware of a change in the schedule.
        
        Make a safety plan with the student, parents, and guidance counselor. The plan should outline strategies the student can use when feeling anxious or upset. (appropriate school staff to speak with, places to go, hotlines to call, and activities they can do in the classroom and other parts of the school)
    - - Make all students (regardless of trauma exposure) aware of school-based support personnel. The larger the number of people available to listen to a student, the more likely that student is to disclose abuse
        
        Become acquainted with the other professionals in your school who can provide you with support in working with traumatized students.
        
        Ensure that students understand your limits as a mandated reporter. A good way to phrase it may be “As a teacher, it’s my job to try and help students be safe. That means...”
        
        Don’t make promises you can’t keep. As much as we as educators want to ensure the safety of every student in our care, it would be unfair to tell a student “I am going to make sure no one ever hurts you again.”
    - - If a student discusses exposure to abuse, make it clear to them that they are safe with you and that you will not judge or question their report.
        
        Provide non-judgmental, validating statements if a student discloses information. Sample statements include “That must have been scary” or “It must be difficult to see that happening.”
    - - Students who have experienced abuse may have difficulty remaining calm in frightening or anxiety-producing situations. Keep in mind that loud noises (such as assemblies or fights), talking about violence, or raised voices might cause an emotional reaction.
        
        Offer the student a quiet place to stay until situations become calmer and be prepared for negative emotions and behaviors from the student in response to triggers.
- - - - African-American children and Hispanic children are 7.5 times more likely and 2.3 times more likely, respectively, than white children to have an incarcerated parent (Martin, 2017).
        
        Children of Incarcerated Parents
        
        Incarceration is just one many potentially traumatic situations facing children whose parent(s) are involved in the criminal justice system. If we include parents who have been arrested, the estimate of affected children rises to 10 million (Martin, 2017).
      - Children living in poverty are more than three times as likely to have experienced the incarceration of a parent than children whose families have an income of at least two times the poverty level.
  - - - Among students who have had an incarcerated parent...
        
        More than half have lived with someone with a substance abuse problem.
        
        Nearly 3 in 5 have experienced parental divorce or separation.
        
        One-third have witnessed or experienced violence in their neighborhoods.
        
        More than one-third have experienced violence between their parents.
        
        Nearly 1-in-10 had experienced the death of a parent.
    - - Loss of attachment figure - can be especially traumatic if this loss is not fully understood or easily explained.
      - Ongoing contact with law enforcement, judicial systems, and child welfare services may contribute to the trauma.
  - - - Teachers can collaborate with the child's other parent, family member, or caregiver, sharing relevant information regarding successes and struggles, to create a positive school environment.
    - - Teachers can assist students with an incarcerated parent by challenging the student to do their very best with high expectations, offering support, establishing classroom methods that help students self-regulate behavior, and identifying areas of vulnerability.
    - - Teachers can advocate for children with incarcerated parents by educating colleagues, establishing themselves as trusted and caring adults, collaborating with school-based mental health professionals, and challenging the stigma and shame that can be associated with incarcerated parents.
- - - - Feelings become intense and sometimes are unpredictable. Irritability, mood swings, anxiety, and depression are coming manifestations of this.
      - Flashbacks: repeated and vivid memories of the event that lead to physical reactions such as rapid heartbeat or sweating
      - Confusion or difficulty making decisions
      - Sleep or eating issues
      - Fear that the emotional event will be repeated
      - A change in interpersonal relationships skills, such as an increase in conflict or a more withdrawn and avoidant personality
      - Physical symptoms such as headaches, nausea, and chest pain
    - - https://www.youtube.com/watch?v=PMnrvDrZNfo&feature=emb_logo
      - Let children know there are people helping keep the community safe. It's a good opportunity to show children that when something scary happens, there are people to help.
      - Maintain routines at home and school as much as possible
      - Educate them to avoid using alcohol, tobacco and other drugs to manage distressing emotions.
      - Help them find healthy ways to relax, such as music, reading, sports, and other hobbies.
      - Use words and concepts children can understand. Gear your explanations to the child's age and understanding.
      - Make time and encourage kids to ask questions. Don’t force children to talk about things unless and until they're ready.
      - Give children honest answers and information. Children will usually learn if you’re making things up, which can diminish their trust in you.
      - Acknowledge and validate the child's thoughts, feelings and reactions. Let them know that you think their questions and concerns are important and appropriate.
      - Help children find ways to express themselves. Some children may want to talk about their thoughts, feelings or fears. Others prefer to draw pictures, play with toys, or write stories or poems to help them cope.
      - Monitor for physical symptoms, including headaches and stomachaches. Many children express anxiety through physical aches and pains. An increase in such symptoms without apparent medical cause may be a sign that a child is feeling anxious or overwhelmed.