# data[].attributes.body
Medical crisis in a teenager's life can be subjective and the influence of family and friends has a significant impact on how this is experienced. Situations may include accidents that cause physical harm, pediatric obesity, cancer, other life-changing illnesses, etc.

Symptoms may include:

Change in academic performance and social behavior

Increasing absence from school

Inability to function routinely as prior to the medical condition

Re-living the trauma even after recovery

Strategies may include:

Administrator should request medical documents as required or a discussion with a guardian/parent to be able to best support the student

Teachers should communicate with relevant administrators, especially when academic interventions and decisions may be needed

Involved teachers meet to develop accommodations to support the student as best as they can

Student counselors may lead a child-response-team to design in-school strategies together with supporting the family as needed so that the student has holistic strategies in place. The counselor may also be better placed to support the student's peers/friends to understand the situation

Citations

Peterson, S. (2018, March 19). Effects. The National Child Traumatic Stress Network. https://www.nctsn.org/what-is-child-trauma/trauma-types/medical-trauma/effects

Learn: Integrated Care Approaches to Traumatic Stress in Children with Chronic Health Conditions. (n.d.). NCTSN Learning Center. https://learn.nctsn.org/course/index.php?categoryid=73

# data[].attributes.body
A single traumatic incident/event is hard enough let alone having to deal with multiple trauma in one's life. Students who have to deal with multiple incidents are dealing with complex trauma. It often occurs in the child's own caregiving systems, which should be their center of care, safety and security.

Symptoms may include:

Over-attachment to a single peer or adult

Over-sensitivity to moods and emotions of others in their environment, especially to those the student is attached to. This is co-regulation of emotion and the emotion and mood of the co-regulator can impact that of the student/child.

Unaware of social boundaries

Isolates self from others

Absences from school

Strategies may include:

Communicate with previous teachers to get some insight. Administrators may also provide information to teachers ahead of the school year to allow for preparation

Meet with guardian/parents to be on the same page and strategize together by extending interventions being used outside of school, etc.

The student counselor may identify a trusting and reliable peer to support the student. This student, in my experience, would be a well-adjusted and compassionate teenager who is willing to help.

In certain situations if the student already has a bond with a teacher, this relationship may be foundational to helping the student build trust and a sense of stability and reliability in their environment

The counselor is always a good resource for all stakeholders in such situations.

Citations

McArthur, L., PhD, Resilient Futures, Inc., UCSF HEARTS program, AuMHC HEARTS program, The Guilford Press, National Child Traumatic Stress Network Complex Trauma Task Force, & National Child Traumatic Stress Network. (2010). Complex Trauma in the Classroom - Considerations for building relationships with students impacted by complex trauma. https://www.apa.org/members/content/trauma-classroom-slides.pdf

Oseldman. (2018, May 25). Trauma types. The National Child Traumatic Stress Network. https://www.nctsn.org/what-is-child-trauma/trauma-types

# data[].attributes.body
Bullying is when someone intentionally hurts another person physically, mentally, or emotionally. It often happens repeatedly and can include physical, verbal, social, or online attacks. Bullying can make someone feel unsafe and stressed, and the harm can be worse depending on how often it happens and the power difference between the bully and the target.

Different signs of Bullying:

1. Emotional distress, increased anxiety, sadness, or withdrawal.

Response Strategies:

Create a safe space for the student to talk about their feelings and experiences.

Recommend support from a counselor, therapist, or mental health professional.

Promote empathy, kindness, and inclusion.

2. Unexplained injuries, frequent headaches or stomachaches, changes in appetite or sleep patterns.

Response Strategies:

Urge students to report incidents to trusted adults, such as parents, teachers, or supervisors.

When necessary, involve law enforcement or other appropriate authorities to ensure the safety of the student.

3. Decreased academic performance, loss of interest in school, frequent absences.

Response Strategies:

Offer tutoring, mentoring, or additional resources to help the student catch up on missed work and regain academic confidence.

Implement anti-bullying policies, educate students about respectful behavior, and promote a positive school climate.

Sources:

https://www.nctsn.org/what-is-child-trauma/trauma-types/bullying

https://www.stopbullying.gov/bullying/bullying-and-trauma

# data[].attributes.body
Children grieve and react in different ways when they are exposed to the loss of a significant person in their lives. Their ability to understand death can vary depending on their age and any exposure to death can be difficult for them to deal with. Symptoms of a child dealing with traumatic grief can range from emotional to behavioral. There are also reminders that may trigger distress in children that have experienced traumatic grief such as situations/places, people and objects, or changes in life routines as a result of the death.

Symptoms may include:

1. Decreased appetite and concentration

2. Fears about safety of themself or others

3. Social isolation and withdrawal

4. Persistent thoughts about the death

5. Avoidance of certain topics that serve as reminders

Strategies and interventions

1. Contact parents/caregivers to discuss their wishes and preferences for how much information can be shared with fellow students and other adults.

2. Create a supportive environment by maintaining as much of the regular school routine as possible with extra reassurance about any possible changes

3. Talk with the student privately without explicitly forcing them to discuss the death; inform them that you are there to support and that they can ask if they need help.

4. Try to minimize traumatic reminders in the class and school environment, these can be tricky to handle as each situation is different but keeping open communication with the student and their family in order to understand what might be a potential trigger (if the death is fire related, avoiding books or media that bring up this topic for example)

5. Collaborating with guidance and counselling by being open to responding to difficult questions honestly however redirecting to appropriate mental health professionals as they may ask inappropriate or shocking questions that are gruesome.

# data[].attributes.body
Physical abuse is intentionally hurting or causing harm to a child. There are many types of abuse and physical abuse refers to physically harming a child. Though this type of abuse can leave physical marks on the body. The pain can also be felt emotionally and mentally as well. Physical abuse can having lasting effects and make children feel anxious and depressed.

Symptoms may include:

Depression

Anxiety

Burns or scalds

Bite marks.

Bruises, black eyes, welts, lacerations, and rope marks.

Broken bones.

Open wounds, cuts, punctures, untreated injuries in various stages of healing.

Broken eyeglasses/frames, or any physical signs of being punished or restrained.

Child reports being hit, slapped, kicked, or mistreated.

Child's sudden change in behavior.

The caregiver's refusal to allow visitors to see a vulnerable child alone.

Strategies may include:

1. Listen to the child. And make sure they have plenty of opportunities to express themselves.

2. Reinforce to the child it is not there fault and be supportive. Treat them as a victim and with empathy.

3. Take immediate action if the child is in danger.

4. Report to a child welfare agency or the police.

5. Do not look or feel shocked if a child shows you any of the physical abuse.

Reference

1. Picture- https://blog.kaplanco.com/ii/child-abuse-neglect

2. https://www.devonscp.org.uk/child-abuse/physical-abuse/#:~:text=Physical%20abuse%20is%20deliberately%20hurting,children%20feel%20anxious%20and%20depressed.

3. https://www.nspcc.org.uk/what-is-child-abuse/types-of-abuse/physical-abuse/

4. https://blog.kaplanco.com/ii/child-abuse-neglect

# data[].attributes.body
Natural Disaster Trauma: Symptoms and Response Strategies

Natural disaster trauma refers to the psychological and emotional stress experienced by individuals who have been exposed to catastrophic events such as earthquakes, floods, hurricanes, or fires.

Symptoms:

1. Anxiety and Fear: Persistent worry about safety for oneself and others, fear of future disasters.

2. Sleep Disturbances: Difficulty falling or staying asleep, nightmares related to the disaster.

3. Increased Startle Response: Being easily startled by loud noises or unexpected events.

4. Regression in Younger Children: Return to behaviors previously outgrown, such as bedwetting or clinging to adults.

5. Withdrawal from Activities: Loss of interest in activities once enjoyed, wanting to be alone.

6. Physical Complaints: Complaints of stomachaches, headaches, or other physical symptoms without a clear physical cause.

Response Strategies:

1. For Anxiety and Fear:

Provide a safe and predictable environment within the classroom.

Encourage discussions about feelings in a controlled and safe setting, facilitating coping skills and resilience.

Foster connections with peers and support networks within the school community.

2. For Sleep Disturbances:

Educate students on healthy sleep habits and routines.

Offer relaxation techniques and mindfulness activities that can be done before bedtime.

3. For Increased Startle Response:

Minimize unexpected loud noises or surprises in the classroom setting.

Teach grounding and breathing exercises to help manage sudden anxiety or fear.

4. For Regression:

Offer reassurance and additional support, acknowledging the student's feelings without reinforcing regressive behaviors.

Engage in activities that reinforce age-appropriate skills and independence.

5. For Withdrawal:

Gently encourage participation in group activities and social engagement.

Provide opportunities for the student to express themselves through art, music, or writing.

6. For Physical Complaints:

Encourage regular check-ins with the school nurse.

Implement classroom-based wellness activities focusing on stress reduction and physical well-being.

Resources:

American Psychological Association. (2020). Helping your child cope with disaster. https://www.apa.org

Masten, A. S., & Osofsky, J. D. (2010). Disasters and their impact on child development: Introduction to the special section. Child Development, 81(4), 1029-1039.https://doi.org/10.1111/j.1467-8624.2010.01452.x

Norris, F. H., Friedman, M. J., Watson, P. J., Byrne, C. M., Diaz, E., & Kaniasty, K. (2002). 60,000 disaster victims speak: Part I. An empirical review of the empirical literature, 1981-2001. Psychiatry: Interpersonal and Biological Processes, 65(3), 207-239. https://doi.org/10.1521/psyc.65.3.207.20173

# data[].attributes.body
Witnessing violence refers to the experience of observing

or being present during acts of physical,

emotional, or psychological violence directed towards others.

This can include witnessing violence within the home (domestic violence),

in the community, at school, or through media portrayals.

1.         Domestic Violence:

•          Situations: Witnessing physical, emotional, or verbal abuse between family members.

•          Possible Symptoms: Fear, anxiety, depression, guilt, shame, behavioral changes, difficulty concentrating.

•          Response Strategies:

•          Provide a safe environment for the student to express their feelings.

•          Offer individual counseling or support groups for children exposed to domestic violence.

•          Educate the student about healthy relationships and coping mechanisms.

•          Collaborate with social services or community organizations to ensure the safety of the student and their family.

2.         Community Violence:

•          Situations: Witnessing violence or crime in the neighborhood, such as shootings, assaults, or vandalism.

•          Possible Symptoms: Fear, anxiety, hypervigilance, nightmares, sleep disturbances, avoidance behaviors.

•          Response Strategies:

•          Provide opportunities for the student to talk about their experiences and feelings.

•          Offer trauma-focused therapy or counseling to address the psychological impact of community violence.

•          Implement safety measures in the school and community to help students feel secure.

•          Foster positive relationships and connections within the community to promote resilience.

3.         Bullying:

•          Situations: Witnessing verbal, physical, or cyberbullying among peers.

•          Possible Symptoms: Anxiety, depression, low self-esteem, social withdrawal, academic decline, physical complaints.

•          Response Strategies:

•          Implement anti-bullying programs and policies in the school.

•          Provide support and counseling for both the victim and witnesses of bullying.

•          Encourage bystander intervention and teach students how to safely report incidents of bullying.

•          Foster a culture of empathy, kindness, and inclusion in the school environment.

4.         Violence in Media:

•          Situations: Exposure to violent content in movies, TV shows, video games, or online platforms.

•          Possible Symptoms: Desensitization to violence, nightmares, aggression, desensitization to violence, desensitization to violence, desensitization to violence, desensitization to violence.

•          Response Strategies:

•          Monitor and limit exposure to violent media content.

•          Educate students about the effects of media violence on behavior and emotions.

•          Encourage critical thinking and media literacy skills to help students process and evaluate media messages.

•          Provide alternative forms of entertainment and creative outlets for self-expression.

5.         Witnessing Physical Fights:

•          Situations: Observing physical altercations or fights among peers or adults.

•          Possible Symptoms: Fear, anxiety, trauma triggers, difficulty trusting others, social withdrawal.

•          Response Strategies:

•          Establish clear rules against physical violence and enforce consequences for aggressive behavior.

•          Provide conflict resolution skills and teach non-violent ways to resolve conflicts.

•          Offer counseling or support groups for students who have witnessed physical fights.

•          Promote a positive and inclusive school culture that values respect and cooperation.

By addressing these situations and their associated symptoms with appropriate response strategies, schools and communities can support students who have witnessed violence and help them cope with the traumatic effects of their experiences.

References:

1. https://rkcaregroup.com/blog/domestic-violence-through-the-eyes-of-children/

2. https://www.verywellmind.com/the-impact-of-domestic-violence-on-children-5207940

# data[].attributes.attachment_link.readable_text
Intimate Partner Violence also known as domestic violence is a public health issue where millions are affected. The statistics related to domestic violence are extremely high. Our perspective of the issue has changed as we now understand that both men and women find themselves in abusive relationships. In addition, we also know, that intimate partner violence does not only happen to "certain people" as all races, ethnicities, religions, sexual orientations, and genders are impacted by abusive relationships. Many times, what people do not realize is that families that are affected by violence have silent victims; the children. There have been many adverse consequences for children who witness violence in their home or between their parents.

It is estimated that more than fifty percent of victims of abuse live in a household with children under the age of 12 (United States Department of Justice-Violence by Intimates, 1998). The numbers are quite high as it is estimated that between 2.3 and 10 million children witness domestic violence each year in the United States. Being that children are not always "directly impacted" by the abuse, their experience falls often times falls through the cracks. However, if we do not raise our awareness about children who witness abuse, these children can grow to experience many negative consequences such as:

Aggressive Behaviors

Increased likelihood to develop mental health concerns i.e. depression and anxiety

Academic difficulties

Long term difficulties with adjustment

Increased likelihood that the child will be a victim or a perpetrator of violence

It is important to remember that directly or indirectly witnessing domestic violence is considered a form of child abuse. For a long time, child abuse and neglect were viewed separately from domestic violence but the reality is many times they are connected.
Witnessing Domestic Violence; Defined
Over the years, there has been some confusion as to what is considered witnessing domestic violence. It is important to note, that witnessing domestic violence is also known as "being exposed" to domestic violence or intimate partner violence. There were questions whether it meant that the child had to be physically present. We have to be aware that most times children are aware of what is going on therefore witnessing abuse can be "direct" or "indirect". This means that witnessing or being exposed to violence can mean that the child is actual incidents of physical/emotional and or sexual abuse. It can mean threats or fighting noises, or a parent screaming from the abuse. In addition, children may the aftermath of physical abuse such as blood, bruises, tears, torn clothing, and broken items. Lastly, children may be of the tension in the home or feel the discomfort between spouses such as their mother's fearfulness when the abuser's car pulls into the driveway or the fear that a parent may feel when they are in the presence of the other parent.
How the Children Feel
Children who witness abuse in their home are prone to develop symptoms associated with post-traumatic stress disorder. This means that the child may experience nightmares, shame, guilt, hypervigilance, and flashbacks. They may always be on guard and feel like they are walking on eggshells at home. These children feel anxious and vulnerable. They often times do not know what triggers the violence so they are constantly fearful that one of their parents will be abused. It is also common for children who grow up in these environments to be starving for attention as one parent is trying to survive abuse while the other is focused on abusing and controlling their partner. Thus, these children feel abandoned, worthless, and powerlessness.

They may also experience physical symptoms like stomach aches, headaches, bedwetting, and an inability to concentrate. It is also important to remember that children who grow up in violent homes are at risk to be injured. They may also become victims of sexual and/or physical abuse. It is highly likely that these kids will develop or experience negative consequences.
Long-term Effects
Even if the children are not physically abused they do experience long term emotional and psychological trauma where they are exposed to violence. It is difficult to process that one of your parents is being abused by your other parent. Children often times identify with the abusive partner as they ally with strength. Therefore, they may learn that violence is the right way and only way to resolve conflicts. They also do not know what a healthy relationship looks like or feels like putting them at risk to take part in an abusive relationship as adults. These children are also more likely abuse substances and have trouble with the law. Also, growing up in an abusive home is the number one reason why children run away.

There are factors that are related to the impact the abuse will have the child. It is always hard to predict the exact outcome certain experiences will have but there are factors to take into consideration. Firstly, the age of the child when they are first exposed to the violence is related to the outcome it will have. Also, the relationship the child has to the abuser and the victim will be related to how they process and cope with the situation. Lastly, their access to services is very important when it comes to the outcome. Research shows that the older the child is the more likely it is that they will be more able to cope with the situation. Support services are also correlated to more positive outcomes for the child.

Keep in mind that not everyone relates the abuse to problematic behaviors or mental health issues. For example, if a parent is being told that their child is having academic difficulties, and there is a need for a psychological evaluation to explore the situation, it is important to consider what is going on at home to add to this. Sometimes difficulties concentrating is related to not being able to process what occurred. Therefore, before asking yourself where you can "psychological evaluation near me" explore if your home environment is safe. If you are looking for services in South Florida visit https://rkcaregroup.com/.

# data[].attributes.attachment_link.title
Domestic Violence Through The Eyes Of Children

# data[].attributes.attachment_link.description
Intimate Partner Violence also known as domestic violence is a public health issue where millions are affected. The statistics related to domestic violence are extremely high. Our perspective of the issue has changed as we now understand that both men and women find themselves in abusive relationships.