Please enable JavaScript.

Coggle requires JavaScript to display documents.

Types of Traumatic Stress for Students, Sexual Abuse in School (Sherry…

- - - - Not showing encouragement/positive feelings
      - Ignoring a child
      - Being sarcastic/making hurtful jokes about a child
      - Manipulating a child
      - Emotional neglect of a child
      - Isolating a child
      - Threatening a child
    - - Lack of self-confidence
      - Inability to control emotions
      - Inability to create and maintain connections with peers
      - Decline in progress in schoolwork
      - Anxiety
      - Self harm/Suicidal Thoughts
      - Withdrawal from social interactions
      - Depression
      - Seeking affection
    - - Create a safe and comforting environment for the student to feel confident to share his/her feelings
      - Emotional management
        
        As many children who have experienced Emotional abuse often have anxiety or extreme emotional reactions, it's important to teach students how to regulate these emotions.
      - Provide many opportunities to reinforce positive behaviour and offer words of encouragement to boost self-confidence
      - Guide students in developing emotional connections with other
      - Document emotional abuse that you have witnessed or the student is sharing with you
      - Provide opportunities for counselling if available at the school
- - - - Create a positive classroom environment where students learn about the effects of bullying and how to model good anger management techniques. Set up a regular time to hear the student's concerns and offer support.
- - - - Letting the child know they are safe and what they witnessed won't happen again
      - Creating a community where the child can freely express their feelings and where they are heard instead of stigmatized
      - Having safety monitors and measures constantly enforced.
    - - At this point in a child's life they would be upset with most adults in their lives especially due to the fact that the ones that were supposed to protect them hurt them in the worst way possible. So its ideal to build a relationship in which the student can trust adults again
      - Students should feel safe, children should feel safe at all times. Since their parents failed to keep them safe now the task is upon you as long as you're their teacher.
    - - Children who experience this type of trauma sometimes have to go through the trauma of bullying from other students who don't understand the situation and think it nothing more than a joke.
      - Encourage children to be loving and caring as they should be. Encourage students to be their brother's keeper instead of making fun of a situation they don't understand.
      - Teach their peers about trauma so they will know how to better communicate and care for their fellow peers.
    - - Allow the child to grieve properly for both parents.
      - Letting the child know their feelings are valid and it's okay to be sad or angry at the same time.
    - - Children should see a specialist that would be able to know the exact level of grief and trauma that child is experiencing.
      - Psychologist should recommend ways and activities that will help the child on their healing journey
      - Meetings should be a safe space and should only be discussed with other individuals when there is a dire need. The child needs to feel safe after that experience.
    - - Teaching the student about destructive behavior and ways to avoid such behavior
    - - Have breathing exercises and daily affirmation time (all students can join in)
      - Have a calm down corner so when the child is overwhelmed instead of acting out they can retreat to that corner and relax
- - - - Symptoms may be similar and may depend on age, maturity and situation. Sometimes traumas are multi-layered or there are more than one traumas a child has experienced.
      - A common thread in symptoms is emotional distress. In younger children this can show present as crying for little or no reason and in older children, depression and withdrawnness as well as disruption and violent bursts.
    - - Be patient and understanding, yet consistent and fair.
      - Do what you can to help the child feel safe in the classroom. Contact the school counselor presenting what you have observed and ask them to reach out to the student. Take the students situation into consideration whenever having to discipline or reprimand the student.
      - If you know the situation from the child,
        try to help the child understand
        they are not responsible.
      - Remember, you are a teacher, not a counselor. Work closely with the team, including counselor, to help the student function in the classroom society.
    - - Student was asked to admit to killing her baby brother after witnessing his death at the hands of her mother's boyfriend.
      - Student was being physically and sexually abused by her father.
      - Student often was beaten with a belt by her single mother. Student broke her leg after falling down the stairs running from a beating.
      - Student was being sexually abused by a friends father and was involved in a pedophile ring.
- - - - Weight discrimination
      - Height discrimination
      - Facial features discrimination
      - Physical abnormalities discrimination
- - - - Chronic Feelings of Guilt, Shame, and Self-Blame
      - Difficulty Identifying and Expressing Emotions
      - Lack of Self-Compassion
      - Sensitivity to Rejection
      - Skewed Self-Perception
      - Feeling “Different” From Others
      - Aversion to Depending on Others
      - It’s Difficult To Be Assertive
      - Persistent Feelings of Emptiness
      - Experiencing Additional Traumas + Other Mental Health Concerns
    - - habitual absenteeism from school (an average of five days a month, for example) and no attempt from the parent or guardian to change this pattern
      - failing to homeschool, register or to enroll a school-age child, causing the child to miss at least one month of school without valid reasons
      - refusing to allow or failing to obtain recommended remedial education services
      - not obtaining or following through with treatment for a child’s diagnosed learning disorder or other special education need without reasonable cause
      - the ongoing failure to provide a child with the resources and environment they need to learn.
    - - Breach of duty-Child abuse, neglect, and lack of supervision constitutes a breach of the duty entrusted to a caregiver if the child was injured physically, psychologically, or both.
      - Causation-For negligence to be established, it must be shown that the neglect/lack of supervision was the direct cause of a child’s injuries.
      - Duty of care-Anyone that undertakes responsibility of a child is responsible for providing a safe environment, protect them from harm, and includes not neglecting the child.
      - Damages-A child who has suffered neglect/lack of supervision due to the negligence of another person and has suffered an injury because of this would be entitled to compensation for their injuries and damages.
    - - ignoring the advice of a doctor or dentist
      - refusing to allow a child to be treated
      - not taking children to routine appointments such as vaccinations.
      - injuries, health issues or dental problems may go untreated
      - suffer from repeated illnesses and conditions such as skin sores, ringworm or rashes
    - - Lack of adequate shelter
      - Lack of Supervision
      - Children not being fed
      - Lack of Adequate Clothing/Personal Hygiene
      - Lack of Medical or Dental Care
      - Failure to Protect
      - Behavioral Indicators of Physical Neglect
- - - - Signs of sexual abuse in school include
        
        Excessive knowledge of sexual topics
        
        Changes in eating habits
        
        Unexplained bruising
        
        Not talking as much as usual
        
        Spending more time alone
        
        Not wanting to be around certain people
        
        Changes in mood, such as being more aggressive
        
        Less interested in school and activities
        
        Avoiding the removal of clothes when changing or bathing
    - - Sexual Abuse In Schools By Teachers
      - Sexual Abuse Coverups By School Administrators
      - Sexual Abuse In Schools By Peers
    - - Anxiety and depression.
      - Eating disorders.
      - Post-traumatic stress disorder.
      - Self-harm.
      - Suicidal thoughts and suicide.
      - Sexually Transmitted Infections (STIs).
      - Pregnancy.
      - Problems returning to – or continuing with – education.
      - Feelings of shame and guilt.
      - Drug and alcohol problems.
      - Relationship problems with family, friends, and partners.
    - - How to Help Prevent Sexual Abuse in Schools
        
        Updating Your Safeguarding Policy
        
        Providing Safeguarding Training to Staff
        
        Teaching Children About Healthy Relationships
        
        Dealing with Allegations Appropriately
        
        The NSPCC Helpline
      - Effects of Sexual Abuse in Schools
        
        Post-Traumatic Stress Disorder
        
        Psychological Effects
        
        During childhood, a victim may have chronic symptoms. Behavioral problems, low self-esteem, and depressive symptoms are some consequences of sexual abuse. Children may also experience developmental delays and neurobiological changes.
        
        Immediate psychological effects include:
        
        Shock
        
        Fear
        
        Guilt
        
        Denial
        
        Confusion
        
        During adolescence, the effects of sexual abuse in school include:
        
        Anxiety
        
        Delinquency
        
        Early sexual initiation
        
        Eating disorders
        
        Low self-esteem
        
        Difficulties with Relationships
        
        Impact of Academic Achievement
        
        Studies show that 39% of 7- to 12-year-old girls struggle with academics, and 24% had to repeat a grade after experiencing sexual trauma.
      - What is Child Sexual Abuse?
        
        Child sexual abuse means any sexual activity with a child, including physical contact, non-penetrative acts such as touching and kissing, and non-contact activities (such as producing sexual images or forcing the young person to watch sexual activities). It can also occur online: mobile phones, computers, and other devices allow for the quick, secretive exchange of explicit images (sexting) or sexual conversations.
        Children can be sexually abused by a peer or someone younger than them – in fact, research has found that two thirds of abuse reported by children and young people was perpetrated by other children and young people (Hackett, 2014). In these cases, the abuse can be harmful to both the perpetrator and the victim.
      - What to do?
        
        Listen carefully to what they're saying and document what they said after.
        
        Let them know they've done the right thing by telling you and they are welcome to talk to you at any time.
        
        Tell them it's not their fault and check in with them regularly.
        
        Say you'll take them seriously and you are here to support.
        
        Avoid confront the alleged abuser
        
        Explain what you'll do next or who will be involved as a supportive person.
        
        Report what the child has told you to school as soon as possible.
- - - - Type of adverses
        
        Maltreatment
        
        Violence or coercion
        
        Adjustment
        
        Prejudice
        
        Household or family adversity
        
        Inhumane treatment
        
        Adult responsabilities
        
        Bereavement & survivorship
    - - Examination
      - Deadline
      - Returning to study
      - Pressure of combining paid work and study
      - Difficulty in organizing work
      - Poor time management
      - Leaving assignment to the last minute
      - Out of control debt
      - Classroom Strategies
        
        Maintain physical exercise and good nutrition. Go for a walk and take a deep breath.
        
        count to ten and take a deep breath. Practice 5 finger breathing routine.
        
        Journal; Write about your feeling and how would you handle next time.
        
        Look yourself to the mirror and say positive words to yourself.
        
        Connect with others. Talk to somebody.
      - Physical and Emotional reactions
        
        Being easily startle or frighten
        
        Always being on guard for danger
        
        Self-destructive behavior
        
        Trouble sleeping
        
        Trouble concentrating
        
        irritability, angry outburst or aggressive behavior
        
        Overwhelming or shame