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Types of Traumatic Stress, Poverty (Mitchell Wesley) :, Strategies for…

- - - - The ACE study defines emotional abuse as a parent or other adult in the household often insulting, humiliating or swearing at a child. It can also mean an adult household member acting in a way that makes children afraid that they might be physically hurt
    - - Emotional - May experience stress or depression - May feel unsafe or insecure
      - Physical - May get caught up in adult violence - May experience difficulty sleeping due to hearing arguments or worrying
      - Social - May experience difficulties forming and maintaining relationships - May display negative behaviours such as truanting or going missing from home
      - Education - Struggling to focus on lessons - Not reaching their academic potential
- - - - • Idealizing the absent caregiver
      - • Demonizing the absent caregiver
      - • Minimizing or refusing to acknowledge previous traumatic experiences (such as abuse) that resulted in the traumatic separation
      - • Negative beliefs about oneself
      - • Unhealthy emotional distance from the people around them
  - - - • Teach caregivers to communicate honestly, compassionately, and productively with children
      - • Adress the separation itself but also any traumatic circumstances potentially related to the separation (e.g., child abuse, child neglect, etc).
      - • Teach the child how to apply trauma focused interventions such as coping strategies
      - • Work on ways for the child to preserve connections with the absent caregiver. May include “memorabilia” such as pictures, a scrapbook, etc :
      - • Be clear about adults at home and at school whom the child can look to for support — note that this list may be fluid as the child’s circumstances evolve
- - - - PTSD
      - Anger
      - Frustration completing simple task
      - Sadness
      - Crying
      - Depression
      - Rebelious Behavior
      - Food Hording
      - Tired from lack of sleep
      - Lethargic
      - Shy
    - - Children can feel powerless when dealing with forces bigger than themselves. They may also have difficulty explaining their feelings. Have them spend time speaking to a trusted adult to explain the cause of the disaster and proper procedure if facing the same situation. Model calmness and for how students should act in the situation. Allow space for students when they need it. Children may be displaced during a natural disaster. Teachers should ensure they are welcomed in the classroom and build a positive classroom culture. Teachers must support students in building relationships with their peers. Teacher should provide materials in case students lost material and cannot complete assignments at home.
  - - - Strategies of Policymakers to Reduce Risk and Help Children Impacted by
        Disasters
        • Invest in school infrastructure and remediation efforts
        • Increase the availability of evidence-based mental health services
        • Target services to the most vulnerable children
        
        Strategies for Teachers to Help Students Cope with Natural Disasters:
        • Model empathy and compassion
        • Use literature to guide discussions
        • Give gifts to show support
        • Write to process emotions
        • Research to bring awareness
        
        References:
        J. (2017, September 12). 5 Ways Teachers Can Help Students Cope With Natural Disasters. The TpT Blog. https://blog.teacherspayteachers.com/5-ways-teachers-can-help-students-cope-with-natural-disasters/
        Understanding the Impacts of Natural Disasters on Children | Society for Research in Child Development SRCD. (2020, August 13). Society for Research in Child Development. https://www.srcd.org/research/understanding-impacts-natural-disasters-children
        Disasters. (2018, May 25). The National Child Traumatic Stress Network. https://www.nctsn.org/what-is-child-trauma/trauma-types/disasters
- - - - Trauma response in the face of School Shootings (Douglas)
        
        Symptoms
        
        Frequent and intense nightmares about the event
        
        Students may be at-risk for:
        
        Action Response:Support and help students who are traumatized or display features of traumatization post-school shooting.Administration and teaching faculty should be trained in order to respond appropriately and effectively to benefit these students.
        
        1 more item...
        
        Intrusive thoughts or memories about the shooting that are easily triggered by things in your environment (for example, newspaper articles, television shows, movies, conversations about the shooting)
        
        Attempts to avoid situations or places that remind them of the shooting or places where they feel they could be in danger of experiencing a similar event again (for example, unfamiliar or crowded places)
        
        A high level of fear and anxiety upon hearing sounds that are similar to a gunshot, such as a car backfiring or a door slamming loudly
        
        Feeling constantly on edge or always on guard, almost as if there is danger lurking around every corner
        
        Having difficulties sleeping or staying asleep
- - - - The educator can become that missing person, filling that socioemotional gap by making time for the student to be seen and heard
- - - - Anti - Bullying Top Tips For Teachers https://www.youtube.com/watch?v=9FIRsz8qBwQ