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Trauma Journals and Case Studies
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3287974/
Article 1: Responding to Students with PTSD in Schools
The performance of the student suffering from violence trauma is highly compromised. It is possible to have your best student leading from behind. The way the teacher reacts towards such a situation will either destroy the career of the student or rebuilt it (McKee, & Dillenburger, 2012). Teachers should have special skills for them to accommodate the challenges which the student is going through.
For those who have lost their parents through violence, you need to provide them with the parental love. Teachers and the guardians should spend more time with this kids. Taking time and listening to their story, you create the confidence of the child around you (Cohen, & Danielson, 2015). The trust you have gained will help you address personal issues bothering the kid. On the other side, the trust will make the child discover that all is not lost since there are still other people who care about their future.
In cases where the violence left the family of the child homeless, provide a way and see that the family is sheltered and all basic needs provided. The students should not be allowed to change school as a result of violence. A change of environment will make the situation worse since he or she will have a hard time making new friends. The friends of the victim should also be taught on how to handle him at one point or another.
The teachers also have the authority to take the student out for recreational activities. The events involved will help him come to terms with the community which posed some fear into him. In the same manner, he will become closer and open up to the teacher in charge thus making it easier for him to deal with the case. The teachers can as well give the student a break from schools and home-school him for a few months depending on the weight of the matter.
Finally, keep the student involved in extracurricular and co-curricular activities to prevent him from thinking about the violent incidence. As a result, the happiness of the child is restored and his energy utilized well while at school. When he gets home he is tired thus going to bed without having many thoughts.
https://www.childwelfare.gov/pubPDFs/educator.pdf
Article 2: The Role of Educators in Preventing and Responding to Child Abuse and Neglect
Teachers’ role in supporting the vulnerable children is paramount in the society. The help should not end at the walls of the school compound but should extend to home and another area where the students visit. Is this section we are going to discuss the position of the tutors in rehabilitating the vulnerable students.
Tutors have the role of teaching the students, vulnerable students require two categories of information from the teachers; the general knowledge in the curriculum, and the support which will make him or her overcome the stress (McKee, & Dillenburger, 2012). When passing this knowledge the teacher is expected to show the student the parental love irrespective of his background. Some of the actions which will bring about this nurture are; use of kind words, wearing a smile on your face as the teacher, being there for the kid at all times, and monitoring the behavioral changes in the child.
Vulnerable students have seen terrible things than the minor threats from their teachers. As educators, we should always consider this fact. Therefore, when confronting the student we should choose the environment and situations carefully (Zembylas, 2015). The teacher should learn and know the things which are hard for the kid and avoid them as much as possible. An example of such is maintaining an eye contact.
The school has the obligation of training its teachers on how to handle emotional cases. The trained teachers are then assigned to the students to act as their temporary private teachers until they are fully recovered Cohen, & Danielson, 2015). It is also important to consider the gender of the teacher so that every student is catered for according to his or her desires. In some cases, the students tend to commit suicide, with such cases a student friend is assigned the task of monitoring the victim’s movements and activities throughout the day.
The teachers also have the authority to take the student out for recreational activities. The events involved will help him come to terms with the community which posed some fear into him. In the same manner, he will become closer and open up to the teacher in charge thus making it easier for him to deal with the case (Carello, & Butler, 2015). The teacher can as well give the student a break from schools and home-school him for a few months depending on the weight of the matter.
https://link.springer.com/article/10.1007/s00406-005-0624-4
Article 3: The enduring effects of abuse and related adverse experiences in childhood
Children spend most of their time at school and a fraction of it at home. The efforts put in place by the school management are the once which play a better part in making sure that the child has recovered from the trauma (Cohen, Mannarino, & Deblinger, 2016). If the activities in the schools exert more pressure on the kid then he or she will be more stresses and might never recover from the trauma.
Schools have put in place some measures to deal with such cases. The first thing which should be done is; the abuses child should follow the right procedure in reporting the incidence to the school management. The reporting will help the teachers identify the case, examine the seriousness of the case, and then come up with techniques to help out the child in the recovery process.
Secondly, the child is introduced to a special education system. His or her learning should be individualized until she has fully recovered. In this program, the following are considered; the number of assignments tasked the student are reduced, one or two teachers are given the mandate of conducting special tutoring services to the kid; during the meeting, emotional support is also provided and giving the child enough time for meditation on his or her future life.
Another way of dealing with such cases is by allowing the kid to seek help from a mental bases health professional. These specialists have the capacity to restore the situation faster and better as compared to the teachers and the parents (Carello, & Butler, 2015). In other schools, there is teacher who is professionals in this sector thus making it easier for the students, the school, and the parents.
The parents also have a part to play in the recovery; they are mandating the task of helping the child complete his or her assignments, and speak with the victim in a loving manner thus providing a conducive environment for the child to device her ways which will increase the recovery (Cohen, Mannarino, & Deblinger, 2016). Some of the ways which speed up the process are, practicing what they have been taught by the teachers and the profession and also accepting what has happened and moving on.
References
Zembylas, M. (2015). ‘Pedagogy of discomfort’and its ethical implications: the tensions of ethical violence in social justice education. Ethics and Education, 10(2), 163-174.
Carello, J., & Butler, L. D. (2015). Practicing what we teach: Trauma-informed educational practice. Journal of Teaching in Social Work, 35(3), 262-278.
Cohen, J. R., & Danielson, C. K. (2015). Effects of childhood traumatic event experiences. Critical Issues in School-based Mental Health: Evidence-based Research, Practice, and Interventions, 164.
McKee, B. E., & Dillenburger, K. (2012). Effectiveness of child protection training for pre-service early childhood educators. International Journal of Educational Research, 53, 348-359.
Cohen, J. A., Mannarino, A. P., & Deblinger, E. (2016). Treating trauma and traumatic grief in children and adolescents. Guilford Publications.
