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Module 4 Unit 4 Activity 2: Responding to Traumatic Stress stress, Trauma…

- - - - Immediate Response
        
        If it occurs at school:
        
        Ensure no one is in immediate danger
        
        Call 911
        
        Administer first aid
        
        Supervise students away from the incident and hold everyone in place until authorities arrive and support services can offer assistance to cope with the distress
        
        If it occurs off site:
        
        Do not ignore any rumors of what is going on - address it and find out the relevant information
        
        Contact the appropriate officials - police, school admin, parents, school psychologist, etc.
        
        Ensure the affected students, parents, staff are not left alone and receive adequate assistance for coping with emotional distress
      - Emotional Responses
        
        Do not give details of the method or emotional triggers associated with the incident
        
        Provide resources for students to cope with feelings of distress, sadness, or grief
        
        Help students return to a normal routine but allow for students to step out as needed for emotional space
        
        Create a safe space for students to talk about how they are feeling
        
        Maintain clear and open communication with the students and parents
        
        Monitor students behavior and emotional well-being - contact others if help is needed
      - Symptoms:
        
        Anger
        
        Grief
        
        Sadness
        
        Depression
        
        Anxiety
        
        Aggression towards others
        
        Withdrawal from friends and activities
        
        Loss of appetite
        
        shock
        
        Difficulty sleeping or excessive sleeping
        
        Emotional outbursts
        
        Guilt or regret
    - - https://www.youtube.com/watch?v=y2xYJISLk3I
      - Response strategies -
        
        Be flexible - allow them to take a break when it’s needed
        
        Avoid trauma trigger - build a calm class environment
        
        Try a different perspective - Instead of thinking “how to manage student behavior”, try to connect with the student.
    - - Symptoms
        
        extremely sensitive to your surroundings,
        
        heightened fears, tensing up, severe anxiety,
        
        increased fear or panic,
        
        worrying that can become persistent,
        
        anxiety or depression,
        
        increased aggression
      - Interventions and response strategy
        
        Professional support ( counselling)
        
        Hobbies or activities that will help them feel refreshed
        
        Coping skills, teaching them to be still and take slow, deep breaths
        
        Pause before reacting
        
        Teaching them to be mindful
        
        help them to learn to set boundaries with others and and themselves
        
        Source:
    - - Can have a lasting impact on classroom behavior, especially resulting in withdrawal or outbursts (Desautels, 2020).
        Response:
        Enact consistent expectations and discipline to provide a calm environment, but do not punish
      - After experiencing assault, a student may feel anxious when their peers are behind them because they feel insecure and exposed (Desautels, 2020).
        Response:
        Educators can change seating to place students near the back of the classroom so that they feel more secure.
      - Symptoms:
        Hyperarousal in class - visibly tense body
        Physical signs of assault like lacerations or bruising
        Sudden, unexplained social withdrawal
        Insistence on personal space, never having peers behind them
        (Desautels, 2020)
    - - Even after a mugging, students may not feel comfortable sharing their experience and will only show unexplained symptoms instead (Victim Support, n.d.).
        Response:
        Teachers who notice sudden changes in student behavior should speak with their parents and/or a member of teaching support staff to ensure students' needs are met.
        
        Symptoms
        Fear of being alone
        Nightmares
        Flashbacks
        PTSD
      - Younger children especially may have trouble expressing what they are feeling following a robbery and may act out as a result (Victim Support, n.d.).
        Response:
        Teachers can create a safe space for a child to experience their feelings away from their peers to ensure everyone's safety.
    - - Children who witness violence are often underserved, as the primary victims of violence tend to receive most attention (Davis & Briggs, n.d.).
        Response:
        Especially if a child has described any type of violence to an educator, it is their duty to report it to the appropriate authorities in their jurisdiction.
      - Students who witness domestic violence are at a higher risk of suicidal ideation (Davis & Briggs, n.d.).
        Response:
        Among all populations, educators need to be aware of the risks of suicide and to report any warning signs (e.g. talk about hurting oneself) immediately. Educators of adolescents in particular should be mindful of these risks, though younger children may experience suicidal ideation.
      - Symptoms
        Excessive talking about violence in class/on homework
        Strange comments about home life (e.g. "I'm not supposed to talk about x")
        Sudden, unexplained changes in behavior
        (Davis & Briggs, n.d.):
    - - Symptoms
        
        acute stress disorder
        
        anxiety
        
        depression
        
        regressive behaviors
        
        separation problems
        
        sleep difficulties
        
        behavioral problems
        (The National Child Traumatic Stress Disorder, 2021)
      - Response Strategies
        
        provide safe place
        
        adult support system
        
        professional counselling
        
        cognitive behavioral therapy
        
        be supportive and understanding of different reactions
        (The National Child Traumatic Stress Disorder, 2021)
      - Collective effective support through the counsellor, teachers, parents, etc.
        
        Building coping skills and social support
        
        Help process the traumatic incident both cognitively and emotionally
        
        Help them to find resources (websites, books, etc.)
        
        Response Strategy:
        
        Intrusive memories( nightmares, guilt, self blame)
        
        Avoidance and numbing (withdrawal, pretension)
        
        Physical or emotional (irritability, anger, decreased concentration, headaches, stomachaches, drop in grades, fears about safety, increased vigilance)
        
        grief symptoms (anger and bitterness, dristress, PTSD)
        
        Symptoms:
        
        Traumatic Loss (Paul
    - - Symptoms:
        
        physical pain, physical limitations
        
        frustration (lack of mobility or ability to perform before the incident
        
        emotionally unstable
        
        more physically fatigued
        
        emotional outbursts
        
        Any medication side effects
      - Response
        
        Discuss with parent any classroom needs: move desk, different chair, any extra classroom support, restroom support
        
        Discuss medical breaks with school nurse as needed (does student need to take any medication, need any rest breaks, need to ice injury throughout the day?
        
        Support student with missed classwork from dr appointments (free periods, or can a parent or caregiver support at home?
        
        Stay updated on any medical updates or changes: frequency of dr appointments and missed classes, adjusted medical breaks, etc...
        
        Take time when the student returns to share what has happened to them with the class or just you depending on their preference.
        
        Take note of student emotional well being. Are they moody? more frustrated? overwhelmed?
        
        Offer some special break options if needed (more ipad time, free choice, center options, etc...)
  - - - Strategy 2: Psychotherapy, source (Mayo Clinic, n.d)
        
        Acceptance and commitment therapy, which helps you become aware of and accept your thoughts and feelings and commit to making changes, increasing your ability to cope with and adjust to situations.
        
        Psychodynamic and psychoanalysis therapies, which focus on increasing your awareness of unconscious thoughts and behaviors, developing new insights into your motivations, and resolving conflicts.
        
        Dialectical behavior therapy, a type of CBT that teaches behavioral skills to help you handle stress, manage your emotions and improve your relationships with others.
        
        Interpersonal psychotherapy, which focuses on addressing problems with your current relationships with other people to improve your interpersonal skills — how you relate to others, such as family, friends and colleagues.
        
        Cognitive behavioral therapy (CBT), which helps you identify unhealthy, negative beliefs and behaviors and replace them with healthy, positive ones.
        
        Supportive psychotherapy, which reinforces your ability to cope with stress and difficult situations.
      - Strategy 3: Medication combined with psychotherapy (American Psychological Program, 2021)
        
        For depression, two kinds of psychotherapy called cognitive-behavioral therapy and interpersonal psychotherapy, as well as antidepressant medications, have been shown to be helpful.
        
        For anxiety disorders, cognitive-behavioral therapy, antidepressant medications and anti-anxiety medications have all been shown to be helpful. Research generally shows that psychotherapy is more effective than medications, and that adding medications does not significantly improve outcomes from psychotherapy alone.
        
        For schizophrenia or bipolar disorder, most people will require treatment with antipsychotic or mood-stabilizing medications. Research suggests that adding cognitive-behavioral or family psychotherapy to the treatment can improve functional outcomes.
        
        For alcohol and drug use disorders, cognitive-behavioral therapy and environment-based therapies, as well as 12-step support programs, have been shown to be helpful. People with severe substance use problems may also benefit from the addition of certain medications that reduce cravings or intoxication effects.
      - Strategy 1: Music therapy. (Tomatis website, n.d)
        
        https://youtu.be/hGdfxVGV1iE
        
        Tomatis listening therapy states that "the voice only contains what the ear can hear". The Tomatis listening center identifies signs of a struggling students through a three step process: body awareness, laterality and listening assessment. “The Tomatis Electronic Ear is the main tool of the Tomatis method". (Tomatis website, n.d)
- - - - Verbal Abuse (Tyler)
    - - Symptoms
        
        Hyperarousal - the child may be jumpy, nervous, and/or easily startled
        
        Reexperiencing - the child may relive images or memories of the DV
        
        Avoidance - the child may avoid people, situations, or activities that remind them of the violence
        
        Withdrawal from friends or activities
        
        Changes in behavior like anger, aggression, hostility, or hyperactivity
        
        Depression
        
        Repetitive talk or play associated with domestic violence
        
        Impulsive acts
        
        Low self-esteem
        
        Chronic health problems
        
        Criminal or violent behavior
      - Responses
        
        BE caring and positive in the child's life
        
        Provide access to clubs, sports, misc extra-curriculars at school to help the child feel connected and a provide a safe place
        
        Report abuse to the proper authorities
        
        Have class discussions about positive self-esteem building
        
        Provide multiple creative outlets
        
        Use specific praise to reward positive behavior
        
        Maintain clear rules and routines in the classroom to help provide stability
        
        Practice mindfulness and relaxation in the classroom
        
        Work with a school psychologist to provide an adequate support network of teachers, faculty, and students
      - Reference: National Child Traumatic Stress Network
    - - Symptoms
        
        Withdrawal from friends or usual activities
        
        Changes in behavior (i.e. new onset aggression, anger, hostility, or hyperactivity
        
        Changes in school performance (well-performing student begins having lower outcomes)
        
        Depression
        
        Anxiety
        
        Sudden loss in self-confidence
        
        Frequent absences from school
        
        Unexplained injuries
        
        Injuries that don't match the explanation
        
        Reluctance to leave school activities - as if they don't want to go home
        
        Mayo Clinic, 2018:
        
        Response Strategies
        
        Report suspicions to police, school administration, and school psychologist
        
        Do not act shocked or disgusted if a child reveals something about his or her abuse to you
        
        Be supportive in your response and let the child know it is not his or her fault
        
        Make sure children who are abused have plenty of ways to express themselves
    - - Symptoms : Isolation, withdrawn, body marks, covering up with clothes, sexually inappropriate behaviour etc. Source
      - Interventions and response strategy
        Counselling
        Educating students about body boundaries.
        Trained staff with response and interventions protocols.
        Child protection policy.
        Source
    - - Response Strategies:
        
        : 1. Make sure open/consistent communication is happening with both households.
        
        2.Let the classroom be a place of routine and procedure for the student.
        
        Have a calm corner or place student can go if needed.
        
        Be available to listen to student and their needs.
        
        Remind student that they are not responsible for their parents decisions, nor is this a reflection of them being a "good" or "bad" child.
        
        6Support in academics as able, especially math.
        
        Symptoms: anxiety, failing grades- specifically math, sadness, lonliness, self-worth/value problems, social issues, internalized problems, emotional The Effects of Divorce on Children Includes Emotional Trauma
    - - Symptoms:
        -embarrassment
        -feeling worthless
        -low self-confidence
        -fear of asking question
        -fear of going to school
      - Response strategies:
        
        Give teacher's and students moral character trainings to raise the importance of values.
        
        Strategy 2: The school begins a character class for students in each grade level. The goal of his project is to promote a positive and respectful attitude by teaching moral, performance and civic character development to students. The school can teach moral character in an ethics class, performance character in an advisory class and civic character in education class. Tom Lickona (2003) mentions "The character strengths of hope, enthusiasm, flexibility and a sense of humor are all part of a positive attitude" (p.2)
        
        Strategy 3: The school puts cameras to randomly observe teachers and requires other teachers to sit in the classroom at various times throughout the year as part of the teacher evaluation program.
        
        Strategy 1: The school requires teachers to attend trainings on moral values and how to abide by norms. All teachers are required to attend personal development meetings where they learn about the six pillars of character: trustworthy, respect, responsibility, fairness, caring and citizenship, see link https://charactercounts.org/character-counts-overview/six-pillars/#:~:text=The%20Six%20Pillars%20of%20Character%20are%20trustworthiness%2C%20respect%2C%20responsibility%2C,fairness%2C%20caring%2C%20and%20citizenship.
    - - Symptoms:
        
        either an overly passive/defiant or overly compliant child
        
        can act bored or uninterested in class room content
        
        Controlling Parents- The Signs and Why they are Harmful
      - Response Strategies
        
        Document observations in the classroom
        
        When given the opportunity in a parent teacher meeting, or if you are able to see parent and child interact in a school activity, observe parent and child responses and interactions
        
        If you suspect that a parent is being overbearing in their parenting, show factual documentation of what concerning behavior you are seeing in the classroom.
        
        Show some examples (school project or other classroom responsibility that shows the student capability and healthy independence.
        
        Allow student to make their own choices when able, and document your findings.
        
        Encourage parents to consider giving some more responsibilities and or independence at home (meal planning and preparation, room decoration, allow child to make some decisions that involve risk and that are age appropriate.)
    - - Symptoms: fear, anxiety, low self-confidence
        
        Information sharing could be unverified or inappropriate.
        
        Potential for overuse and a substitute to face to face communication
        
        Plagiarism, publishing sources inappropriately on the platform could be considered plagiarism
        
        Time consuming for teachers and parents to monitor.
        
        Cyberbullying, some students can be mean to others or spread rumors on social media.
      - Response Strategies
        
        Parents and teachers are responsible for monitoring their child's social media content.
        
        Parents and teachers are responsible for monitoring their child's social media time of use per day/week.
        
        key bullying words should be identifiable by the IT device or software to track these individuals.
        
        The teacher and parents enforce rules and norms for use of social media.
    - - Response Strategies
        
        counselling
        
        PLC to support students
        
        providing safe location and sufficient time at school to get homework done
        
        positive attention and reinforcement
        
        encouraging participation in positive group activities, clubs, sports, etc.
        (Violence Policy Center, 2017)
      - Symptoms
        
        Physical injury
        
        Association with negative groups
        
        Bullying and violence toward others
        
        Defiance to authority
        
        Substance abuse
        
        depression/anxiety/fear/hopelessness
        
        Social seclusion
        
        Low self-esteem
        
        Low academic performance
        (Violence Policy Center, 2017)
    - - Symptoms
        -eagerness to please others
        -difficulty trusting
        -difficulty regarding intimacy
        -over jealousy
        -high insecurity in relationships
        -too controlling or too dependent
        -settling in unsatisfactory relationship
        -inability to be honest
        (Brennan, 2020)
      - Response Strategies
        -practice of opening up
        -trauma therapy
        -trauma counseling
        -building long term and stable relationships
        -family therapy
        -learning about trusting and loving relationship cases
        Source
        
        https://www.youtube.com/watch?v=GnMFERgCd5k
    - - 2 Basic Categories of TG https://www.verywellhealth.com/grief-and-mourning-process-1132545
        
        Natural grief
        
        Traumatic childhood grief (CTG)
      - Symptoms https://www.nctsn.org/what-is-child-trauma/trauma-types/traumatic-grief
        
        PTSD Symptoms
        
        Anger
        
        Hyper arousal
        
        Re-experiencing
        
        Avoidance towards the death
        
        Overwhelmed by trauma response
        
        Depressive symptoms
        
        Unresolved grief symptoms
        
        Difficulty accepting death
        
        Intrusive thoughts or memories related to memory of loved one
        
        Emotional Constriction (becoming numb or avoiding pain)
        
        Positive memory avoidance due to triggers
        
        Guilty feelings towards forming new relationships
      - Strategies For Helping Students https://www.youtube.com/watch?v=AKMZ0SALgvQ
        
        Trauma-focused cognitive behavioral therapy (TFCBT)
        
        Using Model of Grieving Process as a tool to assist children and parents
        
        4 Tasks of Mourning https://www.ourhouse-grief.org/grief-pages/grieving-adults/four-tasks-of-mourning/
        
        First they have to believe that it happened
        
        More difficult with young children
        
        Process the pain of the grief
        
        Adjust to a world without the person they’ve lost
        
        Example: How does a kid go to school and see other kids with their mother after losing his or hers.
        
        Some kids will avoid doing activities that remind them of their loss
        
        1 more item...
        
        Find a way to move on without disconnecting from the dead person
        
        Don’t get too locked into sequential movement - It provides a good model to use to understand grief
        Grief is like a roller coaster, going up and down.
        
        Sit down with family and ask “What is grief,” to ease into the topic.
        
        Try to help the student identify their feelings.
        
        Reinforce vocabulary to help students and family confront the grief
        
        Using the word death
      - Examples
        
        Parental abandonment
        
        The death of a parent
        
        The death of a sibling
        
        The death of a close friend
    - - Symptoms
        
        Negative self-image: The child may say things like, "I'm stupid," or "Nobody likes me." Or he may simply seem withdrawn, sullen, or depressed, all of which can be signs of a low self-image.
        
        Self-destructive acts: all forms of self-injury signal a problem
        
        Antisocial behavior:verbally abused children demonstrated higher rates of physical aggression
        
        Delayed development: The slowdown may appear in your child's physical, social, academic, or emotional development.
      - Strategies
        
        Positive relationships. Trauma-affected students have more relationship challenges
        
        Positive physical space. The physical layout and look of your classroom can be used to build positive emotions
        
        Positive priming:Using character strengths. Teaching strengths in schools has been shown to increase achievement and well-being. All students, especially trauma-affected students, need opportunities to identify, recognize, practice, and use their character strengths, which include qualities like kindness, humor, creativity, and bravery.
        
        Reporting Suspected Emotional Abuse :School counselors must also remain alert to the possibility of inconsistencies, or dilemmas, between their ethical and legal duties.
      - Description
        
        Name-calling, belittling, swearing,insulting
        
        Indirect criticism, such as disparaging your child to your spouse
        
        Rejecting or threatening with abandonment
        
        Scapegoating or blaming
      - References
        
        Vardigan, B. (2021, May 4). Yelling at Children (Verbal Abuse). Consumer Health News | HealthDay.
        
        kidshelpline. (2021, March 17). Understanding child emotional abuse.
        
        Fader, S. (2017, May 18). You’re Not Crazy, But Emotional Abuse Can Make You Think You Are | BetterHelp.
    - - Symptoms
        
        poverty can reduce child's readiness for school due to poor physical health, motor skills, ability to concentrate
        
        Lack of energy/motivation
        
        feelings of powerlessness
        
        insecurities of their socioeconomic status
        
        Excessive neediness or detachment
        
        higher drop-out rates
        
        anxiety or other stress disorders
      - Response Strategies
        
        Building relationship with student and parents
        
        Observe and celebrate progress frequently
        
        expose student to new experiences and possibilities (through books and through real life)
        
        Teach social-emotional learning strategies
        
        Practice breathing techniques
    - - Symtoms
        
        Cognitive
        
        Anger, mood swing
        
        Confusion
        
        Difficulty planning and anticipating consequences
        
        Problems focusing on/completing tasks
        
        Difficulty paying attention
        
        anxiety
        
        Behavioral
        
        Social isolation and withdrawal
        
        Excessive compliance
        
        Appear desensitized to bullying
        
        Physical
        
        Fatigue and exhaustion
        
        Psychological
        
        Shock, denial, disbelief
        
        Obsessive and compulsive behaviors
        
        Social or interpersonal difficulties
        
        Isolation
        
        Low self-esteem
      - Strategies
        
        Create safe learning environments (classroom and school environments)
        
        Provide consistent, predictable, and safe relationships
        
        Message to students: “You are not alone.”
        
        Have some sensory materials for students, such as a small rubber ball they can squeeze, stuffed animals, etc.
        
        Incorporate more opportunities for humor and laughter, which laughter reduces traumatic response in the brain.
        
        Give ideas about participating in creative and positive social activities.
        
        Connect parents or caregivers to involve in students’ educational process
    - - Symptons
        
        Cognitive
        
        Nightmares
        
        Loss of memory or concentration abilities
        
        Confusion
        
        Insomnia
        
        Problems with language development
        
        anxiety
        
        Behavioral
        
        Avoidance of activities or places that trigger memories of the event
        
        Oppositional behavior
        
        Physical
        
        Sensorimotor development problems
        
        Hypersensitivity to physical contact
        
        Psychological
        
        Overwhelming fear
        
        Emotional numbing
        
        Difficulty trusting others
        
        Interpersonal difficulty
        
        Clingy, difficulty with separations
      - Strategies
        
        Talk about safety and what steps you will take to help the student be and feel safe.
        
        Connect the student to the appropriate resources and people.
        
        Have structure during the class day, try not to deviate from it often
        
        Message to students: “You are not alone.”
        
        Incorporate more opportunities for humor and laughter, which laughter reduces traumatic response in the brain.
        
        Teach students how to ask for help
        
        Connect parents or caregivers to involve in students’ educational process
        
        Use specific praise. For example, instead of saying “good job”, specific description such as “you did great with your assignment from yesterday” would be more effective.
      - References
        
        :check:Center for ECMHC . (n.d.). Tutorial 7 · Recognizing and Addressing Trauma in Infants, Young Children, and their Families. Trauma Signs and Symptoms. https://www.ecmhc.org/tutorials/trauma/mod3_1.html.
        :check:Ingram, B (n.d.). Trauma Informed Approaches to Classroom Management [PowerPoint slides]. Trauma Informed LA(TILA). https://achieve.lausd.net/cms/lib/CA01000043/Centricity/Domain/260/Trauma%20Informed%20Approaches%20to%20Classroom%20Management.pdf
        :check:Signs & Symptoms of Psychological & Emotional Trauma: Cascade Behavioral Health. Cascade Behavioral Health Hospital. (2019, April 15). https://www.cascadebh.com/behavioral/trauma/signs-symptoms-effects/.
    - - Consequences:
        
        internalized shame that manifests as anger, fear, anxiety, and/or guilt
        
        low self-esteem
        -depression
        
        development delays
        -social isolation
        -academic difficulties
        -physical/emotional pain that manifests as stomach aches, headaches, bowel issues, sleeping disorders, eating disorders
        
        self-harm/deliquent behavior
        -unhealthy concept of family/relationships
      - Response:
        
        Support the student by reminding them they are in a safe environment, and that this classroom is THEIRs, not their siblings.
        
        Identify, label, process feelings
        
        Praise student when cooperating
        
        Identify strengths and celebrate them
        
        IDP with parent support
        
        Mandated reporting
      - Description:
        Emotional, physical, and/or sexual abuse between siblings. Usually an older/oldest sibling inflicts abuse on a younger sibling. Girls are at a greater risk of abuse, generally by an older brother, and it often involves physical/sexual abuse. This abuse is underreported as parents respond in denial and hide the situation.
- - - - Family break-up for kids
        
        Symptoms
        
        Have regular nightmares or difficulty sleeping – they may want to sleep with you
        
        Show out-of-character behavior, such as temper tantrums
        
        Start to have difficulties with school work or not want to go to away from the family
        
        Exhibit aggressive or withdrawn behavior
        
        Be more fearful than usual
        
        Cover up hurt through indifferent or cold behaviour
        
        Develop problems with eating, such as going off their food or ‘comfort eating’
        
        Have physical complaints, such as headaches
        
        Blame themself for the breakup
        
        Strategies<Helping the child to deal with their feelings>
        
        Remind the child that their painful feelings will lessen with time.
        
        Read child-oriented books on separation and divorce together.
        
        <Suggestions for parents to help the child>
        
        Encourage the child to talk about their feelings openly and as often as they want.
        
        Tell the child that it is OK to have a range of different feelings and suggest appropriate ways to express these feelings. This may include writing down feelings in a diary or releasing feelings through physical activity such as running or gardening.
        
        Be prepared to constantly reassure the child of your love for them and the love of the other parent.
        
        Arrange as much contact with the absent parent as possible.
        
        Try to maintain some kind of regular routine to give your child a sense of security.
        
        Remind your child that their painful feelings will lessen with time.
        
        Read child-oriented books on separation and divorce together.
      - Loss of the loved-one for teenagers
        
        Description
        Breaking up with someone is a significant risk factor for depression. We might think someone suffering after a breakup is understandably more emotionally down. But, by making this often accurate assumption, we run the risk of missing an evolving and much more serious clinical depressive state.
        
        Symptoms
        
        Kids who suffer a breakup tend not to talk about it to their parents.
        
        They experience disappointment, grief and stress.
        
        The routine seems often disrupted dramatically
        
        Tends to hide their feelings
        
        Strategies
        
        To that kid, in the early stages of that post-break-up shell shock, he or she just needs to know that you know how much it hurts. That kind of connection can go a long way.
        
        Allow them to feel the many conflicting emotions.
        
        Reach out to others and talk about your feelings (It could be a counselor, friends, etc.)
        Let them know that Journaling or other acts of self-expression (ex., art, dance, and music) can also be helpful.
        
        Suggest to schedule time to do something calming and self-soothing EACH DAY
        
        Let them remember there will be future opportunities that can replace the hopes and dreams
      - References
        
        Family breakups - supporting children | betterhealth.vic.gov.au. (2014, August 21)
        
        Coping with a Relationship Break Up | Student Counseling Center | TTU. (2020, January 16). Texas Tech University.
    - - Moving to a new house can be very difficult for children for many reasons including a fear of new people, a fear of moving to a new school, and a fear of the unknown.
        
        Fear: New People
        
        Response 1: Allow the student to choose their own seat in the classroom. Encourage them to sit near possible new neighbors
        
        Response 2: Assign the student a buddy that lives in the same area to help them meet new friends in the area.
        
        Fear: Moving to a New School
        
        Response 1: Encourage the student to join extra-curricular activities they're interested in.
        
        Response 2: Have open and clear communication with the parents, administration, and school counselors/psychologist to monitor the child's well-being
        
        Response 3: Try to minimize the workload while the child is transitioning to a new learning environment.
        
        Fear: The Unknown
        
        Response 1: Share with the class a time where you felt fear or anxiety about not knowing something or when something big changed in your life. Have a class discussion about finding techniques and strategies to cope with stress and anxiety.
        
        Response 2: Discuss with the student about how changes can mean new opportunities. Give them a creative way to let out how they feel about the uncertainty they feel.
      - Symptoms
        
        Anxiety
        
        Fear
        
        Emotional outburts
        
        Depression
        
        Withdrawal from friends or activities
        
        Loss in self confidence
        
        Changes in school performance
    - - Changing schools and adapting to the new school and making new friends (Laura)
        
        Rapid change from an in class learning to an online learning environment (Laura)
    - - Interventions and response strategy
        
        Class rules against bullying
        
        Intervene immediately to stop the bullying
        
        Talk to the bully and the victim separately
        
        Immediate consequences for aggressive behavior and immediate rewards for inclusive behavior
        
        Increased supervision where most bullying behavior occurs
        
        https://www.educationworld.com/a_issues/issues/issues103.shtml
        
        Can These Psychological Strategies Prevent Bullying?
      - symptoms of bullying
        
        Symptoms:
        
        Unexplainable injuries
        
        Feelings of helplessness or decreased self esteem
        
        Self-destructive behaviors
        
        feeling sick or faking illness
        
        Lost or destroyed clothing, books
        
        increasingly aggressive
        
        Blame others for their problems
        
        Don’t accept responsibility for their actions
        
        https://www.stopbullying.gov/bullying/warning-signs
        
        symptoms
        
        student is physically isolated
        
        not chosen in partner or group work
        
        emotional outbursts
        
        socially awkward
        
        depending on current peer acceptance
    - - Symptoms:
        
        feeling left out, jealousy,
        
        speaking negatively or ignoring new sibling
        
        demands extra attention in class or home
        
        refusal to do class work
      - Response Strategies
        
        : 1. genuinely praise and affirm student
        
        student. 2. Make sure you are able to listen to their
        
        needs or any stories. 3. Let students know of any
        
        schedule changes or routine disruptions if possible. 4.
        
        Give them an opportunity to go to a calm corner or safe
        
        space if needed. 5. Let student journal during free time
        
        if needed. 6. Communicate with parents what you are
        
        observing in class. 7. Talk with students about life
        
        changes in their home if needed. 8. Make a referral to
        
        the school counselor if needed/an option.
    - - Symptoms:
        
        sadness/depression
        
        anger
        
        Response:
        
        let them talk about it (identify/validate feelings)
        
        Journal
        
        make a photo album
        
        art/music to help process feelings
        
        allow closure and input on how to celebrate/honor the pet. This could either be a burial ceremony, making ornament to remember the pet, etc.
        
        Description:
        Pets are more than just animals to most owners, they are part of the family. Level of trauma can vary depending on:
        
        severe illness/pain
        
        accident and whether the child saw the accident
        
        loss due to natural disaster (most traumatic)
    - - Desription: Broken bone the poses challenges in the classroom and on a social level.
        Sypmtoms include: frustration, sadness, anger, depression. loss of vigor.
        Response:h elp the child understand how quick the body heals. Help them with physical adaptations in the classroom. Develop some peer help to assist the student if needed. Begin communications with the family on the best ways to help the student adapt. Set forth a timeline that will the child look forward the end of the situation

                 Symptoms:                                          Extreme sadness, anger, loss of appetite, embarrassed, depressed, shock (physical and emotional)