Monthly Archives: December 2012

a situation that has happened too many times

Newtown CT, is just the latest in a series of school related shootings that have rocked our country and the world.  What makes this even more mind-blowing, and leaves us in an utter state of shock is the age of the victims.  Six to seven-year old children, who knew nothing of violence, who knew nothing of the issues that plagued the gunman, who were just at school to learn, were violently gunned down in way that none of us will truly understand.  Not to mention the lives of the educators that were lost.  The principal, guidance counselor and especially the young teacher who protected her students by giving up her own life.   This is situation the when it happens it affects all of us, not just the families or communities that are at the center of it.  With that being said, my heart goes the families and the city of Newtown, but my mind also wonders, how the survivors dealing? Not just the ones in Sandy Hook Elementary School but the students through out the county. 

My school district sat down with the faculty and staff to speak about the events of the past weekend, and how we can help those affected by this.  They issued this document from the National Association of School Psychologists (NASP) to help parents and teachers navigate this difficult topic.  I would like to share this with you today in support to what your school is doing, or what your parents are doing, or even to keep as a reference for yourself. Hopefully we will never have to use this again.

To the community of Newtown, CT my thought are with you during this difficult time and I hope you find some comfort in knowing that the world is there with you, and looking in any way to help you.

From the NASP (c) 2006

Talking to Children About Violence: Tips for Parents and Teachers

High profile acts of violence, particularly in schools, can confuse and frighten children who may feel in danger or worry that their friends or loved-ones are at risk. They will look to adults for information and guidance on how to react. Parents and school personnel can help children feel safe by establishing a sense of normalcy and security and talking with them about their fears.

1.Reassure children that they are safe.  Emphasize that schools are very safe. Validate their feelings. Explain that all feelings are okay when a tragedy occurs. Let children talk about their feelings, help put them into perspective, and assist them in expressing these feelings appropriately.

2. Make time to talk.  Let their questions be your guide as to how much information to provide. Be patient. Children and youth do not always talk about their feelings readily. Watch for clues that they may want to talk, such as hovering around while you do the dishes or yard work. Some children prefer writing, playing music, or doing an art project as an outlet. Young children may need concrete activities (such as drawing, looking at picture books, or imaginative play) to help them identify and express their feelings.

3.Keep your explanations developmentally appropriate.

 •Early elementary school children need brief, simple information that should be balanced with reassurances that their school and homes are safe and that adults are there to protect them. Give simple examples of school safety like reminding children about exterior doors being locked, child monitoring efforts on the playground, and emergency drills practiced during the school day.

Upper elementary and early middle school children will be more vocal in asking questions about whether they truly are safe and what is being done at their school. They may need assistance separating reality from fantasy. Discuss efforts of school and community leaders to provide safe schools.

Upper middle school and high school students will have strong and varying opinions about the causes of violence in schools and society. They will share concrete suggestions about how to make school safer and how to prevent tragedies in society. Emphasize the role that students have in maintaining safe schools by following school safety guidelines (e.g. not providing building access to strangers, reporting strangers on campus, reporting threats to the school safety made by students or community members, etc.), communicating any personal safety concerns to school administrators, and accessing support for emotional needs.

4.Review safety procedures. This should include procedures and safeguards at school and at home. Help children identify at least one adult at school and in the community to whom they go if they feel threatened or at risk.

5.Observe children’s emotional state. Some children may not express their concerns verbally. Changes in behavior, appetite, and sleep patterns can indicate a child’s level of anxiety or discomfort. In most children, these symptoms will ease with reassurance and time. However, some children may be at risk for more intense reactions. Children who have had a past traumatic experience or personal loss, suffer from depression or other mental illness, or with special needs may be at greater risk for severe reactions than others. Seek the help of mental health professional if you are at all concerned.

6. Limit television viewing of these events. Limit television viewing and be aware if the television is on in common areas. Developmentally inappropriate information can cause anxiety or confusion, particularly in young children. Adults also need to be mindful of the content of conversations that they have with each other in front of children, even teenagers, and limit their exposure to vengeful, hateful, and angry comments that might be misunderstood.

7.Maintain a normal routine. Keeping to a regular schedule can be reassuring and promote physical health. Ensure that children get plenty of sleep, regular meals, and exercise. Encourage them to keep up with their schoolwork and extracurricular activities but don’t push them if they seem overwhelmed.

 Suggested Points to Emphasize When Talking to Children

Schools are safe places. School staff work with parents and public safety providers (local police and fire departments, emergency responders, hospitals, etc.) to keep you safe.

 •The school building is safe because … (cite specific school procedures).

We all play a role in the school safety. Be observant and let an adult know if you see or hear something that makes you feel uncomfortable, nervous or frightened.

There is a difference between reporting, tattling or gossiping. You can provide important information that may prevent harm either directly or anonymously by telling a trusted adult what you know or hear.

 •Don’t dwell on the worst possibilities. Although there is no absolute guarantee that something bad will never happen, it is important to understand the difference between the possibility of something happening and the probability that it will affect our school.

 •Senseless violence is hard for everyone to understand. Doing things that you enjoy, sticking to your normal routine, and being with friends and family help make us feel better and keep us from worrying about the event.

 •Sometimes people do bad things that hurt others. They may be unable to handle their anger, under the influence of drugs or alcohol, or suffering from mental illness. Adults (parents, teachers, police officers, doctors, faith leaders) work very hard to get those people help and keep them from hurting others. It is important for all of us to know how to get help if we feel really upset or angry and to stay away from drugs and alcohol.

 •Stay away from guns and other weapons. Tell an adult if you know someone has a gun. Access to guns is one of the leading risk factors for deadly violence.

 •Violence is never a solution to personal problems. Students can be part of the positive solution by participating in anti-violence programs at school, learning conflict mediation skills, and seeking help from an adult if they or a peer is struggling with anger, depression, or other emotions they cannot control.

NASP has additional information for parents and educators on school safety, violence prevention, children’s trauma reactions, and crisis response at www.nasponline.org.©2006, National Association of School Psychologists, 4340 East West Highway #402, Bethesda, MD 20814

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Look on the Screen it’s a Book, it’s Animation, it’s Storybird??

Storybird as been around for a while, but I am still amazed at some of the educators who still have not heard of it, let alone use it.  I find this site so much fun to play with and also a great way for students to get creative with their work.  I have shown this site to some of my fifth grade teachers and they dove right in and had their students use this site to create their memoir books.  The students were able to take their own life and bring some life to it by using pre-made images that expressed more emotions than many of them were able to create on their own.  

Storybird allows you to be the author you always wanted.  You have a story, but can’t draw? here is your chance to create the online book of your dreams.  New images from accomplished illustrators are being uploaded all the time so you can pick and choose from an assortment of images.  Some times the story is enhanced by the image and sometimes the images just fit the story.  Either way you are in for a vibrate and masterful work of art.

Storybird is for all ages too, and it is broken down into 5 different age groups.  Preschool (1-4) Kids (5-7) Tweens (8-12) Teens (13-19) and Adults.  That means that once you create your Storybird you can categorize it into a specific age group as well as other choose from other pre-made categories, such as life, adventure, humor, school life, and sci-fi/fantasy.  And students are not the only ones using it.  Educators are creating their own Storybirds to support lessons and to make their instruction a little more interactive and fun.  I warn you though, this is a highly addictive site. 

I hope you take the time to look through this wonderful site and have some from creating your own stories.   http://storybird.com/

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