Types of Traumatic Stress by Giustoni https://padlet.com/tonegiusti/zp08w7e0uvw6vgy8 Mindmap of Traumatic Stresses & Strategies en-us 2023-01-12 05:35:17 UTC 2025-05-31 02:41:45 UTC hello@padlet.com https://padlet.net/icons/png/1f54a.png Frequent moving tonegiusti https://padlet.com/tonegiusti/zp08w7e0uvw6vgy8/wish/2441823089
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/]]> 2023-01-12 05:56:14 UTC https://padlet.com/tonegiusti/zp08w7e0uvw6vgy8/wish/2441823089 Posttraumatic Stress Disorder (PTSD) tonegiusti https://padlet.com/tonegiusti/zp08w7e0uvw6vgy8/wish/2441828324 2023-01-12 06:03:08 UTC https://padlet.com/tonegiusti/zp08w7e0uvw6vgy8/wish/2441828324 Refugee or war experiences tonegiusti https://padlet.com/tonegiusti/zp08w7e0uvw6vgy8/wish/2441831395 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/]]> 2023-01-12 06:07:47 UTC https://padlet.com/tonegiusti/zp08w7e0uvw6vgy8/wish/2441831395 Social Emotional Development tonegiusti https://padlet.com/tonegiusti/zp08w7e0uvw6vgy8/wish/2441837750 2023-01-12 06:17:23 UTC https://padlet.com/tonegiusti/zp08w7e0uvw6vgy8/wish/2441837750 Strategies that can help enhance children’s social and emotional skills tonegiusti https://padlet.com/tonegiusti/zp08w7e0uvw6vgy8/wish/2441841451
  • 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/
    ]]>     2023-01-12 06:22:48 UTC https://padlet.com/tonegiusti/zp08w7e0uvw6vgy8/wish/2441841451     Strategies for helping students with PTSD tonegiusti https://padlet.com/tonegiusti/zp08w7e0uvw6vgy8/wish/2441845382 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
    ]]>     2023-01-12 06:28:27 UTC https://padlet.com/tonegiusti/zp08w7e0uvw6vgy8/wish/2441845382     Adverse outcomes of moving tonegiusti https://padlet.com/tonegiusti/zp08w7e0uvw6vgy8/wish/2441847658 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/


    ]]>     2023-01-12 06:31:40 UTC https://padlet.com/tonegiusti/zp08w7e0uvw6vgy8/wish/2441847658     Childhood neglect tonegiusti https://padlet.com/tonegiusti/zp08w7e0uvw6vgy8/wish/2441854115 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/]]>     2023-01-12 06:40:50 UTC https://padlet.com/tonegiusti/zp08w7e0uvw6vgy8/wish/2441854115     Behavioral issues (e.g., delinquency & aggression) tonegiusti https://padlet.com/tonegiusti/zp08w7e0uvw6vgy8/wish/2443157784 2023-01-13 04:47:03 UTC https://padlet.com/tonegiusti/zp08w7e0uvw6vgy8/wish/2443157784 Divorce tonegiusti https://padlet.com/tonegiusti/zp08w7e0uvw6vgy8/wish/2443158297 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]]>     2023-01-13 04:48:13 UTC https://padlet.com/tonegiusti/zp08w7e0uvw6vgy8/wish/2443158297     Effects of divorce on children tonegiusti https://padlet.com/tonegiusti/zp08w7e0uvw6vgy8/wish/2443337359
  • 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


    ]]>     2023-01-13 09:11:55 UTC https://padlet.com/tonegiusti/zp08w7e0uvw6vgy8/wish/2443337359     Life Threatening Illness: Medical Trauma AshMoreland https://padlet.com/tonegiusti/zp08w7e0uvw6vgy8/wish/2444268643 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 10:17:46 UTC https://padlet.com/tonegiusti/zp08w7e0uvw6vgy8/wish/2444268643     Community Violence AshMoreland https://padlet.com/tonegiusti/zp08w7e0uvw6vgy8/wish/2444274182 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 10:36:44 UTC https://padlet.com/tonegiusti/zp08w7e0uvw6vgy8/wish/2444274182     Traumatic Grief AshMoreland https://padlet.com/tonegiusti/zp08w7e0uvw6vgy8/wish/2444276610
    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 10:45:33 UTC https://padlet.com/tonegiusti/zp08w7e0uvw6vgy8/wish/2444276610     Strategies for dealing with behavior problems tonegiusti https://padlet.com/tonegiusti/zp08w7e0uvw6vgy8/wish/2444323968 Create a supportive classroom
    • Provide a calm environment
    • Minimize distractions
    • Emphasize routine
    • Behavioral expectations should reflect behavioral abilities
    • Focus on assisting student rather than disciplining
    • Provide a time out/study area away from the group
    • Make sure the student feels safe
    Use social skills training
    • Model appropriate behavior (role play; students may imitate observed behavior)
    • Reward other classmates for their positive behavior
    • Teach how to appropriately handle frustration and disappointment
    • Teach how to get someone’s attention in an acceptable way
    • Practice desired behavior
    • Reinforce desired behavior
    • Re-teach appropriate behavior
    Teach self-talk
    • Teach how to ask for help
    • Teach how to consider good choices
    • Teach how to remember rules
    • Involve the student in discussing solutions to difficulties

    Reference:

    Effective General Teaching Strategies for Behavior Issues. (2016). Duke University. Retrieved from https://sites.duke.edu/fasd/chapter-6-the-fasd-student-and-behavioral-issues/effective-general-teaching-strategies-for-behavior-issues/
    ]]>     2023-01-14 13:19:49 UTC https://padlet.com/tonegiusti/zp08w7e0uvw6vgy8/wish/2444323968     Social-Emotional Learning: What Is SEL and Why SEL Matters tonegiusti https://padlet.com/tonegiusti/zp08w7e0uvw6vgy8/wish/2444653153 2023-01-15 10:29:49 UTC https://padlet.com/tonegiusti/zp08w7e0uvw6vgy8/wish/2444653153 PTSD in children : Tips For Teachers : Nip in the Bud tonegiusti https://padlet.com/tonegiusti/zp08w7e0uvw6vgy8/wish/2444654372 2023-01-15 10:34:01 UTC https://padlet.com/tonegiusti/zp08w7e0uvw6vgy8/wish/2444654372 Effects of Trauma on Learning susancollins https://padlet.com/tonegiusti/zp08w7e0uvw6vgy8/wish/2446103545 " 1 in 4 children attending school has been exposed to a traumatic event that can affect learning and/or behavior." There are a common effects of trauma regardless of the cause.

    Reference:
    National Child Traumatic Stress Network Schools Committee. (October 2008). Child
    Trauma Toolkit for Educators. Los Angeles, CA & Durham, NC: National Center for Child
    Traumatic Stress.]]>     2023-01-16 22:27:29 UTC https://padlet.com/tonegiusti/zp08w7e0uvw6vgy8/wish/2446103545     Suggestions for Educators susancollins https://padlet.com/tonegiusti/zp08w7e0uvw6vgy8/wish/2446108551 While there is a long list a different kinds of trauma that students may experience, there are some overarching strategies to help regardless of the cause. 

    Recognize that many children experience trauma and react to it differently.

    Have Clear Routines

    Implement Restorative Discipline vs Punitive Discipline

    In addition:  "While a traumatized child might not meet eligibility criteria for special education, consider making accommodations and modifications to academic work for a short time, even including these in a 504
    plan. You might:

    • Shorten assignments
    • Allow additional time to complete assignments
    • Give permission to leave class to go to a designated adult (such as a counselor or school nurse) if feelings become overwhelming
    • Provide additional support for organizing and remembering assignments

    Reference:

    National Child Traumatic Stress Network Schools Committee. (October 2008). Child
    Trauma Toolkit for Educators. Los Angeles, CA & Durham, NC: National Center for Child
    Traumatic Stress.]]>     2023-01-16 22:38:56 UTC https://padlet.com/tonegiusti/zp08w7e0uvw6vgy8/wish/2446108551     Protective Factors susancollins https://padlet.com/tonegiusti/zp08w7e0uvw6vgy8/wish/2446116859 Promote social norms that protect against violence and adversity
    Public education campaigns
    Legislative approaches to reduce corporal punishment
    Bystander approaches
    Men and boys as allies in prevention

    Ensure a strong start for children
    High-quality child care
    Preschool enrichment with family engagement

    Teach skills
    Social-emotional learning
    Safe dating and healthy relationship skill programs
    Parenting skills and family relationship approaches

    Connect youth to caring adults and activities
    Mentoring programs
    After-school programs

    Intervene to lessen immediate and long-term harms  
    Victim-centered services
    Treatment to lessen the harms of ACEs

    Raising awareness of ACEs can help:
    • Change how people think about the causes of ACEs and who could help prevent them.
    • Shift the focus from individual responsibility to community solutions.
    • Reduce stigma around seeking help with parenting challenges or substance misuse, depression, or suicidal thoughts.
    • Promote safe, stable, nurturing relationships and environments where children live, learn, and play.

    Centers for Disease Control and Prevention (CDC). (2018, April 5). We Can Prevent ACEs [Video]. YouTube. https://www.youtube.com/watch?v=8gm-lNpzU4g&feature=youtu.be

    Fast Facts: Preventing Adverse Childhood Experiences |Violence Prevention|Injury Center|CDC. (n.d.). [Video]. https://www.cdc.gov/violenceprevention/aces/fastfact.html






    ]]>     2023-01-16 23:00:24 UTC https://padlet.com/tonegiusti/zp08w7e0uvw6vgy8/wish/2446116859     Adverse Childhood Experiences (ACEs) susancollins https://padlet.com/tonegiusti/zp08w7e0uvw6vgy8/wish/2446119874 Adverse Childhood Experiences can have lasting effects on the child's life. ]]> 2023-01-16 23:07:41 UTC https://padlet.com/tonegiusti/zp08w7e0uvw6vgy8/wish/2446119874 Preventative Strategies for dealing with Trauma susancollins https://padlet.com/tonegiusti/zp08w7e0uvw6vgy8/wish/2447817110 Its reasonable to assume that a number of students in each classroom will have experienced some form of trauma.  The following strategies can help students before there are behavior difficulties.

    Safe and Predictable Environment
    Create a welcoming classroom
    environment (e.g., greet
    students by name, do show
    and tells)
     Post class expectations at the
    front of the classroom
     Display a daily schedule and
    explain any deviations
     Prepare students for
    transitions (e.g., give a signal)
     Communicate clear safety
    procedures

    Relationship Building
     Talk to students about their hobbies and interests
     Use a respectful tone during interactions
     Involve students in developing behavior/safety plans
     Try the 2x10 strategy with challenging students (talk with the student for at least
    2 minutes each day for 10 days in a row)

    Self-Regulation
     Incorporate activities that  build coping strategies (e.g.identifying and validating
    emotions, deep breathing)
     Create calming spaces or break times with constructive activities that are not used as a punishment/time-out
     Model and practice appropriate social skills
     Teach students how to name and scale their emotions (e.g.rate anger on a scale of 1-5) 

    Reference:
    Common Trauma Symptoms in Students and Helpful Strategies for Educators | Student Behavior Blog. (n.d.). https://studentbehaviorblog.org/common-trauma-symptoms-in-students-and-helpful-strategies-for-educators/]]>     2023-01-18 04:24:14 UTC https://padlet.com/tonegiusti/zp08w7e0uvw6vgy8/wish/2447817110     In the Moment Strategies for dealing with problem behavior due to Trauma susancollins https://padlet.com/tonegiusti/zp08w7e0uvw6vgy8/wish/2447824311 Safe and Predictable Environment
     Be aware of the student’s body language, tone of
    voice, and emotional state
     Direct other students to follow outlined safety procedures
     Provide student with the opportunity to go to a safe
    space (e.g., meditation room, counseling office)
     Alert appropriate support  staff, when necessary

    Relationship Building
     Project calmness while approaching student using verbal and nonverbal techniques (e.g., using a respectful tone, sitting beside the student instead of standing over them)
      Show you are listening and giving your full attention
      Express that you care for the student and that they are safe

    Self-Regulation
     Relax before responding (deep breath, count to 10)
     Encourage student to use relaxation and coping skills,
    and “comfort” objects
     Validate student emotions (e.g., “You seem frustrated
    right now. Is that correct?”)
    Assist the student in identifying reasonable and
    safe response options (e.g.,go to the counselor’s office)

    When a student is in crisis, DO NOT:
     Argue or get into a power struggle
     Raise your voice
     Handle the situation in public or in front of student’s peers
     Use punitive punishment


    Reference:
    Common Trauma Symptoms in Students and Helpful Strategies for Educators | Student Behavior Blog. (n.d.). https://studentbehaviorblog.org/common-trauma-symptoms-in-students-and-helpful-strategies-for-educators/]]>     2023-01-18 04:35:28 UTC https://padlet.com/tonegiusti/zp08w7e0uvw6vgy8/wish/2447824311     Strategies for After the Moment susancollins https://padlet.com/tonegiusti/zp08w7e0uvw6vgy8/wish/2447833249  Provide students with a safe place to talk about what happened
     Engage in a discussion with the student that includes:
     Praise for any relaxation or coping skills the student used
     Appropriate responses and strategies to use if the situation arises again
     Potential consequences or negative outcomes if negative behavior continues
     Specific steps for successfully resuming the classroom routine
     Refer students to other resources and supports or notify appropriate school support staff, when necessary

    Reference:
    Common Trauma Symptoms in Students and Helpful Strategies for Educators | Student Behavior Blog. (n.d.). https://studentbehaviorblog.org/common-trauma-symptoms-in-students-and-helpful-strategies-for-educators/]]>     2023-01-18 04:48:48 UTC https://padlet.com/tonegiusti/zp08w7e0uvw6vgy8/wish/2447833249