Trauma
https://docs.google.com/document/d/16s4MR4Sjd7t2QRxNxeZ85uGh_7uhHw7KUVZpgw6kKAk/edit
Physical Neglect (Nikki)
Physical Abuse- Josh Martin
Household Substance Abuse - Tom Webster
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Symptoms of Physical Neglect
Resources Links
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Emotional
Parental Separation or Divorce - Yu Li (Mandy)
Household Mental Ilness - Samuel de Putron
Response strategies
Possible symptoms
Persistent sadness
Withdrawn/ Checking out
Anger/ outbursts / violent behaviour
Signs of physical abuse e.g. bruising
Low energy, falling asleep in class
Erratic or unusual parent/carer interactions with teachers.
self harm
Speaks about death or suicide
Signs of not being properly cared for at home. Eg. dirty clothes. unwashed. No lunch provided.
Significant weight loss/gain
Acting out in class
CBITS Therapy which provides children with coping strategies for traumatic experiences. (https://cbitsprogram.org/learn-more)
Poor social relationships with peers
anxiety
Unable to concentrate in class
Low self esteem/ negative self image
Make students feel comfortable around the teacher. Be kind and predictable. Teacher makes themselves available for students who need to talk and takes an interest in their feelings and lives at school and at home.
SEL Making Social emotional learning the core of your teaching practice will help to make your classroom a place where discussing emotions and finding solutions to problems is a norm. This would hopefully encourage students to reach out if they need help.
SEL
Don't ask, "What's wrong with you?" Instead ask, "What happened to you?"()
Links to mental health professionals. If possible refer students and families to appropriate mental health professionals. Maintain relationship with families and follow up. Respect confidentiality.
Emotional Abuse - Sam Martin
Possible Symptoms
Response Strategies
Resources
Low Self-Esteem
Hard time with relationships
Behavioral Outbursts
Inappropriate Behavior (not age appropriate; either too childlike or too adult like)
Anxiety
Little/No Friends/hips
Lack of social skills/awareness
Self-Harm/Self-disruptive behavior
Attachment Disorders
Signs of emotional abuse. (2019, December 10). BHSCP. https://www.bhscp.org.uk/preventing-abuse-and-neglect/spotting-the-signs/signs-of-emotional-abuse/
Manipulative
Definition:Emotional abuse involves nonphysical behavior that belittles another person and can include insults, put down, verbal threats or other tactics that make the victim feel threatened, inferior, ashamed or degraded.
5 signs of emotional abuse. (2020, January 28). Safe Horizon. https://www.safehorizon.org/programs/5-signs-emotional-abuse/
Judgement
Not understanding boundaries
Bed-wetting
Headaches, nausea, stomach pains
Delayed milestones
Copying negative behavior
Indicators of child abuse. (n.d.). Child Matters New Zealand | Educating to protect youth. https://www.childmatters.org.nz/insights/abuse-indicators/
Prioritize Self; make sure as a teacher, you are in a place that you are able to help the student
Establish Boundaries; making sure it is clear as to what appropriate behavior is
Build a support network; allowing the student to not feel isolated, individuals who can give encouragement
Speak to a certified mental health professional
How to identify and cope with emotional abuse. (n.d.). Verywell Mind. https://www.verywellmind.com/identify-and-cope-with-emotional-abuse-4156673
Responses to Physical Neglect
Work with the school to create meal programs for breakfast or snacks
Providing consistency in their school life such as assigning them their own desk so that they feel like they have control over some aspects of their life.
Implementing SEL in the classroom so that the student is made aware of how to identify and process their emotions
A "support cabinet" can be made from donated items (such as deodorant, wipes, feminine hygiene products, etc.); of which students have anonymous access to.
Strengthen Relationship between student and teacher (allowing student to have a safe place, provide positivity and encouragement)
Six tips for teachers who see emotional abuse. (2020, April 29). OUPblog. https://blog.oup.com/2020/04/six-tips-for-teachers-who-see-emotional-abuse/
Betz, A. (n.d.). What it means that teachers are mandated reporters. Education Corner© Online Education, Colleges & K12 Education Guide. https://www.educationcorner.com/teachers-mandated-reporters.html
Isolation
Degredation
Rejection
Public Humiliation
Talk to members of the school's administraition; know the policy and who to approach
Follow the protocols set in place by both school and local government
Crosson-Tower, C. (2003). The Role of Educators in Preventing and Responding to Child Abuse and Neglect. Child Welfare Information Gateway. https://www.childwelfare.gov/pubpdfs/educator.pdf
What Emotional Abuse Does To Your Brain
()
PTSD
Creating Trauma-Informed Schools (see Youtube link: )
Positive Physical Space; having a warm and welcoming space where student are wanting to come to school and also where they feel safe
Positive Priming: Brain Breaks; allowing time for them to relax
Become certified with online CEUs "designed to help medical professionals and first responders identify AND report the first signs of child abuse and neglect" (See link:
Character Traits conversations; reminding students of loyalty, kindness, respect
Building Resilience Skills; setting goals with the student; practicing awareness; maintaining perspective; build self-confidence
Five ways to support students affected by trauma. (n.d.). Greater Good. https://greatergood.berkeley.edu/article/item/five_ways_to_support_students_affected_by_trauma
Make a child abuse report for the student suspected of physical neglect
Talk to their other teachers or form a PLC to discuss that student's situation and how to help
Show that child you care about them
Do not rush the child, give them time to open up at their own pace
Social
Academic
Behavioral
Physical
Possible Symptoms
Bruises
Broken Bones
Scalds or burns
Bite Marks
Scarring
breathing problems from possible drowning
Swelling
Having problems breathing
Seizures
Vomitting
Anxiety
Increase behavior Issues
Suicidal thoughts
Withdrawal from friends or usual activities
Injuries that don't match the given explanation
Depression
Resources
Mayo Foundation for Medical Education and Research. (2021, September 24). Child abuse. Mayo Clinic. Retrieved November 30, 2021, from https://www.mayoclinic.org/diseases-conditions/child-abuse/symptoms-causes/syc-20370864.
Response strategies
Responding to child abuse and neglect. kaplanco. (n.d.). Retrieved November 30, 2021, from https://www.kaplanco.com/ii/child-abuse-neglect.
Report suspected child abuse immediately. As long as you have a sufficient reason to make a report, you are legally protected and cannot be sued. Be sure to give the person or agency you make the report to as much information as possible.
Do not act shocked or disgusted if a child reveals something about his or her abuse to you. Children are inclined to think that you are responding that way because of them, which can have a major impact on their healing and recovery.
Be supportive in your response and let the child know it is not his or her fault. Also remember that you can't promise not to tell since you're legally required to report any suspicion. The Crisis Manual for Early Childhood Teachers suggests the following response: 'I'm glad you told me. You did the right thing. I'm sorry this happened to you.'
Make sure children who are abused have plenty of ways to express themselves. Drawing, painting, and writing are all excellent creative outlets for children to express their thoughts and feelings about what happened to them.
Having clear class expectations and norms: this will allow the student to feel more in control.
Educating students of different forms of neglect so that students can support each other
Sense of belonging. Abused children think they did something wrong and that they are bad. Because they have kept a secret from everyone, they assume there is a reason for them to be isolated from others. To facilitate a sense of belonging, the teacher may provide designated places for possessions, display work in the classroom, and make a conscious attempt to include these children in classroom activities.
Self-esteem. Abused children have little self-esteem. Teachers can help them learn that they are valued, accepted, and capable by fostering an environment that honors each child's uniqueness.
Social skills. Because abused children have not learned to listen to their inner selves, they may focus on pleasing and meeting the needs of others while neglecting their own needs. Having been introduced to the adult world through an abusive relationship, the child may have learned inappropriate behaviors and language. The child may feel unworthy to interact on an equal basis with others and may fear rejection. A classroom climate that fosters caring, appreciation for differences, consistent rules and boundaries, and recognition for small successes will nurture a child who has been discounted at home.
Consistency. Teachers can support a child's need for structure by maintaining a consistent daily schedule, by having clear expectations for performance in both behavioral and affective areas, and by allowing the child to provide structure in his or her own way. A child's need for structure can restrict the depth of his or her encounter with the world. Teachers may respond to this need by encouraging risk-taking in ways that will encourage success and personal worth.
Possible Symptoms
Report the suspected abuse to your Child protection officer
Nspcc. (n.d.). Physical abuse. NSPCC. Retrieved November 30, 2021, from https://www.nspcc.org.uk/what-is-child-abuse/types-of-abuse/physical-abuse/.
Supporting victims of child abuse. ASCD. (n.d.). Retrieved November 30, 2021, from https://www.ascd.org/el/articles/supporting-victims-of-child-abuse.
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Social
Behavioral
Physical
Emotional
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Problem sleeping
Easily get sick
Loss of appetite
Excessive eating/emotional eating
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Distrust others
Fear of losing people close to them
Fear of losing people close to them
Distant from others
As a school staff member, you must act as soon as you witness an incident or form a reasonable belief that a child has been, or is at risk of being abused, including exposure to family violence.
You must act if you form a suspicion/ reasonable belief that abuse has occurred or is at risk of occurring, even if you are unsure and have not directly observed child abuse (e.g. if the victim or another person tells you about the abuse).
Physical aggression - flighting with peers
Emotional out burst - cry or yell in class
Tantrums - much more than before, harder to sooth
Misbehaving in class in general
- Responding to an Emergency
Frustration - especially when facing more complex tasks
- Reporting to authorities
- Contacting Parents or carers
- Providing ongoing support
Leave classrooms and wonder in the hallway
Distracted in class, cannot stay on tasks
Do not turn in assignment on time
Depression
Anxiety
Victorian State Government. (n.d.). Identifying and responding to all forms of abuse in Victorian schools. Retrieved November 30, 2021, from https://www.education.vic.gov.au/Documents/about/programs/health/protect/ChildSafeStandard5_SchoolsGuide.pdf.
Disinterest in school work
Disinterest in activities that they used to enjoy
Avoidance in class
Worry about caregivers’ safety and where about
Fear about being abandoned
Academic
Lower attendance
Grade drop
Lower comprehension skills
Responses Strategies
Resources
Instead of disciplining students right away, ask "What happened to you?". Use natural consequences instead of punishment.
Talk to students one-on-one more often, help students to form an attachment with teachers
Establish an emotional check-in system with students who have trouble answering "How are you?". It can be a weather system or a "cat emotion" picture choice."
Establish, maintain, and explicitly introduce a predictable routine in school. Students crave routines, if home life is already disruptive, stable school life is even more important.
If routines need to be changed, teachers should inform students before hands. It helps to ease anxiety.
For older students, deadlines and schedules of assignments and exams should be communicated to them early. This helps to give them agency, practice self-management skills, and lower stress levels.
Ask school counselor for suggestions.
Refer students to school counselors for extra emotional support, talk to the student about counselor support, and walk him/her to the counselor's office.
Teach students SEL - self-awareness, self-management, social awareness, relationship skills, and decision making. Use these common languages and practice these skills in regular classroom settings.
Supportive body system - If the students are open to it, older students who went through the same family situations and gained resilience can pair up with younger students with the same issues and help them. Sometimes, it is easier to talk with peers who know how they feel. Teachers should check in with them regularly and supervise.
Teachers need to involve both parents in communication.
Set up a cozy corner for students to escape to, provide quick SEL activities they can do at the corner to get themselves ready to join the class again.
Work with students on finding strategies to lower their stress and anxiety, e.g. put a phone in front of the class, if students are very anxious about the safety and whereabouts of their caregiver, they have the options to call.
Work with students on strategies to manage anger - find a safer way to let out the anger - squeeze a stress ball for example.
"Name it to tame it." Acknowledge students' feelings first. "You feel so angry all the time." "You feel you have been betrayed." This is the first step in calming students down when they are in fight or flight mode and the beginning of establishing a relationship.
Teach mindfulness to students - yoga, breathing techniques, noticing how emotions manifest in your body, meditation, journaling, etc.
[Virtual class brain break]
Quick breathing technique to calm the mind and body
Work with students on self-management. i.e. Give students graphic organizers to help them break down the tasks and lower the cognitive load.
Assignment strategy - involving families in student homework contract: My homework contract for middle and high school students My homework contract for grade school students
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Sexual Abuse and Assault by Rachel Wright
Resources
Symptoms
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Self-Injury
Drug/alcohol abuse
Sexual promiscuity/exhibits adult-like sexual behaviors, language or knowledge
Depression/anxiety
Inadequate personal hygiene
Fear of closeness
Compulsive eating or dieting
Suicidal ideation
Sudden mood swings
Writes/draws/plays about sexual or frightening images
Develops fear of certain places or people
Negative body image
Suddenly has money/toys/gifts without reason
Refuses to talk about a 'secret' shared with an older friend or relative
Wetting/soiling accidents unrelated to toilet training
An older child behaving like a younger child
Have a de-escalation space such as a cool down corner for students to go to if they are having outbursts.
Have a system in place in case students are not being cared for properly. Providing school lunch, soap etc.
Have a system by which students can be referred to the school councilor. To talk about their feelings and what might be going on at home.
Try to reach out to parents and guardians/ Try to reach out to other family members e.g. uncles, aunts, grandparents who may be able to shed light on the situation at home and collaborate on building a support network.
Have a mental health support system in place at school.
school based mental health
Ill-fitting clothes with frequent visible stains/tears
Student is often suspected of theft /stealing
Overeats during mealtimes, often gets caught pocketing extra food
Gets sick easily, stays ill longer than other students, symptoms are more severe and long-lasting
Physically unhygienic (odor and/or appearance)
Untreated wounds on their body
Stunted growth/slow or no weight gain
Student is frequently late or absent for school
Episodes of extreme emotions: Withdrawn, quiet or lashes out
Has few close connections with classmates or the opposite can occur where they seem to cling on to many relationships
Symptoms
Response Strategies
Emotional/Behavioral
Developmental
Anxiety
Malnutrition
Speech Delays
Cognitive Functioning Issues
Depression
Angry Outbursts
Detachment
Inability to Trust
Guilt
Loneliness
Their own problems with substance abuse
References
Thatcher, Todd. (2020, February 12). Families In Crisis: How Parental Substance Abuse and Mental Health Impacts Kids. Valley Behavioral Health. https://valleycares.com/blog/families-in-crisis-how-parental-substance-abuse-and-mental-health-impacts-kids/
Murray, Emily. (n.d.). How Growing Up With Alcoholic Parents Affects Children. AddictionCenter. https://www.addictioncenter.com/alcohol/growing-up-alcoholic-parents-affects-children/
Murray, Krystina. (n.d.). How Addiction Affects the Family. AddictionCenter. https://www.addictioncenter.com/addiction/how-addiction-affects-the-family/
Resilient Educator Editorial Team. (n.d.). Trauma-Informed Strategies to Use in Your Classroom. Resilient Educator. Retrieved December 1, 2021, from https://resilienteducator.com/classroom-resources/trauma-informed-strategies/
Build Relationships - Try to get to know your students better and build trust by taking every opportunity to ask questions and have conversations with them.
Create a Safe Environment - Children whose parents struggle alcoholism or drug addiction often live in unsafe environments. It is extremely important that students who witness substance abuse at home feel safe and comfortable in school
Look Beyond the Behavior - Don't just write the student off as a "bad student" but look deeper and ask why is the student behaving a certain way.
Utilize Social-Emotional Learning (SEL) - Giving students individual responsibilities, teaching mindfulness activities and encouraging journaling are SEL examples that can help students develop skills such as self-worth, self-awareness and self-control.
Resilient Educator Editorial Team. (n.d.). Essential Trauma-Informed Teaching Strategies for Managing Stress in the Classroom (and Virtual Classrooms). Resilient Educator. Retrieved December 1, 2021, from https://resilienteducator.com/classroom-resources/trauma-informed-teaching-tips/
Emotional trauma: Accident- Craig Ravenscroft -
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Psychological, or emotional trauma, is damage or injury to the psyche after living through an extremely frightening or distressing event that may result in challenges in functioning or coping normally after the event. Each person who experiences a traumatic event may react differently, many do recover with a proper support system and do not experience long-term problems. Some people, however, after experiencing a traumatic event will go on to develop challenges directly following the event or within a few months of the event.
While traumatic experiences frequently involve life-threatening events, any situation that leaves one feeling alone and completely overwhelmed can be traumatic – even without physical harm. Often, the more terror and helplessness one feels, the more likely it is that an individual will be traumatized.
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Symptoms of Trauma
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physical symptoms
Symptoms – Emotional symptoms
• Shock, denial, or disbelief. Confusion, difficulty concentrating.
• Anger, irritability, mood swings. Anxiety
• Guilt, shame, self-blame. Withdrawing from others.
• Feeling sad or hopeless. Feeling disconnected or numb.
• Forgetfulness, General disinterest in things, Deteriorating verbal skills
Physical Problems: a Difficulty falling or staying asleep, becoming easily started, hypervigilance and edginess,
Eating pattern changes, physical impairment or injury
• Eating pattern changes, physical impairment or injury
• Fatigue
• Fear of water or vehicles
Physical Symptoms
Response strategies. -The first step is to acknowledge that the person has gone through trauma and accept that your emotions are affected and help the victim to do the same. Enlist the support of trusted parties such as parents and medical professionals. Offer reassurance that the student has our support and that sufficient time will be given to them to work through their emotions. Foster trustworthiness and transparency through connection and communication among students. Facilitate relationship building among your students by encouraging them to check up on each other if they are comfortable doing so.
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RESPONSE STRATEGIES
• Create an accessible learning environment for physically impaired students
• Offer a system of assistance with motor and mobility challenges
• Provide structure and consistency
• Provide choices in times and types of activities you do with them.
• Offer practical support and Promote collaboration
• Provide a safe space to be and Offer encouragement and patience
• Communicate with counselors or social workers to get the most balanced support
Resources
Understanding Psychological Trauma (2021) Retrieved on November 28. 2021 from https://www.cascadebh.com/behavioral/trauma/signs-symptoms-effects/
Lake Behavioral Hospital, (RECOGNIZING THE SIGNS AND SYMPTOMS OF EMOTIONAL & PSYCHOLOGICAL TRAUMA( 2021) Retrieved on November 28. 2021 from https://www.lakebehavioralhospital.com/recognizing-the-signs-and-symptoms-of-emotional-psychological-trauma/
Which Type of Childhood Traumas Did You Experience?
Imad, Mays, seven ways professors can help students thrive in class in times of trauma (2020) ) Retrieved on November 28. 2021 from https://www.insidehighered.com/advice/2020/06/03/seven-recommendations-helping-students-thrive-times-trauma
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Goodwin, Lisa ( 2020) How teachers can help students navigate trauma. Retrieved on November 28. 2021 from
Witnessing Violence Outside the Home- Ethan Kopiecki
Socio-Economic/live in bad area/theft/poverty/bad environment- Brian
Emotional Neglect-
Susan Lee
Response Strategies
ZCD
Response Strategies
Symptoms
Internalizing Problems, becoming depressed and withdrawn
Behavioral, psychological, and physical problems
Academic failure
Alcohol and substance use
Delinquent acts
Adult criminality
Post-traumatic stress disorder (PTSD)
Experiencing "flashbacks" relieving dramatic events
Parental Under acknowledgement "We often pay attention to kids with obvious symptoms of exposure to violence, like aggression," says study author Ariana Shahinfar, PhD. "This highlights the importance of paying attention to children who are witnesses and who may not show on the outside that they are being affected by violence, but are certainly showing symptoms on the inside." Shahinfar is a psychologist at La Salle University in Philadelphia..."On almost all measures, the children reported higher levels of exposure than the parents reported. For example, 37% of the children said they had witnessed severe violence, but only 7.7% of the parents reported this. Similarly, 31% of the children said they were victims of severe violence, but only 0.8% of parents said their children were victims(1)
Speak with parents. Encourage a Reduction in Incidental Exposure to Violent acts where possible. Example: Entertainment Media "Television programs, video and computer games, Internet content, and movies frequently show graphic acts of violence. When children view this content, it can affect them just as much as if a "real life" experience.(2)
Teachers who, after speaking with a student can, where appropriate intervene and encourage students to seek counseling from a qualified Mental Health Professional. Likewise if they notice any of the symptoms in the student or the student has told them about a violent act outside the home parents can be notified to seek therapy for their child. "Research has found that early identification, intervention and continued follow up are valuable strategies to prevent or decrease the impact of exposure to violence." (4)
Restore a sense of "normal". If a teacher hears of a violent act a student has witnessed it's important to make sure they feel secure and that normality returns to their life.
3 Ways to Accomplish:
- Make yourself as available as possible and make sure the student is adequately supervised throughout the day.
2.Start a discussion about any potentially dangerous situations that might exist and how to avoid them in the future.
- Encourage them to express their fears. Reassure them they are safe by communicating the steps that have been taken to ensure their protection. (1)
Possible impairment of a child's capacity for partnering and parenting later in life.(4)
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(2)WebMd. (2000, March). Cache://.www.webmd.com/parenting/news/20000308/seeing-violence-can-affect-kids-more-than-adults-realize - Google search. Retrieved from .https://www.webmd.com/parenting/news/20000308/seeing-violence-can-affect-kids-more-than-adults-realize#1
(4) U.S. Department of Justice Office of Justice Programs Office of Juvenile Justice and Delinquency Prevention. (2009, October). National Survey of Children’s Exposure to Violence. Retrieved from https://www.ojp.gov/pdffiles1/ojjdp/227744.pdf
(3)Shakira Franco Suglia,corresponding author Louise Ryan, David C. Bellinger, Michelle Bosquet Enlow, and Rosalind J. Wright. (2010). Children's exposure to violence and distress symptoms: Influence of caretakers' psychological functioning. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2916934/
(1)American Academy of Pediatrics. (n.d.). Childhood exposure to violence. Retrieved from https://www.healthychildren.org/English/safety-prevention/at-home/Pages/Crime-Violence-and-Your-Child.aspx
References
Natural Disasters/War
Symptoms
Depression
Anxiety
Post Traumatic Stress Disorder
Difficulty Sleeping
Not eating
Grief
Fear
Inability to Attend to Simple Tasks or School Work
Distraction
Disassociation from Reality
Response Strategies
Bedwetting, Crying, inability to cope with small setbacks, tantrums
Screening
Individual Therapy
Group Therapy
Relaxation/Mindfullness Techniques
Medication
Parental/Family Involvement/Counseling
Resources
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“Department of Health and Human Services Substance ... - Samhsa.” Behavioral Health Conditions in Children and Youth Exposed to Natural Disasters, Substance Abuse and Mental Health Services Administration, Sept. 2018, https://www.samhsa.gov/sites/default/files/grants/pdf/sm-16-008.pdf.
Natural Disasters: Helping Young People Cope - Youtube. .
Post-Traumatic Stress Disorder in Children and Teens - Youtube. .
Sharing My Feelings: Life after a Natural ... - Youtube.com. .
Possible Symptoms
Emotional
Physical
Apathy/ Withdrawal/ Numbing Out
Low Self Esteem
Hyper Sensitivity to rejection
Anxiety
Hyper activity Aggression
Perfectionism
Poor self-discipline
Easily overwhelmed
Depression
Low expectation of self
Eating Disorders
Low weight Failure to thrive
Eating disorders Obesity
Substance Abuse
Indiscriminate Attachment
Soothing behaviors (sometimes violent)
Provide enriched learning activities that have a lot of interaction between student and teacher and student and peers.
Provide positive emotional feedback
"Serve and Return"
Begin class or morning
with discussion of how students feel.
Response Strategies
If you observe symptoms, report to your head of safeguarding using the school's established methods.
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If student shares something concerning to you, listen and support but do not ask leading questions. Do not promise that you will keep a secret. Share concerns with safeguarding lead.
When students have difficulty making decisions, teach problem solving techniques.
Provide examples of good and poor choices.
Report suspected abuse immediately. Teachers in the US are mandatory reporters.
Utilize Socio-Emotional Learning strategies and other therapeutic approaches, like trauma-informed learning, to redress potential delayed development that results from trauma.
Use cooperative learning activities as much as possible.
Minimize use of competitive activities.
Teach conflict resolution.
References
Five Ways to Support Students Affected by Trauma(https://greatergood.berkeley.edu/article/item/five_ways_to_support_students_affected_by_trauma)
Neglect. Center on the Developing Child at Harvard University. (2017, February 2). Retrieved December 4, 2021, from https://developingchild.harvard.edu/science/deep-dives/neglect/.
InBrief: The Science of Neglect
by The Center on the Developing Child at Harvard University
Serve and return. Center on the Developing Child at Harvard University. (2020, January 27). Retrieved December 4, 2021, from https://developingchild.harvard.edu/science/key-concepts/serve-and-return/.
Adverse Childhood Experiences: Assessing The Impact On Health And School Engagement And The Mitigating Role Of Resilience(https://www.researchgate.net/publication/269413453_Adverse_Childhood_Experiences_Assessing_The_Impact_On_Health_And_School_Engagement_And_The_Mitigating_Role_Of_Resilience)
Academic
Low IQ
Poor reading skills
Poor retention
Overall low school achievement
Inbrief: The Science of Neglect. Center on the Developing Child at Harvard University. (2020, October 30). Retrieved December 4, 2021, from https://developingchild.harvard.edu/resources/inbrief-the-science-of-neglect/.
US Dept. of Health and Human Services,& Crosson-Tower, C., The Role of Educators in Preventing and Responding to Child Abuse and Neglect (2003). Retrieved December 4, 2021, from https://www.childwelfare.gov/pubpdfs/educator.pdf.
Be consistent with rewards and discipline
Show care and interest.
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INCARCERATION
Response Strategies
Resources
Overview
The children of people who are incarcerated are an extremely vulnerable group. As students, they are more likely to have behavioral difficulties and physical and mental health problems.
The United States has the world's highest incarceration rate, with roughly 700 per every 100,000 residents behind bars. According to research by sociologists Bryan Sykes of the University of California-Irvine and Becky Pettit of the University of Texas-Austin, the number of children with a parent in prison or jail grew five times between 1980 and 2012, meaning at any given time, 1 in every 25 students in American classrooms has a parent behind bars.
This is an issue of major concern for teachers, who must provide necessary, informed support to these students.
Symptoms
Academic
Physical Health
Behavioral
impulsivity
violence
aggression
acting out
failing grades
limited progress
missed assignments
withdrawal in the classroom
untreated injuries/illnesses
poor nutrition
poor hygiene
weight gain/loss
Mental Health
anxiety
lack of focus
depression
mood swings
Teachers can collaborate with the student's other parent, family members or caregiver to create a positive, supportive learning environment.
share relevant information regarding the student's successes and struggles, as well as any social-emotional and behavioral concerns
share information about community resources and other services to address specific needs
Teachers can support the student to create a positive, supportive learning environment.
prioritize stability and predictability in the classroom
encourage active skill building and give ample opportunities for the student to practice self-regulating their behavior
establish an appropriately open and trust-based relationship in which the student feels they can express their feelings, frustrations and other issues
Teachers can advocate for students with incarcerated parents.
communicate with other teachers and school administration
challenge the stigma associated with having a parent behind bars
Supporting Youth with Incarcerated Parents
References
Tip Sheet for Teachers (Pre-K through 12): Supporting Children Who Have an Incarcerated Parent. Youth.gov. (n.d.). Retrieved December 5, 2021, from https://youth.gov/youth-topics/children-of-incarcerated-parents/federal-tools-resources/tip-sheet-teachers.
Scammegna, P. (2014, December 3). Parents' imprisonment linked to children's health, Behavioral Problems. PRB.com. Retrieved December 5, 2021, from https://www.prb.org/resources/parents-imprisonment-linked-to-childrens-health-behavioral-problems/.
Supporting Youth with Incarcerated Parents: For School Staff. Youth.gov. (n.d.). Retrieved December 5, 2021, from https://youth.gov/youth-topics/children-of-incarcerated-parents/federal-tools-resources/tools-school-staff.
Martoma, R. (2020, July 1). Tips to Support Children When a Parent is in Prison. HealthyChildren.Org. Retrieved December 5, 2021, from https://www.healthychildren.org/English/healthy-living/emotional-wellness/Building-Resilience/Pages/Tips-to-Support-Children-When-a-Parent-is-in-Prison.aspx.
Creating Inclusive Schools: How to Support Students with Incarcerated Parents. Teach.com. (n.d.). Retrieved December 5, 2021, from https://teach.com/resources/counseling-students-incarcerated-parents/.
Racism (Devon Smith)
Possible Symptoms
No interest in participating in school events.
Often gets into fights with other students.
Is often absent or late to class, or shows clear disinterest in being in the classroom.
Is very confrontational with students and/or teachers.
Doesn't seem to have many interactions with people outside of their own race.
Is usually alone.
Response Strategies
Educate yourself on the different ways racism can be expressed
Acknowledge and affirm the students experiences
Cross the line activity in class
Model inclusive behavior
Class Discussions
Provide context and historical basis for why something might be considered racist.
Explain racism is not just done by ‘bad people’
Show the impacts of unintended harm
Resources
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Educators must challenge racist language & actions (Opinion). (2021, July 13). Education Week. https://www.edweek.org/teaching-learning/opinion-educators-must-challenge-racist-language-actions/2020/09
(n.d.). Luminstruct Home. https://www.luminstruct.com/uploads/2/5/5/3/25536325/cross_the_line_activity_1.pdf
Responding to racist incidents – CTE resources. (n.d.). CTE Resources – Resources for BC Instructors. https://cteresources.bc.edu/documentation/responding-to-racist-incidents/
Townsend-Cross, M. (2020, June 16). 9 tips teachers can use when talking about racism. The Conversation. https://theconversation.com/9-tips-teachers-can-use-when-talking-about-racism-140837
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Symptoms
Reponses/Strategies
Resources
Depression
Sociopathic behavior/loneliness
Financial insecurity/anxiety driven stress
Anxiety
Felling of 'less than" aka feeling constantly inadiquate
Fear
Stress
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government assisted programs within schools: Having more government assisted programs to help out with books/supplies/therapy school lunches and grants to help the school who provide support for all these things is beneficial to everyone
Free school lunch program
Therapy for depression/anxiety- hopefully if outpatient it can be subsidized for citizens/parents/kids under a certain economic threshold
Free tutor sessions for those economically affected and cant provide otherwise
School provided counseling, free weekly group or solo counseling for those in bad areas or economically stressed in which it is affecting their social and emotional health and well being
Food stamps, provided from government programs
METCO program to help students in impovershed areas go to better schools
After school programs aka boys and girls clubs to provide a good learning and safe environment for students with late working parents