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Traumatic Stress, Respond strategies(Chuyue), Signs and Symptoms (Maha),…

- - - - 1) Are more likely to perceive threat or hostile intent from others
      - 2) Exhibit high levels of anxiety sensitivity
      - 3) Are often over concerned or preoccupied with negative consequences
      - 4) Have exaggerated inhibition and anticipatory anxiety
      - 5) Are sensitive to punishment and have difficulty adapting to change
      - 6) Weak central coherence: have difficulty “seeing the big picture,” but get hung up on the (often trivial) details
    - - 1) Re-experiencing symptoms, i.e. flashbacks, nightmares, intrusive imagery)
      - 2) Hyperarousal symptoms, i.e. irritability
      - 3) Avoidance symptoms, i.e. numbing, forgetting and avoiding trauma-related material
      - 4) Negative alterations in cognitions and mood associated with the traumatic event(s), beginning or worsening after the traumatic event(s) occurred, i.e. partial amnesia, negative beliefs about oneself, others, or the world, self-blame, constantly expecting the worst
    - - 1) Family, friend and community support
      - 2) Trauma informed, integrated approach
      - 3) Cognitive Processing Therapy (CPT); Cognitive Behavioral Therapy (CBT)
    - - 1) Build rapport with student
      - 2) Avoid making comments on body image or appearance
      - 3) Normalize healthy eating as it comes up in classroom discussions
      - 4) Be in frequent contact with parents and enlist of school supports
      - 5) Be flexible with work completion and memory
      - 6) In a private setting, discuss your concerns with the students in a supportive and non-punitive way. Ask the student for ways that you can help.
      - 7) Teach media literacy, focusing on realistic body images, when eating disroder is due to body disassociation
      - 8) Prearrange a safe location in the school for the student to go if/when feeling unable to eat in front of peers.
      - 9) Offer preferred seating near supportive peers.
      - 10) Consult with parents/guardians and support staff on what is reasonable to expect from the student during this time.
      - 11) Give advance notice for tests/assignments/presentations/projects.
      - 12) Model calm and optimistic behavior
      - 13) Talk to parents about PTSD or Eating Disorders
      - 14) SEL - Relaxation training with students
- - - - Decline in interest of once enjoyed such as activities (jose)
      - Social isolation from family and friends (jose)
  - - - offer supportive resources in the district as well as community(jose)
    - - involve parents if necessary
      - make sure to also understand the bully and see if they are experiencing any issues that the school can help out with.
- - - - Find what is making the child angry and redirecting the focus or create ways to prevent the approach of the anger thought(jose)
      - )
    - - Lack of sleep (Jose)
    - - Find out why they are isolating themselves by talking to them. Encourage them to interact with peers. Find different ways for them to be included. (Ciara)
        
        Negative thoughts and feelings. Example; guilt or shame, feeling detached or estranged from others. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3287974/ (DORCAS)
        
        Arousal and reactive symptoms. Example; A student behaving recklessly or in a self-destructive way. (DORCAS)
    - - Depression (Kanishk
      - Lowering of self esteem (Kanishk)
    - - Self Injury such as Cutting or Hair Pulling (Kanishk)
      - Suicidal or homicidal ideation with or without intent or action(jose)
- - - - Provide psychological "first aid" to students. https://www.psychiatry.org/patients-...d/what-is-ptsd (DORCAS)