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TRAUMATIC STRESSLink Title, Medical Trauma (Marcus), Share your pain …

- - - - 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.
  - - - High levels of negativity .
      - 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
- - - - hitting
      - tripping
      - kicking
      - taking or breaking someone's things
    - - teasing
      - taunting
      - sexual comments
    - - spreading rumors
      - embarrassing someone in public
      - be purposefully exclusive
      - telling others not to be friends with someone
    - - send negative, harmful, or false content via SMS or emails
      - post mean text or hurtful pictures through social media and blogs
  - - - eating disorders
      - self-injury
      - seperation anxiety
      - poor academic performance
      - school avoidance, including missing or dropping out of school
      - Suicidal or homicidal ideas or actions
      - PTSD
    - - anger or frustration
      - loneliness and isolation
      - feelings of rejection, or poor self-esteem
      - stress
      - changes in sleeping and eating patterns
      - health complaints
      - poor relation skills
  - - - Talk with the child about the reasons why he or she does not want to go to school.
        
        School Avoidance: Tips for Concerned Parents
      - Acknowledge that you understand your child's concerns, but insist on his or her immediate return to school.
      - Make a commitment to be extra firm on school mornings, when children complain most about their symptoms.
      - may need to make some adjustments to relieve the pressure on the child in the classroom or on the playground.
    - - talk to a mental health professional
        
        20 Ways to Overcome Low Self-Esteem
      - accept some flaws
      - Silence critical inner voice
    - - talk about risky behaviors
        
        6 Strategies to Reduce Risky Behavior in Teens and Pre-teens
      - keep an eye without being intrusive
      - have the kid reward him or herself with a preferred activity or item for getting through the tough time without any impulsive behaviors, e.g., drawing or reading novels
        
        9 Practical Strategies to Decrease Impulsive Behaviors in Children
- - - - I don't know whom I can trust.
    - - I'm on edge on the time.
      - I will do anything for safe. E.g., carry a gun or knife with myself at any time and at any place.
      - I worry about my sister/brother being shot.
      - I can't stop thinking about the violence.
    - - dysphoria/ irritation: I feel angry even when nobody is messing with me.
      - anxious: I get jumpy or nervous at the smallest things or little sounds.
      - feelings of hopelessness: I’m more tempted to get drunk or high to numb it all.
      - insomnia: It’s hard for me to sleep because I have
        nightmares about that fight.
  - - - bullying
      - fights among gangsters and other groups of people
      - shootings in public areas such as schools and communities
      - civil wars in foreign countries or “war-like” conditions in US cities
      - spontaneous or terrorist attacks
    - - homicide
      - sexual assaults
      - robberies
      - weapons attacks (e.g., bats, knives, guns)
  - - - trauma-informed approach
        
        set up a SEL curriculum
        
        make students feel safe, nurtured and supported :<3:
        
        Ways to Make Students Feel Safe
        
        adapt the physical space
        
        build strong one to one relationship with students
      - transform learning environment
        
        color strategy - use calming color of lighting
        
        mindfulness strategy - essential oil diffusers (sensory)
        
        a 'peace corner' for students to chill out when they feel frustrated or sad
      - check-in and check-out system
        
        students come to see the teacher at the beginning and the end of every day
        
        students feel that someone cares about them at school
        
        build a rapport with students/ a strong mentor/mentee relationship
    - - self-management strategies
        
        exercise
        
        running
        
        practicing Tai Chi
        
        self-management strategies
        
        get right amount of sleep
        
        leisure: find something that is fun
        
        cooking
        
        listening to some music
        
        drawing
        
        watching movies/ reading books
        
        nutrition and diet
        
        social support
        
        having a few close friends
      - medication and therapy
        
        Cognitive Behavioral Therapy
      - consistent practice during depression period
        
        adjust expectations and goals
        
        pre-plan and list self-management tools
        
        harness the power of other people
    - - neuroleptic drugs, such as antipsychotics
      - cognitive-behavioral therapy
        
        help students to rethink and revalue how they see the world
      - social emotional learning
        
        practice the hard stuff
        
        help students to handle challenging moments in the classroom by practicing how they would respond in challenging scenarios
        
        3 Activities to Practice Modeling SEL
- - - - 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
      - Easily frightened
      - Difficult to console
      - Agressive and impulsive
      - Difficulty sleeping
      - Lose recently acquired developmental skills and show regressions in functioning and behavior
      - Children aged 0-2
        
        When exposed to trauma may
        
        Demonstrate poor verbal skills
        
        Exhibit memory problems
        
        Scream or cry excessively
        
        Have poor appetite, low weight, or digestive problems
      - Children aged 3-6
        
        When exposed to trauma may
        
        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
    - - 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.
      - Attachment, Self-Regulation, and Competence: A Comprehensive Framework
        
        ARC is a framework for intervention with youth and families who have experienced multiple and/or prolonged traumatic stress.
      - Child-Parent Psychotherapy
        
        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.
      - Parent-Child Care
        
        PC-CARE is a dyadic intervention, designed to expose the caregiver to strategies for enhancing the caregiver-child relationship and improving behavior management effectiveness.
      - 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. Parents learn skills through PCIT didactic sessions.
- - - - 2.students who are more vulnerable than kids with normal family
- - - - 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
      - Nightmares
      - 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)
  - - - Sleep and/or eating disruptions
      - Withdrawal/lack of responsiveness
      - Intense separation anxiety
      - Inconsolable crying
      - Developmental regression, loss of acquired skills
      - Intense anxiety, worries, and/or new fears
      - 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 failure
      - Impulsive and/or reckless behavior, e.g.,
        
        School truancy
        
        Substance abuse
        
        Running away
        
        Involvement in violent or abusive dating relationships
      - Depression
      - Anxiety
      - Withdrawal
- - - - 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
    - - Family Preparedness
        
        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)
      - School community should be involve in preparing for emergencies. School must teach safety and emergency procedures to students and conduct evacuation drills
        
        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
      - Support
        
        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