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Учительський словник чарівних висловів

unicef, EU Children of Peace, Eds.: unicef, EU Children of Peace, (2019)


Як знайти спільну мову з дітьми? Як порозумітися в непростих ситуаціях, що виникають мало не щодня? Ми склали невеличкий словничок, який допоможе мотивувати учнів до навчання і відновити довіру до вчителя. Для зручності у словничку є групи, назви яких підказують, що «почує» і відчує учень, якщо ви вживатимете у відповідних ситуаціях ці та подібні вислови. Щиро бажаємо вам взаєморозуміння, довіри і теплої атмосфери в роботі! Accessed on 2019
https://www.ukma.edu.ua/images/docs/science/center...


A.1 Этика и международная детская и подростковая психиатрия

Adrian Sondheimer, Joseph M Rey, Переводчик: Константин Мужановский, Eds.: International Association for Child and Adolescent Psychiatry and Allied Professions, (2015)


Тщательно взвесив все за и против, мы предлагаем в начальной главе первого учебника по детской и подростковой психиатрии IACAPAP сосредоточить внимание на взаимоотношениях между этой областью знаний и этикой. Несмотря на то, что эта, посвященная этике, глава обращена главным образом к практикующим врачам, большинство приве- денных здесь этических проблем обсуждены применительно также и к другим профессионалам, работающим в психиатрии и принимающим участие в процессе лечения детей и подростков (например, психологам, социальным работникам, среднему медицинскому персоналу, терапевтам).
http://iacapap.org/wp-content/uploads/A.1-ETHICS-%...


Impact of Domestic Care Environment on Trauma and Posttraumatic Stress Disorder among Orphans in Western Kenya

Lukoye Atwoli, David Ayuku, Joseph Hogan, Julius Koech, Rachel Christine Vreeman, Samuel Ayaya, Paula Braitstein, Eds.: PLoS ONE, (2014)


The aim of this study was to determine the impact of the domestic care environment on the prevalence of potentially traumatic events (PTEs) and posttraumatic stress disorder (PTSD) among orphaned and separated children in Uasin Gishu County, western Kenya.
http://oscarcohort.com/wp-content/uploads/2017/04/...


After emergency is over: Post-traumatic stress disorder in children and youth

Emergency Medical Services for Children , Eds.: EMSC, (2019)


After a frightening or distressing experience (any kind of injury, a physical or sexual assault, car crash, fire, or other natural disaster), a child or teen may suffer psychological stress in addition to any physical injuries. When these reactions last for more than a month and are strong enough to affect a child's or teen's everyday functioning, that child may be diagnosed as having Post- Traumatic Stress Disorder or PTSD.
www.traumanurses.org/_resources/documents/special_...


Positive Mental Health, fighting Stigma and promoting resiliency for children and adolescents

Matthew Hodes and Susan Gau , Eds.: IACAPAP, (2016)


The International Association for Child and Adolescent Psychiatry and Allied Professions (IACAPAP) aims to promote the mental health and development of children and adolescents worldwide. It seeks to achieve this by contributing to the training and professional development of the child and adolescent mental health professionals by disseminating up-todate and high-quality information through its publications, organization of biennial international congresses, and study groups. IACAPAP has a long tradition of publishing monographs released to coincide with the congresses, with the first one published in 1970.
https://www.google.com/search?client=firefox-b-d&q...


Review of Child and Adolescent Refugee Mental Health

The National Child Traumatic Stress Network, Eds.: NCTSN, (2003)


White Paper from the National Child Traumatic Stress Network Refugee Trauma Task Force
https://www.nctsn.org/sites/default/files/resource...


Understanding Refugee Trauma: For School Personnel

The National Child Traumatic Stress Network, Eds.: NCTSN, (2003)


Trauma can affect a refugee child on an individual, classroom, school, and family level. However, just because a student is a refugee, it does not mean he or she has experienced trauma and/or will exhibit symptoms related to trauma. Many refugee children adjust very well to new school settings and often quickly pick up language and cultural norms in the school setting.
https://www.nctsn.org/sites/default/files/resource...


Understanding refugee trauma: for mental health professionals

The National Child Traumatic Stress Network , Eds.: NCTSN, (2007)


Refugee children and adolescents exhibit resilience despite a history of trauma. However, trauma can affect a refugee child’s emotional and behavioral development. Mental health providers should consider how the refugee experience (e.g., exposure to hunger, thirst, and lack of shelter; injury and illness; being a witness, victim, or perpetrator of violence; fleeing your home and country; separating from family; living in a refugee camp; resettling in a new country; and navigating between the new culture and the culture of origin) may contribute to a child or adolescent’s emotional or behavioral presentation in a clinic, school, or community setting.
https://www.nctsn.org/sites/default/files/resource...


SILENT HARM: A report assessing the situation of repatriated children’s psycho-social health

UNICEF Kosovo in cooperation with Kosovo Health Foundation , Eds.: UNICEF, (2012)


The principle of “the best interest of the child” should guide decisions by politicians whenever children are affected. This is one of the basic ideas in the UN Convention on the Rights of the Child. Decision makers should assess the consequences for children before taking action. Today, this principle is not fully respected in European countries in relation to migrant children.
https://www.unicef.org/kosovoprogramme/SILENT_HARM...


Helping children cope with traumatic events

Melinda Smith, Lawrence Robinson, and Jeanne Segal, Eds.: Help Guide , (2018)


Tips for Helping a Child or Teen Recover from Trauma to help your child regain emotional balance, restore his or her trust in the world,and move on from the traumatic event.
https://www.helpguide.org/articles/ptsd-trauma/tra...


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