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Traumatic Stress, https://www.youtube.com/watch?v=4Js7Y0wRKHQ&t=63s -…
Traumatic Stress
(Abigaal Upenyu Zimondi)
Dealing with irritability and anger outbursts PTSD after being physically abused.
PTSD (Post Traumatic Stress Disorder) often occurs together with anger and irritability.
Reference:
https://www.verywellmind.com/the-relationship-between-anger-and-ptsd-2797543
Response Strategies:
- Teach your students some useful anger management techniques
- exercise
- practice mindfulness
- find someone you trust to talk to
- Help your students to develop a time-out plan
- Help your students to make use of self-soothing skills
- using their 5 senses
- focus on the activity
- Advise your students to seek out social support (school counsellor or any teacher or family member they trust
- talk to others and let it out
- helps to see others' point of view
- you get to express frustrations in a constructive way
- Teach your students some anxiety management skills
- Introduce Psycho-Education for both the parents and the students.
Symptoms:
- aggressive towards others
- harm to self
- difficulty sleeping
- difficulty concentrating
- cranky
- irritability
- hypervigilance
- flashbacks
- hear the perpetrators voice
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Signs of abuse can mirror each other. For example, constantly dirty clothing and unkempt hair can be a sign of different types of abuse. This is a sign of neglect for older children; however, it can also be a sign for sexual abuse, being dirty can be seen as a defense mechanism from predators.
As soon as abuse is suspected the teacher must report to the principal and social worker of the possibility of abuse, at the same time the teacher must document what happens each day in the classroom involving the student. In the case the teacher feels that the school is not taking this situation as seriously as they should, as a mandated reporter they must report the situation and hand over a copy of the documentation to the proper channels.
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* Students' traumatic stress dealing with mass shootings in the school building. (Shawana Rhaney)*[Link(https://www.psycom.net/trauma/school-shooting-survivor-trauma)
- Watch for changes in behavior
When watching for changes in the students look at the cycle they are feeling. How are they changing? Have they become angrier, sadden, or helpless.
- How do children process the tragedy of school shootings.
Are they processing like this just happen to me and I have lost my friends or are they bottling it up and anger is building up to where they might want to bring harm to others because harm was brought to them?
- Allow students to talk about their fears.
What has this shooting done to them? Are they afraid to continue to move and be normal or free throughout the rest of their school career? Are they afraid to go outside without having the fear that someone is going to bring violence to them? Those are some of the things that we have to allow the students to talk about after a major tragedy of a school shooting.
- Talk with the students about safety, security, and healthy psychological development.
Teaching the students about being safe. Showing them an action plan if anything were to happen to them again in a school setting. Allowing the student to see therapy. Being able to talk with a psychologist because they must talk and feel what they have encountered.
Kelly Goodwin: Trauma in the HomeHow can students experience trauma in the home?
-Students may witness or be a victim of: physical abuse, sexual abuse, mental illness/suicide, death or serious illness of a household member or pet, basic needs not being met, drug/alcohol abuse or incarceration.What are symptoms of home trauma in students?
-Students may present with: extreme shyness, difficulty engaging with others, trouble managing emotions, clinginess, difficulty with transitions, frequent complaints of not feeling well, poor academic performance, physical/verbal aggression.How can teachers reduce the effects of toxic stress?
-Teachers can: foster strong and supportive relationships, teach core life skills, ensure basic needs of students are being met, connect with mental health professional/therapist/counselor, incorporate physical exercise, time in nature and meditation into daily lessons.What are Aces and How do They Relate to Toxic Stress?file:///media/fuse/drivefs-eb03b2ba33de8b45bc11c87a7dae5c6b/root/What_AreACEs(Infographic)%20(1).pdfHow Teachers Can Recognize Signs of Trauma (https://www.edutopia.org/article/recognizing-signs-trauma)
Lindsey Crifasi: Compassionate Instruction and Discipline in the ClassroomA student-centered class is a great starting point for a trauma-informed practice. Many students who have been through trauma have had a traumatic experience with an authority figure. That is why developing a classroom culture that is built on behaviors being "influenced and not controlled" (Wolpow et al., 2016, pg 70). Teachers can use a model that shares decision-making power and authority with students (to an appropriate extent). Teachers can follow these 6 principles:1. Principle One: Always Empower, Never Disempower - Often students who have been through trauma compete for power. This can be because controlling their environment is a way for them to feel safe. Teachers should not yell, threaten or overuse sarcasm. Discipline should be respectful, stay consistent and of be non-violent. It can also include ways for the student to share control of something in the classroom.
- Principle Two: Provide Unconditional Positive Regard - Be that turn-around for a student who is acting out. Unconditional positive regard means that teachers show respect in various ways to the student through sustained kindness.
- Principle Three: Maintain High Expectations - "Consistent expectations, limits and routines send the message that the student is worthy of continued unconditional positive regard and attention." (Wolpow et al., 2016, pg 73)
- Principle Four: Check Assumptions, Observe and Question - This is a "seek to understand" mentality. Each individual has a unique story and unique way of dealing with their life events. Use grace to understand each person.
- Principle Five: Be a Relationship Coach - Sometimes people who have been through trauma struggle to build relationships in class. Teachers can build relationship coaches by modeling healthy relationships, teach students how to get along and are helpful in supporting healthy relationships with friends and parents in students' lives.
- Principle Six: Provide Guided Opportunities for Helpful Participation - One of Maslow's Hierarchy of Needs is "belonging". Teachers can provide various ways for students to make meaningful contributions in the classroom. This can boost a student's self-worth. The more they know they can help others (academically, socially - wherever appropriate), the more their resilience can shine.
Abuse At Home - Thular Siram, students sometime behave differently in school due to what they experience at home.
If a student is academically advanced but seems stressed during quiz or exam, it is time to look into the family background to see what kind of problems the child is facing at home.
When a student who is able to work refuses to participate in a test or a quiz, we can let him take an alternative test to reduce the stress level for the student.
Once the student is free from stress, we can assess him but the problems he's facing may continue to bother him. The school should look for a long-term strategy to help the student.
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