Traumatic Stress, Strategies for combatting food insecurity at school, , ,…
Childhood Emotional Neglect: How It Can Impact You Now and Later
Schedule Positive Activities
Talk Back to Negative Thoughts
Spend more time outdoors
praise for positive behavior
clear verbal instructions
predictable daily routines
having a buddy
talk it out
appearing uncaring or indifferent
withdrawing from friends and activities
shunning emotional closeness or intimacy
focus on empathy
help recognize feelings
teach delayed gratifictaion
read a book
listen to music
utilize a mood booster
Food Insecurity (Krislyn)
Food insecurity and reduced classroom engagement
Students may show decreased motivation
Students who experience hunger are more likely to be tardy or absent
Students are more likely to be withdrawn/non-responsive due to headaches, stomachaches, and drowsiness
Food insecurity and social skills
Food insecurity leads to reduced relationship development due to discomfort
Students who experience hunger are much more likely to engage in physical altercations
Students who experience food insecurity have lower levels of self control
Students may show internalized behaviors that lead to poor relationship/relationship skills
Food insecurity and mental health
Food insecurity leads to higher anxiety and irritability in students
More severe food insecurity among families leads to a higher likelihood of mental health disorder development
Older students who experience food insecurity are more likely to have suicidal thoughts and suffer from depression
Chronic stress/toxic stress may cause delayed brain development
Exposure to Violence Symptoms (Luke)
Response strategies (Luke)
Create a safe environment, where the students feels safe to talk
Follow the school policies and procedures
Assure the student that whatever happened was not their fault
Listen to students' stories
Refer the child to a specialised professional, such as the school social worker or a psychologist
Show empathy and be able to listen and understand the student
Create a predictable environment
Become quiet, upset, and withdrawn
Show changes in school performance
Have difficulty paying attention
Want to be left alone
Repeat events over and over in play or conversation
Eat more or less than usual
Have frequent tantrums
Get into trouble
Become easily startled
Talk about the event all the time or deny it
Be irritable or fussy or have difficulty calming down
Refuse to follow rules or talk back with greater frequency
Complain of being tired all the time
Engage in risky behaviors
Symptoms of Divorce
Desinterest in class
Low self esteem
May lower grades/GPA
The child might act out
May be depressed
May skip school
Disobey rules/refuse to participate
May become aggressive
Response Strategies (Divorce)
Provide consistency and structure: listen to and accept their feelings but set limits to their behaviors
Affirm and reinforce their strengths: praise for positive behavior. Praise good work and effort.
Create a safe place in the classroom: let them know they can talk to you whenever they feel like sharing.
Communicate with parents regularly: offer your support and understanding. Take a problem solving approach with a plan for improvement. Communicate how he/she is doing academically, emotionally and socially.
Build a good relationship with the student.
Have the child /student meet with the counselor once a week for emotional support.
Make sure the child is included in the classroom
Be consistent with school routines, rules and expectations.
Death of a Loved One (Mary)
Common Effects in Children (Effects of Traumatic Grief, 2018).
Change in sleeping patterns
Change in appetite
Sad angry or anxious feelings
Persistent thoughts about death
Feeling that the person is still nearby
Symptoms of Traumatic Stress (Effects of Traumatic Grief, 2018)
Any thoughts of the person, can cause upsetting images in their mind. As a result, they will try to avoid anything associated with the person.
Nightmares and guilt
Intrusive thoughts about manner of death
Withdrawal - acting like nothing is wrong, or avoiding all reminders of the person
Emotions such as persistent fear about safety, increased vigilance, irritability, and anger
Problems with sleeping, and decreased concentration
Drop in grades
Physical symptoms such as persistent stomachaches and headaches
Self-destructive and risk taking behaviours
Triggers (Effects of Traumatic Grief, 2018)
Any sensory stimuli, person or place that reminds of the death
Any memories, people, places, or objects that reminds of the person
Any reminders of changes that occurred because of the death
Signs to Look for in School (NCTSN)
Trouble with routines
Repeated play about the death
Not easily comforted
Preoccupied by details
More common trauma responses as shown above
Drug and alcohol use
Withdrawal and social isolation
Signs in various age groups
Reenacting the death through art and play
Troubles with participation and attention
Increased aggression, may seem like it's coming out of nowhere
Showing emotional and behavioural distress over what seems to be a simple thing, like a holiday or other school event
Being non-responsive and unmotivated in class (not turning in homework, not answering questions, avoiding social activities and group work)
Overall emotional appearance could be flat, uninterested, overly jumpy, or have trouble controlling emotions
Physical appearance can change - loss of weight, poor personal hygiene
Dangerous behaviour - self harm, truancy, suicidal, homicidal, lying, stealing, drug/alcohol usage, threats, etc.
Stategies to Help (NCTSN)
Communicate with the family and child before school starts
Decide what should be told to the other students
Ask how peers can help and convey to that to the class
Keep the routine and inform the student of any changes
Listen to the student, even about seemly unimportant things, and answer questions
Don't ask for details, it might bring up triggers
Allow for extra time, and support to complete work
Answer questions, but avoid gory details/ you can say you don't know
Understand outburst and have a plan to help them with self-destructive behaviour
Minimize traumatic reminders
Use strategies that promote concentration, and memory
Modify, cancel, or postpone activities that require intense concentration
Designate a liaison with the family to maintain good communication
Communicate and get support from other staff
Refer the child to a professional (see the video for more specific information)
Check your own emotional state
Childhood Traumatic Grief: Information for School Personnel
Physical Abuse and neglect(Linda Ganz)
Aggressive and sucidal behaviour
Frequent absence from school
Student acts distant and withdrawn from friends
Sudden loss of interest in their favorite activities
Always tired during school hours
Listen, be observant and pay attention to students behavior.
Try to gain the trust of the student
Keep confidentiality as much as possible
Support student in every way possible
Give students time to get air when needed
Create a pattern for the student
Engage student with activities they enjoy doing
Always encourage the student
Avoid activities that reminds student of trauma
Create a calm and conducive learning environment
Long term consequences
-The abused child may end up being an abuser.
-Low self esteem
-Unhealthy sexual practice
-Alcohol and drug use
*Physical health consequences
-High blood pressure.
Avoid social situation
Lack of participation in class.
Uncomfortable in social situations
Find out the reason behind why he/she avoids social situations.
show empathy and understand the student's situation of the student in order to support
Low self esteem.
Saying negative things about themself.
Negative almost about everyting
Feeling sad,depressed, ashame, anxious or angry
Allow the student to work on something they are good at.
Have a conversation with the student
Encourage students to think positive.
Reluctant to go to school.
Find out Possible triggers.
Talk with student
Frequently reports headaches, stomach aches or feeling sick,but there appears to be no underlying medical reason.
Strategies for combatting food insecurity at school
Snack stash and teacher awareness of at-risk students (our school fortunately provides snacks for the classroom)
Establish partnerships with community food banks
School support via breakfast programs as well as free and reduced lunch programs
Communication and discussing food insecurity (We are in constant communication with the families of students who qualify for free lunch. They sometimes have the ability to send students with extra snacks. They sometimes don't.
School food pantries
Reduce food waste at school (Some students at my school qualify for free lunch, but they do not always like the food/eat the food. We always save this food for other students to eat or take home)
After-school meal and summer nutrition programs