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Traumatic Stress, Violence (at home, at school, or in the surrounding…

- - - - Strategies
        
        Help younger students understand what has happened
        allow an opportunity for children to express themselves
        Children may benefit from tutoring, extra support, or temporary changes in their test schedules or other classroom demand
        Help them identify adults with whom they can speak when they are ready
        
        https://www.edutopia.org/blog/tips-grief-at-school-2-chris-park
  - - - Strategies
        
        Help students identify and share their feelings.
        Teach stress management and
        relaxation techniques.
        Build a strong relationship with the students in order to gain their trust.
        Model empathy, by treating all students in a nice way
        
        Help them identify adults with whom they can speak when they are ready
        
        https://www.verywellfamily.com/teach-empathy-and-prevent-bullying-460744
    - - https://youtu.be/4mrE5zgEvt4
  - - - Strategies
        Encourage the child to tell you what happened
        Remind the child that he or she isn't responsible for the abuse
        Offer comfort
        Report the abuse
        Help the child remain
        
        https://youtu.be/aJJ7YpW--dQ
      - https://youtu.be/vh4G03DIjvU
- - - - Emotional and behavioral signs of symptoms
        
        -Changes in eating patterns
        -Frequent tears or anger
        -Mood swings
        -Refuses to talk about what is wrong
        -Begins to target siblings
      - Physical signs of bullying
        
        -Has unexplained bruises, cuts, scratches
        -Comes home with missing or damaged belongings or clothes
        -Stolen, lost or damaged possessions
        -Suddenly doesn’t want to go to school or ride the bus
        -Change in appearance
        
        Strategies
        
        -Prevent bullying through training and educating
        Train and educate students to increase their knowledge and ability to prevent and respond to bullying. Use some case studies and let students know how bullying affect the student's life negatively. Through the activity, students need to feel empathy and ensure what consequences or punishment there are when students bully someone in the school boundary.
        -Take a responsibility for school duty or supervision
        All teachers perform their duties as scheduled by the school. Teachers consistently check places in the school, nearby the school or around the school. Teachers should observe students' behavior carefully in the cafeteria, bathroom, hallways, etc. Teachers should also remember students who have had any conflicts or bullied someone.
        -Empower Student Bystanders
        Please encourage students to stand up against bullying behavior to report it to teachers or Dean of student life. Strive to empower the bystanders in your class. Make sure to provide safe and confidential ways they can report bullying incidents.
        -Maintain Open Communication
        Strive to build a rapport with all your students. Get to know them as individuals. Greet each student every day and ask how their school lives are going. Carefully watch for signs that they might be experiencing bullying. Provide a safe and positive environment where any students can share their positive or negative emotions.
        -Speak With the Victim Privately
        Create an environment where your students feel safe talking with teachers. Empathize with how they are feeling and provide ideas for overcoming bullying. Make a commitment to help the victim resolve the issue.
        -Check in With Both the Victim and the Bully
        Have private conversations with the victim and the bully. Listen to both sides and clearly show what they did well and what they did really bad. Give the victim tools for dealing with future bullying incidents in case and for regarding self-confidence. Encourage the bully to clearly know the consequences and to set short- and long-term goals related to the bully's interest. Then the student will get motivated and build healthy relationship with other peers.
        
        VIdeo: Anti-bullying tips for kids with, "Five Ways to Stop Bullying!"
  - - - Feel self-conscious and anxious in social situations
        
        -avoid school or participating in class
        
        seem embarrassed, lonely, or withdrawn
        have physical symptoms such as sweating, shaking, stomach pains, nausea, and a racing heart beat (panic attack) when they face feared situations
        
        need intervention with a school counselor or therapist to help them handle social situations
        
        be targeted by bullies
        
        be overprotected by well-meaning friends who are willing to talk for them
        
        Intervention
        
        Structure classroom activities and small groups so anxious students are not left out; assign partners for paired activities
        
        assign a classroom buddy to provide support
        -offer to help a student rehearse if they need to give a report in class
        -encourage students to participate to the extent that they are able
        -be patient and positive as students learn ways to cope
        
        make relaxation skills part of your classroom routine — this can be as simple as inviting students to take a few calm, slow breaths.
        
        encourage anxious students to try to speak for themselves, when they can, rather than speaking for them
        
        identify a quiet place a student can go to if they feel overwhelmed
        
        encourage attendance, which may require shortened school days and modified class schedules
        
        meet regularly with parents, counselors, and school staff to discuss the student's progress and best ways to help them.
        
        Work citied:
        
        Lyness, D. A. (Ed.). (2021, September). Social anxiety factsheet (for Schools) (for parents) - nemours kidshealth. KidsHealth. Retrieved October 29, 2021, from https://kidshealth.org/en/parents/social-phobia-factsheet.html.
      - Body image issue
    - - Brain structure. A structure in the brain called the amygdala may play a role in controlling the fear response. People who have an overactive amygdala may have a heightened fear response, causing increased anxiety in social situations.
        
        Environment. Social anxiety disorder may be a learned behavior — some people may develop significant anxiety after an unpleasant or embarrassing social situation. Also, there may be an association between social anxiety disorder and parents who either model anxious behavior in social situations or are more controlling or overprotective of their children.
    - - -Have physical symptoms such as shaking, sweating, stomach pains and racing heart beat(panic attack) when they face feared situations.
        -Seem embarrassed, lonely, or withdrawn
        -Feel self-conscious and anxious in social situations
        -Be targeted by bullies
        -Avoid school or participating in class
        
        Strategies
        
        -Start discussion from a small group
        Students might have difficulty sharing their ideas in the entire class or having a presentation in front of many people. They can make a group of 2 or 3 who are close each other and effectively share their opinions first.
        -Focus on others instead of one's own self
        Students sometimes focus too much on their fear, and this gives them more anxiety and stress. To avoid it, teachers encourage students to find the areas of interest and focus on them.
        -Try alternative treatments such as mindfulness
        5 - 10 minutes before the class starts, teachers can try mindfulness activity with students. In a quiet place, by following instructions, students can relax their bodies and reduce anxieties. Teachers can teach students relaxation techniques
        -Meet regularly with parents, counselors, and school staff to discuss the student's progress and best ways to help them.
        
        Video: https://www.youtube.com/watch?v=ypHzXOcUQwE
  - - - Changes in Cognitive Behavior
        -Forgetfulness
        -Unwanted or repetitive thoughts
        -Difficulty concentrating
        Changes in Classroom Behavior
        -Increased tardiness
        -Unexcused absences
        -Sleeping in class
        -Less likely to answer professors' emails
        Expresses being overwhelmed by class requirements
        -Outbursts in class, or silent sullenness
        
        Strategies
        
        -Identify students demonstrating high levels of stress
        When you see students who get a lot of stress on academics, start a casual conversation with students. It makes students feel comfortable when you approach friendly. Listen carefully what students most get stressed about and support how they can deal with them within the balanced life between their academic and personal areas.
        -Incorporate self-management skills (dealing with or reducing stress) into the curriculum
        Students can work on Personal Learning Plan in class. They can start thinking of the area of interest and what strengths and weaknesses they have. Then they can set academic, personal and physical goals (both short- and long- terms) related to their interest and keep reflecting on their plans and actions.
        They can also take effective notes, manage tasks and time wisely, plan for preparing exams, manage their emotions, etc. In the classroom, and the teacher can discuss how to develop self-management skills related to the subject or classroom.
        -Reduce test anxiety
        Teachers can share tips to review and prepare for the exams. Teachers can share test date and information at least 2 weeks ahead then give enough prep time to students. The test can be in various ways such as a project/ exploration in the real life situation or pattern investigation. This reduce students' anxiety.
        -Ensure that students receive adequate support from teachers
        Sometimes, students don't have sufficient time to get feedback in detail from teachers. They need to spend more time to reflect on their submitted tasks or exams with teacher's feedback. They need to clearly understand what minor mistakes they made and what areas they can improve more. This will help the student improve their academic performance.
        
        Video: How to Manage Stress as a Student
- - - - Strategies to support the child
        • Ensuring the child or teen is safe and seek ways to prevent future bullying experiences
        • Talking through what happened and why, to help clear up misconceptions about their role in the traumatic event
        • Teaching stress management and relaxation techniques, to help them cope• Explicit anti-bullying or community-building curricula
        • Timely interventions in conflicts and hurtful exchanges
        • Teaching and modeling of empathy and active listening skills
        • Implement student-generated agreements and contracts
        • Adopt “zero indifference” (NOT zero-tolerance) policies
        • Explore stress-management strategies to diffuse tense situations and help students process feelings in the moment
        • Give students opportunities to demonstrate their strengths
        
        STRATEGIES
        
        https://www.youtube.com/watch?v=rgMwh5Fnp3I
  - - - SYMPTOMS
        
        • disclosure of an injury inflicted by someone else (parent, carer or guardian), or an inconsistent or unlikely explanation or inability to remember the cause of injury
        • unusual fear of physical contact with adults
        • aggressive behaviour
        • disproportionate reaction to events
        • wearing clothes unsuitable for weather conditions to hide injuries
        • wariness or fear of a parent, carer or guardian
        • reluctance to go home
        • no reaction or little emotion displayed when being hurt or threatened
        • habitual absences from school without reasonable explanation
        • overly compliant, shy, withdrawn, passive and uncommunicative
        • unusually nervous, hyperactive, aggressive, disruptive and destructive to self and/or others
        • poor sleeping patterns, fear of the dark or nightmares and regressive behaviour, e.g. bed-wetting
        • drug or alcohol misuse, suicidal thoughts or self-harm.
        
        STRATEGIES
        
        Show interest in children’s lives by asking questionsand remembering details about their likes dislikes, families, and activities outside of school.
        Engage regularly in warm, caring, one-on-one interactions.
        Teaching students how to identify and discuss their feelings by naming and validating emotions in the classroom.
        Creating quiet spaces for children to “take break”
        throughout the day
        Offering structured opportunities for both group and individual play
        Modeling and role-playing strategies for joining in play and resolving conflictsRecognizing and naming moments of positive social interaction
        Maintaining a predictable routine and adhering to a classroom schedule.
        Avoid threats, intimidation, and battles for control;
        Reinforce that schools are a nonviolent and safe place for children, both physically and emotionally; and
        • Integrate safety and conflict resolution skills throughout the curriculum.
        
        https://www.nctsn.org/what-is-child-trauma/trauma-types/physical-abuse
  - - - PHYSICAL SYMPTOMS
        
        • appearing consistently dirty and unwashed
        • being consistently inappropriately dressed for weather conditions
        • being at risk of injury or harm due to consistent lack of adequate supervision from parents
        • being consistently hungry, tired and listless
        • having unattended health problems and lack of routine medical care
        • having inadequate shelter and unsafe or unsanitary conditions.
        
        BEHAVIOURAL SYMPTOMS
        
        •gorging when food is available or inability to eat when extremely hungry
        • begging for or stealing food• appearing withdrawn, listless, pale and weak
        • aggressive behaviour, irritability
        • involvement in criminal activity
        • little positive interaction with parent, carer or guardian
        • poor socialising habits
        • excessive friendliness towards strangers
        • indiscriminate acts of affection
        • poor, irregular or non-attendance at school
        • staying at school for long hours and refusing or being reluctant to go home
        • self-destructive behaviour
        • taking on an adult role of caring for parent
        
        STRATEGIES
        
        Create a relationship where children can express their views, concerns, anguish, fear etc. Engage regularly in warm, caring, one-on-one conversation.
        Try to engage with children in informal discussions
        Be a good listener
        Avoid Negligent Behavior in the classroom
        Encourage children to assume different roles in their pretend play.
        Help them express their own feelings and encourage them to listen to other people's feelings.
        
        STRATEGIES
        
        • Strengthening household financial security
        • Family-friendly work policies
        • Legislative approaches to reduce corporal punishment
        • Preschool enrichment with family • Parenting skill and family relationship approaches
        • Enhanced primary care
        • Treatment to lessen harms of abuse and neglect exposure
- - - - Strategies:
        Two-way communication between teachers/parents - both parties keep other informed of important events/school activities
        Appreciating Family Strengths to develop successful partnership - ability to be flexible, greater independence + maturity, ability to negotiate and resolve conflict
        Mutual problem-solving - parent and teacher work together to solve issues
        Attitude - all parents are involved to some degree, the teachers should regard it as a continuum rather than on or off - as parents experience transition (divorce/remarriage) lower levels of involvment maybe all that is possible
        Consistency and Structure - School can provide stability and support
        Encourage parents to focus on children's best interests - whenever meeting/encounter parents encourage them to avoid critisizing, blaming, denigrating the other parent in front of the children
        
        References
        Effects of Divorce on Teenagers | Outback Therapeutic Expeditions. (2019, December 20). Outback Therapeutic Expeditions. https://www.outbacktreatment.com/effects-divorce-teen/
        Helping Children Adjust to Divorce: A Guide for Teachers. (2021). Missouri.edu. https://extension.missouri.edu/publications/gh6611
        Marcin, A. (2020, May 7). 10 Effects of Divorce on Children — and Helping Them Cope. Healthline; Healthline Media. https://www.healthline.com/health/parenting/effects-of-divorce-on-children#relationships
  - - - Strategies: School culture
        Schools need to build and maintain a culture that is - inclusive, values diversity, does NOT tolerate any form of racist bullying
        A whole school approach - engaged leadership, a shared and visible commitment by all members of the school community
        Recognizing that bullying prevention needs constant effort
        Adopting a multi-faceted approach rather than standalone/single strategy
        Implementing comprehensive and evidence based strategies
        Professional development for staff - develop their capacity to create an inclusive school/classroom environment
        Implement school policies and practices that clearly name and address racist bullying
        Develop a specific anti-racism policy to support the school's bullying prevention policy
        
        References
        Becoming an Anti-Racist Educator. (2021, November). Wheaton College Massachusetts. https://wheatoncollege.edu/academics/special-projects-initiatives/center-for-collaborative-teaching-and-learning/anti-racist-educator/
        Center for American Progress. (2020, July 8). Center for American Progress; Center for American Progress. https://www.americanprogress.org/issues/education-k-12/news/2020/07/08/487386/fighting-systemic-racism-k-12-education-helping-allies-move-keyboard-school-board/
        Racist bullying. (2019). Vic.gov.au; Education and Training. https://www.education.vic.gov.au/about/programs/bullystoppers/Pages/racistbullying.aspx
        Umme Hoque. (2021, June 16). How teens are using online platforms to call out racism in high school. Prism; Prism. https://prismreports.org/2021/06/16/how-teens-are-using-online-platforms-to-call-out-racism-in-high-school/
      - Strategies: Systemic
        Advocate for equitable funding - Schools need to ensure states use federal funding to offset any depleted revenue
        Advocate for less policing and surveillance of students
        Advocate to END de-facto segregation through school and district boundaries
  - - - Strategies:
        Assure the child that she/he is safe. Discuss with the child what steps are being taken to keep them safe at home and school
        Explain to her/him that they are not responsible for what happened, they are not to blame, even those events that are out of their control.
        Patience. There is no correct timetable. Some will recover quickly, others less so. Support and reassure the child that they do not need to feel guilty or bad.
        For some mental health professionals will be required, effective treatments like cognitive behavioral therapies should be available and followed.
        
        References
        PBS NewsHour. (2018). Nearly 1 in 5 teens seriously considers suicide. Can schools offer relief? [YouTube Video]. In YouTube. https://www.youtube.com/watch?v=pLdGC6uxf6A
        Recognizing and Treating Child Traumatic Stress. (2020). Samhsa.gov. https://www.samhsa.gov/child-trauma/recognizing-and-treating-child-traumatic-stress#types
        Trauma and teenagers - common reactions - Better Health Channel. (2016). Vic.gov.au. https://www.betterhealth.vic.gov.au/health/healthyliving/trauma-and-teenagers-common-reactions
  - - - Encourage the student to communicate without judging/advising them until they ask for feedback
        Reassure them that they wont get into trouble
        When they come to you, make time for them
        Talk about sexual assault directly - for some teens safety issues aren't on the radar, or they may have misconceptions about sexual assault, so bring up statistics, e.g. 93% of victims who are minors know the perpetrator.
        Use the media to make it relevant - ask their opinion on something in the media/social media/Tv show - asking for their opinion shows that their point of view is of value
        
        References
        Signs of sexual abuse in children and teenagers. (2020, May 25). Raising Children Network. https://raisingchildren.net.au/school-age/safety/child-sexual-abuse/signs-of-sexual-abuse
        Talking to Your Kids About Sexual Assault | RAINN. (2021). Rainn.org. https://rainn.org/articles/talking-your-kids-about-sexual-assault
        Toxic Stress. (2020, August 17). Center on the Developing Child at Harvard University. https://developingchild.harvard.edu/science/key-concepts/toxic-stress/
- - - - Strategies
        
        Differentiated work load: Alter the amount of work she needed to complete to take one stressful aspect away, Offer choice in the work to be completed so she could choose something she would enjoy doing
        
        Increase in-class engagement with hands-on activities or strategies like WBT
      - Distracted in class and would often zone out
        
        Homework would often not be completed
  - - - Strategies
        
        Gamification for increasing motivation, collaboration and community. Choice aspects can increase student motivation by allowing students to take ownership of their learning.
        
        Self-study planning: students take ownership of learning by setting their own learning goals and path to reaching those goals
        
        Increase in-class engagement with hands-on activities or strategies like WBT
        
        https://www.youtube.com/watch?v=y2r55tAOXAc
      - No motivation to complete assignments at home during lockdown (online classes)
        
        Difficulty focusing in class
  - - - Strategies
        
        Student Goal-setting: having students set their own learning goals in small steps to take ownership and celebrate their development.
        
        Various EAL support strategies such as:
        
        Daily Conversation (ELL’s) :link:
        
        Echo Reading (ELL’s)Link Title :link:
        
        Elkonin Boxes (ELL’s)Link Title :link:
      - -Lack of self-confidence
      - -Compared own accomplishments to others
      - -No support with reading/English at home (low reading level and high EAL)
- - - - Strategies:
        Create a goodbye ritual - establishes the protocol of leaving and returning later.
        Stick to a routine - wake up at the same time, follow preparing for school ritual in the evening before bed, arrive and follow goodbye ritual.
        Practice separation at home for short periods before starting school - start with short periods apart with students at home with another caregiver (Not the primary caregiver)
  - - - Strategies:
        Develop social-emotional skills through modelling and role play.
        Teach appropriate verbal intervention strategies.
        Work on student empathy by teaching perspective thinking skills, anger management and impulse control.
  - - - Strategies:
        This type of stress requires at home interventions. Depending on the situation, parents need to be contacted to discuss the situation at home and how to address it.
        At school:
        Report suspected child abuse immediately, ensure that sufficient evidence is available.
        Do not act shocked or disgusted if a child reveals something about their abuse. Teachers need to provide a safe and open environment for students to be comfortable.
        Treat all students with kindness, respect and empathy.
        Be supportive of students and let them know that the abuse is not their fault.
        Ensure students who have been abused have plenty of ways to express themselves.
- - - - Strategies:
        Be calm & caring- Use simple words
        Listen, comfort, & answer questions
        Put feelings into words
        Tell the child what to expect & about changes
        Explain what events may/will happen
        Help the child remember in a positive manner
        Give comfort and reassurance
        Help them shift and feel better
        Allow the child time to heal from the loss
        Seek additional help from a therapist or doctor
        Really get to know your students
        
        https://kidshealth.org/en/parents/death.html
        
        Example:
        A Kindergarten student moved to our community due to a change in Dad's job. The student missed a lot of school and so is repeating Kindergarten. The year before, the student woke up to find his older brother dead in the bed they shared. His father feels like enough time has gone by and the boy should "buck up" and "move on" rather than think about his brother's death. He does not want the child to participate in counseling or therapy because he says the boy "will get over it soon enough" and refuses the additional support. Meanwhile, the child cries often because he misses his brother, sleeps in the floor by the teacher, is low academically, is behind his peers developmentally, and seems very immature for his age.
  - - - Strategies:
        Trust your gut
        Call your local child protective services or police
        Call Childhelp National Child Abuse Hotline 800-422-4453
        Help the child get therapy/counseling
        Support
        Help child know it's not their fault
        Really get to know your students
        https://www.webmd.com/children/child-abuse-signs
        
        Example:
        A fourth grade student was at the top of his class academically. He sat in the front, played basketball, was the first to raise his hand to answer questions, and even though a bit bossy, had many friends. His father coached the youth basketball team. His father yelled at his son often and sent him to the bench frequently. The father did not treat other boys on the team the same way. The parents came to every parent/teacher conference and the parents were always concerned about the child's grades. The boy came to school one morning and asked to talk to the classroom teacher in the hall, so as the assistant took over the class. The student lifted his shirt and told the teacher that his mom told him to show her his back and said she was sorry she could not protect him anymore and would the teacher help him. The teacher and I had no idea the student was being physically abused by his father until that moment. The teacher informed our principal and police were called, too.
  - - - Strategies:
        Educate yourself (NoHungryKid.org)
        Advocate for classroom breakfasts
        Support a teacher by sending in healthy snacks
        Support a teacher by sending in funds for snacks
        Really get to know your students
        https://www.thekitchn.com/food-insecurity-hunger-affects-students-in-the-classroom-teachers-261822
        
        Example: One particular student of mine was rather difficult in that his teacher said he never talked in class, even when called on. In my class he talked non-stop, but had an attitude. In his homeroom class he rarely completed work and in my small group he watched others and only worked until someone else was finished. I tried to get to know him but he only wanted to talk about cars and would not tell me much about himself or his family. He either wouldn't answer questions or just said "I don't know." One morning, I presented a story to my 5th grade students about a child’s morning routine. Part of the story talked about the child eating breakfast. I asked what my students had had for breakfast that day. Some students quickly said they had cereal while others had to think. One boy was taking longer than usual to answer so I called him by name and asked him about what he ate that morning and he said, "I don't got no breakfast food." I said it was ok and that I sometimes ate leftover pizza for breakfast and pizza isn’t usually what we think about as breakfast food. He repeated again that he did not have any breakfast food. That’s when I “heard” him. That’s when his behavior and attitude clearly came into view- he was hungry. I worked with his classroom teacher and school administration and we all learned that the family was doing without food often. We got involved and found ways to help support this family. The boy was eating lunch at school and that was often his only meal. He qualified for free breakfast and lunch but did not know. I started getting breakfast at school and inviting him and his friend to my room to eat and play with cars before the first bell. The student began opening up. He is a senior in high school now and I still try to keep in contact with him through his school teachers.
- - - - Strategies:
        Chat with school administrator, if you believe a child in your classroom is experiencing homelessness.
        Provide the student with extra school supplies.
        Do a classroom food drive for everyone in the classroom.
        Provide the child with a structured classroom and consistent daily routine.
        Plan assignments so student can keep up without having to take work home.
        Reach out to parents.
      - Provide a supportive environment for the student:
        Create a welcoming classroom climate and build trust with students
        Check in at the beginning of each week with students to address unmet basic needs.
        Offer encouragement and recognize the child's accomplishments.
        Ensure student enrollment in free meal program.
        Give student a clipboard to use as a "desk" for when they leave school.
        
        Resources:
        file:///C:/Users/britney.adams/Downloads/Understanding_Adverse_ChildhoodExperiences(ACEs)_(Infographic)%20(2).pdf
        https://schoolhouseconnection.org/tips-for-teachers-staff-how-to-support-students-experiencing-homelessness/
        https://kidshelpline.com.au/parents/issues/understanding-child-emotional-abuse
        https://www.bath.ac.uk/guides/actions-staff-should-take-to-support-a-pregnant-student/
  - - - Strategies:
        Report suspected emotional abuse
        Let the school counselor know what you suspect
        Praise the student and acknowledge their accomplishments; let the student know that you are proud of them
        Get to know the student; build a trusting relationship with him/her
        Creating a consistent climate where the student can feel respected and safe.
        Eliminate any rejection, hostility, teasing, bullying, yelling in the classroom immediately.
        Create a classroom norm of respecting one another and treating people with kindness/the way you would want to be treated.
        Pairing students up in the class, "classroom buddy" students with complete classroom jobs together (giving students a bond and feeling of belonging to the classroom)
  - - - Strategies:
        Providing extra support/supportive classroom for the student
        Being open and honest
        Reminding the student that this is a safe space to talk
        Eliminating any negative talk, rejection, or teasing of the mother from other students in the class
        See if there are any programs that the school offers for pregnant students
        Making sure that the student doesn't fall behind if she cannot complete assignments outside of school hours
        Making sure that the classroom is safe for the student
        Providing more flexibility and allowance for doctors appointments, etc.
        Creating a plan of study for the student
        Check-in with the student often to see how they are doing and to see if there is anything else you can do for them in the classroom to provide support
        More flexible seating
- - - - Children may have different symptoms depending on their age. Below, you will find the symptoms preschoolers may present
        
        PRESCHOOLERS
        
        Bed wetting
        
        Thumb sucking
        
        Acting younger than their age
        
        Trouble separating from their parents
        
        Temper tantrums
        
        Display of aggressive behavior such as hitting, kicking, biting, or throwing things
        
        Not playing with other children from their same age
        
        Repetitive playing out of events related to trauma exposure
        
        PTSD and Refugee
        
        Elementary Students
        
        Changes in their behavior such as aggression, anger, irritability, withdrawal from others, and sadness
        
        Trouble at school
        
        Trouble with peers
        
        Fear of separation from parents
        
        Fear of something bad happening
        
        References
        https://www.nctsn.org/what-is-child-trauma/trauma-types/refugee-trauma/effects
        
        Intervention :check:
        
        Create a safe space and positive classroom environment.
        
        Be consistent with the classroom routines and expectations. Inform the child of any changes beforehand.
        
        Build relationships with the child and the family.
        
        Help children understand and manage big feelings and challenging behaviours
        
        Provide opportunities for mastering and success
        
        References
        https://www.nctsn.org/what-is-child-trauma/trauma-types/refugee-trauma/interventions
        https://cmascanada.ca/wp-content/uploads/2018/02/resilienceguide.pdf
  - - - Difficulty developing and maintaining the friendship
        
        Lack of trust, especially authority figures
        
        Develop a low self-esteem
        
        Develop a sense of guilt
        
        Display of aggressive and "acting out" behaviour (verbal and physical)
        
        Be destructive to self or others: lost of the fight or flight reactions, not caring about their own safety
        
        Feeling anxious and fearful rather than numb and withdrawn
        
        Depression
        
        Intervention :check:
        
        Be supportive and provide opportunities for success to build the child's confidence and self-esteem.
        
        Build a trusting relationship with the child
        
        Be sensitive to the child's needs.
        
        Initiate group activities e.g. play or peer group counselling. Abused children often isolate themselves
        
        Use kind language and communicate in a sensitive way
        
        Have established routines and expectations so the child has a sense of control.
        
        Create opportunities to practice self-expression activities such as art, music, drawing, creative drawing, or drama club.
        
        Point out the child's strengths to nurture a sense of identity.
        
        Create a positive classroom climate that fosters an appreciation for differences, consistent rules and boundaries, and recognition of even small success.
        
        https://www.nctsn.org/sites/default/files/resources//helping_young_children_with_traumatic_grief_caregivers.pdf
        https://www.ascd.org/el/articles/supporting-victims-of-child-abuse
  - - - Changes in sleeping patterns or appetite
        
        Having nightmares regularly and a sense of guilt
        
        Being sad, angry or feeling anxious
        
        Social isolation
        
        Persistent thoughts about death, or feeling the person's presence nearby
        
        Intervention :check:
        
        Be patient and understanding of the mood swings the child may display.
        
        Validate their feelings by letting them know that is ok to feel how they feel
        
        Encourage them to express how they feel using words
        
        Provide a safe environment and remind them that they are safe and that everything will be ok.
        
        Have established routines that can provide a sense of control
        
        Teach different strategies and provide activities that help the child to cope with anxiety.
        
        https://www.nctsn.org/sites/default/files/resources//helping_young_children_with_traumatic_grief_caregivers.pdf
- - - - Confidence activities
      - Group therapy
      - Helping students rewire their thoughts and perspective, through art and classroom activities
      - Helping them finding something/activity which makes them feel good
      - Helping them find things which make them feel confident
      - Help them understand what they are feeling and why are they feeling this way
    - - bullying which has lead to confidence issues
        
        negative train of thoughts
        
        not enough family support
        -mean friends
        
        being a special needs child
        
        ELL student
  - - - Showing reluctance to eat or expressing guilt when eating
        
        strategies
        
        -helping student understand, everyones body is different
        -talking to highschool about this (all students)
        
        Staff should be aware of the language they use when talking about body size, shape and appearance with each other and pupils, to avoid reinforcing negative views of body image or stereotypes.
        Reinforce positive body image messaging through making sure that classroom and school/college posters, pictures, books, music, toys and other materials are diverse in terms of body size, shape, height, skin colour, abilities and disabilities, etc.
      - Withdrawing from social situations, whether it’s meals or regular get-togethers
      - Counting calories
      - Using substances that are known to help one lose weight, such as diet pills, excessive amounts of caffeine, or cigarettes
      - Periods of restricting food or eating large amounts at once
      - Trying to hide when or what they’ve eaten
      - Constantly weighing or measuring themselves
      - Wearing baggy clothing to hide their appearance
      - Constant self -deprecation about their attractiveness
      - Frequently commenting on others’ bodies (positively or negatively)
- - - - Stress caused by poverty
  - - - Often traumatic events involve loss of control and/or chaos, so you can help children feel safe by providing them with some choices and control in their life
    - - Even the most disruptive behaviors can be driven by trauma-related anxiety
    - - Resist their efforts to draw you into a negative repetition of the trauma
      - Some children will provoke teachers in order to replay abusive situations at home