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Activity 2: Responding to Traumatic Stress, How this trauma manifests in…

- - - - Response Strategies
    - - Response Strategies
- - - - Voluntary Immigration (Immigrants)
        
        Additive acculturation: acquire new cultural tools
        
        Learning new language & culture desirable
      - Involuntary Immigration (Refugees as a result of colonization for example)
        
        More likely to reject the new culture :
        
        Separation and self-segregation desirable
        
        Can result in marginalization & poverty
        
        Children acquiring new language more quickly than elders
        
        Children reject minority culture
      - Symptoms
        
        Recurring mental images of trauma
        
        Sleep difficulties
        
        Homesickness
        
        Disrupted sense of self
      - Needs of Students
        
        Sense of safety
        
        Sense of self
        
        Connection to heritage
        
        Cultural bereavement period
        
        Not rushing acculturation
        
        Giving students time to "grieve" their culture
        
        Eisenbruch (1988)
        
        Language support
      - Response Strategies
        
        Availability of social services
        
        Language instruction
        
        Collaborative/ group work
        
        Multi-age classrooms
        
        Welcoming school atmosphere
        
        Forging relationships with external cultural organizations
- - - - Elementary School
        
        Eating problems during lunchtime. Refusing to eat
        
        Students showing signs that they frequently talk badly about themselves. For example "I am a failure"
        
        Saying insulting language to other students in the class (copying the language they experience at home
      - Middle School
        
        Seem to have issues with speech that was not noticed in previous school years
        
        Fast weight loss or weight gain
        
        Shows signs of immaturity with regard to emotional intelligence
      - High School
        
        Abusing Alcohol or other drugs
        
        Engaging in sexual activity
        
        Poor motivation in academics
    - - Preventing the Abuse with school-based programs
        
        student-centered school based programs
        
        Life skills training
        
        Preparation for Parenthood Education
        
        Self-protection training
        
        family-centered school based programs
  - - - Elementary School
        
        Not wanting to leave the classroom at the end of the school day and leave the teacher
        
        Showing signs of struggling to concentrate during class
        
        Tries to run away from the campus during recess time and escape the rest of the school day
      - Middle School
        
        Starts to 'fall out' with friends for no real reason or withdraw from friendship groups/social circles
        
        Wears covered up clothes (even during hot temperatures) in order to try and hide bruises/scars
        
        Becoming very anxious around teachers and groups of other students
      - High School
        
        Poor attendance over the school year with a high number of unexcused absences
        
        Poor academic grades / GPA
        
        Disruptive behavior in class
    - - Reporting
      - Providing Support after the Report
- - - - Academic problems
        
        Yongmin Sun, “Family Environment and Adolescents’ Well-Being Before and After Parents’ Marital Disruption: A Longitudinal Analysis,” Journal of Marriage and the Family 63, (2001): 699, 704, 709.
      - Psychological and behavioral problems
      - Drug related problems
    - - Lack of interest in class or school activities.
        
        Susan L. Brown, “Family Structure and Child Well-Being: The Significance of Parental Cohabitation,” Journal of Marriage and the Family 66, no. 2 (2004): 362.
      - Lack of interest in school work
        
        Sarah Halpern-Meekin and Laura Tach, “Heterogenity in Two-Parent Families and Adolescent Well-Being,” Journal of Marriage and the Family 70, no. 2 (2008): 445.
    - - Skipping classes and school days
        *Studies showed that girls are more affected than boys
        
        Barry D. Ham, “The Effects of Divorce on the Academic Achievement of High School Seniors,” Journal of Divorce and Remarriage 38, no. 3 (2003): 180.
    - - Less likely to complete high school
        
        Frank F. Furstenberg, Jr. and Julien O. Teitler, “Reconsidering the Effects of Marital Disruption: What Happens to Children of Divorce in Early Adulthood?” Journal of Family Issues 15, no. 2 (1994): 179.
        M.D.R. Evans, Jonathan Kelley, and Richard A. Wanner, “Consequences of Divorce for Childhood Education: Australia, Canada, and the USA, 1940–1990,” Comparative Sociology 8, no. 1 (2009): 134-135.
    - - Tend to have fewer years of education
        
        Catherine E. Ross and John Mirowsky, “Parental Divorce, Life-Course Disruption, and Adult Depression,” Journal of Marriage and Family 61, (1999): 1040.
        M.D.R. Evans, Jonathan Kelley, and Richard A. Wanner, “Consequences of Divorce for Childhood Education: Australia, Canada, and the USA, 1940–1990,” Comparative Sociology 8, no. 1 (2009): 129.
    - - Oppawsky, J. (1992). The Effects of Parental Divorce on Children in West Germany. Journal of Divorce & Remarriage, 16(3–4), 291–304. https://doi.org/10.1300/j087v16n03_08
  - - - Not submitting work
      - Missing assessments
      - Poor attendance
      - Low grades
  - - - Follow class routine and ecpectations
        
        This helps students to feel safe knowing what to expect.
      - Have class procedures and plan clearly written on the board
      - information for professionals: Manage Students with Divorced Parents
    - - Give time warnings ahead of activities and transitions in class
    - - Students going through their parents' divorce experience a lack of control. Providing them with frequent opportunities to make choices boosts their self confidence.
    - - https://www.youtube.com/watch?v=SBzZ4pKCDpA
      - https://www.youtube.com/watch?v=o353vMIpeiE&t=78s
    - - Animated Storybook – ‘We’re Still a Family’
      - The Psychological Effects of Divorce on Children
      - Helping Your Child Through a Divorce)
        https://youtu.be/ihrcC3BexEU
- - - - In The Body Keeps the Score: Brain, Mind, and Body in the Healing of Trauma, Bessel van der Kolk highlights a surprising finding from Lyons-Ruth and Block (1996): "Karen and her colleagues had expected that hostile/intrusive behavior on the part of the mother’s would be the most powerful predictor of mental instability in their adult children, but they discovered otherwise. Emotional withdrawal had the most profound and long-lasting impact. Emotional distance and role reversal (in which mothers expected the kids to look after them) were specifically linked to aggressive behavior against self and others in young adults.”
        
        Key Takeaways
        
        The effects of trauma can be felt intergenerationally. A little girl might have an alcoholic parent that abuses her physically, resulting in complex trauma and its concomitant psychopathologies. When she grows up and comes to be a mother, she may never lay a finger on her child, but if her traumatic experiences haven't been processed and integrated, she may unintentionally and unknowingly pass on her trauma to her child.
        
        Trauma isn't solely the result of a discrete traumatic event or series of events: it can result from the deprivation of basic human needs. Speaking more generally, we can label this neglect, and more specifically within the context of emotionally withdrawn caregiving behavior, emotional neglect. Although different from acute traumas that can lead to diagnoses of PTSD, there can be a significant overlap in the way they present symptoms.
        
        In the case of role reversal (a.k.a. parentification), students who appear precocious in their academic and interpersonal capabilities may actually possess invisible traumas, that if unnoticed, will emerge in the form of mental health issues later in life.
      - In The Development of the Person: The Minnesota Study of Risk and Adaptation from Birth to Adulthood, developmental psychologist L. A. Sroufe collected data on the lives of 276 first-time mothers in their third trimester of pregnancy. This began back in 1975 and is still ongoing today. Its goal is to better understand the different variables that shape an individual with an emphasis on adverse factors, such as trauma.
        
        The Scope and Complexity of Human Development
        
        Sroufe (2005) explains that "...the explanation for why individual children and adults are the way they are lies in the entire cumulative history and the current circumstances surrounding the persons. The history includes the transactions between the child and significant others across each preceding developmental period, the surrounding stresses and supports, and the child’s experiences of success and failure in a variety of contexts" (p. 7).
  - - - Fibromyalsia
      - Chronic Fatigue
      - Autoimmune Diseases
      - Asthma
      - IBS/Spastic Colon
      - Migraines
      - Reduced Cognitive Functioning
        
        Reduced short-term memory
        
        Impaired or reduced lexical retrieval
        
        Difficulties in articulating experiences and feelings
        
        Reduced Imagination and Capacity for Play
        
        Impaired Executive Functioning (planning, organization, self-agency)
        
        Difficulty Filtering Stimuli (will present as distracted, inattentive in class)
    - - https://www.youtube.com/watch?v=CHm2gTkNQxc&list=PL7wznvQW7be5OBlV0axOW4TtHK2lgVX-Z&index=88
        
        This video speaks more about the effects of the trauma than "response strategies," but it does touch upon something critically important, which is that people living with trauma have to come to the realization and understanding that they've been traumatized on their own before true healing can start to begin. What can we do in the meantime?
        
        “Numerous studies of disaster response around the globe have shown that social support is the most powerful protection against becoming overwhelmed by stress and trauma. Social support is not the same as merely being in the presence of others. The critical issue is reciprocity: being truly heard and seen by the people around us, feeling that we are held in someone else’s mind and heart...but trauma can turn the whole world into a gathering of aliens" (van der Kolk 2014).
        
        Aside from fulfilling our duties as educators to report suspected abuse or mistreatment at students' homes (depending on the laws where we teach), we can arm ourselves with knowledge about the experience of trauma. With a truly comprehensive understanding of the psychological/emotional and physiological mechanisms at play, we will be more highly attuned to our students' needs and able to meet them.
        
        References
        
        Lyons-Ruth, K., & Block, D. (1996). The Disturbed Caregiving System: Relations among Childhood Trauma, Maternal Caregiving, and Infant Affect and Attachment. Infant Mental Health Journal, 17, 257–275. https://www.academia.edu/33223561/The_disturbed_caregiving_system_Relations_among_childhood_trauma_maternal_caregiving_and_infant_affect_and_attachment.
        
        Sroufe, L. A. (2005). The Development of the Person: The Minnesota Study of Risk and Adaptation from Birth to Adulthood. The Guilford Press. https://www.google.com/books/edition/The_Development_of_the_Person/CPehiEmvbEgC?hl=en&gbpv=1&dq=L+A+Sroufe&pg=PA1&printsec=frontcover.
        
        van der Kolk, B. (2014). The Body Keeps the Score: Brain, Mind, and Body in the Healing of Trauma. Penguin Books.
- - - - :<3:HOW CAN WE HELP:!?:
        
        CONTINUE BEING A GOOD TEACHER: :female-teacher::skin-tone-2:
        
        :fountain_pen:Monitor symptoms over time
        
        Maintain routines :recycle:
        
        Talk about traumatic event :capital_abcd:
        
        Tips for talking:
        
        5 more items...
        
        Set clear and firm limits/expectations of hehaviour
        
        1 more item...
        
        Ask general questions about how they have been feeling and coping since the disaster. Use more specific questions if the child is willing to talk about this further.
        
        1 more item...
        
        :silhouettes:Keeping familiar routines helps reduce unnecessary stress for the young person.
        
        :boat: Familiar routines and structure will help the young person to feel safe and maintain consistency in one area of their life.
- - - - • There can be tremendous individual variability in trauma responses.
      - • The school can provide an important role in identifying children experiencing problems especially if parents and caregivers are also coping with their own grief and loss and would benefit from additional support.
      - • Post trauma reactions may interfere with the child’s cognitive ability such as memory and attention. As a result, deficits in knowledge may emerge in the months or years following trauma exposure.
      - • Early intervention is recommended.