Issue link: http://educator.cta.org/i/1158290
Defining Child/ Youth Trauma T H E N A T I O N A L C H I L D T R A U M A T I C S T R E S S N E T W O R K says trauma results when a child/youth feels intensely threatened by an event they are involved in or witness. Events include: • Bullying • Community violence (shootings, bombings, or other types of attacks) • Complex and early childhood trauma (repeated and prolonged exposure to trauma-inducing situations such as abuse, neglect, poverty, etc.) • Domestic violence • Disasters • Refugee trauma • Traumatic grief For the full range of events, go to nctsn.org. Symptoms of Trauma E D U C A T O R S M I G H T O B S E R V E various behaviors — or changes in behavior — by students who are traumatized, depending on age and type of trauma. These include: • Anxiety, fear and worry about safety of self and others • Worry about recurrence or consequences of violence • Increased distress, irritability • Decreased attention and/or concentration • Changes in behavior, such as: Withdrawal from others or activities Angry outbursts and/or aggression Change in academic performance Absenteeism Decreased attention and/or concentration Increase in impulsivity, risk-taking behavior • Difficulty with authority, redirection, or criticism • Re-experiencing the trauma (e.g., nightmares or disturbing memories during the day) • Emotional numbing (e.g., seeming to have no feeling about the event) For the full list, sorted by elementary, middle and high school, go to nctsn.org. Note that teachers are mandated reporters and must report all known or suspected cases of child abuse or neglect. have had students come to me for something as simple as a Band-Aid but, with some exploratory interactions, wind up sharing their life experi- ences. Students who feel they are being heard respond well to the adults who are listening. One student at a time, we can create an atmosphere of understanding and acceptance, thereby increasing school attendance and participation in class and school activities." Big changes in class Educators who have been trained in trauma-in- formed practices are making substantial changes to how they interact with their students. Jennifer Sinclair, a sixth-grade teacher at David Reese Ele- mentary in the Elk Grove Unified School District, also took part in the UCSF HEARTS program and learned more at an Association for Supervision and Curriculum Development annual conference. She says her entire year now starts off differently. "I take much more time building relationships with students and have them learn that our classroom is a safe space," says Sinclair, an Elk Grove Education Association member. "I have introduced peace corners, which give stu- dents a calm area in the room to have a break when they feel themselves about to have a challenging moment. I have peace kits, which include a variety of sensory items that are tools to help them refocus themselves back to learning." In addition, Sinclair has implemented structural changes to the school day and week. She opens and closes each day with community "I take much more time building relationships with students and have them learn that our classroom is a safe space." —Jennifer Sinclair, Elk Grove Education Association 45 A U G U S T / S E P T E M B E R 2 019