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Traumatic Stress, Community Violence and School Related Death Hannah -…

- - - - RESPONSE:
        Curriculum
        
        Consider how standards and the curriculum can be adapted so that they learn critical material in a way that is accessible, culturally relevant, and age-appropriate. The Office of English Language Learning & Migrant Education offers this example: Instead of giving a 2nd-grade book to a 17-year-old immigrant from Ghana who reads at a 2nd-grade level, a teacher might work, for example, with the social studies instructor and provide the student with ESL materials on U.S. history.
        
        RESPONSE:
        Operational
        
        Implement a flexible schedule with non-traditional school hours (evening, Saturday, etc.) that allows high school students the opportunity to balance home and school responsibilities, a chance to spend extra time in school to accelerate learning, and the opportunity to keep working while attending school. Many SIFEs need to financially support their families. It is common for SIFEs to have to work very late hours or two jobs, and this becomes a barrier to education due to fatigue and conflict with the school schedule.
        
        ADDITIONAL RESOURCES:
        https://www.nctsn.org/what-is-child-trauma/trauma-types/refugee-trauma/about-refugees
        https://brycs.org/schools/back-to-school-challenges-and-strengths-of-refugee-students/
        https://www.colorincolorado.org/article/how-support-ell-students-interrupted-formal-education-sifes
        https://www.nea.org/advocating-for-change/new-from-nea/despite-inclusive-policies-refugee-children-face-major-obstacles
- - - - What is toxic stress?
        
        Experience of strong, frequent, and/or prolonged adversity. due to this, the body is incapable of physiologically turning off the stress mechanism
      - What are the consequences of toxic stress?
        
        The Brain: inability to
        
        sit still
        
        pay attention
        
        remember rules
        
        think before acting
        
        Immune system:
        
        harder to fight off infection
        
        The Heart:
        
        heart disease
        
        inflammation of arteries
        -high blood pressure
        
        Hormones and development:
        
        Puberty development
        
        Obesity
    - - Post-Traumatic Stress Disorder
      - Depression
      - Generalized Anxiety Disorder
    - - Suicide Attempts
      - Substance Abuse
      - Sleeping and Eating Disorders
      - Withdrawn, Clingy, Aggressive
    - - Undocumented parents less likely to apply to medical insurance
      - Children of undocumented immigrants tend to visit the doctor less often
        
        Vaccination calendar and wellness visits
    - - Family separated due to immigration of parents
      - Family moving to avoid ICE detection
  - - - Loss of Income due to parent deported
      - Loss of Housing
      - Household income decreases between 45% and 55% after a member is deported
    - - Parent may decided to leave without their children
        
        Growing up Without a parent
        Higher risk for:
        
        Depression
        
        Criminal Activities
        
        Placement in Foster System
      - Parents may decided to return with their US citizen children
        
        Depression
        
        Anxiety
      - Decreases in sense of community/ familial belonging
    - - Higher School dropout rates
      - Increases in multiple school transfers
      - Increases in misdiagnosis of educational disabilities
      - Discontinuation of ELL supports
- - - - Experience extreme emotional expressions
      - Suffer cognitively and often struggle in school
      - Often have difficulty socializing and expressing age-appropriate social behavior
      - Often show higher levels of anxiety and have irrational ideas and fears
      - Have clothing that is dirty or doesn’t fit
      - Show signs of malnutrition or have eating disorders and behaviors associated with food
      - Tell stories that are inconsistent or fanciful in an attempt to hide the instabilities and insecurities
      - Younger children may be victims of the adults
      - Older siblings that mimic situations or take out their own instabilities on younger children
      - Younger children are more likely to be supervised by older siblings in the absence of adults
- - - - Refer student(s) to school counselor to work through processing the event and overcoming post traumatic stress
      - Work with school team to ensure student feels safe on campus (security). This may include changing commuting routines
      - Shift focus from academic performance to social emotional well-being. Depending on the severity of the event, the student may need to be temporarily exempted from evaluations or intense coursework
      - Work with school counselor to determine how best to handle different classroom situations such as:
        
        e.g., Maintaining a safe distance, student may (temporarily) need a greater radius of personal space than before
        
        Student may no longer be comfortable with being approached unexpectedly so you would need to give ample warning when approaching
      - Work with school counselor and school administrators to determine which school personnel will need to be informed of the event, who will be informing them,
      - Work with school counselor to determine how best to handle different classroom situations such as
        1.Class activities/discussions that mention the event or a similar event
        
        Other students try to ask questions about the event
        
        Impacted student starts discussing event in class or has an outburst
  - - - https://youtu.be/PplsIq810p4
- - - - Isolation Stress
        As minorities in a new nation, immigrant children and families face a variety of stressors. Here are several examples: Loneliness and the lack of a social support network
        Discrimination Harassment at the hands of peers, adults, or police enforcement
        Others' experiences with immigrant children and families who do not trust them
      - Traumatic Stress
        When a youngster is exposed to a traumatic occurrence that threatens or harms his or her mental or physical well-being. Refugees may suffer from acute stress as a result of:
        Persecution and war
        eviction from their home
        Immigration and escape
        Poverty
        Violence in the home and in the community
      - Acculturation Stress
        Stressors that immigrant children and families face as they strive to reconcile their new culture with their ancestral culture. Here are several examples:
        Children and parents are at odds over new and old cultural perspectives.
        Cultural misunderstandings cause conflicts with peers.
        The need to translate for family members who may not speak English well; difficulties fitting in at school
        Struggle to build an integrated identity that incorporates components of their current culture as well as their ancestral culture
      - Resettlement Stress
        Stressors that refugee children and families face as they attempt to rebuild their lives. Here are several examples:
        Financial difficulties
        Lack of access to resources Difficulties finding sufficient accommodation Difficulties finding employment Loss of community support
        Problems with transportation
    - - Headaches and stomach discomfort
        Frequently crying
        Anxiety or fear
        Irritability or sadness
        Thoughts that won't go away concerning the tragic incident
        Avoiding anything that reminds him or her of the unpleasant experience by thinking or talking about it.
        Acting as if the event is now taking place (when it is something that occurred in the past)
        aving trouble controlling your emotions or your behavior
      - Body aches and pains that don't appear to have a physical origin
        Hopelessness
        Nightmares
        Having difficulty paying focus
        Having difficulty getting asleep, or sleeping excessively
        When things happen that remind him or her of the traumatic occurrence, he or she becomes distressed.
        Lack of desire to interact with others or participate in things that she or he previously enjoyed
    - - As critical first actions, pay attention to involvement and cultural factors.
        Inquire about the child's background, previous school experience, trauma history, and current stressors when analyzing a child's history (including current trauma exposure such as community violence).
      - Inquire about specific behaviors that may be worrying for guardians (e.g., isolating or not spending time with others, not enjoying or engaging in activities, frequent outbursts); this may be a culturally appropriate way to communicate mental health concerns.
      - Inquire about the symptoms and concerns, and respect the caregiver's or child's interpretation. "Why do you think you're behaving this way?" you might inquire. or "You are the best judge of your child." "Do you have any reservations?"
      - Inquire about the symptoms and concerns, and respect the caregiver's or child's interpretation. "Why do you think you're behaving this way?" you might inquire. or "You are the best judge of your child." "Do you have any reservations?"
      - Examine whether your symptoms are culturally specific methods of expressing mental illness. "Do you know anyone else who has these problems?" you can simply inquire.
      - Pay attention to the child's social and environmental factors and how they might be contributing to the symptoms stated.
    - - Build trust with all members of the family, not only to improve the benefits of treatment, but also to ensure that the family will accept your advice and referrals.
      - Listen to the family's worries, recognise the significance of their stated major issues, and treat the most fundamental or pressing requirements first.
      - Focus on components of mental health care that are aligned with the family's stated beliefs, such as assisting a child's academic performance.
      - Discuss what the resource can give for the kid or family when recommending to additional services, and if possible, make it easier for the family to contact the referral.