Creating Calm in a Trauma-Informed Classroom

  • Their homes have changed. Their parents are worried.

    Their world has changed. 他们不能像以前那样轻松地和朋友们玩了. 人们戴着口罩,一些熟悉的地方现在禁止入内.

    Their schools have changed. 在一个被缩短的春天和一个比平常长一些的暑假之后,学校仍然不正常. Some are online. Some are in person, but vastly different than they used to be, with starkly rearranged classrooms, students separated, and routines upended

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    Is this a recipe for trauma?

    “创伤性事件通常是德甲比赛下注app无法控制的情况, beyond our usual experience, 让德甲比赛下注app觉得自己或他人的生命可能处于危险之中,” says Adam D. 心理医生,临床助理教授 Department of Child and Adolescent Psychiatry at NYU Langone Academic Medical Center.

    “The COVID-19 pandemic certainly is an unusual, 造成许多人担忧甚至恐慌的意外事件,” Brown says. “许多孩子在电视上看到或听到可怕的新闻. 有些人的家人或他们认识的人生病或可能已经死亡. Our experience can vary greatly, based on not only different levels of exposure, but also on what is going on around the child.”

    In a different sort of trauma, 经历过卡特里娜飓风的孩子们多年后都受到了影响. 两名研究人员在事件发生后对年轻人进行了7年的研究,发现那些经历了卡特里娜飓风及其余波的人比其他孩子更容易遭受情绪波动.

    “灾难会在孩子们的生活中持续很长时间,” said Alice Fothergill, 佛蒙特大学的一位教授参与了这项研究, in an interview with The Atlantic. Many children do bounce back, 但这种创伤仍然影响着他们的心理成长和未来的生活.

    作为老师,在这段特殊的时期,你能做些什么来帮助你的学生?

    Dominican University Online’s continuing education course, Creating Calm in Your Classroom, 重点是如何在“创伤信息课堂”教学(并且是一系列被称为创伤信息实践的课程之一). 了解创伤知识的教师明白创伤会影响大脑, which in turn affects every aspect of learning.

    “德甲比赛下注app对这门科学的了解足够让德甲比赛下注app知道,教师可以发挥巨大的作用,” says Patricia Jennings, author of the book 创伤敏感课堂:以同情教学建立复原力, and a professor at the University of Virginia. “学校环境是那些在家里面临真正挑战的学生能够找到安全和稳定的地方之一,” she says in an article 这是多明尼加“在你的教室里创造平静”课程的一部分. The course, 利用了其他当代文章, documents, and podcasts, 包括你自己教室的“视觉旅行”, 你认为哪些改变可能会产生影响.

    你怎么知道孩子们是否对创伤有反应? Dr. 布朗谈到了以下症状,尤其是1-10岁的儿童:

    • An increase in nightmares or thoughts or images that they feel they can’t control;
    • An increase in negative feelings, like anxiety, anger, sadness, or numbness. 一些孩子可能会恢复到他们长大后不再有的行为,比如分离焦虑或尿床;
    • Increased difficulty in focus and concentration, or avoidance behaviors, 比如,一个孩子即使没有生病也想呆在家里不去上学;
    • An increase in physical symptoms 没有疾病原因,如头痛、胃痛或无法入睡.

    The National Child Traumatic Stress Network (NCTSN)在大流行期间为教师提供了许多资源, including fact sheets, tip sheets, webinars and articles. In one of its available downloads, 2019冠状病毒病期间了解创伤的学校策略, 它鼓励教育工作者和学校工作人员为自己的福祉实践以下一些策略:

    • Practice self-care. 如果你自己需要帮助,你就不能照顾别人.
    • Create social support for yourself. 这可以采取Zoom咖啡休息时间或放学后与同事见面的形式, sharing experiences and strategies.
    • Follow a personal routine, even if all your classroom routines are new. 这包括一些简单的事情,比如按时起床, 穿好衣服去学校(无论你是在现场还是在虚拟世界), and getting regular exercise and nutrition.
    • Model for your students. 他们的眼睛和耳朵都对你的言行睁大了.
    • Follow safe personal health practices, such as wearing masks, social-distancing, and using hand-sanitizer, 特别是当你在现场课堂教学的时候.

    And in the classroom?

    • Establish your classroom’s routine, b你可以告诉你的学生,改变日常生活是多么的困难,未来可能会有更多的改变.
    • Offer information in digestible amounts, and encourage your kids to ask questions.
    • 理解你的评分标准可能需要调整. 有些学生仅仅因为能够远程完成家庭作业就应该受到表扬. Realize that in virtual classrooms, 有些学生可能不愿意把自己的家庭情况告诉别人.
    • Provide wellness activities 帮助你的学生感到安全、有价值和有能力. NCTSN下载提供了这些活动的几个示例.

    Above all, realize that as a teacher, 在你的学生们的生活中,你处于一个比平常更重要的位置. “学校环境中的成年人可能是(一些学生)接触过的最稳定、心理最健康的人,” said Jennings, 这位教授的工作是多米尼加课程的一部分. “他们的老师可以成为他们的榜样,让他们知道一个健康的成年人是什么样的. 学校可以成为像这样的孩子的避难所.”

    查询更多信息或注册课程, which is online, self-paced, 值得一个学期的继续教育学分, visit Dominican University online here.

    Photo credit: Halfpoint, via iStock images