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Types of Traumatic Stress for Students, Sexual Abuse (Caleb), Mourning…

- - - - Always looking dirty, Poor weight gain and growth
        
        Being left alone or in the care of other young children
        
        Eating more than usual at a meal or saving food for later
        
        Missing a lot of school
        
        Doesn’t get medical, dental, or mental health care (medical neglect)
      - physical abuse
        
        Be violent to friends, bully others
        
        Avoid any kind of touch or physical contact
        
        Be afraid to go home
        
        Seem to always be on high alert
        
        Wear clothing that doesn’t match the weather -- such as long sleeves on hot days -- to cover up bruises
        
        Withdraw from friends and activities
      - sexual abuse
        
        Avoiding a certain person for no clear reason
        
        Bloody, torn, or stained underwear
        
        Bruising or bleeding around the genitals.
        
        Pain or itching around the genitals that might cause problems walking or sitting
        
        Refusing to change clothes in front of others
        
        Sexual activity or knowledge that people usually have only when they’re older
      - exploitation and emotional abuse
      - Responses and Strategies
        
        Report to experts and communities
        
        Schools will need resources to hire specialists such as special education experts and school psychologists to help support vulnerable students.
        
        For children who have experienced trauma in their lives, building rapport with and confidence in others is a challenging task. When planning classes or hiring more teachers, schools could prioritize hiring teachers with familiarity with students through earlier teaching placements or substitution work. They can plan also pair up new teachers with people in the schools who know the students.
        
        If they need medical care right away, call 911.
        
        Take the student to the hospital -- it’s a haven for abused children. Doctors can check for signs of abuse and give medical care.
        
        Tell the principal about it. But report it to your local or state child protection agency, too.
        
        Help the student get therapy to start healing the emotional damage of the abuse.
        
        It’s best to not confront the abuser yourself. Instead, contact police or a child protection agency and let them handle it.
        
        Build school-community partnerships
        
        Schools and social and community services should create partnerships to ensure maintaining and continuing a collective response to the needs of vulnerable children and their families.
        
        School principals could contact community organizations, compile available resources and share this information with families.
        
        Schools are full of committed, competent and passionate employees who have points of view that should be taken into account in the implementation of actions. Student and parent committees can be called upon to help ensure that everyone has a voice and to participate in developing solutions.
        
        Teachers' responses and strategies
        
        Make sure they feel supported and know this is not their fault.
        
        Encourage the student to talk to you about what happened. But don't make it an interrogation. Focus on listening.
        
        Difficulties with emotion regulation and impulse control (Anger, violence)
        
        References
        
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        Mindful Breathing: Slowing down our breath hits the brake of the stress response by decreasing our heart rate and resetting the autonomic nervous system by activating the parasympathetic nervous system.
        
        Encourage the student to express their emotions through a variety of creative ways: this is part of the healing process, and can happen through a variety of creative ways, like drawing, squeezing soft toys.
        
        Compassion: being calm & caring for ourselves and others
        
        Accurate Mirroring: stating what is happening without interpretation, judgment, guilt, shaming
        
        Something TO DO to soothe, support, ground themselves: giving them an activity which helps them slow down and shift themselves
        
        Low self-esteem, depression
        
        Encourage them to talk to the teacher about how they have been feeling since the traumatic event. Try to get an idea about any worries they may have or difficulties they are experiencing. Provide comfort and support and let them know that lots of people struggle with unwanted thoughts, feelings and memories after a traumatic event. But also let them know that we are there for them, and that there is extra help available.
        
        Positive self-talk: pull out the student and have one on one time with the teacher. Have him/her say out loud the positive side of himself/herself.
        
        Calling upon our best self: Calling upon our best self in moments of intense emotions can be compelling to emotionally regulate and avoid overreacting.
        
        Help build self-esteem: Make sure to notice and praise good interactions and speech. Describe what they do well and identify and work with their other strengths, such as creativity and physical talents.
        
        Anxiety, fear, constant worry about doing something wrong
        
        Have predictable and consistent routines. If the student knows what to expect, he/she will have a greater sense of control and be less apprehensive. It is important to lessen the degree of anxiety in the student.
        
        Give the student ‘helping roles’ such as handling out snacks or distributing work materials to other students. Coach the student to use socially appropriate speech with peers, like “Would you like a snack?” The more frequently that the student tries interacting with others, the more that the student will feel comfortable with doing things without worries.
        
        Withdrawing from others and activities
        
        Create a classroom environment that supports all students. Never make fun of or demean students.
        
        Reinforce social interactions. Be specific. For example, “Eric, your comment about soccer in class today was a wonderful addition to the class discussion” instead of “Good job”. Do not pick apart students for being wrong or unclear, but reinforce their good behaviors.
        
        Give the student ‘helping roles’ such as handling out snacks or distributing work materials to other students. Coach the student to use socially appropriate speech with peers, like “Would you like a snack?” The more frequently that other students experience positive interactions with the student, the more that they will feel comfortable with that student.
        
        Have predictable and consistent routines. If the student knows what to expect, he/she will have a greater sense of control and be less apprehensive. It is important to lessen the degree of anxiety in the student.
        
        Use very small social groups to allow for more peer interaction. Try to place the shy child with a warm, calm, and accepting peer in a cooperative activity. Also consider arranging classroom seats so that shy children are adjacent to friendlier, outgoing classmates.
        
        Try to provide positive peer interactions with the use of a central toy or game, as opposed to smaller individual toys. When students are engaged in play with a large object, such as a rocking boat, there is less argumentation and more interaction between students.
        
        Have students write papers in which they discuss their strengths and weaknesses as communicators. Do not ask them to read these or share them with peers.
- - - - R. J. Kirk and D. S. Sampson, Oct. 10, 2014, Juvenile Arrest and Collateral Education Damage in the Transition to Adulthood (https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4192649/)
    - - Arrest disrupts the schooling process and results in collateral educational damage.
        
        Students with criminal records may be pushed out of high school through exclusionary policies, and they may be segregated into specialized programs for problem adolescents.
    - - Schools and Teachers cannot ignore warning signs of ACE implacted students.
        
        Karen Abram, associate director of the Northwestern Juvenile Project, clinical psychologist, and study co-author, suggests that detention centers can best help by screening youths for psychiatric problems; providing emergency services when needed; and carefully linking youths to community services upon release. Rockett D., APril 27, 2021, Chicago Tribune, https://www.chicagotribune.com/living/health/ct-health-youth-incarceration-psychiatric-disorders-0427-20210427-mi5b4s6i3zdoxn52ds5agjxpyy-story.html.”
    - - When a teacher suspects or becomes aware that a student is justic-system involved, the teacher can respond by:
        
        Meeting student, parents, guardians to learn what additional supports, if any, the teacher can put into place to emotionally support the student.
        
        The teacher can help secure school resources, i. e., school social worker, psychologist, nurse as well as make suggestions regarding community resources the student may avail him/herself of.
        
        The teacher should offer to and may well have to tailor school assignments to the justice-system involved student to maintain a strong and caring connection with the student to ensure that the student continues to make academic progress.
- - - - Poor hygiene (child appears ungroomed)
      - Not dressed appropriately for weather
      - Unwashed clothing
      - No packed lunches
    - - Expresses both resentment and overprotection of family in school responses
      - May seek exceptionally large attention from adult figures
      - May be exceptionally avoidant of adult figures
    - - Acting unusually silly / outgoing / without reservations
      - Leaving repeatedly in class for bathroom
      - Seeks out less supervised areas of recess / lunch space
    - - Unusual distraction from classwork
      - Uncontrolled crying that may go hidden or very apparent in public breakdown
      - Self-blaming
- - - - Foster safe, stable, nurturing relationships between young people and their parents and caregivers.
      - Build and maintain positive relationships between young people and caring adults in their community.
    - - Improve and sustain a safe physical environment in communities and create spaces to strengthen social relationships.
      - Build viable and stable communities by promoting economic opportunities and growth.
        
        Facilitate the social cohesion and collective efficacy of the community.
    - - Change the social and structural conditions that affect youth violence and lead to health inequity
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