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Traumatic Event: Chronic Illness of a Parent - Kristen Hollister

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Traumatic Event: Chronic Illness of a Parent - Kristen Hollister

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Definition: Chronic diseases are conditions that last 1 year or more and require ongoing medical attention or limit daily living or both. Some examples are heart disease, cancer, and diabetes.

In a 2019 study on chronic illness's influencing a child's early development, researchers from the University of Western Australia, found that children of chronically ill mothers had a higher risk of physical, social, and communication difficulties. And in some children a higher risk of language and cognitive difficulties. They found that the risk level of these increased with each additional year of exposure to maternal chronic illness.

How does a parent’s chronic illness impact their child?

When a student is experiencing trauma, a teacher may see signs of it in the classroom but they will likely never have a clear yes or no. Here are some signs teachers can look out for.
Signs in the Classroom:

Extreme Shyness and difficulty engaging with others

Disproportionate reaction to unexpected changes

Trouble managing emotions(extreme anger, crying)

Clinginess

Difficulty transitioning from one activity to the next

Forgetfulness

Frequent complaints of feeling sick

Difficulty focusing

Missed deadlines

Poor academic performance

Perfectionist tendencies

Physical or verbal aggression

Recognizing the Signs of Trauma

There are small ways that teachers can make classrooms more friendly and supportive to students managing impacts of trauma.
Responses and how teachers can help:

Provide structure and consistency.

Ease transitions.

Develop Strengths and interests.

Give students their power back by allowing to feel like they have control.

Provide choice.

Consistently make them feel seen and heard.

Empowering language

"I hear you. I see you. I believe you"

"You are important. Your voice is important"

"I can't change your experiences, but I am here to listen to you and help you in whatever ways I can. What would be helpful from me at this moment?"

Reach out to your school's counselor.

Be there.

8 Ways to Support Students Who Experience Trauma

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Chronic diseases are defined broadly as conditions that last 1 year or more and require ongoing medical attention or limit activities of daily living or both. Chronic diseases such as heart disease, cancer, and diabetes are the leading causes of death and disability in the United States. They are also leading drivers of the nation's $4.1 trillion in annual health care costs.

Many chronic diseases are caused by a short list of risk behaviors:

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national center for chronic disease prevention and health promotion

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Chronic diseases are defined broadly as conditions that last 1 year or more and require ongoing medical attention or limit activities of daily living or both. Chronic diseases such as heart disease, cancer, and diabetes are the leading causes of death and disability in the United States.

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What is cyber bullying?

A primer on cyberbullying: what is it, who does it affect, and what is its impact on children and adolescents

UNICEF/China/2019

Whereas in previous generations, children being bullied could escape such abuse or harassment by going home or being alone, no such safe haven exists for children in a digital world.
The State of the World’s Children 2017: Children in A Digital World

What is cyberbullying?

Bullying can be defined as intentional and aggressive behaviour occurring repeatedly against a victim where there is a real or perceived power imbalance, and where the victim feels vulnerable and powerless to defend himself or herself. When bullying occurs in the online world – through computers, cell phones or other electronic devices -  it’s referred to it as bullying online, or cyberbullying.

Cyberbullying involves sending electronic messages (sometimes anonymously), including text, pictures or videos, aimed at harassing, threatening, excluding or spreading rumors about another person via digital platforms such as online social networks, chat rooms, blogs, instant messaging applications and text messaging.

Who are involved when cyberbullying takes place?

Children can be involved in online bullying in different roles:

Victims of bullying or children who are bullied are likely to experience interpersonal difficulties, to be depressed, lonely or anxious, to have low self-esteem and to suffer academically.

Perpetrators of bullying or children who bully, whether in person or online, often act out of frustration, humiliation and anger, or to achieve social status, and their actions can inflict physical, psychological and social harm.

Bystanders or witnesses of someone else being a victim of bullying have the capacity to impact the situation, either positively, by helping put a stop to the incident or negatively, by encouraging the bully either directly or indirectly, thus making the situation worse.

How is online bullying related to violence in schools?

Violence in schools comes in many forms, including the common occurrence of bullying. Young people are living more and more of their lives online, and that includes their academic lives. The classroom no longer ends once a student leaves class. And, unfortunately, neither does schoolyard bullying. The front door was once a barrier to schoolyard bullies; now, social media allows them to follow their victims into their homes. Improving young people’s education experience means accounting for the environment they encounter online as well as offline.

What impact does online bullying have on children and young people?

Cyberbullying causes profound harm as it can quickly reach a wide audience and leaves a permanent footprint online for all involved. Unlike in-person bullying, cyberbullying can reach a victim anywhere, at any moment, often leaving the child being bullied in a perpetual state of anxiety.

Victims of cyberbullying are more likely to skip school than other students. They also are more likely to receive poor grades and experience low self-esteem and health problems. In extreme situations, cyberbullying has led to suicide.

Why is cyberbullying potentially more harmful than offline bullying?

The potential for bullies to hide behind a nameless profile or pose as someone other than themselves and—in a single click—instantly disseminate violent, hurtful or humiliating words or images is unprecedented. Moreover, once such content is posted, deleting it is difficult, which increases the risk of victims being victimized again and makes it hard for them to recover.

Who is ultimately responsible for protecting children online?

Protecting children online is a shared responsibility. Collaboration and cooperation between caregivers, parents, teachers, schools, governments, law enforcement, civil society and the private sector is essential.

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Whereas in previous generations, children being bullied could escape such abuse or harassment by going home or being alone, no such safe haven exists for children in a digital world.
The State of the World's Children 2017: Children in A Digital World

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Whereas in previous generations, children being bullied could escape such abuse or harassment by going home or being alone, no such safe haven exists for children in a digital world. The State of the World's Children 2017: Children in A Digital World

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Calvin Parks.  Community Violence Trauma

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Calvin Parks.  Community Violence Trauma

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

Community Violence is Violence witnessed by an individual in a public area near their home by someone they know, they barely know, or don't know at all. Different types of Community Violence is

bullying

fights among gangs and other groups

shootings in public areas such as schools and communities

civil wars in foreign countries or “war-like” conditions in US cities

spontaneous or terrorist attacks

Unfortunately you can not plan for Community Violence it can happen at any time. Sometimes you may can see it getting ready to happen but most times it is spontaneous. This makes the fear in the Community rise. Children and their families must survive in these communities in fear. These acts of violence are normally intended for a specific individual but can be spreaded to more than one person or unfortunately an innocent person. Intentional Community Violence acts include:

Homicides

Sexual Assaults

Robberies

Attacks with weapons

It would be tough for a student to focus or what to do anything else if one of these acts were to happen to him/her, but to have the thought of a possibility that either or these can happen to oneself or a family member can make someone not want to leave the house let alone go to school. Students become survivors at young ages. Your thought process about your future is thrown off due to the fear of not having a future. Lost faith in society because of the lack of control in their community. These are what some youths in different communities describe Community Violence impacts

I don’t know who to trust anymore.

I’m on edge all the time, like something’s going to happen to me, and I can’t be caught off guard.

I’ll do anything to stay safe. That’s why I carry a gun or knife, like my friends do.

I don’t expect to graduate from school. I’ll probably die young anyway.

I worry most about my little brother and sister getting shot.

My friends say I’m different since the shooting.

Sometimes thoughts pop up in my head, and I’m right back to the night my world changed.

I’m more tempted to get drunk or high to numb it all.

I feel angry even when nobody is messing with me.

I get jumpy or nervous at the smallest things or little sounds.

I just can’t stop thinking about all the violence, how it’s never going to end.

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The National Child Traumatic Stress Network

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Community violence is exposure to intentional acts of interpersonal violence committed in public areas by individuals who are not intimately related to the victim.

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Traumatic Stress - Emotional Abuse - Lange Wei

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Traumatic Stress - Emotional Abuse - Lange Wei

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Emotional abuse, which is sometimes called psychological abuse, is a pattern of behavior that damages a child's sense of self worth and negatively impacts their emotional development.  In addition to withholding love and support, the person emotionally abusing the child also may reject, criticize, threaten, demean, and berate the child. They also may humiliate the child, engage in name-calling, and insult them.

Signs that a child might be experiencing emotional abuse can include:

Avoiding or running away from home

Low self-image, self-esteem and confidence

Delays in development or decline in school work

Often anxious, distressed or afraid of doing something wrong

Demanding, disruptive or secretive behavior

Extremes of behavior – very aggressive to very passive

Trying too hard to please or failure to connect with parents

Being withdrawn or having difficulty relating to others

Feels worthless, unloved or unwanted

Increased fear, guilt and self-blame

Lying, stealing or lack of trust in adults

Self-harming or suicidal thoughts

Drug and alcohol use

Impact of Emotional Abuse

The consequences of child abuse in any form can be severe and can persist into adulthood. A child often believes that they are responsible for the abuse and that it means they are unloved, unlovable, and unwanted. Here are four of the major long-term effects of emotional abuse and deprivation.

1. Attachment Issues

Emotional abuse can interfere with a child’s ability to form and maintain healthy attachments. Attachment issues in early childhood have been linked to insecure attachments in adulthood. Children also might be at an increased risk for poor peer relations, trouble with intimacy, difficulty with conflict resolution, and relational aggression.

2. Behavioral and Social Problems

Emotional abuse in childhood also has been linked to delinquency and sexually aggressive behavior in young adults.

3. Repeating the Cycle of Abuse

Without appropriate intervention, people who were abused as children are more likely to abuse their kids than people who did not experience abuse

4. Suicide and Mental Illness

Teens who experienced emotional abuse as children are more likely to be diagnosed with at least one mental illness, such as depression or anxiety, which can persist into adulthood. People with a history of emotional abuse are also at an increased risk of attempting suicide.

Treating Child Emotional Abuse：

Parents who act out emotional abuse may have experienced abuse as children. It’s a vicious cycle that needs a lot of strength to break. Child emotional abuse treatment is important for both children and parents in abuse situations, so everyone can heal and move forward in a healthy way.

Treatment can begin after the child's safety is secured. Treatment isn't a short-term solution and needs a long-term commitment from everyone involved. ‌

In some cases, medical care is necessary. Most of the time, children receive therapy from a trained professional who specializes in child psychology. A professional helps by:

Helping a victim of abuse learn how to trust again

Showing a child what healthy behavior and relationships look like

Teaching a child how to manage conflict ‌

Boosting self-esteem and establishing a sense of self-worth

Resource：
https://www.mayoclinic.org/diseases-conditions/child-abuse/diagnosis-treatment/drc-20370867

https://intermountainhealthcare.org/services/pediatrics/services/child-protection-and-family-health/child-abuse-and-neglect-treatment/

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Explore our guide on identifying emotional abuse, its impact, and steps for reporting. Get the support you need to protect children from harm.

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Since the 1980s, the U.S. alone has resettled approximately 3 million refugees. Of course, not all refugees suffer from trauma, although some do. This kind of trauma is not only troublesome, but very hard to understand. Refugees who have been displaced often present with a variety of negative behaviors for instance:

Fear or anxiety

Sadness or irritability

Thoughts about the traumatic event that won't go away

Avoiding thinking or talking about anything that reminds him or her of the traumatic event

Acting as if the event is happening right now

Trouble managing behavior or emotion

Nightmares

Trouble paying attention

Trouble falling asleep, or sleeping too much

Getting upset when things happen that remind him or her of the traumatic event

Lack of desire to play with others

The good news is there are many ways to help refugees struggling from post traumatic stress.

Research the students' cultural norms and values.

Encourage students to embrace their culture and values .

Present their cultures and values as a strength.

If needed provide an interpreter students or family members.

Utilize social and emotional learning.

Empathize with the students.

Let the child know what to expect

Remain consistent and predictable.

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One in five high school students in the USA will seriously consider suicide in a 12-month period, and 7% will attempt it. Unfortunately, suicide is now the second leasing cause of death for teenagers (age 10 to 19), in particularly if they are from a special demographic group such as gay, lesbian and bisexual or Native Americans. The cause of suicidal thought can come from a multitude of reason, such as:

mental illness or psychiatric diagnosis

family history of suicide and/or exposure to suicide

family history of mental illness

physical or sexual abuse

losses

aggressive behaviour or impulsivity

lack of social support or social isolation

poor coping skills

access to ways of harming oneself, like guns, knives, etc.

difficulties in dealing with sexual orientation

physical illness

family disruptions (divorce or problems with the law)

traumatic event.

Warning signs include:

preoccupation with death (e.g., recurring themes of death or self-destruction in artwork or written assignments

intense sadness and/or hopelessness

not caring about activities that used to matter

social withdrawal from family, friends, sports, or social activities

substance abuse

sleep disturbance (either not sleeping or staying awake all night)

giving away possessions

risky behaviour

lack of energy

inability to think clearly or problems with concentration

declining school performance or increased absences from school

increased irritability

changes in appetite.

To reduce suicide rates among teens, the best strategies are  prevention of the crisis. Two school in particular have implemented social and emotional learning programs to create a school environment where students feel supported and cared.

The Freedom High School in Virginia (https://www.youtube.com/watch?v=pLdGC6uxf6A) has created a series of strategies to make students feel connected with each other and with the staff and bring depression, anxiety and suicidal ideation as part of the day-to-day conversation:

Students are put into small advisory groups (14 students) led by seniors or other teachers.

The school has a four-hour training for students to  become peer leaders, suicide prevention ambassadors.

The school has workshops where students share stories of strengths to build coping skills using resources such as family support, positive friendships, mentors and healthy activities.

The Fall-Hamilton elementary school in Nashville, TN, (https://www.edutopia.org/video/making-students-feel-safe) has implemented a full social and emotional learning program since 2015 with the purpose of making students feel safe. Part of their strategies include

Check-in and check-out systems where students are paired with a teacher. They meet every day, at the beginning of the day, they shared three goals for the day, and, at the end of the day, they do a check-out where the student ranks him/herself 0, 1, 2 for each goal. This simple strategy makes students feel that there is someone in the school that cares. At the same time, having that daily follow up, helps the school identify students who may be at risk of harming themselves, and help the student connect to the mental health service they need.

Tap-in and tap-out system is for teachers to support each other. The school understands the importance of self-care at the teacher level since, as a teacher,  you cannot fully support the students if you do not feel well yourself. For that reason, the school has adopted a "we got your back approach" and each teacher has a peer that they can easily text to cover each other's class if needed.

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Nearly 1 in 5 teens seriously considers suicide. Can schools offer relief?

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Refugees can face experiences of trauma from war and persecution in their home countries, the period of displacement, as well as the process of resettling in their new country.  These traumas can manifest in many different ways and affect children of different ages differently.

Signs:

As stated above above the signs from this trauma can manifest in different age groups in different ways.  However, there are some non age specific signs that affect the students ability to learn such as:

Anxiety, sadness, irritability, hopelessness
Trouble paying attention, trouble managing behavior/emotions, lack of desire to play with other or do activities,
Trouble sleeping, sleeping too much, nightmares

Some more age specific ones include:
Bedwetting for preschoolers, fear of separation from parents at the elementary level, and problems in conduct and with relationships with parents, peers, and educators at the high school level.

Response Strategies:

The main response for those with traumas from their experiences as refugees is known as the 'TSTR - Trauma Systems Therapy for Refugees'.  This splits the strategies into essentially three tiers (there are four, but for tiers three and four similar strategies are implemented)

Tier 1 deals with some basic community outreach, providing information and materials for new refugee groups so they can access information and better recognize signs of trauma, as well as focusing on building trust between communities.

Tier 2 is used to deal with reducing the stigma associated with these community outreach groups and to help the community outreach identify children who may need additional mental health care.

Tiers 3/4 are for youth which display a significant need for mental health intervention. These children receive community based, linguistically and culturally sensitive care.

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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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Traumatic Stress: Bullying by Chad Bayowski

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Traumatic Stress: Bullying by Chad Bayowski

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Bullying is both a source of traumatic stress for the victim and a possible symptom of/response to trauma by the one engaging in bullying. Bullying can be active or passive and range in form from a single bully intimidating and harming others to a much larger group singling out an individual to mistreat or neglect.

Signs and symptoms of bullying victims

Unexplainable injuries

Lost or destroyed clothing, books, electronics, or jewelry

Frequent headaches or stomach aches, feeling sick or faking illness

Declining grades, loss of interest in schoolwork

Sudden loss of friends or avoidance of social situations

Feelings of helplessness or decreased self esteem

Self-destructive behaviors such as running away from home, harming themselves, or talking about suicide

Signs someone is bullying others

Get into physical or verbal fights

Have friends who bully others

Get sent to the principal’s office or to detention frequently

Have unexplained extra money or new belongings

Blame others for their problems

Don’t accept responsibility for their actions

(source: https://www.stopbullying.gov/bullying/warning-signs)

Response strategies “DOs and DON’Ts”
DOs

Stop the bullying immediately. Stand between the bullied student and the bully(ies), blocking eye contact. Don't send any bystanders away. To avoid escalating the tension, wait until later to sort out the facts. Talk to the parties involved separately once they are calm.

Refer to school rules regarding bullying. Speak in a matter-of-fact tone of voice to describe what you heard or saw. Let all students know bullying is always unacceptable.

Support the bullied child. Do this in a way that allows him or her dignity and to feel safe from retaliation. Make a point to see the child later in private if he or she is upset. Increase supervision to assure bullying is not repeated.

Offer guidance to bystanders. Let them know how they might appropriately intervene or get help next time. Tell them you noticed their inaction or that you're pleased with the way they tried to help.

Impose immediate consequences. Wait until all parties have calmed down. Do not require that students apologize or make amends that may be insincere. The consequences should be logical and connected to the offense. A first step could be taking away social privileges i.e. recess or lunch in the cafeteria.

Notify colleagues and parents.

Let the bully know he or she is being watched.

Follow up and intervene as necessary.

Support the bullied child and the bully, enabling them to vent feelings and recognize their own behavior. The bully may need to learn new methods of using his or her power and influence in the classroom.

DON'Ts

Don't confuse bullying with conflict. Bullying is a form of victimization, and addressing it as a "conflict" downplays the negative behavior and the seriousness of the effects. Educators should strive to send the message that "no one deserves to be bullied," and to let the bully know the behavior is wholly inappropriate.

Don't use peer mediation. It can be very upsetting for a child who has been bullied to face his or her tormentor in mediation. Giving both parties an equal voice can empower the bully and make the bullied student feel worse. In addition, there is no evidence that peer mediation is effective in stopping bullying.

Don't use group treatment for bullies. Some schools use therapeutic strategies such as anger management, skill-building, empathy-building and self-esteem building to reach the bully. In practice, group members can actually reinforce each others' bullying and antisocial behavior.

(source: https://www.learningforjustice.org/professional-development/bullying-guidelines-for-teachers)

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Medical trauma may follow life-threatening illness, injury, or painful medical procedures.  A child's response to the experience is often subjective, and the intensity of their reaction may:

Impair day-to-day functioning

Affect adherence to medical treatment

Impede optimal recovery

Symptoms & Responses

Re-experiencing is a type of traumatic stress reaction, where the child keeps thinking about the trauma, even if they do not want to. Nightmares and "flashbacks" may make the child feel like they are reliving the trauma all over again. Feeling upset or show physical symptoms when a thought, sight, sound or smell reminds them of the event. It may be helpful to make a plan to cope with their feelings and physical responses that result from re-experiences. Focus on the things the child can still do, and work to outline the steps they can take to both calm themselves and progress towards a goal. Examples might include, taking deep breathes or a break when needed, and incremental re-exposure.

When trying not to think or talk about a traumatic event, children may start to exhibit sign of avoidance. They may want to avoid people, places or activities that remind them of the event. Increased caution and safety is typical, but extreme avoidance or fears can interfere with daily life prevent a child from participating in activities they enjoy. Some strategies for dealing with avoidance are, going back to normal/everyday routines, set normal rules and limits for behavior, allow the child to talk about or express their feelings and worries, and encourage them to spend time with friends.

Another symptom is hyper-arousal, were the "fight or flight" response does not turn off, even when the child is safe. The mental and physical feelings like high alertness or feeling something bad may happen again, jumping from loud noises, and increased heart rate can be scary. In this situation, parents will most likely be the best resources to help soothe and comfort the child. The parents know the child's needs and coping strengths. It would also be appropriate to suggest positive activities and contact with friends and loved ones.

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The National Child Traumatic Stress Network

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Children's responses to medical trauma are often more related to their subjective experience of the medical event rather than its objective severity. Reactions vary in intensity and can be adaptive or may become disruptive to functioning. The majority of pediatric patients and their families are resilient and do well.

Many ill or injured children and their families (up to 80%) experience some traumatic stress reactions following a life-threatening illness, injury, or painful medical procedure. Between 20 - 30 % of parents and 15 - 25% of children and siblings experience persistent traumatic stress reactions that impair daily functioning and affect treatment adherence and recovery. When they persist, traumatic stress reactions can:

Impair day-to-day functioning

Affect adherence to medical treatment

Impede optimal recovery

There are three main types of traumatic stress reactions:

Re-experiencing. Re-experiencing means that the child keeps thinking a lot about the trauma, even when he does not want to. Some re-experiencing is normal and natural. Thinking a lot about what happened, especially at first, is part of how we help ourselves recover from a scary experience.Too much re-experiencing can be very distressing. A child might have nightmares or "flashbacks" that make her feel like she is going through the trauma all over again. She may feel really upset or even have physical symptoms when something - a sight, a sound, a smell - reminds her of what happened.

Avoidance. Avoidance symptoms can start by trying not to think or talk about the trauma, or anything connected with it. Sometimes kids want to stay away from people, places or activities because these reminders upset them. And children sometimes develop new fears or worries. Of course, it can be good common sense to be more cautious after an injury. Children may become more aware of safety - remembering to wear a seat belt, not running into the street after a ball, or staying away from dogs they do not know. But extreme avoidance or fears can become a real problem. Avoidance can interfere with daily life and stop a child from getting back to enjoying things that she usually likes to do.

Hyper-arousal. Hyper-arousal also starts with a natural and normal response to danger, the "fight or flight response." After an injury or accident, this "fight or flight" response might not turn off, even when the child is safe. After a scary situation like being injured, a child might have the feeling that something bad could happen again at any time, or he might jump at any loud noise. The physical feelings that go along with hyper-arousal (e.g., heart racing) can feel scary themselves.

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Children's responses to medical trauma are often more related to their subjective experience of the medical event rather than its objective severity. Reactions vary in intensity and can be adaptive or may become disruptive to functioning.

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Death is an event that we will all experience. That doesn't make it any easier for anyone, and everyone will respond differently to the event. Students aren't any different, and often aren't sure how to express themselves. With students spending a good chunk of their time in classrooms, this can be where we see a lot of the effects of that lack of expression.

That's where most of the work comes in. There is work we can do before any traumatic event occurs to make sure that the room is a comfortable, safe space for the kids to express their feelings and emotions. This can be done by:
- Teaching and modeling of empathy and active listening skills
- creating an environment that responds effectively to conflicts.

Staff can also take a proactive approach by:

Seek development working with specific groups

Sharing support resources

Connect with community organizations

When there is a death, especially one that can effect a large section of your population you can:
- Bring in additional grief support stuff
- having a separate area of the school students can go to if they need time.
- Inform the staff to be aware for students acting differently, and offer that separate area as needed.
- make sure to meet students where they are at. Don't assume to know where they are and what they are feeling. Let them share if they want, but also give them room to process.

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Responding to Trauma in Your Classroom

Bad Behavior or Reacting to Trauma?

Think of a student who challenges you. Have you observed any of these behaviors in that student?

Excessive anger

Unusual startle reactions

Loss of appetite

Extreme fatigue

Physical or verbal aggression

Regular tardiness or absence from class

Perfectionistic, controlling or anxious behavior

Difficulty concentrating

Frequent headaches or stomachaches

Low self-confidence

Irritability

Clinginess

Trouble making friends

Self-harm or suicidal ideation

Hoarding

Risky behaviors (including drug or alcohol abuse or sexual acting out)

Panic attacks

Extreme self-reliance

Running away

Defiance

Alienation from peers

If you've observed even some of these behaviors (or other troubling symptoms), you may have a student who is directly or indirectly experiencing trauma. Trauma can be defined as the reaction to a shocking or painful event or series of negative events. Some traumas require immediate intervention and court-mandated reporting; others go by unmarked. Regardless of whether or not you are aware of the details, there are things you can do to mitigate the effects of trauma for individual students and for all students in your classroom.
Source: Mental Health Connection of Tarrant County
What Causes Trauma?

Trauma affects the ways individuals feel, think and behave. It influences self-perception as well as beliefs about other people and the world.

Though this list is not exhaustive, traumatic experiences can include:

Medical crises

Accidents or injuries (like a house fire or car collision that threatens the student's safety)

Bullying or harassment

Family separation (due to incarceration, deployment, divorce, foster placement or death)

Natural disaster

Abuse (emotional, physical or sexual)

Neglect

Observation of domestic, community or school violence

Substance abuse

Mental illness

Terrorism and war

Instability due to being unhoused

Poverty

Overt discrimination or constant microaggressions

Refugee or undocumented status

More students may suffer trauma-or suffer more trauma-than you can see or know. Trauma is difficult to assess and identify; it's also specific to the individual. An event that may traumatize one person may not traumatize another person. Moreover, the same event may lead to different trauma symptoms in different people.
Source: The National Child Traumatic Stress Network
Responding to Trauma

Proactively applying trauma-informed classroom strategies benefits all students. Students respond positively when educators get to know their individual circumstances, affirm their identities and cultivate empathy in the classroom. Here are some ideas to consider incorporating in your teaching practice:

Establish social and emotional safety in your classroom.

Social and emotional safety is the cornerstone of positive classroom outcomes. Research shows that students need to feel both physically and emotionally safe to learn. Students experiencing trauma, including bias, bullying and social isolation, are more likely to feel unsafe.
Strategies

Classroom contracts

Explicit anti-bullying or community-building curricula

Timely interventions in conflicts and hurtful exchanges

Teaching and modeling of empathy and active listening skills

Create a behavior-management plan that focuses on positive reinforcement.

Discipline and behavior management are central to classroom culture and often present unique challenges for students responding to traumatic events or experiences. Foster compassion for and among your students. Focus on praising students for appropriate classroom behavior, not on punishment.
Strategies

Implement student-generated agreements and contracts

Adopt "zero indifference" (NOT zero-tolerance) policies

Seek out training in restorative justice techniques

Explore stress-management strategies to diffuse tense situations and help students process feelings in the moment

Give students opportunities to demonstrate their strengths

Increase your self-awareness and trauma competency.

Increase your knowledge about trauma and how it may manifest for your students. Remember, students respond to trauma in different ways, and their responses may be influenced by cultural traditions, religious beliefs or familial relationships. Connect with students and their families to identify resources and services that can inform how best to support students who experience trauma.
Strategies

Seek professional development on working with specific identity groups

Share support resources with other educators

Connect with community organizations

Engage in ongoing self-assessment and reflection on your trauma responsiveness

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Trauma can have significant and lasting effects on students. This PD Café will help you learn how to recognize the signs of trauma, better understand the causes of trauma, and take steps to establish social and emotional safety in your classroom.

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https://www.bhscp.org.uk/preventing-abuse-and-neglect/spotting-the-signs/signs-of-neglect/

Knowing the signs of neglect can help to give a voice to children. Any child can suffer neglect, although some may be more vulnerable than others. When families go through a tough time (e.g. experiencing relationship problems, financial hardship, poverty, mental health issues, addiction to drugs or alcohol), parents or carers may struggle to maintain a loving home for their child. Children more vulnerable also include children who are born prematurely, have a disability or have complex health needs, are in care, or are seeking asylum.

Definition:

Once a child is born, neglect may involve a parent or carer failing to:
Provide adequate food, clothing, shelter, such as excluding a child from home, abandoning them and leaving them alone.
Failure to protect a child from physical or emotional harm, or danger.
Failure to ensure that the child has adequate supervision (including the use of inadequate and inappropriate caregivers).
Failure to ensure the child has appropriate medical care and treatment when needed.
Unresponsiveness to a child’s basic emotional needs.

Signs:

Being frequently absent from school

Inappropriate clothing (e.g. shoes too small, clothes are ill-fitted or unsuitable for the weather conditions)

Clothes are consistently dirty or smelly

Being hungry

Hands are cold, red and swollen

Unkempt appearance and poor hygiene; hair quality is poor or is messy, teeth are dirty, skin dirty

Lacking necessary medical or dental care, including immunisations or glasses

Missing medical appointments

Health problems, including anaemia, body issues, poor muscle tone or prominent joints, regular illness of infections, repeated accidental injuries (often cause by lack of supervision), skin issues (e.g. sores, rashes, flea bites, scabies, ringworm), thin or swollen tummy, weight or growth issues, untreated injuries

Developmental problems, including poor language or social skills

Frequent and untreated nappy rash in infants

Being constantly underweight or considerably losing weight

The parent or carer has failed to keep the child protected from physical harm or danger

Begging or stealing things like money or food

Living in an unsuitable environment (e.g. no heating, messy)

Being left home alone for long periods of time

Taking on the role of a carer for other family members

Changes in behaviour, such as becoming clingy, aggressive, withdrawn, depressed or anxious, displaying obsessive behaviour

Changes in eating habits

Using drugs or alcohol

Self-harm or attempts at suicide

Response to child abuse and neglect:

Report suspected child abuse immediately. As long as you have a sufficient reason to make a report, you are legally protected and cannot be sued. Be sure to give the person or agency you make the report to as much information as possible.

Do not act shocked or disgusted if a child reveals something about his or her abuse to you. Children are inclined to think that you are responding that way because of them, which can have a major impact on their healing and recovery.

Be supportive in your response and let the child know it is not his or her fault. Also remember that you can't promise not to tell since you're legally required to report any suspicion. The Crisis Manual for Early Childhood Teachers suggests the following response: 'I'm glad you told me. You did the right thing. I'm sorry this happened to you.'

Make sure children who are abused have plenty of ways to express themselves. Drawing, painting, and writing are all excellent creative outlets for children to express their thoughts and feelings about what happened to them.

Treat all children with kindness, respect, and empathy. This will help you build positive relationships with children and will also show abused children that a person does not have to use violence or humiliation in their interactions with others.

https://www.kaplanco.com/ii/child-abuse-neglect

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For more information on neglect and its effect on children, click here.
Knowing the signs of neglect can help to give a voice to children. Any child can suffer neglect, although some may be more vulnerable than others. When families go through a tough time (e.g. experiencing relationship problems, financial hardship, poverty, mental health issues, addiction to drugs or alcohol), parents or carers may struggle to maintain a loving home for their child. Children more vulnerable also include children who are born prematurely, have a disability or have complex health needs, are in care, or are seeking asylum.

Neglect can be very difficult to notice as having one of the signs doesn't mean that a child is experiencing neglect. You might be able to tell that there is a serious problem if a child display multiple signs over an extended period of time.

Signs of neglect include:

Being frequently absent from school

Inappropriate clothing (e.g. shoes too small, clothes are ill-fitted or unsuitable for the weather conditions)

Clothes are consistently dirty or smelly

Being hungry

Hands are cold, red and swollen

Unkempt appearance and poor hygiene; hair quality is poor or is messy, teeth are dirty, skin dirty

Lacking necessary medical or dental care, including immunisations or glasses

Missing medical appointments

Health problems, including anaemia, body issues, poor muscle tone or prominent joints, regular illness of infections, repeated accidental injuries (often cause by lack of supervision), skin issues (e.g. sores, rashes, flea bites, scabies, ringworm), thin or swollen tummy, weight or growth issues, untreated injuries

Developmental problems, including poor language or social skills

Frequent and untreated nappy rash in infants

Being constantly underweight or considerably losing weight

The parent or carer has failed to keep the child protected from physical harm or danger

Begging or stealing things like money or food

Living in an unsuitable environment (e.g. no heating, messy)

Being left home alone for long periods of time

Taking on the role of a carer for other family members

Changes in behaviour, such as becoming clingy, aggressive, withdrawn, depressed or anxious, displaying obsessive behaviour

Changes in eating habits

Using drugs or alcohol

Self-harm or attempts at suicide

The Graded Care Profile: A Neglect Assessment Tool

The Graded Care Profile (GCP) is a widely used neglect assessment tool used by social workers to assess whether a child is at risk of neglect. The GCP helps to measure the quality of care being given to a child in respect of four domains of care:

The tool, adopted by Dr Leon Polnay and Dr O P Srivastava (Bedfordshire and Luton Community NHS Trust and Luton Borough Council), gives an objective measure of the quality of care delivered to a child by grading against each domain, taking into consideration the effort and commitment shown by the parent or carer.

The GCP tool allows for areas of concern to be identified so that the family or carer can be supported appropriately.
Neglect Strategy
Click herefor the NSPCC's information and guidance on neglect.

If you are concerned about a child, please contact Front Door For Families on 01273 290400, FrontDoorForFamilies@brighton-hove.gov.uk , or use their Online Referral Form .

If a child is in immediate danger, you should contact the police by calling 999.

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For more information on neglect and its effect on children, click here. Knowing the signs of neglect can help to give a voice to children. Any child can suffer neglect, although some may be more vulnerable than others. When families go through a tough time (e.g.

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(https://www.centerforchildcounseling.org/aces-and-divorce/)
Divorce is a common occurrence. Approximately 40-50% of all marriages end in divorce. While divorce is common, the effects that divorce has on a child can be substantial. A stable and safe home life is essential for the wellbeing of child. When a child’s home life gets disrupted, damaged, or changed, a child can experience a variety of mental and emotional effects including anger, fear, anxiety, disappointment, guilt, and self-blame. Ask your friends and family how divorce affected them, they will almost certainly tell you that it affected them negatively and permanently for the rest of their lives.

Symptoms

The symptoms of divorce manifest in a child through a variety of feelings. For example, a child will often feel anger, fear, have increased anxiety, and guilt, among other feelings. These feelings lead to other disruptions in the child’s life, including school, social, sports, and other areas. As teachers, we can have a tremendously positive effect on the lives of our students who are experiencing trauma from divorce. Here is a list of warning signs to look out for:

• Poor performance or declining grades in school due to inability to focus
• Behavioral problems like attention seeking, “acting out”
• Mood swings or prolonged sadness/depression
• Apathy or loss of interest in places or activities they once enjoyed
• Less interest in spending time with friends
• Unwillingness to cooperate with everyday activities/defiance
• Low self-esteem and withdrawal
• Regressing to younger behaviors in an attempt to return to babyhood, clinginess
• New or increased irrational fears

Response Strategies
When teachers are aware of these warning signs, they can assist the child in the midst of their traumatic event. A good first step is to communicate with the child, parents, and school counselor. This way, a teacher can better assess what measures can be implemented to alleviate further stress in the classroom. More specific ways are outlined below (http://www.pedro-carroll.com/professionals/education/):
1. Provide consistency and structure. Structure in the classroom will provide a safe and stable place for the child in the midst of their potentially unsafe and unstable home life.
2. Affirm and reinforce their strengths. Highlight the childs gifts and abilities, let them know they are special and that they are loved.
3. Watch for behavioral signals of underlying problems. When a child acts out through disruptive behavior this usually is because something is not going well at home. Build trust and do your best to find out what is wrong so resources can be given.
4. Encourage the adoption of an evidence-based prevention program in your school. Connect with community resource support groups.
5. Encourage the adoption of evidence-based parenting programs for divorcing or divorced parents. Connect the parents with community parental support groups.
6. Help children develop an accurate understanding of their parents’ divorce. If possible, and if a trusting relationship is present, help the child understand that the divorce is not their fault and they are not to blame in any way.
7. Encourage parents to focus on their children’s best interests. Discourage parents from criticizing the other parent in front of their child.
8. Communicate with parents regularly about their children’s strengths as well as problems or concerns. As always, regular communication is key.

Other resources:
https://www.divorcemag.com/articles/effects-of-divorce-on-children-2
https://extension.missouri.edu/publications/gh6611

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Between 40 and 50 percent of US marriages end in divorce. Divorce may seem commonplace, even mundane, these days but its prevalence is exactly what makes it such a threat to the healthy mental and physical development of children. While divorce may have become more socially acceptable in recent decades (or even 'normalized') the experience for children is almost universally difficult. There is no doubt that the conflict and chronic stress involved in divorce is one of the leading causes of trauma in young children and a very significant ACE (Adverse Childhood Experience).

Even when both parents agree that it's the best decision, divorce is a confusing, difficult process for adults, let alone children. Divorce introduces new stressors into a child's life. Whether the separation occurs when they're three or 13, children worry about what's happening to their family. Often, children experience feelings of fear, uncertainty, anger, and disappointment. To a child, a divorce can feel like a violation of trust or a broken promise. Most children rely on their homes to be a place of security and safety. Breaking up that home shakes their world to its core. Little brains that are still forming cannot process information in the same way a more reasoning adult can. Children tend to internalize feelings of guilt or self-blame over their parents' divorce that can affect them for the rest of their lives.

True, there are millions of successful adults who grew up as children of divorce. While 'pro-marriage' groups say all divorce has negative impact on children, other studies do seem to indicate that it is preferable for unhappy parents to separate and care individually for their children than for children to be raised in two-parent homes filled with resentment or even rage. A recent British study shows that 82% of children (aged 14 to 22) whose parents divorced preferred their parents to separate agreeably than to 'stay for the kids'. Divorce becomes an even more urgent decision when domestic abuse or violence against one or both partners (or the children themselves) is occurring. But there are as many adult children of divorce who are still trying to deal with the emotions and experiences their parents divorce caused them. Some studies indicate that the death of a parent (one of the most significant ACE indicators) may be easier for some children to understand and manage than divorce. In a child's mind, it is easier to think that a parent died rather than that they left by choice.
Why is divorce such a powerful ACE?
* It introduces intense feelings of uncertainty, often for the first time if it happens very early in a child's life
* It can cause an environment of chronic stress from anger, bitterness, and fighting
* It may cause economic strain on one of the divorcing parents
* It may separate the child not only from one parent but that parent's family members who may have been a loving and stable influence
* It may expose a child to a parent's new partners, which can increase risk of physical or sexual abuse

Of course, resilience levels among children are different. Some children cope and adapt better to divorce than others. Even among siblings experiencing the same divorce environment, the reactions may vary dramatically.
What Are the Warning Signs?
Here are just some of the indicators that your child may be having difficulties coping with your divorce:
* Poor performance or declining grades in school due to inability to focus
* Behavioral problems like attention seeking, "acting out"
* Mood swings or prolonged sadness/depression
* Apathy or loss of interest in places or activities they once enjoyed
* Less interest in spending time with friends
* Unwillingness to cooperate with everyday activities/defiance
* Low self-esteem and withdrawal
* Regressing to younger behaviors in an attempt to return to babyhood, clinginess
* New or increased irrational fears

If you're dealing with divorce, be aware that even very young children may struggle emotionally. Short-term sadness and anger are normal. If negative emotions and behaviors continue beyond a few months, experts suggest counseling. Organizations like the Center for Child Counseling can provide expert, age-appropriate therapy to help children during and after a divorce. If an ACE like divorce is not addressed adequately, children may be impacted long-term and have a higher likelihood of using drugs and getting involved in criminal behavior later in life.
Adults Recall the Childhood Trauma of Divorce
When adult children of divorce look back on their childhood experiences, many express that it was the stress and conflict that was created by the divorce and not the splitting of parents itself that was so difficult to overcome. Often, children are used as pawns or become weapons in the fight between the separating partners. Asking children to choose between parents is extremely traumatic and brings feelings of anxiety and guilt that can last a lifetime.

Most times, parents go into self-protective, offensive mode and "lawyer up" which, while advised for many reasons, can create an immediately hostile and adversarial environment into which the children are inevitably dragged. The numerous emotions adults feel during a divorce-grief, anger, disappointment, loss of control, fear, loss of status, antagonism, bitterness, sadness, etc.-may also be experienced by children in different ways and for different reasons....and if adults find it difficult to identify and cope with the emotions being raised, how much harder must it be for a child's growing brain to process?

Parents who prioritize their children's needs during a divorce should be viewed as heroes who have managed to look beyond their own emotions and chosen not to put their children at risk for long-term repercussions associated with ACEs.
Minimizing the Impact of the Process
You don't have to put your own interests/needs last in order to put their children's interests first. There are different ways to get a divorce. Parents can try to choose a non-adversarial form of divorce, if possible. They can consider mediation or collaborative resolution, if the nature of the divorce allows for it. It's cheaper and often less traumatic for everyone involved.

Of course, there are as many different kinds of divorce as there are marriages. Some divorces are divisive and going to court may be inevitable. Center for Child Counseling board member and partner at Ward Damon, Eddie Stephens views ACEs from a family court perspective. He sees the trauma in families going through divorce: "There is an incredible amount of dysfunction out there. It is on full display in family courtrooms across the nation. Most professionals are just dealing with symptoms (substance abuse, violence, reckless behaviors), but little is done to address the root cause. In more cases then not, these individuals have suffered through some kind of traumatic experience(s) as a youth. That is the problem that needs to be addressed... not just the symptoms."

Stephens sees how childhood trauma is transmitted from one generation to the next.

"The goal should be to create a trauma-informed society that appreciates the impact ACEs can have on an individual throughout their lives. If we shifted resources and provided the needed therapy when these kids were young, we would be more likely to stop the generational cycle which would lead to a healthier society. If we don't embrace that approach as a society, we will continue to spend money on the symptoms while further generations become entrapped in this horrible cycle of dysfunction."
Try to Have a 'Grown-Up Divorce'
Children mimic grown-ups' behavior. They learn what maturity is by watching adults. Parents teach us lessons of sharing, listening, playing fair, and being honest and kind, yet so often these simple rules are broken during a divorce. For a little brain seeking to process these events, it's all very confusing. Positive or negative world views are being formed at this stage of life and witnessing a mature versus an acrimonious divorce can skew a child's views on the safety or danger of adult relationships for the rest of their lives.

Mature parents can minimize the impact of their divorce by focusing on some simple guidelines. They may sound like common sense but, in the heat of the moment, practicing these rules can be a challenge. However, it will benefit your child during your divorce and for the rest of their lives.

Communicate:
Wherever possible, communicate decisions about the divorce as a family. Ideally, if all parties are present, the child will understand what is happening and see that both parents still love them. Do not share intimate details of the causes of the divorce; share age-appropriate facts only. Avoid the "blame game" or "he said, she said" story-telling.

Prepare:
Tell your children ahead of time what will be happening and when. Nobody, especially a child, likes to be sidelined by dramatic, unexpected events. Tell your children, as early as possible, about major life events like moving houses, changing schools, etc.

Acknowledge Emotions:
Don't try to pretend that this decision is the best choice and "better for everybody". Your child may not feel that way. Empathize with their sadness and fear and allow them to talk about their emotions. Always allow them to talk positively about the other parent.

Prevent Stress:
Try not to expose your child to adult concerns. Ensure they don't overhear cruel arguments or intimate issues. You need to walk a fine line between keeping them informed and protecting them from age-inappropriate facts, no matter how true.

Provide Structure:
Some of the biggest changes for a child going through a divorce is the loss of significant time with one parent or the other and the constant moving between new living spaces. If you can agree on universal rules that are obeyed at both homes, it will reduce stress for your child. Try to maintain routines and not change/cancel plans at the last minute. This will only add to your child's anxiety and insecurity.

Keep Loving Buffers in Their Lives:
Your child should never have to choose one parent over the other and that goes for extended family members, too. Your child may be very close to your ex's siblings (their aunts, uncles, and cousins) and your ex's parents (their grandparents). These positive influences in their lives can help buffer against the stress of the divorce and minimize the effects of ACEs. Do your best to nurture those relationships and let your child enjoy the stability of still having these good, kind people in their lives.

Use Kind Words:
In the case of biological children you have in common, it helps to remember that your amazing, precious children are 50% your ex. Every bad thing you say about him or her, you're saying about the children you share, too.

Don't Force Them to Hide Things From You:
Your children are likely to feel torn or periodically disloyal during and after the divorce. Allow them to share positive thoughts or feelings about your ex. They shouldn't feel that they have to hide funny stories or happy thoughts about your ex from you. You can find ways to reinforce these in a way that's both honest and supportive of their feelings:
"I always loved how smart your mom is."
"You dad always tells the best jokes."

Love Them Extra:
It goes without saying that during this difficult time you should support your child even more than usual. Smother them with love and encouragement. In the case of an especially hard divorce, you might try to remind yourself that you love your child more than you hate your ex.

There is no reason your divorce should be a childhood trauma that scars your children for life. So many parents manage to get it right and provide two secure, stable and happy homes for their children after their divorce. The ultimate goal is not to "win your divorce" but for your children to have a lifelong positive relationship with both their parents.

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Between 40 and 50 percent of US marriages end in divorce. Divorce may seem commonplace, even mundane, these days but its prevalence is exactly what makes it such a threat to the healthy mental and physical development of children. While...

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Traumatic Event: Natural Disasters - Laura Rivas

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Traumatic Event: Natural Disasters - Laura Rivas

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Natural disasters can thoroughly impact a child’s life and cause traumatic reactions during childhood that last into adulthood. Some examples of natural disasters that commonly affect population centers are wildfires, earthquakes, tornadoes, and hurricanes. As population centers continue to grow and encroach on wilderness and climate change continues to alter planetary ecosystems, natural disaster-based trauma may also increase.

Symptoms: Traumatic natural disaster events can manifest in many ways in the classroom. Mentally and emotionally, students who have lived through a traumatic natural disaster may find common weather events frightening, such as regular thunderstorms, or may be put on edge by some commonplace things, such as fireplaces, sirens, pools, etc. Additionally, some children may continue to exacerbate their trauma due to the fact that their community and family support systems may have been overwhelmed or destroyed by the natural disaster. In these cases, the child may become homeless, be orphaned, or lose a major family figure. Children may also exhibit separation anxiety, extreme emotional distress, aggression, trouble sleeping, and depression.

Response Strategies:
The Childhood Trauma Reactions: A Guide For Teachers from Preschool to Year 12 (linked above), presents a variety of responses to traumatic events that can be easily implemented in the classroom. They include:
Re-establish routines and a sense of normalcy as quickly as possible! If everything in a student’s life has changed overnight, a classroom that maintains stability while allow students to feel safe and comfortable.

Maintain boundaries. Some teachers may want to give traumatized students more leeway when it comes to behavioral issues. This is okay–but only to a point! Similar to re-establishing routine, students must understand that there are still social norms and rules that need to be followed.

Provide a safe space to de-stress. Students should have access to a quiet, relaxing location where they can get away from stressful stimuli or triggering events.

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Explore these resources to help you prepare for a safe wildland fire response and to create and sustain a fire-adapted community.

Fire departments across the country are increasingly being called upon to respond to WUI fires, including brush, grass, forest fires or other outdoor fires. You may believe that you don't have a WUI problem, and that WUI fires only occur in western states, but more than 46 million residences in 70,000 communities in the United States are at risk for WUI fires.
Learn about the WUI

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This 2-day off-campus course covers:

Introduction to WUI firefighting

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Check the course schedule for an offering near you.
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Creating a Community Wildfire Protection Plan

Get the guide Help your community to become fire adapted

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Analysis of NFIRS incidents in the WUI

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Explore these resources to help you prepare for a safe wildland fire response and to create and sustain a fire-adapted community. Fire departments across the country are increasingly being called upon to respond to WUI fires, including brush, grass, forest fires or other outdoor fires.