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Traumatic Stress Responses, Signs, Racism, sexism, or any other form of…

- - - - Disasters pose a higher risk for children because of young children’s inability to escape danger, identify themselves, and make critical decisions as well as their dependency on adults for care, shelter, transportation, and protection. Additionally, children’s active behavior and the heightened sensitivity of their skin and organs put them at higher risk for exposure to toxins or hazards (Bartenfeld, Peacock, & Griese, 2014; Dziuban, Peacock, & Frogel, 2017; National Commission on Children and Disasters, 2010).
      - Exposure to natural disasters has lasting consequences for the behavioral and developmental health of children. For example, 36 months after exposure to the 2006 tsunami, one-third of schoolchildren continued to meet the diagnostic criteria for having a mental illness, and 18 to 27 months after Hurricane Katrina, 9.3 percent of children continued to experience serious emotional disturbance (Ularntinon et al., 2008; McLaughlin et al.; as cited in McDermott & Cobham, 2014).
    - - Key contributions of teachers and schools in disaster preparedness, relief and recovery
        
        Improve safety via disaster preparation education
        
        Provide security, routine and care
        
        Use trauma informed practices
        
        Provide post-disaster education in aftermath
        
        Notice, support & refer
        
        Provide SEL for long term recovery and prevention
      - School-based disaster response interventions can differ in purpose, reach, focus and duration
        
        Universal interventions are delivered to all students in a school
        
        Specialized or targeted interventions are additionally delivered to students who has been identified to be at a higher risk
        
        Short-term post disasters interventions are delivered in the immediate aftermath and typically happen in the first few weeks to settle and support students as they make sense of what has happened and begin to work of a return to the routines of normal life. They typically focus on processing the traumatic events themselves, and learning skills for emotional regulation, peer support and help seeking.
        
        Long-term post disaster interventions. They are designed to coping skills and resilience for everyday life, and can also help people cope with psychological and social effect of disaster exposure.
        
        Preparedness interventions are universal interventions implemented prior to disaster. They focus on teaching the skills people need to plan for and keep themselves safe during an emergency.
        
        Social and Emotional Learning Programs contribute to recovery and prevention (4)
        Research has shown that universal, classroom based social and emotional learning interventions delivered by teachers can be more effective in promoting psychosocial health than targeted one-to-one or small group interventions delivered by trained mental health professionals.
        SEL interventions explicitly teach students the skills, attitudes and behaviors for emotional regulation, critical and creative thinking and positive relationships. They develop key skills of self-awareness, self-management, social awareness and development relationship skills and responsible decision making. These are important life skills. When these skills and emotional competences are taught from a young age, they can positively impact the lives and wellbeing of young people.
        
        Students who participate in rigorously designed SEL programs are demonstrating:
        
        Improved mental wellbeing and reduce anxiety, depression and suicidality
        
        Improved emotional regulation and self-perception
        
        Improved social and classroom behavior
        
        Reduced bullying and gender-based harassment
        
        Reduced use of cigarets, alcohol and other drugs
        
        Reduced school drop-out
        
        Improved student connectedness to learning, to teachers and to school
        
        Improved academic achievement in the range of 5-11%
        
        Improved employability in rapidly changing workplaces and labour markets
        
        Reduced prevalence of post-traumatic stress disorder post exposure to disaster
        
        Social-Emotional Learning: What Is SEL and Why SEL Matters https://www.youtube.com/watch?v=ikehX9o1JbI
- - - - The length of a child's symptoms is also an important consideration: mental health professionals generally won't diagnose a child with PTSD unless those symptoms have lasted a month or longer.
        
        Some signs and symptoms to watch for:
        
        Expression of unwanted thoughts (potentially in the form of nightmares).
        
        Avoidance of daily tasks (such as schoolwork).
        
        Changes in how easily the child startles.
        
        Change in appetite.
        
        The child isolates themselves from their peers.
        
        Problems with attention.
        
        Increase of headaches, stomachaches, or other bodily aches.
- - - - When Should You Seek Help for Children Suffering From Physical Abuse?
        A child who has been abused needs special support and treatment as early as possible. The longer he or she continues to be abused or is left to deal with the situation on his or her own, the less likely the child is to make a full recovery. If you suspect physical abuse, get help immediately through a pediatrician or local child protective agency. The pediatrician also will detect and treat any medical injuries or ailments, recommend a therapist, and provide necessary information to investigators. In any case of abuse, the child’s safety is of primary concern. He or she needs to be in a safe environment free of the potential for continuing abuse.
      - What are the Risks if Physical Abuse Goes Untreated?
        The effects of child physical abuse can last a lifetime. Those effects include brain damage and hearing and vision loss, resulting in a life-long disability. When a child's growing brain is injured, it can result in cognitive delays and severe emotional issues. If children survive the physical abuse, they frequently grow into adults with physical, emotional and social problems. Victims of physical child abuse are at greater risk for developing a mental illness, becoming homeless, or engaging in criminal activity.
      - How is Physical Abuse/Trauma in Children Diagnosed?
        Physical abuse can be difficult to recognize unless children are obviously injured or the abuse is witnessed by other people. When doctors suspect physical abuse, they look for signs of other types of abuse. They also fully evaluate the physical, environmental, emotional, and social needs of the child. Doctors observe interactions between the child and the caregivers whenever possible. Doctors document the child's history by writing down exact quotes and taking pictures of any injuries. Physicians and mental health professionals are legally obligated to report all suspected cases of abuse or neglect to state authorities.
      - What Symptoms Should You Look for?
        You should suspect that physical abuse has occurred when:
        
        It's hard to see how the injuries could have been caused by an accident. Maybe the injuries have a pattern. They could be in a
        straight line or a circle. Or the injuries could be located on areas of the body that usually are protected. It could be the inside of the legs and arms, the back, the genitals, and the buttocks.
        
        The explanation for the injury changes or the explanation is just not believable.
        
        There are signs that the child has been hurt before. It could be new injuries over the scars of healed ones.
        
        Frequent physical injuries are attributed to the child’s being clumsy or accident-prone.
        
        The child hasn’t received medical care for his or her injury.
        
        The emotional effects of physical abuse can last long after the visible wounds have healed. The child victims of physical abuse may have more problems in their home lives, at school, and in dealing with peers than children from non-abusive environments. text. Some psychological and emotional effects of child physical abuse include:
        Low self-esteem
        Excessive fear and anxiety
        Eating disorders
        An inability to concentrate (including ADHD)
        Hostility towards others, even friends and family members
        Depression
        Apathy and lethargyAggressionSleep issues – insomnia, excessive sleepiness
        Many abused children find it difficult to form lasting friendships and may distrust others. Children who have suffered long-term abuse may lack basic social skills and cannot communicate naturally as other children can.
        
        Beyond the injuries themselves, there may be other indicators of physical abuse, such as
        1.Frequent physical injuries that are attributed to the child’s being clumsy or accident-prone
        
        Conflicting explanations that do not fit the injuries.
        
        Injuries attributed to accidents that could not have occurred given the child’s age (for example an immersion burn on a child too young to walk or crawl).
        
        Habitual absence from or lateness to school without a credible reason. Parents may keep a child at home until physical evidence of abuse has healed.
        
        A child comes to school wearing long-sleeved or high-collared clothing on hot days (to hide injuries).
        
        Awkward movements or difficulty walking (a child in pain or suffering from the aftereffects of repeated injuries).
- - - - School Counselor: Allowing a child to visit their school’s counselor may provide a good outlet for students who are showing signs of mental health problems.
      - Discussion Opportunities: provide your students with opportunities to share their feelings. When discussing families, especially as a part of your Social Studies lesson plans, make sure to discuss that there are many types of families. Some families have one parent, some have grandparents, and some live with uncles and aunts. Make teaching diversity a priority in your class.
      - Words of Encouragement: As a teacher you have the opportunity to pour into your student. Using positive language and encouraging words can help a student that otherwise may feel lonely, sad or angry.
      - NOTE: It was explained to me that each person has an emotional tank that can either be drained or poured into. You may not know how empty that tank is. For every reprimand, correction or negative comment that you may have to make, try and give two positive ones back to make sure that tank is full.
      - Putting Out the Fire: Helping kids be aware of their anxious self-talk or anxious thinking can help students recognize their emotion before it gets out of hand. Teachers then may be able to help them problem solve and talk them through their fears.
        
        LINK : Divorce Harms Children's Social Emotional Needs
  - - - Create a stable environment - when children’s home life is uprooted they may feel a sense of instability and fear. Creating a classroom environment that is predictable, stable and calm can help with a child’s well being.
      - Relationships With Parents - A parent may be able to give insight on what external drama or issues that are happening outside the classroom. This can give you a better understanding of why your student is behaving in a certain manner.
      - Journaling - Giving a child a chance to have an outlet in the form or journaling or even art may be a possible release to help a child express what they are feeling.
  - - - Getting Help: If a teacher sees a dramatic change in character or demeanor, be available to that student in a way that they feel comfortable to talk to you. You may advise a session with the school counselor. You may even ask for advice on how to approach the situation with the school counselor.
      - Teach Good Choices: Openly talking with your students about good choices, consequences might help students think about the kinds of choices they are making themselves. Many times, depending on what mental state a student is in, there is not a lot of thought as to why a person would choose to be destructive. Giving students a chance to think about the “whys” may help them see their actions in a new light.
      - Social Emotional Understanding: As a teacher you can help students make a personal connection with you. You can also help them have self awareness in terms of acknowledging their emotions and even their actions. A teacher can also help this student foster relationships with other peers to encourage community, inclusion and support. Finally, guiding students on how to regulate their emotions, thoughts and actions.
  - - - making sure that the child is getting plenty of rest and eating well
      - scheduling regular checkups
      - Making sure that the child gets an appropriate amount of exercise
      - If a teacher sees that a student is excessively tired and not eating well during lunch time, it may be beneficial to connect with the parents to let them know
- - - - The Signs
        
        The Effects
        
        How to help?
        
        Strategies in Childhood
        
        • Therapy can help a child learn to cope with their emotions in a healthy way. If a child is used to suppressing their emotions, it may be difficult to recognize and experience emotions in a healthy way.
        
        • Family Therapy. If a child is being emotionally neglected at home, family therapy can help both the parents and the child. A therapist can help parents understand the impact they’re having. They can also help a child learn to cope with the issues they may already face. Early intervention may be able to both modify and correct the behaviours that lead to neglect and the consequences that can arise.
        
        • Parents who neglect their child’s emotional needs could benefit from parenting classes. These courses help parents and caregivers learn the skills necessary to recognize, listen to, and respond to a child’s emotions.
        
        There is no test that can detect childhood emotional neglect. Instead, a diagnosis may be made after symptoms are discovered and other issues are ruled out.
        
        A doctor, for example, may notice a child’s failure to thrive or their lack of emotional response during an appointment.
        
        Adults who experienced childhood neglect may eventually learn what’s causing their complications.
        
        Strategies to try in the classroom/school:
        
        • Have conversations with the parents/caregivers (e.g., asking questions about daily routines, to describe child’s positive attributes, etc.).
        
        • Build genuine relationship with that student
        
        • Include mindfulness exercises in the curriculum
        
        • Include talks and tasks where students have to talk about emotions, feelings, matching words and feelings of themselves and others
        
        • Teach conflict resolution and how to build skills to stay engaged in difficult conversations
        
        • Story Work: helping students to tell and understand stories of where they have come from and what generations of their families have been through. Such processes can help students to validate the needs and look for more satisfying relationships
        
        • Workshops for parents/caregivers and their children
        
        Strategies in Adulthood
        
        Healing from emotional neglect can be a long process. It involves learning to be vulnerable to show our emotional needs (to ourselves, our therapist, and eventually with our relationships) and risking vulnerability in hopes of getting the good care that was missing in childhood.
        
        • Therapy is also beneficial for adults, who have been suppressing their emotions for years. Therapy offers the adult the opportunity to work through the pain of childhood experiences, understand how it affects their self-concept and their current relationships
        
        • Self-awareness exercises: coming to know yourself better through mindfulness practices, meditation, breath and body work, etc.
        
        • Practice self-soothing. Self-soothing is something that most people learn how to do as kids when being soothed by the adults who love them. If you grew up with emotional neglect, you likely never learned this skill — but it’s not hard to learn now. You can find a guide here: https://www.psychologytoday.com/us/blog/the-empaths-survival-guide/201810/self-soothing-strategies-8-ways-calm-anxiety-and-stress
        
        https://www.youtube.com/watch?v=O_cYdF0-Ucs
        
        References:
        
        Holland, K. (2019, November 25), Childhood Emotional Neglect: how It Can Impact You Now and Later. Healthline. Retrieved from: https://www.healthline.com/health/mental-health/childhood-emotional-neglect#takeaway
        
        Brandit, A. (2020, January 3), 9 Signs of Childhood Emotional Neglect, and 3 Ways to Heal. Psychology Today. Retrieved from: https://www.psychologytoday.com/us/blog/mindful-anger/202001/9-signs-childhood-emotional-neglect-and-3-ways-heal
        
        The School of Life (N/A). What is Emotional Neglect? The School of Life. Retrieved from: https://www.theschooloflife.com/thebookoflife/what-is-emotional-neglect/
        
        Ludwig, S., Rostain, A. (2009), Family Function and Dysfunction. Developmental-Behavioural Paediatrics (Fourth Edition). Retrieved from: https://www.sciencedirect.com/topics/psychology/emotional-neglect
        
        Lawler, M., J., Talbot, E., B. (2012), Emotional Neglect. Encyclopedia of Human Behavior (Second Edition). Retrieved from: https://www.sciencedirect.com/topics/psychology/emotional-neglect
        
        Solo, A. (2018, November 29), 4 Ways to Begin to Recover from Childhood Emotional Neglect. Psychology Today. Retrieved from: https://www.psychologytoday.com/us/blog/highly-sensitive-refuge/201811/4-ways-begin-recover-childhood-emotional-neglect
        
        Halle, M. (2020, January 28), Childhood Trauma: an Invisible Scar. Michelle Halle. Retrieved from: https://www.michellehalle.com/blog/when-childhood-trauma-leaves-an-invisible-scar
        
        Braman, L. (2021, March 1), How Childhood Emotional Neglect Feeds Adult Chronic Shame. Lindsay Braman. Retrieved from: https://lindsaybraman.com/childhood-neglect-chronic-shame/
        
        The Meadows (2019, March 7), The Hollower: Childhood Emotional Neglect and Its Effects. The Meadows. Retrieved from: https://www.themeadows.com/blog/the-hollower-childhood-emotional-neglect-and-its-effects/
        
        Yeo, K., J. (2020, January), Relationship Between Emotional Neglect of Parents and Children’s Internalizing, Externalizing Behavior Problems and Academic Achievement. 5th Universitas Ahman Dahlan Public Health Conference. Retrieved from: https://www.researchgate.net/publication/340381625_Relationship_Between_Emotional_Neglect_of_Parents_and_Children%27s_Internalizing_Externalizing_Behavior_Problems_and_Academic_Achievement
        
        Australian Institute of Family Studies (2014, January), Effects of child abuse and neglect for children and adolescents. Australian Government: Australian Institute of Family Studies. Retrieved from: https://aifs.gov.au/cfca/publications/effects-child-abuse-and-neglect-children-and-adolescents
        
        Childhood Trauma and the Brain https://www.youtube.com/watch?v=xYBUY1kZpf8
        
        Long Term Effects
        
        Adults who were emotionally neglected do not link their symptoms with the neglect they experienced because the neglect is out of their awareness. It was not an event, it was just their life. The most common effects of childhood neglect in adulthood include:
        
        • post-traumatic stress disorder
        
        • depression
        
        • emotional unavailability
        
        • increasing likelihood for an eating disorder or substance abuse
        
        • shunning intimacy
        
        • feeling deeply, personally flawed
        
        • feeling empty
        
        • poor self-discipline
        
        • feeling a lot of guilt and shame
        
        • having anger and aggressive behaviours
        
        • difficulty trusting others or relying upon anyone else
        
        • low self-esteem
        
        • possibility to become a neglectful parent or caregiver
        
        The Effects on a Child/Adolescent
        
        The effects of emotional neglect in children can be quite subtle. It may be hard for parents to know they’re doing it. Emotionally neglected children:
        
        • Can end up feeling deeply alone
        
        • Use dissociation as a coping mechanism
        
        • Have an increase in academic problems like having lower grades (scoring lower on reading, math and language), getting more suspensions and requiring grade repetitions
        
        • Have reduced ability of cognition, attention and executive function
        
        • Are fearful of social situations
        
        • Experience alexithymia, a condition where it is difficult to identify and express feelings
        
        • Have poor peer relations
        
        • Exhibit aggressive classroom behaviour problems
        
        • Have an increased risk in suicide ideation, eating disorders (like anorexia and bulimia), teenage pregnancy
        
        It may be difficult for caregivers, doctors or teachers, to recognize the subtle signs of emotional neglect. Severe cases are easier to detect and may draw the greatest amount of attention. Less severe ones may be overlooked. Understanding the symptoms of emotional neglect in children can be important to getting the child and parents help. The most common symptoms of emotional neglect in children include:
        
        • The child is depressed
        
        • The child has anxiety
        
        • Misbehaves to get attention
        
        • They are apathetic
        
        • Has developmental delays
        
        • Has a poor self-image
        
        • Never asks for help
        
        • Student is usually alone, withdrawing from friends and activities
        
        • Shuns emotional closeness or intimacy
        
        • Shows signs of hyperactivity
        
        • Has low confidence and self-esteem
        
        • Has hard time building friendships/relationships with those around them
        
        • Don’t share about their feelings
        
        • Shows no or minimal emotions in social situations
        
        • Often looks sad, indifferent or ignorant
        
        • Doesn’t understand social cues
        
        • Gets angry or aggressive easily
        
        • Has a hard time identifying their strengths and weaknesses, likes and dislikes
        
        • Might have substance misuse
      - The causes of neglect are multifaceted and often difficult to understand. Most parents try to be the best parents they can be and don’t mean to neglect their child’s emotions. Parents can love their child very much, but they may still neglect their emotional needs.
      - Emotional neglect in childhood is considered to be a childhood trauma and it is a series of events perpetrated by a caregiver, or someone else in the child’s life who is supposed to protect them.
      - Children are vulnerable, dependent, and have no agency over themselves. When they suffer at the hands of their caregiver they cannot simply leave and go elsewhere to get the type of care they need and deserve. They are repeatedly traumatized.
      - Adults who neglect their children may be experiencing:
        
        • depression
        
        • substance misuse
        
        • mental health disorders
        
        • anger or resentment toward their child
        
        • a personal lack of emotional fulfilment
        
        • a history of neglect from their parents
        
        • a lack of healthy parenting skills
        
        In some cases, parents who emotionally neglect their child are emotionally neglected themselves. Caregivers who do not have strong, emotionally satisfying relationships with adults in their own lives may not be able to respond appropriately to their child.
    - - “The emotionally neglected child isn’t screamed at or hit, locked up or jeered at. they are just – often very subtly – ignored. A parent doesn’t smile at them very much. There is never any time to take a look at the drawing they just did or the story they wrote. No one remembers their stuffed animal’s name. No one notices that they are looking sad and that the first day at school might have been very difficult. There’s always something more urgent to do than spend time with them (perhaps another sibling to think about or the demands of work or of their partner. There might be a lot of parties as well). The parent seems in no way charmed or interested. There are no cuddles or hair ruffles, there are no nicknames or terms of endearment. Birthdays get forgotten. Tears aren’t dried or consoled. The parent doesn’t look the child in the eye. They might, shortly after the birth, go off and live in another household. Or, what might feel equivalent, in another galaxy.”
- - - - Solutions of bullying:
        1.Engage the victims of bullying in activities, like sports, music or other extracurricular activities to improve their confidence, self-esteem, and overall emotional strength. Engaging in such activities can also help the students create and strengthen friendships and improve their social skills.
        2.When the teacher spots bullying, address it right away.
        3.Speak With the Victim Privately. Create an environment where the students feel safe talking with the teachers. Empathize with how they are feeling and provide ideas for overcoming bullying. Make a commitment to help the victim resolve the issue.
        4.Speak With the Bully Separately. Let the bullies take responsibility for their behavior. Address the bullying behavior and administer the appropriate discipline. Then, give the bullies ideas for behaving differently in the future.
        
        The teacher could turn the bullying situation into a learning experience for the students where they discuss the situation and brainstorm ways to prevent the situation from occurring again.
        
        Speak to the bully's parents and to the victim's parents.
        
        Resources:
        https://www.ncab.org.au/bullying-advice/bullying-for-parents/signs-of-bullying/
        https://www.medicinenet.com/bullying/article.htm
        https://www.verywellfamily.com/ways-prevent-bullying-in-classroom-460756
        https://files.eric.ed.gov/fulltext/ED518580.pdf
        https://cyberbullying.org/cyberbullying-warning-signs
        https://www.scholastic.com/teachers/articles/teaching-content/cyberbullying-what-teachers-and-schools-can-do/
    - - What Can We Do? Bias, Bullying and Bystanders
        https://youtu.be/KIa6S-L_xV4
  - - - Solutions of cyberbullying:
        1.Take it seriously. Teachers should go online, get familiar with the social networking sites, slang, and terms that kids are using.
        2.Having an anonymous way to report, such as a drop box, hotline, or e-mail, and tell students that reporting a cyberbullying incident isn't squealing.
        3.Encouraging bystanders to refuse to pass along cyberbullying messages. Or they could add to a wall post "This is not cool" when they see something inappropriate.
        4.Responding to an Incident: Encourage the target of cyberbullying not to erase the evidence by immediately deleting the hurtful message. Tell the student to take a screenshot to save it, and then share the information with a teacher or school administrators.
        5.Finding the Right Response: Bullies need to understand the impact of their actions through counseling. They should be taught right from wrong and the proper behaviors.
        6.Invite parents to workshops about cyberbullying and share the school's policy. Parents should be involved in their kids' online lives.
- - - - Reinforce positive messages about those who seek help – seeking help is a sign of strength.
        
        Encourage parents to support their children in seeking help.
        
        Be positive about young people, their capacity for change and their resilience.
        
        Listen to the people you help – improve by using feedback.
        
        See the whole person – engage with young people both in terms of their strengths and their weaknesses.
        
        Build trust – treat young people with respect.
        
        Help young people to help each other – equip
        young people with the skills and tools to support their friends/peers and family members.
        
        Consider the role of new technologies – these should be complementary to other ways of supporting young people.
        
        Educators are invaluable to this cause because of their close and consistent contact with children, their unique opportunity to advocate for children, and their legal obligation to report suspicions of abuse. Furthermore, studies demonstrate that a positive relationship with a supportive adult, like a teacher, can promote resiliency in children who have been victims of abuse.
    - - Failure to respond to neglect in Florida, USA could be considered a felony!
      - contact local authorities
        
        notify school
- - - - These policies should not affect one gender more than other. Reasons for restrictions should not be based on the avoidance of sexual arousal. Instead the policy should focus on creating a healthy environment
      - Policies should not restrict hairstyles,colors or textures that are apart of an ethnic,religious, or racial groups heritage or culture.For example, administrators should ask themselves "Why do I think dreadlocks are unprofessional" . If the answer invokes images of racial stereotypes the policy should be questioned.
      - Policies should not enforce gender norms. For example, different acceptable hair lengths based on gender.