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 one's legacies of experience.
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