Week 5 - February 9th

 Takeaways: 

• The vestibular system influences everything we do. Some signs of dysfunctions in the vestibular system are being fearful of taking risks and the over-responsive one would be taking lots of risks without any awareness and constantly moving.

• Some signs of tactile dysfunction are avoiding messy play and overreacting to minor injuries which would be the over-responsive dysfunctions while under-responsive dysfunctions would be craving touch, not bothering by getting hurt, getting anything in their mouth, and not being aware of their streght.

• Some signs of auditory dysfunctions are getting distracted by any type of noises and fearing of sounds while the under-responsive ones are not hearing their name when is called, making noises, loving loud noises, having trouble understanding what was said, and talking to themselves.

Reflection:

Knowing these signs of sensory dysfunctions, we as teachers can identify the students that might have some of these dysfunctions. These dysfunctions can also have social and emotional effects such as being prone to tantrums, getting easily frustrated, having problems with change, and having difficulty on being empathetic. We can talk to their parents to make the necessary tests and start working with them to help them develop those sensory functions. For example, we can help them with occupational therapy or with sensorimotor activities. Some activities could be doing a treasure hunt in a sand tray or activities with shaving cream and slime. Besides, e can also include led lights, weighted blankets, kinetic sand, balls, destress bottles in our classroom. For example, if our students are in freeze response, we can give them a weighted blanket or if a student is dissociated, we can color mandalas. Moreover, another thing that can help our students is using I statements when we talk about how we feel, so the other person does not feel attacked.

 Activity in class: 

One activity that can be done in class is to ask students to draw or write where in their body they feel stress and draw where they feel good.

References

Wallace, K. (2021). Counselling Skills and Sensory Processing [pdf]. 

Wallace, K. (n.d.). Chapter Six: Using Focused Centred Art Therapy with Children. In Approaches and Expressive Art Therapy

Wallace, K. (n.d.). Chapter Seven: Focused Centred Art Therapy and Trauma Resolution. In Approaches and Expressive Art Therapy

Wallace, K. & Lewis, P.J. Chapter 6: Trauma Informed Art and Play Environments. In Trauma informed teaching through play art narrative (PAN) Boston, MA: Brill/Sense

Wallace, K. & Lewis, P.J. Chapter 7: Mindfulness Activities for Children and Teachers. In Trauma informed teaching through play art narrative (PAN) Boston, MA: Brill/Sense

Took Creativity Quiz (see on section "Tests and Quizzes")