Reaching and Teaching Stressed and Anxious

Trauma and stress canÂ interfere with students' cognitive skills. Dicover how classroom activities can be used to restore feelings of safety, empowerment, and well-being.

Foreword

ix

Susan G. Clark

Preface

xiii

Publisher's Acknowledgments

xvi

About the Author

xvii

Introduction: Children Haven't Changed; Childhood Has

1

(4)

Glossary: The Vocabulary of Anxiety, Stress, and Trauma

5

(4)

Part I: Brain Changes and How They Affect Student Behaviors and Learning

9

(14)

The Impact of Losses and Stress on the Student's Mind and Body

11

(6)

Losses

11

(2)

Stress

13

(1)

When Traumatic Memories Are Triggered

13

(1)

Cognitive Lockout

14

(2)

Interventions Are Possible

16

(1)

Regaining Cognitive Access: The Process of Transforming Stress and the Sense of Helplessness

17

(6)

Transforming Perceptions of Helplessness

17

(2)

Strengthening Self-Regulation

19

(4)

Part II: Activities for Transforming the Helplessness Generated by Stress and Fear

23

(52)

Language Arts: Creative Writing and Journaling

25

(10)

Topics for Creative Writing and Journaling

26

(5)

Issues of Loss and Being Lost or Invisible

26

(1)

Issues of Rejection or Being Excluded

27

(1)

Issues of Brokenness, Helplessness, or Futurelessness

27

(1)

Issues of Betrayal or Broken Promises

28

(1)

Issues of Emotional Intelligence (Dealing With Feelings)

28

(1)

Issues of Hope, Empowerment, and Healing

29

(1)

Debating Points and Issues

30

(1)

Prose and Poetry

30

(1)

Integrating Art and Creative Writing Into Core Curriculum Areas: Combining Art and Literary Themes That Can Be Applied to Core Curriculum Subjects

31

(2)

Ad Campaigns

32

(1)

Comic Books

32

(1)

Mandalas

33

(2)

Social Studies and History: Creative Topics

35

(8)

Historical Cartoons and Storyboards

36

(1)

Fictional Comic Books About Historical Characters

37

(1)

Artistic Media Projects for History or Social Studies

38

(5)

Creating Scripts for Hypothetical Radio Interviews

38

(2)

Writing Radio Scripts for ``What if . . .'' Programs

40

(1)

Creating Public Service Announcements

40

(3)

Character Education

43

(12)

Internal Strengths: Emotional Intelligence

44

(6)

A Classroom Directory of Feelings and Emotions

45

(1)

A Feelings Mural: Addressing All Feelings

45

(2)

A Box of Respect: Addressing Self-Acceptance, Self-Respect, and the Ability to Respect and Empathize With Others

47

(1)

The Iceberg Project: Addressing Issues of Respect, Empathy, and Trust

47

(1)

Letters to Hurts: Addressing Empathy, Compassion, Courage, Anger Issues, Foregiveness, and Generosity

48

(1)

Drawing a Dream: Addressing Issues of Anger, Work Ethic, Forgiveness, and Hopelessness

48

(1)

Facing Fears: Addressing Fears, Courage, Anger, and the Ability to Overcome

49

(1)

Playground Charters: Addressing Issues of Leadership, Integrity, Conflict, Hopefulness, and Justice

49

(1)

Where Are the Heroes?

50

(2)

Issues of Emotional Honesty, Leadership, Risky Behaviors, and Choices

50

(1)

Honoring Strengths With a Character Wall

50

(1)

The Character Board Game

51

(1)

Physical Strengths

52

(3)

Internal Capacities for Self-Regulation and Stress Management

52

(1)

Leading a Relaxation Exercise

53

(2)

Building Resiliency Through Afterschool, Summer Camp, and Recreational Programming

55

(20)

Afterschool Programs

55

(1)

Specific Activities for Afterschool Programs

56

(11)

Logos

56

(1)

Collaborations for Creative Projects With Younger Children: Plays, Puppets, and Masks

57

(2)

Designing Board Games

59

(1)

Physical and Mental Exercises

60

(3)

Sand Trays

63

(1)

Clubs for a Sense of Belonging and Identity

64

(3)

Crossword Puzzles

67

(1)

Theater and Arts Groups or Camps

67

(4)

Drama Scripts for Stage or Radio: Building a World Fit for Children

67

(1)

Comedy Scripts

68

(1)

Movement and Dance

68

(1)

The Power of the Beat: The Rhythm of Healing

69

(2)

Media Production

71

(1)

Summer Camps or Activity Programs

71

(2)

Boys and Girls Clubs, Scouting, and 4-H

73

(2)

Part III: Schools That Work: A Sense of Safety for All

75

(32)

Sustaining Enhanced Learning Environments

77

(8)

Opportunities for Classroom Change

78

(1)

Avoiding the Stress of Threats

78

(1)

Alternative Responses

78

(1)

Classroom Guidelines

79

(6)

Restorative Discipline

80

(1)

``Discipline That Restores''

80

(1)

Stress Reduction Strategies for the Classroom

81

(4)

School Safety Issues: Violence Prevention

85

(18)

Generating a United Effort: Leadership and Staff Development

85

(3)

Specific Strategies for Overall Security and Sense of Safety Throughout the School Building

88

(1)

Strategies Specifically for Middle Schools

89

(1)

Supports for Reentering Students

89

(1)

Supports for New or Transferring Students

90

(1)

Suspension and Expulsion Policies

91

(1)

Crisis Preparation

92

(1)

Conflict and Anger Management

93

(1)

Violence Prevention Strategies

94

(9)

Early Prevention

94

(1)

Bullying

95

(4)

Inclusion

99

(1)

Restorative Justice

100

(3)

Meaningful Change in the U.S. Education System

103

(4)

Initiating Change From the Ground Up

104

(1)

Generating Support

104

(3)

Resource A: Crossword Puzzles

107

(34)

Resource B: Answers to the Crossword Puzzles

141

(18)

References

159

(2)

Index

161

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Reaching and Teaching Stressed and Anxious Learners in Grades 4-8 : Strategies for Relieving Distress and Trauma in Schools and Classrooms

Summary

Table of Contents

Supplemental Materials