Trauma Informed Care in Schools A system that would benefit greatly from the Trauma Informed Care approach is a school system. My reasoning for this is that when children are experiencing trauma whether it be from the past or a current situation, often times they struggle to find ways to cope positively with these negative feelings. And because they have trouble finding a positive outlet they tend to act out, whether that be involving themselves in harmful activities, or being violent towards themselves or others. It is important for staff members in a school setting to recognize some of the symptoms of someone that is going through trauma. If a student is acting out in class, can the adult assume the child is just acting out?
Activity 3.. INTRODUCTION Behaviour is changeable! The way a setting structured is a huge impact on discipline and attitude of students inside the classroom. A disruptive student is one, who through his/her behavior, speech or actions, interferes with academic activity. This can be physical or verbal abuse; willful damage to person or institution property; disorderly conduct; indecent or obscene behavior, use of illicit drugs and alcohol. Disruptive behavior disorders in children are characterized by poor social relationships due to extremes of aggressiveness, lying, defiance, irritability, blaming others, cruelty, stealing, destructiveness, and rage.
However we should adapt activities for them to joint in. Sensory impairment - If a child has a sensory impairment e.g. hearing this can affect them when mixing in groups they may not be able to hear what some say as they may be too far away or too many talking at once. Learning difficulties - a child that has a learning difficulty such as dyslexia may find it hard and frustrating, especially if they are reading as a class this may lead to behavioural problems or even not wanting to go to school which would then affect their development. 2.2 How children and young people’s development is influenced by a range of external factors Poverty and deprivation - how and where a child grows up can have an effect on their health development they may have medical problems like asthma.
this impacts on the life chances of the young person because they may not be able to fully put their trusts in the adults around them because of all the new changes they have gone through. They may struggle to ask for help in later life and rely on themselves more. A young person may have moved schools which will interrupt their education and mean they will not do so well in class and could become disruptive to other pupils. A young person may become resentful of their parents and communication could of broken down, and this could to lead to them having negative feelings about themselves. This could mean that a young person turns to drugs or alcohol and not be able to access higher education or get a good job.
It is often at this point that they become labelled as troublemakers. They get excluded from schools which can further encourage negative behaviours and so the circle continues. This can often affect the young persons ability to form and maintain relationships and can even ultimately have an impact on their mental health. Many young people don’t understand themselves what help they need, that coupled with possible communication
There is also a correlation between the stage of development a student is at when he experiences the causal factors. The younger the child begins to experience the factors, the more likely it will be that they develop EBD (Yell, et al, 2009). Internal or biological factors originate in the body or the mind of the child and occur naturally. Factors that fit under the internal category are hyperactivity, schizophrenia, depression, and difficulty with concentration. Factors such as these make it very difficult for a student to adjust socially, or develop problem-solving skills in the classroom and therefore lead to disruptive behavior problems (Yell, et al, 2009).
| Syringes not disposed of properly in the school welfare office after being used by the school nurse. | Hazardous waste | Not disposing of the syringes correctly, can cause injury and also spread infection such as hepatitis b, hepatitis c or HIV. | Medication left open unsupervised in the welfare office | Hazardous substances | Could put a vulnerable student at risk if it gets into the wrong hands and a child could end up drinking it accidentally which could lead to internal burning. | The cleaner moping the floor and not putting the wet floor sign out | Hazardous working conditions | Could lead to a member of staff injuring themselves if they slip and fall. The member of staff can also end up suing the school.
Brain development in early childhood can be affected by relationships, learning resources and stress. Relationships that are in the home, with friends and in the community that are affected by poverty tend to have increased conflict, violence and even isolation all of which affect brain development. Learning resources that stimulate the brain like books, educational toys, or daycare are limited in improvised families. Parents living in poverty also have high levels of stress in dealing with day to day situations and this stress is passed on to their children. All the factors negatively affects the stimulation in the brain needs that for healthy brain development.
Some of the children that will enter our classroom may come from undesirable environments. As early childhood educators it is our responsibility to find strategies that will help those with autism, ADHD, and other environmental issues, to change their challenging behaviors into one that would be more suitable for learning. Children with autism have challenging behavior because their brains deal information in a different way. These children have a hard time learning to take turns and sharing with others. Autistic children are known for self-stimulating behavior such as; flapping of their arms when upset.
However, the symptoms of ADHD are more serious than that of a child who has an inquisitive disposition. ADHD can lead to problems at home and at school, with family, teachers, and even friends; it is important to properly identify the symptoms and get help for a child who is not just being a kid. A great number of school-aged children have been diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). ADHD creates problems for the child at school, for other students in the classroom, and the teacher. When a child hits age five there are certain skills that should be developed such as paying attention, keeping certain thoughts to them, and staying focused when given a task.