Research Article | Aim: This study aimed to find the most common stressors facing the adolescents in the Gaza Strip, to explore the types and severity of the traumatic experiences, and to estimate the prevalence rate of post-traumatic events.
J Trauma Crit Care 2017 Volume 1 Issue 2 pp-25-33
Vol. 5, No. 3 - 2011 | The Quarterly provides summaries of the best available research evidence on a variety of children’s mental health topics, prepared using systematic review and synthesis methods adapted from the Cochrane Collaboration and Evidence-Based Mental Health. Our goal is to improve ...outcomes for children by informing policy and practice. The BC Ministry of Children and Family Development funds the Quarterly.
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1. MYTH: Sexual violence is just another stressor in populations exposed to extreme stress: there is no need to do anything special to address sexual violence | 2. MYTH: The most important consequence of sexual violence is posttraumatic stress disorder (PTSD) | 3. MYTH. Concepts of mental disorders ...– such as depression and PTSD – and treatment for mental health problems have no relevance outside western cultures | 4. MYTH: All sexual violence survivors need help for mental health problems | 5. MYTH: Mental health and psychosocial supports should specifically target sexual violence survivors | 6. MYTH: Vertical (stand-alone) specialized services are a priority to meet the needs of sexual violence survivors | 7. MYTH: The most important support is specialized mental health care | 8. Only psychologists and psychiatrists can deliver services for sexual violence survivors | 9. MYTH: Any intervention is better than nothing | 10. MYTH: Only the victim/survivor suffers as a result of sexual violence
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Post-Traumatic Stress Disorder (PTSD) in children and adolescents occurs when a child is exposed to one or more events that are unexpected, uncontrollable, life-threatening, and likely to cause serious harm or injury to himself/herself or someone significantly important to the child. In response, th...e child experiences fear, hopelessness, or horror and responds with a characteristic set of physiological and psychological reactions, which perpetuates the overwhelming and confusing feelings. Symptoms are characterized into three groups: persistent, intrusive re-experiencing of traumatic recollections; avoidance of reminders/numbing; and increased arousal.
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War Trauma Foundation strengthens mental health care and psychosocial support through capacity building and development and dissemination of expertise through the implementation of programmes in (post) conflict areas. We develop and evaluate new methods in close cooperation with (local) partner orga...nisations ensuring the inclusion of cultural and context aspects as well as long term sustainability. A couple of programmes will always be highlighted on our website.
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War Child put forward a specific request for comparative study, addressing the following questions: •What are the key types of intervention for psychosocial assistance that are being applied to children in war-affected areas? •What are the results of (scientific) research into the effects of th...e most relevant programmes? •Which NGOs operate in this sector and what is their practical experience with specific methods? •How does the War Child methodology relate to developments in the sector; what is known about the effects of War Child’s programme and how can these be measured? How will War Child work towards the development of additional evidence?
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The 2014-2015 outbreak of Ebola virus disease (EVD) in Liberia resulted in over 10,000 cases and 5,000 deaths. Recognizing the importance of addressing children’s trauma, the Ebola recovery and restoration trust fund (EERTF) funded the implementation of a Comfort for kids (C4K) program which encou...rages psychological healing, and promotes resilience in children who have experienced a crisis or disaster. The C4K program in Liberia was implemented between January 2015 and December 2016 in fifteen townships in Montserrado County through a collaboration between Mercy Corps Liberia, the World Bank’s Liberian health task team, and the government of Liberia. C4K primarily centers on the My Story workbook and associated classroom activities, which provide children with the opportunity to express their emotions about their experiences through drawing, writing, and facilitated discussion. C4K also provides capacity building for parents, teachers, and other caretakers on how to identify and more effectively respond to children’s trauma responses and to support their recovery
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The magnitude and complexity of these mental health conditions caused by prolonged and extensive trauma requires a diagnosis fitting the unique context of the Syrian conflict. Over half a million people have been killed since the beginning of the conflict in 2011, and more than 6.4 million are inter...nally displaced with over 5 million living as refugees. SAMS documents the multi-dimensional nature of mental health disorders afflicting Syrians, including accounts of refugee experiences from Eastern Ghouta, Idlib, and beyond. This qualitative report seeks to raise awareness about increasing mental health needs, while sharing personal stories of those who have been affected by the trauma of the conflict.
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Objective: This study examined the experiential factors and interacting vulnerabilities that contribute to the development of posttraumatic stress disorder (PTSD) in children and adolescents
Am J Psychiatry 2000; 157:1229–1235)
This Practice Parameter reviews the evidence from research and clinical experience and highlights significant advances in the assessment and treatment of posttraumatic stress disorder since the previous Parameter was published in 1998. It highlights the importance of early identification of posttrau...matic stress disorder, the importance of gathering information from parents and children, and the assessment and treatment of comorbid disorders. It presents evidence to support trauma-focused psychotherapy, medications, and a combination of interventions in a multimodal approach.
Journal of the American Academy of Children & Adolescents Psychiatry, Vol. 49 No. 4 APRIL 2010 pp.414-430
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In the following you can find 51 Planning tools for Mental Health and Psychosocial support in disasters, that have been derived from an anylsis of 282 Psychosocial Mental Health guidelines and 678 Tools. The single planning tools are structured according to the most relevant topics and can be used i...ndividually.
The purpose of the Action Sheets
Each Action Sheet is a planning tool in itself that can be used individually
Each Action Sheet is an entrypoint into the main recommendations for this specific topic and gives information on further readings, tools and practice examples.
Each Action Sheet gives advice on how to plan and enhance quality in the selected area and topic.
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This manual provides information and guidance for individuals concerned with the mental health needs of children who experience major disasters. This background, training, and experience will vary and may include health and mental health professionals, professional and paraprofessional social servic...e personnel, school and daycare personnel, clergy, volunteers, and parents.
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This document is designed to provide UNICEF staff and UNICEF partner staff with principles and concepts that can assist them to respond to the psychosocial needs of children in natural disasters and social emergencies such as armed conflict and other forms of violence. It aims to introduce humanitar...ian workers to psychosocial principles and UNICEF’s position on these principles. It also provides a number of examples from field work of how these principles have been turned into concrete actions. These psychosocial principles and concepts inform both emergency responses and subsequent programmatic responses post-emergency.
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The CSMH compiled a list of assessment measures that are in the public domain (free of charge) and available online for clinicians. Below are the recommended measures can be used in school mental health programs to help assess symptoms of clinical disorders (e.g. depression, anxiety, ADHD) an in som...e cases are useful for tracking student progress and outcomes over time.
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This discussion guide is designed to assist individuals and
agencies working toward developing trauma-informed
approaches to service delivery. It describes how common
traumatic experiences are for individuals accessing health
and social services, and it provides information to help service
prov...iders recognize the adaptations people make to cope with
trauma. Trauma awareness is a foundation for developing
trauma-informed services, which integrate knowledge about
trauma into policies, procedures, and practices. Traumainformed
services actively seek to avoid re-traumatization and
have been shown to improve client engagement, retention, and
outcomes. This guide includes practice examples, suggested
resources, and sample questions to stimulate further discussion.
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Practical Guide on Trauma-Informed Approaches
Version 1.7 Updated October 14, 2010 | Preschool PTSD Treatment (PPT) is a theory-driven, manualized protocol based on cognitive-behavioral therapy (CBT) with modifications for young children. Some of these modifications involve parent-child relationship dynamics that are salient for this age grou...p.
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Offers information on the assessment of complex trauma in children. This fact sheet provides general guidelines for assessing complex trauma such as gathering information, a variety of approaches and techniques, how to work with a child's family and care team, and assessing over time. It also gives ...helpful tips providers can use.
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CFCA PRACTICE RESOURCE – JUNE 2016 ~ CHILD FAMILY COMMUNITY AUSTRALIA┃INFORMATION EXCHANGE ~ This practice paper provides an overview of what we know from research about cognitive development in children who have experienced trauma, and provides principles to support
effective practice respons...es to those children’s trauma.
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