Please enable JavaScript.

Coggle requires JavaScript to display documents.

Moreland Cohort 3 - Types of Traumatic Stress, PHYSICAL VIOLENCE (Physical…

- - - - PSYCHOLOGICAL
        
        Abnormal sexual behaviors
        
        Advanced sexual language
        
        Anxiety and Depression
        
        Rebellion or withdrawal; runaway behavior
        
        Change in eating habits
        
        1 more item...
      - PHYSICAL
        
        Urinary Tract Infections
        
        Sexually Transmitted Disease
        
        Genital bruising
        
        Headaches or stomach aches
        
        Bedwetting unrelated to toilet training.
    - - Knows the facts about sexual abuse. A teacher should know the facts and signs of sexual abuse in young children.
        
        Learn About Age-Appropriate Sexual Development. Children exhibiting unhealthy or inappropriate sexual behaviors for their age may be suffering from sexual abuse.
        
        Encourage Emotional Regulation. Studies show that children who can control and regulate their emotions are more likely to be able to prevent sexual abuse.
        
        Encourage and Support School Policies. Schools should have policies in place dictating interactions between teachers and students. Encourage and support those policies by actively discussing them in your school.
        
        Teach Children Assertive Communication.
        Assertive communication will help build a child's self-esteem and confidence an will give them the tools to deal with many uncomfortable situations..
        
        Teacher Children to Set Appropriate Boundaries. Teach children how to set boundaries that will make them feel safe, and then teach them how to communicate those boundaries to others.
        
        1 more item...
    - - Child Sexual Abuse: About the Issue. (2021, March 5). Darkness to Light. Retrieved September 28, 2022, from https://www.d2l.org/child-sexual-abuse/
        
        loveisrespect.org. (2022). What is Sexual Abuse? Retrieved September 28, 2022, from https://www.loveisrespect.org/pdf/What_Is_Sexual_Abuse.pdf
        
        Saprea. (2022, June 14). 7 Ways Teachers Can Prevent Sexual Abuse. Defend Innocence. Retrieved September 28, 2022, from https://defendinnocence.org/child-sexual-abuse-risk-reduction/proactive-parenting/build-support/7-ways-teachers-can-help-prevent-child-sexual-abuse/
        
        Identifying Child Sexual Abuse. (2020, February 5). Darkness to Light. Retrieved September 28, 2022, from https://www.d2l.org/get-help/identifying-abuse/
        
        Superintendent of Public Instruction Washington. (2022). Commercial Sexual Exploitation, Abuse and Trafficking of Children and Youth. https://www.k12.wa.us/sites/default/files/public/safetycenter/csec/pubdocs/sexual-exploitation-and-trafficking-of-children-and-youth.pdf. Retrieved September 28, 2022, from https://www.loveisrespect.org/pdf/What_Is_Sexual_Abuse.pdf
        
        Venezia, C. (2020, February 6). 5 Types of Sexual Abuse. First Orlando Counseling. Retrieved September 30, 2022, from https://firstorlandocounseling.com/blog/2020/1/9/5-types-of-sexual-abuse
    - - Child Grooming occurs when an adult slowly "grooms" a child to accept their sexual advances in secrecy..
        
        Child Sexual Exploitation occurs when an adult forces or coerces a child into sexual acts.
        
        Verbal Sexual Abuse occurs when children are exposed to written or spoken words that describes sexual acts or imagery.
        
        Visual Sexual Abuse occurs when young children are exposed to visual content that depicts sexual actions or imagery.
        
        Ritualistic Sexual Abuse is a form of sexual abuse associated with a ritual that might be connected to a culture or religion.
- - - - distress
      - loss of self-confidence and self-esteem
      - anxiety
      - shame
      - panic attacks
      - anger
      - depression
      - substance abuse
      - mental health problems
    - - TEACHER'S ROLE
        
        Listen more, Speak less. ...
        
        Be Mindful of Your Reactions. ...
        
        Do Not Judge Them or Use The phrase, “If I were you…” ...
        
        Be Patient. ...
        
        Ask Permission to Give Advice and Remind Them They Can Say No.
      - Whole School
        
        Improve school climate and safety
        
        Teach healthy and safety relationship skills
        
        Teach parenting skills
        
        Offer family relationship programs
        
        Home visits
      - Communitity Support
        
        Treatment for at risk children
        
        Strengthen household financial security
        
        Housing Programs
        
        Victim-centerred services
- - - - Maintain information and resources for victims of trafficking and abuse.
      - Train teachers to recognize the warning signs of human trafficking.
      - Maintain clear lines of communication with student homes.
    - - Make understanding the default when it comes to students missing deadlines or falling asleep in class.
      - Report concerning behaviors to socio-emotional counselors.
      - Work with socio-emotional counselors when possible, creating individualized response plans for students.
      - Broadcast class definitions of a 'safe space' and enforce those guidelines.
      - Maintain a consistent, supportive class atmosphere.
- - - - Response Strategies
        
        Work to build trust with all family members. This is to help ensure the family will accept your recommendations.
        
        Listen to the family’s concerns. Acknowledge the importance of their problems. Address the first urgent needs first.
        
        Focus on aspects of mental health services that relate to a family’s values.
- - - - Fights among gangs or other groups
      - School shootings or violence in public areas
      - Terrorist attacks
      - War like conditions in your home country or foreign civil wars
    - - Physical
        
        Headache
        
        Stomachache
        
        Muscle pain
        
        Trouble sleeping
        
        Nervousness
        
        Rapid heart rate
      - Psychological
        
        Depression
        
        Suicidal ideation
        
        Anxiety
        
        Antisocial behaviors
        
        Feeling paranoid or “on edge"
- - - - Trouble falling asleep or staying asleep
      - Sadness, depression, hyperactivity, irritability or anger
      - Having no feelings at all or feeling numb
      - A lack of energy or feeling exhausted all the time
      - Lack of appetite or, the opposite, eating all the time
      - Trouble concentrating or feeling confused
      - Social isolation, reduced or restricted activities
      - Thinking no one else is having the same reactions as you
      - Headaches, stomachaches or other body pains
      - Misusing alcohol, tobacco, drugs or prescription medications to cope
    - - 1-6Years Old
        
        Symptoms
        
        Startle response to sudden and loud noises
        
        • Stomach aches, headaches, etc.
        
        • Freezing-sudden immobility of the body
        
        • Heightened arousal
        
        • Cognitive confusion
        
        • Bed wetting, loss of age appropriate verbal skills and motor function, and/or other regressive symptoms
        
        • Sleep problems
        
        • Anxiety
        
        • Fear
        
        • Lack of usual responses
        
        • Clinging to caregiver/separation fear
        
        • Crying
        
        • Repeated play of the disaster/trauma event
      - 7-11 Years Old
        
        Symptoms
        
        Behaving like a younger child
        
        • Anger and aggression
        
        • Worrying about safety
        
        • Sleep problems
        
        • Loss of interest of usual activities
        
        • Stomach aches, headaches, etc.
        
        • Clinging to caregiver/separation fear
        
        • Concentration problems
        
        • School performance and attendance problems (temporary situation)
        
        • General worries
        
        • Anxiety
        
        • Closely observing parent(s) anxiety
        
        • Fear
        
        • Preoccupation with safety and danger
      - 12-18 Years Old
        
        Symptoms
        
        Increased withdrawal
        
        • Self distractive behavior, such as sexual risk taking, substance abuse, reckless risk taking, etc.
        
        • Becoming more accident prone
        
        • Shortened sense of the future and changes in plans for the future(e.g., not going to college)
        
        • Concentration problems
        
        • School performance and attendance problems (temporary situation)
        
        • General worries
        
        • Anxiety
        
        • Suicide/Suicide packs
        
        • Sleep problems
        
        • Action oriented/wanting revenge
        
        Depression
        
        • Changes in relationship patterns
        
        • Rebellious behavior at home
        
        • Self focused behavior (e.g., inability to think about others)
        
        • Over- or under-eating (weight gain or weight loss)
        
        Life-threatening re-enactment of the trauma/disaster
  - - - Eat, hydrate, exercise, and get rest on a regular basis; taking care of your body reduces the negative effects of stress.
      - Avoid using alcohol, tobacco and other drugs to manage distressing emotions; these substances often make things harder in the long-run and can cause problems.
      - Find healthy ways to relax, such as breathing exercises, meditation, mindfulness, calming self-talk, soothing music.
      - Engage in fun and restoring activities, including exercise, hobbies and social activities.
      - Keep informed about new information and developments. Use credible sources of information to avoid speculation and rumors.
      - Limit exposure to television and social media content about the disaster; overexposure can increase distress.
      - Stay connected with friends, family, neighbors and colleagues to give and receive support. Helping one another aids in healing.
      - Learn what local health care and other resources are available; use and share this information to help yourself and others.
      - Remind yourself and others that its normal to have many different feelings as well as “good days” and “bad days” as a natural part of recovery.
    - - Create an environment that is safe. Provide reassurance
      - Be understanding of the child/adolescent’s need to mourn his/her own loss
      - Provide age appropriate information about the disaster/trauma event calmly and factually
      - Limit TV time, where the disaster/trauma event is reported on
      - Create routines (for work, play meals, and rest).If possible maintain the same pre-disaster/trauma routines
      - Involve children/adolescents by giving them chores to make them feel that they are helping to restore their family and community
      - Spend extra time with children at bed time
      - Do not punish the child for regressive behavior (know that this is only temporary)
      - Praise and recognize responsible and age appropriate behavior
      - Work with the school, since short term memory might be impacted which makes test taking challenging. Remember that a decrease in grades/school performance is only temporary
      - Consult with a school counselor or counselor should you be worried about behavior (especially risky behavior in adolescents)
      - Do not ignore threats of harm to self or others, seek professional help
      - Provide opportunities to talk about the disaster/trauma event, but do not pressure the child/adolescent
      - Encourage your children and adolescents to help develop a family disaster plan
- - - - Effects
        
        Attachment and Relationships
        
        Physical Health: Body and Brain
        
        Emotional Responses
        
        Dissociation
        
        Behavior
    - - RESPONSES
        
        Understand the source of trauma.
        
        Create a trauma-sensitive classroom culture.
        
        Therapy
        
        A supportive family structure.
        
        Use Trauma Affect Evaluation (that can be used by trauma survivors to regulate extreme emotional states, manage intrusive trauma memories, promote self-efficacy, and achieve lasting recovery from trauma.
- - - - developing learning disabilities
      - show poor skill development
      - act out in social situations
      - imitate abusive/ traumatic events
      - be verbally abusive
      - unable to trust others and make friends
      - believe they are to be blamed for the traumatic event
      - lack self-confidence
      - experience stomachache or headache
      - have difficulties focusing or learning in school
  - - - ARC
        
        Parent-Child Care
        
        expose the caregivers to strategies for enhancing caregiver-child relationship and improving behavioral management effectiveness
        
        Parent- Child Interaction Therapy
        
        step by step, live coached sessions
        
        Child-Parent Psychotherapy
- - - - Yearning or longing for the loved one
        
        Sadness or loneliness
        
        Disbelief, shock, and confusion
        
        Anxiety
        
        Anger
        
        Depression, despair, hopelessness or numbness
        
        Guilt or relief
        
        Thoughts or images of the loved one (grief hallucinations)
        
        Difficulty concentrating and forgetfulness
        
        Loss of identity, sense of self, meaning or purpose
        
        Feeling disconnected from others
        
        Changes in sleep or appetite
        
        Fatigue, muscle tension, headaches or aches
        
        Abdominal/digestive distress
        
        Palpitations
        
        Preoccupation with thinking about the deceased or intrusive images of the death
    - - Sadness
        
        Anxiety
        
        Fear
        
        Anger
        
        Difficulty concentrating or thinking clearly
        
        Difficulty sleeping
        
        Continually thinking about what happened
        
        Flashback-reliving the experience through frightening throughs
        
        Nightmares
        
        Avoidance of places, people, or things that trigger traumatic memories and responses
        
        Isolating oneself from others
        
        Headaches
        
        Digestive issues
        
        Fatigue
        
        Feeling jumpy/easily startled
  - - - Traumatic grief symptoms in children can include:
        
        Fears about their own safety and the safety of other loved ones
        
        Headaches
        
        Stomachaches
        
        Difficulty in school
        
        Decreased concentration
        
        Irritability
        
        Avoidance of reminders of the loved one who died or the death experience
        
        Regressive behaviors (acting in a younger or needier way)
        
        Bedwetting
        
        Nightmares
        
        Thoughts about the death
        
        Feelings of sadness, anger, anxiety, guilt, and self-blame
        
        Changes in sleeping and eating patterns
  - - - Physical health: nutrition, exercise, rest/sleep
      - Mind-body: breathing, meditation, mindfulness
      - Spiritual or faith-related traditions: finding or engaging in things that create meaning or purpose
      - Social support: solace and connection from friends, family, or support groups
- - - - Sources
        
        SIERP. (June, 2022). Surviving a school shooting: Impacts on the mental health, education, and earnings of American youth. Retrieved on October 1, 2022 from https://siepr.stanford.edu/publications/health/surviving-school-shooting-impacts-mental-health-education-and-earnings-american
        
        National Center for PTSD(n.d.) SPR Skill Flowchart. Retrieved on October 1,2022 from https://www.ptsd.va.gov/professional/treat/type/spr/docs/SPR37_Skills.pdf
        
        National Center for PTSD( n.d.) SPR Screening Form. Retrieved on October 1,2022 from https://www.ptsd.va.gov/professional/treat/type/spr/docs/SPR42_ScreeningForm.pdf
        
        Victim Connect. nd. Mass Violence. Retrieved on October 1, 2022 from https://victimconnect.org/learn/types-of-crime/mass-violence/
        
        National Center for PTSD( n.d.) Choosing Positive Activities. Retrieved on October 1,2022 from https://www.ptsd.va.gov/professional/treat/type/spr/docs/SPR04_PositiveActivities.pdf
        
        Children's Hospital of Philadelphia.(n.d) Preventing School Shootings. Retrieved on October 1, 2022 from https://violence.chop.edu/types-violence-involving-youth/school-shootings/preventing-school-shootings
    - - Effects
        
        Higher rate of antidepressants
        
        Drop in enrolment and decline in test scores
        
        Increase in absenteeism
        
        Depression
        
        Intense of repeated reactions to things that happened
      - Primary Skill for Psychological Response
        
        Problem Solving
        
        Managing Reactions
        
        Heath Social Connections
        
        Positive Activities
        
        Helpful Thinking
      - School Shooting Prevention
        
        Building a cohesive and supportive school climate
        
        Having a counseling/Mental Health care provider
        
        Addressing risk of violence with school programs and polices
        
        Provide continuum mental heath programs
        
        Here is a screening form that might help you with the post traumatic event
      - Mass Violence Support
        
        If you are a survivor experiencing emotional distress due to a mass violence event, the Substance Abuse and Mental Health Services Administration (SAMHSA) has a Disaster Distress Helpline which can be reached 24/7 for crisis support at 1-800-985-5990 or text TalkWithUs to 66746
        
        If you need financial assistance, consider looking for a Crime Victim Compensation Program
        
        Consider looking for a counselor or mental health professional
        
        Healing takes time. Give time to yourself.
        
        If you know someone that was in a mass violence situation and want to help, think about donating money or time.
        
        Remember that those who were part of a traumatic event may experience emotions that might not make sense. Being there and letting the process of time follow its path it's a way of helping.
        
        Here are some Positive Activities that may help