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TYPES OF TRAUMATIC STRESS BANNER, https://schools.aidr.org…

- - - - Possible Symptom: Anxiety
  - - - Response Strategies for Traumatic Stress
        
        Recommend trauma councilling and a psychological evaluation by an educational psychologist.
        
        Focus on strategies to regulate emotions and calm the nervous system
        
        Grounding exercises can help to relieve the 5 senses.
        
        Following a fixed routine, keeping the day predictable with no surprises. In a classroom and school that means keeping to a fixed schedule, helping the student know how much time is left in a lesson before a transition and what to expect at the start of a lesson.
        
        Valudate and acknowledge the feelings of the child.
        
        Work through strategies with a counsellor to express feelings and emotions, journalling or drawing feelings. An example is Zones of Regulation and Mind Ninja.
        
        Creating a safe space for sharing and speaking about feelings
      - References:
        
        Coelho, S. (2022, January 25). What Is Traumatic Grief? Retrieved November 16, 2023, from Psych Central website: https://psychcentral.com/health/traumatic-grief#definition
        
        ‌Cohen, Judith A, et al. Treating Trauma and Traumatic Grief in Children and Adolescents. 2nd ed., New York, The Guilford Press, 2017.
        
        Trauma-Informed Care | Early Connections. (2020). Retrieved November 12, 2023, from Mo.gov website: https://earlyconnections.mo.gov/professionals/trauma-informed-care
- - - - Possible Response: Teach the student grounding techniques such as breathing & meditation(VL)
    - - Possible Response: Focus on consistency & being a stable presence for the student (VL)
    - - Possible Response: Explicitly teach what the different emotions are & how to express them(VL)
    - - Possible Response: Seek assistance from the school counsellor and advocate for the child to obtain professional help
    - - Possible Response: practice coping skills daily- and to start practicing when everything is calm, gradually increasing to using the skills when under distress.
        https://www.birchcounselingdurham.com/single-post/2018/01/26/4-6-tips-for-parenting-kids-with-complex-trauma
- - - - Negative thoughts
        
        Antisocial behavior/Rebellion
        
        Foster trust and open communication
        
        Establish a supportive classroom environment
        
        Provide outlets for emotional expression
      - Insomnia
        
        Reduced attention span
        
        Offer recorded lectures and extended assignment time
        
        Implement flexible learning arrangements
        
        Collaborate on suitable accommodations
      - Self-blame
        
        Depression/Anxiety
        
        Promote a positive and inclusive classroom culture
        
        Emphasize shared responsibility and mutual support
        
        Provide mental health support resources
        
        Apathy
        
        Break tasks into manageable steps
        
        Celebrate achievements to foster engagement
        
        Set individualized goals and recognition
      - Wallerstein, J. S., & Blakeslee, S. (1989). What's the future for children of divorce?. Human Development, 32(5), 331-345.
        Kelly, J. B., & Emery, R. E. (2003). Children's adjustment in divorced and intact families: Part I. The first two years of the postdivorce process. Journal of the American Academy of Child and Adolescent Psychiatry, 42(2), 119-126
        
        Divorce can be a traumatic event for children due to the disruption of their sense of security, stability, and belonging. The loss of a parent from the daily home environment, exposure to parental conflict or acrimony, and uncertainty about their future can lead to various negative consequences, including:
        
        Emotional distress: Children may experience a range of emotions, such as sadness, anxiety, anger, guilt, and fear. They may feel abandoned, rejected, or responsible for their parents' separation.
        
        Behavioral problems: Children may exhibit behavioral issues such as acting out, withdrawing from social activities, or struggling with schoolwork. These behaviors may be a way of expressing their underlying emotional distress.
        
        Long-term effects: The impact of divorce can extend into adulthood, increasing the risk of mental health problems, relationship difficulties, and academic or career struggles.
- - - - Infographic: STATISTICS - Effects of ECT on Children's Language, Emotional and Brain Development by PCAI
        
        POSSIBLE OUTCOMES
        By Prevent Child Abuse Illinois
        :red_flag: Difficulty identifying, expressing and managing emotions
        :red_flag: Reactions and responses to certain situations are unpredictable and/or explosive
        :red_flag: Have difficulty forming positive, healthy relationships
        :red_flag: May over-react or under-react to various situations in their environment
        :red_flag: One defense mechanism may be learned disassociation
        :red_flag: Forms negative views of the world and their own self-worth
        :red_flag: Lacks the ability to link consequences with their actions and decisions
        
        Infographic: Possible Effects and Outcomes of ECT in Adulthood by PCAI
      - POSSIBLE SYMPTOMS AND BEHAVIORS
        By NCTSN
        :black_flag: Aged 0-2 may:
        
        demonstrate poor verbal skills
        
        exhibit memory problems
        
        scream or cry excessively
        
        have poor appetite, low weight or digestive problems
        
        :black_flag: Aged 3-6 may:
        
        have difficulties focusing or learning in school
        
        develop learning disabilities
        
        show poor skill development
        
        act out in social situations
        
        imitate the abusive/traumatic event
        
        be verbally abusive
        
        be unable to trust others or make friends
        
        believe they are to blame for the traumatic event
        
        lack self-confidence
        
        experience stomachaches or headaches
        
        POSSIBLE INTERVENTIONS
        :check: Brain-State Model, Safe Place and Self-Regulation Strategies by The Conscious Discipline Approach
        :check: Creating a Safe and Supportive School with Second Step SEL
        :check: Building Resilience with Second Step SEL and/or Strategies in Fostering Resilience Infographic by Prevent Child Abuse Illinois
        :check: IF NEEDED, refer to experts and seek therapies such as Cognitive Behavioral Therapy or Child-Parent Psychotherapy by NCTSN
      - Infographic: The IMPACT of Childhood Trauma (on the Seven Domains of Child Development) by Matthew Lynch
- - - - Stress, anxiety, and depression
        
        Listen, reassure the student they are safe, teach them calming techniques, consider counseling if severe
      - Anger or frustration
        
        Listen, teach the student to take a timeout, once they are calm talk, consider counseling if severe
      - Loneliness and isolation
        
        Help the student find an interest and things to keep them busy, partner the student with similar students to spark connections
      - Feelings of rejection, or poor self-esteem
        
        Talk about the feelings and the event(s) that may have spurred the feelings. Praise the students accomplishments. Embrace a growth mindset. Make failing safe. Try again.
      - Changes in sleep and eating patterns
        
        This symptom may show more at home, so partner with parents to learn details and help make a plan to remedy these symtoms.
      - Health complaints
        
        Listen. Learn about their health complaints. Differentiate lessons to allow the student to fully participate. Encourage health promotion learning. Involve the school nurse or supportive services if severe.
      - Poor relational skills
        
        Model good relational skills in your interaction with the student. Help them develop community with other class members. Create opportunities for the student to practice their relational skills in a safe environment.
      - School avoidance, including missing or dropping out of school
        
        Involve parents to partner in helping the student to arrive on time. Form strong relationships with students to help school feel like a safe, welcoming place. Try to teach the real world relevancy of lessons to students.
      - Poor academic performance
        
        Adjust their workload to attainable goals. Praise improvements. Find student interests and motivators to increase engagement
      - Separation anxiety
        
        Acknowledge the student and parent's feelings. Create a calm classroom. Consult a professional.
      - Self-injury
        
        Partner with parents. Learn about the student's signs and symptoms of self injury. Create a support group; maybe just a couple of kids sitting at the same table that interact well with the student and who the student gets along with. Consult a psychological professional.
      - Eating disorders
        
        Partner with parents. Involve a medical professional. Help the student feel good about themselves and their appearance.
      - Suicidal or homicidal ideas or actions
        
        This could be dangerous to the student themself as well other students. This symptom is way beyond the training of a second language English teacher. A teacher's role is recognition of these symptoms. Once known, Involve parents, involve the school, involve medical professionals. Make the classroom a safe place. Create a calming corner or a place for students to calm down when they are feeling emotional.
- - - - Student needs someone to talk to or to go through SEL to process their emotions
  - - - Student needs space and time off in a calm and safe area
  - - - Student may need to go through SEL process to smoothen out their emotional state
  - - - Student needs someone to talk to or to go through SEL to process their emotions
- - - - Flashbacks and Intrusive Memories - Encourage grounding techniques such as deep breathing or focusing on the present moment.
      - Avoidance Behavior - Foster a safe environment and gradually expose individuals to triggers with their consent.
      - Hyperarousal (Heightened State of Alertness) - Teach relaxation techniques like progressive muscle relaxation or guided imagery.
      - Difficulty Concentrating - Provide a structured and supportive learning environment with breaks and clear instructions.
      - Sleep Disturbances - Encourage a consistent sleep routine and relaxation practices before bedtime.
      - Emotional Numbing - Promote expression of emotions through creative outlets or counseling.