Welcoming New Students From Haiti Agenda Jenna Moniz Welcome - - PowerPoint PPT Presentation
Welcoming New Students From Haiti Agenda Jenna Moniz Welcome Multicultural & ESOL How Trauma Affects Students Caroline Hejja Psychological Services, Student Support Issues of Homelessness Bill Sydnor Homeless
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
Caroline Hejja Psychological Services, Student Support
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
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.
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.
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
Excessive withdrawal. Refusal to be left by parent.
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
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.
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 Severely depressed; withdrawn; suicidal thoughts.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.
Increased aggressive or antisocial behaviors. Extreme risk-taking behaviors. Extreme numbing of feelings, unable to feel emotion, dissociated, blank
Intrusive re-experiencing of trauma. Extreme attempts to avoid disturbing memories. Hyper arousal (intense agitation). Severe anxiety
Anticipate delayed
effects of the crisis.
Be alert for
subsequent events that may trigger additional trauma.
Be aware of the
anniversary effect.
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.
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.”).
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.
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.
Allow choices when appropriate. Provide opportunities for mastery/success, as this
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.
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.
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.
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.
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.
Bill Sydnor Homeless Education, Student Support
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.
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.
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.
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.
Saul Gelin & Marie Jussome Student Services
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.
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
changing gradually, many students will still demonstrate this respect and reverence for any adult.
Communal Culture
In the Haitian culture, the immediate family structure includes not only
mother, father, and children, but also aunts, uncles, cousins, and
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.
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.
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
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.
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
Most students miss their homes and lives as they knew it.
Marion Williams Diversity & Cultural Outreach
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.
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.
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.
Communicate, Communicate, Communicate. Put forth every effort to communicate with new students and
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.
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
Cultural knowledge is understanding the history, beliefs, value systems,
and behaviors of Haitian students.
Cultural awareness is developing sensitivity to the Haitian experience
Cultural sensitivity is understanding the cultural differences and
similarities between students.
Learning occurs in a positive and supportive environment.
http://www.browardschools.com/info/haiti.htm http://www.tolerance.org/tdsi/about_tdsi http://www.everyculture.com/Ge-It/Haiti.html
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