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Different types of situations that can cause traumatic stress in students.…

- - - - RESPONSES
        
        https://extension.missouri.edu/publications/gh6611
        Many children experience parental divorce and live in a stepfamily for part of their lives. Schools can support children through family transitions by taking a partnership approach, having informed attitudes, creating an atmosphere that welcomes all types of families, and taking action that supports all children and parents.
        
        http://www.pedro-carroll.com/professionals/education/
        
        Provide consistency and structure. Listen to and accept their feelings, but set limits on behaviors that are unacceptable.
        
        Affirm and reinforce their strengths. Let them know that they are valued through your smiles and positive feedback for their efforts as well as their progress. Give them opportunities for leadership to build on their strengths.
        
        Help children develop an accurate understanding of their parents’ divorce. Children need to understand that they did not cause, and cannot solve, the problems between their parents. But many children and teens develop serious emotional difficulties because they somehow believe they are to blame. You may be in a position to help uncover those feelings and lead children to a more accurate understanding of the changes in their family.
        
        Encourage parents to focus on their children’s best interests. Educators often hear the overflow of parents’ emotions and thoughts about each other, since school is the connecting point for their children. In meetings with parents, or even in informal encounters, you can help children by discouraging their parents from criticizing, blaming, or denigrating the other parent in front of their children. Children understand that both parents are somehow a part of them, and when a parent is made to look bad, children often feel that they are somehow defective, too.
        
        Communicate with parents regularly about their children’s strengths as well as problems or concerns. When there are concerns, take a problem-solving approach with a plan for improvement. Your support, understanding and encouraging words about their child can make an enormous difference.
        
        The Effect of Teacher Support on
        Students from Divorced Families
        https://soar.suny.edu/bitstream/handle/20.500.12648/5529/ehd_theses/337/fulltext%20(1).pdf?sequence=1
- - - - 1.Build rapport with the student by encouraging him/her to tell the whole story. Listen calmly and without interrupting, and reassure them that they've done the right thing by speaking up.
      - Note what, when, and where the bullying occurred, who was involved, how often and if anybody else witnessed it.
      - Encourage the student not to get angry or aggressive in response to bullying, as this may make things worse.
      - Meet with students that bully others, don't allow them to blame the victim. Address the bullying behavior and administer the appropriate discipline.
- - - - Alcohol Abuse in the home - Tami
        Children of parents who abuse alcohol at home are often subjected to neglect as well as physical and emotional abuse. In turn numerous case studies can be found regarding children of alcohol abuse trauma seek out alcohol and drugs as a coping mechanism later on in life.
        Reference
        Nowinski, J., Ph.D. (2013, July 29). Childhood Trauma and Alcohol Abuse: The Connection
        Abuse and neglect may predict alcohol abuse.
        Retrieved from: https://www.psychologytoday.com/us/blog/the-almost-effect/201307/childhood-trauma-and-alcohol-abuse-the-connection
      - Responses to Children of Families with Alcohol Abuse
        
        Create a safe and trusting learning environment.
        
        Establish a bond between educator and student so that when they are ready they may unburden themselves.
        
        Teach the children about alcohol and drug abuse.
        
        Build on the child's strengths and communication skills.
        
        Teach students positive coping skills and autonomy.
      - Response Child Trauma Relating to Physical and Psychological Abuse
        
        Create a safe environment in the classroom.
        
        Help the student understand that it was not their fault.
        
        Listen with an open heart to any story they are willing to share.
        
        Build a positive relationship with the child based on trust.
        
        Create group activities so that the child forms bonds with their peers and doesn't isolate themselves.
- - - - Visible symptoms of depression
        
        References
        Monroe, J. (2022, October 27). Adolescent depression in schools. Newport Academy. https://www.newportacademy.com/resources/mental-health/adolescent-depression-in-schools/
        
        Avoids social situations
        Lost of interest in activities
        Exhausted and low energy
        Lack motivation to do things
        Loss of focus and concentration
        Irritable
        Tiredness - due to lack of sleep
        Change in weight - loss or gain
        May use alcohol and medication :
      - Strategies
        
        Exercise
        Sleep
        Social support
        Better diet
        Spend time in nature / activities
        Therapy - Space to voice problems and someone to listen
        Medication
    - - resources
- - - - When responding to such behavior, teachers should; build relationships with students to help form the foundation of resilience; students need to feel secure and connected to adults and to peers in order to learn; teachers might need to make special accommodations like a short nap if they’re tired and leniency when it comes t work submission; and be predictable to offer the student a sense of stability. It is very important that teachers still maintain high standards for children but reduce punishments as they could embed further trauma.
        
        Breaking the cycle: Teachers can take part in trauma-informed systems approaches to be more trauma-sensitive in their work with children and trauma —specific treatment interventions, such as providing guided opportunities for helpful participation. Link Children, Violence, and Trauma—Interventions in Schools
        
        Unconditional Postive Rewards
        
        Maintain predictable routines
        
        Balance accountability with an understanding of traumatic behavior
        
        Support and facilitate participation
        
        Build non-academic relationship with student
        
        Link students to mental health processionals
- - - - China
        • China Ministry of Civil Affairs Hotline: 12339
        • China Ministry of Public Security Hotline: 110
        • UNICEF Regional Office for East Asia and the Pacific: +86 10 85322123
        • Save the Children China: +86 10 65171166
        • China Women’s Federation (CWF): +86 10 65138523
        • China Anti-domestic Violence Network: +86 10 84767113
      - Korea
        • National Child Protection Agency Hotline: 1388
        • National Police Agency Hotline: 112
        • Korean Women's Development Institute (KWDI): +82 2 786 9788
        • Korean Sexual Violence Relief Center: +82 2 706 1113
        • ChildLine Korea: +82 2 476 1191
      - Japan
        • Kanagawa Prefectural Children’s Consultation Center: +81 45 673 2421
        • Japan Hotline Association: +81 3 5774 0995
        • The Japan Committee for UNICEF: +81 3 6273 5577
        • Child Welfare League of Japan: +81 3 3436 3241
        • Japan Child Abuse Prevention Network (J-CAP): +81 3 5225 2811
      - Thailand
        • Thailand Department of Social Development and Welfare: +66 0 2245 8497
        • Committee on the Protection of the Rights of All Migrant Workers and Members of their Families in Thailand: +66 2 643 7100
        • Save the Children Thailand: +66 2 275 4285
        • UNICEF Thailand: +66 2 288 1343
        • International Justice Mission Thailand: +66 2 663 976
      - Vietnam
        • Vietnam Ministry of Labor, Invalids and Social Affairs: 024 38220377
        • Vietnam Department of Child Care, Protection and Education: (024) 3222 5229
        • UNICEF Vietnam Country Office: +84 24 38 45 11 11
        • Blue Dragon Children’s Foundation: +84 24 3219 1220
        • Operation Smile Vietnam: +84 24 3927 0712
- - - - Reassure students and increase their sense of security in school by:
        • establishing simple rules and routines so they know what to expect;
        • giving straightforward explanations (where possible) for things that worry them (e.g., sirens, presence of police in school);
        • allowing students to naturally express themselves through talk, play and
        written assignments.
      - Clarify your concern as it relates to the school and your responsibility to educate. Try not to interpret the behavior, but rather describe it. It may be helpful to consider the following questions:
        • What is the problem?
        • When did it start?
        • How often does it occur?
        • Who is affected and in what ways (e.g., failing grades, victimized peers)?
        • What has been tried and how did it work?
      - Consult with the principal or the social service worker at your school.
      - Teaching Strategies
        
        Create a safe and low-stress environment that promotes respect toward others
        
        Establish an explicit norm against violence.
        
        Consistently enforce non-acceptance of violence.
        
        Teach and reward non-violent conflict-resolution and cooperation.
        
        Model nurturing respectful behavior and gender equality.
        
        Foster cooperation and reduce competition and situations where students may be
        humiliated (e.g., peers picking teams).
        
        Provide positive experiences and activities to promote security, self-esteem and
        learning.
        
        Verbally praise students for their efforts.
        
        Provide opportunities for fun.
        
        Assist students to recognize their strengths and to experience success.
        
        Let students know what to expect
        
        Plan and prepare the students for visitors.
        
        Minimize last minute scheduling changes.
        
        Give advance notice of upcoming events.
        
        Give advance notice of upcoming lessons or activities that may touch on difficult experiences.
        
        Increase positive connections to school
        
        Look for a match between the student’s interests and/or strengths and the course (e.g., a special project), the school (e.g., assisting custodian), or extracurricular activity (e.g., club, sports).
        
        Strongly encourage participation
        
        Enlist peer (e.g., cross-age mentor, tutor) and adult (e.g., staff, volunteers) support to provide encouragement and support to foster connection.
        
        Use a variety of teaching strategies
        
        Provide time during the school day for homework completion when the student may be more able to attend and complete it
        
        Use co-operative learning strategies that allow for more immediate feedback, occasions to share, and small group opportunities.
        
        Consider ways of physically setting up your classroom to take a variety of learning styles into account
        
        Check often for understanding to see if what you are saying or modeling is being heard and understood.
        
        Repeat information in a calm manner
        
        Allow students to use learning aids such as tape recorders, calculators, reference charts, and word processors −as necessary.
        
        Be aware that some activities or situations may remind students of troubling events associated with the violence in their homes. Examples of events or themes that may be difficult for children living with violence include:
        
        raised voices
        
        alcohol/drug prevention
        
        making something new to give to a parent
        
        violence prevention education
        
        peer fights
- - - - example of a hero wall. This is something all the students can participate in and it helps the student realize they are part of something big and they can be proud of their parent(s).