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Situations that Can Cause Traumatic Stress in Students, Response …

- - - - Arrange individual online meetings with students who appear very stressed
      - Share activities outside of class with students over Zoom
      - Be reassuring to all students before, during, and after online classes
      - Establish predictable routines to make the students feel more comfortable
    - - Never or rarely turns in any homework
      - Very low grades
      - Student becomes withdrawn from class, not willing to participate at all
      - Rarely if ever turns on the camera
      - Looks overwhelmed, frustrated, and/or depressed during classes over Zoom
- - - - Show of introvertedness
      - Isolates, Doesn't want to make new friends, misses old friends and teachers
      - Sometimes rebels with new routines, tries to show anger to resist new settings and environment
      - Withdrawal, Doesn't participate in class/group work or homework, detached
      - Doesn't do homework
      - May not be able to cope with new curriculum, bad grades or forgets new systems easily
- - - - Acknowledge what has happened and find out what the child knows. Answer questions and decrease curiosity so the child does not seek out more images/videos and go down the rabbit hole.
      - Put it in context. Usually younger children are unable to distinguish if a disaster is far or near from them, so it is good to assure them when necessary.
      - Talk through their feelings. Help them acknowledge and understand what they are feeling. And, depending on how much it is affecting them. Processing feelings may sometimes including writing a letter or making a small donation to help! (In the case of a disaster)
      - Assure them that they are safe and well loved by those around them. Remind them that even though bad things happen, there are also plenty of good things that happens in the world.
      - In some instances, explaining to them the nature of new coverage and how it is often exaggerated.
    - - For example, in the case of Covid19. Teach students to wash hands, wear masks, and social distance.
- - - - 5 STEPS to stop bullying
        
        Talk to kids about bullying and cyberbullying
        
        Explain to them what bullying is, and ask if anything like that has happened to them.
        
        Keep calm, and listen carefully to what they say.
        
        Remind them that they can talk to you about how they’re feeling whenever they want
        
        2.Let them know who to ask for help
        
        If at school, you can talk to a teacher you trust with evidence of what's been happening;
        
        If online, you can report on the site or app, and learn how to block anyone who posts hateful or abusive things;
        
        If anything like below situation happened, you can talk to police:
        
        1.stealing things from you
        
        2.physcally or sexually assaulting
        
        3.bullying you because of your race, gender or sexual identity, or if you have a disability
        
        4.sharing or threatening to share a naked image of you without your permission.
        
        Speaking to a professional counsellor if needed
        
        Find out what is happening to help clear up misconceptions about their role and take responsible actions
        
        Make it clear that bullying—no matter what the reason—is wrong.
        
        Nurturing empathy by putting themselves in someone else’s shoes and understand what it might feel like
        
        Set good model of respectful, caring and supportive
        
        4.Let the feelings out and Practise being assertive
        
        Write it down
        
        Writing the feelings down in a mood journal using different colors for different emotions
        
        Write down alternative story about what you would like to happen
        
        Write a letter to someone you trust saying what's happening
        
        Take a time out such as listen to music that matches how you feel or makes you happy and relax, play favorite sports or games
        
        5 ways to be assertive:
        
        Practise what you want to say first, or try writing it down to prepare yourself
        
        Act calm and confident by standing up straight and not fidgeting
        
        Make eye contact
        
        Say what you want, clearly and politely
        
        Don’t apologise when asking for something you need.
        
        5.Join positive like-minded clubs and build a healthy routine
        
        Spend time with peers who share the same interests and make you feel good or proud
        
        Get enough sleep, eat healthier, and exercise regularly
        
        Learn how to deal with negetive emotions wisely such as building growth-mindset, learning stress management, and Meditation
      - Advice for parents
        
        Have a conversation about what happened with your child calmly and without judgement(Note what, when and where the bullying occurred, who was involved, how often and if anybody else witnessed it. )
        
        Remind your child that bullying is never OK, and ask them what they would like to happen
        
        Encourage your child not to get angry or aggressive in response to bullying, as this may make things worse.
        
        If your child asks to stay home from school, explain that it won't help - and may make things worse
        
        If possible, help to make opportunities for them to join other groups of young people such as clubs at school or other groups outside of school time.
        
        Check your school's bullying/online bullying policy, and Make an appointment to speak to your child's teacher or coordinator.
        
        Find out if the school is aware of the bullying.
        
        Ask what is being done to ensure your child's safety.
        
        Ask for a follow -up appointment to ensure the situation is being addressed.
    - - Bullying offline
        
        Behavior that hurts someone else including name-calling, hitting, pushing, spreading rumors, threatening or undermining someone
        
        It's usually repeated over a long period of time and can hurt a child both physically and emotionally
      - Cyberbulling
        
        Bulling takes place online which can follow the child wherever they go, via social networks, gaming and mobile phone.
        
        Revealing personal details without your permission
        
        Being threatened, intimidated or sent nasty messages
        
        Targeting you over and over again in an online game.
    - - Emotional and behavioural signs
        
        Problems with eating or sleeping
        
        Being nervous, losing confidence, or becoming distressed and withdrawn
        
        Frequent tears or anger,and refuses to talk about what is wrong
        
        Asking for, or stealing, money
        
        Becomes aggressive and unreasonable,and begins to target siblings
        
        Being afraid to go to school, being mysteriously 'ill' in morning, or skipping school
        
        Often alone or excluded from friendship groups at school
        
        School grades begin to fall
        
        Unable to speak up in class and appears insecure or frightened
      - Physical signs
        
        Belongings getting 'lost' or damaged
        
        Has unexplained physical injuries(bruises, cuts, scratches)
        
        Comes home hungry
    - - Get into physical or verbal fights
      - Have unexplained extra money or new belongings
      - Blame others for their problems
      - Don’t accept responsibility for their actions
- - - - Unusually friendly towards other adults
      - No wariness of strangers
      - No foundational sense of right and wrong
    - - Does not play or interact with others
      - No smile or response when talking to adults
    - - Unusually cold towards other people
      - Unable to control emotions
      - Does not give an adequate emotional response to certain situations
      - Overly-Addictive personality
    - - Acting out during class purely to draw attention towards themselves
      - Losing emotional control upon hearing "no"
    - - Structured playtime to promote interaction with others in school
      - Talk with student about things they enjoy (giving them a feeling that someone cares)
      - Give student more opportunities to express themselves during class
      - Encouraging student to talk about how they feel during different situations
    - - Lack of desire to learn
      - Poor marks because of lack of oversight
      - Language delays
- - - - Convey that you accept them for who they are and that you have many LGBTQ friends (or if they are not open about it, convey it indirectly)
        
        Create a safe space for the student to hang out and talk with you
        
        Integrate LGBTQ Topics into the Curriculum.
        
        Stand Up Against Homophobia.
        
        Start an LGBTQ Organization at Your School.
        
        Post Safe Space Signs.
        
        Reach out to student and show interest in them as a person
- - - - Establish and use home communication system and student agendas for accurate relay of homework, projects, tests.
      - • Use repetition.
      - • Frequently check with the student for understanding.
      - • Use graphic organizers.
      - • Use concise and simple instructions.
      - • Use computers and assistive technology (graphic organizers).
      - • Use Differentiated Instruction and pair verbal and visual teaching methods.
      - • Provide a checklist of tasks for the student.
      - • Teach memory strategies, like rehearsal, association and mnemonics.
      - • Encourage use of a calculator.
      - • Encourage use of notebook/scrap paper/sticky notes, so that the student doesn’t have to hold information in his/her head.
      - • Use formula/reference sheets.
      - • Teach the skill of locating information and using it with reference materials.
      - • Follow a predictable schedule.
      - • Use colour coding system for note books and notes (one colour for “how to” pages and another colour for practice/application pages).
      - • Use sticky notes/highlighters and a colour system for the student to locate key information and find it again.
      - • Use preferential seating to reduce distractions.
      - • Post reference material to act as an external memory aid.
      - Have a buddy system to develop social relations
- - - - response Strategy:
        
        A 'Time In' instead of a 'Time Out'. This is 4 step process where you:
        
        Identify the emotion.
        
        validate the child emotions.
        
        State what the expectation at the present time.
        
        Provide an opportunity or space for the the child to accurately express thier emotions.
    - - Response strategy:
- - - - No making fun of others
      - Anti Bullying curricula
      - Have students design a code of conduct for the classroom and sign it
        
        Have the code of conduct on the wall
      - Illustrate and reaffirm the basic paths to success, applicable to most people
        
        Do well in school
        
        Graduate High School
        
        Get a job / College
        
        Don’t have kids before marriage
  - - - Offer praise and positive reinforcement
      - Be open and friendly during non teaching time
      - Treat them with respect
        
        Offering students choices, gives them some sense of self control
      - Change your own mindset exact more patience
      - Make them feel welcome / Make them feel part of the team
  - - - Can decrease stress