Trauma
Rachel Hercule - Loss of Loved One
Emotional Abuse - Kurt Hagan
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Symptoms:
- withdrawn OR clingy behavior
- anxiousness about any other unexpected change
- changes in academic performance or social interactions
- signs of exhaustion due to difficulty with sleep
Strategies to Support:
- acknowledge the loss and be patient about what the child is processing
- communicate regularly with parent(s)/guardian about any changes at school or to get insight about changes at home
- refer to school social worker/counselor about grief support
- offer alternative tasks if focusing on classwork is challenging - example: read text about grief instead of the class text or write about the person lost instead of an assigned writing task
- maintain consistent routines to offer predictability in the life of the child experiencing unexpected loss
Mary Macias Uninvolved Parent (at home)
Symptoms
Ways to Help Students
Emotional Abuse - a pattern of behavior where someone deliberately harms anothers mental health. Whether it be through emotional manipulation, psychological aggression, intimidation or control
Student is always alone and feels unloved
Student has no support with homework at home and is falling behind
Student must learn to be independent and will not want to depend on anyone else
Examine the barriers. ie many parents may have multiple jobs to survive.
Emotionally distant from other students and teachers
Student becomes defiant as they have no rules set in place at home
Student has no-self esteem
Student will act out to get attention from others since they are not getting it at home
Patterns of truancy in school
Domestic Violence by Maggie Jackson
Natural Disasters and War - Matt Regec
Symptoms
Resources
School Bullying by Shannon Lin
Forms of School Bullying
Symptoms
Ways to help students
References
Physical: Pushing, Punching, Hitting, Kicking, Slapping.
Verbal: Name-calling, threatening, insulting, teasing, taunting.
Psychological & Emotional: Spreading rumors, isolating, excluding someone from activities and groups.
Physical Complaints such as headaches, changes in appetite, digestive problems, sleep troubles
Not wanting to go to school, engage in absences
Be Proactive: Create a friendly, anti-bullying school norm and rules & strategies to reinforce the norm.
Impose immediate consequences
Feel hopeless and helpless, worries and fears
Acting abnormal such as always seeming sad or anxious, struggling to complete tasks, or not being able care for themselves.
Teacher's ability to act upon, be firm and consistent
Encourage feedback
Notify school and colleagues and parents
Cyberbullying: Sending or posting negative, humiliating messages or information.
Offer guidance to bystanders
Increase supervision
Self-esteem decreases
Household Mental Illness- Sebastian
Symptoms
Ways to Help Students
Guilt feelings: The children consider themselves guilty of causing their parents’ mental problems: "Mommy is sick/mixed up/sad because I was bad/because I didn’t take good enough care of her."
Inability to communicate: The children have the (usually correct) impression that they are not allowed to discuss their family problems with anyone. They are afraid of giving their parents away (letting others know that the parents are doing something "bad") if they speak to persons outside the family.
Disorientation: The children are anxious and confused because they cannot categorize or comprehend their parents’ problems.
Isolation: The children do not know to whom they can turn with their problems and have no one to talk to about them. In other words, they are abandoned to themselves.
Friendships, positive peer relationships. This can be promoted in a classroom environment through peer to peer interaction through group projects
Interest in and success at school. Relatable curriculum, equitable grading practices, and good teacher-student relationships are just a few ways to improve a students interest and success in scool.
A strong relationship with a healthy adult. This may include mentor programs within the school or community at large.
Healthy interests outside the home for the child. School clubs and other extracurricular activities can give students positive and productive ways to explore their interests outside of the home.
Help from outside the family to improve the family environment (for example, marital psychotherapy or parenting classes). Communication with student's parents is vital in the success of students. Having resources/referral protocols for teachers and parents can streamline the process of finding help for students and families in need.
Jill Parkey
Sexual Abuse - Sarah Humbert
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Ways to support students
Symptoms
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
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References
Bedwetting
Lowered Self-Esteem
Nightmares
References:
Fei Sun-Discrimination
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Symptoms
Ways to help students
Viewing media coverage in personal terms, worrying a similar even could happen to them.
Preoccupations about their safety, or that of their families and friends.
Having difficulties with sleeping, appetite
Give students opportunites to share cultureal stories and experiences in a variety of ways, such as using are and music.
resources
Offer empathy and understanding to students who express distrust and distress.
Create and support safe and brave environment
Use local or national issues to highlight the pervasive harm of racism on individuals and on communities.
Understand the culture in which you are working with and do not generalize about groups of people.
Help the child to create a list of responses, role-play "what if" scenarios, promote positive body language.
Death In the Family - Rebecca Wallace
Strategies to Help Children
Signs/Symptoms
Expressions of guilt
Poor concentration
Developmental regressions
Loss of appetite
Loss of interest in daily activities
Separation anxiety/fear of being alone
Angry outbursts
Social withdrawl
Homelessness - Kat McMillin: Between 2008 and 2014, homelessness in public school increased by 90 percent, jumping from 680,000 to more than 1.3 million students. ... As of 2017, approximately 14 percent of community college students were homeless, and up to two-thirds don't have enough food.
Symptoms
Be flexible and help where you can, for example if the student needs additional help with homework or needs technology that isn't accessible at home.
Lack of Continuity at Schools
Difficulties in Education
Attendance at multiple education insitutes
Make the parent your ally
Communicate with parents through different means and at different times that may work best for them
Provide a variety of resources for students and parents
Frequent absences
Consistent lack of preperation
Lack of supplies needed to complete assignments
Loss of assignments books and other supplies on regular basis
Paperwork and Documentation Challenges
May show patterns of delinquency
Lack of records needed for school enrollment
Difficulty getting signature from a parent or guardian
Lack of access to parental financial information
Social and Behavior Concerns
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"
Poor Health/Nutrition
Build a strong relationship with students with plenty of communication about home-life
Lack of immunization or health records
Unmet medical and dental needs
Chronic fatigue
Chronic hunger
Poor Hygiene
Lack of consistent access to shower and laundry facilities
Wearing the same clothes repeatedly
Inconsistent grooming
Lack of Support System
Strained or severed relationships with parents
Lack of supportive relationships with responsible adults
Response Strategies
Offer a helpline for parents to call during late hours or early if needed
Offer after school help/ programs
Work with administration to help with transportation, technology and/or free or reduced lunch
If the parent or parents have smaller children, offer childcare while meeting
Connect with school district's homeless liaison about next steps
Build a welcoming climate
Build Trust
Be aware of stigma and avoid using the word "homeless" - If you need get a better understanding of a student's situation ask questions like "Where would you go if you couldn't stay here?" "What led you to move in this situation?"
Be trauma informed, homelessness is usually caused by a number of other traumas and can expose students to new traumas like violence, abuse, hunger, trafficking, etc..
Allow students to hold onto personal possessions in class, keeping in mind it might their only or one of their few.
Well defined class transitions from activities and give choices when appropriate, to counter act loss of control experienced.
Stabilize basic needs, make healthy snacks and/or hygiene supplies available. Ensure enrollment in free meal program (homeless students in USA are automatically eligible).
Support full participation. Find out how to provide school supplies, cover field trip fees, purchase uniforms and meet other needs. Give students a clipboard to use as a "desk" when they leave school.
Consider trauma when creating classroom policies and procedures. Provide structure and adhere to a consistent daily routine and clear, concise rules. Plan assigments so children can keep up without having to take work home.
Reach out to parents/caregivers/guardians. Create a communication plan, invite them to visit the classroom. Ask about siblings and ensure their support as well.
Create emotional support network with other teachers and school counselor.
Jessemyn - Witnessing violence outside the home
Ways to Support
Symptoms
Increase activity/lack of focus
Behavioural Regression
Hypervigilance
Withdrawal from peers or activities
Headache, stomach ache, general pains without clear medical cause
Easily distracted
Increased Aggression
Separation Anxiety
Difficulty Getting Sufficient Sleep
Changes in play/recreating witnessed violence
References:
• http://www.childwitnesstoviolence.org/symptoms-of-witnessing-violence.html
• https://www.womenshealth.gov/relationships-and-safety/domestic-violence/effects-domestic-violence-children
• https://www.childwelfare.gov/pubPDFs/educator.pdf
• https://studentadvocacycenter.org/students-we-serve/trauma-impacted/
• http://psychlearningcurve.org/psychology-trauma-schools/
• https://www.ctvnews.ca/health/coronavirus/how-teachers-can-help-students-being-abused-at-home-during-covid-19-1.4906421
• https://educ.ubc.ca/SOS/#resources
• http://domesticpeace.ca/images/uploads/documents/InterventionswithChildrenExposedtoDomesticViolenceGuide.pdf
Truency
Lowered Self-Esteem
Risky Behaviors (Teens) including increased drug use or unsafe sex
Schools can offer after school programs/activities
Guage students feelings. Ie., Begin class with feelings check-in.
Be consistent with rules and actions
Teach methods for problem solving
Teach conflict resolution/mediation skills
Teach methods to express emotions positively
Instill a safe environment
Listen to the student(s)
Encourage students to visit school counselor
Adjust Expecteations
Offer reasonable support
More Relevant Media
Strategies to Help Children
Signs and Symptoms
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
make special accommodations
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
set up a safe space in your classroom where students can take a break to calm down, de stress, or take a nap
have students talk routinely with a counselor or teacher mentor
Peace Corner
PTSD, depression, has a hard time controling emotions
Video Example
Elementary School
Middle School & High School
Pre-School
Regressive Behaviors
Decreased Verbalization
Thumb Sucking
Bedwetting
Clinging to parents
Seperation Anxiety
Trouble Sleeping
loss of appetite
Fear of Dark
Increased anxiety
Poor Attention
Poor Concentration
School Avoidance
Irritability
Clinginess
Aggression
Somatic Complaints
Nightmares
Social Withdrawal
Sleeping Disturbances
Eating Disturbances
Agitation
Increase in conflicts
Physical Complaints
Delinquent Behavior
Poor Concentration
Risk Factors & Severity
Loss of a loved one
Personal Injury
Exposedure to the event
Level of Parental Support
Level of physical destruction
Pre-existing riesks
Dislocation from his or her home or community
Incarcerated household member
By: Mitchell Andrisevic
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Response strategies
Signs and symptoms
references:
Video examples:
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.
depression
anger
behavioral problems
chronic sleeplessness
phobia of school (temporary) possibly lasting up to six weeks
difficulties concentrating
self isolation
suppressing emotions
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
https://www.urban.org/urban-wire/what-teachers-should-know-about-students-incarcerated-family-members Urban Wire: crime and justice
become familiar with how big of an issue this is in the community that you teach in
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
build a positive relationship with the parents/family members that are caring for the child
Read books about death and grief
Create a safe space within the classroom for the child to express their anger (pillows to hit, stress balls to squeeze, etc.)
Offer bookmaking and storytelling to allow the child to express their feelings and tell their story of the loss
Be honest with children about death and help them understand what has happened, don't use expressions like "Grandpa is sleeping", this can be very confusing and scary for young children
For regressions like pants wetting, offer gentle reminders to go use the toilet frequently to help avoid embarrassing accidents.
References
Reach out to the family to understand the circumstances, anything that is being done at home and offer support/resources
Offer dramatic play opportunities for self expression
Stick to routines. These provide stability and predictability when children are feeling wobbly
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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.
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Essential Trauma-Informed Teaching Strategies for Managing Stress in the Classroom (and Virtual Classroom)
https://resilienteducator.com/classroom-resources/trauma-informed-teaching-tips/
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.
Rethinking Trauma: What Youth from Domestic Violence Have to Teach Us
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Possible reactions or symptoms by age group (birth to 18)
https://www.nctsn.org/what-is-child-trauma/trauma-types/intimate-partner-violence/effects
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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
Tips for Teachers in Preventing & Reducing the Impact of Exposure to Violence on Children
https://www.justice.gov/sites/default/files/defendingchildhood/legacy/2011/09/19/tips-teachers.pdf
Tips and Strategies
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PTSD
PTSD
PTSD
PTSD
Response Strategies
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Bring the darkness into the light.
Stop the feeling of helplessness - Become advocates and engaged in the world. Write lettors to politicans or world leaders
Build Time machine - Havee students deisgn a project to investigate various parts of history. Have them look at the violence that children faced in that time era.
Invite first responders - discuss what they fear and how it affects them.
Demonstrate solidatiry - Organize and create a vigil for the vitcims of the terrorism, violence, or disaster.
Communicate support - find a Pen Pal with other victims using social media. They can listen and be a voice of encouragement.
Limit exposure - The younger the individual, the more that should be restricted.
Find out what kids know - “It’s easy for kids to have little bits of the truth, then extrapolate from there, often very wildly,” he says. “So if you can clarify misconceptions, answer questions, you can root them a little better in reality—which is bad enough, but sometimes their imaginations are much worse.”
Remind kids of the good in the world - Kindness and heroism exist in the world as well.
Divorce effect on a child
Parents divorcing can be one of the most stressful events a child can go through and can have long term effects on the child
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Divorce - Yan Li
Short term effects
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Mood swings:
Young children may have mood swings and be irritable around familiar people. They shut themselves away and prefer time spent alone
Stress:
Children often think it is their fault their parents have separated and will tyr to fix it. This can lead to immense stress levels and result in nightmares and negative thoughts.
Intese sadness:
They often feel nothing good in life and may plunge into depression
Anxiety:
Young children are liely to become tense, nervous and anxious. They will find it difficult to concentrate on their studies and may loose interest in something they use to find fun.
Long term effects
Prone to substance abuse:
Drugs and alcohol can become a way to deal with short term effects thus having long term health problems from the abuse.
Depression:
Feels of anguish and heartbreak can lead to the child slipping into depression and can cause disorders such as bipolar.
Trouble with relationships:
They may develop trust issues and have doubts about love and harmony. They may find it difficult to resolve problems and will find difficult to form long term relationships in the future.
Impact on studies:
Divorce may diminish a child's interest on education as they feel there are more important things happening. Being raised by a single parent will have an economic issue and this may limit the help the tools the child has to study from. They may also not receive the same support from a single parent family as they did when it was two.
Behavioral Problems:
May develop violent and anti social behavior. Can lead to a criminal mindset. Extreme cases can result in the child becoming a social misfit
Factors that can affect the impact of divorce
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Availability of emotional support
Gender
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Age
Depression can be seen higher in boys than girls, but behavioral problems can be higher in girls.
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.
How can we help as parents?
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Continue to stay involved as a parent
Maintain healthy routines
Do not keep upcoming divorce a secret
Avoid custody battles
Do not forbid meetings with other parent
How can we help as teachers?
References
Rohit Garoo Eva Mendes Reviewed by Eva Mendes (Licensed Mental Health Counselor) Written by Rohit Garoo (BSc) August 26, & Garoo, R. (2020, August 26). 10 side effects of divorce on children. Retrieved April 06, 2021, from https://www.momjunction.com/articles/side-effects-divorced-parents-children_0022338/
What is Trauma? "The American Psychological Association defines trauma simply as “an emotional response to a terrible event,” such as a car accident. A person’s reaction could be short-term or long-term, like in the case of Post-Traumatic Stress Disorder.
There is also Complex Trauma, which is trauma of a repetitive or continuous nature. This could include things like abuse, poverty, or hunger."
Serious Accidents or Life-Threatening Illness
References:
KENARDY, J., DE YOUNG, A., LE BROCQUE, R., & MARCH, S. (n.d.). CHILDHOOD TRAUMA REACTIONS: A GUIDE FOR TEACHERS FROM PRESCHOOL TO YEAR 12. Retrieved April 10, 2021, from https://www.schools.aidr.org.au/media/4605/conrod_childhood-trauma-reactions.pdf
TEAM, E. (Ed.). (2021, April 5). Essential Trauma-Informed Teaching Strategies for Managing Stress in the Classroom (and Virtual Classrooms). Retrieved April 11, 2021, from https://resilienteducator.com/classroom-resources/trauma-informed-teaching-tips/
Trauma-informed strategies to use in your classroom: Resilient educator. (2020, June 12). Retrieved April 11, 2021, from https://resilienteducator.com/classroom-resources/trauma-informed-strategies/
ONE IN FOUR CHILDERN IN THE UNITED STATES WILL FACE TRAUMA
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
Model calm & stable behavior
See SEL curriculum
do not patronize
be trustworthy
be transparent
Give a hug
Maintain academic expectations
deadlines may be flexible but not dismissed or diminished
do not take student behavior personally
identify the trauma
fact find through school counselors
/administrators
private, non-evasive conversation like lunch with the student- set up answers they are comfortable sharing
Less parent involvement, the more teacher involvement
parent maybe suffering too
Relationship with other students
reduce anxiety
take break and do something cognitive to break the internal talk
provide a class overview or let the student preview day ahead as a way to reduce the unknown
teach student how to do a body check when feeling anxious
Participation
reduce isolation - buddy/buddy format
promote social engagement with game theory instruction
promote Self awareness
acknowledge "survival brain" - indications include higher blood pressure and stress hormones
counting to 10
reset space
Deep breathing
name emotions
all students make choices around known emotions to promote better social interactions
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
eliminate students high and low days
If the student can't present information, adapt the assignment
If Collaboration is too intense, change the students role
Predictable (chaos minimized)
Schedule
Weekly schedules remain consistent, not just daily schedules
Schedule variations are explained/overviewed prior to the variation
is adhered to,mostly
is posted visually
Routine dominates/ minimal variations
Consistency is key
Consequences are communicated
Rules are enforced
Transistions are in place
Set goals and expectations as a class
Weekly schedules remain consistent, not just daily schedules
Schedule variations are explained/overviewed prior to the variation
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
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