introducing shelterbox schoolboxes and young shelterbox
DESCRIPTION
Did you know that ShelterBox distributes educational supplies and stationery in addition to emergency shelter and vital aid to communities affected by disaster and humanitarian crisis? ShelterBox representatives and Rotarian volunteers will discuss ShelterBox’s educational program and opportunities for Rotarians, Rotaractors, and Interactors to work with ShelterBox locally and abroad.TRANSCRIPT
2014 ROTARY INTERNATIONAL CONVENTION
Introducing ShelterBox SchoolBoxes and Young ShelterBox
• Welcome and introductions• Impact of learning on emergencies• SchoolBoxes• Young ShelterBox • Q & A
Agenda
• Elizabeth Furner | Rotary Club of Mount Gambier West, SA, Australia - Moderator
• Becky Maynard | ShelterBox, Director of Fundraising & Communications; Rotary Club of Cober Valley Helston - Panelist
• Melissa Martins Casagrande | ShelterBox, International Partnerships Manager - Panelist
• Amy Lamoin | UNICEF Australia, Advocacy Manager – Panelist
Presenters
“We are hard wired for emotional connection”
Our earliest relationships build the brain structures we use for lifelong relating to others.
Limbic system is the seat of all of our emotional learning.
“Nine-year-olds are coming to the swings armed: that's a serious issue that we have to deal with every day...
Your brain changes. Your ability to assess risk goes. You can’t listen and you can’t learn.
What we have to do is reconnect these kids' neuropathways to their emotional brain. Otherwise we're going to lose this generation”. Jane MacPhail, UNICEF Jordan, 2014 in NYT.
Neurobiology of profound stress
• Profound stress is a prolonged & at times overwhelming threat to the physical or psychological wholeness of a person.
• “We are not crazy. What we feel is not abnormal. The situation is crazy and abnormal” (Young person, Bosnia 2005)
• Normal reaction to an abnormal situation.
Neurobiology of profound stress (continued)
• Limbic overload
• Survival mode
• Detachment
Survivor modeA human state of being where the mind & the body take an instinctive response to survive, especially after facing life threatening danger & continual fear.
• Hyper-arousal• Fight/flight/freeze• High risk taking behaviour• De-sensitization • No ability to assess personal risk/risk
for others• Limited ability to empathize with others
Being overloaded
• Difficulty remembering new information
• Difficulty learning
• Loss of ability to empathize
• Higher rates of depression and anxiety
• Loss of impulse control
• Inability to focus on others
Percentages of understanding
Individuals living in a safe environment
Individuals living in profound stress
15% LISTENING 3%
45% BODY LANGUAGE 30%
40% TONE OF VOICE 40%
100% TOTAL 73%
Why do PSS?
• To make children safe and connected• To build secure attachments for children (safety,
protection and emotional regulation)• Build social competence• Transition children back into learning environments• Build trust in others• Build coping skills• Help families and communities to support children• Improve the social environment for children
Psychosocial circles
Community Society
functioning
Child Family
functioning
Psychological Feelings
Thoughts
Behaviours/skills
Values/ spirituality
Social Relations
Roles
Responsibilities
Opportunities
Other social impacts of emergency
Family, community and Society
Impact on child
Basic services and security
Community and family supports
Specialisedservices
Focused non-specialised supports
Mental health care by mental health specialists (psychiatric nurses, psychologists, psychiatrists, etc.)
Strengthening community and family supports
Social considerations in basic services and security
Advocacy for basicservices that are safe,socially appropriateand that protect dignity
Parents discussion groupsCommunal traditionalactivitiesSupportive child-friendly spaces
Basic mental health care byPHC doctors Psychological First AidCounselling
Intervention Pyramid
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