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Trauma, Divorce effect on a child Parents divorcing can be one of the…

- - - - Attendance at multiple education insitutes
    - - Frequent absences
      - Consistent lack of preperation
      - Lack of supplies needed to complete assignments
      - Loss of assignments books and other supplies on regular basis
    - - Lack of records needed for school enrollment
      - Difficulty getting signature from a parent or guardian
      - Lack of access to parental financial information
    - - Distinct change in behavior
      - Poor/short attention span
      - Poor self-esteem
      - Extreme shyness
      - Resistance to forming relationships
      - Difficulty trusting people
      - Displays of aggression
      - Unaverage maturity, "old beyond years"
    - - Lack of immunization or health records
      - Unmet medical and dental needs
      - Chronic fatigue
      - Chronic hunger
    - - Lack of consistent access to shower and laundry facilities
      - Wearing the same clothes repeatedly
      - Inconsistent grooming
    - - Strained or severed relationships with parents
      - Lack of supportive relationships with responsible adults
- - - - Poor Attention
      - Poor Concentration
      - School Avoidance
      - Irritability
      - Clinginess
      - Aggression
      - Somatic Complaints
      - Nightmares
      - Social Withdrawal
      - PTSD
    - - Sleeping Disturbances
      - Eating Disturbances
      - Agitation
      - Increase in conflicts
      - Physical Complaints
      - Delinquent Behavior
      - Poor Concentration
      - PTSD
    - - Regressive Behaviors
      - Decreased Verbalization
      - Thumb Sucking
      - Bedwetting
      - Clinging to parents
      - Seperation Anxiety
      - Trouble Sleeping
      - loss of appetite
      - Fear of Dark
      - Increased anxiety
      - PTSD
- - - - Help the child to create a list of responses, role-play "what if" scenarios, promote positive body language.
- - - - Life threatening illness and serious injury are random trauma which make the student feel wary about the world - as if not safe all the time
        
        Symptoms
        
        withdrawn/ favors isolation
        
        response strategy- build relationships in the classroom
        
        realationship with teacher
        
        Show empathy
        
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        identify the trauma
        
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        Less parent involvement, the more teacher involvement
        
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        Relationship with other students
        
        reduce anxiety
        
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        Participation
        
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        promote Self awareness
        
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        attendance decline
        
        response strategy - build a "go-to" environment
        
        Because the Student has suffered a debilitating random event - eliminating CHAOS is paramount
        
        Have quiet spots in the classroom - plants, music (headphones), calming aromtherapy
        
        Connection and security
        
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        Predictable (chaos minimized)
        
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        lowered performance
        
        response strategy - treat the root cause, look beyond the behavior
        
        meet the student where the student is at - don't try to "undo" or minimize trauma
        
        if the student needs access to connect to family member(s), provide a method, like making a phone available
        
        reduce anxiety - provide a quiet spot - student may need time to slow down, calm the body - ride of stress hormones
        
        Shift away from punitive to highly supportive
        
        understand their negative behavior is a way of communicating something isn't right in their world
- - - - make special accommodations
        
        set up a safe space in your classroom where students can take a break to calm down, de stress, or take a nap
        
        Peace Corner
      - adhering to a clear and predictable routine in your classroom provides stability
      - Create a safe environment, make students feel secure and connected with their peers and teachers
      - let the student run around outside or spend time in nature
      - have students talk routinely with a counselor or teacher mentor
    - - negative outlook on life, struggles with loneliness and hopelessness
      - negative view of oneself, low self esteem, lack of self worth
      - easily frustrated, perfectionist
      - low energy, chronic fatigue, insomnia, nausea
      - difficulty making friends
      - becomes an abusers by bullying other students
      - PTSD, depression, has a hard time controling emotions
- - - - Essential Trauma-Informed Teaching Strategies for Managing Stress in the Classroom (and Virtual Classroom)
        https://resilienteducator.com/classroom-resources/trauma-informed-teaching-tips/
        
        Tips on how parents can communicate with their children or child (How to talk, what to listen for)
        https://www.nctsn.org/sites/default/files/resources//children_domestic_violence_listening_talking_to_your_child.pdf
        
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        Tips and Strategies
      - Definition of Domestic Violence is a pattern of behavior that one person in a relationship uses to control the other. The behavior may be verbally, emotionally, physically, financially, or sexually abusive.
        
        Short-term effects of DV or Abuse on Children
        
        Children in preschool. Young children who witness intimate partner violence may start doing things they used to do when they were younger, such as bed-wetting, thumb-sucking, increased crying, and whining. They may also develop difficulty falling or staying asleep; show signs of terror, such as stuttering or hiding; and show signs of severe separation anxiety.
        
        School-aged children. Children in this age range may feel guilty about the abuse and blame themselves for it. Domestic violence and abuse hurts children’s self-esteem. They may not participate in school activities or get good grades, have fewer friends than others, and get into trouble more often. They also may have a lot of headaches and stomachaches.
        
        Teens. Teens who witness abuse may act out in negative ways, such as fighting with family members or skipping school. They may also engage in risky behaviors, such as having unprotected sex and using alcohol or drugs. They may have low self-esteem and have trouble making friends. They may start fights or bully others and are more likely to get in trouble with the law. This type of behavior is more common in teen boys who are abused in childhood than in teen girls. Girls are more likely than boys to be withdrawn and to experience depression.
        
        Possible reactions or symptoms by age group (birth to 18)
        https://www.nctsn.org/what-is-child-trauma/trauma-types/intimate-partner-violence/effects
      - Rethinking Trauma: What Youth from Domestic Violence Have to Teach Us
        https://www.youtube.com/watch?v=WTh5034V8b0
- - - - Set up time with a trained counselor
      - Give honest and genuine positive feedback
      - Don't force them to spend time with those they don't feel comfortable with
      - Don't touch the students if they do not want
      - Provide safe opportunities where they can express how they feel
      - Provide educational material about appropriate touch and speaking up for one self.
      - Believe them
      - Give students control of as much as possible in their lives
      - Don't dismiss, downplay, or minimize what a student tells you
      - Listen to them without judgement
    - - Knowledge of Sex inappropriate for Age
      - Hyper-Sexuality
      - Ongoing Stomach Aches, headaches, or other health problems
      - Frequent Bladder Infections
      - Using sex or sexually suggestive actions to try to appease adults
      - Predation
      - Depression
      - STIs
      - Emotional/Social Regression
      - Genital Trauma - Bleeding or difficulty using the bathroom
      - Wanting not to be left alone with certain people
      - Secretive/Quiet
      - Overly compliant
      - Extreme aversion to removing clothing or changing OR taking clothes off at inappropriate times
      - Changes in eating habits
      - Self-Harm
      - Fearfulness
      - Loss of interest in friends/school
      - Change in mood including decreased self-esteem and increased aggressiveness
      - Bedwetting
      - Lowered Self-Esteem
      - Nightmares
    - - https://www.rainn.org/articles/warning-signs-young-children
      - https://www.unh.edu/sharpp/supporting-student-survivors
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- - - - students should read and study, and stay focused on school
      - students can study law to understand the criminal justice system
      - students can study history to understand the historical context of the justice system
      - teachers need to be there for the student if they need someone to talk to. A teenage boy might not feel comfortable talking to his mom about puberty and vice versa.
      - reach out to those students who have a family member incarcerated and ask them how they are doing on a regular basis and show students that you care, not that teachers feel bad for them, but show them that we care about them
      - become familiar with how big of an issue this is in the community that you teach in
      - build a positive relationship with the parents/family members that are caring for the child
    - - depression
      - anger
      - behavioral problems
      - chronic sleeplessness
      - phobia of school (temporary) possibly lasting up to six weeks
      - difficulties concentrating
      - self isolation
      - suppressing emotions
    - - https://www.urban.org/urban-wire/what-teachers-should-know-about-students-incarcerated-family-members Urban Wire: crime and justice
      - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4501034/ Consequences of Family Member Incarceration: Impacts on Civic Participation and Perceptions of the Legitimacy and Fairness of Government
      - The Impact of Incarceration on Families: Key Findings https://www.jstor.org/stable/10.7249/mg1165tce.13?seq=1#metadata_info_tab_contents
- - - - Age
        
        Preteen:
        Will oppose accepting the divorce and will often try and sneak out to see other parent. May show poor grades and will grow irritable on normal issues. May think they are the reason behind the divorce.
        
        Early Schooler:
        Will understand the solit is due to relationship
        problem but doesn't understand the purpose of a divorce. Will become easily anxious and stressed. They may show poor appetite and lack of interest playing with friends.
        
        Adolescents:
        Understand the reasons behind divorce. May suffer poor grades and may cut themselves off from friends and relatives. May show signs of drug/substance abuse.
        
        Toddler/preschool:
        Will notice the other parent is not around as much but will not why.. Will trow a tantrum if they can not see other parent and become clingy.
    - - If child has access to both parents he/she is less likely to show any long term problems.
    - - Depression can be seen higher in boys than girls, but behavioral problems can be higher in girls.