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Traumatic Stress stress-mgmt, Malachy - Coggle Diagram

- - - - Kevin: Cultural competence: demonstrate cultural awareness and competence by meeting students in the middle and working to overcome cultural differences related to forced migration, which is especially important for students who have moved to a new location without preparation or expectation of living in another country/culture. https://www.nctsn.org/what-is-child-trauma/trauma-types/refugee-trauma
- - - - Kevin: Ask student what happened (following steps below), Accompany child to school nurse for medical treatment as needed, notify school administration, and contact authorities if you feel you have "reasonable grounds" to believe abuse has taken place as outlined in teacher's manual / faculty codes.
        At my school, a specific 3-page document called "SEXUAL ABUSE AND NEGLECT POLICY AND PROCEDURES" (which covers all forms of physical abuse and neglect, despite the title) mandates procedures under headings "Need of Protection" and "Legal Duty to Report" which states that "employees who have 'reasonable grounds' to believe that abuse has taken place are required by law [in Korea] to report to the local Ministry for Children and Families their suspicions of a case of child abuse."
        Note: this is not a public document so I am not able to cite it directly here.
        
        Kevin: recommended step-by-step procedures from school literature:
        "1. Take the student to a quiet place and ask him or her to tell what happened. Respond to the student’s story in a calm and matter-of-fact way"
        "2. Listen to what the child is trying to convey. Respect silence, and do not rush the student or put words in the child's mouth"
        "3. Spend just enough time to ascertain that the information disclosed suggests a high degree of possibility that abuse has taken place (an in-depth interview by professionals will follow). Keep any questions short, using words that are part of the student's vocabulary."
        "4. Praise the student for telling about the incidents. Give immediate reassurance and support to the student, indicating that it is not his or her fault."
        "5. Reassure the student that he/she is safe and that a social worker will talk to him/her."
  - - - By ANNA Strategy: Embed Mental Health Education into the Curriculum
      - By ANNA Strategy: Nurture Student Relationships
      - By ANNA Strategy: Make Crisis Resources Visible
  - - - (Mahbuba) Strategies(physical abuse)
        
        Identify the abuse and respect confidentiality.
        
        Talk to the student and ensure a safe and comfortable zone for him/her at school.
        
        Report the abuse to the school management and then to the right authority.
        
        Empower the students with the knowledge of their rights and have a voice against it.
        
        Monitor and ensure a healthy social life for the student at school.
        
        Counsel the student, parents/caregivers.
        
        https://www.youtube.com/watch?v=O-UjfH_FZ30
- - - - ● Regularly invite one or two of the students to eat lunch together, using the opportunity to get to know them better.
      - ● Ask them questions to set them up to answer what they feel comfortable sharing
      - ● Tries to form relationships with the student’s whole family. Because the better we can teach them.
    - - ● Talk about the news as a group (in an age-appropriate way, of course), and reassure them that they’re not in danger.
        
        ● Try to ease children’s fears in the wake of a tragedy
        
        ● To recognize all students, regardless of their home life.
        
        ● Be keenly aware of how my students interact with each other.
    - - ● Adhering to a clear, predictable routine in your classroom to provides students with a sense of stability
        
        ● Have a visual schedule at the front of the room
        
        ● Keep to a routine as much as possible
        
        ● Make sure to tell them if things have to change
        
        ● Meet with the educators and others in school and start a study group
        
        ● Think about strategies for working with a small team and get the support of your principal
- - - - cries for no obvious reason
      - starts to wet the bed or soil their pants
      - asks questions like ‘Do people have to keep secrets?’
      - is aggressive or seems angry for no obvious reason
      - says their head or tummy hurts and there doesn’t seem to be a physical cause
      - is clingy.
      - is quieter or more distant than usual
      - By ANNAStrategy: Be there. A lot of working with students with trauma history is just showing up, every day, and accepting the student no matter what behaviors emerge. Be an adult in that student’s life who is going to accept him and believe in him, no matter what - children can never have too many supportive adults in their lives.
        
        https://www.youtube.com/watch?v=kzvm1m8zq5g
    - - By ANNA Strategy: Provide choice. People with trauma history experience a lack of control. Provide safe ways for students to exercise choice and control within an activity and within the environment (choice of seats, choice of book, etc) :!: Differentiating by Offering Choices
        . :The Benefits of Student Choice:
  - - - is aggressive or seems angry for no apparent reason
      - has headaches or stomach aches for which there doesn’t seem to be a physical cause
      - becomes angry or upset when a particular person or place is mentioned
      - has trouble developing or maintaining relationships
      - cries for no obvious reason
      - has low self-esteem
      - By ANNA Strategy: Provide structure and consistency. Write the agenda on the board. Use entry and exit routines. When a student knows what to expect, it can help her to feel safe.
        https://thehighlyeffectiveteacher.com/developing-a-consistent-approach/
    - - By ANNA Strategy: Teaching your whole class healthy ways to deal with stress can benefit struggling students without addressing them directly. https://www.edutopia.org/article/teaching-students-how-deal-stress
    - - By ANNA Strategy: let student know you're aware he/she is feeling down and you would like to help reach out more than halfway and encourage the student to express how she/he is feeling, for he/she is often initially reluctant to talk, yet others' attention helps the student feel more worthwhile tell student of your concern Strategies to Help Students with Depression
    - - By ANNA Strategy: let student discuss feelings and thoughts. Often this alone relieves a great deal of pressure. reassure when appropriate remain calm, be clear and explicit ; Ease transitions. Give time warnings ahead of activity transitions (“3 minutes until we switch groups...”). Warn ahead of doing something unexpected, such as turning off the lights or making a loud sound. Classroom accommodations for anxiety
  - - - https://www.youtube.com/watch?v=eWIV3wWygS4
      - https://www.youtube.com/watch?v=0vbN5CZCEsw
  - - - (Mahbuba) Strategies
        1.Teach them what are the private parts of the body and it's not good to allow others to touch the private parts.
        .
        
        Ask them to inform their parents at home and the teacher at school if anyone tries or does touch their private parts.
        
        Talk to the students/children and listen to them with empathy.
        
        Make them feel safe to talk about the abuse and the abuser.
        
        Counsel the student and seek support from a therapist.
        
        Support the student's social and emotional life in school and make sure they feel safe at home.
- - - - (Mahbuba) Strategies
        
        Talk to the class to create awareness on Bullying - involve students in the discussion on how it feels to be bullied, why to stop bullying and what are the consequences.
        
        Practice kindness and empathy in the classroom
        
        Create opportunities for socialization and connections - group activities, free playtime, circle time.
        
        Identify the 'get away behavior' and taking measures to prevent those by one-on-one talk and goal setting (both the victim and the bully).
        
        Empower students and encourage them to stand up against bullying
        
        Responding quickly to bullying
        
        Keeping an emotional Jar in the classroom where students will drop their feelings/experience of being bullied or seeing someone being bullied.
  - - - Symptom: Becoming Aggressive and Unreasonable
        
        Teach the student how to respond to bullies. Adding more violence into the equation will not stop the problem. Make sure you are a resource that they feel comfortable coming too to discuss the bullying and report it if it is going on.
        
        Symptom: Isolation
        
        Encourage the student to get involved in extracurricular activities. Create a support group and safe space where the children can talk about their issues and connect with one another.
        
        Assign the student a buddy who has strong social skills.
        
        The first step is figuring out why the student is isolating themselves. Try and have a conversation with the student. :
        
        Steps you can take:
        
        Figure out why the child is isolated. ...
        
        Coach the student in social skills. ...
        
        Arrange social interactions with classmates. ...
        
        Help classmates recognize the child's strengths and talents. ...
        
        Organize a lunch club. ...
        
        Encourage the student's parents to foster peer relationships.
- - - - Begin and end each class with deep breathing Calms emotions, releases anxiety and fear.
      - Demeanour - avoid showing aggression/ frustration and focus on positive reinforcement, gentle speaking, compassion and uunderstanding
    - - Feelings jar. Students leave notes/ drawings with feelings, private or public. Releasing feelings creates space in our working memory.
    - - Pass the compliment exercise. Students. go round the room giving each other a compliment until everyone has received one. Aim is to balance negative emotions with positive
      - Take a bucket inventory. Explain to students they have '2 buckets' a stress bucket and a good feelings bucket. The stress bucket can be so full the smallest thing could cause an overflow. Do an exercise where students give each other positive language to create good feelings to balance out the two buckets and relieve some stress if possible.
    - - Create trigger lists
        
        Get students to list scenarios that trigger negative feelings and try to think of moments they were recently triggered and what happened. This helps students become conscious of their feelings and causes . Helps with mindfulness too. These can be updated weekly not just a one off exercise.
    - - Classroom contracts
      - Explicit anti-bullying or community-building curricula
      - Timely interventions in conflicts and hurtful exchanges
      - Teaching and modeling of empathy and active listening skills
    - - Implement student-generated agreements and contracts
        
        Adopt “zero indifference” (NOT zero-tolerance) policies
        
        Seek out training in restorative justice techniques
        
        Explore stress-management strategies to diffuse tense situations and help students process feelings in the moment
        
        Give students opportunities to demonstrate their strengths
    - - Seek professional development on working with specific identity groups
        
        Share support resources with other educators
        
        Connect with community organizations
        
        Engage in ongoing self-assessment and reflection on your trauma responsiveness
    - - Give students a basic template to use with fill in the blanks that can be applied to any conflict.
        
        “Please stop. I don't like it when you…..It makes me feel….”
        
        “I’m sorry, I won’t ….. again. I don’t want you to feel….
        
        Give students an opportunity to collaborate on fixes. Ways to apologize and make things better such as verbal, offering a hug, fixing something you broke
- - - - Age 0 - 2
        
        Demonstrate poor verbal skills By Nicole
        
        Exhibit memory problems By Nicole
        
        Scream or cry excessively By Nicole
        
        Have poor appetite, low weight, or digestive problems By Nicole
      - Age 3 - 6
        
        Have difficulties focusing or learning in school By Nicole
        
        Develop learning disabilities By Nicole
        
        Show poor skill development By Nicole
        
        Act out in social situations By Nicole
        
        Imitate the abusive/traumatic event By Nicole
        
        Be verbally abusive By Nicole
        
        Be unable to trust others or make friends By Nicole
        
        Believe they are to blame for the traumatic event By Nicole
        
        Lack self-confidence By Nicole
        
        Experience stomach aches or headaches By Nicole
    - - Child-Parent Psychotherapy
      - Cognitive behavioral therapy
      - Parent-child interaction therapy
    - - Engage with the child's family and help them to tap into available resources, such as teachers, administrators and clinical psychologists.
      - Connect parents and child to the school psychologist
      - Establish a relationship with the child's caregiver.
      - Create a safe place in the classroom where a child can process trauma unhindered.
      - Be consistent and set up regular routines in the classroom to help the students feel safe and secure.
  - - - Reactions of the child and parents/caregivers
      - Changes in the child's behavior
      - Resources in the environment to stabilize the child and family
      - Quality of the child's primary attachment relationships
      - Ability of parents/caregivers to facilitate the child's healthy socioemotional, psychological, and cognitive development
- - - - Lack of focus
        
        Response: Hold a group to help kids be able to identify what they are feeling and teach them how to self soothe when they are feeling these emotions. Creating consistency and a strict routine and schedule will make them feel more safe. (Trish)
      - Sadness
      - Anxiety
        
        A lot of times, natural disasters make it where the kids fall behind in school. This can be a big stress factor so helping them to catch up and making their workload doable can help with all of the extra stress in the student's life.
      - Depression
      - Anger
        
        Students still need to be held accountable for their anger so they can learn to react the appropriate way.
      - Clinginess
        
        The student will need a lot of reassurance that they are safe before they are able to let go.