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M4U4A2 Types of traumatic stress Cohort 3 CERT 02/2021, Prejudicial…

- - - - Response Strategy
        "Create Physical and Emotional Safety"
        
        Be aware of personal space. Provide appropriate physical touch when a child seeks it
        
        Designate time and space for child living with trauma to talk about it if they wish
        
        Recognize environmental triggers: weather, anniversaries of loss or trauma
    - - Response Strategy
        "Clear and Flexible Teaching Instruction"
        
        Use short, clear and sequenced instructions which are repeated during tasks.
        
        Use multiple strategies to communicate information or instructions for tasks (ie. verbal instructions, visual reinforcement, practice, and role play).
        
        Adapt assignments for children with trauma. Shorten assignments, give extra time.
        
        Give permission to leave class if a child is overwhelmed by a task.
    - - Response strategy
        "Build in Opportunities for Emotional Regulation"
        
        Provide emotional consistency and clear interpersonal boundaries
        
        Provide consistent expectations, limits, and routines.
        
        Integrate emotional literacy activities into the curriculum to recognize, identify, and manage feelings.
        
        Incorporate symbols for feelings to promote communication
        
        Facilitate opportunities for self-monitoring involving scoring, feelings magnets or visual cues
    - - Response strategy
        "Fostering Relationships"
        
        By connecting with students in a compassionate and understanding way, teachers can plant the seed for strong relationships to form
        
        Provide Unconditional Positive Regard by showing genuine respect for students as persons and provide kindness and empathy
        
        Be understanding and get to know the student’s history
        
        Do not attempt at control over traumatized students, could be counterproductive.
        
        If student is dissociating, try using gentle attempts to connect with them.
        
        Provide comfort and physical affection when sought
- - - - More Effects:
        
        Effects on Interpersonal Relationships
        
        Effects on Emotional Well-Being
        
        Effects on Mental Health
        
        Effects on Physical Health
        
        Trusting People
        
        Effect in Education
      - Effects of Sexual & Physical Assault
        
        Emotional Scars
        
        Physical Scars
        
        Post Traumatic Stress Disorder
        
        Depression
        
        Panic Attacks
        
        Anxiety
        
        Fearful of Adults
        
        Aggression
        
        Acting Out
- - - - Words & Actions by Perpetrator
        
        Humiliation
        
        Withholding love and support ("silent treatment")
        
        Name calling, Insults
        
        Threatening words/behavior
        
        Excessive/extreme criticism
        
        Can be in conjunction with:
        
        Sexual Abuse
        
        Physical Abuse
        
        Neglect
        
        Signs of Emotional Abuse https://www.youtube.com/watch?v=y7bKFMO0d-w
        
        anxiety
        
        low self estem
        
        hurt self or others
        
        depression
        
        developmental regression (i.e. bedwetting after already mastering this)
        
        compaints of: headache, stomach ache no identified cause
        
        declining school performance
        
        desperatly seeks affection from adults
        
        Loss of interest insocial activities
        
        Avoids social situations/actvities (go over to a friends house)
        
        Possible Impact:
        
        What to [do:]https://www.youtube.com/watch?v=s0t_pRYBxhE
        
        Later, when youʻre an adult https://www.youtube.com/watch?v=O_cYdF0-Ucs
        
        Help create nurturing & healthy relationships for the child :<3:
        
        Enlist Professional help: (therapist, counselor) :star:
        
        School Counselor & Teacher Meeting
        
        Physical Exercise
        Trauma Informed Yoga
        
        Music & Breathing Therapy
        
        SEL for the child
        
        Suicidal Tendencies
        
        Repeating the cycle of Abuse
        
        Social/Behavioral Problems
        
        Mental Illness i.e. depression, anxiety
    - - step parent ignoring child; says "wish you were never born"
      - alcohol/drug addiction at home; yelling at child
      - teacher making fun of a child in front of class
      - domestic violence at home
      - babysitter yelling/threatening
      - after divorce a parent asks child to lie to the other parent
  - - - Verbal
      - Sexual
      - Physical Bullying
      - II. Possible Symptoms of being bullied:
        Unexplainable injuries
        Lost or destroyed clothing, books, electronics, or jewelry
        Does not want to attend school.
        Isolated
        Grades drop.Decreased self-esteem
        Frequent target for teasing and ridicule
        Appears frightened and/or insecure
      - IV What kids can do to try and protect selves.
      - REFERENCES
    - - VI.The 6Rs of bullying prevention—Rules, Recognize, Report, Respond, Refuse, and Replace—are not a program, but a comprehensive process for reducing bullying from the inside out, involving the entire school community. (Teacher Vision)
      - https://www.youtube.com/watch?v=7oKjW1OIjuw
  - - - Mental Health Risks of Discrimination
        https://www.youtube.com/watch?v=nQOMBxpf8as :<3:
        
        Effects of Trauma, Violence, and Discrimination on Learning
        https://www.youtube.com/watch?v=uCOGe8rtQo4
    - - Safety Concerns
      - Depression
      - Sleep Disorders
      - Difficulty in concentrating
      - Low self-confidence
      - Physical pain or illness
      - Isolation and exclusion
    - - Establish clear school policies, such as anti-bullying policies and non-discrimination policies. Include clear definitions and consequences.
      - Provide support to the target. Make sure that school counselors and social workers have the skills and knowledge to support students who have been targeted, and provide assistance to the target and target's family in coping with the effects.
      - Establish a safe and confidential reporting system and clear investigation procedure. Make sure students are aware of the system and encourage them to report discrimination that they experienced or observed.
      - Involve family, friends, and community members. Community has a big influence on passing the message of avoiding bias, hatred and discrimination. We should stay on the same page and work together to promote respect for diversity.
      - Publicly and purposefully teach students to be inclusive. Besides implementing the school policies, put signs, posters, and even school social media posts to remind students to be respectful to people carrying different social identities.
    - - Verbal and emotional abuse
      - Physical abuse and violence
      - Bullying and harassment
      - Racial remarks or being called insulting names
      - Being treated disrespectfully or unfairly by peers
      - Being treated disrespectfully or unfairly by a teacher or other adults
  - - - Control
      - Physical Abuse
      - Sexual Abuse
      - Emotional Abuse & Intimidation
      - Isolation
      - Verbal Abuse
      - Economic Abuse
    - - Aggressiveness
      - Anxiety
      - Depression
      - Acting out
      - Poor physical health
      - Substance Use
      - Low self-esteem
      - Poor grades
      - Nightmares
      - Digestive problems
      - Runaways
      - Poor motor skills
    - - Build good relationships with child/student and family also, if possible. Build a strong connection/foundation.
      - Create safe environment to ensure students feel welcome to have concerning discussions.
      - Find ways in helping the student(s) cope with trauma and anxiety.
      - Positive reinforcement and encouragement
      - Early intervention; prepare in classroom environment, have resources on hand, maintain normalcy, be diligent and observant
      - Maintain routines; ensures safety and consistency
      - Behavioral Therapy; can include ethnic influences, cultural influences
      - [Children, Violence, and Trauma](https://www.youtube.com/watch?v=3EyvaEk0K-k
      - Play therapy
      - [Domestic Violence and What You Should Do](https://www.youtube.com/watch?v=9XOf_K4qp-M
      - Report to counselor, social worker, psychologist, and possibly child welfare services (responsibility of school leadership personnel)
- - - - How will I know when I'm done grieving?
        Every person who experiences a death or other loss must complete a four-step grieving process:
        
        Accept the loss.
        
        Work through and feel the physical and emotional pain of grief.
        
        Adjust to living in a world without the person or item lost.
        
        Move on with life.
        
        The grieving process is over only when a person completes the four steps.
      - Explaining Grief to Young Children
        https://www.youtube.com/watch?v=daxasrg9UNM
    - - How to support students with Traumatic Grief
        
        Help student to understand what happened.
        
        Allow students to express themselves
        
        Listen and be available, be sensitive to the student needs and difficulty.
        
        Listen calmly to a student’s feelings, worries, or academic problems
        
        Accept a range of responses -accept their feelings (even anger) and remind them that it’s normal to experience emotional and behavioral difficulties following the death of an important person.
        
        Understand angry or aggressive outbursts. Take a student aside and provide time to calm down
        
        Raise the awareness of school staff and personnel in the school community
        
        Educate and collaborate with others in the school environment who are in contact with the student
        
        Collaborating with family and counselors
        
        Balance normal school expectations with flexibility - modify style of teaching and expectations towards the student
        
        Provide learning support
        
        Consider postponing or canceling large tests or projects that require extensive energy and concentration for a period of time
        
        Support Family - Open communications - Build relationships of trust.
        
        Coordinate with the appropriate staff for a referral to a professional.
        
        Encourage and engage in positive relationships and activities with supportive family members and friends outside of work
        
        Professional Resources
        American Counseling Association
        https://www.counseling.org/knowledge-center/mental-health-resources/grief-and-loss-resources
- - - - How to Support Single-Parent Families
        
        Ask good questions to get more information about the student's family
        
        Consider homework carefully without overwhelming the student (single parents might find it difficult to assist their kids with their homework)
        
        School events should not be one parent specific (Muffins with Mom or Doughnuts with Dad)
        
        Consider more frequent meetings between the school counselor and the student
        
        More frequent interactions with the student as a teacher
        
        Regular meetings with the parent to discuss how he/she could support the student as a single parent (the school counselor could get involved as well)
- - - - Traumatic Stress
        These traumas come from the direct act of the situation the child has fled. These may be war experiences, violence, the act of fleeing and existing or resulting poverty.
      - Resettlement Stress
        These are the stressors that come from the process of resettling in their new life. These may be financial, related to housing or transportation. They are closely connected to acculturation and isolation as they try to adapt to a new culture and place.
      - Acculturation Stress
        These are the stressors that come from difference in their culture of origin and the new culture they find themselves in. This includes adapting to a new school and culture outside of school. They also include conflicts amongst family members and different traditional views.
      - Isolation Stress
        These stressors come from experiencing being a minority in a new community. Students and families may feel a loss of their support network as well as harassment from their new community. Students may not fit in or feel a loss of social status.
  - - - Physical
        Stomach Aches
        Headaches
        Mysterious Pains
      - Emotional
        Fear
        Anxiety
        Sadness
        Hopelessness
        Nightmares
        Listlessness
        Reliving Traumatic Events
      - Behavior
        Avoiding anything that reminds them of their past
        Trouble managing behavior and emotions
        Difficulties with sleeping patterns
        Lack of desire to play or take part in activities they once enjoyed
    - - Preschool
        Bed wetting
        Thumb sucking
        Behavior and skills regression
        Temper tantrums
        Aggressive behavior
        Avoiding other children
        Repetitive play of events related to trauma
      - Elementary
        Changes in behavior and personality
        Trouble at school
        Trouble with peers
        Fear of separation from family
      - Middle and High school
        Feelings of responsibility towards traumatic events
        Shame
        Helplessness
        Changes in worldview
        Loss of faith
        Issues with interpersonal relationships
        Trouble with school
    - - Refer to Appropriate Mental Health Services
        Help students and families connect to councilors and support networks both inside and outside of the school.
        https://www.youtube.com/watch?v=Su2WRPUG-f8
      - Educate yourself on student's background
        https://www.youtube.com/watch?v=ctCaKH-2Wm8
        
        Research the situation the student came from
        
        Learn about the student's culture including but not limited to:
        Language
        Religion
        Food
        Cultural Practices
        Traditional Songs/Activities
        If possible incorporate this into classroom time, such as learning a song or game from the student's home. Respecting the student and family's comfort level include them in this process.
        
        Invest in a relationship with the family or caregivers. Use a translator if needed.
        Make sure to LISTEN
        
        Seek continuing education and training for working with refugee students
        (https://multiaidprograms.org/)
        (https://oxfamilibrary.openrepository.com/handle/10546/620655)
        http://citiesofmigration.ca/good_idea/teacher-training-with-and-for-refugee-teachers/
      - Support Your Student in the Classroom
        
        Develop Resilience
        Include activities for managing stress such as mindfulness work.
        Create a peace corner and make sure the student is comfortable and understands how to use it.
        Put an emphasis on building a positive and welcoming community and encourage students to support and root for one another.
        
        Inclusion
        Find ways to corporate your students culture into the new classroom. Not only can this make them feel more welcome but it can also help their classmates bond and better understand your student.
        
        Ease Transition
        Make sure your student feels comfortable with the routine of your classroom. Insure you have a posted schedule. Consider using visuals and symbols to help with possible language barriers.
        Assign a group of mentor classmates to help the student throughout the day and also as a general resource to your student.
        Help students learn about classroom and school facilities. How the library works, how the school bathroom works, what the lunch and snack procedures are, etc.
        
        Differentiate Expectations for Learning and Behavior
        Modify behavior modification strategies to avoid extra stressors. Students may have no prior school experience or interrupted school experiences. Not only does this affect education but also behavior expectations. Guide students with care and kindness while they learn about school expectations.
        The student may need extra support adapting to a new style of education and work. Students may need extra help covering content missed from an interrupted education or new content areas not previously learned. Find resources that are age and level appropriate.
        
        Create a Plan for Stress
        When a student is experiencing traumatic symptoms have an action plan in place. Develop this plan with the student while they are in a calm state. This plan may be a hand signal from the student that they need to be excused to the peace corner or if age appropriate step outside. This may include visiting the councilor or calling their family for support.
        
        Find and Utilize Community Resources
        Advocation for your student by helping them and their families find resources to support them in the community. This might include help with clothes or school supplies. It might be finding food programs or housing or health programs.
- - - - School-wide strategies are designed to modify the school characteristics that are associated with violence. The CDC suggests schools promote classroom management techniques, cooperative learning, and close student supervision. At the elementary school level, the group behavioral intervention known as the Good Behavior Game helps reduce classroom disruption and promotes prosocial classroom interactions. There is some evidence that the Second Step curriculum, which is concerned with promoting impulse control and empathy among second and third graders, produces reductions in physically aggressive behavior. Other school-wide strategies are aimed at reducing or eliminating bullying and organizing the local police to better combat gang violence. https://youtu.be/fTOprgkF04g
- - - - Arrange for basic needs to be met such as food: food, clothing, hygiene, transportation and medical. Contact administration about what adjustments can be made in the lunchroom and with the school bus schedule. Look into community programs.
      - The students experiencing homelessness often change schools so assess the students learning level and challenge them accordingly.
      - Encourage the student to be involved in extra-curricular activities
      - Pay attention to play time and encourage buddies for the student
      - Give the student tasks and responsibilities to feel included in the class
      - Really give attention to the students successes to help build up self-esteem
        
        Provide a clear structure and be patient as the student adjusts
      - Understand that completing homework will be a challenge for the student, so give opportunities for the student to keep up within the classroom setting.
      - Be very welcoming to the parents and help assist travel for parent-teacher conferences.
  - - - A crowded shared housing arrangement.
      - Temporary places like motels or campsites
      - Staying in transitional shelters
      - Sleeping in cars or parks
      - Sleeping on public transportation
      - Migratory traditions
  - - - -They may struggle to make friends with other students
      - -students experiencing homelessness will have a hard time focusing in school
    - - -Students experiencing homelessness with often move from school to school and this can disrupt their learning
      - -They are more often absent and miss a lot of content
      - -Higher dropout rates
  - - - The student is very tired
      - The student comes to school hungry, maybe they didn’t have time or adequate resources
      - The student is reluctant to leave for the day or will act up near to the end of the day as they are feeling anxious
      - The student is not prepared for the day, and not focused during the lessons
      - The student will complain about having a long journey
      - https://www.youtube.com/watch?v=51naJA6MiWI