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上小学的孩子

• Establish predictable structures and routines. A sense of “normalcy” will give students a feeling of safety and that life will go on.
• 提供选择. Students may have lost a sense of 控制 or uncertainty about the future.  Having choices will perhaps give them a sense of 控制.
• Increase the level of support and encouragement. Behavior specific positive praise of what has gone well will boost their spirit.
• Set clear and firm limits for inappropriate 行为 and develop logical rather than punitive consequences.

Give simple and realistic answers about recent events. Clarify distortions and misconceptions to the best of your ability. Let children know they’re safe and you’re looking out for their well-being.

中、中学生

Some students have spent a great deal of time with a lack of structure. This may be something that spills over into a regimented classroom where social distancing will be required and certain acts of compliance with COVID-19 regulations must be enforced. The Schools Committee of the National Child Traumatic Stress Network says you may see some of these 行为s:

• Increase in inappropriate activity level
• Irritability with friends, teachers, events
• Angry outbursts and/or aggression
• Change in academic performance
• Decreased attention and/or concentration
• 旷工
• Increase in impulsivity, risk-taking 行为
• Heightened difficulty with authority, redirection, or criticism
• 情感麻木

Many adolescents, if given support, will recover in a few weeks or months. 然而, 如果这些行为被放大, contact the parent or caregiver and reach out to the school counselor, 心理学家, 或者学校社工.

Some modifications in the way you interact with students can provide the support needed that will best accommodate the issue with a student.

修改后的教学策略

• Balance normal school expectations with flexibility. You might postpone large tests or projects that require extensive energy and concentration for a while until students become more regulated into the demands of school performance.
• Use teaching strategies that promote concentration and retention helps increase a sense of predictability, 控制, 和性能.
• Be sensitive when students are experiencing difficult times. It could be a loss of an after-school job or students who have not been accustomed to under-resourced households may find themselves without necessary income support. Social services may be needed to help students who are experiencing economic difficulty.
• Use 行为 specific praise for both academic skills and 行为.
• Provide frequent breaks that could include movement, 正念的平静, 激励, or refocusing activities as well as opportunities to connect socially with peers.