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Module 4: Unit 4: Types of traumatic stress, Bullying - Madelief Liebrand…

- - - - https://www.nctsn.org/what-is-child-trauma/trauma-types
        
        https://www.samhsa.gov/child-trauma/recognizing-and-treating-child-traumatic-stress
        
        https://phw.nhs.wales/news/responding-to-adverse-childhood-experiences-an-evidence-review/responding-to-adverse-childhood-experiences/
    - - Earthquakes
        
        Tornadoes
        
        Wildfires
        
        Tsunamis
        
        Floods
        
        +
        
        2 more items...
  - - - Fear of separation from parents or caregivers
        
        Crying and/or screaming a lot
        
        Eating poorly and losing weight
        
        Having nightmares
    - - Becoming anxious and fearful
        
        Feeling guilt or shame
        
        Having a hard time concentrating
        
        Having difficulty sleeping
    - - Feeling depressed and alone
        
        Developing eating disorders and self-harming behaviors
        
        Beginning to abuse alcohol or drugs
        
        Becoming sexually active
- - - - Here are ways that youth have described the impact of community violence in their lives:
      - I don’t know who to trust anymore.
      - I’m on edge all the time, like something’s going to happen to me, and I can’t be caught off guard.
      - I’ll do anything to stay safe. That’s why I carry a gun or knife, like my friends do.
      - I don’t expect to graduate from school. I’ll probably die young anyway.
      - I worry most about my little brother and sister getting shot.
      - My friends say I’m different since the shooting.
      - Sometimes thoughts pop up in my head, and I’m right back to the night my world changed.
      - I’m more tempted to get drunk or high to numb it all.
      - I feel angry even when nobody is messing with me.
      - I get jumpy or nervous at the smallest things or little sounds.
      - I just can’t stop thinking about all the violence, how it’s never going to end.
- - - - Strategies for Addressing Physical Abuse (and other ACE’s)
        The first strategies focus on changing norms, environments, and behaviors in ways that can prevent physical abuse and ACEs from happening in the first place, through government, community, and educational programs. By addressing the conditions that give rise to ACEs and simultaneously addressing the needs of children and parents, these strategies take a multi-generation approach to prevent ACEs and ensure safe, stable, nurturing relationships and environments. Together, these strategies are intended to work in combination and reinforce each other to prevent ACEs.
        
        Strengthening economic supports for families.
        Promoting social norms that protect against violence and adversity.
        Ensuring a strong start for children and paving the way for them to reach their full potential.
        Teaching skills to help parents and youth handle stress, manage emotions, and tackle everyday challenges.
        Connecting youth to caring adults and activities.
        
        It’s essential for every school to develop a systematic plan to deal with situations of abuse. There needs to be a clearly defined process for handling suspicions of child abuse.
        
        All teachers must to take an annual course educating them on the signs and symptoms of physical abuse (and other ACE’s), so they will be trained to recognize the signs of abuse when they see it.
        
        Every classroom should have recurring lessons on abuse, and other ACEs, so students are aware of ACE’s, understand what they are, and are able to recognize if they are being affected by any ACE’s. Resources are provided to students during these lessons of people and contacts who can help them, if they don’t want to say anything to the teacher. At that time, it is also essential to establish trustworthy open channel of communication with the teacher, that allows children to feel comfortable sharing anything with them that may resemble ACE’s, should they choose to do so.
        
        If abuse is suspected, the teacher is obligated to immediately contact the school counselor and principal, to immediately address the situation, and contact authorities if necessary.
        
        The teacher must continue to closely monitor the student in class, and be there for support.
        
        If the student confides in the teacher and wants to divulge information about something that’s happening, the teacher should: Listen more than speak. Explain the limitations of their confidentiality. Withhold Judgment. Empower students to make their own decisions. NEVER approach the abuser about the situation, even if you have a good relationship with them. Keep confidentiality as much as possible. Provide resources.
        
        Teacher’s must create trusting and empowered classrooms: Teachers who educate themselves and their students about abuse, will find many opportunities to support children who have neither the experience nor the maturity to face the difficulties of physical abuse, nor the understanding to recognize abuse when it’s happening. Although the academic environment is structured for learning, the ability to learn is dependent on a child's arriving at school with basic needs met. Children who have been abused have had the basic requirements for healthy development withheld and violated. Getting physiological needs met, as well as those for safety, belonging, trust, and love, maximizes the child's development as a learner and as a person, and is the most effective strategy in helping students build resilience long-term, aside from taking any necessary steps to ensure the physical abuse has been stopped. The classroom teacher has the opportunity to provide an environment where the child can begin to succeed and recognize that he or she is capable and valued.
        
        1. Help Set Expectations: Teachers can honor the strength and courage of these children by having high expectations for them. Emotionality may interfere with thinking; therefore, it is important to set reasonable goals and to provide the support needed for the child to feel confident in his or her abilities. School can be a place where children rebuild their self-esteem, assert themselves, and see themselves as successful.
        
        2. Help Develop Structure: Abused children may feel powerless to control much in their environment. To help the child feel a sense of control in a positive manner, teachers should give accurate information and build trust. Allowing expression of feelings when appropriate through art, music, drama, and/or creative writing will also help the child to feel less controlled by pent-up emotion.
        
        3. Help Establish Identity: Children who have been abused in ways that met an adult's needs and denied the child's needs have little sense of personal identity. Teachers can help by pointing out the child's strengths. Statements such as “You are a hard worker,” “You are a good friend when you help a classmate with a problem,” and “People in this classroom like you because you are fun to be with” will help the child understand how others perceive him or her.
        
        1 more item...
        
        Recognizing Indicators of Child Abuse Demo
        
        https://www.youtube.com/watch?v=vMO5rojeID0
        www.youtube.com/watch?v=vMO5rojeID0
- - - - Students of trauma now teachers https://www.youtube.com/watch?v=dyqQHifpJM4
  - - - Poor control of emotions
      - • Anger and moodiness
      - • Frustration and anxiety
      - • Social withdrawal
      - • Change in academic performance or in attendance
      - • Trouble with concentration, memory, cognition, and organization
      - • Physical symptoms like headaches and stomachache
      - • Risk-taking, unpredictable, and/or impulsive behavior
      - • Intense reactions to reminders of the even
    - - Common Reactions
      - • Feelings of anxiety, fear, and worry about safety of self and others
      - • Fears about another violent event
      - • Changes in behavior:
      - Increased activity level
      - o Decreased concentration and attention
      - Increased irritability
      - o Withdrawal
      - Angry outbursts
      - Aggression
      - • Increased physical complaints (e.g., headaches, stomachaches, aches and pains)
      - • Changes in school performance
      - • Repeated talking or thinking about the incident
      - • Increased sensitivity to sounds (e.g., screaming, sirens)
      - • Changes in sleep
      - • Changes in appetite
      - • Lack of interest in usual activities, including interest in playing with friends
      - • Increased chance of high-risk behaviors in adolescents (e.g., drinking, substance abuse, self-injurious
- - - - Adolescent/child exhibits emotional or behavioral reposponses/changes such as:
      - 1) Changes in sleeping patterns
      - 2) Changes in appetite
      - 3) Irritability/Anger
      - 4)Drop in grades, and decreased concentration
      - 5)Fears about safety
      - 6)Persistent thoughts about death
      - 7) Social Isolation
  - - - TGCT-A is a manualized group or individual treatment program for trauma-exposed or traumatically bereaved older children and adolescents that may be implemented in school, community mental health, clinic, or other service settings. (12-20; both males and females; for trauma-exposed or traumatically bereaved older children and adolescents)
      - You can click here for the link to purchase this manual on Amazon! and other accompanying books (there is also a second edition)
    - - Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) is an evidence-based treatment for children and adolescents (3-21) impacted by trauma and their parents or caregivers. Research shows that TF-CBT successfully resolves a broad array of emotional and behavioral difficulties associated with single, multiple and complex trauma experiences. This is the official TF-CBT National Therapist Certification Program, in which clinicians can become certified in the TF-CBT treatment model.
      - Find a Therapist Link!
- - - - What is Resilience?
      - Resilience is the ability to return to being healthy and hopeful after bad things happen. Research shows that if parents provide a safe environment for their children and teach them how to be resilient, that helps reduce the effects of ACEs.
      - I will put more in my LEP.
      - https://developingchild.harvard.edu/resources/stress-and-resilience-how-toxic-stress-affects-us-and-what-we-can-do-about-it/
- - - - Disturbed eating/sleeping patterns.
        
        Overly Irritable or Overly Passive
        
        Separation anxiety.
        
        Language Delay.
    - - Passive/fear of trying something new.
        
        Low self-esteem/depression.
        
        Aggressive behaviour. (Difficulties with calming down)
        
        Restless, Impulsive, Hyperactive.
        
        Trust issues. (Social isolation/difficulties working in groups)
        
        Overly compliant.
        
        Learning difficulties.
        
        Problem solving difficulties.
  - - - A short video addressing the impact of Early Childhood Trauma on later life. [3]
  - - - Classroom Specific
        
        Special Attention
        
        Family Involvement
        
        Meet with the parent(s) - First gauge whether the parent is a cause of the trauma.
        
        Encourage regular dialogue with parents.
        
        Provide resources for the parents to greater understand their childs condition - if money is an issue provide a list of non-profit organizations for workshops or phone calls.
        
        Encourage parents to view progress slowly and not via a linear worldview - progress is more than educational statistics.
        
        If the child's particular trauma is known, offer alternative means of assessment.
        
        Encourage students to speak out if they ever feel upset, stressed, anxious, traumatized, etc.
        
        Prearranged signals for when the student feels overwhelmed and needs some space.
        
        Avoid addressing issues in public and in front of other students.
        
        Provide a means of the student being able to show their feelings towards an activity via pictures, a signal, etc.
        
        Create 1-to-1 meetings with the student each day/week where you can discuss their hopes, fears, progress, areas for improvement.
        
        Create a calm and positive working environment.
        
        Clear norms and procedures to maintain calm.
        
        Make classrooms warm, welcoming, and spacious. (No overcrowded classrooms.)
        
        Create a variety of activities for the students to do - give them the choice for completing some tasks.
        
        Provide a variety of different grading methods/weighting strategies.
        
        Conduct regular class wide activities about respect for others and understanding that each person is different.
      - Provide free or low fee workshops before and after school to provide meals and time for students before going home to a difficult environment.
        
        Educate the staff via compulsory and regular informative workshops surrounding childhood trauma.
        
        Provide a school-wide framework for steps to follow when a child demonstrates examples of symptoms related to trauma.
        
        Provide a safe-space/calm corner for students to go when stressed.
        
        Possibly inform staff of which students have trauma issues that the school have been made aware of via the police, social services, etc. {optional}
- - - - Attachment and Relationships 1. Difficulty forming attachments with caregivers
        
        Difficulty controlling, responding to and expressing emotions
        
        Increased vulnerability to stress
        
        Potential problems establishing healthy relationships with friends, romantic partners and authority figures
      - Emotional Symptoms 1. Difficulty identifying and expressing emotions 2. Anxiety, depression, and/or problems with anger, usually caused by internalizing and/or externalizing stress reactions
        3. Becoming either hypersensitive or "tuning out" threats to their environment 4. Disassociation 5. Difficulties with impulse control and self-regulation
        
        Intense reactions to triggers
        7. Increased likelihood of engaging in risk-taking behaviors, such as unsafe sex practices or drug or alcohol abuse 8. Intense feelings of guilt, shame and low self-worth
      - Physical Symptoms
        1.Disproportionate responses to ordinary levels of stress (developed during childhood as a coping mechanism); for example, rapid breathing and/or heartbeat, or "shutting down" as a response to stress.
        2. Increased risk of cognitive impairment, such as the development of planning, problem-solving, reasoning and thinking skills. Complex trauma can also impact language development and abstract reasoning skills 3. Chronic physical complaints, such as headaches or stomachaches 4. Either a hypersensitivity or a hyposensitivity to sensory stimuli such as light, touch, sound or physical pain.
    - - Create a classroom that is structured and consistent: utilize norms, routines, transitions and schedules to create a stable and structured environment for students. This helps them feel safe and avoids unnecessary stressors
      - Make time for mindfulness in the classroom: model and teach mindfulness techniques in the classroom. This will give students lifelong tools they can use to cope with stress and focus on the present moment. You can also use these techniques to introduce and reinforce learning topics; for example, doing a guided imagery exercise to introduce a new unit.
        
        Mindfulness techniques can also include strategies like having kids journal about what they're feeling
      - Dedicate class time to Social and Emotional Learning (SEL)Create opportunities for students to work on understanding, identifying and managing emotions through structured SEL activities. This is also a great opportunity to increase students' sense of belonging by doing teambuilding activities and modeling and promoting healthy socialization.
        
        Click on this link to see some ideas for games and activities you can incorporate into the classroom that promote emotional self-regulation
      - Use restorative justice practices instead of "zero tolerance" policies. Punitive polices such as detention an expulsion actively work against students who are dealing with trauma; they remove the student from the learning environment and doesn't acknowledge what unmet need is causing the behavior. These strategies also disproportionately affect students of color and contribute to the school-to-prison-pipeline (2021)
        
        Peer Juries are an excellent example of how teachers can create an environment where students resolve conflict amongst themselves in a healthy way
      - Ensure that your attitudes, beliefs and policies toward students are Trauma-Informed. This means that instead of asking yourself, "What is wrong with this student?", instead ask "What could have happened to this student that is driving this behavior?"