As you know, the consequences of child abuse are serious. Children who have experienced a form of child abuse are at risk of becoming perpetrators themselves later. The percentage of insecurely attached children (both attachment to mother and father) is higher in the research groups than in the general Dutch population. Children feel less emotionally safe than children who grow up safely. They more often exhibit \u2018problem behavior\u2019. These children score significantly lower on general well-being, physical well-being and psychological well-being. Child abuse is also highly traumatizing, because those who should offer you a safe place do not do so. Many children have difficulty with emotion regulation because of what they have experienced. By paying attention to this, you strengthen their resilience. Focusing on resilience development in your classroom is helpful for every child. In this article, I highlight stress management as one of the most important factors to strengthen.<\/p>\n
Stress management<\/strong><\/p>\n Stress management and emotion regulation are important components of trauma-sensitive education. ACEs and trauma often lead to poor emotion regulation. Learning to deal with stress also helps to increase resilience. To prevent stress from building up too much in students, various strategies have been devised. At the start of the day, there is always a classroom check-in round, in which students can express their feelings (but do not necessarily have to talk about them) and where we look at how you can help each other. Talking about what you feel already weakens emotions somewhat. Learning what you can do to calm down is also helpful.<\/p>\n Students who feel stress building up can take a so-called time-in: a moment to get back into learning mode. Preferably in the classroom. Or, if that is not enough, the child can go to ’the back-up’, who is a professional outside the classroom. Being able to act independently strengthens resilience. Unfortunately, there is not (yet?) a back-up available at every school. All of this is of course intended as an exceptional moment, very clearly agreed and learned.<\/p>\n Emotional language: key to self-regulation.<\/strong><\/p>\n An important part of Social and Emotional Learning (SEL) is learning emotional language. You can consider using certain sentences throughout school, as some schools do. In addition, it is good to pay extra attention to learning emotion words, because a verbalized emotion is a weakening emotion. SEL programs sometimes have extra lessons on emotional words.<\/p>\n An example of paying attention to learning to feel what lives inside:<\/strong><\/p>\n Know how the children in your class are doing in one minute. Ask your students to indicate with their thumb how they are doing. This way you can see briefly how your students are doing. This simple check-in is useful to use after a holiday, or weekend, or just at the start of the day. Ask the children to indicate with their thumb how they are doing. Thumb up means \u2018great\u2019. Thumb down means \u2018not so good\u2019. Thumb in the middle means \u2018half-half\u2019 or \u2018there are things going on that are not nice\u2019. Thank all the children for their honesty, without calling them by name. Ask if anyone wants to say something about the results \u2018now\u2019. If necessary, talk to individual children later. This exercise only works if children feel safe enough in your class. By consciously focusing on emotion regulation and by explaining and discussing emotions, you ensure growing resilience in (traumatized) children.<\/p>\n","protected":false},"excerpt":{"rendered":" As you know, the consequences of child abuse are serious. […]<\/p>\n","protected":false},"author":4,"featured_media":2707,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"image","meta":{"footnotes":""},"categories":[37,35,144],"tags":[29,88,145,147,148,146],"class_list":["post-2704","post","type-post","status-publish","format-image","has-post-thumbnail","hentry","category-behavior","category-child-development","category-schools-and-education","tag-children","tag-education","tag-schools","tag-teachers","tag-trauma-informed-teachers","tag-trauma-sensitive-school","post_format-post-format-image"],"_links":{"self":[{"href":"https:\/\/traumainformedthoughts.com\/index.php\/wp-json\/wp\/v2\/posts\/2704","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/traumainformedthoughts.com\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/traumainformedthoughts.com\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/traumainformedthoughts.com\/index.php\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/traumainformedthoughts.com\/index.php\/wp-json\/wp\/v2\/comments?post=2704"}],"version-history":[{"count":3,"href":"https:\/\/traumainformedthoughts.com\/index.php\/wp-json\/wp\/v2\/posts\/2704\/revisions"}],"predecessor-version":[{"id":2708,"href":"https:\/\/traumainformedthoughts.com\/index.php\/wp-json\/wp\/v2\/posts\/2704\/revisions\/2708"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/traumainformedthoughts.com\/index.php\/wp-json\/wp\/v2\/media\/2707"}],"wp:attachment":[{"href":"https:\/\/traumainformedthoughts.com\/index.php\/wp-json\/wp\/v2\/media?parent=2704"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/traumainformedthoughts.com\/index.php\/wp-json\/wp\/v2\/categories?post=2704"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/traumainformedthoughts.com\/index.php\/wp-json\/wp\/v2\/tags?post=2704"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}