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:checkered_flag: Different types of Traumatic Stress in Students Module…

- - - - His facial expression seems very nervous and is afraid to ask me a question for clarification. During the lesson, he would disrupt the lesson by shaking his legs so much.
    - - The 8th grade student often prefers to work alone instead of working with his groups. He would cry whenever his peers make a joke to him.
    - - The 8th grade student barely smiles at his peers and me. He often cries with no reasons.
      - [The video about symptoms of students who are dealing with parents' separation] https://www.youtube.com/watch?v=SMJiDOZelP0&t=1s
    - - The 8th grade student in my science class continues to make poor grades due to his parent's separation.
- - - - Strategy for example #1 - Provide a safe community in the classroom. Create rules and norms that show that refugee students are supported. Display welcome signs in their native language. Display photographs, images, or items from the different countries represented by the refugee students.
      - Strategy for example #1 - Teachers can set up team building group activities, create positive class discussions about stereotypes, and prejudice which can help with aiding in students' understanding of each other's culture to help build friendships and establish peer support groups.
      - Strategy for example #1 - Teachers should be sensitive to the experience of refugee students, especially when teaching lessons on history, social studies, and current events. Teachers should also include students' perspectives and help provide opportunities to give them a voice in issues that are related to their home country and culture.
    - - Strategy for example #2 - Teachers can provide a "safe zone" for refugee students in the classroom such as a calm corner, which can have an array of objects that can help students emotionally regulate, calming imagery, aromatherapy, calming music, etc.
      - Strategy for example #2 - Teachers can take notes on what "triggers" students and take heed on what triggers can lead students to act out and create an action plan to help avoid these "triggers" in the classroom. (example - pictures of planes can cause some refugees to be triggered and invoke immense fear as they might have been subjected to aerial bombings in their home country)
    - - Strategy for example #3 Teachers can provide creative opportunities to express their stories. This can be done thru journaling, drawing, presentations, and various forms. Teachers can create a positive, supportive and comfortable environment so that students can share their stories. However, this should be optional as some students may not be comfortable in sharing their story.
- - - - Symptoms 2: increases in psychological distress; feelings of helplessness and fear; depression; PTSD; mind set is in constant 'fight or flight' mode; loss of trust in others; possession of weapons for protection; rise of drug and / or alcohol abuse to numb the anxiety and depression; trouble eating or sleeping.
      - Example 1: A student feels they must join a gang in response to gang-related community violence their neighborhood.
      - Solutions 1: Explain the consequences of being involved in criminal activity. Keep students engaged in extra curricular activities. Award academic success with authentic rewards; connect today's academic pursuits to tomorrow's successes. Keep an open dialogue with the student and have the school counsellor sighted on the struggles of the student. Keep a dialogue with parents; consider getting support from state or city level social workers. Practice SEL in the classroom to calm the mind and improve communications with others in the school. Collaborate with colleagues (PLC) to keep the learning community in the school aware of the troubled student and support him / her.
      - Symptoms 1: lowering of academic functioning; issues with coping skills and relationships; aggressiveness in behavior; warning signs that Ls may be part of a gang (e.g. large amounts of cash, gang colors, possession of drugs or weapons, etc.
      - Example 2: A students is violently mobbed while walking to school. His phone and watch are stolen from him by 3 young men.
      - Solutions 2: Collaborate with mental health professionals / school counsellors to create strategies to help the student. Have an open dialogue with the student. Help them express their thoughts. Be patient in demeanor and communicate using open ended questions with the student. Avoid exposing the student to triggering content academically or otherwise, and allow them take a break in a quiet and relaxing place in school. Have the student express their feelings through writing, and give him / her reading materials that will help them empathize with others. Maintain a routine for the student which promotes the sense of control in their mind.
      - Solutions 3: Help the student and parents of the student to know their legal rights (e.g. ACLU legislation, Title IX implications). Assure the student that the violence is not their fault. Engage mental health professionals and keep key staff sighted on the student's condition. Keep an open dialogue and do not be judgemental - you want the child to feel safe in approaching you when he / she is in trouble.
      - Example 3: A student is subject to sexual harassment and / or abuse in their neighborhood.
      - Symptoms: unusual weight loss or gain; unhealthy eating patterns; signs of physical abuse; STIs / genital infections; anxiety and depression; failing grades; self-harming behavior; drinking and drug use; suicidal behavior; changes in self-care (i.e. paying less attention to hygiene, appearance, or sudden drastic changes in fashion
      - Child & Teen Counseling for Anxiety: Community Violence: Washburn Center. (2021, February 09). Retrieved from https://washburn.org/resources/for-families/resources/children-and-distressing-events/.
        Hasan, S. (Ed.). (2018, July). Posttraumatic Stress Disorder Factsheet (for Schools) (for Parents) - Nemours KidsHealth. Retrieved from https://kidshealth.org/en/parents/ptsd-factsheet.html#:~:text=Students with PTSD need time,practice relaxation techniques when appropriate.
        Middleearthnj. (2014, March 31). 8 Ways to Keep Your Teen Out of Gangs (and yes, they do exist in your community!). Retrieved from https://middleearthnj.org/2014/03/31/8-ways-to-keep-your-teen-out-of-gangs-and-yes-they-do-exist-in-your-community/
        Peterson, S. (2018, March 23). Effects. Retrieved from https://www.nctsn.org/what-is-child-trauma/trauma-types/community-violence/effects
        Sexual Assault: Awareness and Recovery for Students. (2020, November 24). Retrieved from https://www.accreditedschoolsonline.org/resources/sexual-assault-awareness-recovery/
        Supporting a Survivor. (n.d.). Retrieved from https://www.colgate.edu/about/campus-services-and-resources/supporting-survivor
        Supporting Student Survivors. (2019, May 28). Retrieved from https://www.unh.edu/sharpp/supporting-student-survivors
        Warning Signs for Teens. (n.d.). Retrieved from https://www.rainn.org/articles/warning-signs-teens
        WHCmedia. (2020, October 14). Who's That? Meet Our Community Violence Intervention Program Team -- PART ONE. Retrieved from https://www.youtube.com/watch?v=WUOLSdtPbK4
    - - Symptoms 2: unexplained injuries; lost or destroyed clothing, books, electronics or jewelry; frequent illnesses; frequent nightmares; low self esteem; self destructive behaviors
      - Solutions 2: Look out for signs and symptoms (see above). Talk about bullying in class. Instill emotional intelligence. Be seen throughout the day in the school so everyone can see you are present. Empower students to stand up to bullying and ask that bullying is reported if it happens. Elect class leaders to support students that are embarrassed to come forward. Increase bullying awareness among parent. Organize PLCs with other staff who teach or interact with troulbled students in question. Prevent cliques in your classroom. Speak with victims and bullies separately and away from other students. Ask other staff and teachers at school to keep an eye out for any possible instances of bullying during break and play times.
      - Symptoms 1: frequent bouts of crying or anger; changes in mood patterns; becomes withdrawn; changes in eating or sleeping patterns
      - Example 2: A student is experiencing consistent physical abuse from a student or group of students.
      - Example 1: A student is constantly verbally teased and bullied by others in his lessons. He feels singled out and isolated because of this.
      - Solutions 1: Be open to communicate with the student. Learn what's happening with the other students. Assure the student that the situation will be handled. Speak with the students who are bullying the student. Make it clear that the offending Ls are violating school rules and expectations. Remind them of the short and long term consequences of bullying. Simulate bullying in the classroom (in an open and non-judgemental kind of way) to exhibit the negativeness of bullying. Collaborate with the homeroom teacher of the student and take steps toward PLC meetings if the situation is not resolved by communicating with the offending Ls. Run STEAM PBL lessons to 'stamp out' bullying.
      - Example 3: A student is a experiencing consistent online rumors and other kinds of indirect online bullying.
      - Solutions 3: Look for the patterns of online bullying i.e. repetitive harassing and language of mistreatment. Keep an open dialogue about cyberbullying in the context of serious bullying. Ask class leaders to report online bullying. Respond quickly to incidents and get screenshots so that there is proof. Listen to the bullies and use restorative justice techniques. Teach empathy. Get parents involved in Ls' online lives. Explain that supervision and engagement is needed.
      - Symptoms 3: nervous appearance when receiving texts, instant messages or emails; does not want to go to school; suicidal thoughts or attempts; unexplained weight loss or gain; unexplained stomach or headaches; withdrawing from friends and family; abruptly shutting off or walking away from computer or device mid-use; unexplained anger when going online; abrupt bouts of crying or anger
      - Assistant Secretary for Public Affairs (ASPA). (2020, July 21). Warning Signs for Bullying. Retrieved from https://www.stopbullying.gov/bullying/warning-signs.
        Cyberbullying: What Teachers and Schools Can Do. (n.d.). Retrieved from https://www.scholastic.com/teachers/articles/teaching-content/cyberbullying-what-teachers-and-schools-can-do/.
        Gordon, S. (2021, February 18). 15 Ideas for Creating a Bully-Free Classroom. Retrieved from https://www.verywellfamily.com/ways-prevent-bullying-in-classroom-460756
        Hochman, A. (2021, February 11). Bullying in Schools: Everything You Need to Know. Retrieved from https://www.uopeople.edu/blog/definition-of-bullying/
        Signs Of Bullying: National Centre Against Bullying. (n.d.). Retrieved from https://www.ncab.org.au/bullying-advice/bullying-for-parents/signs-of-bullying/
        Woda, S. (n.d.). 10 Signs Your Child is a Cyberbullying Victim. Retrieved from https://resources.uknowkids.com/blog/bid/173713/10-signs-your-child-is-a-cyberbullying-victim
- - - - Feeling like you can't trust anyone
      - Feeling like nowhere is safe
      - Feeling like nobody understands
      - Blaming yourself for what happened
      - Overwhelming feelings of anger, sadness, guilt or shame.
    - - Similar to symptoms of anxiety, such as headaches, dizziness, chest pains and stomach aches.
    - - Feeling like you have to keep busy
      - Avoiding anything that reminds you of the trauma
      - Being unable to remember details of what happened
      - Feeling emotionally numb or cut off from your feelings
      - Feeling physically numb or detached from your body
      - Being unable to express affection
      - Doing things that could be self-destructive or reckless
      - Using alcohol or drugs to avoid memories.
    - - Panicking when reminded of the trauma
      - Being easily upset or angry
      - Extreme alertness, also sometimes called 'hyper-vigilance'
      - Disturbed sleep or a lack of sleep
      - Irritability or aggressive behaviour
      - Finding it hard to concentrate – including on simple or everyday tasks
      - Being jumpy or easily startled
      - Other symptoms of anxiety.
    - - Vivid flashbacks (feeling like the trauma is happening right now)
      - Intrusive thoughts or images
      - Nghtmares
      - Intense distress at real or symbolic reminders of the trauma
      - Physical sensations such as pain, sweating, nausea or trembling
  - - - It can be difficult opening up to others when experiencing PTSD as it because it might be difficult to trust others after a traumatic experience. However, You don't need to describe the trauma to tell someone how you are currently feeling. Talking to a friend or family member, or a professional, or a trained listener at a helpline could help
    - - Certain experiences, situations or people seem to trigger flashbacks or other symptoms. It can help to plan ahead for these times and use these self-care tips to help you.
    - - Peer support brings together people who have had similar experiences, which some find very helpful.
        It might be useful to contact an organisation that specialises in advice and support for PTSD
    - - This is a form of cognitive behavioural therapy specifically adapted for PTSD. 8–12 regular sessions of around 60–90 minutes, seeing the same therapist at least once a week is recommended.
    - - Reduces PTSD symptoms such as being easily startled. It involves making rhythmic eye movements while recalling the traumatic event. The rapid eye movements are create a similar effect to the way your brain processes memories and experiences while you're sleeping.
    - - Art therapies
      - Dialectical Behaviour Therapy
      - Group therapies
- - - - Demonstrate poor verbal skills
      - Exhibit memory problems
      - Scream or cry excessively
      - Have poor appetite, low weight, or digestive problems
    - - Have difficulties focusing or learning in school
      - Develop learning disabilities
      - Show poor skill development
      - Act out in social situation
      - Imitate the abusive/traumatic event/ be verbally abusive
      - Be unable to trust others or make friends// Believe they are to blame for the traumatic event
      - Lack self-confidence
- - - - Inflicting self harm on theselves
      - Isn’t interested in playing, or is avoiding particular places or people
      - Starts to have problems with alcohol or other drugs
      - Has problems sleeping
      - Has clothing, shoes, bags, jewellery or electronics from an unknown source
      - Spends a lot of time online and is secretive about online communications
    - - Symptoms of a sexually transmitted infection, like discharge from the penis or vagina.
      - Missed a period.
      - Bruises on soft parts of their body, like buttocks or thighs
      - Pain when going to the toilet
      - Difficulty walking or sitting
      - Symptoms of a urinary tract infection, like burning while going to the toilet
      - Swelling or redness in the genital area
    - - Cries for no obvious reason
      - Asks questions like ‘Do people have to keep secrets?’
      - Quieter or more distant than usual
      - Says their head or tummy hurts and there doesn’t seem to be a physical cause
      - Clingy
      - Becomes angry or upset when a particular person or place is mentioned
      - Confused about their sexual identity.
      - Has low self-esteem
    - - Avoids particular people or places, like a friend’s house or a sports group
      - Avoids activities or events that they previously enjoyed
      - Has changed friendship groups
      - Spends more time on their own than usual
  - - - Teaching healthy, safe dating and intimate relationship skills to adolescents
      - Promoting healthy sexuality
      - Social-emotional learning
      - Empowerment-based training
    - - Strengthening economic supports for women and families
      - Strengthening leadership and opportunities for girls
    - - Bystander approaches
      - Mobilising men and boys as allies
    - - Improving safety and monitoring in schools
      - Establishing and consistently applying workplace policies
      - Addressing community-level risks through environmental approaches
    - - Victim-centered services
      - Treatment for victims of Sexual violence
      - Treatment for at-risk children and families to prevent problem behavior including sex offending
- - - - Strategy:
        Supporting relaxation skills
        
        How to use the strategy during the class?
        
        Step1. deep breathing
        Step2:Visualizing two comforting images.
        signaling the teacher if the first two strategies did not work, the students would give the teacher a discrete signal(putting her/his hair into a pony tail) and the teacher would come to the students’ desk and help her/his take some deep relaxing breaths.
        [https://www.youtube.com/watch?v=FswMJi_ho-4]
  - - - Strategy:
        Supporting affective expression and modulation
        skills
        
        How to use the strategy during the class?
        
        Step1:Recognizing their traumatic grief, the teacher
        consulted with the school psychologist.
        Step2:Shared concerns with the parents. With a private therapist.
        Step 3:The student started treatment for CTG.
        Step 4:it would be helpful to encourage the student to talk about feelings in class as well.When another child told the class that her dog died, the teacher used this as an opportunity to talk about death.
- - - - After a disaster, children may experience anxiety, fear, sadness, sleep disruption, distressing dreams, irritability, difficulty concentrating, and anger outbursts.
    - - Give your children opportunities to talk about what they went through or what they think about it. Encourage them to share concerns and ask questions.
      - Allow your children to be with you or another trusted adult who can help them feel safe, calm, connected, and give them a sense of hope.
      - Limit exposure to mass media coverage of the disaster and its aftermath. Children who were directly exposed to a disaster can become upset again if they see or hear reminders of what happened.
      - Encourage your children to take action directly related to the disaster. This can help them regain a sense of control and manage their feelings. For example, children can help others after a disaster, including volunteering to help community or family members in a safe environment. Children, especially young children, should NOT participate in disaster cleanup activities.
        [https://www.youtube.com/watch?v=nmUZSALg9HY]
      - Work with teachers and other adults, who see your children in different situations, to share information about how each child is coping..
    - - Disasters are stressful events that can cause substantial harm to communities and families. After a disaster, children may develop symptoms of anxiety, depression, and post-traumatic stress disorder.
    - - reason
        
        Understand less about the situation,
        
        Feel less able to control events, and
        
        Have less experience coping with difficult situations.