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Cohort 10's Traumatic Stress Mind-map (The ideas expressed here come…

- - - - How can the teacher support the child?
        
        Teacher response: Giving them space to process their emotions/respecting their time to grieve. Creating accommodations like giving them time of school for a few days, sending audio clips to parents about what they have missed in school & providing other ways for students to take tests.
        
        Teacher response: Giving them space to process their emotions/respecting their time to grieve. Talking about emotional trauma and empathy.
        
        Teacher Response: Creating positive and supporting communication with the whole class, about grief, how students should treat others during grief and how students should be mindful and show empathy.
        
        Teacher response: Ask the HR department what are the schools current procedures regarding this specific issue.
        
        Teacher Response: Getting parents or school counselors involved. Where all parties work together to help the student. This could involve daily check - ins, accommodations for home work completion & family counselling.
- - - - Teacher Response When the time is right give the students the chance to communicate with the grieving family.
      - DO NOT Give a time frame for the grieving to end. Don't act like nothing happened. Don't expect the students to perform the same way as before.
      - Teacher Response Let the students work with more tangible mediums so that they are more physically engaged.
- - - - Teacher response:
        Ask the HR what are the schools current procedures regarding this specific issue and act accordingly.
      - Teacher response:
        Actively focus on inclusive attitudes during the shift to distance learning.
      - Teacher response:
        Counseling on maintaining healthy lifestyle choices (hygiene, physical activity, etc.),
      - Teacher response:
        Provide opportunities for students to complete social emotional learning practices and wellness activities that affirm
        their competence, sense of self-worth, and feelings of safety
      - Recourses: https://www.nctsn.org/sites/default/files/resources/resource-guide/trauma_informed_school_strategies_during_covid-19.pdf
- - - - Resources:
        https://www.childhelp.org/educator-resources/child-abuse-education-prevention-resources/
        https://www.aacap.org/aacap/Families_and_Youth/Resource_Centers/Child_Abuse_Resource_Center/Home.aspx
        This resource is wonderful for providing teachers with guidance on what they should do with a student who might be receiving physical abuse~
        https://www.childwelfare.gov/pubpdfs/educator.pdf
- - - - It may be tough for parents to talk about issues, make sure to ease parents. Use positive language. Allow parents to ask questions at the end, two-way conversation
    - - Dealing with attention seeking
      - Why parent shaming is so hurtful
      - Supporting students through times of changes
- - - - · Remain calm.
      - • Believe the child.
      - • Allow the child to talk.
      - • Show interest and concern.
      - • Support the child’s feelings.
      - • Take action following guidelines outlined by school
  - - - https://tea.texas.gov/sites/default/files/Educators-Guide-2020-English.pdf
- - - - https://www.youtube.com/watch?v=xYBUY1kZpf8
      - This video explains what happens in the brain when children experience traumatic experiences in childhood