Please enable JavaScript.
Coggle requires JavaScript to display documents.
Traumatic Stress Understanding-PTSD By Thomas Etherington, Seong No,…
Traumatic Stress 
By Thomas Etherington, Seong No, Crystal Mejia, Rebecca Kemp, Shea Pendleton, Gilbert Owusu-Afriyie, Ralton Roman, William Wickham, Dr. Gerald Gersham Jr., Amanda Hahn, Renzo Follegatti.
Death of a loved one: Let the student know that it is normal to grieve. They can express grief verbally or non verbally. Refrain from using a timetable to deal with the stress. Suggest many ways they grieve via sounds, play, or writing. Always be encouraging and hopeful.https://www.education.udel.edu/wp-content/uploads/2013/01/Grief.pdf
-
Absent Parents Sometimes students do not live with their parents, or even if they do they are physically or emotionally missing from the student's life. Some symptoms of this might include the student being emotional absent, mood swings or a poorer ability to interact appropriately with peers or adults.Some strategies for this include making sure that the student is supported at school and making sure they know this support is there for them to build a sense of emotional connection. Teachers should be aware and plan accordingly (such as around events like Mother's Day) to avoid mood swings around holidays. Teachers should model behaviour between themselves, other students and the student in question to help model appropriate interactions. Another strategy would be to engage with the parents and social services to try to find a solution to this. You can read more about the emotional impact of absent parents here:https://psiloveyou.xyz/the-emotional-impact-of-absent-parents-on-children-cb013bcbad99?gi=1e67e6d990fb#:~:text=Absent%20parents%20are%20a%20trope,learn%20about%20life%20and%20themselves You can watch about the issue of absent father's here: https://www.youtube.com/watch?v=vIAFSKr2xvE
Gang Affiliation
Symptoms
Symptoms of a student becoming gang affiliated include a sudden influx of money, which can come with new, expensive clothes, even tattoos. These students will sometimes become violent or their grades will drop. They can also suddenly appear with new tattoos or even have symptoms of drug use.
Preventative Strategies
-The most effective measure in combating potential gang affiliation is prevention. Educators should be educated on how to identify and intervene related behaviors. Clear and consistent standards must be upheld for the students in the area. Leadership programs can also help the students become more confident in themselves and not feel the need to seek outward "protection." Schools must provide a safe, nurturing environment to give students the best chance. There must be responses with multiple levels ready to address the students. Schools must also educate students as well as parents on the dangers of gang violence.
-
Bullying
Symptoms
Unexplainable injuries
Lost or destroyed clothing, books, electronics, or jewelry
Frequent headaches or stomach aches
Changes in eating habits
Difficulty sleeping
Declining grades
Feelings of helplessness
Self-destructive behaviors Warning Signs for Bullying
https://www.stopbullying.gov/bullying/warning-signs
Responses
Directly to the student -
Believe in your student
Explore feelings
Affirm courage for talking about it Communicate clearly options
Create an action plan
Help the student acquire skills needed Responding to a Student who is Targeted by BullyingSchool responses
anti-bullying school-wide plan
House systems
Peer to peer mentoring
counseling sessions
Seating charts
Grouping of students
-
Anxiety
Anxiety: Although anxiety can be different for everyone, some of the most common symptoms include; feeling restless, restless legs, headaches and body-aches, difficulty sleeping, trouble breathing, pressure in chest, overly worrying or stressing, crying, feeling nervous, feeling weak, sweating, and more. Of course, some might not have any of these symptoms. Anxiety truly is a problem that affects every person differently and at different times of their life. Responding to anxiety: Avoid smoking and alcohol, therapy or concealing, medication, meditation, daily or regular exercise or physical activity, eat healthy and avoid overly sugary foods, deep breaths, 3-3-3 rule (look around the room and name three things you see, then name three things you can hear, and so on), supportive relationships.https://www.healthline.com/health/mental-health/how-to-cope-with-anxiety
https://www.beyondblue.org.au/the-facts/anxiety/treatments-for-anxiety/anxiety-management-strategies
-
Poverty
Students who suffer poverty or homelessness suffer greatly. Homeless students are 3 times more likely to encounter trauma. "By age 12, 83% of children experiencing homelessness have been exposed to at least one serious, violent incident." The trauma that comes from this will manifest in a combination of "numbness and feelings of disconnect, disassociation, depression, anxiety, paranoia, nightmares, flashbacks, shock, denial, self-blame or guilt, mood swings, irritability, insomnia, fatigue, aches and pains, muscle tension, confusion, difficulty concentrating, withdrawing from others." Strategies to help include:
Referral to agencies that can help with resource issues, coordinated school response to issues like lack of breakfast and keeping in touch with parents.
Implementing social and emotional learning programs aimed at educating on mental health. Teaching about depression, anxiety, PTSD will help them identify and ask for help. Mental health professionals need to be accessed who can teach how to cope with their trauma
Additionally, helping the student find a support system, using rhythmic exercises and practicing mindfulness have been shown to help.H. (2019, May 29). Addressing Homelessness Begins With Addressing Trauma - Homeless Children's Education Fund. Homeless Children’s Education Fund. https://homelessfund.org/addressing-homelessness-begins-with-addressing-trauma/
Robinson, L. (2022, March 16). Emotional and Psychological Trauma. HelpGuide.Org. https://www.helpguide.org/articles/ptsd-trauma/coping-with-emotional-and-psychological-trauma.htm
-
A pandemic: a pandemic such as COVID-19 has the possibility to further enhance the effects of previously existing stressors, such as poverty, drug use in the family, or issues with parents. Students can also be afraid of the virus itself, or personally affected by family members becoming ill and/or dying.What teachers can do: Transfer everyday stabilizing routines (such as emotional check-ins, schedules, self-regulation building) to the online class environment. Create a safe environment for students. Become aware of the different signs/symptoms
of trauma. There are many - in the categories of physical, cognitive, social/emotional, language/communication, learning - and it may be different for each student and dependent on whether they are responding more to issues caused by the virus itself or a compounding of previous issues at home. For example, a student may withdraw, act out, have anxiety or be unable to concentrate. Follow up with students when they show symptoms. Refer students to mental health or other services (police, etc) when appropriate. https://ies.ed.gov/ncee/rel/Products/Blog/-89748
-
-
-
-
-
-
-
-