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Types of Traumatic Stress, Chronic Hunger, PANDEMIC RELATED STRESS -…

- - - - use language you wouldn't expect them to know for their age
      - act in a way or know about things you wouldn't expect them to know for their age
- - - - presence of injuries that are in several stages of healing suggesting that a child has experienced repeated
      - maltreatment over time
      - • injuries to the soles of the feet
      - • bald patches on a child’s head
      - • injuries that form a shape or pattern
      - • scald marks and burning, including cigarette marks
      - • black eyes, broken bones, bite marks
      - • marks that might indicate a child has been restrained or strangled
      - • injuries that are inconsistent with the explanation given
      - • bruising to babies that are immobile because they are yet to reach the developmental milestone where they
      - can sit without support, roll over, crawl or shuffle.
      - finger mark bruising on any area of the body where bruises are unlikely to appear in everyday play
    - - Behavioural signs may include:
      - • flinching when touched
      - • inability to recall how injuries occurred
      - • avoiding getting changed for sport or other activities
      - • wearing trousers and shirts or blouses with long sleeves even on hot sunny days, although remember to
      - consider this in the light of the individual child (eg some children are dressed modestly for religious and/or
      - cultural reasons)
      - • reluctance to go home
      - • excessively eager to please
      - • being aggressive or withdrawn
      - • attempts to run away
      - • being sad, frequently crying
      - • drug and/or alcohol misuse
      - • behaviour that is not consistent with a child’s stage of development.
  - - - For example
      - Instead of “Omar is looking quite thin and he sometimes steals from other children’s lunchboxes.”
      - Say exactly what you see, hear or know: “Omar looks very underweight for his age and stage of development. In the last two weeks, he has taken food from other children lunchboxes.
- - - - Look beyond the behavior
      - Build relationship
      - Creat a safe environment
      - Meet students where they are
      - Be predictable
      - You play a critical role in making your students feel welcome in your classroom.
      - Social support and peer group becomes critical in this period.
        Both may be adversely affected in the post trauma environment.
      - Teachers often ask how they can help young people in their class who have
        experienced a traumatic event.
      - monitor symptoms over time, maintain routines,talk about the traumatic event, set clear and firm limits/expectations of behavior, use a ‘buddy’ or ‘support system, safe ‘relaxation’ spaces, provide choices—regain control, anticipate difficult times and plan ahead, prepare children and adolescents for situations which may trigger reactions, focus on strengths and positives, give praise.