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Responding to Traumatic Stress, National Research Council. 1993.…

- - - - clinginess
      - temper tantrums
      - feeling unsafe
        
        possible loss of caregiver
        
        loss of property, recourses or home
    - - correct any misinformation students may have
      - review and describe school's safety plans
      - Promote positivity around the disaster
        
        write thank you letters to frontline workers
        
        organize ways the class can donate to charities
        
        hold daily check ins where students
        can express their feelings
  - - - concentration problems
      - irratibility
- - - - Create an inclusive classroom environment
      - Pair at risk students with more socially established peers
      - Hold class meetings to talk about bullying and create a classroom climate that disapproves of it
      - Establish clear school standards of conduct with students regarding bullying
      - Have adult supervision in all social areas (playground, cafeteria)
      - Involve the parents of the bully in a dialogue about what is happening and why
      - Model respectful and caring behaviour for students to follow
    - - Provide a system of support for the victims (school counselor, peer support)
      - Provide extra academic support to reduce stress for victims whose school performance has been adversely affected
      - Talk to the victim about the measures the school are taking so he doesn't feel isolated
      - Make sure the victim is understands that this is not her fault
      - Encourage the victim to express his feelings by writing it down, or talking about it
      - https://www.youtube.com/watch?v=xspJJPn5sLI
    - - Report the posts and keep any evidence (save messages, take screenshots)
      - Block any cyber-bullies
      - Avoid engaging in any communication with the bully
      - Talk to a trusted adult (parent, teacher counselor)
      - Cyberbullying Infographic
- - - - Tardiness
      - Lack of Self-Confidence
      - Poor Academic Performance
      - Depression
      - Aggressive or Violent Temperament
      - Suicidal Thoughts or Actions
      - Suicidal Thoughts or Actions
      - Unsupportive or Unconcerned Parents
      - Isolation
      - Student Avoids Going Home
      - Eventual Substance Abuse
    - - Poor Hygiene
      - Unexplainable Physical Injuries
        
        Bruises
        
        Cuts
        
        Scars
        
        Broken Bones
      - Difficulties Moving or Walking
      - Student Causes Self Harm
      - Student Wears Same Clothes
- - - - Nightmares or sleeping difficulties
      - Withdrawn behavior
      - Angry outbursts
      - Anxiety
      - Depression
      - Not wanting to be left alone with a particular individual(s)
      - Sexual knowledge, language and/or behaviors that are inappropriate for the child's age
      - Traumatic play in which the child re-enacts some aspects of the experience (May or may not be specific to the sexual abuse)
      - Engage in another child in inappropriate sexual behavior physically or verbally
      - Child may talk about their body as "hurt" or "dirty"
    - - Post-Traumatic Stress Disorder (PTSD)
      - Lack of trust in adults
      - Negative impact on Physical & Mental Health. e.g. changes in Neurobiology, Immune Functioning and physical health
      - Difficulty adjusting sexually later on in life
      - Depression
      - Suicide
      - Substance Abuse
      - Relationship Difficulties
      - Inconsistencies in their memories. Lying or forgetting to cover up trauma
    - - Investigation of child abuse by state child protection agencies
      - Clinical Treatment of physical and psychological injuries
      - Family Counseling
      - Self-Help services
      - Legal actions against the perpetrator
      - Placement of the child into a safe environment (e.g. foster care or a relative)
      - Long-term Therapy
    - - Build good, trusting relationships with students.
        
        e.g. Be someone that students are able to be open to tell what is happening. Allowing the student to trust the teacher and ask for help.
      - Creating a safe environment in the classroom and at school
        
        e.g. Modeling positive behavior as the teacher in the classroom. Offer lessons or seminars to classmates to be empathetic. No tolerance policy for bullying
      - Creating special accommodations according to each individual student's needs
        
        e.g. Allowing a quiet space for students who may feel uncomfortable with others.
      - Be predictable and organized in the classroom routine to foster stability
      - Report to authorities and administrators
        
        e.g. Making logs in the student file, keeping parents updated, and holding meetings with administrators on next steps in helping the student
      - Be observant in the classroom of students who have drastic changes in personality. Students may not always be able to verbally request help.
      - Highlighting student's strengths and building up their self confidence and identity
- - - - • Do collaborative problem-solving with students
      - • Consistent expectations and behavior plans that are based on rewards systems, not punishment.
      - • Active ignoring of negative behavior
      - • 10:1 (Ratio of positive to negative statements for traumatized children/adolescents)
      - • Use of specific praise like-- “You did a great job paying attention in class today” vs “Good job today.”
      - • Practice active listening with students and demonstrate empathy
      - Classroom Strategies:
- - - - What/how much information is helpful to communicate to peers, staff, etc.
      - Explain to the student what will happen when they return to school
      - Clarify rules for absence, exams, etc.
      - How should they be approached by teachers
      - How it should be spoken of in class and if/when questions are acceptable
  - - - Upsetting thoughts
      - Upsetting memories
      - Upsetting images
      - Nightmares
    - - Headaches
      - Stomachaches
      - Symptoms mimicking the way the person died
      - Jumpiness
      - Trouble concentrating
    - - Withdrawal
      - Acting as if they're not upset
      - Avoiding reminders of the person, how they died, places/things related to the person, etc.
    - - Anger
      - Guilt
      - Shame (self-blame)
      - Loss of trust
      - Believing the world is unsafe
    - - Irritability
      - Trouble sleeping
      - Dropping grades
      - Increased vigilience
      - Fears about safety (oneself/others)
      - Self-destructive or risk-taking behaviors (i.e. substance use)
- - - - Loss of control of sphinters
      - Loss of appetite
      - Self-harm
      - Lack of energy to complete regular tasks
      - Muscle tension
      - Headache
      - These are just a few examples of how the body reacts physically to the stress of losing a loved one. People react differently, but the effects of loss can be felt throughout our muscular, circulatory, respiratory, and even immune systems. It is really NOT all in your head.
    - - Irritability or anger
      - Tantrums
      - Regression to younger behaviour
      - Crying
      - Sadness
      - Guilt
    - - Thoughts of self-harm
      - Nervousness
      - Fear about own and others safety
    - - Agressiveness
      - Changes in sleeping patterns
      - Withdrawness
    - - Beliefs may be challenged and he/she may struggle to have faith in the things that he/she once believed in.
  - - - Get the school's counsellor involved in the process of helping the student overcome the trauma.
      - Use Social-Emotional Leaning approach
      - Create individualized learning plan
      - Arrange a modified school schedule (reduced hours)
      - Teach mindfulness activities for students to learn how to do them whenever they feel they need it.
      - Professional Development on how to deal with grief in the classroom for teachers.
      - Mantain the normal routines at school (gives a feeling of normality)
      - Prepare the whole class about grief and inform them about the peer who is going through it.
      - The teacher has to be patient, understanding and tolerant, let the student know that death is not contagious.
      - School wide buddy or support system.
      - Plan lessons accordingly making sure it is a safe one to be handled by the students
  - - - A Strategy for Schools: Positive responses to death
        https://www.winstonswish.org/wp-content/uploads/2019/06/Strategy-for-schools.pdf
      - A Guide to Supporting Grieving Children and Young People in Education
        https://www.winstonswish.org/wp-content/uploads/2019/06/Guide-to-supporting-grieving-children-in-education.pdf
- - - - Symptoms
        https://www.apa.org/pi/families/poverty
        
        Low Academic Achievement
        
        Higher rates of school drop out
        
        Response Strategies
        https://www.nassp.org/poverty-and-its-impact-on-students-education/
        
        Expose students to fun learning experience (hands-on learning, field trips)
        https://www.edutopia.org/discussion/5-ways-help-students-affected-generational-poverty
        
        assist with access to technology
        
        extend library / computer lab hours
        
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        Poor Health/Nutrition
        
        chronic health conditions (asthma/pneumonia/etc)
        
        inadequate food=hunger
        
        lack of access to healthy foods / play areas :
        
        Response Strategies
        
        access to cooking class where students are taught how to cook healthy, budget-friendly meals
        
        access to nutrition / health classes
        
        optional free breakfast before school to ensure everyone starts the day fed
        https://www.nassp.org/poverty-and-its-impact-on-students-education/
        
        1 more item...
        
        Emotional Problems/ Mental Health Issues
        
        Response Strategies
        (https://resilienteducator.com/classroom-resources/trauma-informed-strategies/)
        
        create a "cool down corner" or safe space for the child to respond stress and reflect
        
        make special accommodation based on student needs
        
        Get to know the students and take interest in their well-being
        
        1 more item...
- - - - Withdrawn/Avoidance
      - Blaming others
      - Difficulty making friends
    - - Mcleod, S. (2012). Low Self Esteem | Simply Psychology. Simply Psychology. https://www.simplypsychology.org/self-esteem.html
      - Self-esteem and teenagers - ReachOut Parents. (2021). Reach Out. https://parents.au.reachout.com/common-concerns/everyday-issues/self-esteem-and-teenagers
      - Shore, K. (2021). Dr. Ken Shore: The Student with Low Self-Esteem | Education World. Education World. https://www.educationworld.com/a_curr/shore/shore059.shtml
    - - Anxiety/Depression
      - Unsupportive parents or friends
      - Poor Body Image
    - - Talk About It
        (https://www.youtube.com/watch?v=Jh3zFsZG47w)
      - Praise students in genuine and specific ways
      - Showcase the student's accomplishments
      - Engage the student in conversations about their interests
      - Encourage a class climate of inclusivity