2014 ROTARY INTERNATIONAL CONVENTION

Introducing ShelterBox SchoolBoxes and Young ShelterBox

• Welcome and introductions• Impact of learning on emergencies• SchoolBoxes• Young ShelterBox • Q & A

Agenda

• Elizabeth Furner | Rotary Club of Mount Gambier West, SA, Australia - Moderator

• Becky Maynard | ShelterBox, Director of Fundraising & Communications; Rotary Club of Cober Valley Helston - Panelist

• Melissa Martins Casagrande | ShelterBox, International Partnerships Manager - Panelist

• Amy Lamoin | UNICEF Australia, Advocacy Manager – Panelist

Presenters

“We are hard wired for emotional connection”

Our earliest relationships build the brain structures we use for lifelong relating to others.

Limbic system is the seat of all of our emotional learning.

“Nine-year-olds are coming to the swings armed: that's a serious issue that we have to deal with every day...

Your brain changes. Your ability to assess risk goes. You can’t listen and you can’t learn.

What we have to do is reconnect these kids' neuropathways to their emotional brain. Otherwise we're going to lose this generation”. Jane MacPhail, UNICEF Jordan, 2014 in NYT.

Neurobiology of profound stress

• Profound stress is a prolonged & at times overwhelming threat to the physical or psychological wholeness of a person.

• “We are not crazy. What we feel is not abnormal. The situation is crazy and abnormal” (Young person, Bosnia 2005)

• Normal reaction to an abnormal situation.

Neurobiology of profound stress (continued)

• Limbic overload

• Survival mode

• Detachment

Survivor modeA human state of being where the mind & the body take an instinctive response to survive, especially after facing life threatening danger & continual fear.

• Hyper-arousal• Fight/flight/freeze• High risk taking behaviour• De-sensitization • No ability to assess personal risk/risk

for others• Limited ability to empathize with others

Being overloaded

• Difficulty remembering new information

• Difficulty learning

• Loss of ability to empathize

• Higher rates of depression and anxiety

• Loss of impulse control

• Inability to focus on others

Percentages of understanding

Individuals living in a safe environment

Individuals living in profound stress

15% LISTENING 3%

45% BODY LANGUAGE 30%

40% TONE OF VOICE 40%

100% TOTAL 73%

Why do PSS?

• To make children safe and connected• To build secure attachments for children (safety,

protection and emotional regulation)• Build social competence• Transition children back into learning environments• Build trust in others• Build coping skills• Help families and communities to support children• Improve the social environment for children

Psychosocial circles

Community Society

functioning

Child Family

functioning

Psychological Feelings

Thoughts

Behaviours/skills

Values/ spirituality

Social Relations

Roles

Responsibilities

Opportunities

Other social impacts of emergency

Family, community and Society

Impact on child

Basic services and security

Community and family supports

Specialisedservices

Focused non-specialised supports

Mental health care by mental health specialists (psychiatric nurses, psychologists, psychiatrists, etc.)

Strengthening community and family supports

Social considerations in basic services and security

Advocacy for basicservices that are safe,socially appropriateand that protect dignity

Parents discussion groupsCommunal traditionalactivitiesSupportive child-friendly spaces

Basic mental health care byPHC doctors Psychological First AidCounselling

Intervention Pyramid

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