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Traumatic stress, Stress is an unavoidable psychological and emotional…

- - - - Despite being one of the wealthiest nations on the planet, the United States struggles with a high level of poverty and homelessness, especially among the younger population. In fact, 40% of the homeless population in the US are under the age of 18.
        While the numbers are shocking, it’s even more disturbing to learn over 50% of young people living in shelters and on the streets report that their parents actually told them to leave, or at least knew they were leaving and didn’t care.
        The main cause of teen homelessness is physical, sexual, and/or emotional abuse from parents or guardians. Here’s a closer look at the numbers:
        • 46% reported being physically abused
        • 38% reported being emotionally abused
        • 17% reported being forced into unwanted sexual activity
    - - Teacher and school both understand "The McKinneyVento Act."
        It requires liaisons to ensure that “homeless children and youths are identified by school personnel through outreach and coordination with other entities and agencies
        
        [McKinney Vento Homeless Act] for video (https://www.youtube.com/watch?v=NnNe-bMwJ0A)
      - The initial step in dealing with families exposed to trauma is for providers to become trauma-informed. An effective teacher would create safe, supportive, nonthreatening environments by the followings:
        
        • Maximizing choice and control for students
        
        • Avoiding provocation and power assertion
        
        • Modeling prosocial behavior and skills
        
        • maintaining clear and consistent boundaries,
        
        • Sharing power in the running of shelter activities
        
        • delivering services in a nonjudgmental and respectful manner
      - 3.Establish safety and trust in the classroom. Encourage students—as they are ready—to share information and their personal history. (ex. during lunch date with teacher, during recess, or after school. )Youth need to know that no services will be withheld if they don’t answer specific questions.
      - Assess the need and readiness for therapeutic interventions, and make appropriate referrals.
    - - Many face barriers when it comes to -
        
        completing homework assignments
        
        finding reliable transportation so they can be in school on time.
        
        finishing a full grade at one school. The National Network 4 Youth found that 20 percent of homeless students repeat at least one grade while in school.
      - Sleep Deprivation - Without access to a permanent bed of their own, many homeless students sleep wherever they can find shelter – including storage units, vehicles, shared motel rooms with other people, or even on the street. Because they seldom get a restful night’s sleep, many of these students struggle to stay focused while at school. 
      - High Stress - Aside from the normal stressors related to growing up, homeless K-12 students also must face much larger questions: When will I get my next meal? Will I be taken away from my parents?
    - - Peterson, S. (2018, May 25). Retrieved April 05, 2021, from https://www.nctsn.org/what-is-child-trauma/populations-at-risk
        Peterson, S. (2018, May 25). Retrieved April 05, 2021, from https://www.nctsn.org/what-child-trauma-populations-risk/homeless-youth
        Facts on Trauma and Homeless Children [PDF]. (2005). National Child Traumatic Stress Network
  - - - -Parental separation, family reunification, and reintegration.
        -Disruption of relationships with friends and neighbors due to frequent moves
        -Adaptation to new schools and new community resources.
        -The trauma of a parent returning home from combat with injuries or illness; and also some others face their parent's death.
    - - Book reading about empathy to allow frequent move military kids to have a better transition. (https://www.youtube.com/watch?v=9zpiaUVAEP0)
      - -Maintain a predictable and consistent routine. Predictable routines help students feel safe, especially after a trauma. These routines can include, but are not limited to, a clear classroom norm and transition from class to class.
      - Involve parents
        
        Let parents know that their child's support sources. School liaisons are available at most military installations to support military families. Their role is to help families coordinate access to resources in the community as well as on installation. School liaisons also help military children get set up at school.
      - Teacher provides continuous positive interactions with students following a traumatic experience. This helps our students balance their emotional experiences. Some positive interactions (dependent upon grade) might include:
        
        talking about their day during recess or “lunch date with teacher”
        
        playing interactive activities in class
        
        -reading trauma-related book to help students recognize their feelings and emotions.
        
        Incorporate drawing in class. Young graders are unable to put their big feelings into words, ask them to draw how they feel or what makes them feel angry, sad, scared, and worried.
    - - -Being easily angered Being physically or verbally aggression (e.g., yelling, name calling, hitting, biting, etc.)
        -Experiencing sexual aggression towards peers
        -Having troubles with their friends
        -Fidgeting or difficulty sitting still
        -Experiencing stomachaches, headaches, or other body pains
        without having an underlying medical condition
        -Struggling with new fears (i.e., social situations, separations, changes, etc.)
        -Experiencing sudden changes in mood
    - - PTSD & Trauma. (n.d.). Retrieved April 4, 2021, from https://www.bratswithoutborders.org/ptsd-trauma
        Griffin, D. (2020, October 19). Understanding Child Trauma and Resilience: For Military Parents and Caregivers. Retrieved April 4, 2021, from https://www.nctsn.org/resources/understanding-child-trauma-and-resilience-for-military-parents-and-caregivers
        MilitaryChild. (2017, August 24). Retrieved April 05, 2021, from https://www.youtube.com
- - - - Symptoms of Middle/High School Aged Children
        
        Extreme negativity or criticism
        
        Risky sexual behavior and/or substance abuse
        
        Headaches or stomach problems
        
        Poor academic performance
        
        Increased conflict with peers
        
        Aversion to activities that were once enjoyed
      - Symptoms of Elementary Aged Children
        
        Headaches or stomach problems
        
        Frequent crying and emotional distress
        
        Increased separation anxiety
        
        Difficulty concentrating on schoolwork
        
        Lack of interest in fun activities
    - - Create a safe space for the child so they are comfortable expressing their emotions.
        
        Listen (and do not dismiss) the child's feelings and emotions, even if they sound irrational.
        
        Set up a 1-on-1 meeting with the student and counselor where they can learn to develop and use coping skills, redirect their focus to taking care of themselves and expressing their emotions and possibly involve the parents to open the communication within the family.
        
        Develop a plan to improve academic performance by arranging homework help, study groups, or tutoring services.
  - - - Symptoms of Middle/High School Aged Children
        
        Feeling of denial or anger
        
        Acting out
        
        Regressive behavior
        
        Risky behaviors
        
        Suicidal thoughts
      - Symptoms of Elementary Aged Children
        
        Thoughts about their own death
        
        Regressive behaviors
        
        Acting out
        
        Withdrawal from friends
        
        Changes in eating and sleeping habits
    - - Modify classwork/homework around the funeral/memorial service to relieve unnecessary stress towards the student.
        
        Encourage expression of feelings through physical outlets and symbolic play (ex. drawing and stories).
        
        Encourage the student to talk to the teacher and/or counselor and do not dismiss their grief (allow the student to mourn).
        
        Work with the family and/or counselor to return to a normal routine as soon as possible, even if this means modifying the work during the grieving period.
        
        The teacher, counselor and family should stay in touch following the service to continue the discussion on the best way to help the student.
- - - - PTSD, depression, anxiety
      - Physical injuries or health effects
      - Difficulty with hygiene and apparel due to evacuation or house loss
      - Nightmares
      - Grief
      - Students may be tired, stressed, anxious
      - Emotional response might be delayed for months
      - Suicidal ideation
      - Acting out in class, disruptive behavior
      - Numbness, lack of affect, withdrawn
      - Involves multiple traumas - terror, loss, death, displacement
    - - School might be a evacuation center
      - Routines are very important to give students feelings of safety and stability
      - Allow students time and opportunity to talk about their experience, stress, and fears.
      - Writing and art can provide a therapeutic exploration of the student's experience.
      - Learning about wildfires - why they happen, how it is fought, what happens afterward - can help students understand and come to terms with the event.
      - Highlight examples of resilience and strength of human spirit.
      - Physical exercise
      - Mindfulness exercises
      - Support through school counselor
      - Be patient and flexible
      - Bibliotherapy - reading can help students process their trauma
    - - Teachers and staff may be victims, too
      - The school building may have been damaged
    - - Jones, C. (2020, September 29). Even when the smoke clears, schools find student trauma can linger. EdSource. Retrieved April 3, 2021, from https://edsource.org/2020/even-when-the-smoke-clears-schools-find-student-trauma-can-linger/640713
      - Pang, V. O., Madueno, M., Atlas, M., Stratton, T., Oliger, J., & Page, C. (2008). Addressing student trauma in the wake of the California wildfires. Social Education, 72(1), 18-23. https://www.socialstudies.org/system/files/publications/articles/se_720118.pdf
      - Reinberg, S. (2021, February 16). Mental health trauma plagues wildfire survivors. U.S. News. Retrieved April 3, 2021, from https://www.usnews.com/news/health-news/articles/2021-02-16/mental-health-trauma-plagues-wildfire-survivors
  - - - Physical injury
      - Lost or destroyed possessions
      - Frequent stomach/head aches
      - Nightmares, lack of sleep
      - Reluctance to come to school, increased absences
      - Declining academic performance
      - Changes in socialization, isolation
      - Lowered self-esteem
      - Self-harm or suicidal ideation
    - - Intervene immediately when you witness bullying
      - Report the bullying incident to the Child Protection Officer
      - Separate the children directly involved
      - Address any medical needs
      - Make sure everyone is safe
      - Document the incident in detail in the appropriate school recording interface.
      - Call police/medical if serious injury or weapons were involved
      - If you have not witnessed direct bullying, but suspect something is happening based on vicitm's symptoms, report to the Child Protection Officer
      - If a student tells you they are being bullied, reassure them that it will be addressed and report it to the Child Protection Officer.
      - Bibliotherapy - reading can help students process their trauma and learn better social skills
    - - Pattern of aggression, increasing aggression
      - Part of a pack of aggressive children
      - Frequently being disciplined
      - Blames others, does not accept responsibility
    - - U.S. Department of Health and Human Services. (2017, September 28). Respond to bullying. StopBullying.com. Retrieved April 3, 2021, from https://www.stopbullying.gov/bullying/warning-signs
        U.S. Department of Health and Human Services. (2020, July 21). Warning signs for bullying. StopBullying.com. Retrieved April 3, 2021, from https://www.stopbullying.gov/bullying/warning-signs
- - - - The US Department of Justice defines domestic violence as "a pattern of abusive behavior in any relationship that is used by one partner to gain or maintain power and control over another intimate partner."
  - - - Create a safe environment for students
      - Build relationships
      - Meet students where they are
      - Be predictable
      - Provide consistency and structure
      - Utilize social-emotional learning
      - Use restorative practices over zero-tolerance policies
    - - Knowing and watching for signs of possible exposure to violence
      - No single behavior proves that a child has been exposed to violence, but teachers can watch for:
      - Physical signs such as bruises
      - Unexplained changes in behavior
      - Emotional signs such as depression, mood swings,
      - and fearful or anxious behavior
      - Responding appropriately to children's discolsures
      - A teacher's willingness to listen to a child's story can lay the foundations of getting the appropriate help.
      - The teacher’s first responsibility is to follow school policies and procedures and refer the child to specialized professionals such as the school social worker or psychologist
      - Supporting the healing process
      - It's important that students have a caring adult with whom they can share with and help to build resilience with.
      - Teachers can create an emotionally safe place for all children to learn.
        These safe spaces will enable children who have been exposed to violence to begin their healing journey.
      - Get more help if needed
      - Children might need specialized care that a teacher cannot provide
      - If that is the case, teachers should refer children to other professionals within or outside the school system.
      - Interventions provided by schools
      - a number of interventions provided in schools have shown effectiveness in working with children exposed to violence. Information about the following interventions is available at the National Child Traumatic Stress Network Web site (http://www.nctsn.org):
        
        Cognitive Behavioral Interventions for Trauma in Schools (CBITS)
        
        UCLA Trauma/Grief Curriculum
        
        School Intervention Project (SIP) of the Southwest Michigan Children’s Trauma Assessment Center
        Trauma Center Community Services Program
- - - - Depression
      - Anxiety
      - Apathy
      - Hyperactivity
      - Low self Esteem
      - Aggression
      - Truancy
      - Confusion/lack of emotion
      - Withdrawal from Social activities
      - Poor Hygiene
    - - Report symptoms to school Councilor/Therapist
      - Compare your observations with other professionals' observations who also regularly visit with the student
      - Conduct activities that encourage the student to express their feelings and emotions
      - Give student choices in their learning journey. This helps the student develop preferences and take control of their experiences.
      - Assign a mentor to visit with student about setting goals and being proactive
  - - - Exaggerated self-guilt
      - Truancy
      - Loss of weight/eating disorders
      - Apathy
      - Withdrawal from social activities
      - Signs of physical abuse (Bruises, cuts, etc)
      - Depression
      - Thoughts of suicide
      - Poor academic performance
      - Inability to express appropriate emotions
    - - Offer choices in their learning journey. This empowers the student to take control of their learning experience.
      - Emphasis on social engagement to strengthen social bonds
      - Report symptoms to school Councilor/Therapist
      - Plan activities that encourage the student to express their feelings and emotions
      - Assign a mentor to regularly meet with student about needs and being proactive
- - - - According to American paediatricians
        Signs of stress and mental health challenges are not the same for every child or teen, but there are some common symptoms.
        
        Teenagers
        
        problems with memory, thinking, or concentration.
        
        less interest in schoolwork and drop in academic effort.
        
        changes in appearance, such as lack of basic personal hygiene (within reason, since many are doing slightly less grooming during this time at home).
        
        an increase in risky or reckless behaviors, such as using drugs or alcohol.
        
        thoughts about death or suicide, or talking about it
        
        Elementary and adolescents
        
        mood changes,
        
        changes from extroverted to more introverted,
        
        little interest in chatting with friends on social media,
        
        loss of interest in activities previously enjoyed changes in appetite,
        
        weight or eating changes
        
        Toddlers and Preschoolers
        
        backward progress in skills, crying more easily.
        
        waking up more during the night.
        
        feeding issues
        
        clingy, withdrawn, or hesitant to explore
        
        hitting, frustration, biting
        
        bedwetting
    - - Reference List
        American Academy of Pediatrics (March 12,2021) Signs your teen may need more support Retrieved April 2nd from https://www.healthychildren.org/English/health-issues/conditions/COVID-19/Pages/Signs-your-Teen-May-Need-More-Support.aspx
        Wegman, J.Finding happiness in a socially distanced World. 23.march 2021, podcast
        
        Toddlers & Preschoolers, Help keep the routines, Be patient, understanding and kind. Contact parents and paediatrician if needed
        
        Elementary Students and adolescents
        Be a role model for sustaining healthy habits,
        Integrate mindfulness, relaxation, yoga, Fun Fridays into the weekly lesson plan.
        Start lessons asking the question, how are you feeling today? Perhaps introduce the ‘Rose and thorn’ exercise , the muppetmeter, but first, decode the mimics of your students, take a minute to feel the temperature, discuss how it is normal to feel differently in abnormal situations like a pandemic
        Group Work to practice trust in a fun way(https://www.bookwidgets.com/blog/2019/10/15-fun-team-building-activities-and-trust-games-for-the-classroom)
        
        Generally,
        Be more patient, understanding and kind. If a student is experiencing severe anxiety and depression, contact the parents and mention the possibility of a professional therapist. Suggest online sources like Parenting in a pandemic, tips to keep a calm and caring home, a win win for students and parents. https://www.healthychildren.org/English/health-issues/conditions/COVID-19/Pages/Parenting-in-a-Pandemic.aspx
  - - - Irritability
        
        Disobedience
        
        school phobia
    - - Generally, I will use the SEL strategy and integrate these exercises into our routines
        
        Age 14-18
        
        Common symptoms
        
        headache
        
        sleep problems
        
        digestive problems
        
        isolation
        
        irritability
        
        substance abuse
        
        Mindfulness exercise to focus on being in the present.
        
        Heartfulness relaxation exercise focusing on the heart,
        
        Group exercise building trust, and social relations in nature
      - Age 11-14
        
        Loss of interest in activities
        
        Poorer school performance
        
        Disruptive behaviour,
        
        Resistance of authority
- - - - Classroom contracts
      - Explicit anti-bullying or community-building curricula
      - Timely interventions in conflicts and hurtful exchanges
      - Teaching and modeling of empathy and active listening skill
    - - Implement student-generated agreements and contracts
      - Adopt “zero indifference” (NOT zero-tolerance) policies
      - Seek out training in restorative justice techniques
      - Explore stress-management strategies to diffuse tense situations and help students process feelings in the moment
      - Give students opportunities to demonstrate their strengths