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Responding to Traumatic Stress, Reactions, Sexual Abuse Rachel Hahn,…

- - - - Services to help provide equal opportunity to succeed at school, including referrals for free or affordable health, dental, mental health, & housing services, and free lunch.
- - - - Developmental Delays
      - Low Self-esteem
      - Aggression
      - Withdrawal from Friends and Activities
      - Hyperactivity
      - Appearing Indifferent or Uncaring
      - Failure to Thrive
      - Shunning Emtional Closeness or Intimacy
      - Apathy
      - Substance Misuse
      - Anxiety
      - Depression
      - Parent/child Role Reversal
    - - Reassure child they are not at fault.
      - Remember you are a mandated reporter. Let the child know this in an age appropriate way. Understand school protocols for reporting. If further action is to be taken, the child should be told what will happen and when.
      - Don't appear shocked. Put the child at ease and make them as comfortable as possible.
      - Assure the child the information they share will be kept private from other classmates or others who have no need to know.
      - During conversation, it's critical the educator refrains from asking leading questions.
      - Maintain consistent, predictable routines and a warm, calm classroom climate.
      - Connect child with school counselor or other support person.
    - - Holland, K. (2019, November 25). Childhood Emotional Neglect: How It Can Impact You Now and Later. Healthline. https://www.healthline.com/health/mental-health/childhood-emotional-neglect#symptoms-in-children
      - Crosson-Tower, C. (2003). The Role of Educators in Preventing and Responding to Child Abuse and Neglect. CHILD ABUSE AND NEGLECT USER MANUAL SERIES, 16–27. https://www.childwelfare.gov/pubPDFs/educator.pdf
      - Cohen, Menon, Shorey. (2017). The Distal Consequences of Physical and Emotional Neglect in Emerging Adults: A Person-Centered, Multi-Wave, Longitudinal Study. HHS Author Manuscripts, 1. https://doi.org/10.1016/j.chiabu.2016.11.030
    - - Missing school a lot
      - Difficulty staying awake
      - Child describes parental behavior that may indicate substance abuse
      - Inappropriately dressed for the weather
      - Stealing or hoarding food
      - Consistently poor hygiene
      - Unattended material needs
      - Poor academic performance
- - - - Relationships/Attachment
        
        Difficulty developing a strong healthy attachment to a caregiver
        
        Trouble controlling and expressing emotions
        
        May react violently or inappropriately to situations
        
        Have problems in friendships with authority figures, such as teachers or police officers
      - Physical Health
        
        Experience significant physiological reactivity such as rapid breathing or heart pounding
        
        May develop chronic or recurrent physical complaints, such as headaches or stomachaches
        
        Engage in risky behaviors that compound these conditions (e.g., smoking, substance use)
        
        May "shut down" entirely when presented with stressful situations
        
        Hypersensitive to sounds, smells, touch or light
        
        May complain of chronic pain in various body areas for which no physical cause can be found.
        
        May injure themselves without feeling pain or to feel some sort of emotion
      - Emotional Responses
        
        Difficulty identifying, expressing, and managing emotions
        
        May have limited language for feeling states
        
        Internalize and/or externalize stress reaction
        
        Responses may be unpredictable or explosive
        
        Become easily overwhelmed
        
        Learn to “tune out” (emotional numbing) to threats in their environment
      - Self-Concept
        
        Feel worthless and despondent
        
        Blame oneself than to recognize cause of tramua
        
        May perceive the world as a meaningless place
        
        May view himself as powerless, “damaged”
        
        Have trouble feeling hopeful
    - - Take care of yourself first. Exposure to children’s trauma is extremely stressful and can lead to vicarious trauma.
      - Recognize that a child is going into survival mode and respond in a kind, compassionate way.
        
        Turn red and clench his or her fists
        
        Breathe more rapidly
        
        Begin moving because his or her body is getting ready to run or react
        
        Burst into tears or look as if he or she is about to cry
        
        Get a “deer-in-the-headlights” look
      - Create calm, predictable transitions. Activities can easily trigger a student into survival mode. That feeling of “uh oh, what’s going to happen next”
      - Praise publicly and criticize privately.
      - Teaching to the child’s individual learning style
      - Empower students. By offering choices for participation and encouraging positive direction in their own lives.
      - Be sensitive to children’s family structures
      - Identify mentors: adults who can provide them additional support.
    - - Dorado, J., & Zakrzewski, V. (2013, October 23). How to Help a Traumatized Child in the Classroom. Greater Good. https://greatergood.berkeley.edu/article/item/the_silent_epidemic_in_our_classrooms
      - Effects. (2018, June 11). The National Child Traumatic Stress Network. https://www.nctsn.org/what-is-child-trauma/trauma-types/complex-trauma/effects
- - - - Fight behaviors are explosive behaviors that don't seem to match the situation. For example: screaming at a teacher when they ask the student to solve a math problem.
      - Flight behaviors look like avoidance, for example: hiding under a desk, falling asleep, always having a hoodie up, asking to go to the bathroom when class gets difficult.
      - Freeze behaviors include a student looking confused whenever spoken to or staring blankly when asked seemingly simple questions.
  - - - Provide a sense of control by including student choice whenever possible about the class environment or about learning activities.
      - Reframe misbehavior as survival strategies rather than willful disobedience.
      - Teach self-regulation skills (breathing, mindfulness, meditation, asking for time out).
      - Nurture the development of positive relations with students and among students. Learn about and show interest in students.
      - Make eye contact with soft eyes when speaking with or making a request from students showing signs of trauma.
      - Encourage frequent healthy positive physical contact in classroom routines, such as handshakes, high 5s, and fist bumps.
      - Give students additional space when needed to work independently from classmates or sit away from others while completing a task.
      - Create a safe, predictable classroom climate, avoiding overstimulation or clutter.
    - - Allow children to own their own adoption /
        foster stories, deciding when and
        how much detail to share and with whom.
      - Watch for potential trauma triggers within the curriculum, such as family tree activities, asking students to bring in baby pictures, birthday-related activities, genetics-related activities, and other similar topics, and plan for alternatives, restructuring, or re-framing.
      - Use positive adoption / foster language
        
        Use the word "sponsor" instead of "adopt" for programs that involve giving money to help a cause. ("Sponsor-A-Highway" instead of "Adopt-A-Highway")
        
        Use terms such as "choosing adoption" instead of terms such as "giving up or not wanting a child" or "surrendering."
        
        Instead of saying "adoptive" or "foster" mom/dad/child, just say mom/dad/child, unless it is relevant for clarification.
        
        Use the terms "biological" or "birth" parent (not "real" or "natural" parent).
        
        Reserve the word "adoption" to describe permanent, loving relationships. Describing temporary sponsoring or, for example, watching over a zoo animal, or taking care of a class pet for a short period of time as "adoption" can cause a child who was adopted to question their own permanence.
        
        Talk about adoption and foster care as naturally as you would with any other family circumstance, modeling that there is no need for secrecy or shame.
- - - - Depression
      - Agitation
      - Panic
      - Fear
      - Anger
      - Shock
      - Denial
      - Crying
    - - Chills
      - Shaking
      - Shortness of breath
      - Sweating
      - Restlessness
      - Change in Sleep
      - Withdrawal
      - Vomiting
      - Headache
      - Elevated blood pressure
      - Rapid heart rate
    - - Re- visualizing experience.
      - Intrusive thoughts
      - Reliving past trauma
      - Confusion
      - Decreased attention/ concentration
      - Hyper-vigilance
      - Uncertainty
  - - - Modan, N., & Modan, N. (2019, September 19). 3 ways schools can prepare for natural disasters. K-12 Dive. https://www.k12dive.com/news/3-ways-schools-can-prepare-for-natural-disasters/563226/