By Carolyn Lunsford Mears (eds.)
Teachers in colleges the place scholars have skilled trauma face rather tricky demanding situations, for the way is a instructor to advertise educational development and attainment of academic pursuits in one of these scenario? offers recommendation, figuring out, and confirmed ideas for assembly the demanding situations that has to be confronted after a nerve-racking experience.
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Additional info for Reclaiming School in the Aftermath of Trauma: Advice Based on Experience
No one had had to do this before. Even the teachers and kids of Westside Middle School in Jonesboro had been able to go back to their own building, resume their routines. Most Ba r e ly F u n c t i o n i n g 35 of us looked over the lesson plans and decided that they just didn’t reflect our jobs as teachers, and despite everything, that’s what we still were— teachers. Besides, if we all followed the lesson plans, kids would do the exact same activity all day long, class after class, utterly wallowing in the trauma.
Boys who have been traumatized are likely to react to perceived social and environmental stressors with the hyperarousal response. Impulsivity, angry outbursts, and aggressive behavior in a school-age boy may signify a history of abuse or trauma that has neurologically generalized and sensitized him to unconsciously activate this behavioral response pattern to seemingly mild or innocuous events. For example, if “Jim” is late arriving to class, telling him to take his seat may result in an angry and disruptive outburst that is disproportionate to the situation, thus leaving his teacher and classmates confused and even frightened by his extreme response.
This coping strategy disadvantages the child because important internal coping skills are not learned, and emotional adaptation and growth are stunted. Unconscious reliance on the dissociative behavior to cope with stress also inhibits the development of adaptive thinking skills. Individuals who unknowingly dissociate when faced with adversity or pain may have limited experience and practice in thinking through stressful social situations and personal problems. , abusive or exploitive relationships) resulting in painful and dysfunctional relationship patterns (Gill, 2010).