Social rules of engagement and play Power distance, negotiation of status, and relationship to authority Role of adults in response to children’s behaviour Culturally-specific understanding of child development

Identity and ‘third culture’ “Where am I reflected?” Choice: “Who’s idea was this anyway??” Family cohesion: “Some of my family are not here!”

– Continued… The refugee experience Pre-migration: Displacement, Distrust and Danger Disintegration of typical social structures, routines, social controls, expectations Uncertainty, lo- hi-level fear Extreme sensory inputs (either deprivation or overwhelm) Loss and loneliness, boredom, loss of hope for the future Post-migration: Survival Promised Land Syndrome

Boys –externalized symptoms (bullying, teasing, physical aggression, daredevil antics) Girls – internalized symptoms (depression, somatic symptoms, self-denigration, anxiety)

Focus on providing supports rather than on discipline. Hyper-arousal results in adaptive acts of defense against unbearable and overwhelming experiences which are often mistaken as acts of defiance against the teacher etc. Teach children to become aware of their triggers and transitions, and their stress reactions, and to seek stabilization, support and soothing when needed. Build in times, spaces and processes within classrooms and in the school for children to settle their nervous systems. (e.g. A ‘breathing room’ or a ‘breathing corner’. Make this a pleasant experience as opposed to one defined by isolation or punishment (e.g. pillows, music, quiet company)

Sense of safety in the environment Sense of belonging and affiliation Increasing sense of personal competency

Avoid or interrupt activities or situations that are ‘trauma triggers’. Posted routine Class environment Movement in the classroom Transitions Inclusion Teach emotional literacy

Increase attachment opportunities with adults and peers Discipline without increasing isolation Be involved in playground activities: Organized activities increase predictability and will decrease need for defensive responses Use neutral ways of picking teams, deciding who goes first e.g. (rock, paper, scissors) When possible, encourage use of activities and strategies with the whole class.

Provide multiple and frequent experiences which support an expanding sense of one’s own capabilities.

Enriched sensory experiences build new neuronal connections, a rest from negative symptoms, and an opportunity to interact positively with others (especially with group activities).

Feeling good pictures Escape Stories Sensory / Boundary Games Drawings -safe place -Worries and fears - past, present and future

Continued… Identifying Resources and Building Resilience: What kinds of activities leave you feeling safe, happy and/or relaxed? Who are the people it feels good to connect with by telephone, in person, or even over ? If you have a spiritual practice, how does that make you feel? What kinds of things have you done in the past that you truly enjoyed? Some people enjoy physical activities. Do you have some that feel particularly good? Do you have a favorite memory of sometime or somewhere that just felt wonderful? Include the details of sights, sounds, smells, and feelings.