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Cyberbullying

Symptoms
- child becomes withdrawn
- child becomes visibly upset after spending time online
- child is moody and unable to concentrate
- child avoids friends
- child disengages from activities that they previously enjoyed
- school grades go down
- child doesn't want to go to school
Source: Signs of Cyberbullying: What Are the Signs to Look For (webmd.com)

Strategies
- talk to the child and try to identify what is going on
- refer to school counselor
- if cyberbullying is occurring from within the community, try to stop the behavior by raising awareness.
- block the bully and report the behavior
(Source: Cyberbullying: What is it and how to stop it | UNICEF China )

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Bullying is a type of physical or verbal abuse. It's usually defined as unwanted aggressive behavior by a group or individual toward another group or individual who aren't related or dating. Bullying can take place in all settings - at school, at work, or in private. Both children and adults are victims of bullying, and it can lead to serious problems later in life.

If bullying happens over the internet, it's called cyberbullying. Posting, sending, or sharing false, harmful, negative, or mean content about someone is what defines cyberbullying. It can include sharing personal or private information with intent to cause embarrassment or humiliation. Some cyberbullying crosses the line into unlawful or criminal behavior.

Today, cyberbullying affects many young people each year. A study in 2019 reported that as many as 37% of a student sample ages 12 to 17 reported being cyberbullied at some point in their lifetime.

As more and more people put their lives on display on social media platforms, they become more susceptible to cyberbullying attacks.

Is your child being cyberbullied? Learn the signs of cyberbullying and how to put a stop to it.

How Bullies Bully
There are also certain tactics or techniques cyberbullies use when targeting their victims. Examples include:

Creating a false identity - The cyberbully creates a "sockpuppet,"a fake online profile using the target's photos and information, and posts content pretending to be them.

Doxing - This tactic means the cyberbully obtains personal information and posts it online to cause the target harm. They can post the target's home address with the threat that others online will come to their house to cause them harm.

Encouraging self-harm or suicide - This is one of the most serious forms of cyberbullying. The cyberbully continually harasses the target and encourages them to self-inflict harm or commit suicide, saying the world would be better off without them.

Making false accusations - This tactic involves making something up and accusing the target of doing it.

Gamer bullying - This is done through online video games, usually in the form of verbal or written threats through a game's communications channels.

Sharing nude photos - For example, a girl and boy share nude photos of themselves with each other. After they break up, one shares images of the other with friends or on social media to embarrass them.

While this is not an exhaustive list of cyberbullying tactics, it should give you a good idea of what your child might be facing.
What to Look For
You know your child better than anyone. When your parental senses perk up because they're not acting normally, it might be because they're being cyberbullied. Take note if your child is showing any of these behaviors:

Becomes noticeably upset after being online or on their phone

Doesn't engage with family or friends

Doesn't want to participate in activities they normally enjoy

Their school grades have unexpectedly declined

They don't want to go to school or the playground

Increasingly saying they're too sick to do anything else

Shows signs of depression or sadness

If you've noticed any of these tactics or signs, it's time to take action. You should support the child being bullied, address the bully's behavior, and show all parties how serious cyberbullying is and that it won't be tolerated.

There are several steps you can take to help prevent cyberbullying:

Recognize what cyberbullying tactic is being used, and who the bully and victim are

Ask questions to learn more about what's happening, how it started, and who's involved

Keep a record of what has occurred

Report it to the appropriate authorities, like the school or, in severe cases, the police

Support the cyberbullying target by being there to comfort and console

Parents must be aware of what's going on in their child's online life. Knowing about the tactics of cyberbullying, and recognizing its signs, are essential first steps in stopping it.
Reasons for Bullying
Common reasons why cyberbullies target their victims include:

Coming from a different financial background - A cyberbully can make fun of kids who aren't as economically well-off as them. They can post negative comments on their social media accounts, perhaps making fun of their clothes. Children can be ridiculed if they live in a poorer part of town or if their house isn't big and nice.

Sexual orientation - A victim can be targeted for their sexual orientation or their presumed sexual orientation. If they're not open about their sexuality, they can be made fun of by cyberbullies who assume they know the person's sexual orientation.

Jealousy - Because the cyberbully is jealous, the target is bullied over their success or excellence in a particular field.

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Bullying is a type of physical or verbal abuse. It's usually defined as unwanted aggressive behavior by a group or individual toward another group or individual who aren't related or dating. Bullying can take place in all settings - at school, at work, or in private.

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Dual Residence

Students often experience a range of emotions that are sometimes associated with joint custody with regards to parental guardianship. One of several  classroom dynamics can  trigger an emotion that directly stems from his or her dual residence.

Symptoms;

Student shows a pattern of recurring irritability.

Defiance and or aggressiveness towards a particular gender as it relates to authority figures.

Lethargic behavior certain days of the week resulting in an unwillingness to participate.

Excessive use of inappropriate language. with peers and adults when angry

Response Strategy;

Solicit the help of school counselor

Inform  parents when it is necessary to do so

Show empathy and sensitivity

Provide a positive climate and a safe space for student to reflect upon his/her behavior

Avoid power struggles, emotional reactions, and try not to take things personal

Solicit the help of "Buddy" teachers when it is appropriate to do so.

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Emotional neglect by parents

Symptoms:

Students how passive, withdrawn, and aggressive behavior patterns with their parents, less positive social interaction,

during free play, anger toward the parent,

avoid interactions with other children,

poor peer relationships,

low self-esteem and self-compassion,

shame, humiliation, self-blame, and feelings of worthlessness

Response Strategy:

1.Positive relationships. It is critical to help these students feel safe and trusting where possible, so they learn to develop social intelligence and seek out positive bonds with others. Building relational trust such as smiling, sharing parts of your life with the students, getting to know the students as individuals, and using yourself as a role model of a reliable and regulated adult.

2. Positive physical space. Putting up positive visuals and quotes can inspire creative thinking and teamwork. A dedicated space that students can visit when they need to regulate their stress response. The corner can include a bean bag, mindful coloring books, squeeze toys, noise-canceling headphones, and more.

3. Positive priming. Use brain breaks to build positive energy and emotions such as joy, happiness, and wonder (e.g., clapping games, thumb wars, laughter yoga, racing around the desk).

4. Using character strengths. Students need opportunities to identify, recognize, practice, and use their character strengths, which include qualities like kindness, humor, creativity, and bravery.

5. Building resilience. Teach resilience strategies that help a student affected by trauma to gain a better understanding of their situation and to counteract the negative messages of shame they often internalize.

Source:
https://www.parentingforbrain.com/childhood-emotional-neglect/#:~:text=Child%20emotional%20neglect%20(CEN)%20is,attention%2C%20or%20competence%20are%20ignored
https://greatergood.berkeley.edu/article/item/five_ways_to_support_students_affected_by_trauma

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For some students, school is not just a place of learning and growth but also a refuge from abuse.

Data suggest that, on average, every classroom has at least one student affected by trauma. According to the National Child Traumatic Stress Network, close to 40 percent of students in the U.S. have been exposed to some form of traumatic stressor in their lives, with sexual assault, physical assault, and witnessing domestic violence being the three most prevalent.

These types of stressors, known as complex trauma, have the added wound of being perpetrated by a person with whom the child or teen has an ongoing relationship. The very people who are supposed to support and protect are those who wound and abuse. This leads to continuing states of grief, loss, abandonment, and neglect as well as persistent anxiety, fear, and depression-all at a time when the brain is in crucial stages of development.

For some young people, school is the only place in their lives where they know they are safe and can form trusted, enduring relationships. It is, therefore, a cruel irony that many students who are affected by trauma also have trouble engaging at school. They may attend school with the best of intentions, hoping to form friendships, feel connected to their teachers, and succeed at the day's tasks. Yet they can find themselves defiant, demanding, and disengaged -unable to learn and confused about why they can't relate and bond with others.

What do the latest scientific findings from the fields of traumatology, neuroscience, and positive education tell us about how to best help students who are affected by trauma? Below, we highlight some of the new practices that teachers can use to not only help students heal but also help them grow.

Healing and repair

The new field of "trauma-informed learning" has made great strides in helping teachers to better understand the developmental, emotional, and social challenges that students who are impacted by trauma face at school. While teachers are not mental health professionals, trauma-informed learning trains teachers in therapeutic approaches that can be woven into the classroom to redress the delayed development, underdeveloped neural pathways, and over-regulated nervous systems that students experience as a result of trauma.

For example, teachers can directly teach students about their body's own stress activation response and help them find techniques to regulate their heart rate, body temperature, and blood pressure. Teaching through rhythm-for example, learning about math to the beat of a drum, reading an English text while riding an exercise bike, or having a disciplinary conversation while walking around the school yard together-is now an accepted classroom technique that assists trauma-affected students to regulate their nervous system through rhythmic movement.

Feeling calmer in class has the knock-on effects of helping students get along better with others, think more clearly, and stay on task. These approaches nurture students' stamina and persistence, allowing them to better deal with frustration, which benefits their social behavior in class and their capacity to take on greater academic challenges. This is indeed a hopeful approach.

Growth and strength

Trauma-informed education has helped teachers to evolve from the question of "What is wrong with this student?" to "What has this student been through?" In the field of positive psychology, we add a further question: "What does this student need to reach their potential?" This allows teachers to extend the focus from what is wrong, to what is needed, to what is possible. Building the mental health and academic capacities of students affected by trauma requires more than repairing psychological disorder and developmental delays-it requires the dual mantra of healing and growth. Of repairing and rising up.

Research by Corey Keyes shows us that healing and growth can be simultaneous processes. We don't always need to wait until something is fixed before we work on building our strengths. Indeed, growing the psychological strengths of a student affected by trauma can be a core part of healing their psychological struggles.

Working with students who are affected by trauma requires schools to assist in providing individual counseling services, safety and crisis planning, behavior plans, self-care plans to address triggers, and case management. Most of these services are not provided by the classroom teacher, yet the teacher is the person who spends the most time with trauma-affected students. A key way in which positive psychology adds to the trauma-informed strategies above is by empowering teachers in the classroom to help their students on a daily basis.

Here are five teaching techniques that you can use in your class, knowing that these approaches also assist your mainstream students.

1. Positive relationships. Trauma-affected students have more relationship challenges to navigate than most. These students can be dealing with harmful relationships at home and then come to school to manage relationships not only with their teachers but also with social workers, police officers, and clinicians-all while living out their daily lives.

It is critical that we help these students feel safe and trusting where possible, so they learn to develop social intelligence and seek out positive bonds with others. Teachers may be the only people who help these students learn what a healthy, supportive relationship feels like. Building relational trust involves simple teaching practices such as smiling, sharing parts of your life with your students, getting to know your students as individuals, and using yourself as a role model of a reliable and regulated adult.

2. Positive physical space. The physical layout and look of your classroom can be used to build positive emotions. Putting up positive visuals and quotes can inspire creative thinking and teamwork in your students. Increased natural light or soft lighting can enhance an open, warm, and relaxing environment.

Consider how the furniture and seating is arranged in your class. Is it helping students to feel safe and connected? You could also bring plants into the room or create a mindfulness corner, a dedicated space that students can visit when they need to regulate their stress response. The corner can include a bean bag, mindful coloring books, squeeze toys, noise-cancelling headphones, and more.

3. Positive priming. Following the research of Barbara Frederickson, you can use simple priming techniques to foster positive emotions such as contentment, pride, awe, and wonder in class.

Brain breaks are one helpful technique. The teachers who work with us have found that brain breaks are most effective when students reflect on the type of energy they need at that moment for learning: Escalating brain breaks build positive energy and emotions such as joy, happiness, and wonder (e.g., clapping games, thumb wars, laughter yoga, racing around the desk), while de-escalating brain breaks build calm emotions such as contentment and serenity, which help a student to feel safe and focused (e.g., silently tracing the movements of a partner, triangle breathing, playing music or repeating mantras, and body movements such as shoulder shrugging or pumping your toes inside your shoes).

You can also use positive primers to boost positive emotion when students first enter the classroom (such as by greeting them with the healthy touch of a handshake or a high five), during transitions (by turning transition routines into a silent game such as "follow the leader"), or during independent work breaks (by having students deliberately savor their accomplishment and share with a peer).

According to Fredrickson's theory, helping your students build up their bank account of positive emotions over time changes their brain to help them learn more effectively, form better relationships, and become more resilient. Next time you are planning a lesson, think about how you can use positive primers throughout the learning experience.

4. Using character strengths. Teaching strengths in schools has been shown to increase achievement and well-being. All students, especially trauma-affected students, need opportunities to identify, recognize, practice, and use their character strengths, which include qualities like kindness, humor, creativity, and bravery.

Ways to help students learn about their own strengths and the strengths of others include strengths surveys (if their literacy skills allow), strengths cards, and strengths spotting exercises-like identifying strengths in their heroes or playing a secret agent game where they are invited to "spy" on a fellow student to identify the strengths of that student. To teach about particular strengths, you could focus on stories in English and Humanities curriculums where characters or historical figures displayed those strengths. Strengths can also be developed through performing arts, sports, and other co-curricula.

5. Building resilience. Sadly, you cannot always impact the life of a student outside of school, but you can teach resilience strategies that help a student affected by trauma to gain a better understanding of their situation and to counteract the negative messages of shame they often internalize.

Students can practice resilience skills through role plays that help them to act out skills such as setting boundaries and verbalizing their feelings, all while in the safety of a classroom. Literature, poetry, and song lyrics can help students identify examples of resilient thinking-for example, Ariana Grande's song "No Tears Left to Cry" following the London terrorist attack at her concert. Analyzing the ways in which media figures, sports heroes, and other high-profile people explain their successes and failures showcases the difference between optimism and pessimism.

Teachers can also use moments in the learning process when students feel frustration or self-doubt to coach them on how to dispute their pessimism and automatic negative thinking ( "I can't do this"; "I'm dumb") to make room for optimism and constructive thinking ( "Maybe I'm tired and I need a break"; "I solved the problem last week and I can do it again"; "It takes me a little longer than others, but I've come a long way"). Learning resilience skills can provide an internal psychological buffer for students when they are outside of school, as well as providing empowering experiences at school.

Every teacher wants to positively impact the lives of their students. For students who are affected by trauma, the teacher plays an even more vital role. The introduction of positive psychology into the classroom has huge potential to change the trajectories of the lives of many of these young people by moving beyond repair to also inspire growth.

Greater Good wants to know: Do you think this article will influence your opinions or behavior?

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Five Ways to Support Students Affected by Trauma

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Teachers can help students recognize their strengths and build resilience.

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When a student experiences the death of a relative or loved one, they might exhibit various trauma symptoms. These can include:

1. Difficulty Concentrating: Grief can make it hard for students to focus on their studies, leading to a decline in academic performance.

2. Social Withdrawal: The student might isolate themselves from friends and classmates due to feelings of grief or not wanting to burden others.

3. Behavioral Changes: The student may show changes in behavior, such as irritability, restlessness, or engaging in risky activities.

Response Strategies for Teachers: Supporting a student who has experienced the death of a loved one is crucial for their well-being. Strategies for teachers:

1. Open Communication: Express condolences and let the student know you're there to listen if they want to talk. Create an open and non-judgmental space for them to express their feelings.

2. Flexibility: Be understanding of their academic challenges during this time. Offer extensions on assignments or accommodations if needed.

3. Check-Ins: Regularly check in with the student to see how they're doing emotionally and academically. Ask about their well-being and offer assistance if they need it.

4. Respect Privacy: While encouraging open communication, also respect their need for privacy. Some students may not want to discuss their grief with peers.

5. Normalize Grief: Let the student know that grieving is a natural process and that their feelings are valid. Normalize their experience and remind them that it's okay to ask for help.

6. Create a Safe Environment: Ensure the classroom is a safe space where the student feels supported and accepted. Be mindful of potential triggers and try to create a calming atmosphere.

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Trigger: Student's home burned down in the middle of the night. All people were safe, but everything else was lost.
Symptoms visible at school:
- Anxiety, depression
- Fear of letting go of material items
- Insomnia, tiredness
- Tardiness or other inconsistencies relating to the student's staying in a temporary home that may be further from school
- Hyper-vigilance about certain things related to the fire. For example, if the fire started in an electrical appliance, the student may fixate on unplugging appliances when they are not in use.
- Unusual desire to learn school safety plans
Response strategy:
- Reassure the student that at this moment, s/he is safe.
- Reassure the student that we have plans for staying safe at school in the event that something unsafe happens. Make the student as familiar with emergency plans as s/he wants to be. Strategies may include having a whole-group lesson on fire safety (since everyone could use a refresher now and then) and sending the kid in question to talk with the person in school that is in charge of safety planning.
- Don't confiscate items from the student unless absolutely necessary. If the kid throws a toy car and you need to take it away for safety reasons, explain exactly why you are withdrawing the items, where you will be keeping them, and  when and how the kid can get the car back.
- Collaborate with school mental health personnel to offer additional support
- Provide any academic support that you would offer any other student falling behind if the student in questions starts to fall behind as a result of the symptoms.

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Early Childhood Trauma
Traumatic experiences that occur to students aged 0-6.

3 traumatic experiences can have a lasting impact on a student's physical, emotional, and psychological development.

Students may experience trauma in various forms and it can vary. Emotional issues, behavioral problems, social issues, cognitive impairment, attachment issues, and physical health consequences.

Symptoms:
Children age 0-2
-Demonstrate poor verbal skill
-Exhibit memory problems
-Scream or cry excessively
-Have poor appetite, low weight, or digestive problems

Children age 3-6
-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 stomach aches or headaches

Strategies:
Teachers can create a safe and nurturing environment, which can impact student to learn and heal.

1)   Build trust and rapport: welcoming, nonjudgmental atmosphere, be consistent, reliable and empathetic.

2)   Understand trauma: educate oneself.

3)   Proved structure and predictability: establish clear routine, expectation in class and minimize surprises.

4)   Foster emotional regulation: deep breathing, mindful techniques, and a quiet safe space.

5)   Offer choice and control: allow student some control over their learning process.

6)   Use trauma-informed language: be mindful of language, tone and avoid harsh criticisms. Use positive and affirming language.

7)   Work with school counselors, social workers and special education staff. Share information about the students needs and progress to ensure coordinate approach.

8)   Avoid triggers: loud noise, specific topic and reminders of the event.

Parents: positive, caring, and protective, who can help shield children against adverse experiences. Encouraging children to talk about their experiences and provide reassurance that the adults in their lives are working to keep them safe.

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Family Issues
Situations such as the death of a family member, divorce, domestic violence, and abuse within the family can subject students to traumatic stress.

Symptoms:

1.  Family Member Passing Away
- Sadness and grief emotions, often manifested through crying, introversion, and lowered mood.

- Distraction and learning difficulties, resulting in a decline in academic performance.

- Social challenges, which may make students feel lonely, avoidant, or unfriendly toward others.

2. Family Member Divorce
- Emotional instability, often characterized by feelings of sadness, anger, anxiety, or guilt.- Academic issues, potentially affecting their grades due to emotional distress.

- Social challenges, making it difficult for students to engage with peers regarding family-related matters.

- Disruptive behavior, such as truancy, defiant actions, or seeking attention.

3. Family Violence and Abuse
- Psychological trauma, possibly resulting in conditions like anxiety, depression, or post-traumatic stress disorder (PTSD).

- Social isolation, making students feel lonely, avoidant, and mistrustful of others.

- Emotional issues, including anger, guilt, or self-blame.

- Behavioral problems, such as aggression, defiance, or self-harming tendencies.

Response strategies：

1. Positive relationships. Where possible, it is critical to help these students feel safe and trusted so they can learn to develop social intelligence and make positive connections with others. Teachers may be the only people who can help these students learn what healthy, supportive relationships look like. Building relational trust involves the simple teaching practice of sharing your own life with your students, understanding your students as individuals, and role-modeling yourself as a reliable and stable adult. Keep in touch with students to check in on them regularly and ensure they receive the necessary support.

2. Peer Support, Collaboration, and Mutuality.Students are encouraged to respect, support, and celebrate one another. Foster a sense of belonging in “our classroom” by working with students to designate a class name, logo, or mural. Make each student a "helper," but always ask the student's permission before assigning this role. Students are encouraged to participate in social activities and develop supportive relationships with their peers.

3. Develop an "exit" plan. If a student feels excited or overwhelmed in class, offer her a way to make room. Designate a space in the school building or outside, and if she needs time to rest or regulate her emotions, you will know where to find her. You can also provide a box or set of sensory calming tools (plasticine, coloring, puzzles) that students can use

4. Avoid re-trauma. Minimize potential trauma triggers such as loud noise and physical contact. Recognize the student's response to the trigger and respond in a traumatized way that communicates to the student that they are safe and that you are there to support them, and provide options to guide them to a safe or quiet area if applicable. Try to keep your schedule and rules consistent to avoid surprises. Talk to students one-on-one as regularly as possible and let them know they can come to you for support.

5. If your student shares what he went through, be neutral and try not to be biased. Develop an opinion that what he goes through is not so bad and can be especially harmful to him. Remember that what matters is not your perception of the situation, but how the child feels. Most likely, the situation he went through made him feel vulnerable, scared, and out of control. Remind yourself that what really matters is how your child feels. In addition, many children mitigate what they go through because they feel embarrassed and afraid that someone will know the truth.

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Trauma For Kids - Coping With Childhood Trauma, Resilience, Self-Care, Grounding Techniques

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Displaced Person (Refugee) - family forced to flee their country due to war, persecution, violence, or natural disaster

Symptoms:

- Depression
- Anxiety
- PTSD (Post-Traumatic Stress Disorder)

Being easily startled or frightened.

Always being on guard for danger.

Trouble sleeping.

Trouble concentrating.

Irritability, angry outbursts or aggressive behavior.

Overwhelming guilt or shame.

For children 6 years old and younger, signs and symptoms may also include:

Re-enacting the traumatic event or aspects of the traumatic event through play

Frightening dreams that may or may not include aspects of the traumatic event

Response Strategies:

- Make them feel safe and have a welcoming environment:
Educators can help make their classrooms physically, intellectually, and emotionally safer by establishing good norms and community agreements like: being mindful of others boundaries, respecting others privacy, and respecting others traditions, promoting positive behavior, and addressing any incidents of bullying or discrimination.

-Addressing Cultural Differences:
Incorporate multicultural education into the curriculum, recognize important cultural events and holidays, and provide opportunities for students to share their cultural traditions.

- Remain consistent and predictable:
Providing consistency and predictability through your demeanor, fairness (being equitable), class norms and expectations, shared agreements, use of protocols, pacing, accountability, and scheduling can help put students at ease since they tend to be on high alert.

- Develop a trauma-informed team:
It’s important for school leaders, counselors, teachers, and organizations that provide services, to come together, be trauma-informed and support these students and their families. They can provide counseling services, community resources, tutoring, housing assistance, etc.

- Language support:
Offer students with bilingual materials, or an in-person interpreters in class. It may also helpful to provide students with technology such as an ipad that has a lot of translation apps and services for them to use throughout the lessons.

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Trigger: Bullying

Symptoms:

Depression and anxiety

Nightmares and sleep problems

Increased startle responses

Anger and fear

Eating Disorders

Response Strategies:

create a classroom agreement that promotes empathy and respect

teach students how to identify and manage their emotions

incorporate mindfulness exercises into my routine

use restorative circles to facilitate discussions and repair harm after a conflict has occurred

attend workshops or conferences on SEL

Play therapy can be helpful for children, while cognitive behavioral therapy can be effective for adults

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Traumatic Stress Situation: Having lived in a war-zone, PTSD.

Symptoms:
1. Difficulty Concentrating.
2. Withdrawal from social situations.
3. Change in academic performance.
4. Outbursts or irritability.
5. Headaches, stomach aches, nausea.
6. Fear of loud noises or sudden changes in environment.

Support Strategies:

1. Provide a safe learning environment that has consistent routines, and is largely predictable.

2. Provide student with access to medical professionals like a school councelor and psychologist.

3. Give student opportunities to express their feelings through writing, artwork, conversation and practice active listening.

4. Be understanding of their behaviors and patient with them. Give them more leeway than you would otherwise give.

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Traumatic Stress Symptoms:

1. Hypervigilance (Being on Edge after a school shooting)

1. Symptom:
Students may be constantly on high alert, scanning their environment for potential threats.

2. Strategy to Remedy:
Collaborate with support services. Work closely with school counselors, social workers, or other support staff to ensure a comprehensive approach to addressing students' needs.

2. Social Withdrawal (Abuse, Bullying, Death/ Disappearance of main caregiver)

1. Symptom:
Students may isolate themselves from peers and have difficulty forming or maintaining relationships.

2. Strategy to Remedy:
Provide individualized support. Recognize that each student's experience of traumatic stress is unique, and tailor your support accordingly. Offer additional academic and emotional support as needed.

3. Aggressive Outbursts (Abuse, Neglect, Broken Home)

1. Symptom:
Students may have difficulty managing their emotions, leading to frequent mood swings, anger outbursts, or emotional shutdown.

2. Strategy to Remedy:
Teach students effective ways to manage conflicts and express their frustrations - Conflict Resolution Skills. Help the student to identify and express their anger in a safe and healthy way. Teach them anger management techniques such as counting to ten or taking a walk.

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1 Academic Failure

Symptoms: Students experiencing academic failure may exhibit feelings of shame, low self-esteem, anxiety, depression, and a sense of hopelessness.

Response Strategy: Implement academic support programs, such as tutoring or mentoring, provide personalized learning opportunities, encourage a growth mindset, and promote a supportive classroom environment that focuses on effort and progress rather than solely on grades.

2 School Transitions

Symptoms: Students transitioning to a new school may experience anxiety, social isolation, difficulty adapting to new routines, and a decline in academic performance.

Response Strategy: Offer orientation programs to familiarize students with the new environment, assign mentors or buddies to provide peer support, involve parents in the transition process, and provide counseling services to address concerns and facilitate adjustment.

3 Witnessing or Experiencing Violence

Symptoms: Students exposed to violence may display symptoms of post-traumatic stress disorder (PTSD), including intrusive thoughts, emotional numbing, irritability, difficulty concentrating, and nightmares.

Response Strategy: Provide trauma-informed counseling, create a safe reporting system for incidents, collaborate with community organizations to address safety concerns, and establish a culture of respect and non-violence through social-emotional learning programs.

4 Discrimination and Prejudice

Symptoms: Students facing discrimination or prejudice based on their race, ethnicity, gender, or other factors may experience feelings of anger, anxiety, low self-worth, social withdrawal, and decreased motivation.

Response Strategy: Foster a diverse and inclusive school environment, implement anti-bias curriculum and programs, promote empathy and understanding among students, offer counseling support for affected individuals, and address incidents of discrimination promptly and effectively.

5 Family Instability

Symptoms: Students experiencing family instability, such as divorce, parental conflict, or frequent relocations, may display symptoms of anxiety, depression, academic difficulties, behavior problems, and emotional distress.

Response Strategy: Provide counseling services for students and families, establish a support network within the school community, collaborate with external agencies to offer resources and assistance, and communicate openly with parents to ensure a supportive and consistent environment.

6 Natural Disasters

Symptoms: Students may experience fear, anxiety, flashbacks, nightmares, and difficulty concentrating.

Response Strategy: Implement trauma-informed practices in schools, such as creating a safe and supportive environment, providing opportunities for students to express their emotions, and offering counseling and support services.