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M4U4A2 The mind map should include 1.different types of situations that…

- - - - Physical & Emotional abuse
        
        Physical & Emotional Neglect
        
        Caregiver mental illness
        
        Household violence.
        
        Toxic Stress such as Racism, Community Violence, Sexism etc
        
        Sexual abuse
        
        Mother treated violently
        
        Household substance abuse
        
        Household mental illness
        
        Parental separation or divorce
        
        Incarcerated household member
        
        Bullying (by another child or adult)
    - - Reduces the ability to respond, learn, or figure things out, which can result in problems in school.
        
        Lowers tolerance for stress, which can result in behaviors such as fighting, checking out or defiance.
        
        Increases difficulty in making friends and maintaining relationships.
        
        Increases problems with learning and memory, which can be permanent.
        
        Increases stress hormones which affects the body’s ability to fight infection.
        
        May cause lasting health problems.
    - - Mentor them on how to solve problems, how to have healthy relationships with other adults, and build healthy relationships with children their age.
      - Building attachment and nurturing relationships by listening and responding patiently to a
      - child in a supportive way and paying attention to their physical and emotional needs.
      - Building social connections by having family, friends and/or neighbors who support, help and listen to children.
      - Meeting basic needs by providing children with safe housing, nutritious food, appropriate clothing, access to health care and good education.
      - Understanding how to help them grow in a healthy way, and what to expect from them as they grow.
      - Building social and emotional skills by helping children interact in a healthy way with others, manage their emotions and communicate their feelings and need.
    - - Toxic Stress Derails Healthy Development: https://developingchild.harvard.edu/resources/toxic-stress-derails-healthy-development/
      - Building Core Capabilities for Life: https://developingchild.harvard.edu/resources/building-core-capabilities-for-life/
      - Young Children Develop in an Environment of Relationships: https://developingchild.harvard.edu/resources/wp1/
      - Trauma-Informed Teaching Strategies to Implement in the Classroom: https://soeonline.american.edu/blog/trauma-informed-teaching
      - 8 Ways to Support Students Who Experience Trauma: https://www.edutopia.org/discussion/8-ways-support-students-who-experience-trauma
- - - - Example:
        A student of mine suffers from a mental disease called "Bipolar Affective Disorder". She sometimes shows exaggerated sense of self-confidence and talkativeness; sometimes she feels worthless and fatigued. I had a talk with her once and she couldn't stop bursting into tear when she mentioned her little brother. She mentioned how much she loved him and at the same time cried sadly. The later conversation explained it: the new addition to the family few years takes away her parents' love for her, in her opinion. That was a traumatic event leading to her later mental issue. She wanted to work hard and get good grades to earn some love from the parents, but felt depressed when she felt she could not make it.
        
        Strategy 1:Flexibility to adapt assignments as needed
        The girl refused to do public speaking some times, so assignments like presentation can be mentally challenging for her. An alternative could be helpful
        
        Strategy 2: be positive. Praise her or give her a smile to bring positive energy to her and reduce the level of stress that she feels.
        
        Strategy 3: Be patient
        I remembered one time she came to me for some questions, and I was busy helping other kids or some teaching . Then, I replied something like,"could you wait a second?" I didnot show impatience but I could tell she was very sensitive and checking if I was being impatient. I think being patient could be important to help the student stay calm.
- - - - Some children have "...other children have ongoing difficulties that interfere with everyday life and make it difficult to recall positive memories of their loved ones"
        https://www.nctsn.org/what-is-child-trauma/trauma-types/traumatic-grief
        
        Possible Experiences
        
        http://bbtrails.org/wp-content/uploads/2011/12/SAMHSA-Coping-Resources.pdf
        
        Feeling deeply angry about the death or loss
        
        Possible Treatments
        
        http://bbtrails.org/wp-content/uploads/2011/12/SAMHSA-Coping-Resources.pdf
        
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        Being unable to think about anything but your loved one
        
        Not wanting any reminders of your loved one at all
        
        Having nightmares or intrusive thoughts
        
        Feeling deep loneliness and longing for the person you lost
        
        Feeling distrustful of others
        
        Feeling unable to maintain regular activities or fulfill responsibilities
        
        Feeling bitterness about life and envying others not affected by grief
        
        Being unable to enjoy life or remember happy times with your loved one
    - - Refugee Trauma "...may occur while the refugees are in their country of origin, during displacement from their country of origin, or in the resettlement process..." https://www.nctsn.org/what-is-child-trauma/trauma-types/refugee-trauma
        
        Possible Experiences
        
        https://refugeehealthta.org/physical-mental-health/mental-health/adult-mental-health/traumatic-experiences-of-refugees/
        
        imprisonment
        
        torture
        
        loss of property
        
        malnutrition
        
        physical assault
        
        extreme fear
        
        rape and loss of livelihood
        
        separation from family members
        
        robbery
        
        forced to inflict pain or kill
        
        witness torture or killing,
        
        feelings of betrayal
        
        Possible Treatments
        
        Pharmacotherapy
        
        Culturally-adapted psychotherapy for PSTD, depression, and anxiety
        
        Psychological first aid
        
        School-based education and trauma healing exercises for children
        
        Multi-family disclosure, education, and support
        
        Trauma disclosure and testimony therapy for adults and children
        
        The use of lay-counselors for larger populations
        
        Qigong and tai’chi
        
        Dance and movement therapies
        
        https://refugeehealthta.org/physical-mental-health/mental-health/adult-mental-health/resilience-and-coping/
    - - Complex Trauma describes two things: "...both children’s exposure to multiple traumatic events—often of an invasive, interpersonal nature—and the wide-ranging, long-term effects of this exposure." https://www.nctsn.org/what-is-child-trauma/trauma-types/complex-trauma
        
        Possible Experiences
        
        https://pillarsofwellness.ca/psychotherapy/how-to-recognize-a-complex-trauma/
        
        Anxiety
        
        Possible Treatments
        
        exposure therapy
        
        converse therapy
        
        changing the behavioral patterns via therapy
        
        mindful activities: yoga, Eye Movement Desensitization and Reprocessing (EMDR) and meditation.
        
        https://pillarsofwellness.ca/psychotherapy/how-to-recognize-a-complex-trauma/
        
        Lack of trust
        
        An altered sense of self
        
        Suicidal Tendencies
        
        Depression
        
        Self-loathing
        
        Self-blame, guilt, and alienation
        
        Self-harm, mutilation
        
        Disassociation from one’s own self
        
        Low self-esteem
        
        Out-bursts
        
        Panic Attacks
- - - - Physical abuse occurs when a child's body is injured as a result of hitting, kicking, shaking, burning or other show of force.
      - Sexual abuse is any sexual activity that a child cannot understand or consent to.
      - Child neglect
        
        medical or educational neglect (not providing access to needed medical care or education)
        
        supervisory neglect (failure to appropriately supervise).
        
        emotional neglect (not providing love, comfort, or affection),
        
        physical neglect (failing to provide food, clothing, shelter, or other physical necessities),
    - - Physical signs
        
        A sexually transmitted disease
        
        Genital pain, bleeding, or discharge
        
        Failure to gain weight (especially in infants) or sudden dramatic weight gain
        
        Bruises to the torso, ears, or neck in a child less than four years of age
        
        Non-mobile infant with any injury
      - Behavioral and mental health changes
        
        Extreme sexual behavior that seems developmentally inappropriate for the child's age
        
        Sudden change in self-confidence
        
        Attempts to run away
        
        Unexplained abdominal pain, sudden onset of bed-wetting, or regression in toileting (especially if the child has already been toilet trained)
        
        Fearful behavior (nightmares, depression, unusual fears)
        
        School failure(Problems with thinking clearly and learning issues.)
        
        Headaches or stomachaches with no medical cause
        
        Extremely passive or aggressive behavior
        
        Desperately affectionate behavior or social withdrawal
        
        Big appetite and stealing food
        
        Difficulty forming attachments with other children and adults.
        
        Violent moods swings.
        
        Substance Abuse
    - - they may develop marital and sexual difficulties, depression, or suicidal behavior.
      - As they get older, they may show learning difficulties, use drugs or alcohol, try to run away, refuse discipline, or abuse others.
      - child who is maltreated or neglected may have a wide range of reactions and may even become depressed or develop suicidal(Anxiety and Depression), Nightmares or sleep disturbances, or violent behavior.
      - post-traumatic stress disorder (PTSD) (during which the victim faces ongoing physical, mental and emotional distress due to an extreme stress event)
- - - - Anxiety
      - Avoidance of stimuli, including avoiding doctors in this case
      - Depression
      - Digestive issues
      - Emotional numbing
      - Exaggerated startle response
      - Fearfulness
      - Flashbacks
      - Hypervigilance
      - Intense emotions
      - Intrusive thoughts, memories, and nightmares
      - Muscle tension
      - Sleep disturbances
    - - Help the student gain skills in how to deal with stress and their feelings
      - Listen to the child's concern do not dismiss their thoughts.
      - Keep consistent routines and avoid new changes in the classroom
      - Ensure the parents are being transparent with the child if the child does not have the right information it could lead to more problems. So have a good relationship with the parents is very imporant.
      - Reassure the child that they are safe and show that you care about their well-being.
      - Be understanding when they misbehave and look at the bigger picture.
      - Focus on positive reinforcement and do not use negative forms of discipline.
      - Discuss your feelings in an appropriate way with your students so they know they can do the same.
      - Get them involved in their own education and allow them to make decision. Show them that they have some control of their own life
    - - Withdrawal: The student may show loss of interest in activities, not feel as confident in their ability, showing 'babyish' behavior.
      - Preoccupation: The student may need to relive the experience by repetitive play or drawings. The student also may be prone to having nightmares.
      - Anxiety: The student may have trouble focusing, desire extra attention, easily annoyed or frustrated, fear separation.
      - Physical symptoms: The student may have frequent headaches or stomach aches.
- - - - In many cases, children do not report physical abuse. This may be due to their relationship with their abuser who they may want to protect out of fear of getting them into trouble or being removed from the home. They may also fear that the abuse will get worse or that they will be physically punished for reporting it. It may also not be reported due to a belief that it was deserved for bad behaviour, shame or guilt, or that they won't be believed.
        The physical abuse of children can have life-long effects that include physical disability, brain injury, cognitive delays and emotional issues.
        
        Responses
        
        A child that has suffered physical abuse needs support and treatment as early as possible through a doctor or child protective services.
        
        Build positive relationships. School might be their only safe environment where they can create positive bonds with others. Teachers can show what a healthy, supportive relationship looks like. Build trust through smiling, sharing some information about yourself, get to know them, and use yourself as a trustworthy role model.
        
        Create a positive physical space. Increase natural light to create an open, warm and relaxing feel. Dedicate a space that students can go to when they need to regulate their stress. Reduce sudden loud noises.
        
        Positive priming. Use priming techniques to create positive emotions such as contentment, pride, awe and wonder in class. Brain breaks can be used for students to reflect on the type of energy they needed for activities. They can be used to build positive emotions and energy (happiness or wonder) or to calm emotions (contentment or serenity) which help students feel safe.
        Positive primers can be used when students enter the classroom, such as a high-five, and during a work break where the share their accomplishments with a peer. Helping the student to build up their positive emotions can help them learn better, build stronger relationships and be more resilient.
        
        Using character strength. All students need opportunities to identify, recognize, practice and use their character strengths. Qualities such as kindness, humour, creativity and bravery.
        
        Building resilience. Building resilience can help students who have suffered trauma to gain a better understanding of their situation and counteract negative internal feelings such as shame.
        Role plays can be used to express emotions and to practice skills in the safety of the classroom.
        
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