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Situations that cause traumatic stress :, Symptoms of psychological trauma…

- - - - Strategies to support learners
        » Being patient and consistent and not taking learners' behavior personally.
        » Restorative justice (When you know better you do better).
        » Allowing time for transition during classroom activities.
    - - Strategies to support learners
        » Building a relationship with the students.
        » Providing learners choice.
        » Setting expectations and being consistent and being fair.
    - - Strategies to support learners
        »Adapting an open mindset to solving problems in new ways.
        »Remind the students' expectations and give a second opportunity to meet the expectations and provide them with the purpose of the expectation (1 to 1 discussion), if not give options to do the activities now or during the preferred activity time.
        » Say “I'm sorry you feel that way when you are calm and your body is safe, we can talk about it” and then walk away.
        » Refer to the school counselor and let the child know about it.
- - - - STRATEGY: Students afflicted with PTSD often believe they are bad, wrong, or there is something inherently wrong with them. The best thing teachers can do is to regularly speak into these students' lives about what is good or special about them. Additionally, with an understanding of what is motivating them to refuse to participate in examinations, class projects or discussions, teachers can address the root cause of their behavior which is the fear of failing and encourage them along the way rather than reacting with discipline immediately.
    - - Magazine, Q. E. (n.d.). “Post-Exam Stress Disorder” Still Causes Nightmare For One In 10 Adults. QA Education Magazine. Retrieved November 25, 2021, from https://www.qaeducation.co.uk/article/post-exam-stress-disorder
- - - - Attachment and Relationship
        A student with a complex trauma history may have problems in romantic relationships, in friendships, and with authority figures, such as teachers or police officers. So the importance of a student’s close relationship with a teacher cannot be overestimated. Through relationships with important attachment figures, students learn to trust others, regulate their emotions, and interact with the world; they develop a sense of the world as safe or unsafe, and come to understand their own value as individuals.
      - Emotional Responses
        Children who have experienced complex trauma often have difficulty identifying, expressing, and managing emotions, and may have limited language for feeling states. So a teacher need to have close bond with the student to help to manage emotions, provide time to think before act or say. The student with complex trauma need be encouraged and told with positive sentences to give confidence in completing task and know how to control their emotions as well.
      - Behavior
        A child with a complex trauma history may be easily triggered or “set off” and is more likely to react very intensely. In the class there should be norms with self-regulation, such as knowing how to calm down, think before act or speak, and respecting others. But for students who feels powerless or who grew up fearing an abusive authority figure should be encouraged and provide the classroom with safe enviornment so they can feel comfrotable and behave within classroom norms.
      - Cognition: Thinking and Learning
        Children with complex trauma histories may have problems thinking clearly, reasoning, or problem solving. They may be unable to plan ahead, anticipate the future, and act accordingly.
        Teachers need to provide special lesson plans which will help students in learning difficulties that may require support in the academic environment. Especially to develop their problem solving and reasoning skills to develop to think clearly. These can be done with pair or group work to help them to get started and learn from peers. By providing learning environment with pair or group work will help traumatized students to learn to plan ahead as well.
      - Reference:
        https://www.nctsn.org/what-is-child-trauma/trauma-types/complex-trauma/effects
- - - - Possible Causes of students trauma
        (Bryan)
        
        Neglect
        
        Symptoms of Neglect
        Students who are neglected may show some of the following symptoms:
        
        Very clingy
        
        Often wear clothes that are dirty, torn or has holes.
        
        Changes in behaviour.
        
        Response Strategy for Neglect:
        It is important to show such a student that you care and to give them your undivided attention. It is important to be consistent, predictable and repetitive when trying to help these students as it would be easy to do more damage if a bond is formed only to be broken soon after.
        
        Examples of neglect include:
        
        Physical neglect
        
        Medical neglect
        
        Educational neglect
        
        Emotional neglect
  - - - Childhood trauma and the risk of future traumaExperiencing trauma in childhood can result in a severe and long-lasting effect. When childhood trauma is not resolved, a sense of fear and helplessness carries over into adulthood, setting the stage for further trauma. However, even if your trauma happened many years ago, there are steps you can take to overcome the pain, learn to trust and connect to others again, and regain your sense of emotional balance.
        
        Physical symptoms:
        
        Insomnia or nightmares
        
        Fatigue
        
        Being startled easily
        
        Difficulty concentrating
        
        Racing heartbeat
        
        Tip 1: Get moving Try to exercise for 30 minutes or more on most days. Exercise that is rhythmic.Add a mindfulness element.
        
        Trauma recovery tips
        
        Tip 2: Don’t isolateYou don’t have to talk about the trauma. Ask for support. Participate in social activities, Reconnect with old friends. Join a support group for trauma survivors.Volunteer. Make new friends.
        
        Tip 3: Self-regulate your nervous systemMindful breathing. Sensory input.Staying grounded. Allow yourself to feel what you feel when you feel it.
        
        Tip 4: Take care of your healthGet plenty of sleep. Avoid alcohol and drugs. Eat a well-balanced diet.Reduce stress.
        
        Edginess and agitation
        
        Aches and pains
        
        Muscle tension
        
        Healing from traumaTrauma symptoms typically last from a few days to a few months, gradually fading as you process the unsettling event. But even when you’re feeling better, you may be troubled from time to time by painful memories or emotions—especially in response to triggers such as an anniversary of the event or something that reminds you of the trauma.
        
        **When to seek professional therapy
        
        Having trouble functioning at home or work
        
        Suffering from severe fear, anxiety, or depression
        
        Unable to form close, satisfying relationships
        
        Experiencing terrifying memories, nightmares, or flashbacks
        
        Avoiding more and more anything that reminds you of the trauma
        
        Emotionally numb and disconnected from others
        
        Using alcohol or drugs to feel better
      - Reference Robinson, L. (2019, March 21). Emotional and Psychological Trauma. HelpGuide.org. https://www.helpguide.org/articles/ptsd-trauma/coping-with-emotional-and-psychological-trauma.htm
        ‌
    - - Bullying.
        Bullying is a deliberate and unsolicited action that occurs with the intent of inflicting social, emotional, physical, and/or psychological harm to someone who often is perceived as being less powerful.
      - Community Violence:
        Community violence is exposure to intentional acts of interpersonal violence committed in public areas by individuals who are not intimately related to the victim.
      - Disasters:
        Natural disasters include hurricanes, earthquakes, tornadoes, wildfires, tsunamis, and floods, as well as extreme weather events such as blizzards, droughts, extreme heat, and wind storms.
      - Medical Trauma:
        Pediatric medical traumatic stress refers to a set of psychological and physiological responses of children and their families to single or multiple medical events.
      - Physical Abuse:
        Physical abuse occurs when a parent or caregiver commits an act that results in physical injury to a child or adolescent.
      - Refugees:
        Many refugees, especially children, have experienced trauma related to war or persecution that may affect their mental and physical health long after the events have occurred.
      - Sexual Abuse:
        Child sexual abuse is any interaction between a child and an adult (or another child) in which the child is used for the sexual stimulation of the perpetrator or an observer.
      - Sex Trafficking:
        Child sex trafficking involves the giving or receiving of anything of value (money, shelter, food, clothing, drugs, etc.) to any person in exchange for a sex act with someone under the age of 18.
      - Reference:
        https://www.nctsn.org/what-is-child-trauma/trauma-types
- - - - Chronic trauma is “typically caused by prolonged experiences of harm which are repeated and/or multiple” (Paper Dolls Research Group [2019] p. 4). That is to say it is over time as opposed to a single event like a car accident or witnessing a murder. Chronic trauma can be worsened or compounded by cumulative abuse even from different triggers during different times of an individual’s life, no line delineating between a beginning or end (the abuse continuing even if one is removed from the situation), and the after-effects in terms of things like housing, education, employment, etc. (Paper Dolls Research Group [2019] p. 4). **
        
        Chronic trauma has many devastating feelings on an individual’s health and well-being. Many survivors of this kind of trauma described the feelings as:
        
        ii. Other feelings - such as grief, anger and depression - arise from the significant losses (e.g. home, social networks, children) that survivors may have suffered as a result of traumatic events (Sections 2.6 and 2.7).
        
        Paper Dolls Research Group [2019] p. 6
        
        iii. Finally, a related set of feelings - such as guilt, shame and loneliness - are compounded by other people’s responses to the survivor (Section 3.2).
        
        i. Some feelings - such as flashbacks, panic attacks, hyperarousal (being on red alert) and anxiety - align in obvious ways with medically recognised symptoms arising from a traumatic event or events (Section 2.1).
    - - One of the most important things that a teacher can do is to give a student a sense of normalcy. These students are in a state of upheaval, and it is important for them to have something that is stable since so much of everything else in their lives is anything but stable.
        
        [M]ost children respond well to structured environments, with clear goals, timelines and activities. Keeping familiar routines helps reduce unnecessary stress for the young person. Familiar routines and structure will help the young person to feel safe and maintain consistency in one area of their life. Although this may be of greater importance immediately following the traumatic event, it may also be particularly important to young people who are still experiencing difficulties some time later.
        
        Childhood Trauma Reactions: Teacher Manual Pg. 15
        
        Another important role the teacher can play is confidant in terms of talking about the trauma with the student. There are some important considerations in terms of the way that an instructor would talk about the trauma, “talking about the traumatic event and the young person’s feelings DOES NOT generally cause the child to develop problems” (Childhood Trauma Reactions: Teacher Manual Pg. 16). Again, the instructor needs to be aware of the way that they talk about the trauma, but the mere act of speaking with the student about the trauma isn’t something to be explicitly avoided.