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Childhood Traumatic Stress, How can teachers help in the classroom?, https…

- - - - Cyber Bullying
        
        Intentional
        
        Unintentional - (Sometimes people are often unaware they are cyber bullying)
        
        Exclusion / Harassment / Outing/ Cyber-stalking / Dissing / Fake profile / Trolling / Cat-fishing / Trickery
- - - - Twice as likely to binge drink or have a poor diet
      - Three times more likely to be a smoker
      - Four times more likely to have a low mental wellbeing
      - Five times more likely to have underage sex
      - Six times more likely to have an unplanned teenage pregnancy
      - Seven times more likely to be involved in violence
      - 11 times more likely to use illicit drugs
      - 11 times more likely to be incarcerated
  - - - Reliving the trauma (e.g. traumatic play or drawing, nightmares, repeatedly talking about the event, become visibly distressed around reminders)
      - • Avoiding reminders or appearing numb (e.g. refusal to be around anything associated with the event, withdrawal from family, teachers and friends, less interest in play, restricted exploratory behaviour)
      - • Heightened arousal (e.g. disturbed sleep, more jumpy or easily startled by loud noises, difficulties concentrating)
      - • Behavioural changes (e.g. increased irritability, extreme temper tantrums, fussiness, attention-seeking, aggressive behaviour)
      - • Separation anxiety or excessive clinginess to primary caregiver or teachers (e.g. crying upon separation, insisting to be picked up, won’t stay in room alone)
      - • Regression in previously acquired developmental skills (e.g. loss of bowel control, talking like a baby, thumb-sucking)
      - • Development of new fears that are unrelated to the trauma (e.g. the dark, monsters, animals)
      - • Increased physical complaints (e.g. tummy aches, headaches)
      - • Changes in appetite (e.g. fussy eating, no appetite)
      - • Relationship difficulties with caregivers, siblings or peers.
    - - Re-experiencing (eg, distressing memories that pop into the head during the day, nightmares, emotional and physical distress around reminders, repeated discussion about event, re-enactment of trauma in play)
      - • Avoidance (eg, refusal to participate in school activities related to the disaster, refusal to talk about the event, memory blanks for important aspects of the event)
      - • Hyperarousal (eg, increased irritability and anger outbursts, difficulties concentrating, overly alert and wound up, increased nervousness and jumpiness, sleep disturbance)
      - • Emotional numbing (eg, appearing flat, no emotion related to event, loss of interest in previously enjoyed activities)
      - • Emotional distress (eg, self-blame and guilt, moodiness, crying and tearfulness)
      - • Behaviour changes (eg, angry outbursts, aggression, non-compliance)
      - • Decline in school performance as a result of school non-attendance, difficulties with concentration and memory, lack of motivation
      - • Increase in physical complaints (eg, headaches, stomach aches, rashes)
      - • Withdrawal from family and friends
      - • Appetite changes
      - • Anxiety and fear of safety to themselves or loved ones (eg, increased clinginess)
    - - Re-experiencing (eg, distressing memories that pop into head during the day, nightmares, emotional and physical distress around reminders, repeated discussion about event)
      - • Avoidance (eg, refusal to participate in school activities related to disaster, refusal to talk about event, memory blanks for important aspects of event)
      - • Hyperarousal (eg, difficulties controlling anger, difficulties concentrating, overly alert and on edge, easily startled, sleep disturbance)
      - • Emotional numbing (eg, appearing ‘flat’ or emotionally ‘numb’ or does not show a range of emotions)
      - • Emotional distress (eg, self-blame and guilt, mood swings and irritability, loss of self-esteem and confidence, worry that they are ‘going crazy’ or are ‘abnormal’)
      - • Behaviour changes (eg, angry outbursts, aggression, non-compliance)
      - • Academic difficulties (eg, non-attendance, concentration and memory difficulties, loss of motivation, difficulty with authority, difficulties keeping up with workload, confrontational)
      - • No longer participating in enjoyable activities (eg, sports, drawing, music)
      - Increase in physical complaints (eg, headaches, stomach aches, rashes)
      - • Use of alcohol or drugs to help numb painful emotions
      - • Participation in risky or reckless behaviours (eg, sex, riding without a helmet)
      - • Suicidal or self-harming thoughts or behaviours
      - • Relationship difficulties with friends or family (eg, becoming withdrawn, avoiding social events/interactions, aggressive or controlling behaviour)
      - • Appetite changes
      - • Loss of hope in the future.
- - - - Positive and supportive family environments
      - Safe and mutual relationships with peers
      - Access to a wider supportive and understanding community
      - Ability to regulate emotions and manage emotional distress
        
        Providing a framework/ blueprint to hand emotional distress.
        
        Social Emotional Learning
        
        Self- Awareness
        
        Social Awareness
        
        Responsible Decision Making
        
        Relationship Skills
        
        Self-Management
      - Acquisition of practical problem-solving skills
      - Compassionate, supportive, and attuned responses from professionals
      - Early intervention
      - Trauma informed policies and systems
        
        Systems that are:
        
        Prepared
        
        Aware
        
        Flexible
        
        Safe and Responsible
        
        Collaborative and enhancing
        
        Integrated
        
        https://youtu.be/bXzKVpiSzH8
  - - - Specially trained child safety moderators
- - - - https://youtu.be/UD9m5n-ZpB0