This booklet offers parents, caregivers, and other adults suggestions on how to help children cope with the effects of disaster, as well as how to be prepared before a disaster strikes.
This document discusses children in disaster and emergency situations. It defines disasters and emergencies, noting that children are particularly vulnerable. It recommends having emergency plans and safe schools, prioritizing child protection, and allowing child participation. Specific tips are provided for educating and preparing children, as well as maintaining routines. The Federal Emergency Management Agency is tasked with inclusive emergency management that addresses children's needs. Nutritional needs like food assistance and treating malnutrition are also covered. The document recommends collecting child data for recovery services and increasing disaster training for health professionals treating children.
1. It is important to be prepared for disasters by knowing the risks in your area and having an emergency plan. This includes learning evacuation routes and identifying shelter locations.
2. Your emergency plan should include how to contact family members and reconnect if separated. Designate an out-of-area contact since local networks may be down.
3. Prepare emergency kits with necessities like food, water and first aid supplies. Make sure to consider any special needs of family members like children, elderly or disabled individuals. Also prepare for pets.
The document discusses trauma informed care and the social-ecological model of trauma. It explains that trauma can impact individuals on multiple levels - individual, interpersonal, community/organizational, societal, and cultural/developmental factors. Trauma is influenced by gender, age, race/ethnicity, sexual orientation, homelessness and other demographic factors. The effects of trauma can include emotional, physical, cognitive, and behavioral reactions both immediately and delayed. The document also discusses secondary traumatization, screening tools, co-occurring disorders with substance use, combat stress reaction, and strategies for recovery coaches.
Man made disaster ppt/ Human made disaster are specific events where an Anthropogenic hazard has come to fruition. Made by Vivek of class 9 NCERT is the best ppt ever made. I hope you find it very interesting.
Regards
Survival skills are techniques used to provide basic human necessities like water, food, shelter, and first aid in dangerous situations. They draw on ancient human abilities and include skills like fire-making, finding water sources, hunting and trapping food, and navigating the environment. Mental resilience is also important for survival, as the will to live can determine who survives. Proper training can help people respond effectively in disasters by mitigating risks and being prepared with necessary equipment.
The Psychological Impact Of Disaster On Emergency Responsedrenholm
The document discusses the psychological impact of disasters on emergency response workers, victims, and communities. It notes that disasters can cause both short and long-term mental health consequences. Emergency response workers face serious physical and psychological risks from exposure to trauma at disaster sites. Victims and communities are also affected by disasters and experience stress, grief, and potentially conditions like post-traumatic stress disorder. The document recommends implementing psychological first aid and promoting resiliency through empowering communities to aid recovery.
This document discusses children in disaster and emergency situations. It defines disasters and emergencies, noting that children are particularly vulnerable. It recommends having emergency plans and safe schools, prioritizing child protection, and allowing child participation. Specific tips are provided for educating and preparing children, as well as maintaining routines. The Federal Emergency Management Agency is tasked with inclusive emergency management that addresses children's needs. Nutritional needs like food assistance and treating malnutrition are also covered. The document recommends collecting child data for recovery services and increasing disaster training for health professionals treating children.
1. It is important to be prepared for disasters by knowing the risks in your area and having an emergency plan. This includes learning evacuation routes and identifying shelter locations.
2. Your emergency plan should include how to contact family members and reconnect if separated. Designate an out-of-area contact since local networks may be down.
3. Prepare emergency kits with necessities like food, water and first aid supplies. Make sure to consider any special needs of family members like children, elderly or disabled individuals. Also prepare for pets.
The document discusses trauma informed care and the social-ecological model of trauma. It explains that trauma can impact individuals on multiple levels - individual, interpersonal, community/organizational, societal, and cultural/developmental factors. Trauma is influenced by gender, age, race/ethnicity, sexual orientation, homelessness and other demographic factors. The effects of trauma can include emotional, physical, cognitive, and behavioral reactions both immediately and delayed. The document also discusses secondary traumatization, screening tools, co-occurring disorders with substance use, combat stress reaction, and strategies for recovery coaches.
Man made disaster ppt/ Human made disaster are specific events where an Anthropogenic hazard has come to fruition. Made by Vivek of class 9 NCERT is the best ppt ever made. I hope you find it very interesting.
Regards
Survival skills are techniques used to provide basic human necessities like water, food, shelter, and first aid in dangerous situations. They draw on ancient human abilities and include skills like fire-making, finding water sources, hunting and trapping food, and navigating the environment. Mental resilience is also important for survival, as the will to live can determine who survives. Proper training can help people respond effectively in disasters by mitigating risks and being prepared with necessary equipment.
The Psychological Impact Of Disaster On Emergency Responsedrenholm
The document discusses the psychological impact of disasters on emergency response workers, victims, and communities. It notes that disasters can cause both short and long-term mental health consequences. Emergency response workers face serious physical and psychological risks from exposure to trauma at disaster sites. Victims and communities are also affected by disasters and experience stress, grief, and potentially conditions like post-traumatic stress disorder. The document recommends implementing psychological first aid and promoting resiliency through empowering communities to aid recovery.
This document provides an overview of a course on Disaster and Value Management. The course covers basic concepts of disaster risk management, identifying different types of disasters, assessment tools, planning procedures, implementation, monitoring and evaluation. It is taught by Zerihun Yohannes and covers topics such as understanding hazards and disasters, disaster risk theories and models, disaster risk management models, hazard and vulnerability assessments, and value chains. Common hazards in Ethiopia discussed include drought, flood, and volcanoes. Key concepts explained are disasters, risks, hazards, vulnerability, and the disaster risk equation.
This document discusses various aspects of disaster management including definitions, classifications, impacts, phases and the institutional framework in India. It defines a disaster as an event that causes damage and human suffering beyond the coping capacity of the affected community. Disasters are classified as natural (meteorological, topographical, environmental) or man-made (technological, industrial, warfare). The phases of disaster management are prevention, preparedness, response, recovery and mitigation. The institutional framework in India includes the National Disaster Management Authority and plans and committees at the national, state and district levels.
Childhood obesity rates have more than tripled over the past 30 years, with over 16% of children now overweight or obese. Genetic factors and changes to dietary habits away from healthy foods toward fast food and snacks are contributing causes. Obese children face health risks like diabetes, high blood pressure, and social issues like low self-esteem. Obesity in childhood often leads to obesity in adulthood and increased health risks.
The document discusses learning objectives for a lecture on family violence, including explaining what constitutes family violence, identifying remedies for adult victims, recognizing signs that a client is being abused, and responding appropriately when a client is a victim or perpetrator of abuse. The objectives cover defining family violence, remedies like protective orders and criminal charges, recognizing abuse through client cues, and prioritizing client safety by suggesting protective actions and respecting their decisions.
Disasters have wide-ranging impacts on human life, the economy, ecology and the environment, and people's psychology and health. Disasters can result in loss of human life, displacement from homes and communities, disruption of livelihoods and education, and psychological trauma from the destruction and hardship. They damage infrastructure and change the local environment, while also hindering economic activity as resources must be diverted to relief efforts rather than business and growth. The health of affected populations is also at risk due to damage to healthcare systems and sanitation, and increased potential for disease. Disasters have profound social consequences by shattering communities and social networks.
An informative collection of slides that provide awareness about Natural Disasters, effects, principles, aftermath, preventive and corrective actions. It also talks about Nepal Tragedy happened in 2015.
The document describes relief efforts carried out on July 28th and 31st in the Kamalpura area. On the 28th, 100 people were rescued and over 1000 food packets, water pouches, and medicines were distributed. On the 31st, 55 ration bags and 1000 water bottles were distributed across nearby villages. The document also provides information on disaster management, including definitions, key phases, stress management techniques, and the impact on mental health.
Disaster management cycle, mitigation and preparednessShivani Khandelwal
This document discusses disaster management and related concepts. It defines a disaster and outlines the four phases of disaster management: mitigation, preparedness, response, and recovery. It describes various structural and non-structural mitigation activities that can be implemented. It also discusses the importance of preparedness plans, training, and warning systems. Overall, the document provides an overview of key aspects of disaster management from mitigation and preparedness to response and recovery efforts.
Disasters (man made and natural disasters)aagmansaini
A disaster is defined as a sudden event that causes widespread human and material losses exceeding a community's ability to cope. Disasters can be natural, caused by earthquakes, volcanic eruptions, cyclones, floods, droughts or tornadoes. They can also be man-made, such as chemical spills, nuclear accidents, acts of terrorism, or other industrial and transportation incidents. Preparing for disasters includes having detection systems, incident response plans, safety measures, hazard assessments, support systems, medical triage and evacuation routes. Both natural and man-made disasters can have severe negative effects including loss of life, property damage, health issues and environmental degradation.
Natural and human-caused disasters can cause widespread damage and loss of life. The document defines key terms related to disaster management including disaster, hazard, vulnerability, risk, and defines several types of disasters including earthquakes, volcanic eruptions, tsunamis, floods, tropical cyclones, droughts, landslides, bushfires. For each type of disaster, the characteristics, potential effects, and general countermeasures are described. The goal of disaster management is to reduce risks and impacts of disasters through preparedness, mitigation and effective response.
A disaster is a natural or man-made hazard that causes substantial damage and destruction. Disasters disproportionately impact developing countries due to greater vulnerabilities and risks. Disaster management aims to reduce the impacts of disasters through preparedness, mitigation and response. It involves coordinating response efforts at all levels to provide emergency aid and meet basic needs in disaster-stricken areas. Effective disaster management relies on thorough emergency planning and response coordination among different organizations.
The document discusses disaster risk reduction (DRR) and provides definitions, components, strategies, and challenges related to DRR. It defines DRR as aimed at preventing new and reducing existing disaster risk to strengthen resilience. The key components of DRR discussed are mitigation, preparation, response, and recovery. Challenges to addressing DRR include lack of political commitment, resource constraints, and ineffective disaster information systems. International frameworks like the Hyogo Framework and Sendai Framework provide guidance on DRR policy and priorities.
This document discusses disaster preparedness and mitigation. It defines a disaster as an event that causes damage, disruption, loss of life or health deterioration on a large scale. Disasters can be natural, caused by events like earthquakes, floods and volcanoes, or man-made like terrorism or civil unrest. Key components of disaster management are preparedness, response, recovery and prevention/mitigation. Preparedness involves ensuring communities can cope with disasters through education, warning systems and drills. Response requires measures during and after disasters to minimize effects. Recovery aids emergency areas with infrastructure and economic rebuilding. Prevention eliminates or reduces disaster incidence and severity through risk avoidance and disaster-resistant infrastructure.
Chronic illnesses are health conditions that last over six months. Examples include cancer, heart disease, and arthritis. Factors that contribute to chronic illnesses include heredity, lifestyle, and environment. People with chronic illnesses have ongoing needs related to employment, financial support, health care, housing, and self-esteem. Their socioeconomic status, age, and any disabilities can impact their ability to access resources to manage their condition.
This document discusses the impact of divorce on children. It notes that approximately 1/3 of American children will experience parental divorce. Divorce can negatively impact children's psychological well-being and development in both the short and long-term. However, protective factors like a good relationship with at least one parent can help mitigate negative effects. The document provides guidance for parents on communicating with children about divorce and co-parenting to minimize harm. It emphasizes the importance of not involving children in adult/legal issues, criticizing the other parent, or making children feel responsible for parents' well-being.
Eating difficulties in younger children and when to worryPooky Knightsmith
A short presentation for information or training which explores the common eating difficulties seen in younger children along with guidance as to when we should be concerned.
For more support, guidance and resources visit http://www.inourhands.com
N.B. this is guidance I developed to as part of a face to face training session rather than to stand alone. If you require further explanations or would like me to deliver similar training to your colleagues, please email me - pooky@inourhands.com
This document provides an overview of a course on Disaster and Value Management. The course covers basic concepts of disaster risk management, identifying different types of disasters, assessment tools, planning procedures, implementation, monitoring and evaluation. It is taught by Zerihun Yohannes and covers topics such as understanding hazards and disasters, disaster risk theories and models, disaster risk management models, hazard and vulnerability assessments, and value chains. Common hazards in Ethiopia discussed include drought, flood, and volcanoes. Key concepts explained are disasters, risks, hazards, vulnerability, and the disaster risk equation.
This document discusses various aspects of disaster management including definitions, classifications, impacts, phases and the institutional framework in India. It defines a disaster as an event that causes damage and human suffering beyond the coping capacity of the affected community. Disasters are classified as natural (meteorological, topographical, environmental) or man-made (technological, industrial, warfare). The phases of disaster management are prevention, preparedness, response, recovery and mitigation. The institutional framework in India includes the National Disaster Management Authority and plans and committees at the national, state and district levels.
Childhood obesity rates have more than tripled over the past 30 years, with over 16% of children now overweight or obese. Genetic factors and changes to dietary habits away from healthy foods toward fast food and snacks are contributing causes. Obese children face health risks like diabetes, high blood pressure, and social issues like low self-esteem. Obesity in childhood often leads to obesity in adulthood and increased health risks.
The document discusses learning objectives for a lecture on family violence, including explaining what constitutes family violence, identifying remedies for adult victims, recognizing signs that a client is being abused, and responding appropriately when a client is a victim or perpetrator of abuse. The objectives cover defining family violence, remedies like protective orders and criminal charges, recognizing abuse through client cues, and prioritizing client safety by suggesting protective actions and respecting their decisions.
Disasters have wide-ranging impacts on human life, the economy, ecology and the environment, and people's psychology and health. Disasters can result in loss of human life, displacement from homes and communities, disruption of livelihoods and education, and psychological trauma from the destruction and hardship. They damage infrastructure and change the local environment, while also hindering economic activity as resources must be diverted to relief efforts rather than business and growth. The health of affected populations is also at risk due to damage to healthcare systems and sanitation, and increased potential for disease. Disasters have profound social consequences by shattering communities and social networks.
An informative collection of slides that provide awareness about Natural Disasters, effects, principles, aftermath, preventive and corrective actions. It also talks about Nepal Tragedy happened in 2015.
The document describes relief efforts carried out on July 28th and 31st in the Kamalpura area. On the 28th, 100 people were rescued and over 1000 food packets, water pouches, and medicines were distributed. On the 31st, 55 ration bags and 1000 water bottles were distributed across nearby villages. The document also provides information on disaster management, including definitions, key phases, stress management techniques, and the impact on mental health.
Disaster management cycle, mitigation and preparednessShivani Khandelwal
This document discusses disaster management and related concepts. It defines a disaster and outlines the four phases of disaster management: mitigation, preparedness, response, and recovery. It describes various structural and non-structural mitigation activities that can be implemented. It also discusses the importance of preparedness plans, training, and warning systems. Overall, the document provides an overview of key aspects of disaster management from mitigation and preparedness to response and recovery efforts.
Disasters (man made and natural disasters)aagmansaini
A disaster is defined as a sudden event that causes widespread human and material losses exceeding a community's ability to cope. Disasters can be natural, caused by earthquakes, volcanic eruptions, cyclones, floods, droughts or tornadoes. They can also be man-made, such as chemical spills, nuclear accidents, acts of terrorism, or other industrial and transportation incidents. Preparing for disasters includes having detection systems, incident response plans, safety measures, hazard assessments, support systems, medical triage and evacuation routes. Both natural and man-made disasters can have severe negative effects including loss of life, property damage, health issues and environmental degradation.
Natural and human-caused disasters can cause widespread damage and loss of life. The document defines key terms related to disaster management including disaster, hazard, vulnerability, risk, and defines several types of disasters including earthquakes, volcanic eruptions, tsunamis, floods, tropical cyclones, droughts, landslides, bushfires. For each type of disaster, the characteristics, potential effects, and general countermeasures are described. The goal of disaster management is to reduce risks and impacts of disasters through preparedness, mitigation and effective response.
A disaster is a natural or man-made hazard that causes substantial damage and destruction. Disasters disproportionately impact developing countries due to greater vulnerabilities and risks. Disaster management aims to reduce the impacts of disasters through preparedness, mitigation and response. It involves coordinating response efforts at all levels to provide emergency aid and meet basic needs in disaster-stricken areas. Effective disaster management relies on thorough emergency planning and response coordination among different organizations.
The document discusses disaster risk reduction (DRR) and provides definitions, components, strategies, and challenges related to DRR. It defines DRR as aimed at preventing new and reducing existing disaster risk to strengthen resilience. The key components of DRR discussed are mitigation, preparation, response, and recovery. Challenges to addressing DRR include lack of political commitment, resource constraints, and ineffective disaster information systems. International frameworks like the Hyogo Framework and Sendai Framework provide guidance on DRR policy and priorities.
This document discusses disaster preparedness and mitigation. It defines a disaster as an event that causes damage, disruption, loss of life or health deterioration on a large scale. Disasters can be natural, caused by events like earthquakes, floods and volcanoes, or man-made like terrorism or civil unrest. Key components of disaster management are preparedness, response, recovery and prevention/mitigation. Preparedness involves ensuring communities can cope with disasters through education, warning systems and drills. Response requires measures during and after disasters to minimize effects. Recovery aids emergency areas with infrastructure and economic rebuilding. Prevention eliminates or reduces disaster incidence and severity through risk avoidance and disaster-resistant infrastructure.
Chronic illnesses are health conditions that last over six months. Examples include cancer, heart disease, and arthritis. Factors that contribute to chronic illnesses include heredity, lifestyle, and environment. People with chronic illnesses have ongoing needs related to employment, financial support, health care, housing, and self-esteem. Their socioeconomic status, age, and any disabilities can impact their ability to access resources to manage their condition.
This document discusses the impact of divorce on children. It notes that approximately 1/3 of American children will experience parental divorce. Divorce can negatively impact children's psychological well-being and development in both the short and long-term. However, protective factors like a good relationship with at least one parent can help mitigate negative effects. The document provides guidance for parents on communicating with children about divorce and co-parenting to minimize harm. It emphasizes the importance of not involving children in adult/legal issues, criticizing the other parent, or making children feel responsible for parents' well-being.
Eating difficulties in younger children and when to worryPooky Knightsmith
A short presentation for information or training which explores the common eating difficulties seen in younger children along with guidance as to when we should be concerned.
For more support, guidance and resources visit http://www.inourhands.com
N.B. this is guidance I developed to as part of a face to face training session rather than to stand alone. If you require further explanations or would like me to deliver similar training to your colleagues, please email me - pooky@inourhands.com
O documento descreve uma conferência e exposição sobre Help Desk, Service Desk e suporte à TI organizada pela HDI Brasil que ocorrerá em maio de 2009. A conferência terá palestrantes internacionais, sessões de treinamento e uma área de exposição com estandes de empresas do setor. A edição de 2008 teve grande sucesso e a expectativa é que a de 2009 também reúna centenas de profissionais da área.
Long-Range Research Initiative
- Global Research Strategy
21st Century Approaches to Risk Sciences
The Long-Range Research Initiative (LRI) of the American Chemistry Council (ACC) promotes innovations in chemical safety assessment. It invests in science essential for understanding the impact of chemicals on human health and the environment.
LRI’s mission is to foster a sustainable and healthy future through support of high quality science that targets the science-policy interface and advances the science used in decision-making.
Global Initiatives :
Science that advances chemical management practices for a global economy.
This document discusses integrated water resources management (IWRM) and its practical implementation. It provides an overview of IWRM, including its relevance to key development issues, characteristics, status of adoption globally, and challenges to practical application. Examples of successful IWRM applications and case studies that address problematic water management scenarios are also presented. The document explores linking IWRM programs to goals like the Millennium Development Goals and climate change adaptation through setting achievement milestones.
This document discusses the critical connection between water security and ecosystem services. It begins by introducing the concepts of sustainable development, ecosystem services, and the Millennium Ecosystem Assessment. It then explores the ecosystem approach to water resources management and the role of freshwater resources in supporting human activities and ecosystem functions. The document presents several case studies that demonstrate lessons learned about habitat rehabilitation, pollution control, environmental flows, stakeholder involvement, and integrated watershed management in achieving both water security and sustainable ecosystem services. It concludes by recommending various response options to promote the management of balanced ecosystem services and water security.
This document outlines a school project aimed at helping students coping with single-parenting due to the loss of a parent. The project involved conducting counseling sessions for 21 students from grades 6 and 7 who had lost a parent. Through these sessions, the students were able to openly express their emotions and better understand and accept their situation. The school also provided financial assistance to some students and worked to boost their self-confidence. As a result, the students' socialization, self-esteem, and ability to accept reality improved. The school plans to continue supporting these students.
The Treatment of
Abused Children
'
TREATMENT CONSIDERATIONS IN
WORKING WITH ABUSED CHILDREN
When assessing the treatment needs of abused children and
formulating treatment plans, it is vital to consider a number
of issues such as, among other things, the phenomenological
impact of the abuse, the family's level of dysfunction, the
environmental stability, the age of the child, and the child's
relationship to the offender.
The actual act of abuse is usually only one of myriad
experiences the child endures. More often than not, the recog
nition and reporting of the abuse to the authorities sets into
motion a number of legal and protective interventions that are
perplexing and anxiety-provoking to the child. Consequently,
the treatment of abused children is multidimensional and will
likely include an array of services including individual,
parent-child, group, and family therapy-all delivered within
the context of social service and legal systems that operate
within their own regulations and limitations.
37
38 THE HEALING POWER OF PLAY
The therapy of abused children includes the monitoring
of risk factors, coordination with a variety of agencies, ad
herence to requests for periodic reports, and a focus on
processing of the child and family's trauma, as well as inter
vention in intricate family dynamics, observation of parent
child interactions, work with foster families or other tem
porary caretakers for the child, advocacy efforts, testifying
in court as needed, and other special activities that are
discussed in the final chapter of this book.
The Phenomenological Experience
First and foremost, it is urgent to view each child's ex
perience as unique. References were made to "mediators of
abuse" earlier in this book, and there might be a temptation
to judge the impact of abuse by certain yardsticks, such as
the duration of the abuse, the severity, how many symptoms
arise, who the perpetrator was, or how the child appears. The
reality is that children react differently, and although the
research can serve as a kind of global map of common reper
cussions, only close examination will reveal the subtle
landmarks.
I once worked with a family of five children, ages two,
four, seven, ten, and fifteen, whose home was burned down
as a result of a freak gas explosion. The parents made swift
and appropriate responses, buying the children duplicates of
their favorite things, talking to them in a group about the
experience, and bringing themselves and the children for
some family counseling sessions. The parents commanded
authority, coped well with their stress, and conveyed positive
feelings to the children, centering on the fact that they had
all survived and that that was the most miraculous and
important thing. The parents also had the financial means
to rent a comfortable home, and their insurance provided
substantial compensation for erecting a new home. The
children were involved i.
The Treatment of Abused Children TREATMENT CON.docxchristalgrieg
The document discusses considerations for treating abused children. It notes that treatment is multidimensional and may include individual, parent-child, group, and family therapy within legal and social service systems. The treatment monitors risk factors, coordinates with agencies, focuses on trauma processing for the child and family, and intervenes in family dynamics through observing parent-child interactions and advocating for the child. The treatment is also tailored to each child's unique experiences and perceptions, the family's level of dysfunction, environmental stability factors, the child's age, and relationship to the offender. Therapy may be intermittent and include work with temporary caretakers.
Helping Children Cope with Violence and Disasters....What Parents Can DoCALearning
This document provides guidance for parents on helping children cope with trauma from violence or disasters. It discusses the effects of trauma on children of different ages and recommends that parents identify their own feelings, explain what happened to their children, allow children to express emotions, and maintain normal routines to the extent possible. It also identifies signs that a child may need professional help and provides additional resources on trauma and mental health.
This document provides an overview of trauma-informed transportation for foster children. It discusses how childhood trauma affects brain development and behavior. Traumatized children may experience abnormal behaviors due to their brain prioritizing survival over reasoning. The document emphasizes understanding behaviors from a trauma-informed lens rather than judging them as "bad." The goal is for transporters to help children feel safe and soothed.
This document provides tips for parents and teachers to help children cope with anxiety related to returning to school during the COVID-19 pandemic. It recommends encouraging physical activity and outdoor play to reduce anxiety, helping children understand the pandemic and safety measures through age-appropriate explanations and videos, focusing on family activities to provide stability, embracing distractions, and seeking professional help if anxiety persists or interferes significantly. The key is giving children a sense of control and empowerment through healthy behaviors while also teaching respect for others.
This article provides guidance for parents on how to talk to their children about tragic events like school shootings. It recommends being honest but using simple language appropriate for the child's age. Explanations should be kept short, around three sentences. It also suggests acknowledging children's fears but reassuring them that they are safe, and encouraging open communication. Parents should watch for physical or behavioral symptoms indicating stress and keep their family's faith as a source of comfort and strength.
The document discusses how children of different ages cope with stress. For infants, coping is dominated by behavioral rather than cognitive responses due to their limited executive functioning. Caregiver sensitivity and secure attachment are essential for healthy development and better coping. As children age into toddlerhood and preschool, their ability to regulate emotions and use problem-focused coping strategies develops slowly. During middle childhood, children can verbalize feelings and seek social support outside the family, with girls doing so more than boys. In adolescence, peers and siblings become important sources of support while parents still influence coping strategies. The family environment plays a key role in children's coping abilities at all stages.
This document discusses human development across four areas - social, emotional, physical, and intellectual. It focuses on emotional development and covers topics like feelings, empathy, happiness, anger, jealousy, sadness/depression, fear, and the struggle between dependence and independence. Imagination, creativity, conformity, and childhood myths are also examined in the context of a child's emotional growth. The overall message is that a child's emotional development involves learning to understand and regulate their feelings in socially appropriate ways.
This document discusses human development across four areas - social, emotional, physical, and intellectual. It focuses on emotional development, describing various emotions like anger, happiness, jealousy, sadness, and fear that children experience at different developmental stages. It also discusses how children develop independence from parents as they grow. The areas of development are interconnected, so when one is affected it may influence others.
The document discusses human emotional development in four areas: social, emotional, physical, and intellectual. It covers various emotions like anger, happiness, empathy, and jealousy. It also discusses emotional challenges like sadness, fear, stress, and the struggle between dependence and independence. The development of imagination, creativity, conformity, values and goal-setting are also examined in relation to a child's emotional growth.
The document discusses human emotional development in four areas: social, emotional, physical, and intellectual. It covers various emotions like anger, happiness, empathy, and jealousy. It also discusses emotional challenges like sadness, fear, stress, and the struggle between dependence and independence. The development of imagination, creativity, conformity, values and goal-setting are also examined in relation to a child's emotional growth.
This document provides tips for parents on helping children cope with stress and anxiety during the COVID-19 pandemic. It recommends that parents stay calm, listen to children's concerns, and offer reassurance. It also suggests maintaining routines, focusing on family bonding activities, connecting with teachers about virtual schooling, practicing good hygiene, and being open about feelings with children. The goal is to help children feel informed and in control while reducing fear through open communication and support.
1) The document provides guidance for teachers on supporting students during stressful times.
2) It advises teachers to care for their own mental health and wellbeing so they can better support students, who are all affected by stress but each in unique ways.
3) The document also recommends teachers listen to students, use relaxation strategies, seek information on stress symptoms, and limit media exposure related to traumatic events.
1) The document provides guidance for teachers on supporting students during stressful times.
2) It recommends that teachers care for their own mental health and wellbeing so they are able to support students.
3) While all children will be affected by stress, the impact will be unique for each child depending on their individual resilience and prior experiences. Teachers should acknowledge students' emotions but not attempt counseling.
This document discusses emotional development in children in 3 paragraphs or less:
Children develop emotionally in several areas including recognizing and expressing feelings, developing empathy, learning to manage anger and sadness, and developing fears and coping strategies. Key emotional milestones include recognizing basic emotions in the first year, developing jealousy between ages 1-2, and experiencing fears of strangers and loud noises as infants. Managing emotions involves learning to express feelings in healthy ways and control impulses. Developing emotional intelligence allows children to build relationships and handle challenges.
Similar to Helping Children Cope With Disaster (20)
United Nations World Oceans Day 2024; June 8th " Awaken new dephts".Christina Parmionova
The program will expand our perspectives and appreciation for our blue planet, build new foundations for our relationship to the ocean, and ignite a wave of action toward necessary change.
UN WOD 2024 will take us on a journey of discovery through the ocean's vastness, tapping into the wisdom and expertise of global policy-makers, scientists, managers, thought leaders, and artists to awaken new depths of understanding, compassion, collaboration and commitment for the ocean and all it sustains. The program will expand our perspectives and appreciation for our blue planet, build new foundations for our relationship to the ocean, and ignite a wave of action toward necessary change.
Hybrid celebration of the World Oceans Day, hosted both virtually and in-pers...Christina Parmionova
If the world is numb to numbers, motivating momentum will require opening minds, igniting senses, and inspiring possibilities to protect our planet’s beating heart. We need to awaken new depths within our own
Food safety, prepare for the unexpected - So what can be done in order to be ready to address food safety, food Consumers, food producers and manufacturers, food transporters, food businesses, food retailers can ...
Combined Illegal, Unregulated and Unreported (IUU) Vessel List.Christina Parmionova
The best available, up-to-date information on all fishing and related vessels that appear on the illegal, unregulated, and unreported (IUU) fishing vessel lists published by Regional Fisheries Management Organisations (RFMOs) and related organisations. The aim of the site is to improve the effectiveness of the original IUU lists as a tool for a wide variety of stakeholders to better understand and combat illegal fishing and broader fisheries crime.
To date, the following regional organisations maintain or share lists of vessels that have been found to carry out or support IUU fishing within their own or adjacent convention areas and/or species of competence:
Commission for the Conservation of Antarctic Marine Living Resources (CCAMLR)
Commission for the Conservation of Southern Bluefin Tuna (CCSBT)
General Fisheries Commission for the Mediterranean (GFCM)
Inter-American Tropical Tuna Commission (IATTC)
International Commission for the Conservation of Atlantic Tunas (ICCAT)
Indian Ocean Tuna Commission (IOTC)
Northwest Atlantic Fisheries Organisation (NAFO)
North East Atlantic Fisheries Commission (NEAFC)
North Pacific Fisheries Commission (NPFC)
South East Atlantic Fisheries Organisation (SEAFO)
South Pacific Regional Fisheries Management Organisation (SPRFMO)
Southern Indian Ocean Fisheries Agreement (SIOFA)
Western and Central Pacific Fisheries Commission (WCPFC)
The Combined IUU Fishing Vessel List merges all these sources into one list that provides a single reference point to identify whether a vessel is currently IUU listed. Vessels that have been IUU listed in the past and subsequently delisted (for example because of a change in ownership, or because the vessel is no longer in service) are also retained on the site, so that the site contains a full historic record of IUU listed fishing vessels.
Unlike the IUU lists published on individual RFMO websites, which may update vessel details infrequently or not at all, the Combined IUU Fishing Vessel List is kept up to date with the best available information regarding changes to vessel identity, flag state, ownership, location, and operations.
Mainstream bicycling into public transportation systems for sustainable devel...Christina Parmionova
The bicycle is an instrument of sustainable transportation and conveys a positive message to foster sustainable consumption and production, and has a positive impact on climate.
Celebrate bicycle as a simple, affordable, clean and environmentally fit sustainable means of transportation; The World Bicycle Day was declared by United Nations General Assembly in 2018, to be celebrated on 3rd June, globally.
Discussing the macro shifts and challenges for tomorrow's parents.Christina Parmionova
- What is The Future of Parenting.
- How brands can navigate complex parenting styles
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The 2024 World Health Statistics edition reviews more than 50 health-related indicators from the Sustainable Development Goals and WHO’s Thirteenth General Programme of Work. It also highlights the findings from the Global health estimates 2021, notably the impact of the COVID-19 pandemic on life expectancy and healthy life expectancy.
About Potato, The scientific name of the plant is Solanum tuberosum (L).Christina Parmionova
The potato is a starchy root vegetable native to the Americas that is consumed as a staple food in many parts of the world. Potatoes are tubers of the plant Solanum tuberosum, a perennial in the nightshade family Solanaceae. Wild potato species can be found from the southern United States to southern Chile
Synopsis (short abstract) In December 2023, the UN General Assembly proclaimed 30 May as the International Day of Potato.
Promoting a culture of reading in Africa is essential for fostering ,critical...Christina Parmionova
Promoting a culture of reading in Africa is essential for fostering ,critical thinking, creativity and lifelong learning. Under Agenda 2063, the African Union's Continental Education Strategy for Africa (CESA 16-25) aims to ensure inclusive, equitable quality education and promote lifelong learning opportunities for all, fostering skills and sustaining human capital, to achieve the Africa We Want.
Investing in African Youth future through the Pan African University (PAU).Christina Parmionova
The African Union is investing in its future through the Pan African University (PAU)
PAU is a leading institution for:
1. High-Quality Education
2. Cutting-Edge Research
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Building education systems that Africans with the skills and knowledge they n...Christina Parmionova
The African Union is building education systems that:
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3.Fuel the Global Knowledge Economy.
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Overall life span (LS) was 1671.7±1721.6 days and cumulative 5YS reached 62.4%, 10 years – 50.4%, 20 years – 44.6%. 94 LCP lived more than 5 years without cancer (LS=2958.6±1723.6 days), 22 – more than 10 years (LS=5571±1841.8 days). 67 LCP died because of LC (LS=471.9±344 days). AT significantly improved 5YS (68% vs. 53.7%) (P=0.028 by log-rank test). Cox modeling displayed that 5YS of LCP significantly depended on: N0-N12, T3-4, blood cell circuit, cell ratio factors (ratio between cancer cells-CC and blood cells subpopulations), LC cell dynamics, recalcification time, heparin tolerance, prothrombin index, protein, AT, procedure type (P=0.000-0.031). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and N0-12 (rank=1), thrombocytes/CC (rank=2), segmented neutrophils/CC (3), eosinophils/CC (4), erythrocytes/CC (5), healthy cells/CC (6), lymphocytes/CC (7), stick neutrophils/CC (8), leucocytes/CC (9), monocytes/CC (10). Correct prediction of 5YS was 100% by neural networks computing (error=0.000; area under ROC curve=1.0).
Rasamanikya is a excellent preparation in the field of Rasashastra, it is used in various Kushtha Roga, Shwasa, Vicharchika, Bhagandara, Vatarakta, and Phiranga Roga. In this article Preparation& Comparative analytical profile for both Formulationon i.e Rasamanikya prepared by Kushmanda swarasa & Churnodhaka Shodita Haratala. The study aims to provide insights into the comparative efficacy and analytical aspects of these formulations for enhanced therapeutic outcomes.
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A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
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There is increasing confidence that cell therapies will soon play a role in the treatment of autoimmune disorders, but the extent of this impact remains to be seen. Early readouts on autologous CAR-Ts in lupus are encouraging, but manufacturing and cost limitations are likely to restrict access to highly refractory patients. Allogeneic CAR-Ts have the potential to broaden access to earlier lines of treatment due to their inherent cost benefits, however they will need to demonstrate comparable or improved efficacy to established modalities.
In addition to infrastructure and capacity constraints, CAR-Ts face a very different risk-benefit dynamic in autoimmune compared to oncology, highlighting the need for tolerable therapies with low adverse event risk. CAR-NK and Treg-based therapies are also being developed in certain autoimmune disorders and may demonstrate favorable safety profiles. Several novel non-cell therapies such as bispecific antibodies, nanobodies, and RNAi drugs, may also offer future alternative competitive solutions with variable value propositions.
Widespread adoption of cell therapies will not only require strong efficacy and safety data, but also adapted pricing and access strategies. At oncology-based price points, CAR-Ts are unlikely to achieve broad market access in autoimmune disorders, with eligible patient populations that are potentially orders of magnitude greater than the number of currently addressable cancer patients. Developers have made strides towards reducing cell therapy COGS while improving manufacturing efficiency, but payors will inevitably restrict access until more sustainable pricing is achieved.
Despite these headwinds, industry leaders and investors remain confident that cell therapies are poised to address significant unmet need in patients suffering from autoimmune disorders. However, the extent of this impact on the treatment landscape remains to be seen, as the industry rapidly approaches an inflection point.
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Does Over-Masturbation Contribute to Chronic Prostatitis.pptxwalterHu5
In some case, your chronic prostatitis may be related to over-masturbation. Generally, natural medicine Diuretic and Anti-inflammatory Pill can help mee get a cure.
Here is the updated list of Top Best Ayurvedic medicine for Gas and Indigestion and those are Gas-O-Go Syp for Dyspepsia | Lavizyme Syrup for Acidity | Yumzyme Hepatoprotective Capsules etc
Basavarajeeyam is a Sreshta Sangraha grantha (Compiled book ), written by Neelkanta kotturu Basavaraja Virachita. It contains 25 Prakaranas, First 24 Chapters related to Rogas& 25th to Rasadravyas.
Muktapishti is a traditional Ayurvedic preparation made from Shoditha Mukta (Purified Pearl), is believed to help regulate thyroid function and reduce symptoms of hyperthyroidism due to its cooling and balancing properties. Clinical evidence on its efficacy remains limited, necessitating further research to validate its therapeutic benefits.
3. This booklet offers parents, caregivers,
and other adults suggestions on how
to help children cope with the effects of
disaster, as well as how to be prepared
before a disaster strikes.
4. Helping Children Cope with Disaster
Children can feel very frightened during a disaster and afterwards
some children will show temporary changes of behavior.
For most children these changes will be mild, not last long,
and diminish with time. However, reminders of what happened
could cause upsetting feelings to return and behavior changes to
emerge again. Watching scenes of the disaster on television can be
distressing for children, especially for younger children.
Younger children may return to bed-wetting, have difficulty sleeping,
and not want to be separated from their caregivers. Older children
may show more anger than usual, find concentrating at school
harder, and want to spend more time alone than usual.
Some children are more vulnerable, and their reactions can be more
severe and last for a longer period of time.
Factors that contribute to greater vulnerability include:
Direct exposure to the disaster
This includes being evacuated, seeing injured or dying
people, being injured themselves, and feeling that their own
lives are threatened.
Personal loss
This includes the death or serious injury of a family member,
close friend, or family pet.
On-going stress from the secondary effects of disaster
This includes temporarily living elsewhere, losing contact
with their friends and neighbors, losing things that are
important to them, parental job loss, and the financial costs
of reestablishing their previous living conditions.
Prior exposure to disaster or other traumatic event.
2
5. How parents and caregivers react to and cope with a disaster or
emergency situation can affect the way their children react. When
parents and caregivers or other family members are able to deal with
the situation calmly and confidently, they are often the best source of
support for their children. One way to help children feel more confident
and in control is to involve them in preparing a family disaster plan
(refer to page 7).
CHILDREN’S REACTION TO DISASTER
The following are common reactions that children may exhibit
following a disaster. While the following descriptions are typical,
some children may exhibit none of these behaviors and others may
behave in ways not mentioned here.
BIRTH THROUGH 6 YEARS
Although infants may not have words
to describe their experiences, they can
retain memories. They may react by
being more irritable, crying more than
usual, or wanting to be held and cuddled
more. Preschool and kindergarten
children can feel helpless, powerless,
and frightened about being separated
from their caregivers.
7 THROUGH 10 YEARS
Older children can understand the
permanence of loss. They may become
preoccupied with the details of the traumatic
event and want to talk about it continually.
This preoccupation can interfere with their
concentration at school and affect their
academic performance. Children may hear
inaccurate information from their peers
which parents can clarify. They may fear
that the disaster will happen again and have
sad or angry feelings.
3
6. 11 THROUGH 18 YEARS
As children mature, their responses
become more similar to those of adults.
Much of adolescence is focused on
moving out into the world. Following
a disaster, that world can seem more
dangerous and unsafe. Teenagers may
react by becoming involved in dangerous,
risk-taking behaviors, such as reckless
driving, and alcohol or drug use. Others
may become fearful of leaving home and
avoid social activity.
Teenagers can feel overwhelmed by their intense emotions,
yet unable to talk about them.
WHAT PARENTS AND CAREGIVERS CAN DO
It is important for parents and other caregivers to understand what is
causing a child’s anxieties and fears. Following a disaster, children
are most afraid that:
The event will happen again.
Someone close to them will be killed or injured.
They will be left alone or separated from their family.
Parents and caregivers can
clarify misunderstandings of risk
and danger by acknowledging
children’s concerns and perceptions.
Discussions of preparedness plans
can strengthen a child’s sense of
safety and security.
Listen to what a child is saying. If a
young child asks questions about the
event, answer them simply without
the elaboration needed for an older
child or adult. Children vary in the
amount of information they need
4
7. and can use. If a child has difficulty expressing his or her thoughts
and feelings, then allowing them to draw a picture or tell a story of
what happened may help.
Parents and Caregivers Can Take the Following Actions:
Encourage your children to talk and listen to their
concerns.
Calmly provide factual information about the disaster and
plans for insuring their ongoing safety.
Involve your children in updating your family disaster plan
and disaster supplies kit (refer to pages 7-9)
Practice your plan.
Involve your children by giving them specific tasks to let
them know they can help restore family and community
life.
Spend extra time with your children.
Re-establish daily routines for work, school, play, meals,
and rest.
5
8. MONITOR AND LIMIT YOUR FAMILY’S EXPOSURE TO THE MEDIA
News coverage of the disaster can cause fear, confusion and anxiety
in children. This is particularly true for a large-scale disaster or
terrorist event, in which significant property damage and loss of life
has occurred. Especially for younger children, repeatedly watching
images of an event can
cause them to believe the
event is occurring again and
again.
Parents and caregivers
should be available to
encourage communication
and provide explanations
when children are permitted
to watch television or use
the Internet if images or
news about the disaster are
being shown.
Parents can also limit their
own exposure to anxiety-
provoking information.
Use Support Networks
Parents and caregivers can best help children when they understand
their own feelings and have developed ways of coping themselves.
One way of doing this is to build and use social support systems of
family, friends, community organizations, faith-based institutions
or other resources. In the event a disaster strikes, they can call on
these support systems to help them manage their reactions. In turn,
parents and caregivers are more available and better able to support
their children.
6
9. If a child continues to be very upset by what happened or if
reactions interfere with their school work or their relationships at
home or with their friends, it may be appropriate to talk with the
child’s primary care physician or a mental health provider who
specializes in children’s needs.
PREPARE YOUR FAMILY
Preparing for disaster helps everyone in the family accept the fact
that disasters do happen, and that they can do something about it.
Families should work together to identify and collect the resources
needed to meet basic needs during and after disaster. When people
feel prepared, they cope better.
Take the following actions with your family to get prepared:
Get Informed
Call your local emergency management office or local
American Red Cross chapter and ask about the specific
hazards in your community and about your risk to those
hazards. Also learn about community response plans,
evacuation plans and routes, community warning systems,
and nearby buildings that are designated as disaster
shelters.
Learn about the emergency plans and procedures that exist
in places you and your family spend time. Priority locations
include places of employment, schools, and childcare centers.
Create a Family Disaster Plan
Discuss with your family the hazards that could impact
your local area, the potential for community evacuation or
sheltering, and your community’s warning systems and what
to do if they are used.
Determine where to meet in the event of an emergency.
Designate one location right outside your home in case of a
7
10. sudden emergency, like a fire, and another location outside
your neighborhood in case you can't return home.
Ask an out-of-town friend or relative to be your emergency
contact. Following a disaster, family members should call
this person and tell them where they are.
Make a communication plan where all family members
know how to contact each other. A form for recording
this information can be found at www.ready.gov
- or at www.redcross.org/contactcard.
Include provisions for your pets in your family disaster plan.
Practice the plan.
Once you have developed your plan, you need to practice and
maintain it. For example, ask questions to make sure your family
remembers meeting places, phone numbers, and safety rules.
Conduct routine fire and emergency evacuation drills, test fire
alarms, and replace and update disaster supplies.
8
11. Assemble a disaster supplies kit
Every household should assemble a disaster supplies kit and keep
in up to date. A disaster supplies kit can help your family stay safe
and be more comfortable during and after a disaster. Though local
officials and relief workers will be on the scene after a disaster,
they cannot reach everyone immediately. Also, if you need to
evacuate at a moment’s notice you probably will not have the
opportunity to shop or search for the supplies you and your family
will need.
Pack disaster supplies in an easy-to-carry container, such as a
duffel bag or backpack and label the container clearly.
Ask your children to think of items that they would like to
include in the kit, such as books, games or nonperishable
snack food items.
Include such items as:
Three-day supply of non-perishable food and manual can opener.
Three-day supply of water (one gallon of water per person per
day).
Portable, battery-powered radio or television and extra
batteries.
Flashlights and extra batteries.
First aid kit and first aid manual.
Photocopies of credit cards and identification cards.
Sanitation and hygiene items (hand sanitizer, moist towelettes
and toilet paper).
Matches in a waterproof container.
Whistle.
Clothing, blankets, kitchen accessories and cooking utensils.
Special needs items, such as prescription medications, spare
eye-glasses, hearing aid batteries.
Items for infants, such as formula, diapers, bottles and pacifiers.
Tools, pet supplies, a map of the local area, and other items to
meet your unique family needs.
Ask your children to help you remember to keep your kit
updated by marking dates on a calendar to regularly review
and update your kit.
Consider having emergency supplies in each vehicle and at
your place of employment.
9
12. Learn More
The Federal Emergency Management Agency’s Community and
Family Preparedness Program and American Red Cross Community
Disaster Education are nationwide efforts to help people prepare for
disasters of all types.
For more information, please contact your local emergency management
office or American Red Cross chapter. This booklet and the
preparedness materials listed below are online at www.fema.gov and
www.redcross.org. Other preparedness materials are available at these
sites, as well as at www.ready.gov.
These publications are also available by calling FEMA at
1-800-480-2520, or writing:
FEMA
P.O. Box 2012
Jessup, MD 20794-2012
Publications with an “A” number are available from your local
American Red Cross chapter.
Are You Ready? An In-depth Guide to Citizen Preparedness (IS-22)
Preparing for Disaster (FEMA 475) (A4600)
Preparing for Disaster for People with Disabilities and other
Special Needs (FEMA 476) (A4497)
Food and Water in an Emergency (FEMA 477) (A5055)
Local sponsorship provided by:
FEMA 478
A4499
August 2004