Alleviaing Children39;s Stress：缓解儿童及 39的应力

1、alleviating childrens stress:creating peaceful environments“i have come to a frightening conclusion. i am the decisive element in the classroom. it is my personal approach that creates the climate. it is my daily mood that makes the weather. as a teacher, i possess tremendous power to make a childs

2、life miserable or joyous. i can be a tool or torture or an instrument of inspiration. i can humiliate or humor, hurt or heal. in all situations it is my response that decides whether a crisis is escalated or deescalated, and the child humanized or dehumanized.”(“teacher & child”, by: hain ginott

3、)anxiety, stress, & childrenchildren: one closely connected with a placeone immature in judgmentone who is spontaneous and lacks coping skillslives for the here and nowstress: urgency, strain, pressure, importance, emotional expression (or lack of) in response to a given situation, circumstancec

4、hange:to alter, substituteexchange or give an equivalent forpass from one place to anothervariation from what i am used toparent/teacher: guide, modelemotionsstress plays two roles in brain development. emotional state affects how we are able to handle information and stress hormones can be damaging

5、. information going to the brain travels through the limbic system, the seat of emotion. emotional disruption causes difficulty in processing information effectively. keeping a positive, peaceful emotional state facilitates brain development stress causes people to secrete a hormone called cortisol.

6、 cortisol makes it possible for you to run away from danger or fight an aggressor.childrens responses: all children respond differently all children respond at different rates children may express:fears will it happen to me?loss of control refusal to go to schoolanger anger toward peersinsecurity ne

7、ed for reassuranceconfusion may be upset about real and pretend events can not discern the twoisolation may show jealousy toward “normal family”causes of stress in children significant change in childs life significant perceived change by the child change in routine change in parental roles birth of

8、 a sibling change in activities change in parental expectations long vacation divorce of parents new school or new classroom more quarrels among parents new house sibling going away to school change in school responsibilities death of a family member death of a parent parental jail term personal ill

9、ness illness of parent/family member personal injury injury of family member mothers pregnancy money problems at home moving awaysigns of stress in children refusal to eat over-eating under-activity overachieving change in sleeping patterns change in eating patterns becoming very verbal becoming non

10、-verbal bed-wetting soiling self refusal to go to bed, school, etc. excessive crying excessive clinging to adult inability or lack or desire to play easily frustratedadults role guide children to understand factually what is happening discuss how events do or do not impact their lives model how to r

11、espond to feelings acknowledge childrens feelings reassure them help child to feel safe explain a plan of action discuss what is realistic maintain normal routines avoid stereotyping specific cultures help children feel in control:- send letters to people in service- volunteer to help out- increase

12、parentchild times involve children in planning how to cope expect changes in behavior maintain consistent expectations of behavior watch for suicidal thinking allow children to draw, paint talk with children about their art allow children to play war, monitor this and discuss encourage role playing

13、of those who help police, firemen, etc. avoid overwhelming children know the facts about war and answer questions take time for you also teacher should share with parents relevant information from social studies teacher should let parents know if a child is showing signs of stress create a collectiv

14、e security between home and school limit tv time increase quiet time monitor the childs activitiesstrategies for helping a child to cope with stress keep the same routine shorten time exposure to high level or new activities keep the child informed where we are going and why provide quiet time becom

15、e an active listener label the childs feeling allow them to act out their emotions redirect the childs emotions help the child draw or keep a journal help the child to see “it is not my fault” provide opportunity for sleep use a consistent care giver in your absences involve children in the planning

16、 stage allow child to express their own opinion use the screen or pillow to draw or squeeze give positive feedback model how to respond to stress calmly use self talk teach deep breathing techniques use art as a medium for expression allow for closure allow for transitions avoid surprises be organiz

17、ed strategies for talking to children let the child talk first encourage drawing, illustrating anticipate questions and be prepared reflect feelings help clarify questions give simple answers explain that war is a last resort dont give too much information at once have regular discussions avoid blam

18、ing a group of people talk about ways to help remind the child about all the times people have gone away and come backstrategies for teachers: young children benefit from play. some related play activities are building houses and knocking them down, flying toy airplanes, hiding toys in a pile of blo

19、cks or in the sand, pretending to be rescue workers or drawing pictures. school-age children may want to help the community collect materials to support relief workers, draw, write poems, or letters, prepare a performance like a play, dance, or skits; write letters to children in new york city or th

20、ose who have lost loved ones; or learn about architecture or airplanes. adolescents can help collect materials for the support of rescue-and-recovery workers, give blood, write letters to specific people or communities, organize a vigil or memorial service, or study architecture, transportation, ter

21、rorism, or reconciliation and mediation. young adults can reach out to international people in their community and organize discussion groups or action groups. they may want to study the history of the united nations, the safety of buildings and transportation, or inter-cultural relationships.health

22、 discuss emotional reactions to disaster, the importance of taking care of ones own emotional and physical well-being, etc. discuss health implications of the disaster, e.g., water contamination, food that may have gone bad due to lack of refrigeration, and other health precautions and safety measur

23、es. discuss the effects of adrenalin on the body during stress and danger. a guest speaker from public health and/or mental health might be invited to the class.art have the students portray their experiences of the disaster in various art media. this may be done individually or as a group effort (e

24、.g., making a mural)speech/drama have the students portray the catastrophic emotions that come up in response to a disaster. have them develop a skit or play on some aspects of the event. conduct a debate: women are more psychologically prepared to handle stress than men (or vice-versa).math have th

25、e class solve mathematical problems related to the impact of the disaster e.g., build questions around gallons of water lost, cubic feet or earth that moved in a mud slidehistory have students report on natural disasters that have occurred in your community or geographic area and what lessons were l

26、earned that can be useful in preparing for future disasters.civics/government study governmental agencies responsible for aid to victims, how they work, how effective they are, the political implications within a community examine the community systems and how the stress of the diaster has affected

27、them. have students invite a local governmental official to class to discuss disaster precautions, warning systems, etc. have students contact the california seismic safety commission of state legislators regarding recent disaster-related bills passed or pending. how will this legislation affect you

28、r community and other areas of the state? visit local emergency operating centers and learn about their functions.contrasting climates for childrenlaissez-faire climatesupportive climatedirective climatechildren are in control most of the time, with adults as bystanders who provide supervision.children and adults share control.adults are in control.adults intervene to respond to requests, offer information, restore order.adults observe childrens strengths, form authentic partnerships with chi