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Responding to Traumatic Stress, Created by: Riham Majed Rola Jaber Nada…
Responding to Traumatic Stress
EXPERIENCE OF BULLYING
SYMPTOMS
Emotional and behavioral
Changes in sleep and eating patterns
Mood swings, frequent tears or anger
Feels ill in the morning - Doesn't want to go to school
Becomes withdrawn or starts stammering
Becomes aggressive and unreasonable
Refuses to talk about what is wrong
Begins to target siblings
Continually 'loses' money or starts stealing
Doesn't want to go to school on the bus/tram/train or/and changes their route to school or are frightened of walking to school
Unable to speak up in class and appears insecure or frightened.
School grades begin to fall.
Physical
Has unexplained bruises, cuts, scratches
Comes home with missing or damaged belongings or clothes
Comes home hungry
STRATEGIES
School level
a bullying survey to determine the extent of the problem.
a conference day to educate teachers, administrators, school staff, parents, students, and community members about bullying behaviors, response strategies, and available resources.
increased supervision in the cafeteria, hallways, bathrooms, and on the playground, where most bullying behavior occurs.
a coordinating group, typically consisting of an administrator; a teacher from each grade level; a guidance counselor, psychologist, and/or school nurse; and parent and student representatives -- to manage the program and evaluate its success.
ongoing meetings between parents and school staff.
discussions of bullying issues at regularly scheduled PTO meetings.
Program called Be a Friend First (BFF) by
The Girls Scounts of America
Classroom level
Have curriculum that promotes kindness, communication, cooperation, and friendship and includes lessons and activities stressing empathy, anger management, and conflict resolution skills.
Set up class rules against bullying. Rules should be brief and clear. suggestions for the following examples: 1. We will not bully others. 2. We will try to help students who are bullies. 3. We will include students who might be left out
Immediate consequences for aggressive behavior and immediate rewards for inclusive behavior. Possible sanctions include having the bully: 1. Apologize. 2. Discuss the incident with the teacher, principal, and/or parents. 3. Pay for damaged belongings. 4. Spend time in the office or another classroom. 5. Forfeit recess or others privileges.
weekly meetings to communicate to students clear and consistently enforced expectations and to engage them as resources in preventing bullying behavior.
Ongoing communication with parents.
Individual level
serious talks with bullies and victims and their parents
role playing of non-aggressive behavior with bullies.
role playing of assertive behavior with victims.
more Bullying Intervention here
DEATH OF A FAMILY MEMBER
SYMPTOMS
Physical
Crying
Chronic fatigue, body aches, digestive issues, headaches
Excessive sleeping or insomnia
Physical sensations similar to those of a panic attack
Drastic change in appetite, usually a loss in appetite
Emotional
Shock, anger, worry, frustration, annoyance
Feelings of anxiety, extreme sadness, longing, guilt, reactive depression, emotional numbness
Nightmares
Trouble focusing or concentrating, confusion, worry
Social
Unusual and excessive desire to be alone
Drastic reduction in social interactions
Refusal to talk to others
Unusual instances of “acting out” or engaging in high risk behavior
STRATEGIES
Form a response team.
A fundamental part of SEL is that strong relationships can help us work through problems and empower us to achieve, even when faced with adversity. Think about who should be involved in helping students cope with grief and work together so you have consistent messaging. You may involve the school principal, counselors, or nurse, and any other appropriate staff or liaisons. Work together to collaborate on how to talk to students about grief and be sure to lean on each other as you work through your own feelings.
Get support from the community.
There are many figures and organizations in the community that can provide support to your students. Mental health organizations, after school programs, and other community partners typically provide safe and developmentally rich settings for learning and development. Keeping connected to the local community can help students build important social-emotional skills such as self-management and social awareness.
Talk with your students and other adults.
The simple act of acknowledging and talking through one’s fears can go a long way to helping a person cope with loss. It is important to talk about the emotions we are feeling and how they are manifesting. Help students understand their emotions and explain to them that it is normal to feel stress/anxiety, anger, sadness, etc. Then help them find healthy ways to express and work through the emotions. Take care of your own needs by talking to friends, colleagues, mentors, and if needed, a professional counselor.
Video: Helping children deal with grief and death
WAR EXPERIENCE
SYMPTOMS
psychological distress
stress reactions e.g. specific fears
prolonged crying
lack of interest in the environment
psychosomatic symptoms e.g difficulty recognizing and expressing emotions
aggressive behaviors
depression and anxiety disorder
social withdrawal
negative social-emotional development, well-being, and mental health
lack of feeling safe and secure
Video: Traumatized by memories of war: the children with PTSD
Video: Real Child's Drawings Showing Brutality of War in Ukraine
STRATEGIES
A good starting point is to ask a child what he knows and how he is feeling about it. Some children might know little about what is happening and not be interested in talking about it, but others might be worrying in silence. With younger children, drawing, stories and other activities may help to open up a discussion.
1- Open discussions:
Talk about your pupils' fears and how they are impacted with them.Give those feelings of unfathomable darkness names. Show them that they are not experiencing their concerns alone but rather as a part of a vast group of people.
2-Give your students the feeling of empowerment:
Ask them to write letters of support to victims all over the world, or writing about what they feel to politicians and other leaders.
3- Design a time machine with your students
Have them use it to simulate traveling through different eras of history. Once there, look at the level of violence that was experienced by youngsters, and then contrast your results with those of today. Inform them that better days are coming and where they are now is a safe and nurturing environment.
4- Write letters to the editor.
To deter terrorism and bloodshed, have your kids submit letters to the editor outlining their opinions. Without interfering with their content, assist students in writing acceptable letters. Reiterate that they are allowed to express anything they feel is appropriate. That will help them make the difficult transition to normalcy.
5-Use age-appropriate language, watch their reactions, and be sensitive to their level of anxiety.
Find positive stories, such as the first responders assisting people, or young people calling for peace.
6- Avoid Labels in discussions
Like “bad people” or “evil” or "enemy" and instead use it as an opportunity to encourage compassion, such as for the families forced to flee their homes. Remind your children that everyone deserves to be safe at school and in society. Discrimination is always wrong and we should each do our part to spread kindness and support each other. Ask them to draw pictures against war and discrimination.
7-Tell children that they will be all right.
Reassure them that they will be protected. Have an emergency plan for the family and share whatever parts of it you think your child can understand. Share with children the emergency plans their schools have and train them how to execute the plan.
Read more about how to support students with War Trauma here
or here
SEXUAL ABUSE
SYMPTOMS
Self-harming (cutting, refusing to eat, suicide attempts)
Running away/Not wanting to play with other peers
Disruptive in school; skipping classes or playing hooky/ being physical
Drug and alcohol abuse
Nightmares/mood swings/distracted
Has new words for private body parts
Resists removing clothes when appropriate times
Asks other children to behave sexually or play sexual games
Wetting and soiling accidents unrelated to toilet training
STRATEGIES
Expectations To Feel Confident
School can be a place where children rebuild their self-esteem, and see themselves as successful. Emotionality may interfere with thinking; therefore, it is important to set reasonable goals and provide the support needed for the child to feel confident in his or her abilities.
Structure to Positive Manner
To help the child feel a sense of control in a positive manner, teachers should give accurate information and build trust. Allowing expression of feelings when appropriate through art, music, drama and creative writing can help.
Identify By Strenght
Teachers can help abused children gain a sense of self-identity by pointing out their strengths. Assertions such as "People in this classroom like you because you are fun to be with" will help the child understand how others perceive him or her.
Self-esteem
Teachers can help abused children by fostering an environment that honors their uniqueness. With each successful completion of a classroom task, the child's sense of competency will be fostered. Valuing differences will enable children to begin to see themselves as having something to contribute.
Sense of belonging
Teachers can help children who have been abused or neglected to develop a sense of belonging in the classroom. Support through teaching social skills individually, in small group settings and through cooperative learning will also help abused children practice interacting in a nonthreatening atmosphere. Teachers may provide designated places for possessions and make an effort to include them in classroom activities.
Social skills
A classroom environment that fosters caring, appreciation for differences and consistent rules and boundaries will nurture a child who has been discounted at home. Because abused children have not learned to listen to their inner selves, they may focus on pleasing others while neglecting their own needs.
Tolerance of differences
The checklist may help teachers identify behaviors that might be explained by abuse. Each child will respond in a unique way to abuse, and classroom behaviors may be variable. Consultation with a school psychologist or social worker may also help teachers understand unexplainable behaviors of their students.
Consistency
Teachers can support this need by maintaining a consistent daily schedule, and by having clear expectations for performance in both behavioral and affective areas.
Dr. Peter Levine on child sexual abuse and relational trauma
NATURAL DISASTER EXPERIENCE
SYMPTOMS
Increase in severe depression and a decrease in motivation and engagement.
Depression and anxiety disorder: They don't sit or stand tall. They do not want to participate in presentations. They do not want to be called. They seem disconnected or uninterested. Increase in finger biting and toilet accidents.
Feelings become intense and sometimes are unpredictable: negative thinking
Being on high alert, flashbacks, impaired functioning, memory issues
Difficulty trusting adults
Thoughts and behavior patterns are affected: aggression
Recurring emotional reactions are common. Reminders or “triggers” such as smoke, ash, sirens, or fire trucks can create anxiety.
Video Natural Disasters and Psychological Trauma
STRATEGIES
Learn a little bit more about your students' backgrounds
Take time to build positive, asset-based student-teacher relationships.Read aloud books about disasters and engage the child in discussion.
Give students opportunities to share their stories privately, or, if they wish, with classmates.
Create a physical environment that encourages students' sharing, participation and ownership of their physical classroom space: Co-create (with students) an environment that facilitates their empowerment and voice and reinforces the skills necessary to be successful.
Foster unconditional acceptance, a sense of being safe, and of feeling valued and capable of learning
Use predictable classroom routines and practices
Design pair and group work with plans that explicitly and intentionally support students in the development and strengthening of social and emotional language that is needed to express their feelings to their peers and others.
Work with the child’s caregiver(s) to share and address school problems .
Give children choices. Often traumatic events involve loss of control and/or chaos, so you can help children feel safe by providing them with some choices or control when appropriate.
Give simple and realistic answers to the child’s questions about traumatic events. Clarify distortions and misconceptions. Use LITERATURE TO GUIDE DISCUSSIONS. Books are both a timely and timeless tool to help students process, cope, empathize, manage their anxiety, alleviate their fears, and heal.
Provide information and guidance on how students can address the hazard of wildfires, hurricanes, earthquakes... Share with them a list of websites and free resources to help support them understanding more about this natural disaster.
More about how to address natural disasters in classroom here
VIOLENCE AT HOME
SYMPTOMS
Aggressive behavior, bullying, difficulty calming down
Delayed development, poor motor skills, poor social skills
Emotional signs such as depression, mood swings, and fearful or anxious behavior
Nightmares, difficulty sleeping, wetting in bed - tiredness at school, headaches
Poor grades / failure of one or more grades
Fear of abandonment
Unable to express feelings, Low self-esteem
Refuses to bring home friends
Start to use alcohol or drugs, unexplained changes in behavior, property destruction
Perspectives of the children of domestic violence
Stomach aches, digestive problems, lack of bowel/bladder control
STRATEGIES
Creating a predictable environment, listening to students’ stories: Assuring children and adolescents that whatever happened was not their fault. That can provide the foundation on which to increase resilience and personal strength
Creating an emotionally safe place for children to learn: These safe spaces will enable children who have been exposed to violence to begin their healing journey. Foster children’s self-esteem by showing and telling them that they are lovable, competent and important.
Using mindfulness practices and taking breaks during class.
Communicate with empathy when a student discloses domestic violence.
Established routines and positive responses
Avoid triggering reactions, educators can preview new people and places, help children predict what will be happening next.
Teaching conflict-resolution skills, breaking tasks into parts and providing encouragement and reinforcement throughout the day can help these traumatized children feel safe.
Supporting participation in the extracurricular activities
Theater, yoga, and martial arts as important tools for helping children modulate their behaviors and emotions
This school in the US gave traumatized kids a head start in healing
The paradox of trauma informed care
The teacher’s first responsibility is to follow school policies and procedures and refer the child to specialized professionals such as the school social worker or psychologist.
DIVORCED PARENTS
SYMPTOMS
Poor performance in academics and loss of interest in social activities
Difficulty adapting to change and difficulty concentrating on schoolwork
Emotionally sensitive, feeling of guilt, frequent crying
Anger, irritability, shock, worry, depression
Behavior regression - toilet accidents, thumb sucking, and separation
Not coping easily with overnight periods away from the primary-care parent, particularly if the parental conflict is high
Difficulty in expressing worries verbally, leading to acting-out behavior, sadness, or neediness
Wanting to tell a trusted teacher about the conflict of loyalty felt about parents
Intense anger at the parent who has left
Becoming ‘super-responsible’ and ‘adultified’.
Headache and stomach problems
Extreme negativity or criticism, increased conflict with peers
"About two-thirds of children from separated families will exhibit changes in behavior at school."
STRATEGIES
Creating an understanding of children’s responses to their guardians and separate by reflecting on their perceptions and discussions with children
Creating an understanding of the sort and impact of parents’ stress
Having private discussions with children, inquiring on the off chance that they are alright. Being a great audience, letting children conversation, and giving reassurance
Organizing one-on-one time with a educator associate to supply emotional bolster or to assist them settle into the day
Being available for children and parents to speak to
Learn which kids in your class or homeroom have parents who are separated or divorced. Make a list of the parents' names, numbers, addresses, and parenting arrangements at the start of the year. Update this list regularly. Make sure you are using your parents' legal surnames. The child and parents may feel uncomfortable or angry if the wrong surname is used or if the divorced parents are addressed as "Mr. and Mrs. X."
Making a secure, inviting environment where they feel free to talk
Communicating with guardians about how their child is going sincerely, socially and scholastically at school
Referring children to the student welfare coordinator when necessary for additional support
Being steady with school routines, rules and expectations
Include the child in supportive friendship groups
Inclusive communication by describing the person and not naming
Having flexible expectations with the child’s school work
Organizing coaching for the child with the educator, other guardians..
Giving support for children to create great choices and to oversee their claim behavior.
Video: Helping Your Children Cope With Separation
Created by: Riham Majed Rola Jaber Nada Skali Laura Kuklova
Link to Padlet: our research document with listed references
