Trauma

Rachel Hercule - Loss of Loved One

Emotional Abuse - Kurt Hagan

click to edit

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  • withdrawn OR clingy behavior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

click to edit

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

click to edit

References

Bedwetting

Lowered Self-Esteem

Nightmares

References:

Fei Sun-Discrimination

click to edit

click to edit

click to edit

click to edit

click to edit

click to edit

click to edit

click to edit

click to edit

click to edit

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

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


click to edit

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

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

click to edit

click to edit

click to edit

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.

click to edit

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


click to edit

click to edit

click to edit

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

click to edit

PTSD

PTSD

PTSD

PTSD

Response Strategies

click to edit

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


click to edit

click to edit

click to edit

click to edit

Divorce - Yan Li

Short term effects

click to edit

click to edit

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

click to edit

click to edit

Availability of emotional support

Gender

click to edit

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?
Divorce

click to edit

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