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Traumatic Stress, Kids sharing ideas on how to self-care - Coggle Diagram

- - - - Children may also try to recreate the event when they play.
  - - - Michelle Liu. (2017). War and Children. In American Journal of Psychiatry Residents’ Journal (Vol. 12, Issue 7, pp. 3–5).
      - Hyperarousal: Symptoms, Causes, Treatments. (2017, April 20). Healthline. https://www.healthline.com/health/mental-health/hyperarousal
      - Kataoka, S., Langley, A., Wong, M., Baweja, S., & Stein, B. (2012). Responding to Students with PTSD in Schools. Child and Adolescent Psychiatric Clinics of North America, 21(1), 119. https://doi.org/10.1016/j.chc.2011.08.009
- - - - Cognitive-Behavioral Therapies
        
        Teaching children stress management and relaxation skills
        
        Talking about the traumatic event by asking specific questions (open-ended questions_
        
        Correcting untrue or distorted ideas about what happened and why
        
        Involving parents
        
        Using picture books, videos or music as a medium
        
        Giving praises when making improvement
        
        Reminding students that the school, teachers and parents are here to help
        
        Explaining to the student that it’s equally important to focus on and connect with others when building a strong friendship
        
        Reassuring and acknowledging them that their feelings are normal
        
        Having regular check in-check out meetings before and after school
      - Medications are sometimes prescribed to help dampen down symptoms such as nightmares, difficulty sleeping, and anxiety.
      - https://youtu.be/KSXXYH4pWfs
- - - - Excessive anger.
      - Unusual startle reactions.
      - Loss of appetite.
      - Extreme fatigue.
      - Physical or verbal aggression.
      - Regular tardiness or absence from class.
      - Perfectionistic, controlling or anxious behavior.
      - Difficulty concentrating.
    - - It is important for a person who is currently experiencing or who has ever experienced emotional abuse to know that the abuse is never their fault.
      - In some cases, a partner may even be using emotional abuse to prevent the person from leaving or seeking help.
      - Some tips for healing and recovery include:
      - getting adequate rest
      - eating a balanced diet
      - becoming more physically active
      - reaching out for help from family members, friends, or a health professional
      - reaching out socially to others, such as friends or coworkers
      - volunteering
      - Emotional abuse is never the fault of the person experiencing it. It can cause both long-term and short-term consequences for people subjected to it.
- - - - Children and youth who don’t feel close to their parents/caregivers and feel like they can’t talk to them about their feelings
      - Families with caregivers who have a limited understanding of children’s needs or development
      - Families with adults with low levels of education
      - Families with inconsistent discipline and/or low levels of parental monitoring and supervision
      - Families that are isolated from and not connected to other people (extended family, friends, neighbors)
      - Families with attitudes accepting of or justifying violence or aggression
    - - Emotional
        ODD (oppositional defiant disorder), anger, irritability, anxiety, attention seeking, low self-esteem, resentment, indifference, depression, outburst, feeling of being abandoned, victim mentality
      - Physical
        Reduced appetite, wearing hoodie or hat to cover the face, low energy
      - Social
        Jealous of peers, seeking fights, retaliation, threatening others, verbal abuse of others, foul play during games, withdrawal from peers, refusing to apologize to peers
      - Academic
        Learned helplessness, reduced motivation to excel, incompletion of homework, giving up easily, low expectation
      - Behavioral
        Physical and verbal aggressiveness, self-harm, tantrum (crying, screaming, angry ranting), meltdown, self-isolation, refusing to go to school, overuse of digital device, game addiction
    - - Interaction with the student
        
        Providing a space in the classroom or on campus for the student to calm down when needed
        
        Connect the student with the school counsellor, and share your knowledge about the student with the counsellor and assist the counsellor in planning
        
        Attend the support team's meetings and share anecdotal notes for team analysis
        
        Allow the student the time to meet with specialist teachers who will spend time with the students to make music, art, etc.
        
        Be a "warm demander"
        Reference: The Warm Demander: An Equity Approach
        
        Building trust
        Make it known to the student know he/she can count on you for help through using various de-escalation strategies
        Reference: 20 Tips to Help De-escalate Interactions With Anxious or Defiant Students
        
        Use data to disprove negative thinking.
        
        Randomly being kind to the child
        
        Rehearse replies to confrontations
        
        Giving positive attention and leadership role where the student is competent
      - Communication with the family
        
        Show the current caregiver acknowledgment and emotional support
        
        Introduce the caregiver or parent(s) to the school counsellor, and try to give confidence that they'll provide professional support, including outside of school professional help when necessary
        
        Follow up with the communication between family and counsellor to stay in the loop
        
        Help the family to plan strategies to support the child better after school and at home
        
        Attend virtual meeting with the parent(s) who's else when necessary to follow up on the child
        
        Share with the family that how important their own well-being is for the child, and sometimes they need to take care of themselves in order to take care of the child
        Reference: PBS NewsHour Q&A: Childhood Trauma and COVID-19 starting at 18 minute 50 seconds
- - - - maximizing choice and control for participants,
      - avoiding provocation and power assertion,
      - modeling prosocial behavior and skills
      - maintaining clear and consistent boundaries,
      - sharing power in the running of shelter activities, and
      - delivering services in a nonjudgmental and respectful manner.
      - support groups focusing on the dynamics of trauma and its impacts on
        family members’ emotional and physical health, parenting, and coping, and
      - a range of culturally appropriate services that respond to the varying manifestations of trauma.
    - - Secondly, trauma often happens during homelessness, for example by being a victim or witness of an attack, sexual assault or any other violent event. People can also be re-traumatised by services that leave them feeling powerless and controlled; for example, if they lack privacy and are being challenged in demanding ways.
        
        Thirdly, homelessness itself can be considered a trauma in multiple ways. Often the loss of a home together with loss of family connections and social roles can be traumatic. This is because ”like other traumas, becoming homeless frequently renders people unable to control their daily lives”. Social exclusion activates the same neurological systems as physical trauma, with a similar impact on people. Added to this, homelessness can be such an additional stress in the life of a person that it can erode the person’s coping mechanisms and the stress that it causes can rise to a level of trauma.
- - - - Traumas
        
        unwanted children are significantly discriminated against wanted children
        
        more diseases
        
        worse school result with identical intelligence quotient
        
        higher frequency of nervous
        
        psychosomatic disables and worse social adaptability
        
        UNWANTED CHILDREN SUFFER LONG-TERM DIFFICULTIES
        
        The child faces psychological suffering that continues well into adulthood and may set the stage for problems in future generations.
        
        The findings show that these children, reared under good socioeconomic conditions in their intact biological families performed more poorly in school, had more psychological problems and more delinquency than did a matched group of children born at the same time to families who wanted them
        
        It shows that even under the best conditions, you find long-term psychological consequences for these children," said Nancy Felipe Russo, professor of psychology and women's studies at Arizona State University and president of the APA's division of the psychology of women.
        
        Sally Squires. UNWANTED CHILDREN SUFFER LONG-TERM DIFFICULTIES. The Washington Post. August 15, 1989 https://www.washingtonpost.com/archive/lifestyle/wellness/1989/08/15/unwanted-children-suffer-long-term-difficulties/6a372d81-bcab-4752-94a2-99d07e7e46b0/
        
        Responses
        
        Creating a safe environment for him/her to trust you and talk about his/her feelings.
        
        Care about safety and health into your classroom and create a positive school culture.
        
        Set realistic and clear expectations, Identify child's needs and weaknesses, and help to improve his/her strength
        
        Do mindfulness activities to help students relax and stay calm.
        
        1 more item...
        
        Phrases we should avoid.
        
        “You don’t really feel that way.”
        
        “It wasn’t that bad.”
        
        “It’s not worth getting upset about.”
        
        “Stop being so dramatic.”
    - - Emotional neglect involves inattentiveness to a child's emotional and development needs. This may take various forms, including allowing independence inappropriate for a child's development needs. M.J. Lawler, E.B. Talbot, Child Abuse. Encyclopedia of Human Behavior (Second Edition), 2012 https://www.sciencedirect.com/topics/psychology/emotional-neglect
        
        Emotional neglect comprise the 10 adverse childhood experiences (ACEs) assessed in the original ACE Study (Dube et al., 2003; Felitti et al., 1998). Also is one of the causes of Child emotional abuse (CEA).