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[Understanding Trauma](https://youtu.be/KoqaUANGvpA), Withdrawn, Source,…

- - - - CREATING SAFE TIMES AND SPACES
        Students who are experiencing unstable moods due to extreme trauma need the space and time and experience and process those feelings. Faculty and students can collaboratively decide on a specific code word or phrase to use with each other which means that they need some time and space away from what is currently happening in the day to be alone and process their emotions. The main thing is to make sure that policies are not suppressing or ignoring any anomalous emotional behavior.
    - - DESIGNATED REST & RECOVER AREAS
        Students and faculty who are experiencing extreme trauma and stress will need a place where they can meditate or cool off or maybe even take a nap. At the discretion of the counselor and administration, a rest area can be created where school members who feel fatigued can take a break and recover some of their energy. It will be important that all faculty help to reinforce the ethos of this space so that it is not abused.
    - - POLICY AMENDMENTS FOR LATE STUDENTS
        In the event that students cannot get enough sleep, there will be a need for the community to think of ways to give some sleeping time back to students. One way to do this would be to amend the late student policy--students can acquire an excused tardy if the reason is related to lack of sleep due to the trauma of the event. As above, the faculty will need to reinforce the ethos of the policy so that it is not abused.
    - - POLICY AMENDMENTS FOR LATE ASSIGNMENTS or FURTHER DIFFERENTIATION
        Any student who is experiencing cognitive difficulties brought on by PTSD or trauma should be allowed the time and space to return to their normal levels of academic proficiency. Therefore, it may be possible and helpful for faculty to amend or revise their classroom policies to include provisions for assignments submitted late due to trauma-related cognitive difficulties. The same can also be done for differentiation within the course content in order to recognize and support the healing process without making the student feel like they are continuously falling behind
- - - - REINFORCE THE EXISTENCE AND USAGE OF RESOURCES
        Many schools already have support networks, systems, and procedures for aiding students who have exhibited suicidal ideation, but especially after a traumatic event such as a shooting, those systems will require two additional things: reiteration to the school community of their existence, and reinforcing the message to use them as needed. It is likely that many students will not be aware of if help is available, and/or how to access it. Informing the students about how to get help and to seek it is a message that bears repeating. Furthermore, it will be critical for the school to reach out to the community (local, state, national) for help--if there are any organizations which can provide assistance in terms of counseling or education on suicide prevention, that will be essential.
    - - CONSISTENT REASSURANCE
        There is a high probability that students experiencing trauma after a school shooting will be very jumpy and startled easily by loud noises, even if the sources of those noises are daily and benign in nature. It will be critical for faculty to consistently reassure the students that those noises are not dangerous. Remind them what the source of the noise is (but do so in a way that is not perceived as condescending). These small reminders will aid students in a return to normalcy.
    - - PTSD EDUCATION
        It becomes increasingly difficult for a community to aid those who are suffering from PTSD if they do not have a basic understanding of what it is. Therefore, it will be necessary for faculty and administration to undergo PD for learning about PTSD, and then for them to design ways to teach the students about it as well. This second phase will be the most difficult as it must be conducted with care and balance--too much focus on the issue may potentially make it difficult for those affected to properly move on, but it is necessary as ignoring the issue will also be severely damaging.
    - - REFINING HOME-SCHOOL COMMUNICATION
        Dealing with depression can potentially be a lifelong struggle, and this can be especially daunting for young people. Therefore, enlisting the help of the community (at the very least, at the school and family levels) will be essential. Create or further refine a system for keeping family and faculty in the loop about the student's progress and emotional state. This will need to be set up so that both parties can be as up-to-date as possible with the state of the student. This will be especially critical as trauma can lead to other detrimental effects and behaviors if they are not caught early on.
- - - - Preschoolers (three to six years) might think their parent was deployed because "I was bad." They may react with toileting issues, thumb sucking, sleep problems, clinginess, and separation anxiety. They may also be touchy, depressed, aggressive, or complain about aches and pains. Very often, preschool and school-age children also worry about the safety of the parent at home.
      - School age children (six to twelve years) may perform more poorly in school. They may become moody, aggressive, or whiny. They may get stomach aches, headaches, etc.
      - Teens may become angry and act out. They can also withdraw or act like they don't care about things. Adolescents may also not like new family roles and responsibilities after the deployed parent returns home.
  - - - Bad temper, difficulties being soothed
      - Tearfulness, sadness, talking about things that scare them
      - Anger toward people, picking on minority groups
      - Getting irritated and fighting with others
      - Changes in sleep patterns, trouble sleeping
      - More clinging behaviors at home, not wanting to go to school
      - Physical complaints (stomachaches, etc.)
      - Wanting attention
  - - - Respect your students' timing and ways of coping. Very young children may want to close their eyes or just go out and play. Don't confront children or force them to talk about things when they don't want to.
      - Keep an open door for the students to talk about their situation.
      - Help your students develop and enjoy fun activities. Distraction can make time go by faster.
      - Stick to routines when possible and give ample time and warning about possible changes..
      - Suggest positive and creative ways of coping for older children and adolescents if asked.
      - Discuss things. Let kids know they can talk about how they feel. Accept how they feel and don't tell them they should not feel that way.
      - Tell kids their feelings are normal. Be prepared to tell them many times.
- - - - Look at their physical appearance. Keep in mind that low body weight isn’t necessarily a tell-tale sign, as food insecurity is often linked to obesity. However, you can look for other physical indicators of nutrient deficiencies like swollen or puffy skin, chronically cracked lips, or chronically dry, itchy eyes.
      - Observe their behaviors and listen to conversations. Children who are chronically hungry are likely to be anxious about when their next meal is. They may frequently complain of excessive hunger, go to school early to get breakfast, or rush to the front of the lunch line. Children may eat quickly and completely, refusing to leave food on their plates. You may notice a child who lingers around for more food or frequently asks for seconds.
      - Ask questions. If you’re concerned a child isn’t getting enough to eat, ask them about what foods they eat at home. What did they eat for dinner last night or breakfast this morning? Do they ever worry they won’t have enough to eat, or has their family run out of food?
      - NOTE: These are harder to do during social distancing and online schooling. In some cases, it might be advisable to use past records of food insecurity and "other methods".
      - Other possible signs students are dealing with food insecurity:
        -They ask about food every day and they’re not picky about what they eat.
        -They suddenly lose or gain weight but don’t change their activity level.
        -They hoard snacks and food.
        -They bully others or behave badly.
        -They have a poor attention span, memory or trouble concentrating.
        -They are hyperactive or impulsive.
        -They show aggressive or antisocial behavior.
        (Again, note these might note be as useful during online learning classes).
- - - - Language barrier is a prominent symptom of children with autism, so language training for children is a very important rehabilitation content.
        
        Try to use simple sentences that the child can understand, because the extra words and sentences will make the child confused. Be sure to gradually increase the vocabulary of the sentence on the basis that the child can understand it.
        
        When training, try to use specific visual objects, pictures, actions, behaviors, demonstrations and repeat them to help understand and remember.
        
        Conditions and situations should be created to encourage children to use language to communicate with others.
        
        When children are speaking, they often use improper words and inverted questions. Parents and teachers must listen to the children patiently. Do not show impatience and carelessness, so as not to hurt the self-esteem of the child, lose interest in speaking, develop fear of speaking, and form language barriers such as stuttering.
    - - Enhance the time of contact with young children with parents, enhance the emotional communication with young children, usually play with young children, constantly try to figure out their heads and limbs, and kiss their cheeks and small hands. And often give young children a smile and joy, so that they can produce and obtain happiness, entertainment and satisfaction.
        
        Let parents often take their children to walk in the green forest and gardens, play, watch birds and animals in the park, play with large toys, often sing, dance, play games, engage in sports activities, and engage in simple household labor with the children.
    - - Conflict intention therapy. Let the child deliberately engage in things he doesn't like or want to do, so that he feels indifferent to things and is willing to work around.
        
        Positive reinforcement method. The positive reinforcement method can be used for the behavior of autistic children who are not close to people and not looking at people. Through the candy and toys that children are interested in, establish a connection with the target event, so that the child slowly learns to do the right thing.
        
        Negative activity exercises. Negative activity practice is to allow the child to overdo a certain habit he likes, resulting in an unpleasant feeling, so as to achieve the purpose of subside this habit. Negative activity exercises have a significant effect on symptoms with a narrow range of interest and monotonous and stereotyped actions.