Being frequently absent from school

Inappropriate clothing (e.g. shoes too small, clothes are ill-fitted or unsuitable for the weather conditions)

Clothes are consistently dirty or smelly

Changes in behaviour, such as becoming clingy, aggressive, withdrawn, depressed or anxious, displaying obsessive behaviour

Health problems, including anaemia, body issues, poor muscle tone or prominent joints, regular illness of infections, repeated accidental injuries (often cause by lack of supervision)

High levels of negativity .

Physical care

Esteem

Safety

Affection/Love

Poor impulse control

Personality disorders

Low levels of enthusiasm

Low levels of confidence, and assertiveness

Deficits in executive function and attention regulation

Low IQ scores

Poor reading skills

Low rates of high school graduation

Try to give him particular care without making it obvious to other students that he is being favored.

Begin group activities such as play or peer group counseling. Children who have been abused frequently isolate themselves.

Self-Love exercises
I could lead exercises and activities in class that will assist the student in training their brain to be more self-loving, confident, and capable of confronting with setbacks and challenges.

Make opportunities for the neglected child to draw and do creative activities.This will help them to express their inner feelings and act as a release.

Symptoms:

After a medical trauma, you may have a trauma response.

Some people experience posttraumatic stress disorder (PTSD). PTSD is a mental health
problem that causes anxiety or stress after a traumatic event.

If you have PTSD you may:

1. Keep going over the details of the trauma in your head.
2. Avoid things, places and people that remind you of the event.
3. Have changes in the way you think and feel.
   4.Feel very nervous.
   
   

With reference to the following link:
Fact sheet

Strategies to deal with Medical Trauma

Physical healing:
To take care of a physical wound, you might be asked to change bandages or take
medications

Emotional healing:
Talking, thinking and feeling your emotions about
the event can be painful, but it is an important step to healing.

How to cope:

1. Talk about what happened -Share with people you trust
2. Use deep breathing - Deep breathing can help you manage your pain and feelings
3. Take time to adjust- take things one day at at time
4. Seek help- seek out professional guidance if necessary
5. Mental health apps - Apps like 'Virtual Hope Box' can help you learn new coping skills
   
   

With reference to the following link:
Fact sheet

Symptoms

(With Reference to the following link): Physical abuse

• Some children develop traumatic stress reactions.
  
  • Some children may struggle with developing and maintaining friendships.
• They don’t trust authority figures
• Reactions vary depending on the age of the child, the kind of abuse, and how long it continues
• Aggression and “acting out” are very common
• Some abused children become anxious and fearful rather than numb and withdrawn

Strategies for Physical Violence

• AF-CBT (Alternatives for Families- A Cognitive Behavioral Therapy). "AF-CBT is a trauma-informed, evidence-based treatment designed to improve the relationships between children and caregivers in families involved in arguments, frequent conflict, physical force/discipline, child physical abuse, or child behavior problems." With reference to: AF-CBT facts
  
  
  

• CPC-CBT is a short-term, strengths-based therapy program for children ages 3-17 and their parents (or caregivers) in families where parents engage in a continuum of coercive parenting strategies. With reference to: CPC-CBT
  
  
  

• Parent-Child Interaction Therapy: PCIT is an evidenced-based treatment model with highly specified, step-by-step, live coached sessions with both the parent/caregiver and the child. With reference to: PCIT

1.parents divorce and live with one side parent
2.students parents who are or both in prison
3.students parents who are or both are dead.

1.students live with father have high possibilities to be violent when he/she deals conflicts with his/her classmates.

Asylum-Seeker
"An individual who does not meet the legal definition of refugee, but who applies for asylum (or refugee) status after he/she is already present in the US or at a port of entry. Asylum applicants can have any (or no) immigration status when they apply. Asylum status can be granted by either a USCIS asylum officer or by an immigration judge within the US Department of Justice's Executive Office of Immigration Review."

Stomach aches, headaches

Thoughts about the traumatic event that won't go away

Avoid Thinking or talking about anything that reminds him or her of the traumatic event

Acting as if the event is happening right now (when it is something that occurred in the past)

Pains in the body that don't seem to have a physical cause

Getting upset when things happen that remind him or her of the traumatic

Lack of desire to play with others or take part in activities that her or she used to enjoy

2.students who are more vulnerable than kids with normal family

1. classroom environment establishment: It is very important to let students in our classroom to feel secure and trustful. In order to build the safety environment, teachers should tell students the empathy and active listening skills for understanding others' suffering.(https://www.learningforjustice.org/magazine/spring-2016/responding-to-trauma-in-your-classroom)
2. language conform from teachers. As for students with family separation, teachers are supposed to use the gentle and nice voice tone to calm them down and gain their trust and treat those kids like the family
3. homeroom teachers should find some specific conference for those traumatic stress and refer those to students in needs in private and keep observing whether those conferences works or not.

Work to build trust with all the family members, not only to increase the benefits of treatment, but also to ensure the family will accept your recommendation and referrals.

Listen to the family's concerns, acknowledge the importance of their expressed primary problems, and address the first basic or most urgent needs.

Focus on aspects of the mental health services that relate to the family's expressed values, such as supporting a child's academic success.

When you are referring to other services, discuss what the resource can provide for the child or family and, if possible, facilitate contacting the referral.

Definition
According to NCTSN

"Child sexual abuse is any interaction between a child and an adult (or another child) in which the child is used for the sexual stimulation of the perpetrator or an observer. Sexual abuse can include both touching and non-touching behaviors.

An increase in nightmares and/or other sleep difficulties

Not wanting to be left alone with a particular individual(s)

Sexual knowledge, language, and/or behaviors that are inappropriate for the child's age

A family oriented, cognitive-behavioral, psychoeducational, and supportive treatment group designed to reduce or eliminate incidents of problematic sexual behavior.

An integrative approach to addressing the heterogeneous symptoms experienced by trauma-exposed adolescents.

An evidence-based treatment for the children and adolescents impacted by trauma and their parents or caregivers.

It refers to the traumatic experiences that occur to children aged 0-6

Causes: This trauma could be a result of intentional violence—such as child physical or sexual abuse, or domestic violence—or the result of natural disaster, accidents, or war.

Clingy and fearful of new situations

Difficult to console

Agressive and impulsive

Lose recently acquired developmental skills and show regressions in functioning and behavior

Demonstrate poor verbal skills

Exhibit memory problems

Scream or cry excessively

Have poor appetite, low weight, or digestive problems

Have difficulties focusing or learning in school

Develop learning disabilities

Show poor skill development

Act out in social situations

Imitate the abusive/traumatic event

Be verbally abusive

Be unable to trust others or make friends

Believe they are to blame for the traumatic event

Lack self-confidence

Experience stomach aches or headaches

AF-CBT is a trauma-informed, evidence-based treatment designed to improve the relationships between children and caregivers in families involved in arguments, frequent conflict, physical force/discipline, child physical abuse, or child behavior problems.

ARC is a framework for intervention with youth and families who have experienced multiple and/or prolonged traumatic stress.

CPP is an intervention model for children aged 0-6 who have experienced at least one traumatic event and/or are experiencing mental health, attachment, and/or behavioral problems, including posttraumatic stress disorder.

PC-CARE is a dyadic intervention, designed to expose the caregiver to strategies for enhancing the caregiver-child relationship and improving behavior management effectiveness.

PCIT is an evidenced-based treatment model with highly specified, step-by-step, live coached sessions with both the parent/caregiver and the child. Parents learn skills through PCIT didactic sessions.

It is also referred to as domestic violence, occurs when an individual purposely causes harm or threatens the risk of harm to any past or current partner or spouse.

Children are often the hidden or silent victims of IPV, and some are directly injured, while others are frightened witnesses. Children with IPV exposure are more likely to have also experienced emotional abuse, neglect, physical abuse, and community violence.

Generalized anxiety

Sleeplessness

Difficulty concentrating

High activity levels

Increased aggression

Increased anxiety about being separated from a parent

Intense worry about their safety or the safety of a parent

Physical health problems

Behavior problems in adolescence (e.g., delinquency, alcohol or substance abuse)

Emotional difficulties in adulthood (e.g., depression, anxiety, PTSD)

Developmental regression, loss of acquired skills

Increased aggression and/or impulsive behavior

Nightmares, sleep disruptions

Aggression and difficulty with peer relationships in school

Difficulty with concentration and task completion in school

Withdrawal and/or emotional numbing

School avoidance and/or truancy

Antisocial behavior

School truancy

Substance abuse

Running away

Involvement in violent or abusive dating relationships

Mental effects:
Post traumatic stress
Hypervigilance
Sleeping disorder
Anxiety/fear/worries , fatigue, Altruism, Depression, Fatigue, Loss of interest in school, exposure to the event, loss of the loved one

Learning
Class disruption due infrastructure damage
Abstention
Low performance which is reflected on their grades
Concentration problems.
Interrupt students routines
School closed

Physical Illness
Students can experience symptoms such as headache, nauseas, lethargy

Physical Protection
structure and non-structure safety and environmental protection when it possible- as some of the actions might requires government envolment

Response
School will develop a response procedure support by an organizational structure (staff)

Assessment and planning
Schools should have a disaster management team/committed, in charge to assess risk, vulnerability, create the contingency plan

Students who are on medication due medical condition, parents needs to contact the school to let them know as the school because in case of emergency they need to pass that information to the health service.

In case of emergency, parents must know how to contact the school and vice versa. Its advisable that the kid have with them their home address and telephone number written on their backpack/ jacket t in cases of emergency

Parents must ensure their kids know and understand the family evacuation plan (how to communicate, emergency contact, meeting points)

Listen to them , try to answer their questions, clarify any misinformation that they might have

Refer any student who needs support to the school counselor and/or psychologist

Encourage students to verbalize their feelings and any worries

Create a friendly environment in the class room to reduce stressor such as stress related to peer relation, evaluations, others.

Acknowledged the disaster and give conform. One way to do is reassuring that thing will change and life will back to normal.

Promote learning activities where students needs to use problem- solving, collaboration, communication