Traumatic Stress in Students by paul glorit https://padlet.com/paulglorit/ly1a2vaxin2v8zm2 en-us 2023-07-20 12:31:46 UTC 2023-07-30 12:41:24 UTC hello@padlet.com Traumatic Stress in Students paulglorit https://padlet.com/paulglorit/ly1a2vaxin2v8zm2/wish/2648597081 2023-07-20 12:35:39 UTC https://padlet.com/paulglorit/ly1a2vaxin2v8zm2/wish/2648597081 Trauma from injury or sickness paulglorit https://padlet.com/paulglorit/ly1a2vaxin2v8zm2/wish/2648607578 Symptoms :
  • Fatigue, headaches, stomachaches, or other physical complaints
  • Difficulty concentrating, forgetfulness, or confusion
Response : 
  • Allow students to rest when needed and provide accommodations for physical limitations. (Paul)
reference: https://ies.ed.gov/ncee/edlabs/regions/appalachia/events/materials/04-8-20-Handout3_common-trauma-symptoms-and-helpful-strategies-for-educators.pdf

]]> 2023-07-20 13:00:17 UTC https://padlet.com/paulglorit/ly1a2vaxin2v8zm2/wish/2648607578 Bullying (by Fay) fayallcock1 https://padlet.com/paulglorit/ly1a2vaxin2v8zm2/wish/2648775061 Bullying is inflicting social, emotional, physical, and/or psychological harm to someone who often is perceived as being less powerful. Bullying can severely affect a child’s or teen's self-image, social interactions, or school performance, and can lead to mental health problems.
 
Possible responses for the teacher when a student is being bullied:

  • Make sure that students know how to report bullying behaviour and that support is well-publicised.
  • Make sure you take every report of bullying seriously.
  • Keep a record of what has taken place and what action taken.
  • Assess whether the child is at risk of harm.
  • Stick to the facts. 
  • Ask the child what they want to happen. 
  • Implement anti-bullying programs and policies in schools. (Paul)
 
References:
Anti-Bullying alliance. (n.d.). https://anti-bullyingalliance.org.uk/
]]> 2023-07-20 20:29:55 UTC https://padlet.com/paulglorit/ly1a2vaxin2v8zm2/wish/2648775061 Emotional Neglect (Fay) fayallcock1 https://padlet.com/paulglorit/ly1a2vaxin2v8zm2/wish/2648792947 Child emotional neglect (CEN) is the parent’s failure to meet their child’s emotional needs during the early years. It involves unresponsive, unavailable, and limited emotional interactions between the adult and the child. The child may speak with a cold and unfriendly tone, be less trusting, unresponsive, delay in language development, have attention problems, and have anxiety.
 
Possible responses for the teacher when a student has emotional neglect:
  • Use positive language and award small achievements.
  • Have one-on-one time with the student for extra support with language development,
  • Do acting exercises and activities so that the student can express themselves and socialise with other students.
  • Help build emotional development by enforcing positive behaviour and a positive classroom climate.
  • Validate their feelings: Acknowledge and validate the student's emotions. Let them know that their feelings are valid and important.  (Paul)
 
References:
Choosing Therapy. (2023). Childhood Emotional neglect: Definition, Signs, effects, & How to heal. Choosing Therapy. https://www.choosingtherapy.com/childhood-emotional-neglect/
Emotional Validation: How to Validate a Child’s Feelings (33 Examples)
Pamela Li Apr 26, 2023 
https://www.parentingforbrain.com/emotional-validation/ 
]]> 2023-07-20 21:57:10 UTC https://padlet.com/paulglorit/ly1a2vaxin2v8zm2/wish/2648792947 Homeless(by Wang Ying) 2810411404 https://padlet.com/paulglorit/ly1a2vaxin2v8zm2/wish/2649263052 What kind of children suffer homeless?
Homeless children and youth include minors living in shelters with or without family, doubling up with friends or extended family, settling into motels, campgrounds, trailer parks, or using vehicles for overnight shelters.

What are the traumatic homeless?
Survival needs such as food, safety, and shelter become daily struggles. children under the stress of homelessness or frequent dislocation, are not thinking with the cognitive part of their brains, but are thinking more with the survival part: fight, flight, or freeze.

What are the symptoms of homeless trauma? 
  • Find regular school attendance difficult 
  • Ashamed of where they live (especially if at a shelter).
  • Teased by other students about homelessness, hygiene, and inabilities.
  • Misunderstood by parents.
  • Difficulty adjusting to a new school, magnified by the situation.
  • No place to do homework (or a quiet place for themselves).
  • Developmental delay augments feelings of failure.
  • Be distracted by many things: hunger, shabby clothing, lack of school supplies, or constant anxiety about their family’s security.
  • ………

The Strategies Teachers and School Staff Can Use To  Help Students Who Are Homeless
  1. Make the child feel welcome.
  2. Make the new student a file that includes things to send home to parents (i.e., school rules,
  3. classroom rules, lunchroom rules, class schedule, and a list of special classes).
  4. Provide well-defined transition procedures from one activity to another.
  5. Plan ahead whenever possible, inform students ahead of time about substitute teachers and
  6. changes in activities. This will foster a sense of safety and security.
  7. Coordinate any educational plan with the school counselor.
  8. Expect and unobtrusively monitor regressions.
  9. Offer encouragement and understanding and recognize the child’s talents and
  10. accomplishments. Give students the opportunity to see some of their experiences as positive
  11. (e.g., places they have traveled).
  12. Allow personal possessions and keep in mind that any possession may be the child’s only one.
  13. Give choices when appropriate to counter the loss of control experienced in their lives.
  14. Don’t penalize students who are homeless for being late before finding out if they have reliable
  15. transportation and an alarm clock.
  16. Assign projects that can be broken into small components to ensure students have at least some
  17. success. The experience of mastery is critical to their self-image.
  18. Maintain the child’s privacy and discuss homework situations away from other classmates.
  19. Give the student a clipboard to take home as a portable desk to work on.……
  20. Try to involve the student into as many extracurriclular activities before and after school. (Paul)

references：

  1. https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.acamh.org%2Fblog%2Fhomelessness-impacts-on-children%2F&psig=AOvVaw0PhSFrnIEuCI_gBXwfsKZu&ust=1690041298815000&source=images&cd=vfe&opi=89978449&ved=0CBEQjRxqFwoTCIDSt8yUoIADFQAAAAAdAAAAABAE
  2. https://dpi.wi.gov/sites/default/files/imce/homeless/pdf/teach_help_hmls_stud.pdf
  3. https://www.learningforjustice.org/magazine/fall-2010/helping-the-homeless-in-school-and-out
  4. https://resilienteducator.com/classroom-resources/teaching-through-trauma-tragedy/

]]> 2023-07-21 15:52:52 UTC https://padlet.com/paulglorit/ly1a2vaxin2v8zm2/wish/2649263052 Physical abuse (by Wang Ying) 2810411404 https://padlet.com/paulglorit/ly1a2vaxin2v8zm2/wish/2649271599 What is physical abuse?
Physical abuse occurs when a parent or caregiver commits an act that results in physical injury to a child or adolescent, such as red marks, cuts, welts, bruises, muscle sprains, or broken bones, even if the injury was unintentional.

What are the symptoms of physical abuse trauma？
  • Children may struggle with developing and maintaining friendships. 
  • They don’t trust authority figures. 
  • They don’t feel good about themselves or see themselves as worthy. 
  • They may blame themselves for the abuse and feel that they must keep what goes on in their families a secret. 
  • Children become aggressive themselves or have other behavioral problems. 
  • Children become anxious and fearful rather than numb and withdrawn.
Reactions vary depending on the age of the child, the kind of abuse, and how long it continues.

How to respond to students with physical abuse trauma as a teacher?
  1. Support With Safety, trustworthiness, and transparency: 
  • Think about your classroom's layout and ensure that it conveys a sense of physical and psychological safety. 
  • Designate at least one or two “anchor” spots that don't change and are always used in the same way, like a reading corner with a cozy bean bag. 
  • Enforce consistent classroom rules, using supportive language and positive, non-threatening messaging around consequences. 
  • Anticipate changes in the environment that may make a student feel unsafe, like a fire drill or the presence of a substitute teacher, and brainstorm strategies with students to overcome them. 
  • Maintain a calm presence, monitoring your body language and tone of voice.
2.  Offer Peer support, collaboration, and mutuality: 
  • Encourage students to respect, support, and celebrate each other. 
  • Model the language of respect that you want them to use. 
  • Develop a sense of “our classroom” ownership by working with students to designate a class name, logo, or mural. 
  • Let every student be the “helper,” but always ask students for permission before assigning them to this role. 
  • Discourage any unnecessary competition between students.
3. Positive usage of Empowerment, voice, and choice: 
  • Give students choices for engagement by presenting a menu of options for demonstrating mastery (e.g., writing an essay, creating an oral presentation, or developing a creative project). 
  • Conduct an inventory of your classroom assignments, noting each assignment's associated potential stressors and alternative options for students, and only use high-stakes, high-stress assignments when necessary. 
  • Remember that some students are not used to being empowered to make choices, so provide support to teach them how to say, “I don't want that one.”
4. Take into Cultural, historical, and classroom considerations: 
  • Conduct a cultural/gender inventory of your classroom materials and consider how this relates to your students. 
  • Ensure each student can find materials, activities, and representations that speak to their own uniqueness, as well as their inclusion in the classroom. Have students read accounts of the same historical event from different perspectives and discuss. 
  • Think about how you celebrate differences without making children feel “different,” and use activities for the whole group that emphasizes many ways of being the same.
5. Avoiding re-traumatization: 
  • Minimize potential trauma triggers, like loud noises and physical touch, as much as possible. 
  • Recognize students' reactions to triggers and respond in trauma-informed ways by communicating that students are safe and that you are there to support them and providing choices to guide them to a safe or quiet area if appropriate. 
  • Keep schedules and rules as consistent as possible to avoid surprises. 
  • Check-in regularly with students one-on-one as much as possible and let them know that they can come to you for support.
6. Encourage Non-Judgmental Support: Let the student know that you are there to support them without judgment and that the abuse is not their fault. (Paul)

References:


  1. https://ies.ed.gov/ncee/edlabs/regions/appalachia/blogs/blog51_strategies-to-support-students-experiencing-trauma.asp
  2. https://www.nctsn.org/what-is-child-trauma/trauma-types/physical-abuse/effects


]]> 2023-07-21 16:22:34 UTC https://padlet.com/paulglorit/ly1a2vaxin2v8zm2/wish/2649271599 Exposure to Community Violence (ECV) and Trauma paulglorit https://padlet.com/paulglorit/ly1a2vaxin2v8zm2/wish/2649480445 Symptoms:
  • Nightmares or difficulty sleeping
  • Hypervigilance or constant scanning for danger
  • Trouble trusting others
  • Social isolation and withdrawal
Response: 
  • Provide a calming and supportive environment for students to discuss their feelings. (Paul)

References:
Responding to Students Exposed to Community Violence: A Mixed Methods Study of Teachers’ Perceptions of Trauma-Informed Service Delivery       Destiny Marie Waggoner  2018
https://www.learningforjustice.org/magazine/spring-2016/responding-to-trauma-in-your-classroom

]]> 2023-07-22 09:55:10 UTC https://padlet.com/paulglorit/ly1a2vaxin2v8zm2/wish/2649480445 Hurricane (Yonghui) winny1127zhang https://padlet.com/paulglorit/ly1a2vaxin2v8zm2/wish/2649991175 Trauma can be the result of exposure to a natural disaster such as a hurricane or flood or to events such as war and terrorism. Witnessing or being the victim of violence, serious injury, or physical or sexual abuse can be traumatic. Accidents or medical procedures can result in trauma, too. Sadly, about one of every four children will experience a traumatic event before the age of 16.

Symptoms:
Their heart rate may increase
They may begin to sweat
Feel agitated and hyperalert
Feel “butterflies” in their stomach
To become emotionally upset.
Bad dreams and nightmares about the event
Depression, anxiety, and negative thoughts
 
Response:
Let them lean on your loved ones.
Reach out to friends and family
Practice mindfulness
Face their feelings.
Prioritize self-care.
Be patience with them.
Don’t hesitate to seek professional support

Reference:
https://www.lcmchealth.org/blog/2022/june/coping-with-hurricane-ptsd/
]]> 2023-07-24 04:10:02 UTC https://padlet.com/paulglorit/ly1a2vaxin2v8zm2/wish/2649991175 Responding to ECV (Fay) fayallcock1 https://padlet.com/paulglorit/ly1a2vaxin2v8zm2/wish/2650177204
  • Make sure the student feels safe and the teacher needs to create a sense of trust.
  • Don't force interaction or make the student open up if they are not ready.
  • Stick to the classroom norms and routines.
    • ]]>     2023-07-24 10:49:30 UTC https://padlet.com/paulglorit/ly1a2vaxin2v8zm2/wish/2650177204     Responding to injury or sickness (Fay) fayallcock1 https://padlet.com/paulglorit/ly1a2vaxin2v8zm2/wish/2650178005
  • Be patient with the student.
  • Don't push them or insist they have to join in every time.
  • Give allowances for time on work.
    • ]]>     2023-07-24 10:52:17 UTC https://padlet.com/paulglorit/ly1a2vaxin2v8zm2/wish/2650178005     Responding to Natural Disasters (Fay) fayallcock1 https://padlet.com/paulglorit/ly1a2vaxin2v8zm2/wish/2650179861
  • Be a presence for the student, letting them know they can count on you.
  • Educate the student and make them aware of the dangers and how to stay safe.
  • Create scenarios and act out a natural disaster in the classroom to make the students aware.
    • ]]>     2023-07-24 10:58:26 UTC https://padlet.com/paulglorit/ly1a2vaxin2v8zm2/wish/2650179861     Responses for homelessness (Fay) fayallcock1 https://padlet.com/paulglorit/ly1a2vaxin2v8zm2/wish/2650189639
  • Put the student in contact with the appropriate agencies or social workers.
  • Make sure that the student is incorporated into the class environment and has support from friends and teachers.
  • Make allowances - do not assign them homework and spend some time with them after school.
    • ]]>     2023-07-24 11:29:57 UTC https://padlet.com/paulglorit/ly1a2vaxin2v8zm2/wish/2650189639     Responses for physical abuse (Fay) fayallcock1 https://padlet.com/paulglorit/ly1a2vaxin2v8zm2/wish/2650190779
  • Keep a close eye on the student for any of signs of physical abuse.
  • Contact SLT and any authorities specifically trained in this kind of situation. From there there can be an action plan on how to act and the measures that can be taken.
    • ]]>     2023-07-24 11:33:56 UTC https://padlet.com/paulglorit/ly1a2vaxin2v8zm2/wish/2650190779     Parental Substance Abuse (Vincent) https://padlet.com/paulglorit/ly1a2vaxin2v8zm2/wish/2650994239
    Children with parents who use substances are at an increased risk for child maltreatment. Drugs and alcohol inhibit a parent's ability to function in a parental role and may lessen impulse control, allowing parents to behave abusively. Children in these homes may suffer from a variety of physical, mental, and emotional health problems at a greater rate than do children in the general population. These children are also subject to higher rates of emotional, physical, and sexual violence; housing instability; poverty; and physical health issues. The following resources describe the characteristics of people who engage in child maltreatment where substance use is involved.

    ]]>     2023-07-25 16:52:00 UTC https://padlet.com/paulglorit/ly1a2vaxin2v8zm2/wish/2650994239     Relief for Parental Substance Abuse (Vincent) https://padlet.com/paulglorit/ly1a2vaxin2v8zm2/wish/2650995537 You can be a supportive and positive role model in the individuals life. You can encourage them to talk about their feelings. You can also help connect them with resources such as a counseling or support groups. Additionally, you can help them understand that their parent's substance abuse is not their fault, and that they are not alone in their struggles.]]> 2023-07-25 16:55:59 UTC https://padlet.com/paulglorit/ly1a2vaxin2v8zm2/wish/2650995537 Response for Emotional Neglect (Vince) https://padlet.com/paulglorit/ly1a2vaxin2v8zm2/wish/2650998900 With a potential difficulty building relationships, it's important to seek the appropriate resources and build an environment that helps instill more positive interactions. You can look towards your PLC or other departments like counselors to understand the effects of emotional neglect and how to help cope with them.]]> 2023-07-25 17:05:58 UTC https://padlet.com/paulglorit/ly1a2vaxin2v8zm2/wish/2650998900 Sexual Abuse (Mark) https://padlet.com/paulglorit/ly1a2vaxin2v8zm2/wish/2651956131 Child sexual abuse is any interaction between a child and an adult (or another child) in which the child is used for the sexual stimulation of the perpetrator or an observer. Sexual abuse can include both touching and non-touching behaviors. Non-touching behaviors can include voyeurism (trying to look at a child’s naked body), exhibitionism, or exposing the child to pornography. Children of all ages, races, ethnicities, and economic backgrounds may experience sexual abuse. Child sexual abuse affects both girls and boys in all kinds of neighborhoods and communities. 

    Children who have been sexually abused may display a range of emotional and behavioral reactions, many of which are characteristic of children who have experienced other types of trauma.
    These reactions include:
    • An increase in nightmares and/or other sleeping difficulties
    • Withdrawn behavior
    • Angry outbursts
    • Anxiety
    • Depression
    • Not wanting to be left alone with a particular individual(s)
    • Sexual knowledge, language, and/or behaviors that are inappropriate for the child’s age
     Criteria for selecting effective interventions for child sexual abuse include the following:
    • The intervention was evaluated for children or teens experiencing sexual abuse or assault as the index trauma, in one or more randomized controlled treatment trial that documented significant treatment effects for improving PTSD/trauma symptoms for this population;
    • The intervention is well described in a treatment manual or book with accessible therapist training and a fidelity instrument; and
    • The intervention used valid, reliable and developmentally appropriate instruments to assess outcomes
    Source: 
    https://www.nctsn.org/what-is-child-trauma/trauma-types/sexual-abuse
     
    ]]>     2023-07-27 06:25:23 UTC https://padlet.com/paulglorit/ly1a2vaxin2v8zm2/wish/2651956131     Responding to ECV (Mark) https://padlet.com/paulglorit/ly1a2vaxin2v8zm2/wish/2651964638 - Acknowledge the student's feelings and validate their experience
    - Provide a safe and supportive environment for the student to express themselves
    - Connect the student with appropriate resources and referrals, such as counseling, social services, or community organizations
    - Encourage the student to engage in positive coping strategies, such as relaxation, exercise, or hobbies
    - Reinforce the student's strengths and resilience, and help them identify their goals and aspirations]]>     2023-07-27 06:42:18 UTC https://padlet.com/paulglorit/ly1a2vaxin2v8zm2/wish/2651964638     Responding to Sexual Abuse (Mark) https://padlet.com/paulglorit/ly1a2vaxin2v8zm2/wish/2651967808
  • Help children manage their feelings by teaching and modeling effective coping strategies or identifying effective soothing techniques (e.g., taking deep breaths or carrying a personal item that brings comfort).
  • Allow children to tell the story of the trauma they experienced, as they see it, so they can begin to release their emotions and make sense of what happened. 
  • Respond calmly and compassionately, but without displaying shock or judgment.
  • Follow your school’s reporting procedures.
  • Consider modifying assignments, helping the child with organizing classroom responsibilities and allowing the child to leave class to see a school counselor when needed.
    • Source: https://www.learningforjustice.org/magazine/what-if-my-student-discloses-a-sexual-assault 

     





    ]]>     2023-07-27 06:48:58 UTC https://padlet.com/paulglorit/ly1a2vaxin2v8zm2/wish/2651967808     Responding to How to support a physically abused child (Mark) https://padlet.com/paulglorit/ly1a2vaxin2v8zm2/wish/2651974337
  • Expectations. Teachers can honor the strength and courage of these children by having high expectations for them. Emotionality may interfere with thinking; therefore, it is important to set reasonable goals and to provide the support needed for the child to feel confident in his or her abilities. School can be a place where children rebuild their self-esteem, assert themselves, and see themselves as successful.
  • Structure. Abused children may feel powerless to control much in their environment. To cope, they may: (a) refuse to even try to control what happens around them; (b) strive to manipulate everything they can by bossing peers and controlling belongings; and (c) express disproportionate feelings whenever they feel threatened. When these children fly off the handle with little provocation, they may be doing so to try to establish control. To help the child feel a sense of control in a positive manner, teachers should give accurate information and build trust. Allowing expression of feelings when appropriate through art, music, drama, and/or creative writing will also help the child to feel less controlled by pent-up emotion.
  • Identity. Children who have been abused in ways that met an adult's needs and denied the child's needs have little sense of personal identity. Teachers can help by pointing out the child's strengths. Statements such as “You are a hard worker,” “You are a good friend when you help a classmate with a problem,” and “People in this classroom like you because you are fun to be with” will help the child understand how others perceive him or her. Teachers can also help abused children gain a sense of personal identity by asking questions that help them formulate a position on issues, administering interest inventories, and teaching decision-making and problem-solving skills. These skills will assist in interpersonal relationships as well as in self-understanding.
  • Self-esteem. Abused children have little self-esteem. Teachers can help them learn that they are valued, accepted, and capable by fostering an environment that honors each child's uniqueness. Valuing differences will enable children to begin to see themselves as having something to contribute that others appreciate. With each successful completion of a classroom task, the child's sense of competency will be fostered.
  • Sense of belonging. Abused children think they did something wrong and that they are bad. Because they have kept a secret from everyone, they assume there is a reason for them to be isolated from others. To facilitate a sense of belonging, the teacher may provide designated places for possessions, display work in the classroom, and make a conscious attempt to include these children in classroom activities. Support through teaching social skills individually, in small group settings, and through cooperative learning will also help abused children practice interacting in a nonthreatening atmosphere.
  • Social skills. Because abused children have not learned to listen to their inner selves, they may focus on pleasing and meeting the needs of others while neglecting their own needs. Having been introduced to the adult world through an abusive relationship, the child may have learned inappropriate behaviors and language. The child may feel unworthy to interact on an equal basis with others and may fear rejection. A classroom climate that fosters caring, appreciation for differences, consistent rules and boundaries, and recognition for small successes will nurture a child who has been discounted at home.
  • Tolerance of differences. Because each child will respond in a unique way to abuse, classroom behaviors may be variable. Some of the feelings an abused child may experience are anxiety, guilt, embarrassment, depression, anger, and resolution (Hillman and Solek-Tefft 1988). The checklist (fig. 1) may help teachers identify emotions and behaviors that might be explained by abuse. Consultation with a school psychologist, social worker, counselor, or nurse may also help teachers understand unexplainable behaviors and emotions of their students.
  • Consistency. Teachers can support a child's need for structure by maintaining a consistent daily schedule, by having clear expectations for performance in both behavioral and affective areas, and by allowing the child to provide structure in his or her own way. A child's need for structure can restrict the depth of his or her encounter with the world. Teachers may respond to this need by encouraging risk-taking in ways that will encourage success and personal worth.

    • Source: https://www.ascd.org/el/articles/supporting-victims-of-child-abuse

    ]]>     2023-07-27 07:01:22 UTC https://padlet.com/paulglorit/ly1a2vaxin2v8zm2/wish/2651974337     Responding to trauma from injury or sickness (Mark) https://padlet.com/paulglorit/ly1a2vaxin2v8zm2/wish/2651986191 This is an incredibly helpful resource that I'll just post the link to.]]> 2023-07-27 07:26:40 UTC https://padlet.com/paulglorit/ly1a2vaxin2v8zm2/wish/2651986191 Responding to Natural Disasters (Mark) https://padlet.com/paulglorit/ly1a2vaxin2v8zm2/wish/2651988904
  • Talk to children about what happened in a way they can understand. Keep it simple and appropriate for each child’s age. (Learn more about common reactions by age range)
  • Provide children with opportunities to talk about what they went through or what they think about it. Encourage them to share concerns and ask questions. Younger children may draw pictures or may play with toys to express what they think and feel.
  • Children react, in part, to what they see from the adults around them. When teachers deal with a disaster calmly and confidently, they can provide the best support for their students.
  • Children who were directly exposed to a disaster can become upset again; behavior changes resulting from the event may be long lasting and can worsen or return if these children see or hear reminders of what happened. Be aware that that this could happen and know what resources are available at your school for children and families, should you need to report concerns to the appropriate people at your school.
  • Proceeding with normal daily routines, such following familiar schedules when to eat and when to play, can help reduce stress. However, while recovering from disasters, children may have a hard time focusing on learning, they may need more time than usually to master new skills and concepts.

    • Source: https://www.cdc.gov/childrenindisasters/school-return-after.html#:~:text=Provide%20children%20with%20opportunities%20to,from%20the%20adults%20around%20them.

    ]]>     2023-07-27 07:32:22 UTC https://padlet.com/paulglorit/ly1a2vaxin2v8zm2/wish/2651988904     Responding to Bullying (Mark) https://padlet.com/paulglorit/ly1a2vaxin2v8zm2/wish/2651991000 Address bullying behavior. 
    • Make sure the student understands what the problem behavior is and that bullying is taken seriously. 
    • Work with the student to understand why he or she bullied. Sometimes students engage in negative behaviors like bullying in response to other traumatic experiences, or to better fit in with peers. 
    • Use consequences to teach, such as involving the student who bullied in making amends. Build empathy. Support students who are bullied. 
    • Listen to and focus on the student. 
    • Assure the student that bullying is not their fault. 
    • Give advice on what to do. You could even role-play how they might react another time. 
    • Work together to resolve the situation and protect the bullied student. Providing support may involve input from the student, parents, and others within the school. 

    Source: https://ohr.dc.gov/sites/default/files/dc/sites/ohr/page_content/attachments/DC-OHR%20tip%20sheet%20focus%20on%20prevention%208.23.pdf]]>     2023-07-27 07:36:15 UTC https://padlet.com/paulglorit/ly1a2vaxin2v8zm2/wish/2651991000     Divorce (Sam) shendren0492 https://padlet.com/paulglorit/ly1a2vaxin2v8zm2/wish/2653109895 Although divorce usually does not result in PTSD the fallout that can come from a one has the potential to create similar conditions.

    https://www.cauldervalentine.com/can-a-terrible-divorce-cause-ptsd#:~:text=startled%20or%20frightened.-,Post%2Ddivorce%20Trauma,in%20physical%20symptoms%20of%20illness.]]>     2023-07-30 12:19:12 UTC https://padlet.com/paulglorit/ly1a2vaxin2v8zm2/wish/2653109895     Response to physical abuse (Sam) shendren0492 https://padlet.com/paulglorit/ly1a2vaxin2v8zm2/wish/2653110871 Different self care options that could be discussed with students:

    Engage in regular exercise

    Confide in trusted friends, mentors and teachers

    Teach the student to communicate with others what could potentially trigger their symptomes.

    ]]>     2023-07-30 12:25:43 UTC https://padlet.com/paulglorit/ly1a2vaxin2v8zm2/wish/2653110871     Response to homelessness shendren0492 https://padlet.com/paulglorit/ly1a2vaxin2v8zm2/wish/2653113537 The McKinney-Vento Homeless assistance act.

    -A US federal law that provides a spectrum of services to homeless across America.

    -Gives homeless students the right to an education 

    - The right to take advantage of Title I provisions like free meals, ESL programs, etc.

    -The Act also has a number of rules that apply to public schools.

    General things steps to find out if a student is in a transient or homeless situation:

    1. listen for clues that the student could be homeless.  Many families and students are ashamed of the stigma that comes with being homeless.
    2. Take note if the student brings up living and staying in many different places for sleep.
    3.  Listen for clues that the student potentially doesn't have things like power or water at their home.
    Sources:
    https://www.accreditedschoolsonline.org/resources/education-for-homeless-students/
    https://www.youtube.com/watch?v=6Oj-Dyo_Fhc&ab_channel=EileenShoup

    ]]>     2023-07-30 12:41:24 UTC https://padlet.com/paulglorit/ly1a2vaxin2v8zm2/wish/2653113537