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Traumatic Stress Teach Now Cohort 10 Nicole, Phuc Pham, Yina Ma, Chris…

- - - - https://www.youtube.com/watch?v=8mBWE--T9yQ&t=1s
      - Clink here for a downloadable book about the COVID-19 pandemic for children aged 6-11.
- - - - Check regularly with victims and check to insure that bullying is not continuing. Take appropriate action as necessary.
        
        Teach students to identify, report and respond to bullying at school and online
        
        Speak to victim's parents
        
        Report the bullying to the necessary authorities
        
        Assure the child that bullying is not their fault.
        
        For the students who struggle to vocalize their feelings on the matter consider referring them to a school
        counsellor or school nurse
        
        Collaborate with parents, school authorities to resolve the issue and to protect the student.
  - - - Implement immediate consequences for any aggressive behavior.
        
        Create a bullying report to document subsequent incidents and actions taken should be recorded and shared with the bully’s parents.
        
        Involve the kid who bullied in making amends or repairing the situation. The goal is to help them see
        how their actions affect others. For example, the child can:
        • Write a letter apologizing to the student who was bullied.
        • Do a good deed for the person who was bullied or for others in your school community.
        • Clean up, repair, or pay for any property they damaged.
- - - - Understand how much information should be shared between parents, teachers, school staff, and classmates
      - Try to find a balance between the need to give adequate care and support for the child and their right to confidentiality and privacy
      - Know who is responsible for passing information, how, and when.
    - - Find out what the chronic illness care plan is from the parents
      - Find out who is responsible for carrying out any specific elements in the plan
    - - Send home schoolwork
      - Establish email contact
      - Check for a program support group
    - - Check the physical environment to make sure it's welcoming and friendly
      - Make sure the academics are not problematic
      - Apply for changes when they are noticed
    - - The school may be eligible for extra support staff. Discuss with the principal and parents
- - - - Active duty comprised of Department of Defense (DOD) active duty (38.8 percent) and Coast Guard Active Duty (1.2 percent);
      - • the Reserve Components comprised of ready reserve (31 percent), standby reserve (.6 percent) and retired reserve (5.5 percent); and
      - • DOD civilian personnel (22.9 percent).
  - - - a child’s response to a parent’s deployment varies
        
        by age,
        
        phase of deployment,
        
        gender,
        
        as well as other family factors.
        
        stress of war affects children even prior to their birth.
        
        • Wives of deployed personnel experience more stress, a factor known to increase risk for medical complications of pregnancy.
        
        • Children ages 3 to 5 with a deployed parent exhibited greater behavioral symptoms than did peers without a deployed parent.
        
        • Children of military families ages 11 to 17 were found to have a higher prevalence of emotional and behavioral difficulties than children in the general population.
        
        • Parental deployment places school-age children and adolescents at higher risk for a range of adverse mood and behavioral changes: anger, apathy, anxiety, depression, withdrawal, decline in school performance, loss of interest in normal activities, and social isolation.
- - - - Physical
        
        Headache
        
        Nausea or vomiting
        
        Fatigue or drowsiness
        
        Problems with speech
        
        Dizziness or loss of balance
      - Sensory
        
        Blurred vision
        
        Ringing in the ears
        
        Bad taste in mouth
        
        Changes in ability to smell
      - Cognitive
        
        Loss of consciousness
        
        Dazed, confused or disoriented state
        
        Memory or concentration problems
      - Behavioural
        
        Mood changes/mood swings
        
        Feelings of depression or anxiety
        
        Difficulty sleeping/sleeping more than usual
    - - Be repetitive and consistent
        
        Demonstrate new tasks
        
        State instructions clearly and provide examples
        
        Emphasize main points and key ideas
        
        Avoid figurative language, speak directly
        
        Assess acquisition of skills more frequently to ensure retention
        
        Teach strategies for building and increasing memory
        
        Allow for more breaks if needed (due to fatigue)
        
        Ensure environment is free from distractions
        
        Allow the use of assistive technology
        
        Provide frequent and specific feedback on performance and behaviour
        
        Break down large assignments into smaller components
        
        Work closely with special needs teacher, family and others to update IEP
    - - Physical
        
        Loss of consciousness for minutes or hours
        
        Persistent headache
        
        Repeated nausea or vomiting
        
        Convulsions or seizures
        
        Dilution of one or both pupils
        
        Clear fluids draining from nose or ears
        
        Inability to waken from sleep
        
        Weakness or numbness in fingers or toes
        
        Loss of coordination
      - Cognitive
        
        Profound confusion
        
        Agitation, combativeness or other unusual behaviour
        
        Slurred speech
        
        Coma or other disorders of consciousness
- - - - You can find a psychologist in your area by using APA’s Psychologist Locator Service.
    - - Establish clear school policies and reinforce goals
        Make sure your school’s anti-bullying, harassment and non-discrimination policies are current, reflect district and state guidelines and include clear definitions and consequences.
      - Assess your school, classroom and self:
        Assess yourself and your school by reflecting on the current and historical influences that shape your school's culture. Then, develop meaningful action plans that maximize existing strengths, address areas of improvement and develop goals to create positive change by applying principles of anti-bias education
      - Be public and purposeful about being inclusive:
        Find ways to let everyone in the school community know that school is a safe place, all are welcome and that biased words and actions are unacceptable. Being intentional, public and loud about it sends a strong message that this is a priority for your community.
      - Encourage reporting:
        Many bias and bullying incidents go unreported. In fact, as children get older, they are less likely to report bullying to the adults in their lives. Establish safe and confidential reporting mechanisms for bullying incidents and clear procedures for investigation and response.
      - Teach about bias:
        What happens in the classroom is valued and important. At the onset, teachers should engage students in a process to create an anti-bias learning environment. Take the time to teach about bias, either by doing direct instruction or by integrating anti-bias education into the curriculum.
      - Involve parents, family and community members:
        Parents and family members are vital members of the school community. If everyone conveys the same message about bias, hate and discrimination, young people will get that message. Work with the school's PA/PTA to host a parent education workshop.
      - Teach civics:
        Teaching young people about civic engagement is critical. Helping students understand the First Amendment, their rights and freedoms, government, how legislation works and their role in it, the rule of law, current events, advocacy and activism are all components of being engaged in government and making a difference.
      - Inspire ally behavior:
        One of the most effective tools we can give young people is how to be an ally when faced with bias and bullying. It can be as simple as encouraging them to reach out to someone targeted by sending them a supportive text message or saying hello to them.
      - Encourage students to be active:
        Activism is another way that young people can do something about the bias, discrimination and hate they see in their schools, online community, neighborhood and world—and pro-actively make it a better place. Activism can take many form.
        
        Teaching others
        
        Advocating for school or legislative policies
        
        Demonstrating, creating an online public awareness campaign
        
        Writing letters
        
        Volunteering
        
        Raising money
        
        Organizing or signing a petition
- - - - Unexplained marks and bruises
      - Unexplained burns (cigarettes' are common)
      - Unexplained fractures and broken bones
      - strange excuses for injuries
- - - - Setting clear rules and boundaries that are consistently enforced in a reasonable and measured manner
      - Keeping an open mind and asking students for their opinions
      - Giving praise and reward for students’ good behaviour, achievements and accomplishments
      - Modelling a sense of optimism and a positive view of learning
      - Encouraging constructive use of time and participation in extracurricular activities
      - Encouraging reading for pleasure outside of school hours
      - Being a good listener
      - Modelling appropriate alcohol use behaviours at school events. The availability of alcohol at school events may interfere with drug education and prevention efforts. Be considerate of your school's liquor licensing policy