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Traumatic stress, How to help a toddler adjust to a new baby, (8D2557AD…

- - - - Toddlers/Pre-schoolers
        
        Aggressive
        
        Withdrawn
        
        Delayed development
        
        Poor motor skills
        
        Anxiety / general fearfulness
        
        Stomach aches
        
        Nightmares
        
        Lack of bladder / bowel control
        
        Lack of confidence to begin new tasks
      - School-age
        
        Aggressive / bullying
        
        Anxiety
        
        Stomach aches
        
        Nightmares
        
        Lack of bowel / bladder control
        
        Poor grades / failure of one or more grades
        
        Low self-esteem / poor social skills
        
        Digestive problems
        
        Headaches
        
        Fear of abandonment
        
        Grief and guilt
      - Infants
        
        Irritability and crying
        
        Frequently ill
        
        Difficulty sleeping
      - Teenagers
        
        Withdrawn
        
        Nightmares
        
        Lack of bowel / bladder control
        
        Poor grades / fails or quits schools
        
        Headaches / ulcers
        
        Immunity / irresponsible
        
        Become victim or batterer
        
        Violent outbursts
        
        Property destruction
        
        Runaways
        
        Unable to express feelings
        
        Refuses to bring home friends
        
        Low self-esteem
        
        Feels responsible for taking care of home and adult victim
        
        Joining in on beatings of adult victim
    - - listen carefully to what they're saying
        
        let them know they've done the right thing by telling you
        
        tell them it's not their fault
        
        say you'll take them seriously
        
        don't confront the alleged abuser
        
        explain what you'll do next
        
        report what the child has told you as soon as possible.
        
        help them feel safe
        
        talk to them about healthy relationships, their fears, and boudaries
      - Managing behaviors in the classroom
        
        Active ignoring or “picking your battles.”
        
        Specific praise
        
        Rules and routines.
        
        Relaxation techniques
        
        Adequate support.
    - - https://youtu.be/R-KNpZeczQk
    - - https://youtu.be/I3sezLfn0JM
    - - kicking, hitting, punching or cutting
        
        rape (including in a relationship)
        
        controlling someone's finances by withholding money or stopping someone earning
        
        controlling behaviour, like telling someone where they can go and what they can wear
        
        not letting someone leave the house
        
        reading emails, text messages or letters
        
        threatening to kill someone or harm them
        
        threatening to another family member or pet.
  - - - emotional upset
      - disruptive behaviour
      - increase in maternal scolding and firstborns’ disobedience
      - increase in conflict between mother and firstborn.
      - Increase in child initiated bouts of play and joint-attention.
      - Increase in deliberate naughtiness when mother feeding/caring for baby.
      - Increase in aggression, fussiness, and activity level
      - Increase in withdrawal, crying, and argumentative behaviors
      - Increase in problematic peer relations
    - - before the new baby arrives
        
        tell your child what is happening - new sibling coming
        
        move them into new sleep spaces
        
        visit friends that have a new baby
        
        reminisce about when they were a baby looking at pictures
        
        let the child participate in the preparations
        
        have the child practice holding a doll and supporting the head
      - in the classroom
        
        build relationships
        
        be predictable
        
        create a safe environment
        
        look beyond the behavior
        
        books about being an older sibling
        
        toddler
        
        I am a big brother, by Caroline Jane Church
        
        Spot's baby sister, by Eric Hill
        
        Sisters, by Debbie Bailey & Susan Huszar
        
        Baby born, by Anastasia Suen
        
        pre-schoolers
        
        How you were born, I’m a big brother and I’m a big sister, by Joanna Cole
        
        The new baby, by Mercer Mayer
        
        101 things to do with a baby, by Jan Ormerod.
        
        Will there be a lap for me? by Dorothy Corey.
        
        school-age
        
        Darcy and gran don’t like babies, by Jane Cutler.
        
        A baby sister for Frances, by Russell & Lillian Hoban.
        
        Welcoming babies, by Margy Burns Knight.
        
        The new baby at your house, by Joanna Cole.
      - when the baby arrives
        
        set aside special time for the child
        
        listen when child talks about feelings
        
        prepare special big sibling and young sibling activities
        
        private space with toys that the older sibling doesn't have to share
        
        let them assist with new baby care
    - - https://youtu.be/RoK7V8aCDZA
- - - - May have a high level of absenteeism
      - May develop low self esteem because of lack of acceptance
      - May have poor social skills
      - May struggle with concentration, memory and comprehension during lessons in school resulting in developmental delays
      - May prefer to work alone rather than in a group
      - May lack empathy
    - - Building a caring and strong teacher - student relationship by giving student trust and support
      - Teacher should be a positive and reliable role model for the student
      - Student centered learning where the students may feel empowered and less disruptive if given the opportunity to give an input in the lesson or a choice of assignments.
      - As part of the lesson, teacher can teach social skills and etiquette for example, saying please and thank you, how to meet and greet someone new, making eye contact when talking or listening to someone.
      - Create a positive classroom climate where students are viewed as equal and accepted for who they are
      - Give students time after school to complete homework they are not able to complete at home
  - - - Behaviour difficulties such as lost of interested in daily activities
      - Decreased concentration
      - Poor school performance
      - Depression
      - Withdrawal from social circle of friends
      - Complaints about headaches/stomach aches created in the student's head
    - - Loss of sleep/apatite
      - Sharp drop in school performance
      - Anxiety and dression
      - High risk of substance use
      - Emotional numbing
      - Suicidal thoughts
      - Withdrawing from others
    - - Crying or screaming
      - Decreases verbalization
      - Clinging to caregivers/ other trusted adults
      - Fear of separation
      - Regressive behaviour such as thumb sucking or bedwetting
    - - Talk to the student about death and answer their questions or just listen to them
      - Let the share about the person they have lost
      - Be sensitive to students' feelings as everyone deals with death differentely
      - Maintain a normal routine and engage students in activities they previously enjoyed
      - Provide students with a variety of options to share grief (writing, drawing, talking, music, games)
      - Help them to maybe find a peer support group for sharing and talking to kids their own age about loss
- - - - https://www.youtube.com/watch?v=9QOGMGRARvE
- - - - Post-Traumatic Stress Symptoms
        
        Nightmares
        
        Difficulty falling/staying asleep
        
        Flashbacks
        
        Increased irritability
        
        Difficulty concentrating
        
        Intrusive thoughts
        
        Hypervigilance
        
        Exaggerated startle response
      - Feeling of life threat at the time of treatment and experiencing the treatment as "hard" or "scary"
      - High lever of trait anxiety
      - Impact of Development
        
        Preschool children have more difficulty separating or may regress behaviorally
        
        School-aged children may believe that they caused the trauma to occur. They also likely to have increased somatic complaints following a trauma as they show their emotional pain throughout physical symptoms.
        
        Adolescents may isolate themselves more and struggle with ways to be more independent in the face of a medical condition requiring them to be more dependents on parents.
      - https://youtu.be/EFSc03Degxc
    - - For Teachers
        
        Change your perspective, get to know about that illness students have.
        
        Focus on positive attention
        
        Be predictable - provide a daily routine that a traumatized child needs.
        
        Remain neutral and no judgmental
        
        Seek for professional helps
      - For Parents
        
        First step - recognize their child is having difficulty or impairment in some area of functioning as a result of medical trauma.
        
        Second step - ask child to share their feeling and thoughts. For young child, could ask them to draw pictures, act out or tell stories.
        
        Seek professional help.
      - For Hospital
        
        Given that perceptions of life threat and treatment intensity are a major contributor to symptoms, and that these perceptions vary greatly among child, parent, and physician, open and careful communication among the child, parents and medical team about the child's medical condition is essential.
        
        When it is clear which specific reminders or treatments are distressing to a given child, interventions can be designed to help minimize this distress.
        
        Pretreatment with medications that decrease pain without causing confusion or perceived loss of control may be helpful in decreasing trauma symptoms.
        
        Identification of traumatic reminders can help minimize avoidance by directly addressing the symptoms associated with re-experiencing.
      - https://www.youtube.com/watch?v=AVlBZnE2lx8
    - - Children receiving painful or invasive medical procedures or long-term treatment as a result of chronic illness, accidents, or injuries are at a higher risk of developing post-traumatic stress symptoms.
  - - - Post Traumatic Stress Disorder (PTSD)
        
        Recurrent and persistent memories of their parents leaving, one or both parents crying, the fear of loss of money, verbal and physical fighting, and the criticizing and humiliation of the other parent.
        
        Recurrent dreams of fighting in the home, fear of loss of one or both parents, the thought that if one parent doesn't want the other then perhaps that parent would onto want them either.
        
        Acting or feeling as if the fighting, yelling, crying and even worse the non-communication, is happening over and over again.
        
        Intense distress related to the distress which would be seen in physical symptoms.
        
        a decrease in interest or activities once enjoyed.
        
        https://www.youtube.com/watch?v=uM_BRdhYybI
      - Emotional Impact of Divorce
        
        Young Children - often cannot understand why they have to go between two homes and worry that someday if their parents can stop loving one another, they may being stop loving too.
        
        Grade School - worry that divorce is their fault because of their misshaped or did something wrong.
        
        Teenagers - may become quite angry about a divorce and the changes it creates. They may also blame one parent for the dissolution of the marriage.
      - Decreased Contact
        
        It affects the parent - child bone. Children may lose daily contact with one parent - most often fathers.
      - Mental Health Problems
        
        Divorce may trigger an adjustment disorder in children that resolves with a few month. But, studies have also found depression and anxiety rates are higher in children from divorced parents .
      - Behavior Problems
        
        Children may experience more externalizing problem, for example conduct disorder, delinquency and impulsive behavior. And they may also have more conflict with peers.
      - Poor Academic Performance
        
        Normally Children from divorced families don't always perform well in academic, especially for those family that divorce happened unexpected.
      - Risk-Taking Behavior
        
        Those children are more likely to engage in risky behavior, such as substance use and early sexual activity, as well as drinking alcohol earlier and reporting higher marijuana, tobacco and drug use than their peers.
      - https://youtu.be/SMJiDOZelP0
    - - For Parents
        
        Co-Parent Peacefully
        
        Avoid putting kids in the middle
        
        Mantain healthy relationships
        
        Use consistent discipline
        
        Monitor adolescents closely
        
        Empower your children
        
        Teach coping skills
        
        Help kids feel safe
        
        Seek parent education
        
        Get professional help
      - For School
        
        Maintain structure and normalcy - teachers should maintain that sense of normalcy for those students and give a nonjudgmental space to share their thoughts.
        
        Be consistent but flexible - not to lower academic or behavioral standards, be flexible about giving students extra time or space.
        
        Listen and reassure - take a step back and just listening allows students to feel heard and feel that her opinion matters.
        
        Proactively affirm all family structures - plan some classroom activities to discuss different family structures.
        
        Keep appropriate boundaries - seek help from mental health professionals if needed.
        
        https://youtu.be/VLsZTSmPnPU
    - - Midge C.Children of Divorce and Post-Traumatic Stress. https://njcollaborativeprofessionals.com/blog/children-divorce-post-traumatic-stress-disorder/#:~:text=Recurrent%20and%20persistent%20memories%20of,humiliation%20of%20the%20other%20parent
      - Teresa B. Feb 12, 2019. The Effects of Divorce on Children Includes Emotional Trauma. https://www.divorcemag.com/articles/effects-of-divorce-on-children-2#:~:text=The%20effects%20of%20divorce%20on%20children%20include%20emotional%20trauma.&text=A%20child%20may%20begin%20questioning,effects%20of%20divorce%20on%20children
      - Amy M. Feb 22, 2021. The Psychological Effects of Divorce on Children. https://www.verywellfamily.com/psychological-effects-of-divorce-on-kids-4140170
      - How Chronic Illness Can Cause Trauma in Children. https://www.childrensdayton.org/the-hub/how-chronic-illness-can-cause-trauma-children
- - - - help students to cope with cyberbullying
        
        Promote the buddy system
        
        Coach students on how to effectively respond to a bully
        
        Encourage them to talk to a friend or trusted adult
        
        Restore their confidence
        
        Talk openly about bullying with students
      - Cyberbullying prevention (teachers)
        
        Create an environment of mutual respect and tolerance in the classroom
        
        Incorporate the internet and social media into lesson plans to guide them how to show respect online
        
        Teach them about what's cyberbullying and why they're wrong
        
        Participating in training them how to cope with cyberbullying
        
        Let students feel safe to report any online abuse that happens to them
        
        Working closely with their parents so they could understand cyberbullying
        
        Implement some anti-cyberbullying policies in the classroom
      - 5 ways to stop cyberbullying
        
        https://www.youtube.com/watch?v=zASfp7_-lhg
      - How to avoid cyber abuse
        
        https://www.youtube.com/watch?v=dMdKmHjpgFk
    - - Academic signs
        
        Doesn't attend school frequently
        
        Might stop turning in incomplete assignments or stop contributing in class
        
        Avoid interacting with classmates by skipping classes
        
        Loses interest in school
        
        A sudden drop in grades
      - Emotional signs
        
        Become a loner and would take every opportunity to keep to themselves
        
        Emotional outbursts or moods swings
        
        Increased stress and struggle to manage it
        
        Display aggressive behavior
        
        Display symptoms of depression, like constant sadness, restlessness, a lack of enthusiasm, chronic fatigue and so on
      - social signs
        
        Stop participating in social activities
        
        Self-harming
        
        Changes in friends
        
        Stop eating or sleeping
  - - - Intense or unpredictable feelings
      - Strained relationships
      - Changes to thoughts and behavior patterns
      - Stressed-related physical symptoms
      - Sensitivity to environmental factor
      - Fear that the emotional event will be repeated
      - Repeated and vivid memories of the event that lead to physical reactions such as rapid heartbeat or sweating
      - Confusion or difficulty making decisions
    - - Engage in post-disaster activities that facilitate healing
        
        Encourage children to talk about disaster-related events
        
        Strengthen children’s friendship and peer support
        
        Promote positive coping and problem-solving skills
      - Strengthen children’s friendship and peer support
      - Support all members of the crisis response team
      - Highlight people’s compassion and humanity
      - Emphasize people’s resiliency
      - Maintain as much continuity and normalcy as possible
      - Limit exposure to media coverage
      - Natural Disasters: helping young people cope
        
        https://www.youtube.com/watch?v=PMnrvDrZNfo
- - - - Class routine
      - Clear Expectation
      - Listen well
      - Have a regular SEL check in
      - Daily compliments
      - Achievable goal setting
      - Trauma-Informed Schools and Practices
        
        https://www.youtube.com/watch?v=TxL5Jw0TcDY
        
        https://www.youtube.com/watch?v=eWIV3wWygS4
    - - Low self-efficacy expectation
      - Lack of confidence
      - lypophrenia(Dependent Personality disorder): Because of the experience of being abandoned, they fell into great despair when their relationship with others goes wrong
      - Insecurity
      - Inadequancy
      - Desire to possess, obsessive, jealousy toward friends or boy/girlfriend
        
        https://www.youtube.com/watch?v=GnMFERgCd5k
        
        Abandonment Issues: Signs, Causes & How to Overcome
      - Need for a constant re-assurance
      - Hard to trust others
      - 7 signs of abandonment issuess
        
        https://www.youtube.com/watch?v=JWufGU2h3vQ
      - cling to unhealthy relationship
      - Abandonment anxiety
      - Seperation anxiety
  - - - Build positive relationship
        
        https://www.youtube.com/watch?v=wtNOq1Bwtt4
      - Building trust
      - Create opportunities to be successful
        
        Set achievable goal
        
        Individualized goal
        
        Give compliments for every single achievement even if it's small
        
        Make them feel capable
    - - https://www.youtube.com/watch?v=V6lVZ569wsk
        
        Reshaping the Trauma of Refugee
      - PTSD(Post-Traumatic Stress Disorder)
        Suffered from war, family separation, physical abuse, sexual abuse
        
        PTSD and Refugee Children
        
        https://www.youtube.com/watch?v=1CIC6l7LRDk&t=64s
      - Depression: Due to their family absence, unstable life
      - Severe Homesick: Most students were forced to leave their country, left their parents, sibling, or friends
      - Severe nightmares, sleep disorder
      - Psychological, mental disorder
      - The impact of war on children
        
        https://www.youtube.com/watch?v=dG8qrqCDOmU
      - Fear anxiety
- - - - symptoms:
        
        Avoidance symptoms can start by trying not to think or talk about the trauma, or anything connected with it. Sometimes kids want to stay away from people, places or activities because these reminders upset them. And children sometimes develop new fears or worries. Of course, it can be good common sense to be more cautious after an injury. Children may become more aware of safety - remembering to wear a seat belt, not running into the street after a ball, or staying away from dogs they do not know. But extreme avoidance or fears can become a real problem. Avoidance can interfere with daily life and stop a child from getting back to enjoying things that she usually likes to do.
        
        Hyper-arousal also starts with a natural and normal response to danger, the “fight or flight response.” After an injury or accident, this “fight or flight” response might not turn off, even when the child is safe. After a scary situation like being injured, a child might have the feeling that something bad could happen again at any time, or he might jump at any loud noise. The physical feelings that go along with hyper-arousal (e.g., heart racing) can feel scary themselves.
        
        Reference: https://www.nctsn.org/what-is-child-trauma/trauma-types/medical-trauma/effects_-
        
        Re-experiencing means that the child keeps thinking a lot about the trauma, even when he does not want to. Some re-experiencing is normal and natural. Thinking a lot about what happened, especially at first, is part of how we help ourselves recover from a scary experience.Too much re-experiencing can be very distressing. A child might have nightmares or “flashbacks” that make her feel like she is going through the trauma all over again. She may feel really upset or even have physical symptoms when something – a sight, a sound, a smell – reminds her of what happened. ++
      - Response
        
        Encourage social support & involvement in “normal” activities.
        
        Suggest age-appropriate positive activities that fit
        the child’s medical status (play, family time, videos.)
        
        https://www.nctsn.org/sites/default/files/resources//pediatric_toolkit_for_health_care_providers.pdf
        
        Promote the child’s appropriate contact with friends, classmates, teachers (letters, calls, email.)
        
        Increase your self-awareness and trauma competency
        
        Share support resources with other educators
        
        Connect with community organizations
        
        Engage in ongoing self-assessment and reflection on your trauma responsiveness
        
        https://www.learningforjustice.org/magazine/spring-2016/responding-to-trauma-in-your-classroom
        
        Seek professional development on working with specific identity groups
  - - - https://www.youtube.com/watch?v=xYBUY1kZpf8
      - Responses
        
        respond in a kind, compassionate way.
        
        Praise publicly and criticize privately
        
        arrange buddies for him/her
        
        References:
        https://greatergood.berkeley.edu/article/item/the_silent_epidemic_in_our_classrooms
        
        parent-child relationship workshops and activities
        
        Communicate with parents
      - Symptoms: Children Ages 0–2 Years
        
        • Act withdrawn
        
        • Demand attention through both positive and negative behaviors
        
        • Demonstrate poor verbal skills
        
        • Display excessive temper
        
        tantrums
        
        • Exhibit aggressive behaviors
        
        • Exhibit memory problems
        
        • Exhibit regressive behaviors
        
        • Experience nightmares or sleep difficulties
        
        • Fear adults who remind them of the traumatic event
        
        • Have a poor appetite, low weight and/or digestive problems
        
        • Have poor sleep habits
        
        • Scream or cry excessively
        
        • Show irritability, sadness, and
        
        anxiety
        
        • Startle easily
      - Symptoms: Children Ages 3–6 Years
        
        Lack self-confidence
        
        Can be verbally abusive
        
        Develop learning disabilities
        
        Experience nightmares or sleep difficulties • Experience stomachaches and headaches •
        
        Are anxious and fearful and avoidant
        
        Demand attention through both positive and negative behaviors
        
        Unable to trust others or make friends
        
        Imitate the abusive/traumatic event
        
        Wet the bed or self after being toilet trained or exhibit other regressive behaviors
- - - - [Tips for siblings of kids with serious illness (Video link)]https://youtu.be/scLs6fXrptE
      - Student Learning Buddy System
        
        Student buddies provide learning companion and peer support, to keep the student stay engaged and feel belonging.
      - Group learning activities
        
        To help the student stay on track and benefit from peer learning
      - Integrate SEL with academic learning
        
        Provide SEL support the the student and family; Work with the helping professionals that serve the family on how to support the student
    - - Avoid thoughts, feelings
      - Avoid people, places
      - Can't recall aspects
      - Less interest
      - Feeling distant
      - Sense of foreshortened future
      - Elevated: Feeling guilty, angry, scared, sad--internalized feelings
      - Elevated: Frequent nightmares
      - Jealousy
  - - - Talk about a desire to self-harm, including suicide.
      - Looking for ways to kill themselves, like guns or pills
      - Talking about feeling hopeless or having noreason to live
    - - Destigmatize teen suicide
        
        Dr. Chrinstine Moutier thought it important to assure students that mental health struggles are common to humans and there should be no stigma or shame.
      - Take time to listen to students and ask follow-up questions
        
        Respond with "tell me more"; Never promise to keep secret but assure them everyone involved will do their best to help.
        
        If you feel a student is at immediate risk, take these steps recommended for teachers bythe SPRC:
        
        Don't leave the student alone. If necessary ask other caring adults to step in.
        
        As soon as possible take the student to see your school's mental health professional. DONT send them on their own--walk them to the office.
        
        Tell the mental health professional exactly what you're seeing and hearing. Don't leave the student to report on their own; they're likely to downplay what's happening.
        
        Assist the mental health professional as needed. They can determine whether parents should be contacted or further action is required.
        
        https://www.sprc.org/sites/default/files/resource-program/V13_HS%20teachers.pdf
      - Advisory group and learning buddies
        
        [Peer advisories] https://www.boomerangproject.com/
        
        High School Transition: LINKCREW
        
        Middle School Transition: WEB, where everyone belongs
        
        High School: The BOOMERANG PROJECT
      - Identify the students at risk; connect them with mental health services
      - Teen Suicide Tips for Teachers https://www.weareteachers.com/teen-suicide/
- - - - 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
    - - Demonstrate poor verbal skills
        
        Exhibit memory problems
        
        Scream or cry excessively
        
        Have poor appetite, low weight, or digestive problems
    - - Reactions of the child and parents/caregivers
        
        Changes in the child's behavior
        
        Resources in the environment to stabilize the child and family
        
        Quality of the child's primary attachment relationships
        
        Ability of parents/caregivers to facilitate the child's healthy socioemotional, psychological, and cognitive development
      - Instruments for Assessing Traumatic Stress in Young Children
        
        Child Behavior Checklist Ages 1½–5
        
        Posttraumatic Stress Disorder Semi-Structured Interview and Observation. Ages 0–4
        
        Posttraumatic Symptom Inventory for Children . Ages 4–8
        
        Preschool Age Psychiatric Assessment Ages 2–5
        
        PTSD Symptoms in Preschool Aged Children(. Ages 3–5
        
        Traumatic Events Screening Inventory-Parent Report Revise Ages 0–6
        
        Trauma Symptom Checklist for Young Children Ages 3–12
        
        Violence Exposure Scale for Children-Preschool Version ). Ages 4–10
        
        Violence Exposure Scale for Children-Revised Parent Report For parents of preschool-aged children aged 4–10
    - - Childhood trauma may increase an individual’s risk of:
        
        Strategies for How to help
        
        https://www.youtube.com/watch?v=xYBUY1kZpf8
        
        Stick to your daily routine as much as possible.
        
        Reassure your child that you’ll do everything you can to keep them safe.
        
        Answer questions honestly.
        
        Encourage your child to talk about his feelings and validate their emotions.
      - Asthma
      - Coronary heart disease
      - Depression
      - Diabetes
      - Stroke
  - - - Preschoolers (Ages 3-5):
        Children in this age range may exhibit behaviors in response to trauma that can include re-creating the traumatic event or having difficulties with sleeping, appetite, or reaction to loud sounds or sudden move- ments. In addition, if they are exposed to media reports of racial trauma (such as a police shooting), they tend to focus on sights and sounds and interpret words and images literally. They may not fully grasp the concept of an image being repeatedly replayed on television and may think each time that the event is happening over and over again.
      - Older Students (Ages 12-17):
        Youth in this age range typically have a better understanding of events and the implications of issues such as racial trauma. They are also often still forming their identities and their views of the world and their place in it. High school-aged students may become fixated on events as a way of trying to cope or deal with the anxiety that they are feeling as a result.
      - Infants and Toddlers (0-36 months):
        Although young children lack the cognitive abilities to identify and understand discrimination and racism they are not spared from their effects These adverse conditions affect young children’s development directly and by the deleterious environmental conditions that are created. Infants and toddlers experience developmentally appropriate fears and anxieties (separation, loss of parents). They are aware of sounds and sights in their environments and of their caregivers’ emotional states. For young children, their perception of safety is closely linked to the perceived safety of their caregivers. Being exposed to racially-motivated traumatic events toward them or their loved ones can be perceived as threats by young children who might respond with physiological or emotional difficulties.
      - School Age Children (Ages 6-11):
        Children in this age range often exhibit a variety of reactions to trauma and to racial trauma in particular. Much will depend on whether they have directly experienced an event or have a personal connection with those involved. School-age children tend to view media coverage in personal terms, worrying that a similar event could happen to them. This can lead to preoccupations with their own safety or that of their friends, which in turn can lead to distractibility and problems in school.
    - - Traumatic events that occur as a result of witnessing or experiencing racism, discrimination, or structural prejudice can have a profound impact on the mental health of individuals exposed to these events. Racial trauma (also known as race-based traumatic stress) refers to the stressful impact or emotional pain of one’s experience with racism and dis- crimination Common traumatic stress reactions reflecting racial trauma include increased vigilance and suspicion, increased sensitivity to threat, sense of a foreshortened future, and more maladaptive responses to stress such as aggression or substance use .).
        
        https://www.youtube.com/watch?v=qwlKsQL8LDc
    - - Model and Support Honesty
      - Honor the Impacts of History and Systemic Racism:
      - Create and Support Safe and Brave Environments:
      - Encourage and Empower Students as Leaders
      - Learn about the Impacts of History and Systemic Racism
      - [Link Title](https://www.youtube.com/watch?v=alGHM-0n0PA
- - - - The child says their head or tummy hurts and there doesn’t seem to be a physical cause
      - The child isn’t interested in playing, or is avoiding particular places or people
      - Bruises on soft parts of their body, like buttocks or thighs
      - The child has trouble developing or maintaining relationships
      - The child spends a lot of time online and is secretive about online communications
      - The child is avoiding particular people or places, like a friend’s house or a sports group
      - The child difficulty walking or sitting
      - Sources: https://raisingchildren.net.au/school-age/safety/child-sexual-abuse/signs-of-sexual-abuse, https://www.d2l.org/get-help/identifying-abuse/
    - - Ask for help from professionals/school counselors
        
        https://www.youtube.com/watch?v=rQ4RoldUzHc&ab_channel=TEDxTalks
      - See something, say something
        
        https://www.youtube.com/watch?v=C5odhBqoT-E&ab_channel=JasonIam
      - Talk to someone you trust
        
        https://www.youtube.com/watch?v=i-FRmFBsJxQ&ab_channel=CommitteeforChildren
  - - - Unexplained injuries, such as bruises, fractures or burns
      - Injuries that don't match the given explanation
      - Explanation keeps changing
      - Frequent change of primary care provider
      - Lacerations and abrasions of the lip, eye, or to any part of a child’s face
      - Withdrawn, fearful or extreme behavior
      - Sources: https://www.mayoclinic.org/diseases-conditions/child-abuse/symptoms-causes/syc-20370864, https://childabuse.stanford.edu/screening/signs.html, https://www.mass.gov/info-details/warning-signs-of-child-abuse-and-neglect#signs-of-physical-abuse-
    - - Intervening early
        
        https://www.youtube.com/watch?v=3EyvaEk0K-k&ab_channel=OfficeforVictimsofCrime
      - Providing constant supervision
        
        https://www.youtube.com/watch?v=9lJfYyx3UPs&ab_channel=Children1st
      - Giving directives and presenting choices
        
        https://www.youtube.com/watch?v=8ixNuGRX7YY&ab_channel=PennStatePROWellness
- - - - 1.Establish clear routines
        2.Give students opportunities for control
        3.Focus on building relationships
        4.Explain why behind decisions
        5.Reframe behaviors
        6.Demonstrating flexible consistency
        7.Supporting multiple ways for communicating
    - - Fear of infection The isolation and loneliness from social distancing
        The social life with friends The death of loved one
        *Negative mood
  - - - (https://youtu.be/Jl7axuIeVxI)
      - Recognize in school setting Referring child for mental health evaluations
        Recognizing and managing trauma loss and change reminders Trauma focused cognitive behavior therapy
    - - Pain Memories are upsetting
        Avoid reminders of the death Death is unacceptable
        Feeling life is empty Longing for the person
        Hear the voice of the person who died Anger about death
        Bitter about death Envious of others
        Lonely most of the time Difficulty caring about others