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Outstanding
The cohort worked together to create a detailed mind map with the whole gamut of experiences that cause traumatic stress. Cohort included links to resources and audiovisual elements in the mind map.

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Outstanding
The candidate listed more than three examples of traumatic stress among students.

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Outstanding
The cohort worked together to create a detailed mind map with the whole gamut of experiences that cause traumatic stress. Cohort included links to resources and audiovisual elements in the mind map.

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A student may experience an accident or be diagnosed with a disease that makes them feel that they are in danger. Examples include being in a car accident or accidents that require surgery which may have happened to the child or a close family member

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Symptoms vary but include feeling anxiety that something wrong will happen.

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Counselling where a student can talk about their feelings can help. When a child is having severe anxiety that leads to lack of sleep, they may be prescribed medication to help with sleep and rest.

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Physical abuse happens when a parent or caregiver commits an act that results in physical injury to the child, such as red marks, cuts, bruises, or broken bones, even if the injury was unintentional.

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Behavioral clues:

Fear, anxiety, clingy

Nightmares, sleeping problems

Social withdrawal

Hyperactivity

Poor concentration

Speech disorders

Eating issues

Depression, passivity

Increased verbal abuse or physically aggressive behavior with others

Self-harm such as cutting

Physical clues:

Poor hygiene

Dressed inappropriate for weather

Failure to thrive, poor weight gain, malnutrition

Lack of care of medical needs; wound care, medication

Defensive injuries on forearms

Facial injuries without good explanation

Traumatic hair loss

Oral/dental injuries

Head injury, mental status change

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Set reasonable goals and provide the support needed for the child to feel confident in their abilities.

Build trust to help the child positively feel a sense of control.

Point out the child's strengths.

Help them learn that they are valued, accepted, and capable by fostering an environment that captures each child's uniqueness.

Facilitate a sense of belonging by providing designated places for possessions, display work in the classroom, and consciously attempt to include these children in classroom activities.

Create a classroom climate that fosters caring, appreciation for differences, consistent rules and boundaries, and recognition for small successes.

Consultation with the school psychologist, social worker, counselor, or nurse may help teachers understand children's unexpected behaviors and emotions.

Maintain a consistent daily schedule by having clear expectations for performance in both behavioral and affected areas.

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Healing Adult Survivors of Child Abuse | Fire-Brown | TEDxGreenville

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Peterson, S. (2018, May 25). Physical Abuse. The National Child Traumatic Stress Network. https://www.nctsn.org/what-is-child-trauma/trauma-types/physical-abuse

Signs & Symptoms. (2018). Child Abuse. https://childabuse.stanford.edu/screening/signs.html

Supporting Victims of Child Abuse. (n.d.). ASCD. https://www.ascd.org/el/articles/supporting-victims-of-child-abuse

Waters, L., & Brunzell, T. (2018). Five Ways to Support Students Affected by Trauma. Greater Good. https://greatergood.berkeley.edu/article/item/five_ways_to_support_students_affected_by_trauma

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Many refugees, particularly children, have endured trauma as a result of conflict or persecution, which can have long-term effects on their mental and physical health. These traumatic experiences may occur while the refugees are still in their home country, during their displacement from their home country, or during the resettlement process in the new nation.

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When refugee children are resettled in the another country, they may feel relieved. However, their challenges do not end with their arrival. Once resettled in a new nation, refugees may experience stressors from four key categories: trauma, acculturation stress, resettlement stress, and isolation stress.

Traumatic Stress occurs when a child is exposed to a traumatic event that threatens or harms his or her mental and physical well-being. Refugees may suffer from acute stress as a result of:

Persecution and war

Removal from their house

Migration and flight

Poverty

Family/community conflict

Resettlement Stress that refugee children and families face as they attempt to establish a new life for themselves. Here are several examples:

Financial pressures

Difficulties in obtaining suitable accommodation

Difficulties in obtaining job Loss of community support

Lack of access to resources

Difficulties with transportation

Acculturation Stress that immigrant children and families face as they attempt to navigate between their new culture and their culture of origin. Here are several examples:

Disagreements between children and parents about new and old cultural perspectives

Cultural misunderstandings cause conflicts with peers.

The need to translate for family members who do not speak English Issues with fitting in at school

Struggle to develop an integrated identity that incorporates characteristics of their new culture as well as their origin culture

Isolation Stress experienced by refugee children and families as minorities in a new nation. Here are several examples:

Loneliness and a loss of social support network

Discrimination

Harassment at the hands of peers, adults, or police enforcement

Observations from people who do not trust the refugee youngster and family

Feelings of alienation from others

Loss of social standing

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When starting school in a new nation, refugee children may confront a variety of problems, including adjusting to a new culture, language, expectations, and norms.

A few of the trauma symptoms could be:

Headaches and stomach discomfort

A lot of crying

Anxiety or fear

Irritability or sadness

Unwanted thoughts regarding the horrific occurrence

Avoiding thinking about or talking about anything that brings back memories of the painful incident

Acting as if the event is taking place right now (when it is something that occurred in the past)

Having difficulty controlling one's behavior or emotions

Pains in the body that do not appear to be due to a physical cause

Hopelessness

Nightmares

Having difficulty paying focus

Having difficulty going asleep or sleeping excessively

Experiencing distress when things occur that remind him or her of the horrific incident

Lack of willingness to interact with others or participate in things that she or he previously enjoyed

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How Ukraine’s child refugees are coping with the trauma of war

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Despite a history of suffering, refugee children and adolescents demonstrate resilience. However, trauma can have an impact on the emotional and behavioral development of a refugee child.

What can schools do to make refugee children and their families feel welcome?

Educate staff and children on cultural differences; invite a refugee parent or community member to speak with staff about the culture and experiences of refugee groups entering the school system.

In the school setting, provide interpreters and/or cultural brokers.

Invite refugee parents or caregivers to school-related festivities; invite cultural brokers to assist families in feeling more at ease and communicating more effectively.

Documents should be translated wherever possible, but keeping in mind that some refugee caregivers may not be able to read or speak languages that are not commonly written.

Contact refugee resettlement organizations to provide information and resources.

What can school officials and/or instructors do to help refugee students?

Ensure that academic demands are in line with academic competence.

Recognize that pupils may struggle with some tasks. Give students your support and let them know that their difficulties are normal.

Let the youngster know what to expect—predictability is very beneficial for traumatized children.

Learn about the approaches and services that some schools have used to better help their refugee and traumatized students.

Be mindful when bringing up facts in class that could trigger a child's trauma, such as mentioning a child's country of origin in a geography class or conflict in a history class.

Consult with the school's mental health expert about any troubling conduct; detail any trends you have observed in the youth.

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Professor helps healthcare workers and refugees of Ukraine war with mental health

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Peterson, S. (2018, September 4). Refugee trauma. The National Child Traumatic Stress Network. Retrieved June 12, 2022, from https://www.nctsn.org/what-is-child-trauma/trauma-types/refugee-trauma

Understanding refugee trauma: For school personnel. (n.d.). Retrieved June 12, 2022, from https://www.nctsn.org/sites/default/files/resources/fact-sheet/understanding_refugee_trauma_for_school_personnel.pdf

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The National Child Traumatic Stress Network

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Many refugees, especially children, have experienced trauma related to war or persecution that may affect their mental and physical health long after the events have occurred.

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While many children adjust well after a death, other children have ongoing difficulties that interfere with everyday life and make it difficult to recall positive memories of their loved ones. A child may have a traumatic reaction after a death that was sudden and unexpected (e.g., through violence or an accident) or a death that was anticipated (e.g., due to illness). If the child’s responses are severe or prolonged and interfere with his or her functioning, the child maybe experiencing Childhood Traumatic Grief.

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Difficulties specific to childhood traumatic grief that may occur across developmental stages include the following:

Intrusive memories about the death. These can appear through nightmares, guilt, or self-blame about how the person died, or recurrent or intrusive thoughts about the horrifying manner of death.

Avoidance and numbing. These can be expressed by withdrawal, the child acting as if not upset, or the child avoiding reminders of the person, the way she or he died, or the event that led to the death.

Physical or emotional symptoms of increased arousal. These can include irritability, anger, trouble sleeping, decreased concentration, drop in grades, stomachaches, headaches, increased vigilance, and fears about safety for oneself or others.

In childhood traumatic grief, the interaction between trauma and grief symptoms is such that any thoughts or reminders, even happy ones, about the person who died can lead to frightening thoughts, images, or memories of how the person died.

Three types of reminders may trigger distress in children experiencing childhood traumatic grief:

Trauma reminders: places, situations, people, sights, smells, or sounds reminiscent of the death. These may include the street corner where a fatal accident occurred, the bedroom where a parent died, or the sound of an airplane reminding a child of a mother who died in a crash.

Loss reminders: people, places, objects, situations, thoughts, or memories that are reminders of the person who died—for example, photo albums or a new coach who has replaced a parent who previously headed a child’s sports team.

Change reminders: situations, people, places, or things reminding the child of changes in his or her life resulting from the death—for example, moving to a new house or having to walk home with a babysitter rather than with an older sibling who died.

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The National Child Traumatic Stress Network

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TGCT-A is a manualized group or individual treatment program for trauma-exposed or traumatically bereaved older children and adolescents that may be implemented in school, community mental health, clinic, or other service settings. It is a modularized, assessment-driven, flexibly tailored treatment manual and accompanying youth workbook that includes detailed instructions for conducting individual or group sessions. Specific treatment modules (and specific sessions within modules) are selected, prioritized, sequenced, and emphasized based on clients' specific needs, strengths, circumstances, and informed wishes. The intervention contains a variety of components organized into four modules.

12-20; both males and females; for trauma-exposed or traumatically bereaved older children and adolescents

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Trauma and Grief Component Therapy for Adolescents

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TGCT-A is a manualized group or individual treatment program for trauma-exposed or traumatically bereaved older children and adolescents that may be implemented in school, community mental health, clinic, or other service settings. It is a modularized, assessment-driven, flexibly tailored treatment manual and accompanying youth workbook that includes detailed instructions for conducting individual or group sessions.

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Treating Childhood Traumatic Grief - Part 1

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The National Child Traumatic Stress Network

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The National Child Traumatic Stress Network

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CFTSI is a brief (5‐8 session), evidence‐based early intervention for children 7 to 18 years old that reduces traumatic stress reactions and the onset of PTSD. CFTSI is implemented within 30-45 days following a traumatic event or the disclosure of physical or sexual abuse.

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While some parents are able to have an amicable separation, most divorces tend to have ill feelings which are observed through the eyes and ears of the child(ren) involved. In my observations as a teacher, some of these parents are even ordered a mediator as they are unable to communicate in a manner that is sound as big emotions come into play in which the child's mental wellbeing is almost an afterthought. Seeing and hearing the people the child loves most say (and sometimes do) horrible things to one another can cause a traumatic stress response.

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In her TEDx Talks (2012), Afifi argues that some short-term trauma symptoms of divorce include, "lower self-esteem, anxiety, depression, less quality contact with their parents, their standard of living decreases"(3:34). She then goes on to mention the longer term effects such as psychological difficulties, less satisfied relationships with their parents later in life, more difficulty in their romantic relationships, and they are more likely to end up getting divorced.
Similarly, Morin (2021) argues that children whose parents are going through a divorce often have short term feelings of distress, anger, anxiety, and disbelief. Some other symptoms may include younger children thinking that if their parents fell out of love with one another, they might fall out of love with them and/or worry that they did something that caused the divorce. Older children may be angry with their parents, blame one over the other, or even resent one or both parents for all the changes they have created. Furthermore, children may feel stress from possibly having to change schools, move to a new home, deal with parents going through stress, and/or learn to live with a step-parent and possibly new siblings. Morin goes on to list symptoms such as mental health problems, behavioral problems such as acting out, poor academic performance, and risk taking behaviors such as substance abuse.

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The impact of divorce on children: Tamara D. Afifi at TEDxUCSB

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Creating an environment in which your students feel safe should be at the top of every educators list in my eyes. According to Hollman (2017), in order to help students who are going through traumatic stress from their parents divorce, educators should:
-Meet with the parents alongside the school counselor/psychologist to stay informed on any changes happening within the household. The child should also be made aware that they can meet with the psychologist when needed.
-Be informed on the custody agreement.
-Inform the child that they are aware that they are going through a difficult time and they are there to support them.
-With parent permission, place the child in a divorce support group so they are aware that they aren't alone.
-Make the child feel safe and secure.
Similarly, Cleaver (2018) argues that schools and educators should:
-Teach students to write about their feelings.
-Host a banana split club (similar to a divorce support group).
-Stuff two "Parent Pockets" (handbooks, work, permission slips. etc. to go home to both parents).
-Communicate with parents separately.
-Extend deadlines for students who need it.
-Have clear conference and event policies (such as the school psychologist must be present).
-Safety first: know who has what rights (being informed on custody agreements).
-Let parents know that your team has their back.

The teacher needs to make sure that the child knows that they have their best interest. A child who feels safe and secure is more likely to succeed than one whose needs go unmet.

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Cleaver, S. (2020, January 16). One Kid, Two Families: 8 Ways Schools Can Support Families Going Through a Divorce. We Are Teachers. Retrieved June 14, 2022, from https://www.weareteachers.com/support-divorced-families/

Hollman, L., PhD. (2017, February 13). 7 Tips on How Teachers Can Help Kids with Divorcing Parents. HuffPost. Retrieved June 14, 2022, from https://www.huffpost.com/entry/7-tips-on-how-teachers-can-help-kids-with-divorcing_b_58a20c74e4b0e172783a9f33

Morin, A. (2021, February 22). The Psychological Effects of Divorce on Children. Verywell Family. Retrieved June 14, 2022, from https://www.verywellfamily.com/psychological-effects-of-divorce-on-kids-4140170

TEDx Talks. (2012, May 20). The impact of divorce on children: Tamara D. Afifi at TEDxUCSB. YouTube. Retrieved June 14, 2022, from https://www.youtube.com/watch?v=cKcNyfXbQzQ

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Teachers should take notice when they see some of the following sudden changes in behavior in their students that may be symptoms of traumatic sexual abuse:

- Sudden drop in school performance
- Withdrawal from friends and family

- Unusually compliant or "perfect" behavior

- Reverting back to childish behaviors (such as wetting the bed)

- Depression

- Unexplained crying
- Loss of interest in extracurricular activities
- Eating disorder
-Substance abuse
- Self-harm
- Suicidal ideation
- Mood swings and/or personality changes
- Difficulty regulating emotions
- Increased/heightened startle response
- Increased aggression or defiance
- Reluctance or fear to undress or bathe
- Fear of being alone with certain people
- Fear of certain places and/or objects
- Discomfort with physical signs of affection, such as hugging
- Talking about sexual behavior that is inappropriate for their age
- Engaging in sexual behavior that is inappropriate for their age

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- There are an alarming number of cases of sexual misconduct that unfortunately occur in schools by teachers.  Much like the airport slogan goes "If you see something, say something," rings true for teachers as well.  If a teacher senses or hears something is wrong in a student/teacher relationship, it may be helpful to pull a student aside and ask them if everything is okay, or talk to the teacher privately as well.

- Trust students when they reports sexual abuse to adults.  It is imperative that teachers believe students when they report misconduct and take every incident seriously.  Criminal sexual misconduct should be reported immediately to the police department, and parents should be notified.

- The school psychologist/counselor may be properly trained to provide support to students who have experienced sexual abuse, or outside professionals may be arranged for the students.

- Understand the trauma inflicted by sexual abuse to children often lasts long-term, and long-term support should be provided or encouraged by teachers and counselors.

References:

https://defendinnocence.org/signs-of-sexual-abuse-and-how-to-respond-to-it/

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Signs of Sexual Abuse and How to Respond to It | Defend Innocence

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Whether you recognized signs of sexual abuse or your child disclosed to you, it can be difficult to know what to do next. We want to help you.

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Some children have experienced the death of family members due to family or accident. If the child is too young to face these accidents well, it may leave them with deep psychological trauma.

The term “unexpected death” includes the loss of a loved one by suicide, accidents, or an unknown illness. When the illness is known but the loved one passes before their expected time, this is also deemed as a sudden or unexpected death. For homicides and some accidents, a trial could greatly prolong the grieving process. Suicides, on the other hand, may leave the griever with anger, guilt, and a sense of unreality.

Traumatic deaths — deaths that are sudden but also violent and sometimes preventable — may cause family and friends to fear for their lives or their family’s lives.

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The death was human-caused or unnatural.
Homicide and other unnatural causes of death are more uncommon compared to natural causes of death. Feelings of helplessness may overwhelm you as you realize you cannot control the world around you. Having nightmares or flashbacks of the incident is normal. Additionally, If child's loved one was murdered, he/she may feel unsafe in public spaces and around people.
Rowning,
Falling,
Fire
Covid-19
Undiagnosed advanced terminal illness, such as advanced cancer.
sudden natural causes, such as heart attack,
brain haemorrhage, or cot death.

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Physical symptoms like heart palpitations, sweating, or hyperventilating. Flashbacks of the trauma or dwelling on what the person might have gone through in their final moments. Persistent avoidance of things or events that remind us of the person or place where the tragedy occurred.

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students may not be able to dealing with a sudden loss by themselves, it’s important that the bereaved accepts their feelings and shares them with others. Speaking with a professional is also a great step and may allow the griever to come to terms with their feelings and find possible routes to take through the grieving process.

During times of grief, teachers should take care of the students' mentally and physically is necessary. Simple things like showering, brushing teeth, and going to school/work can make a huge difference in the grieving process.

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According to The National Child Traumatic Stress Network, "bullying, also known as peer victimization, is a deliberate and unsolicited action that occurs with the intent of inflicting social, emotional, physical, and/or psychological harm to someone who often is perceived as being less powerful" (2020). As the digital age has risen, so has the public attention on bullying. What some don't know is that this action can result in a range of traumatic symptoms and lifelong insecurities. Children and young adults are especially susceptible to the effects of bullying as they are in their formative years of developing a sense of self and understanding the social/emotional world around them.

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The causes for bullying vary greatly and are never completely the same in any circumstance as the act itself is highly interpersonal and often reactionary. No two cases of bullying are ever exactly the same, and can differ in frequency, pervasiveness, and severity. However, according to the NCTSN, it is agreed that "bullying typically happens repeatedly and is  form of aggression and harassment that prevents someone from enjoying a safe, stress-free living, learning, or working environment" (2020). Additionally, there are many forms bullying can take, including but not limited to:

physical

verbal

social

digital

There are many theories behind why people engage in bullying others, though there isn't and probably will never be a definitive answer as to why. But, some scholars have looked into reasons such as:

need to belong

social status

family dynamics

victim provocation

physical appearance

Of course these reasons do not accurately represent the full spectrum of reasons for bullying since it is taken on a case by case basis. However, these five examples are some of the more commonly reported reasons as evidenced in literature aimed at understanding the motivation of bullies.

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Bullying is a negative experience for all involved, and can have lasting effects on the parties involved. According to the NCTSN, "being bullied can severely affect a child's or teen's self-image, social interactions, or school performance, and can lead to mental health problems" (2020). Some symptoms recorded in people who have been victims of bullying include, but are not limited to (Wilton, 2011):

depression

anxiety

substance use/abuse

suicidal thoughts/behaviors

stress

anger/frustration

loneliness and isolation

poor self-esteem

physical health complications

poor relational skills

school avoidance

poor performance

self-injury

eating disorders

The symptoms listed above are not always present in every victim of bullying, but have been recorded in many victims. Sometimes victims will display only a single symptom, while others display multiple.

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Household Dysfunction: Parent with Mental Illness

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Household Dysfunction: Parent with Mental Illness

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In today's societal climate, it can be difficult enough being a child, let alone a child dealing with a parent going through unassisted mental illness. If a parent isn't mentally sound, they most likely aren't able to fully meet their child's needs. It can be a tricky balance.

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According to Mehta (2017), some trauma symptoms that can accompany a child whose parent is going through mental illness can include:
Wondering who cares about them
-Loneliness
-Vulnerability
-Helplessness
-Feeling of being unwanted, abandoned, or lost
Trauma and betrayal
-Hypervigilance and extreme anxiety
-Difficulty developing healthy self-esteem and a sense of self-worth
Transferring the pain
-Heightened guilt and sadness, accompanied by self-blame
-Confusion, shame, and the need for secrecy
Staying out of the way, and staying safe
-Taking on the caregiving role
-People pleasing
-Adaptive behaviors-wanting to fit in

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When helping a child whose parents may not be able to help them, there are many things a school can do. Barker (2022) argues that educators can:
-Practice self-compassion through self affirmations, positive feedback from the teacher, and or reflective brain breaks in which the child practices being kind to oneself.
-Letting children be children through play. Giving ample time for kids to be around peers can partake in carefree play can help them take a break from taking on a parental role.
-Create structure through norms, expectations, and transitions.
-Speak openly with the child letting them know you can the school psychologist are there for them.
-Involve other trusted adults. The school counselor or psychologist can assist both the child and educator during this difficult time.

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Barker, J. (2022, January 10). When a parent has mental illness, how to support kids - Boston Children's Answers. Boston Children’s Answers. Retrieved June 17, 2022, from https://answers.childrenshospital.org/parent-mental-illness/

Venita, M. PhD. (2017, September 5). Growing Up With a Mentally Ill Parent: 6 Core Experiences. Psychology Today. Retrieved June 17, 2022 from  https://www.psychologytoday.com/us/blog/head-games/201709/growing-mentally-ill-parent-6-core-experiences

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NCTSN. (2020, July 14). Bullying. The National Child Traumatic Stress Network. Retrieved June 18, 2022, from https://www.nctsn.org/what-is-child-trauma/trauma-types/bullying

Wilton, C., & Campbell, M. (2011). An exploration of the reasons why adolescents engage in traditional and cyber bullying. Journal of Educational Sciences and Psychology, 1(2), 101-109.