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Traumatic stress, situations causing traumatic stress, sexual abuse, (Rob …

- - - - According to data summarized by the Substance Abuse and Mental Health Services Administration (2018), common physiological symptoms of disaster-related stress include changes in appetite or diet and digestive problems for children ages 5 or younger.
      - Behavioral and emotional symptoms include nervousness, anxiety regarding separation from parents, and increased disobedience (SAMHSA 2018).
    - - Research indicates that children between the ages of 5 and 11 may experience different physiological symptoms after experiencing a disaster (SAMHSA 2018). These include headaches and sleep problems or nightmares
      - Behavioral and emotional symptoms of disaster-related trauma for this age group include social withdrawal and increased disobedience (SAMHSA 2018)
    - - Some physiological symptoms of disaster-related trauma in this age group include headaches, unexplained physical pain, changes in appetite, skin problems, and problems sleeping (SAMHSA 2018)
      - Behavioral and emotional symptoms for youth ages 11 to 15 include loss of interest in activities, poor class performance, and increased disruptive behavior (SAMHSA 2018)
    - - Physiological symptoms of disaster-related trauma for adolescents include headaches, unexplained physical pain, problems sleeping, and problems with digestion (SAMHSA 2018)
      - Adolescents may also the following behavioral and emotional symptoms after a disaster: decreased physical activity, depression, isolation, and antisocial behavior (SAMHSA 2018)
  - - - The image below demonstrates some of the basic principles behind psychological first aid. This can also be used to assist students immediately after trauma:
      - Video Sample of the Basics of Psychological First Aid by the Red Cross:
        
        https://www.youtube.com/watch?v=kly45u9ml_A
- - - - Has unexplained bruises, cuts, scratches
        
        Comes home with missing or damaged belongings or clothes
        
        Comes home hungry.
    - - Doesn't want to go to school
        
        Changes their route to school or are frightened of walking to school
        
        Doesn't want to go to school on the bus/tram/train
        
        School grades begin to fall.
    - - Changes in sleep patterns
        
        Changes in eating patterns
        
        Frequent tears or anger
        
        Mood swings
        
        Feels ill in the morning
        
        Becomes withdrawn or starts stammering
        
        Becomes aggressive and unreasonable
        
        Refuses to talk about what is wrong
        
        Begins to target siblings
        
        Continually 'loses' money or starts stealing.
    - - Often alone or excluded from friendship groups at school
        
        A frequent target for teasing, mimicking or ridicule at school
        
        Unable to speak up in class and appears insecure or frightened.
  - - - 2021 The Trauma Practice
      - Tehranni, N. British Journal of Guidance & Counselling, Vol. 32, No. 3, August 2004
      - Rigby, K, PHD. Bullying in Australian schools: the perceptions of victims and other students, 2017
      - Gordon, S. 15 Ways to Prevent Bullying in Your Classroom. 2021
  - - - Categorized as Type 2 Trauma: Complex trauma describes trauma which may have been experienced as part of childhood or early stages of development.
        Repetitive trauma refers to trauma which has been repeated over a period of time and is often part of an interpersonal relationship where someone might feel trapped emotionally or physically. They may also feel as if they have been coerced or powerless to prevent the trauma.
      - Einarsen (1999) described mobbing, emotional abuse, harassment, mistreatment and victimization as the part of the same phenomenon as bullying.
      - Leymann suggests that the bullying behavior itself may not be the cause the problems for the victim but that the real harm is caused by the: frequency of the behaviors ; situation in which they occur ; power gap between the victim and the perpetrator ; lack of an escape ; victims’ attribution of the offenders’ intentions.
  - - - Work to instill empathy and emotional intelligence. Also, ensure your students know the consequences for bullying others at school.
    - - Be sure your school has proper supervision in all the bullying hot spots.
    - - Be sure you are able to recognize the most common types of bullying as well as cyber bullying indicators.
      - Look for what is called "gateway indicators." These are initial behaviors that students display that are often gateways for more intentional types of bullying.
    - - Strive to empower the bystanders in your class. Provide safe and confidential ways that they can report bullying incidents.
    - - Victims of bullying are often afraid or embarrassed to come forward. As a result, you may need to rely on other students to let you know when bullying is occurring. Make sure you implement ways for them to get information to you without the rest of the students knowing who it came from.
    - - Strive to build a rapport with all your students.Watch for signs that they might be experiencing bullying.
    - - Encourage parents to support school rules and bullying intervention strategies.
    - - When you allow kids to pick their own groups, this opens the door to bullying opportunities. It also allows cliques to strengthen, and it creates an opportunity for kids to ostracize other students.
    - - Ensure that your school has effective anti-bullying goals and policies. Talk with other staff members about developing a culture that holds students who bully accountable and doesn’t blame the victim.
    - - When you spot bullying, address it right away. minimizing bullying,sends a message that bullying is OK.
    - - Both the victim and the bully need intervention and support. Bullying is not the same as a conflict. Peer mediation or other types of group counseling are not effective in bullying situations.
- - - - Always looking dirty, Poor weight gain and growth
      - Being left alone or in the care of other young children
      - Eating more than usual at a meal or saving food for later
      - Missing a lot of school
      - Doesn’t get medical, dental, or mental health care (medical neglect)
    - - physical abuse
        
        Avoid any kind of touch or physical contact
        
        Be afraid to go home
        
        Seem to always be on high alert
        
        Wear clothing that doesn’t match the weather -- such as long sleeves on hot days -- to cover up bruises
        
        Withdraw from friends and activities
        
        Be violent to friends, bully others
    - - Bloody, torn, or stained underwear
        Bruising or bleeding around the genitals.
        Pain or itching around the genitals that might cause problems walking or sitting
      - Refusing to change clothes in front of others
      - Avoiding a certain person for no clear reason
      - Sexual activity or knowledge that people usually have only when they’re older
    - - Constant worry about doing something wrong
      - Speech problems or delays in learning and emotional development
      - Depression and low self-esteem
      - Extreme behavior, such as being way too obedient or way too demanding
      - Headaches and stomachaches with no clear cause
      - Showing little interest in friends and activities
    - - Report to experts and communities
        
        If they need medical care right away, call 911.
        
        Take the student to the hospital -- it’s a haven for abused children. Doctors can check for signs of abuse and give medical care.
        
        Tell the principal about it. But report it to your local or state child protection agency, too.
        
        Help the student get therapy to start healing the emotional damage of the abuse.
        
        It’s best to not confront the abuser yourself. Instead, contact police or a child protection agency and let them handle it.
        
        For children who have experienced trauma in their lives, building rapport with and confidence in others is a challenging task. When planning classes or hiring more teachers, schools could prioritize hiring teachers with familiarity with students through earlier teaching placements or substitution work. They can plan also pair up new teachers with people in the schools who know the students.
        
        Schools will need resources to hire specialists such as special education experts and school psychologists to help support vulnerable students.
        
        Build school-community partnerships
        
        Schools and social and community services should create partnerships to ensure maintaining and continuing a collective response to the needs of vulnerable children and their families.
        
        School principals could contact community organizations, compile available resources and share this information with families.
        
        Schools are full of committed, competent and passionate employees who have points of view that should be taken into account in the implementation of actions. Student and parent committees can be called upon to help ensure that everyone has a voice and to participate in developing solutions.
      - Teachers' responses and strategies
        
        Encourage the student to talk to you about what happened. But don't make it an interrogation. Focus on listening.
        
        Make sure they feel supported and know this is not their fault.
        
        Difficulties with emotion regulation and impulse control (Anger, violence)
        
        Mindful Breathing: Slowing down our breath hits the brake of the stress response by decreasing our heart rate and resetting the autonomic nervous system by activating the parasympathetic nervous system. https://youtu.be/YFdZXwE6fRE
        
        Encourage the student to express their emotions through a variety of creative ways: this is part of the healing process, and can happen through a variety of creative ways, like drawing, squeezing soft toys.
        
        Compassion: being calm & caring for ourselves and others
        
        Accurate Mirroring: stating what is happening without interpretation, judgment, guilt, shaming
        
        Something TO DO to soothe, support, ground themselves: giving them an activity which helps them slow down and shift themselves
        
        https://www.youtube.com/watch?v=ti7EtwSS5gc&t=55s
        
        Low self-esteem, depression
        
        Encourage them to talk to the teacher about how they have been feeling since the traumatic event. Try to get an idea about any worries they may have or difficulties they are experiencing. Provide comfort and support and let them know that lots of people struggle with unwanted thoughts, feelings and memories after a traumatic event. But also let them know that we are there for them, and that there is extra help available.
        
        Positive self-talk: pull out the student and have one on one time with the teacher. Have him/her say out loud the positive side of himself/herself.
        
        Calling upon our best self: Calling upon our best self in moments of intense emotions can be compelling to emotionally regulate and avoid overreacting.
        
        Help build self-esteem: Make sure to notice and praise good interactions and speech. Describe what they do well and identify and work with their other strengths, such as creativity and physical talents.
        
        Anxiety, fear, constant worry about doing something wrong
        
        Have predictable and consistent routines. If the student knows what to expect, he/she will have a greater sense of control and be less apprehensive. It is important to lessen the degree of anxiety in the student.
        
        Give the student ‘helping roles’ such as handling out snacks or distributing work materials to other students. Coach the student to use socially appropriate speech with peers, like “Would you like a snack?” The more frequently that the student tries interacting with others, the more that the student will feel comfortable with doing things without worries.
        
        Withdrawing from others and activities
        
        Create a classroom environment that supports all students. Never make fun of or demean students.
        
        Reinforce social interactions. Be specific. For example, “Eric, your comment about soccer in class today was a wonderful addition to the class discussion” instead of “Good job”. Do not pick apart students for being wrong or unclear, but reinforce their good behaviors.
        
        Give the student ‘helping roles’ such as handling out snacks or distributing work materials to other students. Coach the student to use socially appropriate speech with peers, like “Would you like a snack?” The more frequently that other students experience positive interactions with the student, the more that they will feel comfortable with that student.
        
        Have predictable and consistent routines. If the student knows what to expect, he/she will have a greater sense of control and be less apprehensive. It is important to lessen the degree of anxiety in the student.
        
        Use very small social groups to allow for more peer interaction. Try to place the shy child with a warm, calm, and accepting peer in a cooperative activity. Also consider arranging classroom seats so that shy children are adjacent to friendlier, outgoing classmates.
        
        Try to provide positive peer interactions with the use of a central toy or game, as opposed to smaller individual toys. When students are engaged in play with a large object, such as a rocking boat, there is less argumentation and more interaction between students.
        
        Have students write papers in which they discuss their strengths and weaknesses as communicators. Do not ask them to read these or share them with peers.
    - - Sharley, V. Identifying and Responding to Child Neglect within Schools: Differing Perspectives and the Implications for Inter-Agency Practice. Child Ind Res 13, 551–571 (2020). https://doi.org/10.1007/s12187-019-09681-z
      - Misha Ketchell, May 5, 2020, 4 strategies to support vulnerable students when schools reopen after coronavirus, https://theconversation.com/4-strategies-to-support-vulnerable-students-when-schools-reopen-after-coronavirus-136201
      - Hansa D. Bhargava, MD. September 08, 2020, Signs of child abuse, https://www.webmd.com/children/child-abuse-signs
      - Leah Kalish, Sept. 20, 2020, Impulse Control Strategies for Students, https://www.yourtherapysource.com/blog1/2020/09/27/impulse-control-strategies-for-students-2/
      - Crozier, W. (2001). Understanding shyness. New York, NY: Palgrave.
        Shyness: development, consolidation, & change. (2000). New York, NY: Routledge.
      - Koegel, R.L., Koegel, L.K.,& Carter, C.M., 1999. Pivotal teaching interactions for children with autism. School Psychology Review, 28, 576-594
- - - - Early Childhood trauma. The range of effects are large but may include profound sensory impact, safety is threatened by sounds, visuals, scents, they might have violent movements, depression, anger and aggression, lack of sleep are all part of the scope of emotions and responses to Early CHildhood Trauma.
    - - Domestic cold violence, language attacks between parents or brothers and sisters, make students lose the ability to judge themselves and often doubt or distrust themselves.
    - - Medical stress trauma- flashbacks, nightmares, blame themselves for pain, anxiety and exaggerated fears, avoidance, more safety conscious correct to loud noises, smells or sights that can be reminders of medical trauma.
    - - Community and family violence, poverty, illness, and homelessness.
  - - - A strategy for acting out and trying to gain control of class or peers will require positive reinforcement when behaving in acceptable ways in the class and with friends.
      - Play is a positive tool to use in response to EC trauma. This helps to process and learn acceptable behaviors, learn proper interaction and self expression. This may also serve as a key in understanding where the child sits in their trauma.
      - Creating conversations and activities around collaboration and using non-verbal cues from the affected child will be helpful in the teacher leading them through a successful day. Learning how to act amongst peers and using acceptable behaviors. Modeling behaviors that they can accept and what they can expect to see within your classroom safe space.
      - When loud noises are triggered, being able to provide comfort when there is a loud noise or providing noise cancelling headphones or avoiding loud spaces (like a rowdy all-school meeting in the cafeteria) will help the child to feel comfort.
      - For a child who is experiencing trauma a reaction may be that they need rest. SOmetimes the school can help with that in this age range. Easing the nap period for some PS/PK students using weighted blankets and cots or a cozy room they can choose may help them recover and feel safe within the space which will aid in building a strong relationship and allowing the child to explore their feelings and heal.
      - How childhood trauma affects health across a lifetime is a TED-Talk from Nadine Burke Harris. https://youtu.be/95ovIJ3dsNk
    - - Begin and end each class with deep breathing. Inhaling deeply brings an oxygenated glucose blood flow to our frontal lobes. Taking just three deep inhales and exhales calms the emotional brain and begins to release the anxiety and fear accompanied with the onslaught of past-trauma-filled memories.
        
        At the entrance to the classroom, designate an area with a jar or basket where students can leave notes with either words or drawings of their feelings. They can choose to share their feelings with you or not. When we release our feelings and thoughts, we create space in our working memory.
        
        Begin class with a 90 second hand massage. Offer each student a drop of lotion so they can perform this relaxation process. The neuroanatomist Jill Bolte Taylor has found that our bodies and brains rinse clean of negative emotion in 90 seconds if we attend to those feelings and the thoughts that stir them up.
    - - Creating safety (physical and emotional)
      - Emphasizing positive relationships
      - Supporting and teaching emotion regulation.
- - - - “Both of my parents died when I was your age.”
      - “My 15-year-old dog died last week. I feel very sad, too.”
      - “I know exactly what you are going through.”
      - “You’ll need to be strong now for your family. It’s important to get a grip on your feelings.”
      - “I know this must be difficult, but it’s important to remember the good things in life as well.”
      - “You must be incredibly angry.”
    - - https://www.youtube.com/watch?v=JSTHT5eHZtg
    - - Anticipate grief triggers.
      - Help children preserve and create
        memories.
- - - - (a) hyperactivity and conduct disorder; (b) substance abuse, delinquency, and truancy; (c) cognitive functioning; (d) social inadequacy; (e) somatic problems; (f) anxiety and depressive symptoms; (g) physical abuse; and (h) dysfunctional family interactions.
    - - Severity of the event. Proximity to the event. Caregivers reaction. Prior history of trauma. Community support
    - - Visable Signs
        
        Rapid changes in heightened emotions (e.g., extremely sad to angry) Change in ability to interpret or respond appropriately to social cues Difficulties with emotion regulation and impulse control (e.g., angry outbursts, aggression, increased distress) Emotional numbness, isolation, and detachment
      - Personal Signs
        
        Depressive symptoms, anxiety, behavioral changes, difficulties with attention, academic difficulties, nightmares, physical symptoms such as difficulty sleeping and eating, and aches and pains
    - - Provide students with a safe place to talk about what happened.
        Engage in a discussion with the student that includes: Praise for any relaxation or coping skills the student used. Appropriate responses and strategies to use if the situation arises again. Potential consequences or negative outcomes if negative behavior continues. Specific steps for successfully resuming the classroom routine.
        
        Response strategy for heightened emotions
        
        Preventative strategy
        
        Use a respectful tone during interactions.
        
        Incorporate activities that build coping strategies (e.g. identifying and validating emotions, deep breathing)
        
        In the moment strategy
        
        Be aware of the student’s body language, tone of voice, and emotional state.
        
        Validate student emotions (e.g., “You seem frustrated right now. Is that correct?”)
        
        After the Moment strategy
        
        Provide the students with a safe place to talk about what happened.
        
        Praise the students for any relaxation or coping skills the student used.
        
        Response strategy for withdrawal from other students
        
        Preventative strategy
        
        Try the 2x10 strategy with challenging students (talk with the student for at least 2 minutes each day for 10 days in a row).
        
        Model and practice appropriate social skills
        
        In the moment strategy
        
        Project calmness while approaching students using verbal and nonverbal techniques (e.g., using a respectful tone, sitting beside the student instead of standing over them).
        
        Place the students in groups where they feel safe and comfortable.
        
        After the Moment strategy
        
        Provide students with a safe place to talk about the situation.
        
        Engage in a discussion about strategies to use if the situation arises again
        
        Social emotional [learning https://youtu.be/gdeZZwAXPPs
        
        SEL Strateies
    - - Peterson, S. (2018, November 5). About Child Trauma. The National Child Traumatic Stress Network. https://www.nctsn.org/what-is-child-trauma/about-child-trauma.
        
        Unknown. (n.d.). Common Trauma Symptoms in Students and Helpful Strategies for Educators. https://ies.ed.gov/ncee/edlabs/regions/appalachia/events/materials/04-8-20-Handout3_common-trauma-symptoms-and-helpful-strategies-for-educators.pdf.
        
        West, M. O., & Prinz, R. J. (1987). Parental alcoholism and childhood psychopathology. Psychological Bulletin, 102(2), 204–218. https://doi.org/10.1037/0033-2909.102.2.204.
        
        What is Child Traumatic Stress? National Child Traumatic Stress Network. (n.d.). https://www.samhsa.gov/sites/default/files/programs_campaigns/childrens_mental_health/what-is-child-traumatic-stress.pdf.
- - - - 1- Bad dreams or nightmares about different things. 2- Excessive fatigue. 3- anxiety and depressive symptoms. 4. Lack of motivation and/or decreased productivity.
        
        Isolation – avoiding people or activities that once brought joy.
        
        Feelings of anxiety, hopelessness, or anger
        
        Be excessively withdrawn, fearful, or anxious about doing something wrong.
        
        Show extremes in behavior (extremely compliant, demanding, passive, aggressive).
        
        Have consistently bad hygiene (unbathed, matted, and unwashed hair, noticeable body odor).
        
        Inappropriate emotional response Behaviour
        
        Responses strategies
        
        Meet with the school counselor twice a week.
        
        Monitor their social & emotional behaviors.
        
        Teaching students about building resilience empowers learners to understand that emotional regulation is primarily a self-driven endeavor.
        
        ask students to identify some life challenges (big and small) and then create emotional action plans for coping with those situations.
        
        Let the child explain to you in their own words what happened, but don’t interrogate the child or ask leading questions.
        
        psychotherapy (“talk therapy”) for the child: identify feelings of fear & manage fear and anxiety with relaxation techniques and self-soothing activities.
        7.Aim for 30 minutes of physical activity 3 to 5 days a week
      - https://www.youtube.com/watch?v=K_CCA7KAou4
    - - Wear ill-fitting, filthy, or inappropriate clothing for the weather.
        
        2.Have consistently bad hygiene (unbathed, matted, and unwashed hair, noticeable body odor).
        
        Poor academic performance.
        
        Changes in sleep and eating patterns.
        
        School avoidance, including missing or dropping out of school.
        
        Health complaints.
        
        7.Separation anxiety.
        
        8.feelings of worthlessness or guilt
      - https://www.youtube.com/watch?v=kg9myZokj_k
      - Responses strategies
        
        Child-directed components: 1. Engagement and goal-setting. 2.Psychoeducation about force/abuse.
        
        Training in affect identification, expression, and management skills (e.g.,
        relaxation training, anger control).
        
        Social/interpersonal skills training to enhance social competence and
        development of social support plans.
        
        Help the student to accept that these feelings are normal and common among families going through similar situations. If needed, provide the school support so that the student can talk with mental health professionals.
        Caregiver/Parent-directed components:
        
        Engagement/rapport-building that includes discussion of family of origin issues
        and current family circumstances.
        
        Psychoeducation on the impact of family abuse/conflict.
        
        Discussion of current referral reasons/child’s disclosure, and family contributors
        to coercive behaviors.
        At the school level:
        1.a bullying survey to determine the extent of the problem.
        
        a conference day to educate teachers, administrators, school staff, parents, students, and community members about bullying behaviors, response strategies, and available resources.
        
        a conference day to educate teachers, administrators, school staff, parents, students, and community members about bullying behaviors, response strategies, and available resources.
        
        Make the program a permanent component of the school environment, not a temporary remedial program.
        At the classroom level:
        
        class rules against bullying. Rules should be brief and clear. Olweus suggests the following examples:
        A- We will not bully other students, we will respect each other.
        B- We will support & help each other .
        c. We will try to help students who are bullied.
        D- Set long-term and short-term goals.
    - - 1- Be always watchful and “on alert,” as if waiting for something bad to happen.
        2-Wear inappropriate clothing to cover up injuries, such as long-sleeved shirts on hot days.
        3-struggle with getting along and maintaining friendships.
        4-Shy away from touch, always afraid of any sudden movements, or afraid to go home.
        5-They don’t trust authority figures.
        6- Low self-esteem
      - Responses strategies
        
        1.Talk to the child while having a good relationship with them and make him comfortable to open up.
        
        Need to know the child's family background & family status.
        
        Address physical needs: Visit a doctor or hospital. Medical help can address any broken bones, burns, or injuries.
        
        Find safety. If a child isn’t safe at their houses kids' protective services may temporarily remove them. During this time, parents can work with a counsellor to address issues or factors that lead to abuse.
        
        Provide specific therapy for students.
      - https://www.youtube.com/watch?v=xYBUY1kZpf8&t=87s
    - - Support parents in keeping their children close to them.
        
        Give choices.
        
        Provide reassurance when the child needs it.
        4.encourage the child to find ways to express themselves to express their feelings by drawings or play Help the child anticipate what will happen next.
        
        Repeat the same procedures & be consistent with them
        
        Provide an environment in which the teen can talk about concerns.
        
        Help teens find ways to express their strong feelings: journaling, writing stories or poems, art.
        
        School should support students by providing a school counselor to talk to.
        
        School should provide a special program for students who have any behavioral issues to support them.
        
        Provide a safe & comfortable environment for students by building a good trusted relationship.
- - - - Impact/Symptoms
        
        Dressing in clothing designed to hide bruises or scars
        
        Having frequent injuries, with the excuse of “accidents”
        
        Being depressed, anxious, or suicidal
        
        Frequently missing school without explanation
        
        Seeming afraid or anxious to please their classmates
        
        Receiving frequent, harassing phone calls
        
        Having very low self-esteem, even if they used to be confident
        
        Showing major personality changes (e.g. an outgoing person becomes withdrawn)
        
        https://youtu.be/1O3Y9ddzDG8
  - - - Possible signs that a person has been sexually abused include:
        
        Any sexual behavior (including exposure to pornography) between an adult and a child
        
        Any sexualized activity that includes coercion (force, threats, bribes, manipulation, drugs, etc.)
        
        Sexual activity when one party is impaired (drugs/alcohol, intellectually disabled, physically disabled, etc.)
        
        Exposure to sexual activity (live or in media)
        
        Sexual behavior between children with an age discrepancy of 3+ years
        
        Coerced sexual behavior between children
        
        Rape is the perpetration of an act of sexual intercourse when:
        Will is overcome by force or fear (from threats, use of weapons, or use of drugs)
        Mental impairment renders the victim incapable of rational judgment
        The victim is below the legal age established for consent
      - Impact/Symptoms
        
        Depression, sleep disturbances, nightmares, frequent urinary infections, isolation from family and friends, or withdrawal from usual activities
        
        Tendency to become either obsessive or apathetic about hygiene
        Anxiety, passivity or overly “pleasing” behavior, low self-esteem, self-destructive behavior, and promiscuous activity
        
        Many people who have been sexually abused fall into obsessive-compulsive behavior patterns such as excessive bathing, teeth-brushing, or hand-washing due to feeling perpetually dirty
        
        Many victims of sexual abuse will turn to food as a source of comfort which often develops into an eating disorder: anorexia, bulimia, and binge-eating
  - - - Responding to Aggression
        But what exactly should a teacher do when responding to verbal or physical aggression from a student? Adult responses to aggression must be, to the greatest extent possible, both nonaggressive and instructive (Kauffman et al., 1998). Nonaggressive consequences suitable for classroom use include response cost (removal of points or tokens already earned); deprivation of treats, desired activities, or other rewards; and all levels of time-out. Other specific classroom strategies aimed at prevention of aggression and violence include
        
        reducing access to possible victims
        
        establishing reasonable norms and expectations
        
        avoiding confrontation
        
        minimizing competition
        
        using nonverbal signals and reminders
        
        providing desirable backup reinforcers
        
        intervening early (before the onset of violent behavior)
        
        providing constant supervision (Guetzloe, 1991, 1992)
      - Other strategies. Kerr and Nelson (1989) have suggested several other strategies for classroom management of students who act in aggressive and violent ways. These include avoiding modeling or encouragement of aggressive acts by the adults in the environment and discouraging reinforcement of aggression by the other students. Specifically, adults themselves should avoid aggressive solutions (such as corporal punishment). Teachers can also withhold reinforcement from students who act as a cheering section for fights. Kerr and Nelson have also suggested that teachers instruct students in a “readiness drill,” which would be implemented in the event of an aggressive act in the classroom. For example, students should be taught how to leave the room quickly, quietly, and in an orderly fashion, and where to go to wait for the teacher or another adult. They should not approach the student in distress or look in his or her direction. They also need to practice simple instructions for asking for help, such as “My teacher needs help now in room 35.” Other teachers and administrators should be informed of these procedures so they can respond quickly when needed. With a well-established and rehearsed routine, a teacher can send for help or remove the other students from a dangerous situation.
    - - In an abusive relationship:
        
        Identify the safest place (home/school); Avoid rooms with no exits (bathrooms), or rooms with weapons (the kitchen).
        
        Keep a list of safe people to contact in a hidden, but easy-to-find location. If necessary, memorize important numbers.
        
        Keep the cell phone charged at all times.
        
        Establish a “code word” so that family, friends, teachers or co-workers know to call for help.https://youtu.be/c3L0iKqCaC0
        
        Take pictures of physical injuries resulting from the abuse as soon as possible.
        
        Trust your own judgment and intuition. You may choose to give your partner they order to temporarily de-escalate the situation. You have the right to protect yourself however you see fit.
      - Have been left an abusive relationship:
        
        Change the phone number.
        
        Screen calls and put a block on your number so that you can’t be identified.
        
        Save and document all contacts, messages, injuries or other incidents involving the abuser.
        
        Change locks if the abuser has a key.
        
        Avoid staying alone.
        
        Plan how to get away if confronted by an abusive partner.
        
        If you have to meet your partner, do it in a public place.
        
        Vary your routine.
        
        Notify school and work contacts.
      - https://youtu.be/vE_KSbV9O00
    - - Prevention
        
        Ensuring adequate supports are in place for pupils.
        
        • Use of strategies to reduce challenging behavior.
        
        • Ensuring that staff have access to training and professional development in managing challenging behaviour.
        
        • Where necessary, training should include the use of safe and effective physical interventions (e.g.Management of Actual or Potential Agression [MAPA] or Team Teach).
        
        • Assessing access and security issues in the school building
- - - - Schools and Teachers cannot ignore warning signs of ACE implacted students.
    - - Mental Health Screenings are available and essential.
    - - Students traumatized by arrest and/or incarceration experience depression, anxiety, post-traumatic stress disorder, alcohol use, drug use, and disruptive behavior
        
        When a teacher suspects or becomes aware that a student is justic-system involved, the teacher can respond by:
        
        Meeting student, parents, guardians to learn what additional supports, if any, the teacher can put into place to emotionally support the student.
        
        The teacher can help secure school resources, i. e., school social worker, psychologist, nurse as well as make suggestions regarding community resources the student may avail him/herself of.
        
        The teacher should offer to and may well have to tailor school assignments to the justice-system involved student to maintain a strong and caring connection with the student to ensure that the student continues to make academic progress.