Project Description
Overview Some students have experienced traumatic stress in their lives, and it changes their worldview and impacts their behavior at school. For example, students may have witnessed school shootings, natural disasters like floods, fires or earthquakes, experienced the death of a parent or sibling, or personal trauma such as bullying, or cyberbullying. Teachers need to be aware of their students’ backgrounds so that they can respond to traumatic stress in students appropriately. Performance outcomes
Candidates research different types of traumatic stress, their symptoms in students, and form their responses to each symptom
What will you do?
Discuss in the Virtual Classroom with your cohort examples of traumatic stress that you have observed in your own or your colleague’s classroom. Create a comprehensive list of examples based on discussions with the cohort.
Work as a cohort to create a mindmap on Coggle or a similar collaborative mind mapping tool. The mind map should include different types of situations that can cause traumatic stress in students, including the examples discussed during the Virtual Class. Add possible symptoms and response strategies for each symptom. Include each participating cohort member’s name inside the Mindmap.
Go back to your Learning Environment Plan and individually complete the section, ‘Responding to Traumatic Stress’ using 3-5 items from the cohort mind map that would be most relevant to your classroom.
Report requirements
Cohort Mind map on types of traumatic stress
Responding to Traumatic Stress’ section in the Learning Environment Plan
(The above information was cited from the TEACH-NOW Teacher Preparation Certificate Program)
Our Teamwork
My work
Son/ Daughter preference (parents play favorites to specific child)
Symptoms: Bad-tempered, feel worthless, depressed, lack self-confidence, angry, frustrated, emotional dysregulation, seeking approval in the task or giving up on everything.
Response Strategies:
Family meeting: Encourage parents to have a Family meeting or Meticulous moments once per week to support the child's feelings and needs.
Have a special activity: For example, Each child can have their month of being "a super birthday star". It will be the child's turn to be favored and get his/ her teacher or parents' attention before and after the Birthday.
Embrace Emotions, and respond to facts: “When emotions are taken care of first, rationality will come afterward.” Take care of the child's needs and emotions, and respond concretely.
Encourage cooperation instead of competition by using teamwork, letting the student win for his/her team, so they can "win" and "cooperate " at the same time.
Resources
(ACEs) Adverse Childhood Experiences
What can we do about ACEs?
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