Ethics & Advocacy in Educational Leadership Helping at the Individual Level

1. Ethics & Advocacy in Educational LeadershipHelping at the Individual Level K. Hridaya Hall, Ph.D, NCC Gary Goodnough, Ph.D, NCC Tuesday, July 13, 2010 8:30-11:30aM

2. Overview of Today Wellness and psychological needs Impact of challenging times on individuals and systems Helpful responses to challenging times The 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?

3. What is our Ethical Obligation to Promote Wellness? Beneficence Non-maleficience Justice Fidelity Veracity See handout on Blackboard

4. 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) • Physical • Intellectual • Occupational/Cultural • Emotional • Spiritual • Social

5. Wellness and Challenging Times • How does the situation in Pakistan impact wellness in each of the categories? • Physical • Intellectual • Occupational/Cultural • Emotional • Spiritual • Social

6. Challenging Times Affect Optimal Human Development

7. Research from Pakistan 2005 Earthquake Physical needs- evacuation, shelter, first aid, food, water Psychological 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) Rana, Ali, Yusufi, & Shah, 2007

8. Common Psychological Responses DSMIV-TR • Intrusive Reliving • Flashbacks • Fixation on the trauma • Hypersensitivity • Hyper vigilance • Startle response • Atypical dreams • Irritability • Aggression towards self or others

9. Psychological Signs and Symptoms: Numbing Emotional Constriction Constriction of Personality Social Isolation Retreat from Obligations Substance Use

10. Psychological Signs and Symptoms Specific to Children Regression to Earlier Stage of Development Various Psychosomatic Symptoms Separation Anxiety Distractibility Impulsivity Aggression

11. 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 services A stigma existed wherein individuals avoided seeking psychological services Psychological First Aid was provided including; grief counseling, group trauma counseling, and critical incident debriefing Nizami & Minhas (2007)

12. Response to Challenges Prevalent diagnoses as a result of the earthquake in Bagh, Rawalakot, & Muzaffarabad Depression and Other Mood Disorders Anxiety Disorders Chronic Psychosis Conversion Disorder Post Traumatic Stress Disorder (PTSD) Acute Delirium (Rana, Ali, Yusufi & Shah, 2007)

13. Helpful Responses for Educators • Attend to physical needs • Provide routine, safety, stability • Educate about trauma and common responses • Encourage rituals for processing loss • Participate in disaster-related service activities to promote sense of control • Connect to family, community and faith resources • Refer to mental health services • Individual therapy • Group therapy (for community disasters) Niaz & Institute of Psychotrauma Pakistan (2007)

14. 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 feelings Teach children basic relaxation strategies Involve children in disaster related projects Invite outreach and training from mental health centers for students teachers and parents Draw on cultural, religious values and resilience (Hassan, Niaz & Hassan, 2007)

15. Impact of Challenging Times on the Educator • Direct trauma • Vicarious trauma • Needs: • 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

16. 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?

17. 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.