Please enable JavaScript.

Coggle requires JavaScript to display documents.

Traumatic Stress, Responses, Substance abuse, how can parental substance…

- - - - care and love
      - predictability
      - routine
      - security
      - nurturing
    - - psychologic side effects
      - negative health outcomes
  - - - uclers
      - asthma
      - migranes
      - OCD behaviors
- - - - Cognitive dissonance
      - Socially withdrawn
      - Emotionally sensitive
      - Depression
      - Anger
    - - Clinginess
      - Fear of abandonment
      - Separation anxiety
  - - - Be available for parents and students
      - Develop good relationships with children and parents
      - Make sure children have supportive friendships in the classroom and playground
      - Communicate with parents about how their child is doing socially, emotionally, and academically
    - - Clear and consistent rules and expectations
      - Inclusive activities and language
      - Provide consistent school and classroom routines
      - Flexible school work expectations
      - Teach coping skills like problem solving skills and cognitive restructuring skills
    - - Provide reassurance, be a good listener, and provide emotional support
      - Create a safe and friendly environment where students feel free to talk
      - Empower students to make good decisions and manage their own behavior
      - Have private conversations with students to check if they're okay
    - - Assist with locating financial support from the school's available services and community organizations
      - Refer student to school guidance counselor
      - Help arrange tutoring if the student isn't performing well academically
      - Refer parents to additional resources as needed
- - - - Make sure survivors have access to medical care
      - Therapy/ cognitive behavioral therapy with professionals
      - Know how to talk and listen to survivors
      - It is never a child's fault
      - Educating students about what constitutes sexual abuse, how to protect themselves and how to report sexual abuse
      - Allowances may need to be made for students with trauma
      - TEACHERS ARE MANDATORY REPORTERS
      - Sexual abuse is often perpetrated by family members. There may be secondary effects, such as the break up of family or removal of children from parents, that could also be traumatic to the survivor
      - Maintain communication with the child's guardians and work together to provide the best support.
      - A clear and comprehensive Child Protection Policy and well trained teachers
    - - Behavioral
        
        Shows problematic sexual behaviors such as playing games that emulate sexual activity, touching themselves inappropriately and in public even after being told to stop, touching or looking at other children and adults inappropriately, using sexual language, indecent exposure, trying to insert things into their anus or vagina
        
        Having problems sleeping
        
        Looses interest in playing or tries to avoid certain people or places
        
        Struggling or doing less well at school
        
        Undressing inappropriately or refusing to undress at appropriate times such as bath time
      - Physical
        
        Pain when going to the toilet
        
        Difficulty walking or sitting or other physical activity that may indicate injury to the genital area
        
        Swelling or redness in the genital area
        
        Bruises to parts of the body such as stomach, buttocks and thighs
        
        Symptoms of UTI, such as burning, or STI, such as discharge, itching and soreness
      - Emotional
        
        May become aggressive or lash out for no obvious reason
        
        May complain of headaches/tummy aches/feeling unwell with no obvious physical cause
        
        May start wetting the bet or having more frequent 'accidents'
        
        May have nightmares
        
        May cry for no obvious reason
        
        May become clingy or be more scared
        
        May become quieter, more distant or reserved
        
        May start to ask suspicious questions such as 'Do people have to keep secrets?'
        
        Sudden mood swings
  - - - Knowing how to talk and listen to survivors. Be non judgmental and supportive.
      - Therapy/ cognitive behavioral therapy with professionals
      - Making sure survivors have access to medical care
      - TEACHERS ARE MANDATORY REPORTERS
      - Educating students about what constitutes sexual abuse, how to protect themselves and how to report sexual abuse
      - It is never a child's fault. Older teenagers may act provocatively and engage in risky behaviors but abuse is never their fault. Be aware that parents may not have the same view point.
      - Allowances may need to be made for students with trauma
      - Sexual abuse is often perpetrated by family members. There may be secondary effects, such as the break up of family or removal of children from parents, that could also be traumatic to the survivor
      - Maintain communication with the child's guardians and work together to provide the best support.
      - A clear and comprehensive Child Protection Policy and well trained teachers
    - - Physical
        
        May have bruises on areas such as the stomach, buttocks and thighs
        
        May have symptoms of a UTI or STI
        
        May have difficulty walking, sitting or doing other physical activities
        
        May become pregnant and show symptoms such as missing a period
        
        May have pain when going to the toilet
        
        May have swelling, redness or other signs of injury in the genital area
      - Behavioral
        
        May be driving erratically or taking risks
        
        May be self-harming such as cutting or burning themselves
        
        May have started to have substance abuse problems
        
        May be spending a lot of time online and be secretive about online communications
        
        May have access to items and substances that are difficult for teenage to get such as Tabaco and alcohol, fake ID's or expensive items.
        
        May be eating more or less
        
        May have items from an unknown source such as clothing, jewelry and electronics
        
        May have problems sleeping
        
        May have started to dress differently or change their appearance. This may mean dressing more provocatively or may be mean paying less attention to appearance and hygiene
        
        May be showing risky, problematic or harmful sexual behaviors
        
        Problematic sexual behaviors may also include abuse towards peers or younger children. This includes trying to be alone with younger children, sending explicit pictures and having explicit images, making sexual threats, sexual coercion, touching without consent, stalking
        
        May be trying to hide their body with clothing, avoiding undressing or seeing the doctor (who may notice physical symptoms)
      - Emotional
        
        May have trouble developing or maintaining relationships
        
        May cry for no obvious reason
        
        May become angry or upset when a particular person or place in mentioned
        
        May have nightmares
        
        May complain of headaches, stomachaches or feeling unwell with no obvious physical cause
        
        May have low self-esteem
        
        May become distant or reserved
        
        May be confused about their sexual identity
        
        May becomes angry or aggressive for no obvious reason
        
        May show signs of anxiety or depression
        
        Sudden mood swings
      - School and Social Life
        
        May be seeking out inappropriate relationships with adults or hanging out with adults. May be 'bragging' to friends about an older boyfriend.
        
        Maybe avoiding particular places or people
        
        May have changed friendship groups
        
        May be trying to avoid activities that they previously enjoyed
        
        May be spending more time alone
        
        May be doing less well at school
        
        May be being bullied or having rumors spread about them, such as they are a slut. Other students may say they are weird or not want to spend time with them.
- - - - Symptoms
        
        Intense anxiety
        
        Aggressive behaviour
      - Difficulty sleeping- lethargic in class
      - Irritabilty
      - Panic attacks
      - Physiological reactions- -loss of appetite- skin rashes
      - Depression- reluctant to partcipate in class
      - Pre-exisitng conditions may be exacerbated (anxiety depression)
      - Self-medicating- alcohol/drug abuse (older students)
  - - - Guided Meditation ](https://youtu.be/T0Tv7FuvNJ8)
      - Responses
        
        Stick to a routine in class
      - Make use of SEL activities such as 'rose, bud, thorn' - gratitude building
- - - - Anxiety
      - Depression
      - Unexplained crying
      - Thoughts or actions of self-harm
      - Low self-esteem
      - Anger
    - - Headaches
      - Stomachaches
      - Nausea
      - Weak immune system
      - Appetite and weight changes
      - Sleeping problems
    - - Difficulty finding new connections
      - Negative behaviour towards a new teacher
      - Difficulties in understanding the culture
    - - Lost of interest in learning
      - Academic decline
      - Skipping classes
  - - - Encourage students to make the first move in connecting with the new student
      - Make sure your classroom is a safe space
      - Often check on the student's feelings
      - Assign a seat for the student
      - Gather some information before the student comes to your class
      - Assign the new student a buddy
      - Give a personal tour of the school
      - Reach out to the parents
      - Report the parents/counselor if you see warning signs
    - - Be sensitive to your child's needs and feelings
      - Stick to the current routine
      - Maintain old friendships
      - Encourage your child to talk about their feelings
- - - - Physical Symptoms
        
        Stomach-aches, headaches
        
        Excessive crying
        
        Pains in the body without apparent physical cause
        
        Trouble Sleeping or Sleeping too much
        
        Non-Physical Symptoms
        
        Fear / Anxiety
        
        Sadness / Irritability
        
        Acting as if the traumatic event was still happening in that moment
        
        Trouble paying attention
        
        Lack of desire to play with others
        
        Hopelessness
      - Screening and Assesment
        
        Ask about the child's background, past school experience, and current stressors
        
        Ask about specific behaviors (symptoms of the trauma)
        
        Ask caregivers about subjects responses, "You know the child best, why do you think they're acting this way?"
        
        Assess if the behaviors are culturally specific ways of signalling mental distress.
      - Interventions
        
        Work to build trust with all family members
        
        Listen to family's concerns, addressing the most urgent needs first.
        
        Focus on the aspects that relate to the family's expressed concerns and values.
- - - - Lowers tolerance for stress, which can
        result in behaviors such as fighting,
        checking out or defiance.
      - Increases problems
        with learning and
        memory, which can be
        permanent.
      - Reduces the ability to respond,
        learn, or figure things out, which
        can result in problems in school.
      - Increases difficulty in making friends and maintaining relationships.
      - Increases stress
        hormones which
        affects the body’s
        ability to fight
        infection.
      - Reliving the trauma (e.g. traumatic play or drawing, nightmares, repeatedly talking
        about the event, become visibly distressed around reminders)
      - Refusal to be around anything associated with the event, withdrawal from family, teachers and friends, less interest in play, restricted exploratory behaviour)
      - Disturbed sleep, more jumpy or easily startled by loud noises, difficulties concentrating, bed wetting
      - Increased irritability, extreme temper tantrums, fussiness,
        attention-seeking, aggressive behaviour
      - Separation anxiety or excessive clinginess to primary caregiver or teachers
      - Regression in previously acquired developmental skills
      - Development of new fears that are unrelated to the trauma
      - Changes in appetite
      - Relationship difficulties with caregivers, siblings or peers
    - - Monitor symptoms over time
      - Maintain routines
      - Offer emotional support: talk about the traumatic event
      - Set clear and firm limits/expectations of behaviour
      - Use a ‘buddy’ or ‘support’ system
      - Safe space
      - Provide choices – so children can regain control
      - Prepare children and adolescents for situations which may
        trigger reactions
      - Focus on strengths and positives
      - Support system
      - School counselor/psychiatrist
      - Intervene/report in cases of abuse
      - Refer to professional help
      - Reach out to family/friends
- - - - Include Mental Health Subjects in the School Curriculum
        
        Reward Positive Behavior
        
        Encourage Open Communication
        
        Instill Healthy Behaviour
        
        Introduce Bullying Prevention Initiatives in School
        
        Create a Sense of Community
        
        Preemptive: Be on the Lookout for Gateway Indicators
        
        Laughing cruelly at a student and encouraging others to do the same
        
        Name-calling
        
        Turning their back on another student
        
        Eye-rolling
        
        Making fun at the expense of another student, such as their sexual orientation, social standing, or race
        
        Keep a familiarity with research
        
        Build Positive Self-Concept Among Students
        
        Define Physical Bullying
        
        Define Psychological Bullying
      - School Counseling
        
        Intervenention
        
        Seek Additional Professional Assistance
        
        Parental Consultations/Parental Investigations (if necessary)
        
        Faculty Training Workshops
        
        Educate Students in Regards to Bullying
    - - crying
      - withdrawing
      - less enjoyment from physical activities
      - fighting with friends
      - over-reaction to minor setbacks
      - inappropriate social interactions
      - decrease in academic performance
      - emotional distress
      - self-destructive behaviour
      - eating disorders
      - depression/anxiety
      - personality disorders
      - Pessimistic explanatory style
      - physical injury
    - - Emotional: undermining self-esteem, coercive behaviour, issuing ultimatums, victim blaming, privacy invasion, teasing. (includes cyberbullying) ref
      - Psychological: reality distorting, gaslighting, providing alternative narratives, distorting facts, incompetency shaming, teasing (includes cyberbullying)
      - Physical: intentional and repetitive acts of physical violence on an other or an other's property ref
- - - - Grief or depression
      - Identity crises
      - Feeling unwanted
      - PTSD
      - Feeling rejected
      - Loneliness
      - Fear of abandonment
      - Substance abuse
      - Feeling out of control
    - - Educate yourself about the adoption process and its effects
      - Educate your class about adoption and frame it in a positive way
      - Work closely with a school counselor to monitor student's mental health
      - Develop a strong collaborative relationship with the student's family
      - Ensure that the student is always included and isn't isolated or singled out
      - Go out of your way to develop a strong friendship with the student
      - Ensure that the classroom feels reliable by having consistent routines
      - Avoid assignments or activities that might be impossible for the student (e.g. mapping a family tree)