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Traumatic Stress, Response strategies, !unnamed, Take time away from work.…

- - - - Alternatives for Families - A Cognitive Behavioral Therapy:
        a trauma-informed, evidence-based treatment designed to improve the relationships between children and caregivers.
- - - - Use reassurance and a calm voice when talking to a child, especially in the aftermath of violence.
        Give children permission to tell their stories.
        Sometimes it is difficult to listen to the child’s distress, but talking helps children heal.
        Remind children that the violence is not their fault, and it is not their job to solve adult problems.
        Remember, you can get specific help from professionals in planning how to talk to children about the violence they may have witnessed.
        Work to create a stable, safe environment for the child.
        http://www.childwitnesstoviolence.org/how-to-intervene.html
    - - https://www.nctsn.org/resources/child-trauma-toolkit-educators
        
        Maintain usual routines.
        
        Give children choices.
        
        Increase the level of support and encouragement given to the traumatized child.
        
        Set clear, firm limits for inappropriate behavior and develop logical—rather than punitive— consequences.
        
        Recognize that behavioral problems may be transient and related to trauma.
        
        Provide a safe place for the child to talk about what happened.
        
        Give simple and realistic answers to the child’s questions about traumatic events.
        
        Be sensitive to the cues in the environment that may cause a reaction in the traumatized child.
        
        Anticipate difficult times and provide additional support.
        
        Warn children if you will be doing something out of the ordinary.
        
        Be aware of other children’s reactions to the traumatized child and to the information they share.
- - - - Media coverage of the war posed a significant source of stress for children and makes it much more difficult for children to cope with a parent’s deployment.
      - Parents reported that one in five children coped poorly or very poorly to deployment separation.
      - Thirty-seven percent of children with a deployed parent reported that they seriously worry about what could happen to their deployed caretaker.
      - Academic problems occurred in one in five children.
      - Depression was seen in about one in four children.
      - High levels of sadness were seen in children in all age groups.
      - Changes reported included changes in school performance, lashing out in anger, worrying, hiding emotions, disrespecting parents and authority figures, feeling a sense of loss, and symptoms consistent with depression.
- - - - Symptoms
      - Intrusive memories about the death: can appear in nightmares, guilt, or self-blame about how the person died, or recurrent or intrusive thoughts about the horrifying manner of death.
      - Avoidance and numbing: the child acting as if not upset, or the child avoiding reminders of the person, the way she or he died, or the event that led to the death.
      - Physical or emotional symptoms: can include irritability, anger, trouble sleeping, decreased concentration, drop in grades, stomachaches, headaches, increased vigilance, and fears about safety for oneself or others.
      - Also…you may experience:
        
        Have upsetting thoughts, images, nightmares, or memories about the scary way the person died that come into your head.
        
        Experience physical reactions such as headaches, stomachaches, or sensations that resemble how the person died.
        
        Become jumpy or have trouble concentrating.
        
        Avoid feelings or withdraw. Act as if you are not upset about the death or avoid reminders of the person, such as the way the person died, places or things related to the person, or events that led to their death.
        
        Remain in a bad mood or have unpleasant beliefs related to the traumatic death, such as being angry, feel- ing guilty, blaming yourself, distrusting others, or think the world is unsafe.
        
        Feel more irritable, have trouble sleeping or concentrating, or see your grades start dropping. Become extra careful and have more fears about your safety and others.
        
        Do self-destructive or risky things, like abuse alcohol or drugs, and feel like you want to hurt yourself.
        
        Events that may trigger a crisis:
        
        Trauma reminders: places, situations, people, sights, smells, or sounds reminiscent of the death. These may include the street corner where a fatal accident occurred, the bedroom where a parent died, or the sound of an airplane reminding a child of a mother who died in a crash.
        
        Loss reminders: people, places, objects, situations, thoughts, or memories that are reminders of the person who died—for example, photo albums or a new coach who has replaced a parent who previously headed a child’s sports team.
        
        Change reminders: situations, people, places, or things reminding the child of changes in his or her life resulting from the death—for example, moving to a new house or having to walk home with a babysitter rather than with an older sibling who died.
        
        To feel better you could:
        
        Express your feelings in creative ways such as art, writing, or dancing.
        
        Do calming activities such as yoga or listen to music.
        
        Talk to friends and family to help you through.
        
        Check in with a mental health professional to see if you need more help.
        
        Special therapy can help you pull things back together with friends, at school, and at home. You can learn what sets off your reactions as well as ways to take control of them.
- - - - More than 700 000 people die due to suicide every year.
      - For every suicide there are many more people who attempt suicide. A prior suicide attempt is the single most important risk factor for suicide in the general population.
      - Suicide is the fourth leading cause of death in 15-19-year-olds.
      - 77% of global suicides occur in low- and middle-income countries.
      - Ingestion of pesticide, hanging and firearms are among the most common methods of suicide globally.
  - - - identify the students at risk
      - reference https://www.who.int/news-room/fact-sheets/detail/suicide
        
        limit access to the means of suicide (e.g. pesticides, firearms, certain medications);
        
        interact with the media for responsible reporting of suicide;
        
        foster socio-emotional life skills in adolescents;
        
        early identify, assess, manage and follow up anyone who is affected by suicidal behaviours.,
- - - - extreme nervousness when tesk-taking
      - fearful of constuctive feedback
      - clingy behaviour, a depressive or low mood(quiet when talking with adults)
      - aggressive, self harming, threatening self-harm
      - obsessive behaviour
      - insomnia, nightmare or trouble sleeping
    - - Help the chid remain safe
      - encourage the child to tell what happened
      - remind the child that he/she is not responsible for the abuse
      - offer comfort
      - report the abuse
      - considering additional support-help the child seek counseling or other mental health treatment
    - - they may blame themselves for the abuse
      - they struggle with developing and maintaining friendships
      - they do not trust authority figures
- - - - Feeling that you have to use the drug regularly — daily or even several times a day
        
        Strategies and Responses:
        
        Listen. Be supportive and create a safe environment
        
        Communicate with other educators in consultation with the parent/guardian, administrator, counelor and social worker.
        
        Strengthen the bond. Work with the student and provide empathy and academic direction. A strong, stable bond between you and the student will reduce your child's risk of using or misusing drugs.
      - Having intense urges for the drug that block out any other thoughts
      - Over time, needing more of the drug to get the same effect
      - Taking larger amounts of the drug over a longer period of time than you intended
      - Making certain that you maintain a supply of the drug
- - - - SYMPTOM
        
        Reference:
        https://www.qic-wd.org/blog/stress-and-child-welfare-workforce-recognizing-signs-secondary-traumatic-stress
        https://link.springer.com/article/10.1007/s10826-019-01668-2 https://www.aappublications.org/news/2020/05/21/wellness052120#:~:text=Like%20PTSD%2C%20STS%20can%20be,and%20an%20impaired%20immune%20system.
        
        Emotional — feeling numb or detached; feeling overwhelmed or maybe even hopeless.
        
        Physical — having low energy or feeling fatigued.
        
        Behavioral — changing your routine or engaging in self-destructive coping mechanisms.
        
        Professional — experiencing low performance of job tasks and responsibilities; feeling low job morale.
        
        Cognitive — experiencing confusion, diminished concentration, and difficulty with decision making; experiencing trauma imagery, which is seeing events over and over again.
        
        Spiritual — questioning the meaning of life or lacking self-satisfaction.
        
        Interpersonal — physically withdrawing or becoming emotionally unavailable to your co-workers or your family.
        
        Physical — having low energy or feeling fatigued
- - - - Symptoms of bullying:
        
        Unexplainable injuries
        
        Lost or destroyed clothing, books, electronics, or jewelry
        
        Frequent headaches or stomach aches, feeling sick or faking illness
        
        Changes in eating habits, like suddenly skipping meals or binge eating. Kids may come home from school hungry because they did not eat lunch.
        
        Difficulty sleeping or frequent nightmares
        
        Declining grades, loss of interest in schoolwork, or not wanting to go to school
        
        Sudden loss of friends or avoidance of social situations
        
        Feelings of helplessness or decreased self esteem
        
        Self-destructive behaviors such as running away from home, harming themselves, or talking about suicide
    - - Creating a positive climate in the classroom, and teaching zero tolerance both for bullying and for standing by during violent acts.
      - Training teachers in classroom management and the use of positive discipline.
      - A physical education plan designed to teach kids how to control their impulses and take specific action against bullies.
      - A mentoring program designed to teach kids to avoid involvement in bullying.
      - Building strong teacher-students relationships so students feel confident in confiding to teachers and staff.