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 Typical Development/ Health Screenings and Referrals- 

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 Typical Development/ Health Screenings and Referrals- 

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In this module I learned about zone regulations as well as major child development theories such as cognitive development, sociocultural theory, and attachment theory. The module taught me the four tenants of a “whole-child” which consisted of cognitive, language social emotional and physical domains.Learning about these domains and content as an educator is really important because while you are teaching a child you are also responsible to monitor them, understand the, and to meet their physical and mental needs, without knowing or understand child development it will be challenging to meet the students everyday needs.Learning about referrals and screenings will prepare you to make accommodations and modifications for students whose development maybe be different or out the norm than others. Learning about the referrals will also help when trying to find intervention resources for the student within the classroom and at home. One resources that will be useful for this topic is this atricle:

https://www.naeyc.org/resources/position-statements/dap/principles

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As a teacher you are the adult in the classroom and one of the main people responsible for the students within the classroom. So it is important/essential to know how to take emergency care and first aid precautions in an emergency situation. As a teacher you will never know when these problems will arise within your classrooms, so it is important to be educated to be rather safe than sorry. I learned a lot in this module regarding how to educate parents/guardians, provide emergency care and aid in common school situations, monitor my classrooms for risks to be preventive, planning supervision and teaching safety, and learning the importance of medical training and certification. Developing rules and using universal precautions has prepared me to keep my future classroom safe. A resource for this topic will be: https://rems.ed.gov/docs/WA_Injury_Illness.pdf

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In this module I learned about a variety of chronic conditions such as asthma, allergies,seizure disorders, hearing and vision impairment, diabetes, diseases, and childhood cancer.  Being educated on these topics will help you to guide planning for students facing health issues. It will also allow you to plan health needs, consider the various physical, emotional and social impact on students with chronic health issues in your own classroom. This module also taught me how to navigate strategies and resources when it comes to having students with these illnesses and how to be supportive and inclusive into my classroom. https://www.betterhealth.vic.gov.au/health/healthyliving/chronic-illness-coping-at-school

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Ive learned alot about communicable diseases and agents that can cause and transfer these illnesses. It is important for Educators to learn about this and modes of transmission to keep classrooms safe and a healthy environment. Learning about daily health checks will ensure that my future classroom will be knowledgeable and preventive when it comes to these illnesses. One resource that I thought was very valuable in this lesson was the intro video; Preventing and Managing Communicable Illness as well as the ODH Communicable Disease Chart https://static1.squarespace.com/static/5654ba39e4b0443d394016c2/t/589a039ea5790ad5fc00268c/1486488479358/OJFS_CommDisChart2017.PDF

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As a future educator learning about movement and exercise within the classroom is very important. I learned about recess and physical education benefits within the classroom. I learned why it is essential for students to have physical activity and expression with the benefit of a healthy body, mental emotional and social emotional development as a form of balance and behavior regulation. I noticed students in the Dear Teacher video would express how lack of movement will interfere with their classroom behavior as well as engagement. The students expressed how having physical activity helps. I even learned that movement also helps with intellectual, language and cognitive domains. It is important to recognize this need for future classrooms and to consider adding mental/ physical breaks for students especially for primary students. Valuable resources for this topic includes https://www.cdc.gov/healthyschools/physicalactivity/classroom-pa.htm and the movement tools listed in the module in the power point presentation.

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Learning about nutrition and issues related to it as an educacator is very important. Children have meal times at school, breakfast, lunch and snack. As the adult in charge it is good to know the dangers and the good and the bad with food nutriton in todays schooling. I learned about basic concepts for healthy nutrition, food insecurities and obseity, the no punishment or reawrd policy, nutrtion assistance prgrams, and encouraging healther eating. I also learned about malniration and overnuration and undernuration. I enjoyed how there were even resources for children needing food. That is really good for teachers to have for families and the community. Valuable resources for this topic includes https://www.myplate.gov/, https://www.nutrition.gov/child-nutrition-programs, and https://eclkc.ohs.acf.hhs.gov/policy/45-cfr-chap-xiii/1302-44-child-nutrition

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Growing up personally, I've suffered from mental health issues. It always impacted my learning within the classroom but I went undiagnosed for years, due to no support from the people around me. As Educators it is essential that we raise awareness and learn about mental health support and methods within the classrooms, as it will involve intervention. In this module I learned that acting out behaviors from students may be a sign of stress, traumatic events, undiagnosed mental conditions and more. It is important for us to understand that this behavior is a form of communication. I learned about Adverse Childhood Experiences, Parental Support, Treatment, Childcare, Economic support, home visits, parent training, violence prevention, family-friendly jobs, and impacts on future health of the student. Learning about The ZONES of regulation helps us understand feelings, and help identify our own feelings, and to read other people's body language to think about how they are feeling. Also learning about the Hand Model as known as the Flipping My Lid method provides a visual to help students understand what is scientifically happening to their brains and bodies when their emotions take control.

https://www.cdc.gov/violenceprevention/aces/help-youth-at-risk.html

https://challengingbehavior.org/pyramid-model/behavior-intervention/teaching-tools/

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I learned as an Educator it is very important to know the indicators of child abuse and neglect within the classroom for all students safety. It is important to know the appropriate approach to come to children about suspected abuse, because you may never know how a student can react especially if one has trauma, or is scared, or is being silenced. Learning the law as a mandated reporter is essential also, knowing your place and rules to follow is very mandatory when it comes to a topic as important as neglect of the child and possible abuse. Learning how to file a report and to take the precautions after the report is being filed is defiantly needed for Educators to learn.I learned about analyzing special issues within the classroom to related to child abuse too.

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

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About

Child abuse and violence affect millions of children each year. Child abuse includes physical, sexual, emotional abuse and neglect. Interpersonal violence is violence between people and includes community violence, partner violence (also called "domestic violence"), and bullying. After abuse or violence many children develop mental health problems including depression and posttraumatic stress disorder. These children may also have serious medical problems, learning problems, and problems getting along with friends and family members.

After abuse or violence children need support from their parents and other family members. Sometimes parents are not able to be supportive because they have their own mental health problems; or they may also have been the victims of the abuse or violence. Other parents may have caused the abuse or violence. Children who do not have supportive families or who blame themselves for the abuse or violence are more likely to have serious mental health problems.

However, many children have inner strength and are able to cope well even after abuse or violence.
Choose a topic:
Frequently Asked Questions

1. What is child trauma and child abuse?

2. What are signs that a child may need help after experiencing abuse or interpersonal violence?

3. What can a parent do if they suspect that their child is being abused?

4. How can I help my children after they have been experienced abuse or interpersonal violence?

5. What is toxic stress?

Facts for Families

AACAP's Facts for Families provide concise up-to-date information about a variety of issues that affect children, adolescents and families. The following Facts for Families contain information that is especially pertinent to families of children who have experienced abuse or interpersonal violence:

Bullying
Child Abuse: The Hidden Bruises Sexual Abuse Attention-Deficit Hyperactivity Disorder (ADHD) Foster Care Domestic Violence and Children Posttraumatic Stress Disorder (PTSD) Responding to Child Sexual Abuse Anxiety and Children Depression in Children and Teens When To Seek Help for Your Child Where to Find Help for Your Child
Video Clips

Clinical Resources

Information about Treatment Choices
Children who have experienced violence or abuse can be successfully treated with psychotherapy (talk therapy). Though there are no medications to specifically treat abuse, victims often experience anxiety, depression and other disorders that can be successfully treated with medications by a psychiatrist. To learn more about effective psychotherapies for youngsters affected by abuse or violence, please click here.

PTSD Rating Scales

Two rating scales can be used by clinicians to help identify children's or adolescents' exposure to child abuse, interpersonal violence and other traumatic events, to identify PTSD symptoms, and to monitor symptoms. These are the UCLA PTSD Reaction Index (RI) and the Child PTSD Symptom Scale (CPSS). The RI is rated separately by the child or adolescent and a parent; the CPSS is rated only by the child or adolescent.
The Child PTSD Symptom Scale
Additional Clinical Resources
The National Child Traumatic Stress Network developed a resource kit for parents whose children have experienced sexual abuse. Caring for Kids: What Parents Need to Know about Sexual Abuse. Working with children who have experienced sexual abuse can lead to vicarious trauma or "secondary traumatic stress".

Research and Training
Scientific Articles and Information
Community Treatment of Posttraumatic Stress Disorder for Children Exposed to Intimate Partner Violence
Archive of Pediatrics & Adolescent Medicine
January 2011 - Volume 165 - Issue 1 - pp 16-21

Free training in the TF-CBT treatment model is available to mental health professionals from the TF-CBTWeb training course, available at www.musc.edu/tfcbt.

Child abuse and neglect and intimate partner violence victimization and perpetration: A prospective investigation
Child Abuse & Neglect, 2013

Longitudinal Study on the Effects of Child Abuse and Children's Exposure to Domestic Violence, Parent-Child Attachments, and Antisocial Behavior in Adolescence
Journal of Interpersonal Violence, 2011

Separating Children From Their Families: Toxic Stress and Adverse Childhood Experiences
Journal of the American Academy of Child & Adolescent Psychiatry

Spontaneous Thoughts and Brain Connectivity: Possible Links Between Early Maltreatment and Later Depression
Journal of the American Academy of Child & Adolescent Psychiatry, Volume 57, Issue 9, Pages 634-36
Published online: September 2018

Child Abuse and Neglect
Journal of the American Academy of Child & Adolescent Psychiatry, Volume 57, Issue 9, Pages 637-644
Published online: September 2018

Evidence for Depressogenic Spontaneous Thoughts and Altered Resting-State Connectivity in Adolescents With a Maltreatment History
Journal of the American Academy of Child & Adolescent Psychiatry, Volume 57, Issue 9, Pages 687-695
Published online: September 2018

Early Childhood Adverse Experiences, Inferior Frontal Gyrus Connectivity, and the Trajectory of Externalizing Psychopathology
Journal of the American Academy of Child & Adolescent Psychiatry, Volume 57, Issue 3, Pages 183-190
Published online: March 2018

The Dissociative Subtype of Posttraumatic Stress Disorder (PTSD) Among Adolescents: Co-Occurring PTSD, Depersonalization/Derealization, and Other Dissociation Symptoms
Journal of the American Academy of Child & Adolescent Psychiatry, Volume 56, Issue 12, Pages 1062-1072
Published online: December 2017

Traumatic Stress Interacts With Bipolar Disorder Genetic Risk to Increase Risk for Suicide Attempts
Journal of the American Academy of Child & Adolescent Psychiatry, Volume 56, Issue 12, Pages 1073-1080
Published online: December 2017

Books

A Place for Starr: A Story of Hope for Children Experiencing Family Violence
Howard Schor

Please Tell! A Child's Story About Sexual Abuse
Jessie

Maybe Days: A Book for Children in Foster Care
Wilgocki, J& Wright, MK. (2002)

Posttraumatic Play in Children: What Clinicians Need to Know
Michael Scheeringa

For more bibliotherapy resources, visit Living with Mental Illness: Books, Stories and Memoirs.

Getting Help

Getting help is one of the most important things a parent can do for a child with a mental health concern. This is especially important after exposure to a trauma such as child abuse or interpersonal violence, but often in these situations seeking professional help is the last thing on parents' minds because so many other things are going on in the family.

A child and adolescent psychiatrist is a physician who specializes in the diagnosis and treatment of mental health disorders that affect children and adolescents. Child and adolescent psychiatrists have completed four years of medical school, and at least three years of residency training in medicine, neurology, or general psychiatry with adults, and two years of additional training in psychiatric work with children and adolescents.

Click here to find a child and adolescent psychiatrist in your area.

Oftentimes, parents are unsure when to seek a referral to a child and adolescent psychiatrist. For more information on when to seek a referral, please click here.

To learn more about understanding mental health insurance, please click here.
Services In School For Children With Special Needs: What Parents Need To Know
Resources for Parents and Foster Parents
If your child has experienced child abuse, the following resources may be helpful:

Caring for Kids: What Parents Need to Know about Sexual Abuse
The National Child Traumatic Stress Network Sexual Abuse Committee developed a series of fact sheets providing information about different aspects of child sexual abuse.

For Foster Parents:
In addition to child abuse and violence exposure, many children in foster care struggle with the uncertainty about their future related to placement issues. This book helps children in foster care and their foster parents to address this issue more openly:

Wilgocki, J& Wright, MK. (2002) Maybe Days: A Book for Children in Foster Care. Washington, D.C: American Psychological Association. Available at www.amazon.com.

Related Websites

COVID-19 Resources

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Child abuse and violence affect millions of children each year. Child abuse includes physical, sexual, emotional abuse and neglect.

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I think as educators it is very important to be very informed and educated on this topic. You will never know what a student is exposed to or going through at home so as a teacher it is best to know the warnings signs and precautions to ensure a child has its innocence and safety. I learned about the factors that can influence a child's sexual knowledge and behavior, I also learned about common sexual behaviors within the classroom for different age ranges, I also learned how to safely respond to students demonstrating sexual play. As well as learning a lot of information and facts about issues regarding sexuality in the school setting. Learning to take precautions and the signs will help avoid a lot of issues in the child's life. This lesson will also teach us how to guide students in a healthy and nurturing way when we witness typical sexual play and it is important to know and learn the difference between typical children sexual play from problematic behaviors. It is valuable that we also learned how to respond to these situations and how to redirect them and steer them into a different direction without being upset with the children. We learn to also teach students proper sex ed and safety.

https://www.ncsby.org/content/childhood-sexual-development#:~:text=School%2Dage%20children%27s%20sexual%20behaviors,anyone%20else%20can%20see%20them.

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National Center on the Sexual Behavior of Youth

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Caregiver's Responses to Sexual Play Child development books and other educational materials for parents rarely include any information about sexual development. Those books also hardly ever explain the difference between typical/normal sexual behavior and sexual behavior problems. Many parents are unsure how to know when a certain sexual behavior-such as when a child touches another child's private parts-might be "playing doctor" or might signify a more serious issue.

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Learning about the Anti-Bias curriculum helps challenge prejudices such as racism, sexism, ableism, ageism, weightism, homophobia, classism, colorism, religious discrimination and other things. As educators we can't let our personal biases and beliefs affect the students within the classroom and how we view them, teach them, grade their work and the way that we treat them. It is our job to create an inclusive and safe environment for these students no matter what. In this module I learned about how personal biases could affect the students and classroom environments and how to incorporate critical practices in the classrooms such as (1)Critical Engagement with Media, (2)Differentiated Instruction, (3)Cooperative and Collaborative Learning, (4) Real-World Connections, (5)Real-World connections, (6)Values based assessment, evaluation and grading. I also learned more about how to honor Classroom culture, Family and community engagement, Teacher leadership, and Anti-bias framework for K-12.

https://www.learningforjustice.org/sites/default/files/general/PDA%20Critical%20Practices.pdf