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.