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Physical violence – someone hurting the kid or  a family member by hitting, slapping, pushing, biting, kicking or burning them or another. Someone throwing or breaking things at home or hurting  the pets. Physical violence also includes threats to hurt the kid or any of the family members in any of these ways.

Verbal violence – someone hurting the kid or another family member by yelling mean and nasty things at them, calling them or other family members rude names, or shouting or talking to them in a scary or threatening way.

Sexual violence – someone scaring or hurting the kid by touching private parts of their body when they do not want them to, touching them in a sexual way or them making the kid touch their private parts, or forcing them to have sex or watch sexual acts.

Neglect – someone hurting the kid  by not giving them adequate care, food, clean clothes, safety, attention, affection and love.

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The loss of a loved one can trigger intense feelings of grief. Grief is a natural response to loss. It’s the emotional suffering you feel when something or someone you love is taken away. Often, the pain of loss can feel overwhelming. You may experience all kinds of difficult and unexpected emotions, from shock or anger to disbelief, guilt, and profound sadness. The pain of grief can also disrupt your physical health, making it difficult to sleep, eat, or even think straight. These are normal reactions to loss—and the more significant the loss, the more intense your grief will be. For some people, this grief can lead to PTSD.

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The psychology of post-traumatic stress disorder - Joelle Rabow Maletis

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Bullying is unwanted, aggressive behavior among school aged children that involves a real or perceived power imbalance. The behavior is repeated, or has the potential to be repeated, over time. Both kids who are bullied and who bully others may have serious, lasting problems.

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The bullying stories and experiences and impact of young people cyberbullying

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1. Verbal bullying – name-calling, sarcasm, teasing, spreading rumours, threatening, making negative references to one’s culture, ethnicity, race, religion, gender, or sexual orientation, unwanted sexual comments.

2. Social Bullying – mobbing, scapegoating, excluding others from a group, humiliating others with public gestures or graffiti intended to put others down.

3. Physical Bullying – hitting, poking, pinching, chasing, shoving, coercing, destroying or stealing belongings, unwanted sexual touching.

4. Cyber Bullying – using the internet or text messaging to intimidate, put-down, spread rumours or make fun of someone.

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Children who are having serious problems with grief and loss may show one or more of these signs:

Trouble thinking about anything other than their loved one’s death

Trouble trusting others

An extended period of depression in which the child loses interest in daily activities and events

Being frequently angry, tense, or jumpy

Flashbacks of the trauma or dwelling on what the person might have gone through in their final moments

Physical symptoms like heart palpitations, sweating, or hyperventilating

Inability to sleep, nightmares, loss of appetite, prolonged fear of being alone

Withdrawal from friends

Sharp drop in school performance or refusal to attend school

Persistent avoidance of things or events that remind them of the person or place where the tragedy occurred

Avoiding the emotions surrounding the death or event

Changing their personal routine to avoid reminders of the even

Negative thoughts

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1. Build a Library of Resources

Books and other media on topics of loss and grief should be visible and available to students, staff, and parents.

2. Structure Communication Across Roles—and Partner with the Community
Create protocols for how adults with different roles in the school community can collaborate with one another on behalf of students who are grieving. Teachers, school nurses, administrators, and school counselors should consult with one another when a student experiences a significant loss, so they can identify vulnerable students and offer a preventive response—or, if necessary, a more urgent mental health intervention.

3.Develop Bereavement Groups
Groups can be co-led by school counselors and a community partner for students to meet with other students who have experienced a painful loss. Older students can lead group activities, such as experiential challenges like rock climbing, to build a sense of connection, competence, and courage.

4. Make Loss a Whole-School Concern
Educators throughout the school can integrate lessons on death and dying into the curriculum. Social studies classes can learn about the way different cultures and religions understand death. Advisories and health classes are ideal locations for "wellness modules" that deal with grieving and other social-emotional health issues.

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1. Teach kindness and empathy.

When students are able to approach ideas and problems from multiple perspectives, they’re less likely to bully others.

2. Create opportunities for connection.

Fostering a sense of community in your classroom can lower bullying incidents and facilitate healing for targeted students.

3. Identify ‘gateway behaviors.'
While some behaviors may not be classified as bullying (e.g. eye rolling, name calling), putting interventions in place now could mitigate the likelihood of them growing into something more problematic.

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The National Academies of Sciences, Engineering, and Medicine

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Young Children (5 and younger) Young children’s reactions are strongly influenced by caregivers’ reactions. Children in this age range who are exposed to violence may:
■ Be irritable or fussy or have difficulty calming down
■ Become easily startled
■ Resort to behaviors common to being younger (for example, thumb sucking, bed wetting, or fear of the dark)
■ Have frequent tantrums
■ Cling to caregivers
■ Experience changes in level of activity
■ Repeat events over and over in play or conversation
Elementary School-Age Children (6–12 years) Elementary and middle school children exposed to violence may show problems at school and at home. They may:
■ Have difficulty paying attention ■ Become quiet, upset, and withdrawn
■ Be tearful and sad and talk about scary feelings and ideas
■ Fight with peers or adults
■ Show changes in school performance
■ Want to be left alone
■ Eat more or less than usual
■ Get into trouble at home or school.
Teenagers (13–18 years) Older children may exhibit the most behavioral changes as a result of exposure to violence. Depending on their circumstances, teenagers may:
■ Talk about the event all the time or deny that it happened
■ Refuse to follow rules or talk back with greater frequency
■ Complain of being tired all the time
■ Engage in risky behaviors
■ Sleep more or less than usual
■ Increase aggressive behaviors
■ Want to be alone, not even wanting to spend time with friends
■ Experience frequent nightmares
■ Use drugs or alcohol, run away from home, or get into trouble with the law

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What About Us? Perspectives of the children of domestic violence

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What can teachers do? Teachers can play a critical role in preventing and reducing the impact of exposure to violence on children.
They can help children by creating a predictable environment, listening to students’ stories, and assuring children and adolescents that whatever happened was not their fault.
Specific ways to help children exposed to violence include: Knowing and watching for signs of possible exposure to violence No single behavior proves that a child has been exposed to violence, but teachers can watch for:
■ Physical signs such as bruises
■ Unexplained changes in behavior
■ Emotional signs such as depression, mood swings, and fearful or anxious behavior
Responding appropriately to children’s disclosures:
A teacher’s willingness to listen to a child’s story can provide the foundation on which to increase resilience and personal strength. The most meaningful assistance teachers can offer children exposed to violence is a safe and comfortable environment where children can talk. Students may talk about exposure to violence all at once or in bits and pieces and “test” the teacher’s responses. The teacher’s first responsibility is to follow school policies and procedures and refer the child to specialized professionals such as the school social worker or psychologist.
Supporting the healing process
A child’s relationship with a caring adult is critical for developing resilience and beginning the healing process. It is very important that students
have an opportunity to talk about what they have witnessed and how they feel with caring teachers who can listen and understand.
An emotionally safe place for all children to learn should be created. These safe spaces will enable children who have been exposed to violence to begin their healing journey.
Keeping a close eye on school performance
While teachers  should always keep a close on how well each of your students is performing in school, a sharp decline in grades, attendance, or engagement could be a sign of domestic violence.
When a student’s performance is suffering, schedule some one-on-one time with them to explore potential challenges. Ask questions surrounding their home life and see if you can identify any potentially abusive situations. Reach out to colleagues such as the school counselor for some questions you can ask that will glean more information. Also, be sure to ask them how you can further support them.

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Physical

Withdrawal from family and school activities, wanting to be left alone.

Shyness

Stomachaches

Headaches

Panic Attacks

Not being able to sleep

Sleeping too much

Being exhausted

Nightmares

Learning
Stress and anxiety caused by bullying and harassment can make it more difficult for kids to learn. It can cause difficulty in concentration and decrease their ability to focus, which affects their ability to remember things they have learned.

More serious concerns
Bullying is painful and humiliating, and kids who are bullied feel embarrassed, battered and shamed. If the pain is not relieved, bullying can even lead to consideration of suicide or violent behaviour.

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Stop the bullying immediately.

Refer to school rules regarding bullying.

Support the bullied child.

Offer guidance to bystanders.

Impose immediate consequences.

Notify colleagues and parents.

Follow up and intervene as necessary.

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Response Strategies III: Managing post-traumatic stress and symptoms

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Response Strategies III: Managing post-traumatic stress and symptoms

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1. Forming healthy relationship with the student

To be reliable and trustworthy. To offer assistance when they need help rather than waiting on them to ask for it.

2. Support on self-regulation
In the classroom, teachers can support these kids in ways to help calm themselves and manage their emotions, e.g. mental breaks, meditation time, stretches, visit to their guidance counsellors, etc.

3. Enhance class participation
Regularly speak into these students' lives about what is good or special about them, and to provide different ways for them to get involved.

4. Focus on positive attention
Give them as much positive attention as possible. Let them know that they are good at something and that they can make the change.

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Assistant Secretary for Public Affairs (ASPA). (2020, September 15). What Is Bullying. StopBullying.Gov. https://www.stopbullying.gov/bullying/what-is-bullying#types

Bullying: Guidelines for Teachers. (n.d.). Learning for Justice. Retrieved June 29, 2021, from https://www.learningforjustice.org/professional-development/bullying-guidelines-for-teachers

Cyberbullying: What Teachers and Schools Can Do | Scholastic. (n.d.). Scholastic. Retrieved June 29, 2021, from https://www.scholastic.com/teachers/articles/teaching-content/cyberbullying-what-teachers-and-schools-can-do/

How PTSD and Trauma Impacts Kids in School. (n.d.). Verywell Family. Retrieved June 29, 2021, from https://www.verywellfamily.com/ptsd-trauma-4685816

How Teachers Can Stop Bullying Part 3: “It’s not your fault.” (2019, June 22). YouTube. https://www.youtube.com/watch?v=jQyQtEWek24

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Autism spectrum disorder (ASD) is a complex developmental condition that involves  persistent challenges  in social interaction, speech and nonverbal communication, and restricted/repetitive behaviors. The effects of  ASD and the severity of symptoms are different in each person.

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Characteristics of Autism Spectrum Disorders

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Characteristics of Autism Spectrum Disorders

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Autism differs from person to person in severity and combinations of symptoms. There is a great range of abilities and characteristics of children with autism spectrum disorder — no two children appear or behave the same way. Symptoms can range from mild to severe and often change over time.

Characteristics of autism spectrum disorder fall into two categories.

Social interaction and communication problems: including difficulties in normal back-and-forth conversation, reduced sharing of interests or emotions, challenges in understanding or responding to social cues such as eye contact and facial expressions, deficits in developing/maintaining/understanding relationships (trouble making friends), and others.

Restricted and repetitive patterns of behaviors, interests or activities:
hand-flapping and toe-walking, playing with toys in an uncommon way (such as lining up cars or flipping objects), speaking in a unique way (such as using odd patterns or pitches in speaking or “scripting” from favorite shows), having significant need for a predictable routine or structure, exhibiting intense interests in activities that are uncommon for a similarly aged child, experiencing the sensory aspects of the world in an unusual or extreme way (such as indifference to pain/temperature, excessive smelling/touching of objects, fascination with lights and movement, being overwhelmed with loud noises, etc), and others.

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While children are not typically cured nor do they outgrow autism, studies have shown that symptoms can improve with early diagnosis and treatment. There is no single treatment for autism. Treatments can include intensive skill-building and teaching educational sessions, known as applied behavior analysis (ABA), and many more interactive, child-centered versions of behavior treatments. Treatment may also involve special training and support for parents, speech and language therapy, occupational therapy and/or social skills training.

Also, some children and adults with ASD have other kinds of psychological difficulties at some point in their lives, such as anxiety, ADHD, disruptive behaviors or depression. These difficulties can be treated with therapy or with medication. There are currently no medications that directly treat the core features of ASD.

In addition to treatment, regular and special education classrooms can be changed to help students with autism. Many students with autism can function better if the day is consistent and predictable. It is also helpful if information is presented so the student can learn by seeing as well as hearing and if students get to play and learn with nondisabled peers. A federal law — the Individuals with Disabilities Education Act, or IDEA — requires that special services be available to children identified with a disability. The services can include early intervention, support for birth through three years, and special education for children aged three through 21.

Use of complementary and alternative treatments is common among children with autism, for example, special nutritional supplements and diets. To date, there is little good scientific evidence that such treatments are effective and sometimes they have negative consequences; it is important to talk to your doctor before trying any complementary or alternative treatments.

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Signs and Symptoms of Autism Spectrum Disorders

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Signs and Symptoms of Autism Spectrum Disorders

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Centers for Disease Control and Prevention

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Autism spectrum disorder (ASD) is a developmental disability caused by differences in the brain. People with ASD often have problems with social communication and interaction, and restricted or repetitive behaviors or interests. People with ASD may also have different ways of learning, moving, or paying attention. It is important to note that some people without ASD might also have some of these symptoms. But for people with ASD, these characteristics can make life very challenging.
Learn more about ASD
Social Communication and Interaction Skills

Social communication and interaction skills can be challenging for people with ASD.

Examples of social communication and social interaction characteristics related to ASD can include

Avoids or does not keep eye contact

Does not respond to name by 9 months of age

Does not show facial expressions like happy, sad, angry, and surprised by 9 months of age

Does not play simple interactive games like pat-a-cake by 12 months of age

Uses few or no gestures by 12 months of age (for example, does not wave goodbye)

Does not share interests with others by 15 months of age (for example, shows you an object that they like)

Does not point to show you something interesting by 18 months of age

Does not notice when others are hurt or upset by 24 months of age

Does not notice other children and join them in play by 36 months of age

Does not pretend to be something else, like a teacher or superhero, during play by 48 months of age

Does not sing, dance, or act for you by 60 months of age

Restricted or Repetitive Behaviors or Interests

People with ASD have behaviors or interests that can seem unusual. These behaviors or interests set ASD apart from conditions defined by problems with social communication and interaction only.

Examples of restricted or repetitive behaviors and interests related to ASD can include

Lines up toys or other objects and gets upset when order is changed

Repeats words or phrases over and over (called echolalia)

Plays with toys the same way every time

Is focused on parts of objects (for example, wheels)

Gets upset by minor changes

Has obsessive interests

Must follow certain routines

Flaps hands, rocks body, or spins self in circles

Has unusual reactions to the way things sound, smell, taste, look, or feel

Other Characteristics

Most people with ASD have other related characteristics. These might include

Delayed language skills

Delayed movement skills

Delayed cognitive or learning skills

Hyperactive, impulsive, and/or inattentive behavior

Epilepsy or seizure disorder

Unusual eating and sleeping habits

Gastrointestinal issues (for example, constipation)

Unusual mood or emotional reactions

Anxiety, stress, or excessive worry

Lack of fear or more fear than expected

It is important to note that children with ASD may not have all or any of the behaviors listed as examples here.
Learn more about screening and diagnosis of ASD Learn more about treating the symptoms of ASD

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Signs & Symptoms | Autism Spectrum Disorder (ASD) | NCBDDD | CDC

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Autism Spectrum Disorder (ASD) are a group of developmental disabilities that can cause significant social, communication and behavioral challenges. CDC is working to find out how many children have ASDs, discover the risk factors, and raise awareness of the signs.

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Treatment and Intervention Services for Autism Spectrum Disorder

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Treatment and Intervention Services for Autism Spectrum Disorder

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Centers for Disease Control and Prevention

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Current treatments for autism spectrum disorder (ASD) seek to reduce symptoms that interfere with daily functioning and quality of life. ASD affects each person differently, meaning that people with ASD have unique strengths and challenges and different treatment needs. Therefore, treatment plans usually involve multiple professionals and are catered toward the individual.

Treatments can be given in education, health, community, or home settings, or a combination of settings. It is important that providers communicate with each other and the person with ASD and their family to ensure that treatment goals and progress are meeting expectations.

As individuals with ASD exit from high school and grow into adulthood, additional services can help improve health and daily functioning, and facilitate social and community engagement. For some, supports to continue education, complete job training, find employment, and secure housing and transportation may be needed.

Types of Treatments

There are many types of treatments available. These treatments generally can be broken down into the following categories, although some treatments involve more than one approach:

Behavioral Approaches

Behavioral approaches focus on changing behaviors by understanding what happens before and after the behavior. Behavioral approaches have the most evidence for treating symptoms of ASD. They have become widely accepted among educators and healthcare professionals and are used in many schools and treatment clinics. A notable behavioral treatment for people with ASD is called Applied Behavior Analysis (ABA). ABA encourages desired behaviors and discourages undesired behaviors to improve a variety of skills. Progress is tracked and measured.

Two ABA teaching styles are Discrete Trial Training (DTT) and Pivotal Response Training (PRT).

DTT uses step-by-step instructions to teach a desired behavior or response. Lessons are broken down into their simplest parts, and desired answers and behaviors are rewarded. Undesired answers and behaviors are ignored.

PRT takes place in a natural setting rather than clinic setting. The goal of PRT is to improve a few "pivotal skills" that will help the person learn many other skills. One example of a pivotal skill is to initiate communication with others.

Developmental Approaches

Developmental approaches focus on improving specific developmental skills, such as language skills or physical skills, or a broader range of interconnected developmental abilities. Developmental approaches are often combined with behavioral approaches.

The most common developmental therapy for people with ASD is Speech and Language Therapy. Speech and Language Therapy helps to improve the person's understanding and use of speech and language. Some people with ASD communicate verbally. Others may communicate through the use of signs, gestures, pictures, or an electronic communication device.

Occupational Therapy teaches skills that help the person live as independently as possible. Skills may include dressing, eating, bathing, and relating to people. Occupational therapy can also include:

Sensory Integration Therapy to help improve responses to sensory input that may be restrictive or overwhelming.

Physical Therapy can help improve physical skills, such as fine movements of the fingers or larger movements of the trunk and body.

The Early Start Denver Model (ESDM) is a broad developmental approach based on the principles of Applied Behavior Analysis. It is used with children 12-48 months of age. Parents and therapists use play, social exchanges, and shared attention in natural settings to improve language, social, and learning skills.

Educational Approaches

Educational treatments are given in a classroom setting. One type of educational approach is the Treatment and Education of Autistic and Related Communication-Handicapped Children (TEACCH) approach. TEACCH is based on the idea that people with autism thrive on consistency and visual learning. It provides teachers with ways to adjust the classroom structure and improve academic and other outcomes. For example, daily routines can be written or drawn and placed in clear sight. Boundaries can be set around learning stations. Verbal instructions can be complimented with visual instructions or physical demonstrations.

Social-Relational Approaches

Social-relational treatments focus on improving social skills and building emotional bonds. Some social-relational approaches involve parents or peer mentors.

The Developmental, Individual Differences, Relationship-Based model (also called "Floor time") encourages parents and therapists to follow the interests of the individual to expand opportunities for communication.

The Relationship Development Intervention (RDI) model involves activities that increase motivation, interest, and abilities to participate in shared social interactions.

Social Stories provide simple descriptions of what to expect in a social situation.

Social Skills Groups provide opportunities for people with ASD to practice social skills in a structured environment.

Pharmacological Approaches

There are no medications that treat the core symptoms of ASD. Some medications treat co-occurring symptoms that can help people with ASD function better. For example, medication might help manage high energy levels, inability to focus, or self-harming behavior, such as head banging or hand biting. Medication can also help manage co-occurring psychological conditions, such as anxiety or depression, in addition to medical conditions such as seizures, sleep problems, or stomach or other gastrointestinal problems.

It is important to work with a doctor who has experience in treating people with ASD when considering the use of medication. This applies to both prescription medication and over-the-counter medication. Individuals, families, and doctors must work together to monitor progress and reactions to be sure that negative side effects of the medication do not outweigh the benefits.

Psychological Approaches

Psychological approaches can help people with ASD cope with anxiety, depression, and other mental health issues. Cognitive-Behavior Therapy (CBT) is one psychological approach that focuses on learning the connections between thoughts, feelings, and behaviors. During CBT, a therapist and the individual work together to identify goals and then change how the person thinks about a situation to change how they react to the situation.

Complementary and Alternative Treatments

Some individuals and parents use treatments that do not fit into any of the other categories. These treatments are known as Complementary and Alternative treatments. Complementary and alternative treatments are often used to supplement more traditional approaches. They might include special diets, herbal supplements, chiropractic care, animal therapy, arts therapy, mindfulness, or relaxation therapies. Individuals and families should always talk to their doctor before starting a complementary and alternative treatment.

There may be other treatments available for individuals with ASD. Talk to a doctor or healthcare provider to learn more.

For more information you can visit:

American Academy of Pediatrics Council on Children with Disabilities: https://pediatrics.aappublications.org/content/145/1/e20193447external icon

Autism Society: https://www.autism-society.org/living-with-autism/treatment-options/external icon

Autism Speaks: https://www.autismspeaks.org/treatments-autismexternal icon

Interagency Autism Coordinating Committee: https://iacc.hhs.gov/publications/publications-analysis/2012/treatments.shtmlexternal icon

National Institute on Child Health and Human Development: https://www.nichd.nih.gov/health/topics/autism/conditioninfo/treatmentsexternal icon

References

Hyman, S.L., Levy, S.E., Myers, S.M., & AAP Council on Children with Disabilities, Section on developmental and behavioral pediatrics. (2020). Identification, evaluation, and management of children with autism spectrum disorder. Pediatrics, 145(1), e20193447.

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Treatment and Intervention Services for Autism Spectrum Disorder

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Autism Spectrum Disorders (ASDs) are a group of developmental disabilities that can cause significant social, communication and behavioral challenges. CDC is working to find out how many children have ASDs, discover the risk factors, and raise awareness of the signs.

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Sexual Abuse Child sexual abuse includes a wide range of sexual behaviors that take place between a child and an older person or alternatively between a child and another child/adolescent.
Types of Sexual Abuse :
Behaviors that are sexually abusive often involve
- Bodily contact, such as sexual kissing, touching, fondling of genitals, and intercourse. However.
- Behaviors :  may be sexually abusive even if they do not involve contact, such as of genital exposure ("flashing"), verbal pressure for sex, and sexual exploitation for purposes of prostitution or pornography

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Child Sexual Abuse: Trauma & Recovery After Child Abuse

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The birth of a sibling can be a particularly traumatic event for children, especially young children.  There are complex feelings that they don’t understand and cannot verbalize. They can be happy but jealous, excited and scared, or any other kind of opposing feelings that children are unable to process alone.

I remember when my wife was pregnant with our middle child, my oldest was really excited. He was about to turn 3 when his brother was born and so at times he would seem elated and other times he would cry and beg my wife to hold him. It’s a trauma that is both personal and alien because it displaces a child’s learned identity. With a new child they are now so-and-so’s older brother/sister and they have a whole new set of rules and expectations that they are supposed to adhere to. I picked this trauma because it is one I see a lot working in kindergarten and so I have experience dealing with it in the classroom and at home.

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A friend moving can be traumatic for little children. They don’t always understand why they can’t see their friend at school anymore but can call them on the phone. Attempts to tell them they are away are returned with satisfaction that their friend will return and questions of when. Moving can be abstract for children who have never moved long distances and so it can be difficult for adults to understand the trauma and shrug it off by saying “They’ll get over it”.

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Symptoms  of Child Sexual Abuse :                                      Symptoms of Sexual Abuse Children who have been sexually abused may display the following signs and symptoms:                                                     - Withdrawal from friends or usual activities.                      - Changes in behavior.                                   - Aggression, Anger, Hostility or Hyperactivity and   Changes in school performance.                           - Depression, anxiety or unusual fears, or a sudden loss of self-confidence.          - An apparent lack of supervision.                             - Frequent absences from school.                                       -Reluctance to leave school activities, as if he or she doesn't want to go home.       - Attempts at running away. - Rebellious or defiant behavior.                                                  -  Self-harm or attempts at suicide.                                      - Sexually abuse children : Be pregnant or have a sexually transmitted disease.

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Symptoms  of Child Sexual Abuse :                                      Symptoms of Sexual Abuse Children who have been sexually abused may display the following signs and symptoms:                                                     - Withdrawal from friends or usual activities.                      - Changes in behavior.                                   - Aggression, Anger, Hostility or Hyperactivity and   Changes in school performance.                           - Depression, anxiety or unusual fears, or a sudden loss of self-confidence.          - An apparent lack of supervision.                             - Frequent absences from school.                                       -Reluctance to leave school activities, as if he or she doesn't want to go home.       - Attempts at running away. - Rebellious or defiant behavior.                                                  -  Self-harm or attempts at suicide.                                      - Sexually abuse children : Be pregnant or have a sexually transmitted disease.

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NNECA - National Network to End Child Abuse

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The Effects of Child Abuse.    °  The Impaired brain development : the abused child may not properly develop cognitive skills, which has long-term effects on academic abilities and mental health disorders.       ° Poor physical health : adults who experienced childhood abuse are more likely to experience health conditions such as heart disease, lung disease and diabetes.  Abuse has been linked to adolescent obesity as well.                                       ° Psychological issues : depression, anxiety, low self-esteem, eating disorders, personality disorders, post-traumatic stress disorder (PTSD), attachment disorders and suicide attempts are all tied to childhood abuse.                      ° Relationship issues : abuse victims may struggle to trust others. Children may also grow up to accept abuse as a normal part of relationships.                            ° Substance abuse : victims of childhood abuse are 1.5 times more likely to use drugs than children who were not abused.                      ° Behavioral issues: adolescents and young adults are more likely to engage in unprotected sex, skipping school, abusing drugs and other delinquent activities as a consequence of abuse.                       Abusive to others :  children who were raised abused are more likely to continue the cycle of abuse. 

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The Effects of Child Abuse.    °  The Impaired brain development : the abused child may not properly develop cognitive skills, which has long-term effects on academic abilities and mental health disorders.       ° Poor physical health : adults who experienced childhood abuse are more likely to experience health conditions such as heart disease, lung disease and diabetes.  Abuse has been linked to adolescent obesity as well.                                       ° Psychological issues : depression, anxiety, low self-esteem, eating disorders, personality disorders, post-traumatic stress disorder (PTSD), attachment disorders and suicide attempts are all tied to childhood abuse.                      ° Relationship issues : abuse victims may struggle to trust others. Children may also grow up to accept abuse as a normal part of relationships.                            ° Substance abuse : victims of childhood abuse are 1.5 times more likely to use drugs than children who were not abused.                      ° Behavioral issues: adolescents and young adults are more likely to engage in unprotected sex, skipping school, abusing drugs and other delinquent activities as a consequence of abuse.                       Abusive to others :  children who were raised abused are more likely to continue the cycle of abuse. 

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The COVID-19 pandemic has been a singular disaster—a recurring series of traumatic events that have eroded the very social trust and connections that allow communities to recover from catastrophes world wide.

Enduring emotional distress and fear, such as that created by COVID-19, can cause trauma in children and adults.

Symptoms of trauma can manifest differently in children than in adults.

Trauma can carry long-term effects if left untreated, meaning the impact of COVID-19 could remain long after the pandemic is under control.

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1. Depression
2. Anxiety
3.Grief
4.Trauma and early signs of PTSD
5. Panic and agoraphobia
6. Substance misuse
7. Eating disorders
8. Compounded mental health issues

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Post-pandemic traumatic stress could last for years, mental health experts say

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Cognitive behavioral therapy (CBT) : seek medical evaluation and mental health care helps a child cope with painful memories and feelings associated with the trauma of abuse. Behavioral therapy teaches healthy coping skills for dealing life stressors and decreases life-threatening behavio rand other behaviors that reduce the quality of life.

Child-parent psychotherapy: This form of treatment helps the parent and child build a stronger relationship. Parents will learn the cause of the abuse and ways to deal with difficult and frustrating situations as a parent, as well as healthy parenting skills. That can help reassert the sens of the safety that the child has lost

Create a set daily routine for the child

The importance of the strong family support system in the child healing process

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Coping strategies for sexual assault survivors

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Stressors and Protective Factors in COVID-19 Pandemic 

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Stressors and Protective Factors in COVID-19 Pandemic 

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Survey on Mental Health, Substance Use, and Suicidal Ideation During the COVID-19 Pandemic

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Survey on Mental Health, Substance Use, and Suicidal Ideation During the COVID-19 Pandemic

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Signs of pandemic-induced trauma, a trauma-related mental health disorder, or PTSD:

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Signs of pandemic-induced trauma, a trauma-related mental health disorder, or PTSD:

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1. Newly developed habits that are disrupting your daily life.
2. Noticeable shifts in drinking or use of other substances.
3. Avoiding situations that remind you of your trauma.
4. Taking part in risky behavior.
5. Increased irritability or anger.
6. New or worsening physical symptoms like headaches, teeth grinding or stomach pains.
7. Nightmares about the pandemic.

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1. finding one safe person in your life to confide in, therapist or just someone to lean on who you trust.
2. Speaking of the internet and curate your news.
3. While there’s no one-size-fits all treatment plan, there are professional resources and experts available to help you find what works best for you.

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Trauma affects the development of a child's brain so it's important to know how to handle a students suffering from trauma. Accidents are one of the major things that can cause trauma in both the young and old. When a person is involved in an accident focus is placed on the physical injuries, pain, swells and bruises, with less focus on the emotional and psychological damage that may be made. Often, after a serious car accident, there is a high risk of it being followed by  some kind of psychological trauma(PTSD). Post-Traumatic Stress Disorder(PTSD) can happen to anyone after a really traumatic and violent experience.

WHAT IS TRAUMA?
The American Psychological Association (APA) defines trauma as "the response one has to an extremely negative event. While trauma is often a normal reaction to an unpleasant or horrible event, the effects of it can be severe and may interfere with an individual’s ability to lead a normal life. In such cases, a person may need help to treat the stress and dysfunction that is caused by the unpleasant event and restore the individual to a state of emotional well-being."

SYMPTOMS OF TRAUMA

Stress

Depression

Anxiety

Panic attacks

Shock

Anger

Nervousness

Worry

Fear

Loneliness

Uneasiness

Mood swings

Chronic fatigue

Loss of appetite

These are some of the the possible signs a student might be going through trauma, and it's important that the teacher keeps a close eyes to observe the student's behaviour.

STRATEGIES FOR HELPING STUDENTS WITH TRAUMA.

* Let the child see a specialist (counsellor) if possible.
* Build a healthy relationship with
students, one where they can easily share the things bother them.
* Take them through deep belly breaths.
* Make room for breaks in between the lesson so things don't get overwhelming for the child.
* Create a safe classroom environment, where every student's emotions are respected.

SOCIAL EMOTIONAL LEARNING (SEL )

* Teach students how to handle  social  emotional issues that may come up in their lives or the lives of those around them. This way students know how to interact with someone who may be going through some kind of trauma.

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Addressing Trauma in the Classroom | Teacher Tips

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Helping children to manage traumatic stress during the Pandemic

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Helping children to manage traumatic stress during the Pandemic

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Helping kids manage stress brought on by 'return to normal'

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● School and teachers to promote staying physically safe to reduce transmission of the COVID-19 virus

□ Stay home when you can

□ When outside the home, keep social distancing, wash hands thoroughly and frequently

● School to provide warm, comforting, social & mental support

□ Taking time to share your feelings and to listen and support others

□ Use phone, video, text, or email to talk with others

□ Tutors, counsellors to organize workshops and provide counselling sessions

● Workshops, tutorial programes

● School to encourage to study well enough from home

□  Confine workplace to a specific clear area

□  End the study day with clear boundaries- off screen time with family members

□ Use video communications when you can, seeing faces provides more social connection and information

● Limit media to reduce anxiety

□ No more than twice a day (e.g., checking for updates in the morning and before dinner)

□ Try to avoid reading about COVID-19 before bedtime

●Eat well

□ Good nutrition helps good mood

□ Host a dinner using Face Time or Zoom so you can talk positive things while you eat

● Create new routines and keep practicing health behaviors during lockdown

□ Go to bed early and go outside each day to be active

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Our fight is against #COVID19, not each other! Together we will fight #COVID19.

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1. Talk to the class about how grief affects people and encourage them to share how they feel.

2.Discuss how difficult it may be for their classmate to return to school, and how they may be of help.

3. Provide a way for the class to reach out to the grieving classmate and his or her family.

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1. Comprehend that the student’s life has changed forever, and that it will never be the same

2. Listen without judgment

3. Allow for grief, sorrow, anger, and other feelings

4. Let that student know it's OK to talk about loss and to either affirm their emotions or accept their choice not to talk

5. Keep lines of communication open with families and share ideas

6. Build resilience
To foster resilience, talk with students about what they hope their actions will do for them—and if those actions are problematic, help students find alternative ways of achieving that goal.

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According to a survey by the American Federation of Teachers and New York Life Foundation, 70% of classroom educators currently teach a student who lost someone close in the past year. But only 7% of the teachers have ever received bereavement training. The AFT and the National Center for School Crisis and Bereavement have partnered to enhance the professional development of teachers and other school personnel so that they can better support grieving students.

Schools and school staff are central to the community, and are an excellent resource to support grieving students and provide guidance for families, who may not know where else to look for such support. You and your members may be the only professionals in a position to offer timely advice on funeral attendance or recommendations on how to help children understand death and cope with difficult feelings, such as guilt.

The AFT wants to help create a culture in schools where understanding and addressing the needs of grieving students is seen as part of the professional role of educators and other school personnel. Through generous support from the New York Life Foundation, the AFT has piloted bereavement training workshops with three of its local affiliates in Charlotte County, Fla., San Francisco and New York City.

In order to help all members better understand their role with grieving students, we've compiled resources to help you better serve these students within the school setting. The goal of these resources is to give you and your members a basic level of training so you can start critical conversations with and provide basic support for grieving students.

For more information, please contact childgrief@aft.org.

Bereavement 101

1. "Guidelines for Responding to the Death of a Student or School Staff": This booklet is designed to help school administrators, teachers and crisis team members respond to the needs of students and staff after a loss, such as the death of a student or staff member or a death that affects many people in the community.

2. Supporting the Grieving Student , by David J. Schonfeld and Marcia Quackenbush

3. After a Loved One Dies-How Children Grieve, and How Parents and Other Adults Can Support Them, by David J. Schonfeld and Marcia Quackenbush

4. Other resources to share with families:

Suicide

Death by suicide can have a unique impact on families, friends and school communities. For more on how schools can prevent suicide, as well as strategies after a suicide occurs, please see Youth Suicide.

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According to a survey by the American Federation of Teachers and New York Life Foundation, 70% of classroom educators currently teach a student who lost someone close in the past year. But only 7% of the teachers have ever received bereavement training.

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Chris Park of the New York Life Foundation and Dr. David Schonfeld of the National Center for School Crisis and Bereavement offer five tips to help teachers deal with grieving students.

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Regardless of the circumstances, losing a friend or loved one is a painful and challenging experience. Grief is the profound feeling of loss that occurs when a relationship is terminated due to death, relocation, separation, or some other factor. A related term, bereavement, describes the grieving process; it refers to the period of time during which an individual feels grief and deals with loss. This period may pass quickly, or linger for a matter of months or years. Although grief and bereavement are often accompanied by feelings of isolation, the process is in fact natural and common, something that nearly everyone experiences at some point in life.

Coping with death and loss, whether sudden or expected, can feel jarring, even debilitating. Fortunately, many resources exist specifically to support the bereaved. The statistics, descriptions, and links provided below offer a useful aid for anyone working through the difficult grieving process.

Statistics Relating to Grief and Bereavement

4% of children between the ages of 5 and 16 have experienced the death of a parent or sibling; 6% of children between the ages of 5 and 16 have experienced the death of a close family friend; 13% of children between the ages of 5 and 16 have experienced the death of a grandparent. ( Winston's Wish )

Over a fifteen year period, couples who miscarried had a 22% higher risk of breaking up than couples who carried a baby to term. Couples who experienced a stillbirth were 40% more likely to breakup. ( University of Michigan Health System )

There is no set length for the grieving period; in intense cases grief can last for several years or more.

Although grief is most commonly referred to in terms of death, individuals can also experience grief over other life-altering events, such as divorce, losing a job, or relocating ( Mental Help).

Symptoms of Grief :
Emotional Symptoms of Grief:

Grief is often thought of as a series of five stages, a model first introduced by psychiatrist Elisabeth Kubler-Ross. Kubler-Ross' five stages consist of denial, anger, bargaining, depression, and finally acceptance. While any of these stages can indicate grief, not all of them need be present for grieving to occur. Additional common symptoms include shock, guilt, fear, and even physical impairment ( Help Guide ).
Physical Symptoms of Grief:

The physical symptoms of grief present themselves in many ways. Some individuals experience headaches, fatigue, nausea, insomnia, or weight gain. Others may experience completely different symptoms and sleep excessively, work constantly, or lose weight. Although each individual copes with grief differently, leading a healthy and balanced lifestyle proves consistently beneficial across all circumstances ( Family Caregiver Alliance ).

Tips on Coping with Grief

Take care of yourself If subjected to poor nutrition, insufficient sleep, and no exercise, a grieving person's already strained body can develop conditions, medical and otherwise, that further complicate the bereavement process.

Stay active and social While withdrawing from activities and relationships may seem the natural course of action for someone experiencing grief, staying engaged can actually provide an important source of distraction, allowing the bereaved to focus on something other than their loss.

Be flexible Many bereaved people may want to stick to a normal routine in order to continue to act "normal." However, rigid adherence to a schedule simply may not be practical after a serious loss. Instead, it is important for the grieving individual to be flexible, and to allow grief to take its natural course rather than ignoring it. There is no need to feel guilty if certain "normal" tasks and responsibilities are not completed as usual during the period of grief.

Prepare for anniversaries The anniversary of a loved one's death can be an especially trying time for those left behind. Even after bereavement has run its course, an anniversary can renew feelings of pain and loss. Therefore, it is helpful to prepare for an anniversary well in advance, perhaps by taking the day off work, and making it a special time to commemorate the lost loved one. ( Mental Help )

Knowing When Grief is Complete

With no set timeframe for bereavement, it can be hard to know when grief will come to an end. Grieving people often experience hopelessness, the sensation that they are lost and have nothing to live for. One important sign that grief is coming to a close, then, is a slow return of a person's ability to feel happiness and pleasure. Other positive signs include re-engagement in activities and friendships, and a return to a present- or future-facing orientation (i.e. living in the present instead of dwelling on the past). In addition to new hope, a final sign that bereavement may be passing occurs when an individual is able to think about the lost loved one as a happy past memory rather than a painful present absence. ( Mental Help )

General Resources on Grief and Bereavement

Family Caregiver Alliance: Family Caregiver Alliance devotes a section of its site to grief and loss, providing details on anticipatory grief, the length of the grieving period, symptoms of grief, stages of grief, ethical issues that surround grief, tips for helping the bereaved, and practical assistance for those suffering from grief. The site also lists additional recommended reading.

Centering Corporation : The Centering Corporation is a non-profit committed to providing support and education on grief and loss to professionals and the families that they serve. The site offers a variety of grief resources, a monthly digest, an events calendar, and a catalog of suggested reading.

Crisis, Grief & Healing : Started by grief psychotherapist Tom Golden, Crisis, Grief & Healing provides a comprehensive exploration of grief, and specific types of bereavement, including infant loss, parent loss, and more. Discussion boards allow individuals to join the discussion and find support.

Family Caregiver Alliance: Family Caregiver Alliance devotes a section of its site to grief and loss, providing details on anticipatory grief, the length of the grieving period, symptoms of grief, stages of grief, ethical issues that surround grief, tips for helping the bereaved, and practical assistance for those suffering from grief. The site also lists additional recommended reading.

Finding My Banana Bread Man : Finding My Banana Break Man is a site made by a man who lost his life partner. The site has poetry, frequently asked questions, reviews, relevant links, pictures, special events, and more. If you have ever lost somebody close to you, this site will be a great source of relatable and interesting information.

Help Guide : Help Guide provides many resources for coping with grief, including information on common symptoms, and advice on how to someone who is grieving.

How To Deal With Grief : Information on grief, and resources for finding support, as provided by the United States Department of Health and Human Services.

Grief.com : Grief.com provides resources on various types of grief, including books, articles, upcoming events, and a page featuring a Q&A with psychologist Elisabeth Kubler-Ross.

Grief Healing : This site offers suggestions on how to cope with grief, especially in the early stages of bereavement. Grief Healing also includes resources on dealing with the loss of pets.

Mental Help : Mental Help offers a comprehensive overview of the grieving process, as well as videos, links, news, book reviews, and a blog on bereavement. The site also provides specific advice on how to help adults and children cope with grief.

General Resources on Miscarriage

Bereaved Single Mothers Forum : The Bereaved Single Mothers Forum offers a safe space for single parents to explore the issues surrounding miscarriage or the loss of a newborn. The site's advice specifically targets relationship loss due to grief, and the experience of dealing with grief along.

KUMC : The University of Kansas Medical Center, or KUMC, offers a list of links, articles, and resources on miscarriage, stillbirth and infant death.

Missing GRACE Foundation : The Missing GRACE Foundation's aim is to provide support to families facing miscarriage, infant loss, infertility, or adoption. GRACE stands fort the five core principles at the organizations heart: Grieve, Restore, Arise, Commemorate, and Educate.

Pregnancy Loss : Pregnancy Loss allows those grieving to create an online memorial, and to view and submit questions about miscarriage and stillbirth. The site also provides resources and suggested reading for those facing the early termination of a pregnancy.

SHARE Pregnancy and Infant Loss Support : SHARE is a national nonprofit serving those who have suffered the miscarriage or the loss of an infant. The organization's services include a bi-monthly newsletter, and information on how to join a local SHARE support group or start one in your community.

UNITE : UNITE is a Philadelphia-based nonprofit that counsels families suffering from miscarriage, stillbirth, and infant death. On its site, UNITE offers support groups, literature, forums, training, and educational programs.

General Resources on Death of a Child

The Compassionate Friends : The Compassionate Friends' mission is to help families positively resolve the grief resulting from the death of a child. The site includes informational brochures, videos, and other resources, as well as a listing of local Compassionate Friends chapters.

COPE Foundation : The COPE Foundation has a variety of resources, articles, and recommended readings for parents who have experienced the tragic loss of a child. In addition, the site offers a comprehensive FAQ section, and an dedicated specifically to connecting bereaved parents.

Feelings of the Fathers : Designed specifically for fathers suffering the loss of a child, this site includes helpful resources for fathers, including a discussion forum, advice, and links to other father-specific websites.

General Resources on Death of a Parent

Dougy Center : The Dougy Center is a national center that provides support to grieving children, teens, young adults, and their families. The Center provides support and training to organizations wishing to assist bereaved children, while at the same time providing young people with a safe place to air their feelings and concerns.

Grieving Center for Children, Teens & Families : The Grieving Center provides a safe spot for young people and their families to find and provide mutual support in the healing process.

Kids Aid : Kids Aid is a partner website of GriefNet, and provides a number of resources for bereaved children including email support groups, a forum for sharing artwork and stories, and a Q&A area where people of all ages can get expert advice.

Winston's Wish : Winston's Wish is a UK-based charity group for bereaved children and young adults, and provides many resources on how to help you people deal with grief. In addition, the site aims to connect bereaved children and teens to one another through customized tools and networking.

General Resources on Child Abduction

The National Organization of Parents of Murdered Children : POMC seeks to make a difference through ongoing education, prevention, support, awareness, and advocacy. In addition to providing a virtual forum for parents to connect and provide support, the organization boasts local chapters around the country.

Office of Juvenile Justice and Delinquency Prevention : The U.S. Department of Justice's Office of Juvenile Justice and Delinquency Prevention provides a list of readings and brochures about dealing with the abduction of a child.

Peace 4 the Missing : Peace 4 the missing is a network for parents and guardians with missing or abducted children. The site features forums, blogs, resources, and links to aid those grieving an abducted child. Peace 4 the Missing also hosts a number of annual events meant to inform the legislature, and draw attention to the issue of child abduction.

Hospice Care and Support Groups

Caring Connections : Caring Connections is a website for caretakers and those they care for, and boasts a great deal of information on grief, particularly in response to the death of the elderly. The site provides links to local hospices, as well as a series of specific articles on topics like grief in the workplace, and grief around the holidays.

GriefNet : GriefNet offers network of online and email support groups, which cater to specific kinds of grief, like that stemming from the loss of a child, parent, or partner. Additionally, GriefNet allow users to create and share online memorials for those they are grieving. Resources on support groups and suicide prevention are also available.

MISS Foundation : The mission of the MISS Foundation, an international nonprofit organization, is to empower grieving families through proactive volunteerism and community involvement. The Foundation provides resources on finding meaningful volunteer work, in addition to useful educational information and research on reducing instances of infant and toddler death.

The National Hospice Foundation : The National Hospice Foundation presents information on how to plan ahead for your own death, how to care for someone on the brink of passing, how to live with a terminal illness, and how to deal with the grief of loss.

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A Comprehensive Guide To Grief And Bereavement

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Regardless of the circumstances, losing a friend or loved one is a painful and challenging experience. Grief is the profound feeling of loss that occurs when a relationship is terminated due to death, relocation, separation, or some other factor.

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About Us

The Coalition to Support Grieving Students is a unique collaboration of the leading professional organizations representing classroom teachers (including teachers, paraprofessionals, and other instructional staff), principals, assistant principals, superintendents, school board members, and central office staff, student support personnel (including school counselors, school nurses, school psychologists, school social workers, and other student support personnel), and other school professionals who have come together with a common conviction: grieving students need the support and care of the school community.

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Home Page - Coalition to Support Grieving Students

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The Coalition to Support Grieving Students is a unique collaboration of the leading professional organizations representing classroom teachers (including teachers, paraprofessionals, and other instructional staff), principals, assistant principals, superintendents, school board members, and central office staff, student support personnel (including school counselors, school nurses, school psychologists, school social workers, and other student support personnel), and other school professionals who have come together with a common conviction: grieving students need the support and care of the school community.

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American Academy of Child and Adolescent Psychiatry. (2013). Facts for families: Grief and children, Number 8. www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/Facts_for_Families_Pages/Children_ And_Grief_08.aspx

American Federation of Teachers. (2012). Supporting the grieving student. Retrieved from www.aft.org/childrens-health/mental-health/supporting-grieving-student

Donna, M. (2018, January). Helping Students Grieve. ASCD.  http://www.ascd.org/publications/educational-leadership/dec17/vol75/num04/Helping-Students-Grieve.aspx

NASP. (n.d.). Addressing Grief: Tips for Teachers and Administrators.  https://www.nasponline.org/resources-and-publications/resources-and-podcasts/school-climate-safety-and-crisis/mental-health-resources/addressing-grief/addressing-grief-tips-for-teachers-and-administrators

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Autism Spectrum Disorder | Clinical Presentation

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Autism Spectrum Disorder | Clinical Presentation

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What is Autism (Part 1)? | Written by Autistic Person

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School Shootings/Threats to the Building. 

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School Shootings/Threats to the Building. 

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School Shootings & Threats to the schools have become an ongoing issue, especially in the United States. Students often have a lack of understanding of why it happens, or even how it could happen. Many are caught up in the idea of “what if”, and the best thing as an instructor is validate their feelings.

Responses:

Reinforce school safety - As an instructor be a welcoming positive beacon for the student(s). Explain the safety measures implemented in the building, (metal detectors, police in the building).

Listen to the students concerns and fears.

Keep routines, as routines help build stability and safety.

Remind students of resources both within and outside the building. (crisis counselors, hotlines, etc.)

Give students the opportunity to ask questions.

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Autism Spectrum Disorder, Causes, Signs and Symptoms, Diagnosis and Treatment

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Autism Spectrum Disorder, Causes, Signs and Symptoms, Diagnosis and Treatment

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Autism Spectrum Disorder, Causes, Signs and Symptoms, Diagnosis and Treatment

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Strategies of teaching learners with ASD

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Strategies of teaching learners with ASD

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1. Pictography
The use of pictures in class was one strategy of including learners with ASD in mainstream
classrooms that was established in all the focus groups discussions, individual interviews as well as
observations. The participants mentioned that learners with ASD cannot respond to the spoken
command which makes it difficult to express themselves to other learners and teachers. They have a serious communication shortfall. This causes a huge barrier in the learners understanding of what is
actually going on in class. The teachers then use pictures to try and assist learners with ASD to
communicate effectively as the lessons continue.
2. Routine
Another strategy that was mentioned by most of the teachers in the focus group discussions was that
of routine. Learners with ASD do not respond well to change. It is very important to stick to one and the same way of doing things in class. The individual interviews revealed that routine actually
minimizes chances of learners getting stressed and throwing tantrums.In case of a change, the new instruction needs to be repeated now and again until the learners grasp it.
3. Motivation
In the focus group discussions, it transpired that motivation is also a good strategy for including
learners with ASD in the mainstream classroom. Every time the learners with ASD do something
good and impressive, it is very important to give them a certain reward in order to motivate them to keep up that good behaviour. The individual interviews explained that motivation encourages the learners and boosts their self-esteem. It makes them feel loved, confident and somehow have
something to look forward each time a task is given to them. It serves as good strategy because it
keeps them interested and looking forward to the next lesson.
4. Sitting Arrangements
It was established during the focus group discussions that it is very important for these learners to be strategically positioned in class. Their sitting position can determine the failure or success of inclusion. The teachers who were interviewed said they made their learners with ASD sit in front of the teacher as they need a lot of attention; therefore, they need to be within the reach of the teacher.
Also, the learners with ASD are made to sit next to non-autistic learners make them feel included in the class.
5. Peer Tutoring
Another strategy employed by teachers was peer tutoring. It was observed that during the class
sessions learners with ASD quickly lost concentration. In Case A when one of the learners with ASD lost focus, the teacher then quickly called out the name of a friend to the child and asked him to attend to the learner. The peer in this observation was there to keep the learner with ASD stable so that the teacher peacefully continues with the lesson without having to occasionally attend to the
autistic learner. In case B, the peer tutoring strategy was used but what was observed was that when the assigned peer tried to attend to his friend the lesson continues without the two of them participating in learning. This made it appear as if they were playing in the midst of an ongoing class.

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 Strategies for including children withASD in mainstream classrooms

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 Strategies for including children withASD in mainstream classrooms

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1. Advocating for resources and essential training
Consistent with the inclusive pedagogical approach (Florian and Black-Hawkins 2011),
our findings show that teachers are committed to professional development as a way of
developing existing as well as new inclusive practices.
2. Tailored teaching methods
Inclusive pedagogy focuses on the learning needs of all children in the class and is
often defined by how it is used (i.e. delivery method) rather than the content of the
method (Florian and Black-Hawkins 2011). Teachers emphasised focusing on children’s abilities rather than their disabilities or limitations, a strategy for inclusion
involving tailored teaching methods (i.e. structured routine, creative planning and
flexibility, building on student’s interests, preventing ‘meltdowns’, goal setting and
rewards).
3. Preventing behavioural outbursts
In contrast to the inclusive pedagogical approach (Florian and Black-Hawkins 2011),
the methods used to prevent outbursts were often individualistic. Such an approach
has the potential of marginalising a child because their differential treatment may influence how their classmates treat them.
4. Goal setting/rewards
The importance of setting individualised goals and rewarding socially acceptable behaviour was highlighted as a mechanism of inclusion for all children, including children
with autism.
5. Teamwork
Inclusive pedagogy recognises that learning difficulties pose challenges for teachers
and that it is important to work with others to enhance the inclusive environment of
the classroom.
6. Building a rapport with parents and students
Similar to the teamwork approach, teachers often found it important to work with
parents to help build an inclusive learning environment for students.
7. Building a climate of acceptance in the classroom
Inclusive pedagogy (Florian and Black-Hawkins 2011) focuses on everyone in the
classroom and aims to avoid stigma by those who are different or who may be marginalised within the class

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Early childhood trauma h ttps://en.wikipedia.org/wiki/Early_childhood_trauma
Treating victims of sexual abuse
https://ajp.psychiatryonline.org/doi/10.1176/appi.ajp.2018.18050578Childhood traumatic grief information for school personnel https://www.nctsn.org/sites/default/files/resources/fact-sheet/childhood_traumatic_grief_information_for_school_personnel.pdf
Five Ways to Support Students Affected by Trauma

https://greatergood.berkeley.edu › article › item

Five Ways to Support Students Affected by Trauma

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Stigma is a fundamental cause of health inequalities, and obesity stigma is associated with significant physiological and psychological consequences, including increased depression, anxiety and decreased self-esteem. It can also lead to disordered eating, avoidance of physical activity and avoidance of medical care.

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Stigma is a fundamental cause of health inequalities, and obesity stigma is associated with significant physiological and psychological consequences, including increased depression, anxiety and decreased self-esteem. It can also lead to disordered eating, avoidance of physical activity and avoidance of medical care.

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The effects of weight bias and obesity stigma can be particularly severe for children. Studies indicate that school-aged children with obesity experience a 63% higher chance of being bullied. When children and youth are bullied or victimized because of their weight by peers, family and friends, it can trigger feelings of shame and lead to depression, low self-esteem, poor body image and even suicide.

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The effects of weight bias and obesity stigma can be particularly severe for children. Studies indicate that school-aged children with obesity experience a 63% higher chance of being bullied. When children and youth are bullied or victimized because of their weight by peers, family and friends, it can trigger feelings of shame and lead to depression, low self-esteem, poor body image and even suicide.

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Prevention:
1)  Right guidance of self image and self acceptance.
2) Create a friendly environment without bullying and laughing on kids with obesity.
3) Build self confidence and not focusing on body shape.
4) Advocate healthy image of young kids instead of skinny models, plastic surgery and sexy adults.
5) Increase social ethical considerations of public to achieve sustainable results.

Interventions:
1)  Mental health intervention for kids of obesity showing mental health symptoms.
2) Stop students' bullying on kids with obesity.

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World Obesity Day: Understanding the social consequences of obesity(2017） from:

https://www.euro.who.int/en/health-topics/noncommunicable-diseases/mental-health/news/news/2017/10/world-obesity-day-understanding-the-social-consequences-of-obesity

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How it effects Children with an early trauma

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How it effects Children with an early trauma

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In effect, a new baby in the family can feel like an additional, big and unpredictable threat to a child’s survival. This unfamiliar being means the already stressful connection with the main care giver gets weaker and harder to follow again. If this was what caused the original stress for a child, then this will be reawakened and feel like full on threat to their survival again.

In reality anyone trying to care for a young baby, recover from giving birth whilst trying to be extra available to a traumatized older child will need huge amounts of support. Being exhausted and physically depleted, whilst trying to settle a new family dynamic is huge.

Responses

1. Don’t leave them on their own with the baby EVER

2. Be clear with yourself that they are still a loving, caring child but are experiencing an automatic threat-response and are struggling

3. Be realistic – they did not ask for competition in the form of another child in the house – would you like it if your partner bought a new man or woman home and installed them as their new lover and wanted you to be kind to them??!!

4. Address all behaviors with calmness and compassion – you are NOT ignoring the swipe at the baby or the pinch on their hand – you are addressing it with kindness

5. Have time just with your child, every day

6. Believe that your child needs extra kindness as they are extra stressed and scared

7. Calm yourself – Check your child is OK be authentic and take your time– Be curious about how baby might be feeling based on what you can both observe – Offer connection to the child a hug, back rub etc. – When you are both calm – Talk about what might have happened – How you know that they know pinching is not OK – Be curious with them about what help they need for their for pinching not to happen again?Most importantly:

8. Stand squarely in the space of needing and wanting to help your child at this particularly stressful time

Remember their fight/flight response is automatic

They will grow to love their brother or sister in time

You and they are doing your best

They are scared

They mean no harm

You will all get there together

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The new arrival!

When any young child has to adjust to a new brother or sister joining the family it can be tricky. Initially they may not be too interested, excited and very interested, or they may enthusiastically envelope them with love and attention.

All of these can take some diplomatic management as it can be hard not to wince from that overly energetic hug, or the attempt to give them a large toy, or when they accidently leap onto the bed next to the defenseless baby.

Becoming a big brother or sister when you've had early trauma

For a child whose earliest experiences were too stressful with too little emotional and physical soothing being readily available, the arrival of a new sibling can be really triggering on many levels. Attachment research has shown that for any baby or child their adult carers should represent safety as this reduces stress and creates calmness and security. When this isn't possible, it makes daily life difficult for a child.

If a baby or young child gets too cold, wet, sad, hungry or lonely they can only sound the alarm to let the adult know they need to come and make things better again. Until this happens the baby is in a state of stress and alarm but can't do anything about it! Too many experiences of this have a lasting impact on the child's developing brain and body.

If the adult carer comes often enough, is mostly emotionally soothing and physically comforting the baby or child's stress and survival system eventually learns to cope with mild stress and doesn't go into too full on survival mode!

Early experiences are everything

Human connection with an emotionally attentive attachment figure is exactly what the baby or young child needs most as they can't soothe themselves. When this doesn't happen enough because of the adult's own trauma needs, mental illness, relationship difficulties or abuse or lack of knowledge then the child's system gets too stressed for too long.

The developing brain will form according to what it experiences in daily life. Even before birth the first lower part of the brain is forming and coming online. Its primary function is survival. Too much stress early on means a child's whole system gets stuck in fight, flight or freeze mode in this primitive, unintelligent part of their brain.

A new baby can set off a threat response

In effect, a new baby in the family can feel like an additional, big and unpredictable threat to a child's survival. This unfamiliar being means the already stressful connection with the main carer gets weaker and harder to follow again. If this was what caused the original stress for a child, then this will be reawakened and feel like full on threat to their survival again.

By kind permission of Dr. Shoshanah Lyons of Beacon House Therapeutic Services and Trauma Team
In reality anyone trying to care for a young baby, recover from giving birth whilst trying to be extra available to a traumatised older child will need huge amounts of support. Being exhausted and physically depleted, whilst trying to settle a new family dynamic is huge.

Having an older child who starts harming an innocent, defenseless baby brother or sister is deeply distressing and can easily start a belief process that the older child is unkind, nasty, jealous and vindictive. In reality they are in full on fight or flight mode 24/7 as the new baby is another barrier to connection with their safe adult. It is simply far too much for their system to manage.
What to do?
It takes great, great courage BUT it's vital to see that the older child is SCARED and threatened at a primitive survival level. All the rationalising about still being loved by Mummy/Daddy/Nanny etc. relies on them being able to take this in an store it away - they absolutely CAN NOT in the moment!

Over time it will help, but in the first year or so these are the most important things to do:

1. Don't leave them on their own with the baby EVER

2. Be clear with yourself that they are still a loving, caring child but are experiencing an automatic threat-response and are struggling

3. Be realistic - they did not ask for competition in the form of another child in the house - would you like it if your partner bought a new man or woman home and installed them as their new lover and wanted you to be kind to them??!!

4. Address all behaviours with calmness and compassion - you are NOT ignoring the swipe at the baby or the pinch on their hand - you are addressing it with kindness

5. Have time just with your child, every day

6. Believe that your child needs extra kindness as they are extra stressed and scared

7. Calm yourself - Check your child is OK be authentic and take your time- Be curious about how baby might be feeling based on what you can both observe - Offer connection to the child a hug, back rub etc. - When you are both calm - Talk about what might have happened - How you know that they know pinching is not OK - Be curious with them about what help they need for their for pinching not to happen again?

Most importantly:

Stand squarely in the space of needing and wanting to help your child at this particularly stressful time

Remember their fight/flight response is automatic

They will grow to love their brother or sister in time

You and they are doing your best

They are scared

They mean no harm

You will all get there together

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Why a child with early trauma could be triggered by a new baby in the family | Jane Evans

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The new arrival! When any young child has to adjust to a new brother or sister joining the family it can be tricky. Initially they may not be too interested, excited and very interested, or they may enthusiastically envelope them with love and attention. All of these can take some diplomatic management as it can [...]

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A new baby in the family is a time of change that can bring stress as well as happiness for everyone (Dunn 1988, cited in Volling 2012).1 For a child, gaining a sibling may be a positive experience – for example, enhancing their independence – but it can also result in negative reactions, such as:

poor or attention-seeking behaviour, such as tantrums, biting and being non-compliant

becoming more ‘needy’, getting easily upset or starting to wet themselves

having an adverse impact on the child’s learning and development

rejecting the new sibling.

Often struggling with accepting a new baby can be attributed to the child not fully understanding what is happening. They can feel left out and no longer loved.

The child’s age can also contribute to how they cope with the transition. Younger children have less developed communication skills, resulting in them not being able to communicate how they feel (Maroni 2007).2 However, older children have a better chance of coping because they tend to be able to control and understand their emotions better.

In contrast, Roberts (2006)3 suggests that it may be more difficult for an older child to adapt to siblinghood because they have been the centre of attention for longer and will need to get used to sharing their parents and adapt to having less time with them. Reassuringly, Yamazaki (2003)4found that three months after the birth, children start to act like an older sibling, suggesting that all they need is time.

All of the practitioners that I interviewed appreciated the scale of the change for the older sibling and that it is important to support a child who is expecting a sibling, with their comments including:

‘It is a big change and a difficult time.’

‘A child’s behaviour can change.’

‘We can play a key role in helping a child understand.’

‘We can provide key support to families too.’

Responses

Provide personal stories

Use calming techniques or meditation

Use picture journaling and ask what the pictures mean.

Teach about how families change

Offer support

Give more responsibilities

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Becoming an older sibling can be difficult for children to deal with. Rachel Howe explores how practitioners and parents can help

My brother was born when I was two years old and I clearly remember meeting him for the first time. I was quite taken aback at becoming a big sister and didn't fully understand the implications. In fact, I told my parents that he shouldn't come home with us when they put him in the car.

Since becoming a childcare practitioner, I've observed a wide range of reactions from children as they become older siblings. This can affect the whole family and even the nursery that the child attends. My experiences inspired me to write a dissertation for my early childhood studies degree on the approaches practitioners and parents put into place to help and support young children through the transition into siblinghood.
POSITIVES AND NEGATIVES
A new baby in the family is a time of change that can bring stress as well as happiness for everyone (Dunn 1988, cited in Volling 2012).1 For a child, gaining a sibling may be a positive experience - for example, enhancing their independence - but it can also result in negative reactions, such as:

poor or attention-seeking behaviour, such as tantrums, biting and being non-compliant

becoming more 'needy', getting easily upset or starting to wet themselves

having an adverse impact on the child's learning and development

rejecting the new sibling.

Often struggling with accepting a new baby can be attributed to the child not fully understanding what is happening. They can feel left out and no longer loved.

The child's age can also contribute to how they cope with the transition. Younger children have less developed communication skills, resulting in them not being able to communicate how they feel (Maroni 2007).2 However, older children have a better chance of coping because they tend to be able to control and understand their emotions better.

Maroni suggests that a four-year-old should be able to cope with the change better than a two-year-old because the child will have 'developed a clearer sense of his own identity'. A four-year-old is often starting to become more independent, such as not relying on their mother to be breastfed. They are also likely to have started nursery or school, which can help them to develop their own friends outside the family circle.

In contrast, Roberts (2006)3 suggests that it may be more difficult for an older child to adapt to siblinghood because they have been the centre of attention for longer and will need to get used to sharing their parents and adapt to having less time with them. Reassuringly, Yamazaki (2003)4found that three months after the birth, children start to act like an older sibling, suggesting that all they need is time.
ADVICE TO PARENTS
Eighty per cent of the parents I spoke to for my dissertation said they had helped their eldest child ease into the role of becoming a sibling. Despite this, many had not received advice on how to prepare their child.

When it came to becoming a big brother or sister, many parents found that their child had mixed emotions. Twenty per cent said their child felt 'apprehensive', 40 per cent said 'excited', and 40 per cent said 'jealous', with some parents saying their child was experiencing both excitement and jealousy.

One parent said her older child would pull her hair while she held the baby, while another found that the older child always wanted to be taken to the toilet when it was time to feed the baby.

O'Conner (2013)5 states that for a smooth transition, the child must have a secure base, which is a secure attachment. This is agreed by Bowlby (1969, cited in Volling et al2014),6 who believed that the stronger the attachment the child had with their mother, the easier it would be to ease them into becoming a sibling. One example could be for a parent to spend quality time with the first child in order to minimise the risk of them feeling left out.

It is important for parents to explain to their child what is happening so they do not misunderstand or become confused. However, many parents may not know how to do this, which is where childbirth educators can assist. Or parents can gain support from other professionals such as midwives, health visitors and teachers.

Some children find their own ways to deal with the change, with some parents stating that their children would play with dolls. One mother said that her child began to copy her by looking after their doll and pretending to breastfeed, burp it and change its nappy.
A BIG CHANGE
All of the practitioners that I interviewed appreciated the scale of the change for the older sibling and that it is important to support a child who is expecting a sibling, with their comments including:

'It is a big change and a difficult time.'

'A child's behaviour can change.'

'We can play a key role in helping a child understand.'

'We can provide key support to families too.'

Practitioners, particularly the child's key person, can play an essential role by supporting, listening and planning activities that may further the child's understanding of what it means to become a big brother or sister. The child's key person can be the secondary attachment that the child needs, to whom they can go with any worries or when in need of comfort (Elfer et al2012).7 Dowling (1995, cited in Trodd 2012)8 states that children need to be informed, have time, have a sense of belonging, be resilient and be more able to cope with change.
Positive support includes:

developing effective communication with the child to enable them to express their feelings and emotions

giving lots of one-to-one time and cuddles

easing a child into their new sibling role by reading books specifically aimed at welcoming babies into the family

providing dolls and baby items in the home corner

focusing on group work in which children communicate, share and learn with their peers

setting up baby workshops in which children can learn about babies and how to care for them

putting on programmes or additional services to help children who are due to have a new sibling or are finding becoming a sibling difficult.

It is important for practitioners to communicate with parents and carers to establish how they are feeling and if they are worried or anxious. They should empathise with the parents and provide help and reassurance (O'Conner 2013).9 This allows the parents to feel calmer and less stressed about how their first child may cope with the change. It also enables a two-way exchange of helpful strategies.
IMPROVING PRACTICE
Conducting this study has enabled me to be critical of my practice and look at things in a different way. I now respond in a more positive way to children who are due to become older siblings:

I try to get involved more with expectant parents and involve their child in talk about baby scans and preparations for their new sibling.

Sometimes in circle time we will discuss being a sibling and talk about what is good about being an older brother and sister and what an important role it is.

We have updated our book corner to include books about babies and becoming a sibling. We share these with all children, but particularly if they are expecting a new baby.

The home corner has also been changed to include more dolls and baby equipment that children can use to act out what is happening in their homes.

Considering what it feels like to become a big brother or sister has led to me spending more one-to-one time with children who are new to the role because I am aware that at home their parents will have a lot of time taken up with the new baby. We talk positively about the new baby and I reassure the child that they will be a great brother or sister.

Rachel Howe is a nursery assistant and studied for her BA Hons in early childhood studies at the University of Derby. She spoke to Annette Rawstrone STORYTIME
Sophie and the New Baby by Catherine and Laurence Anholt

My Sister is an Alien by Rachel Bright

The New Small Person by Lauren Child
References
1. Volling B (2012) 'Family transitions following the birth of a sibling: An Empirical Review of changes in the firstborn's adjustment', Psychological Bulletin, 138 (3)

2. Maroni L (2007) Understanding 4-5-year-olds. Jessica Kingsley

3. Roberts R (2006) Self-Esteem and Early Learning: Key People from Birth to School. Paul Chapman

4. Yamazaki A (2003) 'The formation of a family of four while considering the development of the firstborn child', Journal of Japan Academy of Midwifery, 17 (1)

5. & 9. O'Conner A (2013) Understanding Transitions in the Early Years. Routledge

6. Volling B et al(2014) 'Children's res ponses to mother-infant and father-infant interaction with a baby sibling: jealousy or joy?', Journal of Family Psychology, 28 (5)

7. Elfer P, Goldschmied E and Sellock D (2012) Key Persons in the Early Years. Routledge

8. Trodd L (2012) Transitions in the Early Years. Sage

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Becoming an older sibling can be difficult for children to deal with. Rachel Howe explores how practitioners and parents can help My brother was born when I was two years old and I clearly remember meeting him for the first time. I was quite taken aback at becoming a big sister and didn't fully understand the implications.

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Responses:

Toddlers

Most of the time, toddlers take the news of a friend moving pretty well. This might just require you to provide hugs, kisses, and extra playtime for your child. You can also make sure your child has other friends to play with.

Still, this is a good time to start the subject of feelings. You can name what your child appears to be feeling. That helps form the building blocks of emotional intelligence and lets kids know that emotions are normal, even unpleasant ones, and that they always pass.

Preschool and Elementary

This age group often takes the move of a friend harder. That’s because friendships during this time are often based more on shared interests and your child liking and choosing their own friends.

For this group, it’s crucial that you allow the child to process what he or she is feeling. Depending on the kid, that might take little or lots of coaxing from you. You can ask open-ended questions to get your child thinking about and working through hard feelings. Some examples of such questions include:

How do you feel about your friend moving away?

How do you think your friend feels about moving? Is there something you can do to help your friend feel better about moving?

Do you have other friends who will also miss your friend? Can you help each other?

Do you know where your friend is going and why?

Make sure other adults in your child’s life know what’s going on and are prepared to handle it if your child brings up his or her feelings to them.

Books that deal with the subject of friends moving away can really help kids in this age group. It allows them to see someone their age dealing with and working through the feelings they are experiencing.

Middle and High School Kids

These kids can have an even harder time losing a friend to a move, and they might be more closed off about discussing it with you. Do what you can to keep communication open, using the same technique of open-ended questions described above. But don’t push too hard or your kid might close up even more.

Keep an eye on your child for signs that he or she is having a hard time processing the emotions surrounding the loss of the friend. That can be anything from acting out to closing off and staying in his or her bedroom all day. Try not to be confrontational but stay close and let your child know you empathize with and understand them and are there if they wish to talk.

Be ready to seek help from an outside source, such as another adult your child respects or a therapist if you believe your child is having a lot of trouble dealing with a friend’s move.

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Pediatric medical traumatic stress refers to a set of psychological and physiological responses of children and their families to pain, injury, serious illness, medical procedures, and invasive or frightening treatment experiences. Medical trauma may occur as a response to a single or multiple medical events.

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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.

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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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University of California Television (UCTV)

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PEDIATRIC MEDICAL TRAUMATIC STRESS TOOLKITS

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PEDIATRIC MEDICAL TRAUMATIC STRESS TOOLKITS

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https://www.nctsn.org/resources/pediatric-medical-traumatic-stress-toolkit-health-care-providers

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How pediatric medical traumatic happen and recover

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How pediatric medical traumatic happen and recover

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Eli & Alicia are best friends. They experience a scary event together, and both need to go to the hospital. This video explains the impact that medical trauma can have on children and families, and how they can recover.

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UCSF Dept. of Psychiatry and Behavioral Sciences

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When children are seriously ill or injured, and have to stay in the hospital, they and their families may feel upset or worried. These feelings are common and can continue after they return home. In addition, children and parents may wonder how they will cope without the support of hospital staff. Some families may also have difficulty readjusting to daily routines. What should I expect in the days and weeks after the hospital? After being in the hospital, it is also common for some children to have minor changes in behavior. A few children and parents keep thinking about the experience and get upset frequently. Sometimes they also try to avoid places (such as the hospital) and things that remind them of it. These reactions usually get better with time, understanding, and support. Other common (temporary) reactions after coming home from the hospital: In younger children: • Clinging to parents or other adults • Bed wetting or thumb sucking • Being afraid of the dark In older children and teens: • Changes in sleeping and eating • Being easily startled or jumpy • Complaints of headaches or bellyaches, or other minor illnesses In parents: • Worrying a lot more about their child being safe • Being overprotective or “on guard,” even when there’s no need • Getting upset at reminders of what happened, especially if their children are in pain or discomfort • Feeling anxious about caring for their child’s medical needs on their own Signs that your child may need extra help: • Watching out for danger all the time • Having new fears • Not wanting to go to school, or doing a lot worse in school • Not wanting to be with friends or go back to usual activities • Arguing a lot with friends or family When and where should I get extra help for my child? Most children and families feel better within a few days or weeks. (See tips for parents on other side.) Some injuries and illnesses have behavior changes associated with them, so it’s important to talk to your doctor as well. If your child’s reactions last longer, seem to get worse, or get in the way of day-to-day activities, see your doctor or a school counselor. After the Hospital: Helping My Child Cope WHAT PARENTS CAN DO www.NCTSNet.org Go back to everyday routines. Normal routines help children feel safe. Help your child go back to doing his/her usual activities—as much as the injury or illness allows. Be patient and give everyone time to readjust. Keep in mind that people in the same family can react in different ways. Brothers and sisters can feel upset too. Most family members just need time and reassurance that things are returning to normal. Set normal limits. You may be tempted to relax the rules in order to help your child feel special, or to make up for the hard times that he or she is experiencing. However it is often better for your child if you set normal limits on behavior and keep most of your family rules and expectations the same. Eight Ways You Can Help Your Child Cope After Being in The Hospital 1 2 3 Allow your children to talk about feelings and worries, if they want to. For younger children, encourage play, drawing, and story-telling. Ask your child (and brothers and sisters) what they are thinking, feeling, and imagining. Be a good listener—and share the facts, as well as your feelings and reactions. Encourage your child to spend time with friends. After a serious illness or injury, some children feel a little “different.” They may also wonder how their friends will react. Invite a few of your child’s friends to visit, and help your child plan a few fun activities. It may be helpful to assist your child in answering questions his or her friends may have about the illness or injury (Is it contagious? How long will the bandages be on? etc.) Help your child do some things on his or her own. It is often tempting to do things for your child after he or she is injured or ill. But it is more helpful for children to do things again on their own. As much as the injury or illness allows, encourage your child to do the things (including chores) he or she used to do. Take time to deal with your own feelings. It will be harder to help your child if you are feeling really worried, upset, or overwhelmed. Talk about your feelings with another adult, such as a friend, your doctor, a counselor, or a member of the clergy. Follow up with the doctor. Even if your child is getting better, the doctor needs to know how your child is coping, especially since some injuries and illnesses have behavior changes associated with them. For children and families who need extra help dealing with their reactions, helpful treatments are available. Your doctor will be able to help

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Eight Ways You Can Help Your Child Cope While At The Hospital

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Eight Ways You Can Help Your Child Cope While At The Hospital

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1.You are the best person to help your child.
Although it may be difficult at times, try to be calm and reassuring. Give frequent hugs and praise. Hold your child’s hand during tests and procedures, and distract your child with stories and pictures.
2.Be patient with your child.
Children’s reactions can include crying, temper tantrums, whining, clinging, and acting out in frustration. These feelings and behaviors are common but temporary. If your child’s behavior is becoming unmanageable, it’s okay to set rules and limits like you would at home.
3.Help your child understand what is happening.
Use simple words that he or she can understand. If your child needs to go through a painful procedure, be honest about the fact that it may hurt but also explain its purpose is to help him or her feel better.
4.Allow your child to talk about worries or feelings about being in the hospital.
Remind your child that it’s okay to be scared or cry, but also help them talk about their feelings. Younger children are often better at expressing their feelings through play, drawing, or story-telling. Listen to your child, and help your child understand that these feelings are normal.
5. Talk about your feelings together. Children often know more than they admit, but they can easily misinterpret information or other people’s feelings. Ask questions to figure out what they know and what they imagine. Reassure your child that he or she has not done anything wrong.
6.Help your child see the hospital staff as helpers.
Remind your child that the staff has a lot of experience helping children feel better. Encourage your child to participate by asking his or her own questions to the doctors or nurses. It’s important for you as a parent to have accurate information, so ask your own questions too.
7.Young children are often more affected by being left alone.
Have a family member or familiar adult stay with your child as much as possible. Always tell your child when you are leaving, why, and when you will be back.
8.Take care of yourself.
If you are worried, upset, or not getting sleep, it will be harder to help your child. Don’t be afraid to ask friends or family for help. Talk about your worries with other adults, such as family, friends, a counselor, a member of the clergy, or your doctor.