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    Wyświetlanie 1-3 z 3
    Tytuł:
    CORONAVIRUS COVID-19 DISEASE, MENTAL HEALTH AND PSYCHOSOCIAL SUPPORT
    Autorzy:
    STANKOVSKA, GORDANA
    MEMEDI, IMRAN
    DIMITROVSKI, DIMITAR
    Powiązania:
    https://bibliotekanauki.pl/articles/1036144.pdf
    Data publikacji:
    2020-04-07
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    coronavirus COVID-19
    stress, anxiety
    depression
    psychosocial support
    Opis:
    The current coronavirus (COVID-19) pandemic is a particular and rare situation. COVID-19 has affected and is likely to affect people from many countries, in many geographical locations. We are in the midst of a worldwide pandemic, with cities and even entire countries shutting down. The coronavirus has affected nearly every aspect of our lives, from school to work, to sports, to where we eat and what we do. All these changes affected people physically, but also psychologically. It is understandable that during times like this, people may be feeling afraid, worried, anxious, and depressed due to the constantly changing alerts and media coverage regarding the spread of the virus. Hence, the main aim of our paper is to explore the linkage between the coronavirus COVID-19 disease and mental health conditions, such as stress, anxiety and depression. Everyone may experience fear of the consequences of the infection with a potentially fatal new virus, and might experience mental stress, anxiety, loneliness, depression. Based on experience from past global serious viral experiences, the development and implementation of mental health assessment, support, treatment, and services are crucial and pressing goals for the health response to the COVID-19 outbreak. Human beings have an incredible ability to adapt and survive, through altruistic and co-operative means. So for each one of us is important to look after ourselves and each other.
    Źródło:
    Society Register; 2020, 4, 2; 33-48
    2544-5502
    Pojawia się w:
    Society Register
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Mental Health Problems of Refugee Children: A Case Study of Transit Center Intervention in the Republic of Macedonia
    Autorzy:
    Stankovska, Gordana
    Powiązania:
    https://bibliotekanauki.pl/articles/1968293.pdf
    Data publikacji:
    2019-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    war
    refugee children
    mental health problems
    mental health interventions
    Opis:
    Mental health is defined as a state of well-being in which every individual realizes his/her own potential, can cope with the normal stress of life, can work productively and fruitfully, and is able to make a contribution to his/her community (World Health Organization, 2004). War and disasters have the greatest impact on mental health and psychosocial well-being. A considerable number of child refugees enter Europe to seek refuge from ongoing conflict and war in their home countries. Refugee children are at greater risk of psychological distress than non-refugee children and they may develop symptoms such as depression, PTSD, anxiety, physical problems or become aggressive. Trauma can impact the children’s physical well-being, cognitive development and psychological/emotional well-being and behavior. Therefore, these children are identified as having unique; however, urgent mental health needs requiring timely interventions. According to these findings, in this article the author is trying to explain the mental health problems and interventions among two refugee children (brother and sister) who stayed in the Transit Centre “Vinojug” in Gevgelija, Republic of Macedonia, two years ago. They had significant psychological disturbances such as depression and post-traumatic stress disorder, because they lost their home and their father. They have been here only with their pregnant mother. At the beginning they needed individual psychiatric or psychological support, but later also group psycho-social support. Verbal, art and game-based interventions proved effective in reducing the PTSD symptoms and depression. After that, the children showed positive emotions such as gratitude, hope, happiness, and optimism. At the same time they started to attend the local school and the first words in Macedonian language were: “Hello, how are you?” They have already learned the Macedonian language and counted in Macedonian; they knew how to ask for water and learned the basic terms. Hence, when they left the Transit Center with their mother, they were very sad: “Here we have many new friends who help and love us”. Our study provides a strong evidence base regarding the use of verbal and clinical interventions for PTSD and emotional and behavioral difficulties, respectively. Also, the main goal of the psychological workshop is stimulation of the copy strategies, resilience and psychosocial development through structured playful activities such as voice, movement, painting, drawing, song, sound.
    Źródło:
    Kultura i Edukacja; 2019, 2(124); 91-106
    1230-266X
    Pojawia się w:
    Kultura i Edukacja
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    THE RIGHT TO INCLUSIVE EDUCATION FOR CHILDREN WITH DISABILITIES IN THE REPUBLIC OF NORTH MACEDONIA: OPPORTUNITIES AND CHALLENGES
    Autorzy:
    STANKOVSKA, GORDANA
    MEMEDI, IMRAN
    Powiązania:
    https://bibliotekanauki.pl/articles/1036108.pdf
    Data publikacji:
    2020-12-01
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    disabled children
    special educational needs
    human right
    inclusion
    challenges
    Opis:
    A child is a member of a vulnerable group in societies. Children's rights are equal for all children and they cannot be denied, because they are a birthright. However, throughout the world, children with disabilities and their families constantly experience a barrier in regard to the enjoyment of their basic human rights and to their inclusion in society. Their abilities are overlooked, their capacities are underestimated and their needs are given low priority. The barriers they face are more frequently a result of the environment in which they live rather than a result of their impairment. The situation began to change only when requirements to include disabled children in the education system were introduced in legislation. Following the example of other countries worldwide, the Republic of North Macedonia introduced inclusion of children with disabilities in the mainstream educational process, because the right to education is a right for all children, including the ones with special educational needs. For this purpose, the Republic of North Macedonia implemented a series of changes in the educational system for successful inclusion of children with special educational needs. Hence, the main aim of our paper is to represent the actual situation in Macedonian schools regarding the problem of educational inclusion of students with disabilities in the regular school system. The research methods are based on document studies and case studies about changes in social and educational policies for students with disabilities and special educational needs who are included in primary and secondary education. At the same time we shall present some guidelines for teachers who work with these children and future directions for a proper inclusion system in the Republic of North Macedonia, because every child has a fundamental right to education and must be given the opportunity to achieve and reach an acceptable level of learning. In this frame, school societies try to support full participation of students with disabilities in areas of their lives on equal terms, conditions, social justice and basic human rights.
    Źródło:
    Society Register; 2020, 4, 4; 209-226
    2544-5502
    Pojawia się w:
    Society Register
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-3 z 3

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