Thursday, November 14, 2013

PARENTS AND PARENTAL CAPACITY MAY BE LIMITED BECAUSE OF THEIR OWN SITUATION


PARENTS AND PARENTAL CAPACITY MAY BE LIMITED BECAUSE OF THEIR OWN SITUATION


q++ Increased understanding of how parent’s situation affect children

q++ Difficult for parents to soothe or calm children when children’s own reactions can trigger parent’s reactions

qDifferent problem areas:
Parents are withdrawn, not attuned to or available for their children
       Parent’s need to shield their child hampers the child’s coping
       Over-protective behaviour
       Parents create fear through their behaviour
q

RISK FACTORS


RISK FACTORS



qExtent of destruction
qCloseness (proximity) to disaster
qSubjective response
§Experienced death threat
§General distress
qLost loved one or friend
qFemale gender

Wednesday, November 6, 2013

IMMEDIATE REACTIONS


IMMEDIATE REACTIONS


Physical ( Up to Down)
qMobilisation of the body
Adrenaline
Nor-adrenaline
q       |
q       |
qPhysical mobilisation
Rapid reaction
Ready to handle danger
q         |
q         |
qBlock/reduce pain

-------------------------------------------

Mental
qq Mental mobilisation
Previous experience and knowledge available
Increased sensory sharpness
Focussed attention
Strong memory formation
Rapid processing of information
Emotional suppression 
    



IMMEDIATE REACTIONS, Health, Trauma and Disaster, Family, Children,

Tuesday, November 5, 2013

THE USE DEPENDENT BRAIN


THE USE DEPENDENT BRAIN


§1. We are born with more than 100 billions brain cells
§2. Only 12-15 % are connected at birth
§3. The rest happens in the interplay with experience
§4. The genes are the architect
§5. Parents and children’s network are the builders
§6. What happens when there are storms during the 8. construction work?
§10. Use it or lose it – Thorsten Wiesel 1961
§10. Nobel prize Wiesel and Hubel, 1983 .


TRAUMA AND THE DEVELOPMENT OF THE HUMAN BRAIN


TRAUMA AND THE DEVELOPMENT OF THE HUMAN BRAIN


                                                           Neuron Picture






                                                           Brain Picture


Neuron Picture, Brain Picture, Children, Girls Development, Trauma and Disaster, Health, 

Monday, November 4, 2013

PSYCHOLOGICAL CHALLENGES


PSYCHOLOGICAL CHALLENGES


Natural resilience must be cultivated – there is widespread resilience if the family and wider social fabric can be kept intact

How do we foster resilience on the individual, family and community level?

For this to happen community mobilization and supportive social environments are needed

Most large-scale disasters demand international cooperation
Mental health issues are no exception to this

In resource poor countries problems of everyday living may take priority over mental health issues

Organisational fragmentation, problems in command, cooperation and communication are common – hence IASC guidelines




Children, Family, Girls, Girls Development, Health, Trauma and Disaster,

Sunday, November 3, 2013

FAMILY PERSPECTIVE


FAMILY PERSPECTIVE


§Family consequences can be dramatic as events impact family cohesion, structure, communication and role distribution

§Family interaction patterns change in various ways

i.e. parental over protection or parental withdrawal
§Concepts that grasp family dynamics are lacking .


Saturday, November 2, 2013

GRIEF, TRAUMA AND ATTACHMENT


GRIEF, TRAUMA AND ATTACHMENT


§1. The attachment system regulates the interplay between the child’s exploration and their need for safety and protection – a biologically based system with regulation mechanisms both on the child and adult side
§

2. This fine-tuned system is totally dependent on the presence of the mother (father). A lack of emotional or physical presence can lead to different forms of ambivalent, insecure or disorganised attachment
§

3. Recent research show that parents that struggle following loss and trauma often have an insecure or anxious attachment
§

4. There is a danger that small children get their attachment disturbed and that parental capacity is reduced .


§5. It is through the fine-tuned interplay between the caregiver and the child that the foundation for future trust, self-worth, identity and ability to regulate feelings are developed

§6. Especially the ability to regulate emotions is important. When the mother (father) soothes or calms down or consoles with her voice, her words and explanations ”it is not dangerous”, as well as her body, the executive systems in the cortex are developed. Gradually the child him/herself can reduce the alarm bells and the action systems (fight, flight, freeze, surrender) in the deeper structures of the brain

§7.With reduced parental capacity this development is under stimulated or deviated

GRIEF, TRAUMA AND ATTACHMENT


Free Facebook 200-1000 likes in 60 seconds


Free Facebook 200-1000 likes in 60 seconds

Contenido:
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Contenido:
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THE PSYCHOLOGICAL EFFECTS OF DISASTERS


THE PSYCHOLOGICAL EFFECTS OF DISASTERS


§Wide variety of reactions can be expected in the immediate aftermath
§Among directly exposed prevalence of PTSD is 30-40 %, in general population 10 to 20 %, and among rescue workers 10-20 % (Galea, Nandi & Vlalov, 2005)
§  Most survivors in disasters fare well
§  Some disasters can produce PTSD in majority of victims
§Many bereaved suffer extensively over time – type of loss will determine longevity of reactions
§

Personal growth and community mobilization
    Increased awareness
    Change in values
    Better preparedness
    Connectedness – strengthening social network ties





Friday, November 1, 2013

SUMMARY OF WHAT WE KNOW


SUMMARY OF WHAT WE KNOW


Violence exposure is especially associated with dramatic and extensive after-effects

Children’s trauma history is the strongest contributor to drug abuse in adolescence

Physical and sexual abuse in childhood is strongly associated with psychiatric problems in adult age

Cumulative traumas in childhood is associated with reduced somatic health in adulthood .


Children, Family, Girls, Girls Development, Health, Trauma and Disaster



DISASTERS AND SOCIETY


DISASTERS AND SOCIETY



1. Reinforcing social fabric
2. Cohesion
3. Altruism, helping each other
4. Empathy and understanding
5. Positive meaning making
6. Resilience
7. Responsibility
8. Preventing new disasters
9. Increased preparedness
10. Health improvement

1. Fragmentation of human bonds
2. Conflict
3. Individualism
4. Psychic numbing, denial
5. Chronic meaning seeking
6. Vulnerability
7. Pulverization of responsibility
8. Lack of plans
9. Hypervigilance, overreactions
10 Health deterioration

DISASTERS AND SOCIETY, Trauma and Disaster, Health, Children, Girls, 

COMMON INDIVIDUAL DISASTER REACTIONS



COMMON INDIVIDUAL DISASTER REACTIONS


§Posttraumatic reactions
Intrusive memories
Avoidance reactions
Bodily hyperarousal
§Increased anxiety
§Sadness and depression
§Guilt and self-reproach
§Sleep problems
§Cognitive problems: attention and memory difficulties

Trauma and Disaster , 

Friday, October 25, 2013

The best poem of 2006


This poem was nominated by United Nations as the best poem of 2006, written by an African kid


When I born, I black
When I grow up, I black
When I go in Sun, I black
When I scared, I black
When I sick, I black
And when I die, I still black.

And you white fellow
When you born, you pink
When you grow up, you white
When you go in sun, you red
When you cold, you blue
When you scared, you yellow
When you sick, you green
And when you die, you gray

And you calling me colored
.

SHE POLICY in Bangla


SHE POLICY IN Bangla

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Avgv‡`i mgv‡R wKwK ai‡bi bvix wbh©vZb nq
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  5. evj¨ weevn
  6. ‡hÅ Zz‡Ki Rb¨ wbh©vZb
  7. al©Y
  8. wUwRs
  9. cwZZv e„wˇZ eva¨ Kiv|
  10. ‡cvlv‡Ki ˆelg¨|
  11. wPwKrmv †¶‡ÃŽ ‰elg¨|
  12. g‡Zi weiy‡× mÅ¡—vb avi‡b eva¨ Kiv|
  13. PjvP‡ji ¯^vaxbZv bv _vKv|
  14. M„ncwiPvwiKv‡`i Dci wbh©vZb|
  15. Mv‡g©›Um Kgx©‡`i iv‡Z evm¯’v‡b wdivi wbivcËv bv _vKvq wewfbÅ“ wbhv©Zb nq|

bvixi ¶gZvqb
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‡RÛvi:
‡RÛvi n‡jv mgvR KZ©„K m„ó bvix cyi“‡li gv‡S KZ¸‡jv ‰ewkó ev cv_©K¨ hv B‡”Q Ki‡j cwieZ©b Kiv hvq|
‡m· :
‡m° n‡jv cÖK„wZ cÖ`Ë ev m„wóKZv© KZ©„K bvix I cyiy‡li ga¨vKvi kvwiixK I ‰RweK cv©_K¨ hv B‡”Q Ki‡j cwieZ©b Kiv hvq bv|


Thursday, September 12, 2013

Mckinsey’s 7s Organizational Framework for Develop Girls


Mckinsey’s  7s Organizational Framework for Develop Girls

The 7-S framework of McKinsey is a Value Based Management (VBM) model that describes how one can holistically and effectively organize a organization. Together these factors determine the way in which a organization operates

Shared Values
The interconnecting center of McKinsey's model is: Shared Values. What does the organization stands for and what it believes in. Central beliefs and attitudes.
Strategy
Plans for the allocation of a firms scarce resources, over time, to reach identified goals. Environment, competition, customers.
Structure

The way the organization's units relate to each other: centralized, functional divisions (top-down); decentralized (the trend in larger organizations); matrix, network, holding, etc.

System
The procedures, processes and routines that characterize how important work is to be done: financial systems; hiring, promotion and performance appraisal systems; information systems. & online system
Staff
Numbers and types of personnel within the organization.
Female and Male staff
Style
Cultural style of the organization and how key managers behave in achieving the organization’s goals. Management Styles. Leadership Style
Skill
Distinctive capabilities of personnel or of the organization as a whole.
 Core Competences.

Friday, September 6, 2013

THE PSYCHOLOGICAL EFFECTS OF DISASTERS




THE PSYCHOLOGICAL EFFECTS OF DISASTERS

  • Wide variety of reactions can be expected in the immediate aftermath
  • Among directly exposed prevalence of PTSD is 30-40 %, in general population 10 to 20 %, and among rescue workers 10-20 % (Galea, Nandi & Vlalov, 2005)
  • Most survivors in disasters fare well
  • Some disasters can produce PTSD in majority of victims
  • Many bereaved suffer extensively over time – type of loss will determine longevity of reactions
  • Personal growth and community mobilization
         Increased awareness
         Change in values
         Better preparedness
         Connectedness – strengthening social network ties

DISASTERS AND SOCIETY

         Reinforcing social fabric
         Cohesion
         Altruism, helping each other
         Empathy and understanding
         Positive meaning making
         Resilience
         Responsibility
         Preventing new disasters
         Increased preparedness
         Health improvement
////////////////////////////////////////////////////////

          Fragmentation of human bonds
         Conflict
         Individualism
         Psychic numbing, denial
         Chronic meaning seeking
         Vulnerability
         Pulverization of responsibility
         Lack of plans
         Hypervigilance, overreactions
         Health deterioration










COMMON INDIVIDUAL DISASTER REACTIONS



COMMON INDIVIDUAL DISASTER REACTIONS

  • Posttraumatic reactions
•         Intrusive memories
•         Avoidance reactions
•         Bodily hyperarousal

  • Increased anxiety
  • Sadness and depression
  • Guilt and self-reproach
  • Sleep problems
  • Cognitive problems: attention and memory difficulties

RITUALS ARE IMPORTANT BECAUSE:



RITUALS ARE IMPORTANT BECAUSE:


         They allow for a direct, strong and meaningful way of expressing what we feel in relation to a traumatic loss

         They bypass words and allow a strong symbolic expression through an act

         They give form, structure and frames for our thoughts and feelings

         They confirm our social connection to those we love and allow others to support us


         They can both start and end, open and close, important aspects of the grief we experience

HOW TO HELP OVER TIME

v     Listen for the hidden meaning in children’s expressions be they verbal or through play
v     Take children’s search for understanding seriously – meet their questions
v     Do not provide rigid answers too fast

v     Help children in placing their loss in a new perspective as they develop and grow older


HOW TO HELP OVER TIME – ADVISE TO ADULTS




HOW TO HELP OVER TIME – ADVISE TO ADULTS


v     Do not talk about the loss too often or repeatedly ask how (s)he is doing
v     Continue to show that you are aware of the loss (s)he has suffered – use passing of important dates to introduce the subject
v     Help them if they continue to seek answers to what happened or they return to these questions
v     Do not give very definite answers to soon – be open to their reflections
v     Help children to place loss in perspective as they develop

HOW CAN ADULTS HELP?


HOW CAN ADULTS HELP?

         Talk about the deceased with the child
         Show respect for the deceased and the child’s relationship to the deceased
         Let child participate in memorializing activities
         Give the child mementoes of the deceased
         Help them find language to express feelings
         Be alert to the child’s feelings about the deceased

         Help modulate the pain when thinking about the deceased

CONTINUATION OF THE BOND TO THEIR LOVED ONE


CONTINUATION OF THE BOND TO THEIR LOVED ONE


An inner model of the loved one is developed
Children develop an inner representation of the lost person
This helps children over time
Adaptive when:
The child is not preoccupied by the dead person or become very upset when thinking about the deceased
The bond does not preclude the child from being fully engaged in life

GRIEF IN CHILDREN ACCUMULATED KNOWLEDGE




GRIEF IN CHILDREN ACCUMULATED KNOWLEDGE

The loss will be with the child throughout life
The child’s perception of the loss changes with increasing age and maturity
Children return to their loss over time and are dependent upon adults’ continued support and conversations
Children can fear they will forget their loved one
Most children cope well
Bereaved children with caring, knowledgeable adults by their side are able to continue life without major psychic disturbance
However, they continue to process the loss and long for the lost person
Adverse circumstances in relation to the death (exposure, fantasies), lack of social support, inadequate caring, etc. can lead to more serious consequences
         Better understanding of what traumatic and complicated grief is
         When a child is exposed to the drama surrounding the death, traumatic after-effects can in themselves be a problem in addition to grief
         Clinical experience tell us that fantasies can have the same effect
         It is difficult to approach good memories when traumatic memories or fantasies are activated at the same time

         Important to be aware that children seldom tell about such difficulties spontaneously – we have to ask


Girls Rocket- Free worlds

Girls Rocket- Free worlds

Talking about Girls Rocket is a Free world zone. where you find all king of information, specially Girls related positive thinking.
Also you can share your Life to teach others. So if you want to part this site please mail me

uthanc@yahoo.com I will send your Login Accounts for contribute in Girls Rocket- Free worlds site.