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Trauma - Adverse Childhood Experiences, Physical abuse (Michael), https…

- - - - Physical Violence - hurting or trying to hurt a partner by hitting, kicking, punching, choking or using a weapon.
      - Sexual Violence - forcing a partner to take part in any sexual activity or act that was unwanted or done without consent.
      - Psychological Aggression - using verbal and non-verbal communication to harm or control a partner mentally and emotionally.
      - Stalking - unwanted following or watching of a partner or former partner. It causes fear and safety concerns in the victim.
      - Centers for Disease Control and Prevention. 2022. Violence Prevention. [online] [Accessed 4 June 2022].
    - - Teen Dating Violence results in higher rates of depression, anxiety, substance use, teen pregnancy, risky sexual behavior, eating disorders, and suicidal thoughts. These negative effects affect school performance.
      - Studies show that students who go through a school-based dating violence prevention program are more likely to recognize abusive behaviors in a partner.
      - School-based programs are effective because:
        
        All students in a class or school are given the prevention program regardless of risk.
        
        Students, teachers, and parents can talk about the signs of abusive partners in a relatively confined space.
        
        Schools have access to counselors, social workers, and nurses who, with appropriate training, can help young victims of violence.
      - The Need for School-Based Teen Dating Violence Prevention. 2013.[online] [Accessed 4 June 2022]
      - Preventing Teen Dating Violence from the Inside Out
        https://www.youtube.com/watch?v=iwuy5UZy3Gw
    - - Doing poorly in school
        
        Students in an abusive relationship are more likely to get Cs or Ds and are 25% more likely to drop out of school. If you suspect a student is in an abusive relationship, communicate with the student and let them know you are willing to hear their perspective. Let them know they are not alone.
        Educators as Bystanders: Recognizing and Responding to Teen Dating Violence [online] [Accessed 4 June 2022]
      - Not attending school due to feeling unsafe
        
        It is possible a partner or former partner is stalking the student. Talk to the student and let them know you are an adult they can trust. Creating a safe environment at school and making sure the students feel safe is a top priority.
        Ozaki, Reiko. PREVENTING DATING VIOLENCE, SEXUAL VIOLENCE, AND STALKING
        IN HIGH SCHOOLS. 2020
      - Isolating themselves and spending less time with friends
        
        1.Try to investigate the problem.
        2.Act immediately if you notice any bullying issues.
        3.Talk to the student and help them build friendships and healthy relationships.
        4.Create opportunities to get the student involved in activities with their peers.
        5.Organize a lunch or an activity the students can do together.
        Gordon, Sherri. 5 Ways Teachers Can Help Socially Isolated Students. very well family. 2020 [online] [Accessed 4 June 2022]
      - Expressing stress or anxiety about the relationship
        
        Teachers should be able to recognize red flag behaviors in order to prevent and end dating abuse. Be sure to notice any physical injuries or other warning signs. Talk to the student in neutral language and point out why some behaviors are concerning. Ask the students questions like "What makes a healthy relationship?" "What do you want in a relationship?"
        Educators as Bystanders: Recognizing and Responding to Teen Dating Violence [online] [Accessed 4 June 2022]
  - - - Traditional Bullying
        
        This can often occur due to peer pressure from friends. Same as cyberbullying. The effects are similar as well. Could lead to thoughts of suicide and self-harm
        
        Schoolwide recongnition and adjustment could be required to build steps towards stopping bullying
        
        We need to identify 'hot spots' of bullying and have more support in those areas
      - Cyberbullying
        
        It can happen because of peer pressure from friends
        
        People sometimes see online as not real so they will post things that they normally wouldn't say
        
        Cyberbullying can lead to thoughts of suicide and self-harm
        
        Here is a great website that lists ways to deal with cyberbullying. The main takeaways are to offer support and to ensure the child's safety. As well as educating children about privacy and respect for others and themselves.
        
        Cyberbullying and how to deal with it
    - - Bullying Info and Prevention
        
        https://youtu.be/bcbxWtE8qrA
      - Bully Prevention Hub
        
        This website is actually only so-so as it has conflicting ideas with most of the other websites that I've encountered. One of the biggest problems is that even though it is a hub for articles, it seems more for conflict resolution instead of bullying. Incorrectly labeling conflict for bullying is a serious mistake as these are two very different things. They do have a really good article about the mean girl framwork. This article talks about stereotyping girls and gender norms in an interesting way that is good to learn.
      - How to Deal with Teacher Bullies
        
        We often only think of students bullying each other but there are cases where students are being bullied by teachers and is usually overlooked. This website has great tips for parents on how to deal with this situation. The most important fact is to keep esculating the situation until it is appropriately handled and to document everything.
      - Guidelines for Teachers in Regards to Bullying
        
        This a great reference for the what to do's and do not's. Major takeaways from this website are:
        
        Stop the bullying immedietely
        
        Impose immediate consequences
        
        Inform school leadership and parents
        
        Don't use group treatment for bullying as it can worsen the situation with cult attitudes
- - - - Why should physical neglect be a concern?
        
        First of all, there is a correlation between child abuse and physical neglect. Around 59% of child abuse victims experience some form of neglect. Educators are legally responsible for reporting abuse when they suspect it, and signs of neglect often point to abuse.
    - - Know and watch for symptoms/effects of neglect
        
        poor appearance and hygiene
        
        weight loss or signs of malnourishment
        
        acting clingy or aggressive
        
        Behaving withdrawn
        
        Source
      - Responding appropriately if a student discloses information
      - Supporting the student and their healing process
      - Source
    - - If a student discloses a neglectful situation at home, do not act shocked.
      - Source
      - Provide multiple avenues for students to express themselves
      - Be empathetic to all students
      - Alert authorities if a student's needs at home seems to be neglected
  - - - Link Title
    - - Low Self Esteem
      - Perfectionism
      - Feeling Hollow Inside
      - Sensitivity to Rejection
      - Agression
      - Source
    - - Understand behaviors before punishing - If a neglected child is acting out in class, analyze why instead of punishing
      - Identify needs that need to be met - neglected children are missing emotional needs. These needs should be identified and then met.
      - Interact with children at their emotional age - neglected children can have developmental delays
      - Be consistent, predictable, repetitive - emotionally starved children will benefit from routine and set procedures
      - Listen and talk - be emotionally available to the student in question
      - Teach about feelings - help the student navigate emotions and healthy ways to express them
      - Source
- - - - Poor hygiene - dirty, unwashed clothing or hair, skin infections How to Deal With Student Hygiene Issue
        
        Find ways of providing hygiene products - soap, wash cloth, tooth brush and tooth paste, spare clothes - for the student to use when they get to school (could be donations, school budget, school nurse)
        
        Educate the whole class about good hygiene practices they can do themselves, and the importance of maintaining good hygiene. Collaborate with school nurse and PE teachers to find appropriate resources.
        
        Document and record instances of poor hygiene or untreated medical conditions noticed in the classroom. This may be important in getting the student and their family support from the appropriate authorities.
      - Absenteeism & Lateness - caused by tiredness, lack of morning household routine, or student having to care for siblings or parents How to Best Help a Chronically Late or Absent Student
        
        Clearly communicate expectations about attendance to the student. Could provide them with a paper timetable or help them set-up a scheduling/calendar app on their phone.
        
        Ask the student what is causing them to be late or absent - caring for parents or siblings, employment - look for solutions. Contact parents and offer services the school can provide, such as school bus pick-up.
        
        Provide the student with a catch-up binder of work they are missing. Could also use online tools to help student stay up to date with school work. Collaborate with student to make time during the school day to catch up on work.
      - Tiredness - sleeping in class / memory or cognition problems - caused by irregular bed-times. How to Keep Classroom Sleepers Awake
        
        Include physical role-play simulations where students must stand and interact with one another.
        
        Create chat stations in the classroom where student have to stand and discuss an item or prompt. Student rotate through the classroom and switch partners.
        
        Have short physical challenges or activities that all students can actively participate in. This could include passing a balloon, dance battle, or balancing objects.
        
        Ensure the classroom is well-light (natural lighting) and well ventilated with fresh air.
      - Emotional Behavioral Disorders - Oppositional behavior, conduct problems, aggression - reactions to parental neglect or conflicted emotions.
        
        Provide student with clear positive classroom norms and expectations and consistent consequences for behavior. Build a relationship with the student. Create engaging lessons with differentiated instruction.
        
        Practice conflict resolution with empathetic listening, and compromise. Use humor to diffuse conflict in the classroom.
        
        Use positive reward systems such as tokens or points. Create a safe physical classroom environment.
        
        Teach student to self-monitor behavior in class. Collaborate with the student to set goals for target behavior.
        
        Practice social skills such as sharing, showing sympathy, and making eye contact. Plan lessons which allow student to use these behaviors.
  - - - Ways to address the issue
        
        Building relationships with the children is important so that we can intervene immediately. A lot of children hide their feelings and pain so well that its hard to know when and if something has happened. Instead of asking what's wrong wtih you its better to ask what happened to you.
        Violence and Trauma
        
        We can setup a plan with the parent and have them assist us in carrying out this plan.
        
        Teachers are not guidence councilors but it is important to know how to tackle these issues to give the best environment for learning to happen.
        
        CBITS Homepage
        This is a great program for children that can help with intervention and learning how to deal with trauma.
        
        Coaching Boys into Men This seems like a great resource for learning more about teachable moments. Oftentimes bullying is associated with violence and can lead one to the other. This is another program that helps identify more teaching moments not just in the classroom.
      - Why we need to care?
        
        Academic success and academic engagement relies on how we address trauma. There are clear links and correlations that show that success and engagement go up when issues like these are being assisted with. If a student's only repreave is at school then it is our jobs to teach beyond the textbook.
  - - - symptoms- for more symptoms you can access this link: young carers quiz
        
        Fatigue- students are often fatigued. there are numerous reasons for this i.e. having to do the housework, look after siblings, taking on anxiety and depression.
        
        'people pleaser'- the student wouldn't want to add pressure on to their home life, thus do their best to relieve this pressure. This can be displayed in ways such as being overly apologetic.
        
        Homework is often not done or done late.
        
        Overly mature- Students who need to take care of adults at home may need to grow up quicker as they will take on the responsibilities, which the caregiver would normally take on.
        
        academic performance- the students academic performance may decrease as they have less free time and lack of parental involvement.
        
        The student may have poor behaviour in class.
        
        The student may miss school and be late to school.
      - School interventions-
        
        school can adopt SWPBS (student-wide positive support framework) to help these students. SWPBS is a 'multi-tiered system' which focuses on improving different areas of a students school life. The main drive of this is for 'teachers and students have more time to focus on relationships and classroom instruction'
        
        Schools can adopt an SSG- student support group Which is to support students with different learning needs. This requires the learning community to be in communication with each-other to help the student with their education.
        
        Schools should develop an IEP- individual educational plan. The purpose of this is to help students become engaged in the classroom and help them move forward on their academic journey.
        
        Schools can also offer mental health support and contact outreach services to evaluate the students home life.
  - - - Difficulty concentrating on school work
      - Frequent crying or emotional distress
      - Lack of interest in fun activities
      - Separation Anxiety
      - Increased aggression or conflict with classmates
      - Negativity or cynicism
    - - Provide Consistency and Structure - Divorce causes a massive change in children's lives; creating a classroom environment that is predictable, consistent, welcoming, and with clear expectations and procedures will help a child cope with whatever is going on at home.
      - Validate their feelings, and let them know that they are cared for
      - Give them ample opportunities to succeed
      - Help students understand their parents' divorce -- Remind them that it is not their fault and that they did not cause it, but also that they cannot control or solve it.
      - Encourage both parents to keep their child's best interest in mind. Discourage them from using negative language to describe the other parent in front of their child.
      - Communicate with all of the adults in the child's life about their strengths as well as any problems that might arise early on.
      - Teach all students how to recognize, name, and scale their emotions so that they are better equipped to deal with them
    - - NYU - The impact of divorce on school aged children
      - Info for educators on helping students dealing with divorce
  - - - A video about the effects of witnessing domestic violence
      - Symptoms/effects:
        
        Depression
        
        Inability to enjoy activities
        
        Unwillingness to participate in school
        
        Acting out and hurting classmates
        
        Acting withdrawn
      - Responses:
        
        Early intervention--the adults being proactive in identifying the issue
        
        Collaboration across teachers and admin
        
        Teachers building trust is vitally important--a student may not trust anyone in the home so the teacher may be the only trusted adult.
        
        Support being given to teachers in regards to having resources and training is very important as well
        
        Teachers practicing empathy in the classroom--not being quick to judge a child's behavior because we never know what's happening behind closed doors.
        
        Source
- - - - Nervous, jittery, or guarded behavior caused by anxiety. Calming Strategies for the Classroom
        
        Allow student to use a mindfulness meditation app during class - such as Smiling Mind - as a way of feeling calm and managing anxiety. Smiling Mind
        
        Have a designated space for student to clam down and relax - separate from the rest of the classroom and has pillows, books, and headphones with calming music.
        
        Allow the student to choose independent work such as journal writing, silent reading, or hand-writing practice. It will give them a chance to take a break from interacting with others and focus their mind on their work.
      - Immature behavior - thumb-sucking, inappropriate crying, daytime wetting. So a student cried in class? Here are 11 approaches to take / What to do if your potty-trained child keeps having accidents
        
        Allow student to use a fidget toy in class (as an alternative to thumb-sucking).
        
        Don't draw attention to the student - this only increases stress and anxiety. Allow them to take break outside of the classroom - visit the bathroom or drink water (crying).
        
        Have a regular bathroom schedule for student - every 2 hours - and allow them to use the bathroom when needed (daytime wetting).
        
        Talk to the student about ways to make class feel less stressful and overwhelming for them - triggers that can cause crying.
      - Detached, unresponsive, or unfocused behavior caused by depression. Depression Factsheet (for Schools)
        
        Plan diverse activities where the student can feel successful - such as games or puzzles - this can help boost self-esteem.
        
        Have a range of group activities where all members must contribute - jigsaw method - to help the student feel valuable and included in their classroom community.
        
        Plan regular physical activity so all students can feel energized.
        
        Be flexible and give them extra time for assignments and homework. Allow them to work with a trusted peer.
      - Aggression or violence towards classmates/teacher. Dealing with Threats or Violent Behaviors from Students with IEPs
        
        Listen to student grievances with empathy. Mirror or paraphrase student communication and describe or identify emotions related to the anger or violence.
        
        De-escalate the situation by acknowledging the student's anger. Speak softly, don't point fingers or shout. Find ways to change the subject by asking the student questions.
        
        Modelling, rewards, guidance, and mentoring, can reinforce positive behavior in the classroom.
        
        Collect data and record violent or agressive incidents. This will clearly define the bahavior and help identify triggers. This can be used to develop a BIP or IEP for the student.
  - - - Screen routinely for trauma exposure and symptoms.
        
        Implement culturally appropriate, evidence-based assessments and treatments for traumatic stress and symptoms
        
        Provide resources to children, families, and providers on trauma, its impact, and treatment options.
        
        Build on the strengths of children and families impacted by trauma.
        
        Address parent and caregiver trauma.
        
        Collaborate across child-serving systems to coordinate care.
        
        Support staff by minimizing and treating secondary traumatic stress, which can lead to burnout.
      - Try to stay calm, for their sake. Having a strong reaction, although completely natural, could cause them to stop talking, or recant their disclosure due to shame or fear.
        
        Don’t try to be the detective; be their support system. Let the professionals ask the questions about what, when, and how. Asking questions could jeopardize the investigation and defense attorneys could discredit their testimony if they were asked “leading” questions about the abuse.
        
        Be a listening ear and provide support the way you know how. Your child trusts you with this information for a reason and they feel safe telling you.
        
        If the child has been holding on to this abuse for a long time, they may need to “let it all out.” Let them talk as much as they want to alleviate that burden.
    - - Systermatic racism
        
        lack of access to healthcare
        
        lack of equal educational opportunities
        
        being treated differently in similar situations by authority officials
        
        corporations and companies with overwhelmingly white leadership
        
        microaggrations
        
        praising a person of color’s English accent or intelligence
        
        a refusal to acknowledge racism and its harmful impacts
        
        TV shows with a primarily white cast
        
        Sexual trauma
        
        hanges in sleep pattern (more, less, frequent waking, nightmares, etc.)
        
        Changes in social behavior or friend group
        
        Changes in hygiene
        
        Poor concentration
        
        Changes in school or work performance
        
        Changes in mood (depressed, flat or numb, irritable, cries easily, etc.)
        
        Engaging in self-injurious behaviors.
        
        Experimenting with substances
        
        Sexually acting out by children (provocative language/body language, or imitating sexual acts)
      - Individual racism:
        
        hate crimes
        
        racist slurs
        
        blatant discrimination, such as refusing a service
  - - - Supporting Students Experiencing Homelessness
        https://www.youtube.com/watch?v=srGzOoBqqe0
      - Situations
        
        Lack of Supplies
        
        If students cannot afford lunch, it is highly likely they cannot buy school supplies either. Lack of school supplies should not be a reason for students to fall behind. If we all could donate basic supplies to schools, that could make a difference. Basic supplies homeless students need are:
        
        pens and pencils
        
        notebooks
        
        backpacks
        
        clothes & uniforms
        
        color pencils
        
        calculators
        Educational Challenges for Children Facing Homelessness
        
        Academic Challenges
        
        Many of these students move from school to school. It is tough to be the new kid at school multiple times in a year. It is causes stress and anxiety. Homeless children live in poverty, which means, some of them have limited access to healthy and balanced meals. If students are not properly nourished, they cannot learn properly. It is hard to concentrate with an empty stomach. Free school-provided meals can make a big difference.
        Understanding the Hunger Issue Among Homeless Children
        
        Students have a harder time making friends at school
        
        Homeless students face social and behavioral problems because they do not have a fixed home. This can cause deep anxiety. They have a harder time making friends because they cannot see their friends outside of school. Having after school programs or sports clubs could help them develop better relationships with children their same age.
        Educational Challenges for Children Facing Homelessness
        
        Physical and Mental Health Problems
        
        Poverty has been linked to mental and health problems of homeless children. These children are at a higher risk of poor health. They are more likely to suffer from chronic illnesses, asthma, and obesity. The stress and anxiety caused by being homeless could also lead to depression, substance use, and aggressive behavior.
        Many homeless families do report their situation because they are afraid their children will be taken away, but because of this, they are not able to get the support they need.
        What do we know about the impact of homelessness and housing instability on child welfare-involved families?
      - How to identify homeless students:
        
        Students wear the same clothes everyday and they are not clean
        
        Bad personal hygiene, hasn't had a shower, bath or haircut
        
        Holding on to food given at school
        
        Having medical or dental issues that are not treated
        
        Being late or absent often
        
        Not completing homework on time or not doing it at all
        
        Changing schools often
        
        Talking about not wanting to go home
        
        Parents are difficult or impossible to reach
        Understanding the Challenges Faced by Homeless Students: What Educators Can Do to Help. 2021