Monday earthquake presentation for faculty
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This document provides guidance for teachers and staff on supporting students returning to school after an earthquake and tsunami. It recommends acknowledging students' experiences, normalizing their feelings, and emphasizing resilience. Teachers should provide opportunities for students to discuss their experiences in a safe environment. It also stresses the importance of taking care of one's own needs to better help students, and outlines potential signs of emotional difficulty in students.
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(H25年1学期が終了したのでグラフ更新) 福島県の学校給食まるごと検査(ゲルマ使用) H24~25年度
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Ind eng-750-doc
This document outlines a school project aimed at helping students coping with single-parenting due to the loss of a parent. The project involved conducting counseling sessions for 21 students from grades 6 and 7 who had lost a parent. Through these sessions, the students were able to openly express their emotions and better understand and accept their situation. The school also provided financial assistance to some students and worked to boost their self-confidence. As a result, the students' socialization, self-esteem, and ability to accept reality improved. The school plans to continue supporting these students.
Stress on Students
1) The document provides guidance for teachers on supporting students during stressful times.
2) It advises teachers to care for their own mental health and wellbeing so they can better support students, who are all affected by stress but each in unique ways.
3) The document also recommends teachers listen to students, use relaxation strategies, seek information on stress symptoms, and limit media exposure related to traumatic events.
Stress on Student
1) The document provides guidance for teachers on supporting students during stressful times.
2) It recommends that teachers care for their own mental health and wellbeing so they are able to support students.
3) While all children will be affected by stress, the impact will be unique for each child depending on their individual resilience and prior experiences. Teachers should acknowledge students' emotions but not attempt counseling.
Global Medical Cures™ | Child Trauma Toolkit for Educators
Global Medical Cures™ | Child Trauma Toolkit for Educators
DISCLAIMER-
Global Medical Cures™ does not offer any medical advice, diagnosis, treatment or recommendations. Only your healthcare provider/physician can offer you information and recommendations for you to decide about your healthcare choices.
The 5 W’s of Behaviour
Woods Homes provides mental health services to children and families in Calgary and surrounding areas. They have partnered with the Calgary Catholic School District to provide treatment to children experiencing behavioral and emotional challenges through "Starting Points" classrooms in mainstream elementary schools. Understanding a child's behavior requires knowing their family history, any diagnoses or medications, home and school environments, triggers, warning signs, strengths, and motivations. As adults working with children, it is important to be proactive, set clear expectations, offer choices, and avoid power struggles by de-escalating situations before a full crisis occurs.
68 DOMESTICVIOLENCE EXCHANGESEPTEMBEROCTOBER20.docx
68 DOMESTIC VIOLENCE
EXCHANGE SEPTEMBER/OCTOBER 2010
In 1980, Karen Stephens became director
of Illinois State University Child Care Center
and instructor in child development for ISU
Family and Consumer Sciences. She is
author of the electronic parent newsletter,
“Parenting Exchange” located at
www.ChildCareExchange.com.
Fostering resilience in children
exposed to domestic violence
Practical strategies EC staff can put into action
by Karen Stephens
Whether staff realizes it or not, early
childhood programs are not just fun and
engaging places for children to play and
learn. For some children, our programs
are bonafide daytime havens from
turmoil. I’m speaking specifically about
those children who find themselves in
the cross-fire of violence between the
people they love most in the world —
their own family members. The vio-
lence might be verbal intimidation and
humiliation, or a combination of verbal
and physical attack. Either way, it’s terri-
fying for the children witnessing assault
behind closed doors. Whether violent
episodes in the home are a one-time
occurrence — or a long time, repeated
pattern of family dysfunction — the
fallout of violence leaves a mark on
children’s emotional spirit and overall
development, including typical brain
development.
Children enmeshed in violence don’t
experience a relaxed, predictable, or
trusting home life. In fact, children
exposed to home violence often experi-
ence symptoms of post-traumatic stress
disorder (PTSD) just as adults do after
enduring violence. Domestic violence
robs children of their childhood. And
while early childhood staff can’t erase
the effects of violence on children’s
individual make-up, they can become
a positive mediating factor. By nurtur-
ing children’s ability to rebound from
challenges, early childhood profession-
als can help children become resilient,
despite their early experiences with
trauma.
To become an effective ‘resilience factor’
for children, we must be aware of the
effects of violence on children. Early
childhood staff — especially classroom
teachers and caregivers — need to be
alert to symptoms that suggest children
may feel under siege in their own home.
With that knowledge, we can make
specific adjustments in our classrooms
and programs to increase children’s re-
silience. If we do so with intentional and
consistent effort, we can help trauma-
tized children feel more trusting, safe,
secure, and hopeful about life, despite
their personal experience with family
violence. We can be an intervention to
show children an alternative view of
human interaction that is characterized
by dignified interactions and respectful
conflict resolution. It’s another side of
life they desperately need to believe in.
Children’s behavioral clues
indicating trauma due to
domestic violence
Following are some symptoms early
childhood staff might observe. A cluster
of behaviors should be considered a ‘re.
Protective Factors that Prevent Child Abuse & Neglect
The Center for the Study of Social Policy (CSSP) has completed a comprehensive research
analysis, which identified five Protective Factors that are linked to the prevention of child abuse and neglect.
These Protective Factors or “Circles of Caring” are conditions in families and communities that,
when present, increase the health and well-being of children and families. These attributes also
serve as buffers against risk factors for child maltreatment.
Week 2 PPT.pdf principles of caregiving.
The document discusses the importance of relationships in early childhood education. It states that relationships are at the heart of early education programs and affect children's social skills, academic success, and brain development. When children experience emotionally supportive environments in the early years, their achievement increases. The document also discusses Maslow's hierarchy of needs and the teacher's role in helping children feel a sense of belonging and supporting diversity. It emphasizes that within families, infants and toddlers begin to develop identity and learn important life skills through relationships.
8.1 Problem Solving with AdultsStandard 1 of NAEYCs Early Child.docx
8.1 Problem Solving with Adults
Standard 1 of NAEYC's Early Childhood Program Standards and Accreditation Criteria (2005a) states, "The program promotes positive relationships among all children and adults to encourage each child's sense of individual worth and belonging as part of a community and to foster each child's ability to contribute as a responsible community member" (p. 9). The rationale for the standard is that positive relationships and a positive, nurturing, sensitive climate are essential for the development of emotional regulation, constructive interactions, and overall learning in children (NAEYC, 2005a). Children develop a positive sense of self, and they are encouraged to respect and cooperate with others.
However, problems, conflicts, disagreements, and distrust can—and often do—develop. These can occur between the family and the program, between staff within the programs—staff to staff, directors and staff, staff and consultants—and between children in the program. When this occurs, caregivers need to engage in problem solving. While no family or early care and education program is ever totally without conflicts and issues to solve, the goal is, firstly, to create an environment where constructive problem solving can take place and, secondly, to be able to constructively solve problems.
Feelings
Conflicts, confusion, and disagreements can cause intense feelings among those involved. To address conflicts and disagreements, we must try to determine where these feelings come from. In the heat of the moment, this will probably not be possible, but once we have had time to reflect, we need to look at the feelings that disagreements and problems produce.
We all have feelings, and it is very important to accept and appreciate these feelings. We need to reflect on our feelings and on why certain things make us feel a certain way. Feelings are complex, subjective experiences that involve physical and mental aspects of self—they can be felt, expressed, acted on, and thought about (Greenspan & Greenspan, 1985). All feelings have value and are useful—even ones we view as negative. Feelings are how we react to experiences, and they help us organize and make sense of our world. The great works of art, music, drama, and dance are based on feelings—some pleasant, and some dark and tragic.
We learn about feelings from our childhood experiences. When children are young, adults label the child's emotions: "That bang scared you!" "The dog's bark upset you!" Part of this socialization process is to help children know how to respond to the environment—for safety, to develop appropriate reactions to the environment, and to teach children culturally appropriate responses to their feelings. Other feelings, such as those of love, trust, fear, excitement, and surprise, are natural responses to the environment that help us feel good about ourselves and the social environment (Rogers, 1980).
Another way we learn about feelings is through social r.
Child development (Part II)
This document discusses a child development seminar that took place on November 14th and 28th. It covers several topics related to child development, including a review of key issues like nature vs nurture. Five aspects of development are outlined, including physical, motor, cognitive, social-emotional, and language. Temperament and the 9 temperament traits are defined. Birth order characteristics and strategies for parenting intense, anxious, or slow-to-adapt children are also summarized. Common childhood anxiety disorders and the impact of trauma on children are reviewed.
Response 1I think that knowledge of the diversity topic I ch.docx
Response 1
I think that knowledge of the diversity topic I chose which was behavioral problems within special education is something that is extremely topical right now. Children are being kicked out of school when teachers are unprepared to deal with their behaviors, and they are sent down a negative trajectory. In my area, this is something that happens so often I’ve literally made a practice out of it. Oftentimes, these children are in need of loving boundaries and socio-emotional scaffolding, and very often they have parents that are practicing negative parenting which leads to a lot of different pathologies across the lifespan.
If I was able to come up with a program to train teachers how to deal with kids that are acting up in class, I think it would have a positive effect on the entire class and the school climate in general. Teachers would feel better and they would be able to be the masters of their domain as opposed to exhausted. Teacher burnout is related to kids that have behaviors! Then we have the kids – who endure a lot of suffering when they are targeted by teachers, as kids that are presenting behaviors are also displaying the underlying dynamics – the behaviors are just the symptom of the problem. We need to be able to attend to them on both the behavioral and emotional levels in order to really attend to behaviors and help them stay on a positive life trajectory starting from an early age.
The family part of the intervention is also critical, because we know that negative parenting can account for a part of the behavioral issue. Either parents aren’t equipped to handle children that are able to push boundaries or they engage in negative parenting themselves, and either way an intervention needs to happen on that front as well in order to keep consistency across environments. The intervention is two-art and would contribute positively to social change because it would be helping families and especially children that may otherwise end up in worse institutions in their lives.
Response 2
Explain how knowledge of the diversity topic you chose could be used to enhance a social change initiative for children and adolescents.
· The diversity topic of choice for me is gender identity. Children and adolescents that are faced with gender dysphoria encounter so much. Not only are they shut out by the community but some are even shut out by their parents and family members. The mesosystem includes the interrelations between the major settings in which the youths find themselves, and subsequently the impact of these interrelations upon the youth. Major settings in the mesosystem include local economy and work environments, government, religion, neighborhood, and mass media (Mustanski. 2014). When a child or adolescent is experiencing gender dysphoria, the number one thing the need is to be supported. There does not need to be any biased or judgment. They need to understand that they are not "different" from their peers. One way to.
Parenting with Purpose Seminar Two
1) The document discusses effective parenting strategies such as communication skills, co-parenting for separated families, and signs that a child may need professional help.
2) It provides guidelines for positive parent-child communication including listening, using simple language, and discussing important topics.
3) For separated families, it emphasizes the importance of children having relationships with both parents and avoiding parental conflict. Parents should speak positively about each other and keep children out of disputes.
4) Signs that a child may need professional help include a marked decline in school performance, severe anxiety, depression, threats of self-harm, and substance abuse in adolescents. Younger children may show excessive temper tantrums or aggression.
When Cancer Changes our Relationship with Our Children
When a parent has cancer the whole family experiences the trauma of the diagnosis and it can have untold affects on our children and our relationships with our children. Join us and our guest speaker Haley Pollack, Co-Founder and Executive Director of Bright Spot Network, to learn some ways to remain connected to your children while you are navigating a cancer diagnosis, its treatment, and its aftermath. There will be plenty of time to talk with others who are also navigating their own changing relationship to their children in the shadow of their cancer diagnosis.
Parenting issues
The document discusses several topics related to parenting and teaching children respect. It emphasizes that the most effective way to teach children respect is by treating them respectfully and being a good role model. Parents should communicate openly with their children without distractions, praise good behavior, and avoid verbal abuse which can damage children's development and self-esteem. A parent's role evolves as children grow into more independent individuals.
Bacs presentation
This document provides information on supporting children and young people's mental health. It discusses maintaining confidentiality and equality. The aims are to build resilience, identify strategies to help with mental health issues, and introduce further sessions. Risk factors for mental health problems include family, child, and community factors, while resilience comes from supportive relationships, skills, and community resources. Conditions like anxiety, depression, and hyperactivity are discussed as well as what helps such as listening, understanding, skill-building, and maintaining appropriate boundaries.
David wall jones presentation
This document provides information about supporting children's mental health in school. It discusses:
- Building resilience by giving children a sense of purpose, teaching relaxation techniques, and ensuring they have a secure base and social support network.
- Common mental health issues in children like anxiety, depression, and hyperactivity and strategies to help such as listening, praise, encouragement, structure, and clear limits.
- Risk factors for mental health problems like family issues, learning difficulties, and social disadvantages as well as protective factors like strong relationships, social support, and self-confidence.
Childabuse Assistance Strategies
This powerpoint was for a subject i did in 2008, based around how to identify children crying out for help after they have been abused in a number of different ways.
PEACE CULTURE
The document outlines the objectives, history, and vision of an organization called ASART that aims to promote peace culture in Central America through creative arts. Specifically, ASART seeks to: 1) Encourage peace concepts through educating children and women, 2) Develop leadership and community building skills, and 3) Strengthen individuals' abilities using art. It discusses ASART's work in shelters, schools, and communities in Costa Rica and Nicaragua, using art therapy and workshops to help vulnerable groups cope with issues like abuse, violence, and low self-esteem. Metrics and evaluation forms are also presented to measure the success of ASART's programs in achieving better relationships, cognitive development, and self-perception among participating children and
CHAPTER 4Building an Anti‑Bias Education Program Clarifying and
CHAPTER 4
Building an Anti‑Bias Education Program: Clarifying and Brave Conversations with Children
Everything teachers do—setting up the learning environment; planning the curriculum; observing, assessing, and thinking about individual children; and so much more—rests upon establishing strong, caring, and trusting relationships with children and families. Without such relationships with their teachers, children find it hard to open up, to learn, to grow, to feel safe. These relationships are built onSeeing each individual child as a member of a unique family with many, often complex, social identities that shape their learning and ways of beingRespecting each child’s individual way of learning and being rather than imposing an expected behaviorKnowing how children learn to think and how they are, and are not yet, able to discern what is happening around themUnderstanding that children are in the process of learning at all times and that it takes many experiences before they master an idea or a behaviorListening carefully to each child to understand how each is making sense of experiences and/or behavior
An essential element in building strong relationships is your willingness to engage in conversations that support children’s sense of self, that let them know they are safe and honored exactly as who they are. Children live in a world that sends multiple, stereotype‑laden messages about their comparative value, their right to be visible, and how they are expected to behave based on their economic class, ethnicity, gender, abilities, racial identity, and religion. These overt and covert messages affect their own sense of self‑worth and how they think about people who are different. Avoiding conversations about identity and fairness is a disservice to children who are developmentally dependent upon adults to help them make sense of the complex and contradictory societal messages they receive.
When programs do not demonstrate respect for and acknowledgement of human diversity, children and families cannot feel truly seen or honored. When a teacher avoids directly addressing comments or behaviors that can hurt another child, no child feels safe. Keeping silent not only does not help children, it actively hurts them. Learning how to break this silence, how to talk about anti‑bias issues with clarity, courage, and caring, is an essential skill not only in the world of early childhood education but in the world at large. This chapter explores ways to build trusting relationships with children by directly talking about identity, diversity, injustice, and activism, which correspond to the four goals of ABE.The Hurtful Power of Silence
It is hoped that children will turn to their trusted adults when they are confused or are hurt by their experiences. But to do so, children need a vocabulary to describe what they are thinking. Too often, adults ignore children’s attempts to understand how people can be different from one another and yet the same. A Whit ...
Behavior Management
This document discusses strategies for guiding young children's behavior through positive relationships and classroom management. It emphasizes that children's development is shaped by their attachments to caregivers. Supportive relationships allow children to develop trust and self-regulation. Challenging behaviors may stem from insecure attachments due to caregivers not meeting children's needs. Teachers should get to know each child's history and needs through patience and building trust. Class meetings give children a voice in creating rules and solutions, fostering empowerment. Positive strategies include showing care, listening to children, and acknowledging their efforts through praise. Setting clear and reasonable limits through natural consequences and choices helps children learn responsibility.
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Monday earthquake presentation for faculty
- 1. Connected as a Community Supporting ourselves and each other as we move forward
- 2. Our Process Acknowledge the process we have been through and the strength we exhibited on Friday, March 11th. Appreciate those of us who are back together but accept that there will be some that will not return. Plan how to contact those who have left the community to say goodbye. Support teachers and other school staff by providing information about stress reactions and guidance on how to best attend to their own needs, and then the needs of students.
- 3. Updates Where were you over the past 3 weeks? What helped you move forward following the earthquake and tsunami and manage the ongoing nuclear concerns? How do you feel about returning to YIS now?
- 4. Do you have any other needs that should be addressed before re-engaging with the students?
- 5. Supporting the Students Children need an opportunity to discuss their experiences in a safe, accepting environment. Provide activities that enable children to discuss their experiences. This may include a range of methods (both verbal and nonverbal) and incorporate varying projects (e.g., drawing, stories, music, drama, audio and video recording). It is perfectly normal for them to discuss the event over and over again. Acknowledge and normalize their feelings. Allow children to discuss their feelings and concerns, and address any questions they may have regarding the event. Listen and empathize. Let them know that their reactions are normal and expected. If children are hesitant to share, do not force children to talk.
- 6. Resiliency Emphasize children’s resiliency. Focus on their competencies. Help children identify what they have done in the past that helped them cope when they were frightened or upset. Bring their attention to other communities that have experienced natural disasters and recovered or are recovering (ie. Christ Church, New Orleans, Thailand).
- 7. Coping Skills Promote positive coping and problem-solving skills. Teach children how to apply problem-solving skills to disaster-related stressors. Encourage children to develop realistic and positive methods of coping that increase their ability to manage their anxiety and to identify which strategies fit with each situation. Discuss potential for additional earthquakes.
- 8. Value of Friends Strengthen children’s friendship and peer support. Children with strong emotional support from others are better able to cope with adversity. Children’s relationships with peers can provide suggestions for how to cope and can help decrease isolation.
- 9. Plan how to contact those who have left the community to say goodbye. Incorporate information about the disaster into related subject areas, as appropriate. Science, math, history, and language arts may be especially relevant. Seek the help of the school counselor for discussion ideas or strategies for managing the conversation.
- 10. Take Care of Your Own Needs Take time for yourself and try to deal with your own reactions to the situation as fully as possible. You will be better able to help your children if you are coping well. If you are anxious or upset, your children are more likely to feel the same way. Talk to other adults such as family, friends, faith leaders, or counselors. It is important not to dwell on your fears or anxiety by yourself. Sharing feelings with others often makes people feel more connected and secure. Take care of your physical health. Make time, however small, to do things you enjoy. Avoid using drugs or alcohol to feel better.
- 12. Keep Informed Everyone’s information needs are different but having access to the right information at the right time can make a huge difference
- 13. Follow-Up Information Link to NASP Site Offer to help with discussion from counsellors. Referral protocol and Link TELL and Mental Health Providers of Japan Website.
- 14. Adapted from: Lazarus, P.J., Jimerson, S.R., & Brock, S.E. (2003). Responding to natural disasters: helping children and families. Retrieved from http://www.nasponline.org/resources/crisis_safety/naturaldisaster_teams_ho.aspx
Editor's Notes
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