Remake of Types of Traumatic Stress by Ash https://padlet.com/AshMoreland/kj4634wsi7bntnpv Mindmap of Traumatic Stresses & Strategies en-us 2023-01-14 11:05:04 UTC 2026-02-04 20:52:13 UTC hello@padlet.com https://padlet.net/icons/png/1f497.png Frequent moving tonegiusti https://padlet.com/AshMoreland/kj4634wsi7bntnpv/wish/2444283328
RESPONSE STRATEGIES:

Provide resources at school (extra support before and after moving, welcoming practices.) Establish routines at school that can ground the student. Provide foster care system for youth to prevent disruption. Sharing student information and aligning curriculum across districts to minimize adjustments for students.

Reference:

Ingraham, C. (2016, July 13). Moving as a child can change who you are as an adult. The Washington Post. Retrieved from https://www.washingtonpost.com/news/wonk/wp/2016/06/13/moving-as-a-child-can-change-who-you-are-as-an-adult/]]> 2023-01-14 11:05:04 UTC https://padlet.com/AshMoreland/kj4634wsi7bntnpv/wish/2444283328 Posttraumatic Stress Disorder (PTSD) tonegiusti https://padlet.com/AshMoreland/kj4634wsi7bntnpv/wish/2444283329 2023-01-14 11:05:04 UTC https://padlet.com/AshMoreland/kj4634wsi7bntnpv/wish/2444283329 Refugee or war experiences tonegiusti https://padlet.com/AshMoreland/kj4634wsi7bntnpv/wish/2444283330 RESPONSE STRATEGIES:

Provide parent outreach programs. Resources for welcoming process. Have regular meetings with families (get to know them). Integrate the students' cultural and country information into weekly classroom routines. Pair students with peer helpers.

Reference:

Valenzuela, J. (2021, October 14). 5 trauma-informed strategies for supporting refugee students. Edutopia. Retrieved from https://www.edutopia.org/article/5-trauma-informed-strategies-supporting-refugee-students/]]> 2023-01-14 11:05:04 UTC https://padlet.com/AshMoreland/kj4634wsi7bntnpv/wish/2444283330 Social Emotional Development tonegiusti https://padlet.com/AshMoreland/kj4634wsi7bntnpv/wish/2444283331 2023-01-14 11:05:04 UTC https://padlet.com/AshMoreland/kj4634wsi7bntnpv/wish/2444283331 Strategies that can help enhance children’s social and emotional skills tonegiusti https://padlet.com/AshMoreland/kj4634wsi7bntnpv/wish/2444283332
  • Create a trusted environment where emotions are talked about openly. Children must be taught to recognize and communicate their feelings. Do not shy away from talking about your feelings too. This will encourage your child to open up.
  • Do not shout or yell at people or become physically violent. This can have a significant adverse impact on your child’s mind. At the same time, do not raise hands on your child too. Needless to say, children learn more from observing you.
  • Practice mindfulness, it helps improve your child’s emotional regulation capacity. Mindfulness practice can help in stress management and reduce anxiety and depression.  
  • Maintain a healthy and open relationship with your child. Be approachable for your child and act as a guide. This gives your child the confidence to approach you whenever he or she requires. Use every possible opportunity to talk to your child about emotions and teach them how to manage their emotions.
  • Qualities such as courtesy, compassion, tolerance and modesty are essential to bond well with others. Inculcate them in your child so that they help your child in their relationships with people around them.
  • Make your child understand the importance of empathising with others. This will help your child to avoid stereotyping people or being prejudiced towards someone.
  • Teach your child how to prevent emotional outbursts in public and how to deal with them. Teach them about the various techniques like deep breathing, counting till 10.
  • Praise your child for a task well done and ensure that you provide constructive feedback every time. Teach your child to pat his or her own back on accomplishments rather than seek appreciation from others. This will make them persevere and strive towards long-term goals, rather than seek immediate results.
  • Let your child make small decisions of life right from a young age. Let your child choose clothes, food, games, etc for himself or herself.
  • Monitor the early instances of reactions such as jealousy, anger or sadness and work on them.

    • Reference:

    Social-Emotional Development in School-Going Children. (2020, January 7). Beyond Academics. Retrieved from https://blog.learnbuddy.in/social-emotional-development-in-school-going-children/
    ]]>     2023-01-14 11:05:04 UTC https://padlet.com/AshMoreland/kj4634wsi7bntnpv/wish/2444283332     Strategies for helping students with PTSD tonegiusti https://padlet.com/AshMoreland/kj4634wsi7bntnpv/wish/2444283333 1. Communicate with counselors or social workers. Besides providing specific information about your students, these are great resources for more information about recognizing and understanding the impacts of trauma.

    2. Provide structure and consistency. Write the agenda on the board. Use entry and exit routines. When a student knows what to expect, it can help her to feel safe.

    3. Ease transitions. Give time warnings ahead of activity transitions (“3 minutes until we switch groups...”). Warn ahead of doing something unexpected, such as turning off the lights or making a loud sound. If possible, prepare students for fire drills.

    4. Provide choice. People with trauma history experience a lack of control. Provide safe ways for students to exercise choice and control within an activity and within the environment (choice of seats, choice of book, etc).

    5. Develop strengths and interests. Focus on an area of competence and encourage its development to contribute to positive self-concept.

    6. Be there. A lot of working with students with trauma history is just showing up, every day, and accepting the student no matter what behaviors emerge. Be an adult in that student’s life who is going to accept him and believe in him, no matter what - children can never have too many supportive adults in their lives. 

    7. Make an “out” plan. Create a way for a student to take space if she feels triggered or overwhelmed during class. Designate a space in the school building or outside where you will know where to find her if she needs to take time for a sensory break or to regulate her emotions. You can also provide a box or kit of sensory calming tools a student can use (Silly Putty, coloring, puzzles).

    8. Take care of yourself. One of the most important things to remember. If you work with even just one student who experienced trauma, you can experience vicarious trauma or compassion fatigue. Use your own support system and make time to do things that fill your tank.

    Reference:

    Venet. A. S. (2014, September 14). 8 ways to support students who experience trauma. Edutopia. Retrieved from https://www.edutopia.org/discussion/8-ways-support-students-who-experience-trauma
    ]]>     2023-01-14 11:05:04 UTC https://padlet.com/AshMoreland/kj4634wsi7bntnpv/wish/2444283333     Adverse outcomes of moving tonegiusti https://padlet.com/AshMoreland/kj4634wsi7bntnpv/wish/2444283334 Reference:

    Ingraham, C. (2016, July 13). Moving as a child can change who you are as an adult. The Washington Post. Retrieved from https://www.washingtonpost.com/news/wonk/wp/2016/06/13/moving-as-a-child-can-change-who-you-are-as-an-adult/


    ]]>     2023-01-14 11:05:04 UTC https://padlet.com/AshMoreland/kj4634wsi7bntnpv/wish/2444283334     Childhood neglect tonegiusti https://padlet.com/AshMoreland/kj4634wsi7bntnpv/wish/2444283335 RESPONSE STRATEGIES:

    Teach decision-making and problem-solving skills. Interact with neglected children at their emotional age. Establish routines - be consistent, predictable, and repetitive. Model and teach appropriate social behaviors.

    Reference:

    Tully, J. (2017, April). What is neglect; a medical perspective and the neurobiological model. [Slideshow]. Retrieved from https://slideplayer.com/slide/12240529/]]>     2023-01-14 11:05:04 UTC https://padlet.com/AshMoreland/kj4634wsi7bntnpv/wish/2444283335     Behavioral issues (e.g., delinquency & aggression) tonegiusti https://padlet.com/AshMoreland/kj4634wsi7bntnpv/wish/2444283336 2023-01-14 11:05:04 UTC https://padlet.com/AshMoreland/kj4634wsi7bntnpv/wish/2444283336 Divorce tonegiusti https://padlet.com/AshMoreland/kj4634wsi7bntnpv/wish/2444283337 RESPONSE STRATEGIES:

    Provide resources to promote positive parent-child relationships. Encourage both parents to stay engaged with their children’s learning activities at home. Encourage parent networking Incorporate classroom activities and materials that support children of divorced parents.

    Reference:

    Kim, L., Spengler, L. (n.d.). Helping children adjust to divorce: a guide for teachers. Extension. Retrieved from https://extension.missouri.edu/publications/gh6611]]>     2023-01-14 11:05:04 UTC https://padlet.com/AshMoreland/kj4634wsi7bntnpv/wish/2444283337     Effects of divorce on children tonegiusti https://padlet.com/AshMoreland/kj4634wsi7bntnpv/wish/2444283338
  • Poor Performance in Academics
  • Loss of Interest in Social Activity
  • Difficulty Adapting to Change
  • Emotionally Sensitive
  • Anger/Irritability
  • Feelings of Guilt
  • Introduction of Destructive Behavior
  • Increase in Health Problems
  • Loss of Faith in Marriage and Family Unit

    • Reference:

    What Are the Effects of Divorce on Children? (2023). Family Means. Retrieved from https://www.familymeans.org/effects-of-divorce-on-children.html


    ]]>     2023-01-14 11:05:04 UTC https://padlet.com/AshMoreland/kj4634wsi7bntnpv/wish/2444283338     Life Threatening Illness: Medical Trauma AshMoreland https://padlet.com/AshMoreland/kj4634wsi7bntnpv/wish/2444283339 This type of trauma, also referred to as Pediatric medical traumatic stress, makes reference to a host of psychological and physiological responses that children have to pain, injury, serious illness, medical procedures, as well as invasive or harrowing/frightening treatment experiences. It may also occur as a response the child has to a single or multiple different medical events.


    Symptoms 


    1. Re-experiencing. This refers to the situation in which the child persistently ruminates on the trauma, even when they don’t want to. Re-experiencing could cause children to respond with flashbacks after unrelated situations in the classroom might trigger them,  nightmares, or even experience physical symptoms when something – a sight, a sound, a smell – reminds them of the traumatic event.       
    2. Avoidance. These symptoms can start by trying not to think or talk about the trauma, or anything related to it. There are times when children would rather stay away from people, places or activities because these triggers upset them, even leading to them developing new fears or worries.  In terms of injuries sustained, they can even develop over-cautious behavior and a hyper-sensitivity to safety, making them docile, neurotic and hypervigilant which could introduce distrust and mistrust.. These types of avoidance can certainly interfere with their daily life and prevent them from enjoying activities they used to.
    3. Hyper-arousal. Hyper-arousal is when the child’s sense of danger, or the “fight or flight response”, operates in an extreme manner.   Post  injury, accident or traumatic event, this “fight or flight” response might be constantly activated, even when the child is safe. After a scary situation like being injured, a child might have the feeling that something negative could happen again at any given moment, developing shifty or jumpy behavior. The physical feelings that go along with hyper-arousal (e.g., heart palpitations, hyperventilation) can feel scary themselves.

    Response Strategies 


    • The teacher should exercise sensitivity, especially to the environmental cues that can potentially cause a reaction in the traumatized child. Also be mindful that trauma symptoms/related behavior may escalate near an anniversary of a traumatic event.  Creating a close relationship and gaining as much student data as possible will equip the teacher with the knowledge to set up boundaries and make provision for these situations. 


    • Try to teach elements of tact and discretion.  Have a keen awareness of other children’s reactions to the traumatized child and also to the things they talk about/share with each other, then convert those into teaching moments. Try to protect the traumatized child from classmates’ curiosity and protect classmates from the details of a child’s trauma.


    References:

    NASP School Safety and Crisis Response Committee. (2015). Addressing grief: Tips for teachers and Administrators. Bethesda, MD: National Association of School Psychologists. Bethesda, MD: National Association of School Psychologists.


    ]]>     2023-01-14 11:05:04 UTC https://padlet.com/AshMoreland/kj4634wsi7bntnpv/wish/2444283339     Community Violence AshMoreland https://padlet.com/AshMoreland/kj4634wsi7bntnpv/wish/2444283340 Children are exposed to acts of interpersonal violence that are largely intentional, committed in public areas by individuals who are not intimately related to the victim.

    Possible Symptoms

    Community violence can make children lose their sense of safety, placing them into “survival mode,” which perpetually keeps them ready to gear up for fight or flight.This can present in students who are angry, combative, fearful, frequent injury or hospitalizations, unexplained change in usual behavior, talking about violence with peers or teachers, sensitivity to sudden sounds, unexpected behavior. 


    Response Strategies


    Teaching students about the existence of hate-based violence (whether it be violence fuelled by racial, demographic or socio-economic reasons) through facilitating effective conversations, age-specific guidelines, and actions the class, school, families and communities can take before an event occurs.


    Video on talking about Violence in the school space:
    Talking about Community Violence



    References:

    Community Violence Collaborative Group, National Child Traumatic Stress Network. (2013). Community violence: Reactions and actions in dangerous times. Los Angeles, CA, & Durham, NC: National Center for Child Traumatic Stress.
    ]]>     2023-01-14 11:05:04 UTC https://padlet.com/AshMoreland/kj4634wsi7bntnpv/wish/2444283340     Traumatic Grief AshMoreland https://padlet.com/AshMoreland/kj4634wsi7bntnpv/wish/2444283341
    Symptoms 

    • Intrusive memories about the loss experienced. A variety of symptoms can present themselves through nightmares, guilt, or self-blame about how the person was lost, or even thoughts about the manner of loss that can be recurrent or intrusive.

    • Avoidance and numbing. The child can express this through withdrawal, or  acting as if not upset, blocking out reminders of the person or even acting as though nothing happened as a way of self-preservation.

    • Physical or emotional symptoms of increased arousal. The child can be irritable, angry, have trouble sleeping, decreased concentration in the classroom, slowing academic progress, stomachaches, headaches, increased vigilance. 

    Response strategies


    Teachers should avail themselves to listen without bias, acknowledge the child’s feelings, and also be nonjudgmental. Use SEL strategies to assist students to express their own feelings in an open, calm, and appropriate way.  Resources like Trauma and Grief Component Therapy strategies and Trauma Focussed Cognitive Behavioral Therapy should be made available through regular talks with mental health professionals, social workers in the community linked with the school district and other stakeholders to safeguard the psychological wellbeing of children. 

    ]]>     2023-01-14 11:05:04 UTC https://padlet.com/AshMoreland/kj4634wsi7bntnpv/wish/2444283341     A Student's Brain on Trauma realsaviola https://padlet.com/AshMoreland/kj4634wsi7bntnpv/wish/2444609032
  • Fight or flight + anxiety states
    • Students may be triggered by something non-threatening (like a loud noise, or not understanding an assignment) and feel the intense emotions and fear associated with a truly frightening event. Therefore, a student may not be able to control their emotions or reactions when they’re overwhelmed by stress chemicals.
    • Memory function + learning
    When the primary function of a child’s brain is to protect itself and process fear, normal brain development is affected.
    You might see students become forgetful, disengaged, or unable to concentrate
    • Emotional regulation
    Children can fail to learn how to calm themselves down or regulate sadness or fear. These emotions can manifest into deeper or more long-term mental challenges such as depression, PTSD, self-hatred, guilt, or shame.
    Stress chemicals cursing through the body greatly impact students' learning.
    References
    Gunn, J. (2021, June 8). How adverse childhood trauma affects a student's Brain: Resilient educator. ResilientEducator.com. Retrieved January 15, 2023, from https://resilienteducator.com/classroom-resources/this-is-a-students-brain-on-trauma/ 
    ]]>     2023-01-15 08:01:11 UTC https://padlet.com/AshMoreland/kj4634wsi7bntnpv/wish/2444609032     Teaching Through Trauma realsaviola https://padlet.com/AshMoreland/kj4634wsi7bntnpv/wish/2445088128 After facing trauma from different sources, natural disasters, house fires or other large-scale tragedies, children need to feel secure.
    The four pillars of security 
    1. People
    Security comes from familiar and trusted loved ones who know and understand us and whom we know and understand. 
         Places
    An unfamiliar place makes demands on our awareness — we need to be alert. In our places, we have the freedom to find or create sanctuaries and places to pause
    Routines
    Routines reassure each of us and stabilize groups — the regular meal, the prompt dry diaper, the inevitability of sleep.
    Rituals
    Rituals join routines and our physical space as the binds that hold individuals and groups together in times of stress and uncertainty.

    References
    What children need: Pillars of security - bright horizons. (n.d.). Retrieved January 16, 2023, from https://www.brighthorizons.com/-/media/BH-New/WHTMW/EdDev_PillarsofSecurity.ashx 

    ]]>     2023-01-16 02:00:48 UTC https://padlet.com/AshMoreland/kj4634wsi7bntnpv/wish/2445088128     Homelessnes realsaviola https://padlet.com/AshMoreland/kj4634wsi7bntnpv/wish/2445088785 Homeless kids can be hard to identify and even harder to help.
    Students experiencing homelessness may find regular school attendance difficult. Yet school may be the only place of stability in a child’s life. Every time children change schools, they may lose between four to six months of academic progress
    References
    Evers, T. (n.d.). How teachers can help students who are homeless. Wisconsin Department of Public Instruction. Retrieved January 16, 2023, from https://dpi.wi.gov/sites/default/files/imce/homeless/pdf/teach_help_hmls_stud.pdf  ]]>     2023-01-16 02:01:45 UTC https://padlet.com/AshMoreland/kj4634wsi7bntnpv/wish/2445088785     Ways Teachers Can Help Students Who Are Homeless realsaviola https://padlet.com/AshMoreland/kj4634wsi7bntnpv/wish/2445602198 Teachers must remember that they cannot possibly meet all the needs of a child who is homeless. However, if they can remove just one frustration, it can make a tremendous difference for that child. 
    • Stabilize the child’s basic needs 
    Have food, clothing, shelter, medical care, basic hygiene, and transportation needs resolved 
    • Provide structure and adhere to a consistent daily routine and clear, concise rules. 
    Don’t assume the child knows the classroom’s behavior expectations, regardless of the student’s age. Be patient and persistent in trying to help the child adjust to the new environment. 
    • Pair a new student with a “buddy” in the classroom on the first day of school. 
    Having a buddy will keep new students in contact with someone who knows their way around the school 
    • Plan assignments so children can keep up without having to take work home. 
    Schedule the school day to allow teachers to help with school assignments before the end of the day
    References
    Evers, T. (n.d.). How teachers can help students who are homeless. Wisconsin Department of Public Instruction. Retrieved January 16, 2023, from https://dpi.wi.gov/sites/default/files/imce/homeless/pdf/teach_help_hmls_stud.pdf 
    ]]>     2023-01-16 12:32:18 UTC https://padlet.com/AshMoreland/kj4634wsi7bntnpv/wish/2445602198     Cyberbulling Ms_Fung_ https://padlet.com/AshMoreland/kj4634wsi7bntnpv/wish/2447949037 symptoms: 
    Guilt, shame, confusion, low self-esteem, withdrawal from activities, changes in behaviors, depression, anxiety, nightmares, rebellious or defiant behaviors, truancy, self-harm, suicide attempts, unexplained injuries, fractures, bruises, injuries that don’t match verbal explanation.  ]]>     2023-01-18 07:34:56 UTC https://padlet.com/AshMoreland/kj4634wsi7bntnpv/wish/2447949037     Trauma Treatments Ms_Fung_ https://padlet.com/AshMoreland/kj4634wsi7bntnpv/wish/2447953376 2023-01-18 07:39:38 UTC https://padlet.com/AshMoreland/kj4634wsi7bntnpv/wish/2447953376 Sexual Abuse Ms_Fung_ https://padlet.com/AshMoreland/kj4634wsi7bntnpv/wish/2447955732 2023-01-18 07:41:47 UTC https://padlet.com/AshMoreland/kj4634wsi7bntnpv/wish/2447955732 Sexual Abuse Ms_Fung_ https://padlet.com/AshMoreland/kj4634wsi7bntnpv/wish/2447961345 Child sexual abuse is a crime and form of abuse that involves sexual activity with a minor. Children cannot consent. Sexual abuse does not always involve physical contact between perpetrator and child. These can include:

    • Exposing oneself to a minor
    • Fondling
    • Intercourse
    • Masturbation in the presence of a minor or forcing the minor to masturbate
    • Obscene conversations, phone calls, text messages, or digital interaction
    • Producing, owning, or sharing pornographic images or movies of children
    • Sex of any kind with a minor, including vaginal, oral, or anal
    • Sex trafficking
    • Any other contact of a sexual nature that involves a minor. 
    Reference

    Rainn (2023). Child Sexual Abuse. https://www.rainn.org/articles/child-sexual-abuse.
    ]]>     2023-01-18 07:47:19 UTC https://padlet.com/AshMoreland/kj4634wsi7bntnpv/wish/2447961345     Physical Abuse Ms_Fung_ https://padlet.com/AshMoreland/kj4634wsi7bntnpv/wish/2447964268 2023-01-18 07:50:02 UTC https://padlet.com/AshMoreland/kj4634wsi7bntnpv/wish/2447964268 Death of a parent Ms_Fung_ https://padlet.com/AshMoreland/kj4634wsi7bntnpv/wish/2447966215 2023-01-18 07:52:03 UTC https://padlet.com/AshMoreland/kj4634wsi7bntnpv/wish/2447966215 Coping Trauma Ms_Fung_ https://padlet.com/AshMoreland/kj4634wsi7bntnpv/wish/2447969042 2023-01-18 07:54:24 UTC https://padlet.com/AshMoreland/kj4634wsi7bntnpv/wish/2447969042 Regulating Stress Activation Response Ms_Fung_ https://padlet.com/AshMoreland/kj4634wsi7bntnpv/wish/2447979112 Teach the child to recognize what triggers them and teach them to use rhythm to regulate their nervous system. ]]> 2023-01-18 07:57:18 UTC https://padlet.com/AshMoreland/kj4634wsi7bntnpv/wish/2447979112 Creating a safe place or an "out" plan. Ms_Fung_ https://padlet.com/AshMoreland/kj4634wsi7bntnpv/wish/2447981652 Give the child time and space to heal. Provide a place at school or home where the child can turn to with calming tools and resources to aid in releasing the stresss. ]]> 2023-01-18 07:59:55 UTC https://padlet.com/AshMoreland/kj4634wsi7bntnpv/wish/2447981652 Depression Ms_Fung_ https://padlet.com/AshMoreland/kj4634wsi7bntnpv/wish/2447990539 2023-01-18 08:08:56 UTC https://padlet.com/AshMoreland/kj4634wsi7bntnpv/wish/2447990539 Health Ms_Fung_ https://padlet.com/AshMoreland/kj4634wsi7bntnpv/wish/2447991434 2023-01-18 08:09:45 UTC https://padlet.com/AshMoreland/kj4634wsi7bntnpv/wish/2447991434