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Activity 2: Responding to Traumatic Stress, Symptoms, -Bullying- Spenser…

- - - - Childhood exposure to violence. HealthyChildren.org. (n.d.). Retrieved November 7, 2021, from https://www.healthychildren.org/English/safety-prevention/at-home/Pages/Crime-Violence-and-Your-Child.aspx#:~:text=Problems%20linked%20with%20exposure%20to%20violent%20acts&text=Some%20children%20become%20fearful.,stomachaches%2C%20and%20other%20vague%20symptoms.
        
        Aacap. (2015, December). Violent Behavior in Children and Adolescents. Violent behavior in children and adolescents. Retrieved November 7, 2021, from https://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/FFF-Guide/Understanding-Violent-Behavior-In-Children-and-Adolescents-055.aspx.
        
        Brooks, A. (2015, September 14). 10 tactics for dealing with tantrums in the classroom. 10 Tactics for Dealing with Tantrums in the Classroom | Rasmussen University. Retrieved November 7, 2021, from https://www.rasmussen.edu/degrees/education/blog/dealing-with-tantrums-in-the-classroom/.
        
        Ham, J. (2017, July 25). Understanding Trauma: Learning Brain vs Survival Brain. Youtube. Retrieved November 7, 2021, from https://www.youtube.com/watch?v=KoqaUANGvpA.
        
        11 ways to make your classroom a safe haven for children exposed to trauma. Brookes Blog. (2017, August 1). Retrieved November 7, 2021, from https://blog.brookespublishing.com/11-ways-to-make-your-classroom-a-safe-haven-for-children-exposed-to-trauma/.
  - - - Talk about emotions Try Roleplaying and give students opportunities to communicate and handle their emotions
      - Know your students: Knowing your students Likes and Dislikes, what makes them happy or sad, and the things that make them upset can help navigate their explosive behavior.
      - Pay attention: Knowing what triggers an emotionally sensitive student can allow a teacher to monitor how a student is feeling and give opportunities to prevent the tantrums,
  - - - Children may believe that aggressive behaviors lead to attention and respect.
      - Response
        
        Arrange for an evaluation by a qualified mental health professional
        
        Treatment
        
        Treatment Goals can focus on helping the student control their anger, learn how to express anger in appropriate ways, be responsible for actions, and accept consequences.
        
        Cognitive Behavioral Intervention for Trauma in Schools Click for Link!
  - - - Children, Violence, and Trauma—Interventions in Schools https://youtu.be/49GzqPP7YYk
        
        Response
        
        For a student to improve their academic performance, the most important thing is that they feel safe. Teachers and schools must create and foster a climate and culture that allows the child to feel protected. This must happen before improvements will be possible.
        
        11 Ways to Make Your Classroom a Safe Haven for Children Exposed to Trauma
        
        Provide consistency..
        
        Help students support each other.
        
        Avoid surprises
        
        Lighten their load.
        
        Activate team-building.
        
        Model relationship repair
        
        Help them feel in control.
        
        Stop what you’re doing
        
        Observe how you’re feeling
        
        Look at whether how you’re feeling matches what is going on in the environment
        
        Decide how you will behave
        
        Celebrate their skills.
        
        Ask about their needs.
        
        Be warm, but don’t demand attachment
        
        Teach the art of reflection.
    - - The Learning Brain is open to new information, comfortable with ambiguity, not afraid of making mistakes, sees the big picture! Basically, a Growth Mindset.
      - The Survival Brain is hyper-focused on threat, doesn't like ambiguity, feels panicked, and wants to "get things over with", afraid of making mistakes and looking stupid.
  - - - Be available for the student. Let them know that they can come to you. Adequately supervise and protect them, as they may be more vulnerable and at risk.
      - Encourage them to express their fears and reassure them of their safety in class.
      - Arrange for an evaluation by a qualified mental health professional. Begin considerations if the student should qualify for an IEP.
- - - - Response:
- - - - Insecure/avoidant attachment patterns (in extreme cases, attachment disorder)
      - Less positive social interaction or avoidance of interaction with other children (poor peer relationships)
      - During play time or free time, may express anger
      - Response Strategies
        
        Monitor symptoms overtime
        
        Maintain Routines
        
        Set clear and firm limits/expectations of behavior
        
        Use a buddy or support system
        
        Provide choices - regain control
        
        Anticipate difficult times and plan ahead
        
        Model for and coach students on what healthy relationships look like
        
        Support recognizing and processing emotions
    - - Delays in language development
      - Lower cognitive functioning
      - Attention Difficulties
      - Response Strategies
        
        Monitor symptoms over time
        
        Anticipate difficult times and plan ahead
        
        Focus on strengths and positives
        
        Differentiate according to student's needs
        
        Ask for help when needed
        
        Be patient and work at the level of the student (set them for success)
    - - Disruptive or impulsive behavior, including aggression, hostility, or oppositional
      - Conduct Disorder symptoms
      - Negativity during interactions or passive, withdrawn, and aggressive behavior with adults
      - Response Strategies
        
        Monitor symptoms over time
        
        Set clear and firm limits/expectations of behavior
        
        Set safe 'relaxation' spaces
        
        Provide choice, regain control
        
        Anticipate difficult times and plan ahead
        
        Focus on strengths and positives
        
        Remain calm and look beyond the behavior
        
        Build relationships
        
        Ask for help when needed
        
        Support recognizing and processing emotions
    - - Depressive Disorder Symptoms
      - Anxiety Disorder Symptoms
      - Response Strategies
        
        Monitor symptoms over time
        
        Maintain Routines
        
        Use a buddy support system
        
        Create safe 'relaxation' spaces
        
        Anticipate difficult times and plan ahead
        
        Focus on strengths and positives
        
        Build growth mindset
        
        Ask for help when needed
        
        Support recognizing and processing emotions
      - Failure to Thrive Symptoms
      - Low self esteem and self compassion
      - Shame, humiliation, self blame and feeling of worthlessness
- - - - 10 forms of cyberbullying
    - - The impact of online bullying
- - - - ANXIETY
        
        RELATED STRATEGIES
        
        SUPPORT AND TEACH CHILDREN TO MANAGE DAY-TO-DAY STRESS WITHOUT ELIMINATING IT (TO BUILD RESILIENCY)
        
        LISTEN TO AND BELIEVE CHILDREN
        
        CREATE A POSITIVE MINDSET OF HOPE: I CAN DO IT!
        
        MODEL POSITIVE COPING BEHAVIORS
      - RECURRENT THOUGHTS OF DEATH OR SUICIDAL IDEATION
        
        RELATED STRATEGIES
        
        EVERY CHILD MUST HAVE A TRUSTED ADULT TO CONNECT WITH DAILY WHILE AT SCHOOL
        
        DEVELOP SAFETY PLAN/NO SELF HARM CONTRACT
        
        REMAIN VIGILANT DURING TRANSITIONS
    - - APATHETIC & IRRITABLE
        
        RELATED STRATEGIES
        
        DEVELOP NEW COMMUNICATION STRATEGIES WITH ROLE-PLAY FOR PRACTICE, ELPS TO PREVENT AND RESOLVE ANGER-PROVOKING SITUATIONS
        
        TEACHING YOUTH EMOTIONAL REGULATION : ALLOWS THE CHILD TO LEARN TO IDENTIFY ANGER TRIGGRES AND PREVENTIVE STRATEGIES
        
        TEACH ALTERNTATIVE WAYS TO EXPRES AND ADDRESS FRUSTRATION
      - DIFFICULTY WITH CONCENTRATION
        
        RELATED STRATEGIES
        
        LIMIT DIRECTIONS TO ONE OR TWO AT A TIME.
        
        USE MINDFULNESS
        EXERCISES
        
        PRAISE CHILD'S HARD WORK
        
        BE OPEN TO WHAT WORKS: GO WITH WORKS BEST FOR THE STUDENT
    - - RELATED STRATEGIES
        
        ENCOURAGE THE STUDENT/CHILD TO COMMUNICATE IN ANYWAY. TALK!!!
        
        MODEL POSITIVE SOCIAL INTERACTION AND SHOW EMPATHY
        
        AVOID LABELING THE CHILD'S BEHAVIOR EXSPECIALLY IN FRONT OF OTHERS
- - - - Cognitive Behavioral Therapy (CBT) Specifically designed for youth. Highly recommended that collateral sessions with parents/guardians are held for successful outcomes
- - - - Consistent behavior plans based on rewards instead of punishment
- - - - Teach stress management/Relaxation Skills-teach breathing for relaxation/provide quiet places to talk