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:warning::warning: Types of Traumatic…

- - - - Memory and attention deficits
        
        have short- and long-term memory loss
        
        frustration from not remembering or having to repeat
        
        sense of always being lost and not caught up
        
        Teachers can implement an IEP, daily class checklist, shorter assignments, verbal and physical cues
        
        poor test results
      - Difficulty with coordination, balance, and mobility
        
        unable to independently use the bathroom
        
        late getting to other classes
        
        may feel discouraged during PE or sports
        
        may lead to bullying or feeling different
        
        Teachers can consult with parents, PLC, administration, learning support, to address physical limitations of the student as well as the classroom and school
        
        can't use school seating
        
        can't sit still
        
        unable to use stairs
        
        not able to participate in sports
        
        not able to use a pen/pencil
        
        unable to sit at a standard table
        
        can't manouever around the desks
        
        need assistance from A to B
        
        unable to use electronic devices
        
        unable to feed themselves properly
      - Language and communication skills
        
        struggle with writing, reading, and other academic tasks they used to be able to do
        
        become frustrated, tune out, become disruptive, act out, interrupt peers and teachers
        
        Teachers can work with learning support, speech therapists, school psychologist, parents and counselor to help support the students needs
        
        Poor test results
      - Hearing, vision, touch, smell, and tastex
        
        if students can't use their senses to participate or complete assignments, they can become withdrawn, isolated, ostracized, bullied, frustrated, angry
        
        Teachers can work with what they can in the classroom to help support hearing or visual difficulties with seating arrangements, devices, handouts etc. For other issues, teachers can work with learning support, speech therapists, school psychologist, parents and counselor to help support the students needs
        
        unable to read posted assignments
        
        unable to hear instructions clearly
        
        unable to be physical touched
        
        unable to taste, leading to issues with food, eating disorders
      - Uncontrolled emotions
        
        leading to inappropriate behaviors, acting out, verbally abusive, crying, hitting, uncontrollable raging, violence
        
        resulting in depression, anxiety, aggression, poor impulse control, and personality changes
        
        poor test results
    - - Difficulty cultivating relationships with family, friends, classmates, and teachers. Struggle to learn and participate in extracurricular activities
        
        If they seem depressed, anxious, or show aggressive or inappropriate behaviors teachers can refer to a counselor, parents or specialist
        
        If they miss classroom time for medical appointments, or visit the school nurse for medicine, teachers can have a plan in place for students to get caught up so they do not feel like their disability is disruptive to their class work. Assign a buddy to help bring them up to speed with what they have missed.
        
        Teachers can create individualized education plans (IEPs)
        
        Teachers can convey respect and acceptance
        
        Focus on the students’ strengths
        
        Teachers can use a PLC to create a holistic plan to support the student in all areas of school
- - - - A dynamic of unhealthy interaction form of repeated aggression used from a position of power
      - Physical or psychological intimidation that occurs repeatedly over time
      - Bullying can be overt or covert
      - Bullying can have lasting impacts on everyone involved
        
        the person being bullied
        
        the person who witness the bullying
        
        the person who bullies others
      - bullying is considered an Adverse Childhood Experience (ACE)
    - - a situation in which one or more students (the ‘bullies) single out a child (the ‘victim’) and engage in behaviors intended to harm that child
    - - Psypical
        
        Pushing, hitting, kicking
        
        Making aggressive or rude gestures
        
        Taking or hiding someone else’s things
      - Verbal
        
        Teasing and name-calling
        
        Inappropriate sexual comments
        
        Taunting and threatening harm
      - Socal
        
        Excluding
        
        Spreading rumor
        
        Sending mean text
        
        Embarrassing someone in public
        
        Telling lies
  - - - Health complaints
      - Changes in sleep and eating patterns
      - Feelings of rejection, or poor self-esteem
      - Poor relational skills
      - Self-injury
      - Poor academic performance
      - Loneliness and isolation
      - Stress, anxiety, and depression
      - Separation anxiety
      - Suicidal or homicidal ideas or actions
      - School avoidance, including missing or dropping out of school
      - Anger or frustration
      - Eating disorders
    - - The relationship between trauma and bullying is complex.
      - Being bullied can lead to traumatic stress reactions including Posttraumatic Stress Disorder.
      - Children or teens who have been exposed to trauma and violence may be more likely to
        
        be more distressed by bullying or appear desensitized to bullying
        
        be the targets of bullying themselves
        
        bully others
      - Children who have experienced trauma are more likely to be bullied and to engage in bullying behavior.
  - - - Studnets can fill out survey to better understand their perspectives of bullying
      - Encourage parents involvement
      - Raise awareness of teachers, staff, administrators
      - teamwork and sharing what you know with colleagues
    - - School policy
      - create safe and supportive learning environments
      - The 3-Tier Support Model
      - Partnership with social workers, parents, and students
      - Partnership with parents and psychiatrist
    - - Be aware of students' behavior
      - Build relationships
        
        Lunch gathering
      - Create a safe environment
        
        feel secure and connected
      - Set up a 'safe space'
      - Be predictable
        
        visual schedule
        
        keep a routine
      - Use a 'buddy' or 'support' system
        
        help to build a support system
      - Give students choices
      - Focus on strengths and positives
        
        praise and reinforcement
      - classroom rules against bullying
      - cooperative learning projects that encourage teamwork and reduce social isolation
      - activities or assignments that teach problem-solving or conflict-resolution skills
      - role-playing or other activities to help students understand the perspectives of others and identify feelings
      - Involve the student to work out an individual learning plan
      - Use of Technology
- - - - In a kindergarten classroom some of the signs that could be the symptoms of emotional abuse can be:
        
        Not behaving age appropriately
        
        Always crying about everything
        
        Always crying for nothing
        
        Overly attached to the teachers (especially those teachers who are caring)
        
        Not wanting to go home
        
        Taking the blame for something they didn’t do
        
        Not caring when they are being punished
        7.Destructive behavior
        
        Scared of teachers or to engage with anyone
        9.Always wants to be alone
        
        Responses
        How can we assist these students?
        
        Indirect
        
        • Contact parents
        • Contact school counselor
        • Send home flyers on emotional abuse
        
        Direct
        
        • Creating a classroom environment where students can feel safe and secure.
        • Genuinely listen to their responses, look in to their eyes and even use physical touch.
        • Give extra love, care or attention.
        • Have open, free, private and non-judgmental communication when addressing bad behavior, allow student to speak about the incident, speak gently and allow them to understand that it's not right and that next time should be better. End with encouragement so students are not left feeling ashamed.
        • Give more motivation, encouragement and upliftment that speaks to their character and not just academic achievements.
    - - Video link
        https://www.youtube.com/watch?v=uYWz7NR20Ko
- - - - Children and young people have a limited ability to put feelings and thoughts into words and tend to show feelings with behaviours rather than words. Reactions will vary greatly as children absorb and process information in different ways at different ages.
      - Picking up on tension and distress and might seems clingy
      - not to react first and later have outburst
      - Asking questions and exploring what death means
      - Feeling anxious or insecure
      - Anger
      - Denying what has happened or taking risks
      - difficulty concentrating, being easily distracted
      - withdrawal, needing more personal space
      - 'act out' or isolation
      - having a change in self-image, lower self-esteem, confidence
      - depression
        may have suicidal thoughts
    - - Clear, honest and age-appropriate information
      - https://youtu.be/imu3pRNQnDs
        
        Bereaved children and teenagers will need ongoing attention, reassurance and support. It is not unusual for grief to resurface later on, even well after the death. This can happen as they move through different life milestones, and develop as individuals.
      - Normal routines and a clear demonstration that important adults are there for them
      - Reassurance that they are not to blame and that different feelings are OK
      - talk about what has happened, ask questions and rebuild memories
      - child being listened to and given time to grieve in their own way
      - keep routine and normal boundaries around expected behaviour
      - make time to listen to their thoughts and questions and answer honestly
      - seek professional help
    - - 5 percent of children in the United States—1.5 million—lose one or both parents by age 15; other sources suggest that the proportion is substantially higher in lower socioeconomic groups.
  - - - In 2019, more children are surviving cancer than ever before, and it has more than 500,000 children will have survived cancer by the year 2020.It is a huge victory for the entire medical community, and for that everyone is grateful.
    - - chronic physical health problems
        
        by age 45, more than 95% of childhood cancer survivors will suffer from one or more chronic health problems resulting from late effects of the cancer or cancer treatments they underwent as children.
      - phycological effects
        
        anxiety
        
        depression
      - cognitive effects
        
        Problems with memory, thinking, and attention
        
        Learning difficulties
    - - help children express their feeling using creative outlet
      - seek proffesional help
        
        school counselling
        
        cognitive behavioral therapy
        
        social worker
      - emotional support: Open communication and build trust
      - help children find their community
      - teach meditation and mindfulness
      - promote healthy diet/nutrition
- - - - Create a drive to help their family
  - - - Togetherness: Keeping the family together
      - Food drives
      - FEMA Refief
- - - - Grade 7 student responded to most of the teacher's questions with a slow "Huh?"
        
        I was told by his homeroom teacher that this response might be a tactic for the student to buy himself some time.
        
        Student struggled with classwork in all courses.
        
        What I guess he might be feeling:
        
        Lack of confidence in himself, since he cannot stop this bad thing from happening to someone he loves.
        
        Passive mentality, feeling that whatever he tries to do, bad things still happen. --> Depression.
        
        Unwillingness to trust others.
  - - - having to telephone for emergency assistance;
      - seeing a parent’s injuries after the violence and having to assist in ‘patching up’ a parent;
      - having their own injuries and/or trauma to cope with;
      - dealing with a parent who alternates between violence and a caring role;
      - seeing the parents being arrested; and
      - having to leave home with a parent and/or dislocation from family, friends and school
  - - - Objectively, Allen says that individuals are active when they have control, and passive when they have no control. (Putting that PhD to work, I see.) In other words, children do what they can. Ok, not helpful, Allen.
        
        The findings from this study demonstrate the need to consider children’s unique responses to witnessing violence against their mothers and to begin to more thoroughly examine their coping strategies.