Please enable JavaScript.

Coggle requires JavaScript to display documents.

Traumatic Stress by CERT 01/2021 Cohort 12, Behavioural, Emotional,…

- - - - symptoms
        
        Children are sometimes afraid of the parent and they often feel worried for the parent.
        
        concerning their parent's security
        
        due to the parent's unpredictable behavior and not knowing when & if the parent would hurt himself/herself.
        
        concerning their own safety
        
        when the parent was verbally or physically abusive
        
        feelings of uncertainty
        
        because the children didn't know what would happen or which mood the parent would be in
        
        feelings of guilt
        
        associated with a loyalty towards the parent
        
        thinking that they had caused or worsened the parent's illness
        
        guilt mixed with feelings of relief
        
        when the children were separated from their parent
        
        when talking to someone outside the family about the illness
      - Response strategy
        
        Teacher must try and build trust with the student
        
        Advocate for students.
        Show students they are valued by being a voice for them when they need it.
        
        Develop classroom communities that are built on trust. This means the classroom should be a place where everyone is respected and transparent in their communication.
        
        The teacher must be consistent with what is said and done. If the teacher consistently follows through on her word, then her word will have value, and the students will trust her.
        
        https://www.learningforjustice.org/sites/default/files/general/TT52_PDA%20Cafe.pdf
- - - - Strategy Responses for Teachers/Schools
        
        communicating with parents about how their child is going emotionally, socially and academically at school
        
        developing friendships with children and families so they can feel safe and secure to talk to them
        
        developing an understanding of the type and effect of parents’ stress
        
        arranging one-on-one time with a teacher aide to provide emotional support or to help them settle into the day
        
        having private conversations with children, asking if they are OK, being a good listener, letting children talk, and providing reassurance
        
        Provide consistency and structure.
        
        Affirm and reinforce their strengths.
        
        Watch for behavioral signals of underlying problems
        
        Encourage the adoption of an evidence-based prevention program in your school
        
        Encourage the adoption of evidence-based parenting programs for divorcing or divorced parents.
        
        Help children develop an accurate understanding of their parents’ divorce.
- - - - Students will become aggressive and hit other students
      - They believe the behavior is correct because their dad/mom is doing the same t home
      - Won't apologize for bad behavior and repeat such behavior again
    - - Child's behavior and attitude affected by the experience
      - Signs of withdrawal or depression
      - Anxious, upset, and worried about the abuse continuing at home
      - Classroom participation and scores will drop. Lack of motivation
      - Response Strategies
        
        Build trust with students
        
        Ask them how they are?
        
        be aware of mood and behavioral changes
        
        build a relationship with students
        
        Safety Plans for parents and students
        
        Work with parents to build a plan for emotional support
        
        build a climate for students to learn how to cope with challenges
        
        Give students skills to deal with past trauma and to deal with future issues
        
        Include the community and create activities to deal with trauma and help them understand how to cope
        
        Bring in professional help to educate students.
        
        Include everyone in the school to help students
        
        Train teachers and staff to look for indicators and how to report them
        
        Intervention in Schools https://www.youtube.com/watch?v=49GzqPP7YYk
- - - - MyVoice youth responded to a survey seeking to understand youth experiences and perspectives of racism and consisting of the following 5 probes: Excerpted from Reaching Teens, 2nd Edition
        
        Hi {{name}}! This week we want to hear about the role your race/ethnicity plays.
        
        What do you think MOST people think about your racial/ethnic group?
        
        How does how other people view your race affect you?
        
        Have you experienced or witnessed racism? Tell us about it.
        
        How do you think you or people your age can deal with negative experiences related to racism?
    - - “A big piece of being supportive is giving people space to talk… validating and not dismissing their concerns,” Vinson said. “The person who’s experiencing that fear response needs validation.”
        
        Vinson also said that educators should take a supportive approach when helping students process their experienced.
        
        “Sometimes kids communicate with words and sometimes with actions,” said Vinson. “In order to know the root cause of behaviour, you have to be curious and ask questions.”
        
        And Huguley said that, when providing space, it is also important for educators to build coalitions with local communities to provide support.
        
        Duffie Osental 26 Oct 2020, How educators can help students cope with racial trauma https://www.theeducatoronline.com/k12/news/how-educators-can-help-students-cope-with-racial-trauma/273849
    - - Learn about the Impacts of History and Systemic Racism
      - Create and Support Safe and Brave Environments
      - Model and Support Honesty and Authenticity
      - Honor the Impacts of History and Systemic Racism
      - Encourage and Empower Students as Leaders
      - Care for Yourself
- - - - How do children’s reactions change over time:
        
        three stages
        
        immediate
        
        Fear
        
        Agitation
        
        Nightmares
        
        Difficulty sleeping
        
        Clinginess
        
        Crying and distress
        
        Difficulty concentrating
        
        intermediate
        
        Sleep problems
        
        Tiredness
        
        Loss of social skills
        
        Depression
        
        Poor school performance
        
        long-term
        
        Clinical level symptoms
        
        Poor academic outcomes
        
        Alcohol- and drug-related problems
        
        Increased risk-taking problems with the law
        
        Interpersonal difficulties
  - - - Tips for Talking to Kids about Trauma https://greatergood.berkeley.edu/article/item/nine_tips_for_talking_to_kids_about_trauma
      - Resources for Responding to Trauma and Tragedy https://www.edutopia.org/article/helping-students-trauma-tragedy-grief-resources
      - A Teachers’ Guide for Managing Emotional Reactions to Traumatic Events https://www.nasponline.org/resources-and-publications/resources/school-safety-and-crisis/trauma/managing-strong-emotional-reactions-to-traumatic-events-tips-for-families-and-teachers
      - Resources for Grieving Children and Families http://www.newyorklife.com/achildingrief
    - - Helping Children Cope With Natural Disaster and Catastrophe http://www.brighthorizons.com/talking-to-children
      - Helping Children After a Natural Disaster -- Information for Parents and Teachers (from the National Association of School Psychologists) http://www.nasponline.org/assets/documents/Research%20and%20Policy/Advocacy%20Resources/NaturalDisastersHelpingChildrenCope.pdf
- - - - "There is no right or wrong way to deal with the loss of a loved one. The grieving process is rough—and it's different for everyone. It's not just a matter of coping with a loss, but coping with change—and that takes time.
    - - Well presented video with testimonials from primary sources. Stresses the importance of group support structures, shared experiences, openness, and community as a way for dealing with this sort of trauma.
- - - - food insecurity / hunger / poor nutrition / malnutrition
      - homelessness / housing insecurity
      - anxiety and stress
      - bullying
      - inadequate healthcare
      - disrupted education / changing schools often
      - limited money for everyday resources (clothing, school supplies, transportation, etc.)
      - fewer extra-curricular, enrichment, and education opportunities
      - poor or interrupted sleep
    - - Resources
        
        Scotland, P. (2021). Impact of child poverty. Retrieved April 04, 2021, from http://www.healthscotland.scot/population-groups/children/child-poverty/child-poverty-overview/impact-of-child-poverty#:~:text=Poverty%20has%20negative%20impacts%20on,disease%20and%20mental%20health%20problems
        T. (n.d.). More on the effects of poverty on teaching and learning. Retrieved April 04, 2021, from https://www.teach-nology.com/tutorials/teaching/poverty/1/
        T. (n.d.). The effects of poverty and implications for Curriculum adaptations. Retrieved April 04, 2021, from https://www.teach-nology.com/tutorials/teaching/poverty/3/
      - delay in language or reading development
        
        https://www.youtube.com/watch?v=6HVsjpu4vQw
      - depression
      - aggression or violence
      - anxiety
      - social withdrawal
      - substance abuse
      - irregular attendance
      - difficulty concentrating or focusing
      - incomplete assignments
      - Other indicators
        
        insufficient hygiene
        
        old clothing
        
        hungry
        
        tired or fatigued
        
        not trusting
        
        physically and emotionally needy
      - hostile to making friends
    - - Relieve financial pressure where possible, by having the school provide school supplies, technology, or other items provided by a family resource center or similar services
      - Provide the student with a positive stable relationship with an adult (you) and encourage student engagement in school.
      - Cultivate a positive and supportive learning environment with a zero-tolerance bullying policy.
      - Provide all students' families with information about community resources such as free lunch, food banks, health insurance/clinics, community centers, etc.
      - Provide as much (free) enrichment experiences and opportunities as possible within school (field trips, guest speakers, etc.)
      - Provide access to books and other materials.
      - Keep academic expectations high
      - Don't comment on the student's clothes or belongings.
      - Don't expect students to purchase costly supplies. Keep it simple. Provide class supplies that students can share.
- - - - •Changes in eating habits, like suddenly skipping meals or binge eating.
        •Difficulty sleeping or frequent nightmares
        •Declining grades, loss of interest in schoolwork, or not wanting to go to school.
        •Sudden loss of friends or avoidance of social situations.
        •Feelings of helplessness or decreased self esteem.
        •Self-destructive behaviors such as running away from home, harming themselves, or talking about suicide
        •Often alone or excluded from friendship groups at school.
        • Unable to speak up in class and appears insecure or frightened.
    - - •Get into physical or verbal fights
        •Have friends who bully others
        •Are increasingly aggressive
        •Blame others for their problems
        •Don’t accept responsibility for their actions.
        •Are competitive and worry about their reputation or popularity
  - - - a curriculum that promotes kindness, communication, cooperation and friendship
      - create lessons and activities stressing empathy, anger management and conflict resolutions
        
        [https://www.youtube.com/watch?v=5l6mDwanphM&ab_channel=SELSketches]
      - forfeit recess or other privileges.
      - weekly meetings to communicate to students clear and consistently enforced expectations and to engage them as resources in preventing bullying
    - - ongoing meetings between parents and school staff.
      - discussions of bullying issues at regularly scheduled PTO meetings.
      - increased supervision in the cafeteria, hallways, bathrooms, and on the playground, where most bullying behavior occurs.
      - a coordinating group that could consist of an administrator; a teacher from each grade level; a guidance counselor, psychologist, and/or school nurse; and parent and student representatives -- to manage the program and evaluate its success.
    - - role playing of non-aggressive behavior with bullies.
      - serious talks with bullies and victims.
      - role playing of assertive behavior with victims.
- - - - Frequent in-class meditations. I would avoid the teacher confronting the student with their experience as it can create adverse consequence if the teacher isn't a professional
      - Encouraging the student to open up about his experience in dealing with trauma and create a safe learning space so the student can receive help and support from their peers
      - Field trips so the student or students can expereince nature and explore ways to calm themselves
      - Engaging student with physical exercises, sports, drama and arts so they can express themselves in variety of ways.
      - Assist the student in making friends and creating their social support network in school so they feel connected and accepted by their school environment.
    - - Communicate with parents/guardians regularly on the impact of trauma on students' learning, behavior and emotional/psychological state
        
        Offer parents/guardians assistance and insights on how to deal with students' trauma and give them suggestions on dealing with them
        
        Recommend them professional intervention, and service if the trauma is severely impacting the student.
- - - - Rebellious, shows no regard towards classroom and school rules
        
        Calls out in class
      - bullies other students
      - stealing
      - picks fights
  - - - Family counselling
- - - - Flow from absense
      - There are outwards signs of healthy family life
      - Terrible to be on the receiving end of indifference
    - - Parents don't smile at them
      - Parents don't look at their paintings
      - Parents don't remember their stuff animials name
      - No one notice they are said
      - Parents are busy at work
      - Parents are not interested in their child
      - Parents don't look at their child in the eye
      - Child lives in a different household after birth
      - Other people act as if we were non-existent things
      - Child assume there are things deeply wrong with himself
      - Superficial wellbeing
      - Continuously trying to please their care-givers
      - Develop addictions such as drunking
      - Parents appear to care more about their child's achievements than emotions
    - - Parent is mentally unwell
      - Parent is brutish
      - Parent with addiction
      - Parents is busy with taking care of themselves
      - Overly Strict
      - Overly Permissive household
    - - The Subtle Art of Not giving a F**
        
        Define your own life success
        
        Backwards Law: The acceptance of negative experience that leads to a positive experience
        
        Being comfortable about being different
        
        Suffering have evolutionary importance
        
        Negative emotions have inherent purpose
        
        Hedonic Treadmill
        
        There are bad forms of happiness
      - Understanding Highly Sensitive Person
        
        20% of the population are highly sensitive
        
        A trait in the brain: A more reactive brain
        
        D: Deep thinker and processing al the time; Over-stimulated most of the time
        
        E: Emotional Reacted; Empathy
        
        S: Sensitivity to subtle stimuli; Observant
      - Healing process
        
        Watch your self-talk
        
        Track your emotions
        
        Print out emotion chart
        
        Identify and communicate your needs
        
        Set boundary with people
- - - - Provide time where students can receive help with home tasks
      - Take an interest in the student's life on a personal level
      - Set expectations and norms that are missing from their home life
    - - Frequently rotating groups
      - Norms of behavior
      - Make the classroom a more enjoyable place than the foster home
        
        Praise
        
        Personalize
  - - - No role model
      - Discipline may be mishandled by their carer
      - Poor behaviours may go unpunished
    - - Frequently changing carer / friend circle
      - Inability to connect due to differences
    - - Assistance with homework tasks
      - Organizing materials
      - Do not have luxuries of other students