Welcoming New Students From Haiti Agenda Jenna Moniz Welcome - PowerPoint PPT Presentation

Welcoming New Students From Haiti �

Agenda Jenna Moniz  Welcome Multicultural & ESOL  How Trauma Affects Students Caroline Hejja Psychological Services, Student Support  Issues of Homelessness Bill Sydnor Homeless Education, Student Support  Understanding Haitian Culture Marie Jussome & Saul Gelin Student Services  Making the Transition Marion Williams Diversity & Cultural Outreach

Trauma: How It Can Affect Students Caroline Hejja Psychological Services, Student Support �

Reactions to Crisis Integrating Displaced Students �

Trauma and Loss  Trauma may be accompanied by a multitude of losses:  Property, self, or loved ones.  Control over one’s own life.  Faith in God and other people.  Sense of fairness or justice.  Sense of immortality or invulnerability.  Future

Common Crisis Reactions Ages 1-5  Regressive behaviors.  Persistent or excessive fear.  Marked sensitivity to loud noises (weather, etc.).  Confusion, irritability; uncontrollable crying.  Increased or decreased activity level; running aimlessly or immobility.  Loss of appetite; stomach aches; nausea.  Nightmares; sleep problems.

Common Crisis Responses Ages 6 - 12  Most of the above-mentioned reactions.  Feelings of sadness, grief or guilt.  Numbness, daydreaming  Headaches or other physical complaints.  Difficulty concentrating; poor performance in school.  Reluctance or refusal to go to school.  Withdrawal from peers and normal activities.  Angry outbursts; fighting; aggression.

Common Crisis Responses Ages 13 - 18  Many of the above-mentioned reactions.  Reactions to triggers.  Withdrawal into heavy sleep.  Startled easily.  Difficulty making decisions.  Feelings of inadequacy and helplessness.  Depression and/or anxiety.  Changes or loss of interest in friends activities.

Extreme Reactions  Consider consulting a mental health professional for assistance with the student’s adjustment if:  Student’s reaction does not diminish over time.  Student displays excessive reactions for prolonged periods of time (more than 6 to 8 weeks).  Excessive withdrawal.  Refusal to be left by parent.

Extreme Reactions Ages 1 - 5  Extreme fears that interfere with daily functioning.  Extensive behavioral difficulties.  Persistent complaints of physical symptoms.  Marked changes in eating and sleeping patterns; refusing to eat or drink; persistent nightmares, screaming during sleep, etc.

Extreme Reactions Ages 6 - 11  Any of the above-mentioned reactions.  Unable to concentrate and function in daily routine.  Does not respond to adult attention.  Increased aggressive behavior or acting out.

Extreme Reactions Ages 12 - 18  Any of the above-mentioned reactions.  Disoriented; memory gaps.  Severely depressed; withdrawn; suicidal thoughts.  Unable to make simple decisions.  Substance abuse.  Unable to care for self (eat, drink, bathe).  Hallucinates; afraid will kill self or others.

Extreme Reactions Ages 12 – 18 (cont’d.)  Increased aggressive or antisocial behaviors.  Extreme risk-taking behaviors.  Extreme numbing of feelings, unable to feel emotion, dissociated, blank or trance-like state.  Intrusive re-experiencing of trauma.  Extreme attempts to avoid disturbing memories.  Hyper arousal (intense agitation).  Severe anxiety

Delayed Effects/Re- Traumatization  Anticipate delayed effects of the crisis.  Be alert for subsequent events that may trigger additional trauma.  Be aware of the anniversary effect.

Communicating with Students  Listen non-judgmentally to students.  Do not tell students that you understand how they feel.  Do not try to talk survivors out of their grief.  Do not give advice or counsel them. Just reflect what they say so they know that you are listening and that you care.  Validate their feelings and experiences.

Communicating with Students (cont’d.)  Answer their questions simply and honestly, providing as few details as necessary.  Be reassuring and provide verbal support.  Help students to reflect on what has helped in the past.  Be careful about your choice of words because children may take what you say literally (ex. “God loved him and took him away,” or “He is sleeping.”).

Considering Cultural Aspects  Make written and oral communication available in the dominant language of the student and family.  Provide for bilingual counseling or other services if necessary.  Recognize that, in some cases, this recent incident may have triggered memories of hardship, trauma, or loss experienced prior to the recent occurrence, compounding the situation.

Maintaining Predictable Structure  Have 3-5 rules that are clearly defined and enforced consistently.  Assist students with organization.  Be flexible in accommodating the recovery of students.  Make sure each student has adequate personal space.  Plan activities, rituals, and celebrations for students to look forward to.

Facilitating Empowerment  Allow choices when appropriate.  Provide opportunities for mastery/success, as this overcomes loss of self-confidence and self-efficacy.  Encourage positive coping strategies to decrease anxiety and increase feelings of control.  Encourage students to help others and to participate in action activities that contribute.

Acknowledging Reactions to Stress  Accept that some students may have difficulty focusing academically.  Allow students their individuality in the way they handle stress and grief issues.  Do not force students to talk about their experiences if they do not want to.

Responding to Intense Reactions  Allow students to go to a “safe place” inside school to receive support or sit quietly if needed.  Identify staff members who can provide individualized behavioral support for students and make appropriate referrals.

Ensuring Special Needs  Provide support as needed for students with disabilities to create a network of friends, including students without disabilities.  Observe students on a regular basis for any change in appearance, activity, and/or behavior. Make appropriate referrals according to District guidelines if necessary.  Make sure needed support is provided to current service providers.

Acceptance: The Eventual Goal  Student is admitting what happened.  Student is not liking what happened, but realizing that it cannot be changed.  Student realizes that self-blame for all unpleasant circumstances is not appropriate.  Student is beginning to cope in healthy ways.  Student’s self-concept improves.  Student begins to trust others again.

Being Sensitive to Issues of Homelessness Bill Sydnor Homeless Education, Student Support �

Being Sensitive to Issues of Homelessness  Federal law protects children who are legally considered homeless:  Not residing with legal parent/guardian.  Sharing housing of others due to hardship (doubled-up).  Not having fixed, adequate and regular housing.

Being Sensitive to Issues of Homelessness All students who meet the Federal definition of homelessness:  must be registered within 24 hours of presenting at a school.  have a 30 day grace period to present immunization, physicals and other school registration records.  will receive free school meals.  will receive assistance with school supplies, school uniforms, etc.

Being Sensitive to Issues of Homelessness  Parents/Caregivers may be very sensitive to the word 'homeless’ and may not consider themselves homeless.  Avoid using the word 'homeless.’  Ask them if they are in 'transition' or sharing housing.  Clarify who is caring for the children.  Explain that services are available to them and their children.

Being Sensitive to Issues of Homelessness  Issues of trust may impede communication.  Tell parents that these issues are considered confidential and shared only when there is specific need.  Ensure parents/guardians that no personal information is shared with any other governmental agency.  At each school, there is a Liaison to assist with any issues/ concerns.

Understanding Haitian Culture Saul Gelin & Marie Jussome Student Services �

Understanding Haitian Culture Names: Significance of Names (First Names/Last Names)  In Haiti, students are referred to by their last names in the classroom. However, students refer to their teachers or principals by their first names, preceded by “Mr.” or “Mrs.” (i.e. “Mr. Saul and Mrs. Marie”).  It may take time for students to adjust to being referred to by their first names. Pronouncing Students’ Names Correctly  Teachers should ask new students how to pronounce their names, or how they would like to be called.