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Responding to Traumatic Stress, Parent with Substance Abuse (Xiuqiu Chang)…

- - - - As best as you can, maintain a predictable, structured class schedule with rules and consequences to provide support for your students, even if you are in a new or temporary setting
      - Set limits on emotional outbursts: it can be very difficult to teach students who are disruptive, maintain clear standards for classroom behaviour.
        Any modifications to incorporate the new situation should be explicitly introduced.
    - - Reduce students’ exposure to unnecessary reminders of the earthquake, including videos and pictures.
      - Limit teacher-to-teacher conversations about the earthquake in front of students and discussions about the earthquake during class time.
      - Avoid traveling through or around affected areas with students, if possible.
  - - - Set limits on emotional outbursts: it can be very difficult to teach students who are disruptive, maintain clear standards for classroom behaviour.
        Any modifications to incorporate the new situation should be explicitly introduced.
    - - Encourage the students to get enough rest
      - Encourage good nutrition
      - Promote good hygiene habits
  - - - Fundraisers and community drives can help underscore the care and concern of their peers and the community as a whole.
    - - Encourage students to include each other in play
      - Monitor teasing,
      - Pair students for activities so that all students are included
    - - Don't press the topic, allow the student to open up in his/her own time
      - Promote positive interactions in "safe" topics ilke daily interactions.
- - - - general aches and pains.
      - stomachaches
      - changes in appetite
      - bedwetting
      - dizziness
      - headaches
  - - - frequent nightmares
      - tiredness in the mornings
  - - - contemplating suicide
      - hurting themselves
      - run away from home
    - - having a limited number of friends
  - - - Response 3 How schools and Teachers can help
        
        Schools can adopt a trauma-informed approach, by training teachers and staff skills to handle and recognize traumatic stress or other signs of trauma. These skills allow teachers to help or find other supports and services for students in need.
        
        Resources like the Trauma-Sensitive Schools Training Package from The National Center on Safe Supportive Learning Environments (NCSSLE) may help schools adopt trauma-informed approaches to create safe and supportive learning environments. These include:
        
        Educating school staff about trauma and its effects
        
        Promoting physical and emotional safety in relationships and the environment
        
        Reducing trauma-related triggers in the school environment
        
        Considering trauma in all assessment and protocol behavior plans
        
        Ensuring students and families have voice, choice, and empowerment
        
        By adopting trauma-informed approaches, schools can help prevent bullying and trauma at school, and provide a positive school culture for both students and staff.
  - - - Establish electronic use rules in your home, be specific about which sites are ok to be on and what’s allowed
      - Discuss what is appropriate to share online. Remind them that things posted on the internet can be shared with anyone
      - Teach them to ask themselves, “Would I be comfortable saying this in person?” and “Would I be okay if tomorrow everyone at school or work knew about this?”
      - Let your child know that it’s always okay to talk about something that makes them uncomfortable online
- - - - Possible symptoms: bruises, burns, or welts; broken bones； wearing inappropriate clothing (e.g., long sleeves in the summer) to hide marks or bruises; appearing frightened of a particular person; actively protesting going to a particular place; flinching when touched; talking about being injured or creating fanciful explanations for their injuries
        
        Specific Strategies
        
        https://youtu.be/_ZFFZpKO0l0
        
        create an emotionally safe place for all children to learn
        
        provide a safe and comfortable environment for the child to talk
        
        be supportive in their healing process
    - - Possible symptoms: being anxious or afraid; appearing withdrawn or emotionally distant; showing behavior extremes, such as compliance then aggressiveness; showing age-inappropriate behavior, such as sucking a thumb in elementary or middle school; lack of attachment to a parent or caregiver
        
        Specific Strategies
        
        https://youtu.be/y7bKFMO0d-w
        
        Help children validate their feelings
        
        Help children raise self-esteem and self-confidence
    - - Possible symptoms: poor growth, weight loss or gain, poor hygiene, lack of appropriate clothing or supplies to meet their needs, stuffing themselves at one meal and hiding food for later, or stealing food or money
        
        Specific Strategies
        
        Raise awareness and recognition of neglect in family
        
        Effectively work with child welfare agencies
        
        The safety and welfare of children is paramount
        
        https://youtu.be/aJJ7YpW--dQ
    - - Possible symptoms: displaying sexual knowledge beyond their years; talking about being touched by another person; withdrawing from family or friends; running away; shying away from a specific person; protesting going to a specific place; having nightmares; g the bed after potty training; having a sexually transmitted infection
        
        Specific Strategies
        
        Allow the children to tell the story of trauma they experience
        
        Help children manage their feelings by teaching and modeling effective emotion coping strategies
        
        Respond calmly and compassionately, without judgement
        
        Never promise confidentiality
    - - Mandated reporting and keep documentation of observations
      - Be caring and positive in the student's life
      - Maintain clear routines in classroom to provide the feeling of calmness, stability and safety
      - Listen if the student chooses to talk about the event, being careful to terminate conversation if any anxiety begins to develop
      - Respectfully and carefully works with the school counselor (and the family) for potential health treatment
- - - - One option is the "Monkey in My Chair" initiative where the student has a big stuffed monkey that sits in its chair while away. Their classmates can take it to activities and also send messages through it to be checked by the missing classmate.
      - Online Collaboration tools like Google Docs or Padlet or Coggle
  - - - More time for homework
      - One-on-one tutoring
      - Verbal instead of written assessment (or vice versa)
- - - - Response
        
        Creating strong and stable routines reference
        
        Set Limits in emotional outburst (be flexible, but consistent) reference
        
        Facilitate communication in a safe and welcoming environment reference
    - - Response
        
        Help the student find support in others (reference](edweek)
        
        Teach Social Skills in classroom (reference)
        
        Install a "buddy bench", when a students sits in a designated place it indicates that it can use someone to talk with (reference)
        
        Talk to the student often showing compassion (reference)
    - - Responses
        
        Establish a good communication between the school and the parents (reference)
        
        Keep a good and open communication with the student, asking how is he/she doing, questions/problems she might have with the subject, etc.
        
        If necessary, offer to extend deadlines to allow for the students to finish their work
        
        Construct and adhere to routines that are stable (reference)
    - - Responses
        
        Give timeframes to the students to finish their tasks/activities, even helping them to produce a schedule to handle their school work and afternoon activities (reference)
        
        As mentioned in many of these symptoms, communication is key, as it will allow the student to "take out of their system" negative thoughts and ideas
        
        Include Physical activities in the classroom (reference)
        
        Do not wait for the problem to appear. Support the student before they fall behind.
    - - This symtom can be expressed in 3 different ways (reference)
        
        Intrusion (re-experiencing of the trauma or traumatic event)
        
        Avoidance- trying to avoid the situation that provokes the memories
        
        Changes in perception of the situation and/or the increase of situation that might produce the fears.
      - Responses
        
        In extreme cases, reporting to the school psychologist or refer a psychologists to examine the student periodically could be necessary (reference; reference)
        
        Keep an stable routine in class reference
        
        Facilitate communication in a safe and welcoming environment (talk with the about the divorce, listen to them, encourage them to express their emotions; reference
        
        Limit the situations in which the student might be reminder of the situation at home (reference)
        
        Maintain an atmosphere of openness and tolerance in the class (reference)
    - - Response
        
        Try to identify the situations from which the student feels more stress, acknowledge them and try to find alternatives to them (reference)
        
        Try avoiding "vicious cycles" in which stress caused by work missed in school produces an exacerbation of the problem (reference)
        
        Send the student to the school nurse or recommend for him to be taken to a pediatrician (reference)
- - - - Symptoms
        
        Re-experiencing distresing events
        
        Somatization when distressed, i.e. stomach aches, headaches, high heart rates
        
        Further Physical Health outcomes
        
        Physical Pain
        
        Cardiovascular disease
        
        Hypertension
        
        Respiratory complications
        
        Higher allostatic load
        
        Digestive issues
        
        Chronic Stress
        
        Negative emotion
        
        Depression
        
        Anxiety
        
        hypervigilance
        
        Avoidance
        
        Less willing to take risks
        
        High academic dropout rate
      - Responses
        
        Engaging with others - student should connect with peers with whom they can share racially conscious conversations.
        
        List Triggers - student should prepare a list of situations that cause symptoms of trauma and work with a key worker to identify coping strategies.
        
        Roleplay- roleplay how to respond to negative encounters with trusted people.
        
        Proactive Approach- Encourage student to participate in activities to help solve difficulties, such as becoming involved with school leadership or promoting prosocial behaviours.
        
        Communicate- Students should be encouraged to share their encounters and emotions with family members and/or with a key worker/mentor.
        
        allow for open expression.
        
        Stay focussed on the conversation, don't multitask.
        
        Speak calmly in language they understand clearly.
        
        Allow 'cool down' time if they become distressed.
        
        Make it clear that what they are experiencing is wrong.
        
        Be positive during daily interactions.
        
        Safe Space- identify a safe space where the student is free to go if things get too much for them and they need a temporary escape route.
        
        This should be a manned/monitored space.
        
        Agree with student whether they wish to talk or be left to their own thoughts.
        
        Ensure the room has adequate facilities so that the student can engage in a calming activity.
        
        Diversity Education Provide whole-class diversity education on a variety of cultures, not just the cultures involved in your class. Educate and celebrate.
        
        Set up guidelines so that students stay respectful.
        
        Encourage student reflection on what they have learned.
        
        Take the lead in a positive way.
        
        Ensure other cultures or traditions are not interpreted/depicted as 'weird'.
        
        Be There- Be consistent and available for a student who has trusted in you and remain so no matter what behaviours manifest. Be an adult who will accept and believe in that student, regardless of background or behaviour.
- - - - Response
        
        Special need teachers support on a daily basis.
        
        Individual Teaching Plans for the students who have learning difficulties.
        
        Modify teaching plan with traumatic students' learning speed.
    - - Response:
        1.Entry evaulation or assessment.
        
        Teacher assistants support individually on their learning need.
        
        Clarify the rules of behaviours.
        4.Play Games to simplify the lesson
        
        Sharing good behaviours and examples in the classroom.
        Reference
  - - - Response:
        1.Meet students where they are.
        
        Create a safe environment.
        3.Show patient and tolerance.
        
        Positive and "safe" topic conversation.
        
        Add extra PE class or yoga class.
        
        Drop down their sugar level.
        7.Encourage positive self-talk.
        
        Art work assist them to express their feeling.
        Reference
  - - - Response
        1: Good cleaning habit on daily basis.
        2.Set up good examples of good hygiene.
    - - Response
        1: Show them good care at school.
        provide medical and dental needs at school.
        
        Help them build up a good cleaning routine everyday.
        3.Balance good nutrition for their meals.
- - - - Insecurity from not knowing when the next meal will come
      - Shame at having to go without meals
      - Humiliations of powerless and dependency
    - - Spend long hours on chores because parents have to work outside for long time (primary school students)
      - Have too little food and always hungry
      - Work long time to supplement the family（senior students)
      - Travel to school from the far living
      - Have higher rates of illness because of the lack of nutrition and unsanitary living conditions
      - Drop out of school
    - - Using money on my school fees leaded to my siblings not go for learning in school
      - My family is in debt because of my tuition
  - - - Be a Volunteer and Donate our Time
        Go to small charities to become a volunteer for helping in administration， and then indirectly help students from poverty
      - Sponsor a Child, Teacher or Education Project
        Sponsorships are recurring donations that go to students from poverty, teachers or projects. It can help students to successfully complete schooling.
      - Keep Expectations High
        Give students from poverty access to the same high-level curricular and pedagogical opportunities and high expectations as their wealthy peers.
        Reinforce to students that you believe in their abilities and give them the chance to show-off what they can do. Allow them the opportunity to soar high above the expectations society has for them.
      - Supply more learning opportunities
        Try to get students from poverty into gifted and talented programs
        Try to get students from poverty into other opportunities usually reserved for economically advantaged students
        Try to keep them from being assigned unjustly to special education.
      - Expose Students to Experiences
        Read books about exotic lands to all students, show them pictures of your travels, let them watch videos about other parts of the world, invite guest speakers in to talk about their experiences, and take all students on field trips.(Although the activities are aimed at students from poverty, we should use quite ways to avoid singling anyone out.)
      - Do Not Ask for Money
        Instead of asking for lots of supplies at the beginning of the year or asking students to pay for various activities, set up an anonymous donation method that works for your classroom.For example, Keeping stocks of school supplies, snacks, clothes, and other basic necessities handy for students who may need them in quiet ways to distribute these resources to avoid singling anyone out.
      - Love students and give them plenty of praise
        Praise is key to any relationship with students. Recognize both their small and big successes and give them praise to make them have positive self-concept and have the confidence they need in order to learn.
    - - Promote Abilities for Free
        Students from poor families need to learn and improve their reading and writing ability and problem-solving ability in some charitable organizations or institutions. The reason is that these abilities offer more opportunities for poor students and their future generations to achieve decent jobs and to be lifted out of poverty.
      - Supply Safety and Support:
        a). Schools usually have students safety consciousness in design and can be used for other community activities for students from poor families, like sport or research with playmates.
        b). A strong community school creates a safe place for students from poor families with adult supervision when their parents work outside at night.
      - Provide Culture of Education and Learning
        Most students from poor families, influenced by their parents who are not well educated, are far less likely to prioritise school attendance and finally drop out of school. They need to know the importance of education and learning.
      - Provide Benefits and Resources to All Students in School
        Students living in poverty have the necessary support to succeed, with the assistance of outside partners such as internet providers, healthcare organizations. Examples include: extended library or lab hours after school, allowing students to take home wifi hotspots, etc.
- - - - 1.Talking therapies with a trained professional
        2.Arts and creative therapies, spend time and attention focusing on art and creation, sports, music to heal mental
        3.find medication helpful in managing mental health problems
      - Family and friends support
        
        1.Listen to them.learn their triggers. 2.Try not to judge. 3 Don't take over. 4.Respect their privacy. 5.help them find support. 6.look after mental health
    - - Listen/Look - listen to the student's story and look for changes in their behaviour and check in regularly. Spend extra time with him/her, and tell her we are in a safe place.
      - Protect - remind and reassure them school is a safe place to be. Fire drill practice training from professional to know the best way to protect themselves
      - Connection - return to classroom/school routines and activities as soon as possible. Kindly to remind the rest students gentlely not to mention about it but comfort her in a caring way to accompany her to make her feel safer in school. Mindfulness training
      - Encourage students to reach out to friends for support as well as adults.
      - Highlight your student's and communities' strengths and resilience, be hopeful and optimistic for the future.
      - Provide information about access to student counselling services and other outside school support services such as headspace/Kids Helpline.
      - Any staff concerned about a particular student should consult with the school counselling and support staff.
      - Answer questions in a simple honest way, using language that is age-appropriate.
      - Provide extra time to catch up her work