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Types and Situations of Traumatic Stress, Responses, Include your name…
Types and Situations of Traumatic Stress
Chronic trauma
is repeated and prolonged such as domestic violence or abuse
Domestic violence
Abuse
Long-term serious illness
Exposure to extreme situations, such as a war
Community violence
Substance Abuse
Bullying
Acute trauma
results from a single incident
accident
assault
natural disaster
Loss of a loved one
Adjustment (i.e. end relationships, moving)
Injury
Complex trauma
is exposure to varied and multiple traumatic events, often of an invasive, interpersonal nature.
childhood abuse
neglect
family disputes
bullying (peer victimization)
physical (for example: hitting or kicking)
verbal (for example: calling names, teasing, threatening someon)
social (spreading rumors, embarrassing and/or excluding others)
cyber (using technology and/or social media) sending negative, harmful and or false content electronically
homelessness
lack of food and proper nutrition
Symptoms of traumatic stress
Trouble forming relationships with teachers
Hypervigilance (overly alert to danger)
A child with hypervigilance will be continuously scanning the environment, searching for anything that could mean danger or pose a threat. They are on high alert in order to protect themselves.
This can lead to obsessive compulsive behaviour and the child may have difficulty interacting with other.
It is extremely exhausting for the child as it is a case of extreme anxiety.
It is often found in childen with ADHD & PTSD
Children with ADHD tend to scan situations very quickly for cues and then draw conclusions based on a few details
It can lead to them misjudging or misreading the situation. This misperception will cause impulsive and/or inappropriate response.
Because they are continually scanning for threats, their ability to think logically, problem solve, or respond appropriately to demands is often limited.
They are agitated, may sweat, and their breath comes fast and shallow. If you were to take their pulse it would be racing.
Extra info:
https://www.thefosteringnetwork.org.uk/blogs/cathy-glass/hypervigilance
Video:
https://www.youtube.com/watch?v=oXfY-fTZn1s
Poor self-regulation
Self-regulation is the ability to remain calm, cope with big emotions, adapt, and respond appropriately to our environment.
Self-regulation is important because it allows children to do well in school, with friends, and at home. It helps children feel good about what they can handle and it helps children feel good about themselves.
punishment will not teach them the skills they need to stay calm, cope, and adapt.
It will likely frustrate children more, lead to feelings of shame and failure, and increase challenging behaviour.
The increased challenging behaviour can also cause distance in your parent/ teacher relationship and quickly feed into a cycle of stress for everyone involved
In the midst of children’s tantrums or meltdowns, challenge yourself to regulate.
Children will tend to mirror the stress and emotions of the adults around them.
Offer a gentle touch, empathy, and validate their feelings.
Provide safe environment
Build Positive relationship
Encourage them express their feelings
More info:
https://www.foothillsacademy.org/community-services/parent-education/parent-articles/self-regulation-difficulties
Video:
https://www.youtube.com/watch?v=-sLWG8oseao
Executive function challenges
Negative thinking
Anxiety
Sleep Disturbances
Having a hard time concentrating
Confusion
Slow thinking
headaches
Dizziness
Difficulty Problem solving
Worry about others
Difficulty making decision
Crying and/or screaming a lot
Feeling Isolated
Feeling depressed or alone
Change in academic performance
Avoidance
Avoiding thinking or talking about the event
Avoiding places, activities or people
Recalling/performing the traumatic event or aspects of it through play
Delays in development
Language
Emotions
hyperactivity
agression
anger outbursts
mood swings
memory issues
Brain
Self-injury (hurting yourself)
Lack of social skills
Depression
Clinginess
Fear
Grief
Irritability
memory impairment
Isolation
Feeling ashamed- self esteem issues
anxiety
low motivation
outbursts
laziness
Responses
Social and emotional safe classrooms
:
• Class and school anti-bullying agreements
• Adequate and prompt interventions in conflicts
• Practice and teaching of active listening and empathy
•Engage in student surveys to provide feedback on classroom activities and climate
Source:
Learning for Justice Magazine
Behavior-management plan
• Made by student
• Restorative-justice based consequences
• Positive reinforcement
Source:
Learning for Justice Magazine
• Support students in processing their feelings
• Provide opportunity and time to explore and express emotions
• Prioritize social and emotional health of students
Sources:
Learning for Justice Magazine
Minnesota Department of Education
Help students visualize a better future
Source:
Learning for Justice Magazine
As educators, we are to report any evidence or suspicion of trauma rather than inquiring into traumatic experiences (unless you have proper training and certification). Otherwise we may bring more harm to the student no matter what our intentions are.
• Prioritize listening over talking
•Incorporate brain breaks
• Have routines and clear expectation
• Incorporate downtimes / mental rests
• Seek professional development
• Self-assess and reflect on your trauma responsiveness
Source:
How Teachers Help Students Who've Survived Trauma
Recognizing the Signs of Trauma
Responding to Trauma in Your Classroom
Include your name
here (double-click to edit): Pamela Bilikova, Sara Lovakovic, Asmaa Refaat, Matías Cancino, Alexey Kornilov, Evgeny Albutov, Vennie Payne, Ashley Honda, Jumana Swaid, Al Torres, Tommy Goulding
The mind map should include different types of situations that can cause traumatic stress in students, including the examples discussed during the Virtual Class. Add possible symptoms and response strategies for each symptom.