K. HRIDAYA HALL, PH.D, NCCGARY GOODNOUGH, PH.D, NCC

TUESDAY, JULY 13 , 20108:30-11 :30AM

Ethics & Advocacy in Educational Leadership

Helping at the Individual Level

Overview of Today

Wellness and psychological needsImpact of challenging times on individuals and

systemsHelpful responses to challenging timesThe role of educational leaders in supporting

children and schools in challenging times

Essential Question: How do challenging times affect the teaching

and learning process, the educator, and the educational system?

What is our Ethical Obligation to Promote Wellness?

BeneficenceNon-maleficienceJusticeFidelityVeracity

See handout on Blackboard

Wellness

“Is a way of life oriented toward optimal health and well-being in which body, mind, and spirit are integrated in a purposeful

manner with a goal of living life more fully...and incorporates a concern for optimal functioning, or positive mental, physical,

and spiritual health, and enthusiasm and zest for life.” (Sweeney & Myers, 2005)

PhysicalIntellectualOccupational/CulturalEmotionalSpiritual Social

Wellness and Challenging Times

How does the situation in Pakistan impact wellness in each of the categories?

Physical Intellectual Occupational/Cultural Emotional Spiritual Social

Challenging Times Affect Optimal Human Development

Rana, Ali, Yusufi, & Shah, 2007

Research from Pakistan

2005 Earthquake Physical needs- evacuation, shelter, first aid,

food, waterPsychological needs- assessments led by

Department of Psychiatry at Military Hospital in Rawalpindi reported: Almost all assessed were showing psychological

distress and many were experiencing severe mental disorder disabling daily functioning (e.g., severe depression, anxiety, substance use)

Common Psychological Responses

Intrusive Reliving Flashbacks Fixation on the trauma Hypersensitivity Hyper vigilance Startle response Atypical dreams Irritability Aggression towards

self or others

DSMIV-TR

Psychological Signs and Symptoms: Numbing

Emotional Constriction

Constriction of Personality

Social IsolationRetreat from

ObligationsSubstance Use

Psychological Signs and Symptoms Specific to Children

Regression to Earlier Stage of DevelopmentVarious Psychosomatic SymptomsSeparation AnxietyDistractibilityImpulsivityAggression

Nizami & Minhas (2007)

Response to Challenges

Research Findings from outreach support services provided by Mental Health Relief Centers (MHRC) in Rawalpindi, Lahore, Wah, and Abbottabad in the 8 weeks following the quake

Individuals were reluctant to receive servicesA stigma existed wherein individuals avoided

seeking psychological servicesPsychological First Aid was provided including;

grief counseling, group trauma counseling, and critical incident debriefing

Response to Challenges

Prevalent diagnoses as a result of the earthquake in Bagh, Rawalakot, & Muzaffarabad

Depression and Other Mood DisordersAnxiety DisordersChronic PsychosisConversion DisorderPost Traumatic Stress Disorder (PTSD)Acute Delirium(Rana, Ali, Yusufi & Shah, 2007)

Niaz & Institute of Psychotrauma Pakistan (2007)

Helpful Responses for Educators

Attend to physical needsProvide routine, safety, stabilityEducate about trauma and common responsesEncourage rituals for processing lossParticipate in disaster-related service activities

to promote sense of controlConnect to family, community and faith

resourcesRefer to mental health services

Individual therapy Group therapy (for community disasters)

The Educator’s Role in During Challenging Times

Provide stability and continuity in school environment

Provide education and normalization about responses

Provide opportunities for expression of feelingsTeach children basic relaxation strategiesInvolve children in disaster related projectsInvite outreach and training from mental health

centers for students teachers and parentsDraw on cultural, religious values and resilience

(Hassan, Niaz & Hassan, 2007)

Impact of Challenging Times on the Educator

Direct traumaVicarious traumaNeeds:

Opportunities for sharing

Group support systems Counseling Self-care strategies

In Pakistan:MHRC provided

training for teachers in navigating own trauma and tools to teach healing breathing and art exercises to students

Lab Questions: What Are Your Experiences?

How does the situation in Pakistan impact wellness in each of the following categories? (Physical, Intellectual, Occupational/Cultural, Emotional, Spiritual/Religious, Social)

How do challenging times affect the teaching and learning process?

How do they affect the teacher/educator?

How do they affect the functioning of the educational system?

References

American Psychiatric Association., & American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders: DSM-IV-TR. Washington, DC: American Psychiatric Association.

Hassan, M., Niaz, U., & Hassan, S. (2007). Training programs for traumatized children and adolescents. In Niaz, U. (Ed.). Pakistan earthquake 2005, the day the mountains moved: International perspectives on handling psycho trauma (pp. 70-80). Karachi: SAMA.

Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50, 370-396.

Niaz, U., & Institute of Psychotrauma Pakistan. (2007). Pakistan earthquake 2005, the day the mountains moved: International perspectives on handling psycho trauma. Karachi: SAMA.

Nizami, A. T., Minhas, F. A. (2007). October earthquake disaster: The role of NGO’s. In Niaz, U. (Ed.). Pakistan earthquake 2005, the day the mountains moved: International perspectives on handling psycho trauma (pp. 20-31). Karachi: SAMA.

Rana, M. H., Ali, S., Yusufi, B., & Shah, F. S. (2007). Mental health and psychosocial relief: Activities and interventions. In Niaz, U. (Ed.). Pakistan earthquake 2005, the day the mountains moved: International perspectives on handling psycho trauma (pp. 3-19). Karachi: SAMA.

Sweeney, T. J., & Myers, J. E. (2005). Five factor wellness inventory: Adult, teenage, and elementary school versions. Menlo Park, CA: Mind Garden, Inc.