West End State School March 2003

1
West End State School March 2003

• Discussion Notes In stressful times what can we
  as teachers do?

2
Outline In stressful times what can we as
teachers do?

• That every one is affected
• We need to care for ourselves to be able to
  support others
• All children are affected but their experience is
  unique
• Adults can control the impact of media to some
  extent

3

• Listen to children and acknowledge their emotions
  Use relaxation strategies to help manage stress
• Seek out information about how stress can
  manifest in children and adults
• Keep issues in the broader context
• Collect resources
• Know your responsibilities and limitations

4
Everyone is affected

• Understand that the issues and information which
  affect our thinking and functioning also has an
  effect on the children we teach, their parents,
  carers and others.

5
We need to care for ourselves to be able to
support others

• Understand that we need to consider and look
  after out own mental and physical health and
  recognize we are as vulnerable as others in our
  school community. While we need take a
  professional interest to become informed about
  world issues we also need to become more informed
  about how those issues can impact on us and
  others in our school community.

6

• As part of personal care everyone needs to
  emphasize good health and wellbeing routines.
  Children and adults should maintain good regular
  nutrition and get regular adequate sleep.
  Individuals feeling physically sick, worried,
  depressed should consult their family doctor.

7
All children are affected but their experience is
unique

• Acknowledge that the children in our classrooms
  are all affected by the current stresses but that
  what they experience as individuals will be
  unique.
• The child's own resilience will also determine
  the long and short term impact on them.

8

• Children's own prior experiences will have a part
  to play in how they are affected and how they
  cope. In particular apparently unrelated and
  possibly issues unknown to teachers may arise in
  the context of the current situation. These
  issues may relate to current or earlier
  experiences of grief and loss. While these
  experiences can be profound and variable (e.g.
  death of someone known to the child, family
  separation, family dislocation, illness, abuse
  experienced or witness by the child, death of a
  pet etc), the impact on the child will not
  necessarily be in proportion to the experience.

9
Adults can control the impact of media to some
extent

• Because of the overwhelming presence the media in
  our lives and in our school community and
  expediential increase in 'information' relating
  to world events it is advisable to place limits
  on what children see and hear in terms of
  traumatic world events.

10

• Remember that children do not necessarily have to
  be sitting in front of the TV to be traumatized.
  They will be affected if the TV or radio is on in
  the 'background', when there are news updates and
  if there are newsflashes. Children will see
  pictures in the newspapers and may read captions
  and stories.

11
Listen to children and acknowledge their emotions

• Individually listen to children and acknowledge
  the feelings which go with what they are saying.
  Encourage children to talk to their parents or
  others at home about what they are thinking. In
  the context of the classroom don't attempt to
  give overt 'counselling' or 'therapy.

12

• The depth of a child's reactions and feelings may
  not be evident in an informal exchange and if the
  child is left without emotional security after a
  'talk' they may then be more at risk. Keep track
  of the emotions of the class and if specific
  needs arise ask for help.
• Note in a low key way if the behaviour of
  individual children changes. Some children may be
  expressing violent thoughts through what they are
  saying, their interactions with peers, in their
  writing and drawings.

13
Additional Points

• Use relaxation strategies to help manage stress
• Use relaxation strategies to help manage stress.
• Become better informed about how stress manifests
  in children and adults.
• Remember to keep the issues in the broader
  context of all the events (negative, neutral and
  positive) and experiences surrounding the child.
• Collect and use resources which are readily
  accessible on the internet

14
Examples of Internet and other resources

• community.nsw.gov.au/document/factsheets/sept11tra
  uma.pdf
• vicparenting.com.au/pdf/Trauma2002v1.pdf
  auseinet.flinders.edu.au/resourcedb/index.php
• mentalhealth.gov.au/programs/tt/index.htm
• mentalhealth.gov.au/mhinfo/ems/index.htm
• hoi.com.au/psmhi

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• Managing mental stress, Health and physical
  Education Years 1 to 10 Sourcebook Module (2000)
  The Office of the Queensland School Curriculum
  Council. Brisbane.
• Sanders, C. Turner, C. (1983) Coping a guide to
  stress management. Good Apple. Carthage, Ill.
• STRESS pamphlet produced by the Child and Youth
  Health Service, Royal Children's Hospital and
  Health Service District 1999. It was reprinted
  with funds from the Queensland Youth Suicide
  Prevention Strategy in 2001.