This proposal initially addresses the problem of traumatised children (5 years+) suffering from forms of dissociative amnesia (DA). These involve disruptions of memory, awareness, identity, and perception. When one or more of these is disrupted, it traps children in an unhappy present. Because, “being able to
remember past events and planning for the future go hand in hand”, (T. Zentall,U. of Wisconsin, 2007), “their visualisations of future events will be disorganised and emotionless” (E. Maguire, Wellcome Trust Centre, 2007).
“Our awareness of self, time and distance is developed within the context of early awareness and reliability which becomes the foundation of future understanding of knowledge.” (H. Geddes, Therapeutic Care Journal. 2016).
Aspiration, without reconciling the past seems impossible.
The scale of problem is indicated by Young Minds (2016):
• 1 in 10 children (5 – 16 years) have a mental health disorder.
• 1 in 12 -15 children deliberately self-harm.
• 72% of children in care have behavioural/emotional problems.
• 95% of imprisoned young offenders have a mental health disorder.
The loss of direction, belief and hope is reflected in the Chief Medical Officer’s Annual Report (2012):
‘Mental health problems in children have wide-ranging effects, including impacts on educational attainment and social relationships’.
The London School of Economics (2012) concluded ‘poor mental health has a strong association with educational outcomes and of being “not in education, employment or training”.
The solution involves the production of a ‘Double-Helix App’ and a training course in its use.
The ‘double-helix’ is an interactive tool (developed over 25 years), designed to record life events on one helix and the underlying narratives on another. As confidence grows, it is possible to access memories in greater numbers/details and build meaningful interpretations. Reflecting on the sequence and
relationship of these, leads to understanding and articulation of ones legacies of experience.
The future can then be envisioned and populated with achievable steps, encouraging progression.
This process develops in collaboration with an appropriately skilled professional or volunteer.
The skills and qualities needed to facilitate this are addressed in the course. It supports the cultivation of cognitive and emotional empathy, vital in the recovery process, according to medical research. It contains guidance on building systemic support around emerging outcomes. This ‘mentoring’ course,
accredited, by the Institute of Leadership & Management, at Level 3, can be delivered on-line or face-to-face.
The ‘app’ provides an interactive model held by the child and the course contributes to professional/volunteer development
The solution targets all vulnerable children, their educational/support staff, families and volunteers. The tool is purchased as part of the training course.
Children services, globally, are responding to escalating needs from numbers of vulnerable children. The complex process of social exclusion are further complicated by issues such as refugee numbers, radicalisation and polarisation of societal groups.
This solution combines research and experience from medical, educational, technological and social theory in a form that a range of people will engage with and use in a variety of settings, individual, group or organisational.
A literature review conducted by the Serious Games Institute, at Coventry University suggests that current available resources tend to focus on brain injury recovery or CBT methods. The theories informing these tend to be separate and disconnected. None of the available apps involve building a relationship with a helpful other, whose importance cannot be underestimated.
This solution contributes to the building of social capital in and between communities and should also help stimulate cross-sectoral collaboration between health, social services and education sectors.
This idea has been developed over 25 years within a systemic response to vulnerable children in London and also in a number of European countries,
during European Commission funded projects. The tool has also been tested, and evaluated through a community development project. Responses from young people and practitioners have indicated that participants have reported:
A liberation of memories
More able to reflect and identify repetitive and patterned behaviour, i.e. greater self awareness
Growing understanding of and articulation of underlying themes of thinking & behaviour
Effective and less anti-social decision-making
Engagement with the pleasure and process of learning and an increased sense of creativity
Re-discovery and practice of inter-dependency skills
More resilience in responding to complex problems and demands in their environments
Actively engaging with new social networks
Motivation to make positive life changes
An increasing ability to self-motivate and exercise self-discipline
Creator - Facilitator : Brian de Lord
- Teacher: Brian De Lord
ΔΥΝΑΜΙΚΗ ΟΜΑΔΑΣ ΚΑΙ ΕΠΙΚΟΙΝΩΝΙΑ
ΕΠΙΒΙΩΣΗ ΣΕ ΟΜΑΔΕΣ
Upon completion of the study of the present educational material, the trainees will be able to: define the communication, group and group dynamics, distinguish different types of groups, present the roles, stages and functionalities of a group, recognize the process and the obstacles to communication and to propose ways of dealing with them, they use the verbal and non-verbal messages in communication, they use techniques for effective communication within team groups support the process of active listening and positive feedback, appreciate the value of group action in their personal and professional lives.
- Teacher: Miltos Sakellariou