Welcoming New Students From Haiti - browardschools...Provide support as needed for students with...

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Welcoming New Students From Haiti

Agenda

  Welcome Jenna Moniz Multicultural & ESOL

  How Trauma Affects Students Caroline Hejja Psychological Services, Student

Support

  Issues of Homelessness Bill Sydnor Homeless Education, Student Support

  Understanding Haitian Culture Marie Jussome & Saul Gelin Student Services

  Making the Transition Marion Williams Diversity & Cultural Outreach

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Trauma: How It Can Affect Students

Caroline Hejja

Psychological Services, Student Support

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Reactions to Crisis

Integrating Displaced Students

Trauma and Loss

  Trauma may be accompanied by a multitude of losses:

  Property, self, or loved ones.   Control over one’s own life.   Faith in God and other people.   Sense of fairness or justice.   Sense of immortality or invulnerability.   Future

Common Crisis Reactions Ages 1-5

  Regressive behaviors.

  Persistent or excessive fear.

  Marked sensitivity to loud noises (weather, etc.).

  Confusion, irritability; uncontrollable crying.

  Increased or decreased activity level; running aimlessly or immobility.

  Loss of appetite; stomach aches; nausea.

  Nightmares; sleep problems.

Common Crisis Responses Ages 6 - 12

  Most of the above-mentioned reactions.

  Feelings of sadness, grief or guilt.

  Numbness, daydreaming

  Headaches or other physical complaints.

  Difficulty concentrating; poor performance in school.

  Reluctance or refusal to go to school.

  Withdrawal from peers and normal activities.

  Angry outbursts; fighting; aggression.

Common Crisis Responses Ages 13 - 18

  Many of the above-mentioned reactions.

  Reactions to triggers.

  Withdrawal into heavy sleep.

  Startled easily.

  Difficulty making decisions.

  Feelings of inadequacy and helplessness.

  Depression and/or anxiety.

  Changes or loss of interest in friends activities.

  Consider consulting a mental health professional for assistance with the student’s adjustment if:

  Student’s reaction does not diminish over time.

  Student displays excessive reactions for prolonged periods of time (more than 6 to 8 weeks).

  Excessive withdrawal.

  Refusal to be left by parent.

Extreme Reactions

Extreme Reactions Ages 1 - 5

  Extreme fears that interfere with daily functioning.

  Extensive behavioral difficulties.

  Persistent complaints of physical symptoms.

  Marked changes in eating and sleeping patterns; refusing to eat or drink; persistent nightmares, screaming during sleep, etc.

Extreme Reactions Ages 6 - 11

  Any of the above-mentioned reactions.

  Unable to concentrate and function in daily routine.

  Does not respond to adult attention.

  Increased aggressive behavior or acting out.

Extreme Reactions Ages 12 - 18

  Any of the above-mentioned reactions.

  Disoriented; memory gaps.

  Severely depressed; withdrawn; suicidal thoughts.

  Unable to make simple decisions.

  Substance abuse.

  Unable to care for self (eat, drink, bathe).

  Hallucinates; afraid will kill self or others.

Extreme Reactions Ages 12 – 18 (cont’d.)

  Increased aggressive or antisocial behaviors.

  Extreme risk-taking behaviors.

  Extreme numbing of feelings, unable to feel emotion, dissociated, blank or trance-like state.

  Intrusive re-experiencing of trauma.

  Extreme attempts to avoid disturbing memories.

  Hyper arousal (intense agitation).

  Severe anxiety

Delayed Effects/Re-Traumatization

  Anticipate delayed effects of the crisis.

  Be alert for subsequent events that may trigger additional trauma.

  Be aware of the anniversary effect.

Communicating with Students

  Listen non-judgmentally to students.

  Do not tell students that you understand how they feel.

  Do not try to talk survivors out of their grief.

  Do not give advice or counsel them. Just reflect what they say so they know that you are listening and that you care.

  Validate their feelings and experiences.

Communicating with Students (cont’d.)

  Answer their questions simply and honestly, providing as few details as necessary.

  Be reassuring and provide verbal support.

  Help students to reflect on what has helped in the past.

  Be careful about your choice of words because children may take what you say literally (ex. “God loved him and took him away,” or “He is sleeping.”).

Considering Cultural Aspects

  Make written and oral communication available in the dominant language of the student and family.

  Provide for bilingual counseling or other services if necessary.

  Recognize that, in some cases, this recent incident may have triggered memories of hardship, trauma, or loss experienced prior to the recent occurrence, compounding the situation.

Maintaining Predictable Structure

  Have 3-5 rules that are clearly defined and enforced consistently.

  Assist students with organization.

  Be flexible in accommodating the recovery of students.

  Make sure each student has adequate personal space.

  Plan activities, rituals, and celebrations for students to look forward to.

Facilitating Empowerment

  Allow choices when appropriate.

  Provide opportunities for mastery/success, as this overcomes loss of self-confidence and self-efficacy.

  Encourage positive coping strategies to decrease anxiety and increase feelings of control.

  Encourage students to help others and to participate in action activities that contribute.

Acknowledging Reactions to Stress

  Accept that some students may have difficulty focusing academically.

  Allow students their individuality in the way they handle stress and grief issues.

  Do not force students to talk about their experiences if they do not want to.

Responding to Intense Reactions

  Allow students to go to a “safe place” inside school to receive support or sit quietly if needed.

  Identify staff members who can provide individualized behavioral support for students and make appropriate referrals.

Ensuring Special Needs

  Provide support as needed for students with disabilities to create a network of friends, including students without disabilities.

  Observe students on a regular basis for any change in appearance, activity, and/or behavior. Make appropriate referrals according to District guidelines if necessary.

  Make sure needed support is provided to current service providers.

Acceptance: The Eventual Goal

  Student is admitting what happened.

  Student is not liking what happened, but realizing that it cannot be changed.

  Student realizes that self-blame for all unpleasant circumstances is not appropriate.

  Student is beginning to cope in healthy ways.

  Student’s self-concept improves.

  Student begins to trust others again.

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Being Sensitive to Issues of Homelessness

Bill Sydnor Homeless Education, Student Support

Being Sensitive to Issues of Homelessness

  Federal law protects children who are legally considered homeless:   Not residing with legal parent/guardian.

  Sharing housing of others due to hardship (doubled-up).

  Not having fixed, adequate and regular housing.

Being Sensitive to Issues of Homelessness

All students who meet the Federal definition of homelessness:

  must be registered within 24 hours of presenting at a school.

  have a 30 day grace period to present immunization, physicals and other school registration records.

  will receive free school meals.

  will receive assistance with school supplies, school uniforms, etc.

Being Sensitive to Issues of Homelessness

  Parents/Caregivers may be very sensitive to the word 'homeless’ and may not consider themselves homeless.

  Avoid using the word 'homeless.’

  Ask them if they are in 'transition' or sharing housing.

  Clarify who is caring for the children.

  Explain that services are available to them and their children.

Being Sensitive to Issues of Homelessness

  Issues of trust may impede communication.

  Tell parents that these issues are considered confidential and shared only when there is specific need.

  Ensure parents/guardians that no personal information is shared with any other governmental agency.

  At each school, there is a Liaison to assist with any issues/concerns.

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Understanding Haitian Culture

Saul Gelin & Marie Jussome

Student Services

Understanding Haitian Culture

Names: Significance of Names (First Names/Last Names)

  In Haiti, students are referred to by their last names in the classroom. However, students refer to their teachers or principals by their first names, preceded by “Mr.” or “Mrs.” (i.e. “Mr. Saul and Mrs. Marie”).

  It may take time for students to adjust to being referred to by their first names.

Pronouncing Students’ Names Correctly

  Teachers should ask new students how to pronounce their names, or how they would like to be called.

Understanding Haitian Culture

Mourning Colors

  While uniforms are mandatory at some Broward County Public Schools, please be aware that in Haiti during a period of mourning, it is cultural for the children to wear either black, grey, white, navy blue, but not bright colors such as red, green, yellow, orange.

Eye Contact

  In Haiti, children often avoid looking at adults in the eyes as a sign of respect. They are not ignoring your presence. Although this is changing gradually, many students will still demonstrate this respect and reverence for any adult.

Understanding Haitian Culture

Communal Culture

  In the Haitian culture, the immediate family structure includes not only mother, father, and children, but also aunts, uncles, cousins, and grandparents. It is not uncommon for aunts, uncles, and cousins to register students or to pick them up from school. It is our job to teach them the new ways of the new school system.

School Systems

  In Haiti, the education system is different. There is not a standard curriculum for grades K-5. The Department of Education sets standards for curriculum for Grades 6 and above. While some private and parochial schools regulate strict curriculum, it is important to know that not all students have access to such schools.

Understanding Haitian Culture

Parent Involvement

  Parent involvement within Haitian culture can also be different. It is common for teachers and school personnel to be held with high regard. In fact, questioning teachers or school systems can be perceived as lack of respect for school personnel. It may be necessary for us to encourage parents and guardians to be involved in their children’s academic lives.

Attendance

  In Haiti attendance regulations are different. In many cases, they do not exist at all. It is important to be aware of cultural or family events that may interfere with students’ attendance.

Understanding Haitian Culture

Language

  There are two official languages in Haiti: Creole and French. Creole is spoken and understood by everyone. However, Creole is relatively recently recognized within the school system. Some new students that arrive in our schools will read and write only French. Others will speak only Creole.

Diversity within Haitian Culture

  It is important to be aware of the diversity within Haitian culture. Haitian students come from many different backgrounds. Language, socio-economics, skin color, and family background are some of the many categories that will vary.

Understanding Haitian Culture

Being Responsive

  It’s important to remember that all students have been affected to some degree by the earthquake. Many have lost family, friends, teachers, and their homes. Some students will want to be comforted. Others will want space. It’s important for us to be responsive to students’ individual needs. Most students miss their homes and lives as they knew it.

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Making the Transition Marion Williams

Diversity & Cultural Outreach

Making the Transition

  Broward County is one of the most diverse school districts.

  Haitian students are the largest ethnic group in Broward County.

  We must continue to promote cultural diversity in a positive way.

  As educators, we need to be aware of our own beliefs and biases and not allow them to impact the learning.

  Haitian Curriculum Guide is available to incorporate Haitian Culture and history in the K-12 curriculum.

Making the Transition

  Review day-to-day procedures (lunch schedules, bells, fire drills etc).

  Prepare your student population in advance to be good ambassadors.

  Identify students who want to be a volunteers/buddies.

  Be mindful that the students are not familiar with Broward County Schools processes and procedures. Never assume that the student, parent, or guardian understands.

Making the Transition

  Students may experience cultural shock. Just because it is different does not mean that it is better or worse, just different.

  All Haitian students are not the same. Be mindful of stereotypes and stigmas.

  Be culturally sensitive to the needs of our students, parents, and the Haitian Community.

Making the Transition

  Communicate, Communicate, Communicate.

  Put forth every effort to communicate with new students and guardians. If you need an interpreter please request assistance.

  Using Parent Link may not be enough. Ensure that the students know essential information.

  Be mindful of how we use computer and technology to communicate and teach curriculum. Use alternative methods if needed.

Making the Transition

  Inform students what to do if they feel threatened in anyway.

  Address name calling and bullying immediately.

  Be aware of the intra-racism in schools between students of color.

  Encourage all students to be proud of their culture and respectful of others.

Making the Transition Cross Cultural Understanding

  Cultural knowledge is understanding the history, beliefs, value systems, and behaviors of Haitian students.

  Cultural awareness is developing sensitivity to the Haitian experience -past and present.

  Cultural sensitivity is understanding the cultural differences and similarities between students.

  Learning occurs in a positive and supportive environment.

Resources

  http://www.browardschools.com/info/haiti.htm

  http://www.tolerance.org/tdsi/about_tdsi

  http://www.everyculture.com/Ge-It/Haiti.html

Contacts

  Diversity & Cultural Outreach 754-321-2090

  Health Education Services 754-321-2272

  Homeless Education 754-321-2574

  Multicultural & ESOL 754-321-2950

  Student Services 754-321-3871

  Student Support 754-321-2460