This document provides an overview of Psychological First Aid (PFA) training for responding to the COVID-19 outbreak. The training covers what PFA is, the impact of COVID-19, common reactions to crises, and how to help others using PFA skills like Look, Listen and Link. It emphasizes applying these skills while maintaining safety, dignity, and consent. The document provides guidance on assessing situations, supporting those in distress, connecting people to information and services, and ensuring self-care for helpers.
This document discusses youth mental health awareness and psychological first aid (PFA). It covers the current stresses on mental health from the COVID-19 pandemic, common stress reactions, and the goals of promoting well-being, resilience and social support. PFA is described as a humane way to help people in distress by making them feel safe, calm and hopeful. Skills for PFA include active listening, validating emotions, problem-solving and connecting people to information and services. The document provides guidance on assessing needs and calming techniques. It outlines seven "psychological vaccines" to protect mental health during crises and emphasizes self-care.
This document provides an introduction to Psychological First Aid (PFA). PFA involves providing humane support to help people cope after experiencing distressing events. It aims to reduce distress and help people access basic needs and social support. PFA is not counseling or debriefing, but rather involves checking safety, listening non-intrusively, and helping to connect to information, services, and social support. The document outlines who PFA is for, how to adapt it based on culture and context, its core action principles of Look, Listen, Link, and examples of how to help people feel calm.
Psychological First Aid (PFA) is a humane, supportive and practical approach for assisting people in distress after a crisis event. PFA focuses on non-intrusive listening, calming distressed individuals, helping address basic needs, and connecting people to social supports and services. The goal of PFA is to help people cope and feel safe, connected and hopeful so they can begin to recover from the distressing event.
Psychological first aid is a humane, supportive response to serious stressors that helps people in need. It was first developed in the 1950s and has been applied in disaster settings since the 1970s. The key principles of psychological first aid involve making contact, listening supportively, addressing basic needs, providing information on coping, and connecting people to social support and additional services if needed. The goal is to help stabilize the situation, not provide counseling or force people to discuss their experiences. It can help promote safety, calmness, hope and self-sufficiency during crisis situations.
This document provides information about Psychological First Aid (PFA), which involves providing humane, supportive assistance to people who have experienced serious stressors. PFA is intended to help people feel safe, connected, calm, and hopeful. It involves non-intrusive care like assessing needs, helping address basic needs, listening without pressure to talk, and helping connect to services. PFA is not counseling or debriefing, and does not involve analyzing events or putting them in order. The principles of PFA are to prepare with knowledge, look to observe needs, listen without pressure, and link people to support services.
PFA involves providing humane and practical support to people who have experienced distressing events. It aims to help people address basic needs, feel safe and calm, and connect to social support and information. PFA is not counseling or therapy, but rather focuses on listening supportively and helping link people to services. Key aspects of PFA include preparing with information, looking to assess needs, listening without pressure, and linking people to assistance and support networks. The goal is to help people regain a sense of control and cope adaptively in the short and long-term. PFA can be provided by lay people to help distressed individuals after crises.
This document provides information on Psychological First Aid (PFA) for responding to disasters. It defines PFA as an approach that eases suffering and promotes short-term functioning and emotional recovery. The core actions of PFA include connecting with survivors, providing safety and comfort, gathering information, offering assistance, and linking to support services. Most stress reactions after a disaster are normal, but some people may need professional help if reactions are severe, persistent, or impact functioning. The document emphasizes self-care for responders and recommends techniques like deep breathing and social support to help survivors cope.
Psychological first aid (PFA) involves providing humane support to help people cope after a distressing event. It aims to reduce distress and support adaptive functioning. PFA involves assessing needs, ensuring safety and comfort, helping address basic needs, and connecting people to information and social support. It should be provided respectfully according to a person's culture and without judgment. The goals of PFA are to look out for safety and needs, listen supportively without pressuring people, and link them to information and services.
The document discusses Psychological First Aid (PFA), which provides basic support to help people cope after a crisis event. PFA aims to reduce distress and help meet basic needs through humane and practical assistance. It can be provided by first responders, community members, and others with no specific mental health training. The document outlines PFA principles and guidelines for communicating with people in a respectful, supportive manner without pressuring them to discuss their experiences. It emphasizes linking people to necessary services while respecting their autonomy, culture, and privacy.
Benito L. Casas presented on Psychological First Aid (PFA). PFA involves providing practical care and support to people affected by crisis events in a humane way without intruding. It focuses on assessing needs, helping address basic needs, listening without pressuring people to talk, comforting them, and connecting them to information and support. PFA should be adapted based on cultural considerations and provided respecting safety, dignity, and rights. The core principles of PFA involve looking out for those with urgent needs, listening to understand concerns, and linking people to assistance.
This document provides an overview of basic psychosocial support and psychological first aid (PFA). It discusses how crisis events can affect people and introduces PFA as a humane and supportive response for those suffering distress. PFA aims to help people access basic needs, feel calm and supported, and connect to information or services. The key principles of PFA - Look, Listen, Link - are explained. Participants engage in activities to understand signs of distress, safety considerations, and how to apply PFA concepts to different crisis scenarios involving disasters, displacement, and accidents. The document emphasizes looking for needs, reactions, and those who may require special assistance in order to effectively provide initial psychosocial support.
This document provides an introduction to Psychological First Aid (PFA). It explains that PFA is designed to reduce initial distress from traumatic events and foster adaptive coping skills. PFA involves helping people feel safe, connected, calm and hopeful. While anyone can provide PFA, it is meant as a first-line response and more advanced support may be needed. The document outlines best practices for responsibly providing PFA, including adapting to people's cultures, respecting safety and rights, and taking care of one's own well-being. Examples are given for introducing PFA to adults, children and families.
This document discusses providing psychological support after disasters and emergencies. It outlines that for every physical injury, there may be 5-6 psychological injuries that can overwhelm response efforts. It describes common psychological reactions like grief, loss, and stress. The document recommends the principles of psychological first aid to promote safety, calm, connectedness, self-efficacy, and help for survivors. It provides guidance on supportive communication skills and avoiding unhelpful statements when offering psychological support.
Guidance on psychological first aid, listen, connect, understand signposting - do's and don't's and importance of team / peer support. Source Health Education Scotland
PSYCHOLOGICAL FIRST AID - Presentation Version.pptxabhyaatime
Ìý
This document provides information on psychological first aid (PFA). It defines PFA as the humane and supportive care given to individuals who have experienced distressing events to help reduce initial distress and foster adaptive coping. PFA is not counseling but involves assessing needs, listening non-judgmentally, comforting people, and linking them to services and social supports. The document outlines common crisis reactions like shock, anxiety, and guilt. It emphasizes delivering PFA with cultural sensitivity and protecting privacy. Effective PFA involves looking around to ensure safety, listening to understand needs, and linking people to resources using a calm and respectful approach.
Psychological first aid (PFA) refers to initial support and assistance provided to individuals exposed to critical incidents like disasters. The goals of PFA are to relieve suffering, improve short-term functioning, and accelerate recovery. It is delivered by social workers, health workers, and disaster response workers in shelters, hospitals, and other locations in the immediate aftermath of an event. PFA involves providing social support, education on stress reactions, stress management techniques, and linking individuals to additional services if needed.
This document provides an overview of Psychological First Aid (PFA). PFA involves caring for those in distress after a crisis event, making them feel safe and supported. It can be provided anywhere by volunteers or professionals to help address immediate needs, provide emotional support, and connect people to additional services. PFA follows the principles of looking for information, actively listening to understand needs and concerns, and linking people to information, loved ones, and other support. While most people only need basic PFA, those with severe or complex reactions may require specialized mental health services. The goal is to help people cope and feel less alone after crisis events.
Psychological first aid (PFA) provides basic emotional and practical support to individuals in the immediate aftermath of critical incidents or disasters. It aims to stabilize individuals, reduce distress, and help them cope with and recover from the event. PFA is delivered by social workers, health workers, and disaster response teams on-site at shelters, hospitals, and other locations. It involves assessing needs, providing information, connecting individuals to social supports, and referring those with severe distress to professional mental health services. The goals of PFA are to relieve suffering, improve short-term functioning, and accelerate recovery.
This document outlines the schedule and content of a training on Psychological First Aid (PFA) for Red Cross and Red Crescent Societies. The training covers the basic principles of PFA, including comforting those in distress, assessing needs, and linking people to information and support services. It also addresses common reactions to distressing events, developing case studies, and role plays to practice PFA skills. The training teaches the "Look, Listen, Link" framework for PFA and emphasizes treating people with dignity, respecting their rights, and prioritizing safety.
Filled in ventura college april 2018 - powerpointMaya Grodman, MA
Ìý
The document provides an agenda and materials for an event called "Movies for Mental Health" held at Ventura College on April 25, 2018. The event was organized to reduce stigma around mental health through short films and discussion. The agenda included an introduction, setting expectations, watching three short films about mental health and stigma ("Beyond Words", "A to Z", and "Sal Tran"), facilitating discussions after each, and a panel on personal experiences and resources. The document also lists some campus and community mental health resources.
A talk given at ComfyCon's Summer 2020 Online Conference about Mental Health in the Workplace, focusing on the Information Security Industry. Recording Link: (to be added)
MENTAL HEALTH AMIDST THE PANDEMIC LNHS GAD TRAINING SEMINAR 2021 SENIOR HIGH ...JULIENNE ROSE SABALLA
Ìý
The document discusses mental health amidst the pandemic. It provides surveys on the participants' sleep, work life, love life, recreation time, and finances. It then defines mental health according to the WHO and objectives of the webinar which are to define mental health, describe psychosocial support, and provide tips to improve mental health. Statistics on the Philippines' mental health situation are presented followed by challenges to mental health during the pandemic like burnout. Common signs of negative mental health and effects of positive mental health are outlined. The roles of mental health professionals and services are defined. Stress management techniques and ways to improve mental health are suggested such as maintaining a routine, exercising, and connecting with nature. National hotlines are provided.
This document summarizes an event called "Movies for Mental Health" that was held on April 11, 2018 at the University of California, Irvine. The event included watching short films about mental health issues, discussions about the films and themes of stigma and mental illness, and a panel discussion with students and mental health professionals. The goal was to use films to start conversations about improving understanding and support for mental health issues.
dealing- with- mental health stress.pptxRODELAZARES3
Ìý
The document provides information on promoting mental health and wellbeing in schools. It discusses the importance of mental health for students' education and development. It also emphasizes the need to support the mental health of teachers and school staff, as they experience high stress levels due to responsibilities and workload. Additionally, the document discusses ways to help students cope with stress, such as through communication, consistency in schedules, and developing self-care plans. It also provides tips for schools to promote the wellbeing of parents and the whole family.
The document outlines a psychosocial support training toolkit created by Fiji Red Cross Society and IFRC after Tropical Cyclone Winston. The toolkit contains three sections - training tools for volunteers, community tools for affected people, and volunteer tools for self-care. The training tools are used by Red Cross to prepare volunteers to provide psychosocial support after disasters by understanding impacts, roles, and caring for themselves. The community tools help volunteers support affected households and communities with recovery information. The volunteer tools provide information for volunteers to share with families about caring for their wellbeing while working with communities.
The document discusses Psychological First Aid (PFA), which provides basic support to help people cope after a crisis event. PFA aims to reduce distress and help meet basic needs through humane and practical assistance. It can be provided by first responders, community members, and others with no specific mental health training. The document outlines PFA principles and guidelines for communicating with people in a respectful, supportive manner without pressuring them to discuss their experiences. It emphasizes linking people to necessary services while respecting their autonomy, culture, and privacy.
Benito L. Casas presented on Psychological First Aid (PFA). PFA involves providing practical care and support to people affected by crisis events in a humane way without intruding. It focuses on assessing needs, helping address basic needs, listening without pressuring people to talk, comforting them, and connecting them to information and support. PFA should be adapted based on cultural considerations and provided respecting safety, dignity, and rights. The core principles of PFA involve looking out for those with urgent needs, listening to understand concerns, and linking people to assistance.
This document provides an overview of basic psychosocial support and psychological first aid (PFA). It discusses how crisis events can affect people and introduces PFA as a humane and supportive response for those suffering distress. PFA aims to help people access basic needs, feel calm and supported, and connect to information or services. The key principles of PFA - Look, Listen, Link - are explained. Participants engage in activities to understand signs of distress, safety considerations, and how to apply PFA concepts to different crisis scenarios involving disasters, displacement, and accidents. The document emphasizes looking for needs, reactions, and those who may require special assistance in order to effectively provide initial psychosocial support.
This document provides an introduction to Psychological First Aid (PFA). It explains that PFA is designed to reduce initial distress from traumatic events and foster adaptive coping skills. PFA involves helping people feel safe, connected, calm and hopeful. While anyone can provide PFA, it is meant as a first-line response and more advanced support may be needed. The document outlines best practices for responsibly providing PFA, including adapting to people's cultures, respecting safety and rights, and taking care of one's own well-being. Examples are given for introducing PFA to adults, children and families.
This document discusses providing psychological support after disasters and emergencies. It outlines that for every physical injury, there may be 5-6 psychological injuries that can overwhelm response efforts. It describes common psychological reactions like grief, loss, and stress. The document recommends the principles of psychological first aid to promote safety, calm, connectedness, self-efficacy, and help for survivors. It provides guidance on supportive communication skills and avoiding unhelpful statements when offering psychological support.
Guidance on psychological first aid, listen, connect, understand signposting - do's and don't's and importance of team / peer support. Source Health Education Scotland
PSYCHOLOGICAL FIRST AID - Presentation Version.pptxabhyaatime
Ìý
This document provides information on psychological first aid (PFA). It defines PFA as the humane and supportive care given to individuals who have experienced distressing events to help reduce initial distress and foster adaptive coping. PFA is not counseling but involves assessing needs, listening non-judgmentally, comforting people, and linking them to services and social supports. The document outlines common crisis reactions like shock, anxiety, and guilt. It emphasizes delivering PFA with cultural sensitivity and protecting privacy. Effective PFA involves looking around to ensure safety, listening to understand needs, and linking people to resources using a calm and respectful approach.
Psychological first aid (PFA) refers to initial support and assistance provided to individuals exposed to critical incidents like disasters. The goals of PFA are to relieve suffering, improve short-term functioning, and accelerate recovery. It is delivered by social workers, health workers, and disaster response workers in shelters, hospitals, and other locations in the immediate aftermath of an event. PFA involves providing social support, education on stress reactions, stress management techniques, and linking individuals to additional services if needed.
This document provides an overview of Psychological First Aid (PFA). PFA involves caring for those in distress after a crisis event, making them feel safe and supported. It can be provided anywhere by volunteers or professionals to help address immediate needs, provide emotional support, and connect people to additional services. PFA follows the principles of looking for information, actively listening to understand needs and concerns, and linking people to information, loved ones, and other support. While most people only need basic PFA, those with severe or complex reactions may require specialized mental health services. The goal is to help people cope and feel less alone after crisis events.
Psychological first aid (PFA) provides basic emotional and practical support to individuals in the immediate aftermath of critical incidents or disasters. It aims to stabilize individuals, reduce distress, and help them cope with and recover from the event. PFA is delivered by social workers, health workers, and disaster response teams on-site at shelters, hospitals, and other locations. It involves assessing needs, providing information, connecting individuals to social supports, and referring those with severe distress to professional mental health services. The goals of PFA are to relieve suffering, improve short-term functioning, and accelerate recovery.
This document outlines the schedule and content of a training on Psychological First Aid (PFA) for Red Cross and Red Crescent Societies. The training covers the basic principles of PFA, including comforting those in distress, assessing needs, and linking people to information and support services. It also addresses common reactions to distressing events, developing case studies, and role plays to practice PFA skills. The training teaches the "Look, Listen, Link" framework for PFA and emphasizes treating people with dignity, respecting their rights, and prioritizing safety.
Filled in ventura college april 2018 - powerpointMaya Grodman, MA
Ìý
The document provides an agenda and materials for an event called "Movies for Mental Health" held at Ventura College on April 25, 2018. The event was organized to reduce stigma around mental health through short films and discussion. The agenda included an introduction, setting expectations, watching three short films about mental health and stigma ("Beyond Words", "A to Z", and "Sal Tran"), facilitating discussions after each, and a panel on personal experiences and resources. The document also lists some campus and community mental health resources.
A talk given at ComfyCon's Summer 2020 Online Conference about Mental Health in the Workplace, focusing on the Information Security Industry. Recording Link: (to be added)
MENTAL HEALTH AMIDST THE PANDEMIC LNHS GAD TRAINING SEMINAR 2021 SENIOR HIGH ...JULIENNE ROSE SABALLA
Ìý
The document discusses mental health amidst the pandemic. It provides surveys on the participants' sleep, work life, love life, recreation time, and finances. It then defines mental health according to the WHO and objectives of the webinar which are to define mental health, describe psychosocial support, and provide tips to improve mental health. Statistics on the Philippines' mental health situation are presented followed by challenges to mental health during the pandemic like burnout. Common signs of negative mental health and effects of positive mental health are outlined. The roles of mental health professionals and services are defined. Stress management techniques and ways to improve mental health are suggested such as maintaining a routine, exercising, and connecting with nature. National hotlines are provided.
This document summarizes an event called "Movies for Mental Health" that was held on April 11, 2018 at the University of California, Irvine. The event included watching short films about mental health issues, discussions about the films and themes of stigma and mental illness, and a panel discussion with students and mental health professionals. The goal was to use films to start conversations about improving understanding and support for mental health issues.
dealing- with- mental health stress.pptxRODELAZARES3
Ìý
The document provides information on promoting mental health and wellbeing in schools. It discusses the importance of mental health for students' education and development. It also emphasizes the need to support the mental health of teachers and school staff, as they experience high stress levels due to responsibilities and workload. Additionally, the document discusses ways to help students cope with stress, such as through communication, consistency in schedules, and developing self-care plans. It also provides tips for schools to promote the wellbeing of parents and the whole family.
The document outlines a psychosocial support training toolkit created by Fiji Red Cross Society and IFRC after Tropical Cyclone Winston. The toolkit contains three sections - training tools for volunteers, community tools for affected people, and volunteer tools for self-care. The training tools are used by Red Cross to prepare volunteers to provide psychosocial support after disasters by understanding impacts, roles, and caring for themselves. The community tools help volunteers support affected households and communities with recovery information. The volunteer tools provide information for volunteers to share with families about caring for their wellbeing while working with communities.
The document outlines a project conducted by the School Accounting Laboratory at Cataingan National High School to implement a blended learning modality. The project helped address challenges brought about by disruptions to traditional learning due to the COVID-19 pandemic, including difficulties with enrollment. Through the blended learning approach, the laboratory aimed to enhance accounting skills, promote lifelong skill development, and provide real-life application experiences for students. Initial results were positive and recommendations were made to sustain and expand the project.
Standard deviation (σ) and root mean square deviation (s) are measures of dispersion in a data set. σ is calculated as the positive square root of the average of the squared deviations from the mean, while s is the positive square root of the average of the squared deviations from an arbitrary value A. It is shown that s2 = σ2 + (x - A)2, where x is the mean and d is the difference between x and A. This indicates that σ will always be less than or equal to s, and σ reaches its minimum value when A equals x. Therefore, standard deviation provides the smallest possible value of root mean square deviation.
This document discusses the functions of management, with a focus on planning. It defines planning as setting organizational goals, strategies, and action plans. Planning provides direction, reduces uncertainty, and allows managers to consider future events. The importance of planning is that it minimizes waste through coordination, and helps with controlling by establishing goals and standards. There are different types of plans based on comprehensiveness, time frame, specificity, and frequency. Steps in planning include defining goals and objectives, determining the current situation, developing future scenarios, analyzing alternatives, implementing, and evaluating results.
This document provides guidance on effective records management. It discusses structuring filing systems to make filing easy and ensure integrity of records over time. A well-designed system should allow for quick retrieval, uniform practices, easy identification and purging of inactive records according to retention policies. It also recommends developing a naming convention for electronic and paper files that uses clear, consistent formats like YYYYMMDD and avoids special characters. The document stresses managing "records of record" as the top priority and treating other copies as reference material that can be discarded without formal records management approval.
Dr. Anik Roy Chowdhury
MBBS, BCS(Health), DA, MD (Resident)
Department of Anesthesiology, ICU & Pain Medicine
Shaheed Suhrawardy Medical College Hospital (ShSMCH)
Pharm test bank- 12th lehne pharmacology nursing classkoxoyav221
Ìý
A pediatric nursing course is designed to prepare nursing students to provide specialized care for infants, children, and adolescents. The course integrates developmental, physiological, and psychological aspects of pediatric health and illness, emphasizing family-centered care. Below is a detailed breakdown of what you can expect in a pediatric nursing course:
1. Course Overview
Focuses on growth and development, health promotion, and disease prevention.
Covers common pediatric illnesses and conditions.
Emphasizes family dynamics, cultural competence, and ethical considerations in pediatric care.
Integrates clinical skills, including medication administration, assessment, and communication with children and families.
2. Key Topics Covered
A. Growth and Development
Neonates (0-28 days): Reflexes, feeding patterns, thermoregulation.
Infants (1 month - 1 year): Milestones, immunization schedule, nutrition.
Toddlers (1-3 years): Language development, toilet training, injury prevention.
Preschoolers (3-5 years): Cognitive and social development, school readiness.
School-age children (6-12 years): Psychosocial development, peer relationships.
Adolescents (13-18 years): Puberty, identity formation, risk-taking behaviors.
B. Pediatric Assessment
Head-to-toe assessment in children (differences from adults).
Vital signs (normal ranges vary by age).
Pain assessment using age-appropriate scales (FLACC, Wong-Baker, Numeric).
C. Pediatric Disease Conditions
Respiratory disorders: Asthma, bronchiolitis, pneumonia, cystic fibrosis.
Cardiac conditions: Congenital heart defects, Kawasaki disease.
Neurological disorders: Seizures, meningitis, cerebral palsy.
Gastrointestinal disorders: GERD, pyloric stenosis, intussusception.
Endocrine conditions: Diabetes mellitus type 1, congenital hypothyroidism.
Hematologic disorders: Sickle cell anemia, hemophilia, leukemia.
Infectious diseases: Measles, mumps, rubella, chickenpox.
Mental health concerns: Autism spectrum disorder, ADHD, eating disorders.
D. Pediatric Pharmacology
Medication administration (oral, IV, IM, subcutaneous).
Weight-based dosing calculations (mg/kg).
Common pediatric medications (antibiotics, analgesics, vaccines).
Parenteral nutrition and fluid management.
E. Pediatric Emergency & Critical Care
Pediatric Advanced Life Support (PALS) basics.
Recognizing signs of deterioration (early vs. late signs).
Shock, dehydration, respiratory distress management.
F. Family-Centered Care & Communication
Parental involvement in care decisions.
Therapeutic communication with children at different developmental stages.
Cultural considerations in pediatric care.
G. Ethical and Legal Issues in Pediatric Nursing
Informed consent for minors.
Mandatory reporting of abuse and neglect.
Palliative care and end-of-life considerations in pediatrics.
3. Clinical Component
Hands-on experience in pediatric hospital units, clinics, or community settings.
Performing assessments and interventions under supervision.
Case study disc
Dr. Vincenzo Giordano began his medical career 2011 at Aberdeen Royal Infirmary in the Department of Cardiothoracic Surgery. Here, he performed complex adult cardiothoracic surgical procedures, significantly enhancing his proficiency in patient critical care, as evidenced by his FCCS certification.
Acute & Chronic Inflammation, Chemical mediators in Inflammation and Wound he...Ganapathi Vankudoth
Ìý
A complete information of Inflammation, it includes types of Inflammation, purpose of Inflammation, pathogenesis of acute inflammation, chemical mediators in inflammation, types of chronic inflammation, wound healing and Inflammation in skin repair, phases of wound healing, factors influencing wound healing and types of wound healing.
This presentation provides a detailed exploration of the morphological and microscopic features of pneumonia, covering its histopathology, classification, and clinical significance. Designed for medical students, pathologists, and healthcare professionals, this lecture differentiates bacterial vs. viral pneumonia, explains lobar, bronchopneumonia, and interstitial pneumonia, and discusses diagnostic imaging patterns.
💡 Key Topics Covered:
✅ Normal lung histology vs. pneumonia-affected lung
✅ Morphological changes in lobar, bronchopneumonia, and interstitial pneumonia
✅ Microscopic features: Fibroblastic plugs, alveolar septal thickening, inflammatory cell infiltration
✅ Stages of lobar pneumonia: Congestion, Red hepatization, Gray hepatization, Resolution
✅ Common causative pathogens (Streptococcus pneumoniae, Klebsiella pneumoniae, Mycoplasma, etc.)
✅ Clinical case study with diagnostic approach and differentials
🔬 Who Should Watch?
This is an essential resource for medical students, pathology trainees, and respiratory health professionals looking to enhance their understanding of pneumonia’s morphological aspects.
Op-eds and commentaries 101: U-M IHPI Elevating Impact seriesKara Gavin
Ìý
A slide set about writing opinion and commentary pieces, created for the University of Michigan Institute for Healthcare Policy and Innovation in Jan. 2025
Here discussing various cases of Obstructive jaundice namely Choledocholithiassis, Biliary atresia, Carcinoma Pancreas, Periampullary Carcinoma and Cholangiocarcinoma.
ECZEMA 3rd year notes with images .pptxAyesha Fatima
Ìý
If it’s not Itch It’s not Eczema
Eczema is a group of medical conditions which causes inflammation and irritation to skin.
It is also called as Dermatitis
Eczema is an itchy consisting of ill defined erythremotous patches. The skin surface is usually scaly and As time progress, constant scratching leads to thickened lichenified skin.
Several classifications of eczemas are available based on Etiology, Pattern and chronicity.
According to aetiology Eczema are classified as:
Endogenous eczema: Where constitutional factors predispose the patient to developing an eczema.
Family history (maternal h/o eczema) is often present
Strong genetic predisposition (Filaggrin gene mutations are often present).
Filaggrin is responsible for maintaining moisture in skin (hence all AD patients have dry skin.
Immunilogical factor-Th-2 disease, Type I hypersensitivity (hence serum IgE high)
e.g., Seborrheic dermatitis, Statis dermatitis, Nummular dermatitis, Dyshidrotic Eczema
Exogenous eczema: Where external stimuli trigger development of eczema,
e.g., Irritant dermatitis, Allergic Dermatitis, Neurodermatitis,
Combined eczema: When a combination of constitutional factors and extrinsic triggers are responsible for the development of eczema
e.g., Atopic dermatitis
Extremes of Temperature
Irritants : Soaps, Detergents, Shower gels, Bubble baths and water
Stress
Infection either bacterial or viral,
Bacterial infections caused by Staphylococcus aureus and Streptococcus species.
Viral infections such as Herpes Simplex, Molluscum Contagiosum
Contact allergens
Inhaled allergens
Airborne allergens
Allergens include
Metals eg. Nickle, Cobalt
Neomycin, Topical ointment
Fragrance ingredients such as Balsam of Peru
Rubber compounds
Hair dyes for example p-Phenylediamine
Plants eg. Poison ivy .
Atopic Dermatitis : AD is a chronic, pruritic inflammatory skin disease characterized by itchy inflamed skin.
Allergic Dermatitis: A red itchy weepy reaction where the skin has come in contact with a substance That immune system recognizes as foreign substances.
Ex: Poison envy, Preservatives from creams and lotions.
Contact Irritant Dermatitis: A Localized reaction that include redness, itching and burning where the skin has come In contact with an allergen or with irritant such as acid, cleaning agent or chemical.
Dyshidrotic Eczema: Irritation of skin on the palms and soles by
clear deep blisters that itch and burn.
Clinical Features; Acute Eczema:- Acute eczema is characterized by an erythematous and edematous plaque, which is ill-defined and is surmounted by papules, vesicles, pustules and exudate that dries to form crusts. A subsiding eczematous plaque may be covered with scales.
Chronic Eczema:- Chronic eczema is characterized by lichenification, which is a triad of hyperpigmentation, thickening markings. The lesions are less exudative and more scaly. Flexural lesions may develop fissures.
Pruritus
Characteristic Rash
Chronic or repeatedly occurring symptoms.
Non-Invasive ICP Monitoring for NeurosurgeonsDhaval Shukla
Ìý
This presentation delves into the latest advancements in non-invasive intracranial pressure (ICP) monitoring techniques, specifically tailored for neurosurgeons. It covers the importance of ICP monitoring in clinical practice, explores various non-invasive methods, and discusses their accuracy, reliability, and clinical applications. Attendees will gain insights into the benefits of non-invasive approaches over traditional invasive methods, including reduced risk of complications and improved patient outcomes. This comprehensive overview is designed to enhance the knowledge and skills of neurosurgeons in managing patients with neurological conditions.
Invasive systems are commonly used for monitoring intracranial pressure (ICP) in traumatic brain injury (TBI) and are considered the gold standard. The availability of invasive ICP monitoring is heterogeneous, and in low- and middle-income settings, these systems are not routinely employed due to high cost or limited accessibility. The aim of this presentation is to develop recommendations to guide monitoring and ICP-driven therapies in TBI using non-invasive ICP (nICP) systems.
5. Psychological FirstAid Module 2 Basic
PFA
Aim of training
•Introduce Psychological First Aid (PFA)
•Apply PFA skills to COVID-19 outbreak response
6. Psychological FirstAid Module 2 Basic
PFA
• What is Psychological First Aid?
• Impact of COVID-19
• Reactions to COVID-19
• How to help: Look, Listen and Link
• Self-care
Training content
7. Psychological FirstAid
What do you know about PFA?
SYRIAN
ARAB
RED
CRESCENT
Activity 1
Complete the sentence in the simplest way
you can:
Psychological First Aid is ……
9. Psychological FirstAid
SYRIAN
ARAB
RED
CRESCENT
Psychological First Aid skills involve
• knowing how to assess a situation
• familiarity with common patterns of reactions to crises
• how to approach someone in distress and how to calm
them if needed
• how to provide emotional support and practical help.
11. Psychological FirstAid
True or false
SYRIAN
ARAB
RED
CRESCENT
Activity 2
Complete the TRUE or FALSE activity in your
worksheet.
12. Psychological FirstAid
Psychological First Aid is
• comforting someone in distress and helping them feel safe and calm
• assessing needs and concerns
• protecting people from further harm
• providing emotional support
• helping to address immediate basic needs, such as food and water, a
blanket or a temporary place to stay
• helping people access information, services and social supports.
SYRIAN
ARAB
RED
CRESCENT
13. Psychological FirstAid
Psychological First Aid is not
• something only professionals do
• professional counselling or therapy
• encouraging a detailed discussion of the event that has caused the distress
• asking someone to analyze what has happened to them
• pressing someone for details on what happened
• pressuring people to share their feelings and reactions to an event.
15. Psychological FirstAid
When does PFA help?
• when someone is in distress
• during, immediately after, shortly
or long after a crisis
• emergency and non-emergency
• personal or lager crises
CARL
WHETHAM
/
IFRC
Remember…
Not all people need or want PFA!
16. Psychological FirstAid
CARL
WHETHAM
/
IFRC
DO NO HARM
Safety
Avoid putting people at further risk as a result of your actions.
Make sure to the best of your ability that the people you help are safe and protect them
from physical or psychological harm.
Dignity
Treat people with respect and in accordance with their cultural and social norms.
Rights
Make sure people can access help fairly and without discrimination.
Help people to claim their rights and access available support.
Act only in the best interest of any person you encounter.
18. Psychological FirstAid
Impact of COVID-19 in your
country
CARL
WHETHAM
/
IFRC
Activity 3
Discuss and list the ways the
COVID-19 outbreak has impacted
your country.
19. Psychological FirstAid
Impact of COVID-19 in Eswatini
• Full lock-down
• Physical distancing and social isolation
• Unemployment
• ….
CARL
WHETHAM
/
IFRC
20. Psychological FirstAid
Impact of COVID-19
CARL
WHETHAM
/
IFRC
Activity 4
What are key groups of people that are
affected and more at risk?
21. Psychological FirstAid
Key groups
• Those infected with COVID-19
• Families and relatives to those infected
• People in quarantine and isolation
• People who have recovered from COVID-19
• ……
CARL
WHETHAM
/
IFRC
22. Psychological FirstAid
Reactions to COVID-19
• What kinds of emotions do you expect people to have in such
situations?
Activity 5
Discuss and list the different kinds of
emotional reactions that you expect
people to have in this situation.
CARL
WHETHAM
/
IFRC
24. Psychological FirstAid
Social impacts
• What are some positive social impacts of this situation?
Activity 6
Write down examples of positive
impacts the situation has had?
For example:
Increase in solidarity and empathy
CARL
WHETHAM
/
IFRC
28. Psychological FirstAid
Look for
• information on what has happened
and is happening
• who needs helps
• safety and security risks
• physical injuries
• immediate basic and practical
needs
• emotional reactions.
CARL
WHETHAM
/
IFRC
29. Psychological FirstAid
CARL
WHETHAM
/
IFRC
Special considerations for LOOK in
the COVID-19 response
• Safety and security: infection risks, physical distancing and PPE
•
Activity 7
Discuss and list how you think the LOOK actions are
applied in the COVID-19 response, adding to the list I
have started.
30. Psychological FirstAid
CARL
WHETHAM
/
IFRC
Special considerations for LOOK in the
COVID-19 response
• Safety and security: infection risks, physical distancing and PPE
• Understanding expected normal and more severe reactions to this crisis
• Know updated information on COVID-19
• Be able to recognize COVID-19 symptoms
• Recognise groups who may be vulnerable or marginalised
33. Psychological FirstAid
Severe reactions
CARL
WHETHAM
/
IFRC
• Is unable to sleep for a week or more and is confused and
disorientated
• unable to function normally and care for themselves or their family
(e.g. not eating or keeping clean)
• has lost control over their behaviour and is unpredictable or
destructive
• threatens to harm themselves or others
• starts excessive or out-of-the-ordinary use of drugs or alcohol
• presents chronic health conditions which need specialised support
• presents symptoms of mental health disorders
34. Psychological FirstAid
LISTEN refers to how the helper
• introduces oneself
• pays attention and listens actively
• accepts others’ feelings
• calms the person in distress
• asks about needs and concerns
• helps the person in distress find solutions to
their immediate needs and problems.
35. Psychological FirstAid
Special considerations for LISTEN in the COVID-
19 response
CARL
WHETHAM
/
IFRC
• Interacting with physical distance and remote support
•
Activity 9
Discuss and list how you think the LISTEN
actions are applied in the COVID-19 response,
adding to the list I have started.
36. Psychological FirstAid
Special considerations for LISTEN in the COVID-19
response
CARL
WHETHAM
/
IFRC
• Interaction through physical distancing and giving remote support
• Clear verbal communication
• Remote supportive communication and active listening
• Calming someone in distress remotely
39. Psychological FirstAid
Calming someone in distress remotely
CARL
WHETHAM
/
IFRC
Activity 11
What are some of the ways
you know can help to calm
someone in distress?
Answer in CHAT window
40. Psychological FirstAid
Calming someone in distress remotely
CARL
WHETHAM
/
IFRC
Watch the video clip and see
if you need to add any
additional methods of calming
to the list.
41. Psychological FirstAid
Calming someone in distress
CARL
WHETHAM
/
IFRC
• keep the tone of your voice calm and soft
• try to stay calm yourself
• assure the person you are listening
• explore physical symptoms and assess if there is a
need for medical help
• remind the person of your intent to help and that
they are safe, if it is true
• encourage calm and mindful breathing
• encourage the person to ground with the earth or
chair they are sitting on.
44. Psychological FirstAid
Key phrases that convey interest and empathy
CARL
WHETHAM
/
IFRC
• I understand your concerns
• You have the right to be sad/angry/frustrated/….
• I hear what you are saying..
• I understand that you are worried..
• In this situation, your reaction is natural…
• Maybe we can discuss possible solutions….
• What I can offer you is…
• I am concerned about you and would like to suggest a place
where someone can help you…
45. Psychological FirstAid
LINK refers to helping the person in distress
• access information
• connect with loved ones and social support
• tackle practical problems
• access services and other help.
DIEGO
CASTELLANOS/ECUADORIAN
RED
CROSS
46. Psychological FirstAid
Severe reactions
CARL
WHETHAM
/
IFRC
• Is unable to sleep for a week or more and is confused and
disorientated
• unable to function normally and care for themselves or their family
(e.g. not eating or keeping clean)
• has lost control over their behaviour and is unpredictable or
destructive
• threatens to harm themselves or others
• starts excessive or out-of-the-ordinary use of drugs or alcohol
• presents chronic health conditions which need specialised support
• presents symptoms of mental health disorders
47. Psychological FirstAid
CARL
WHETHAM
/
IFRC
Special considerations for LINK in the
COVID-19 response
• address myths and false information
Activity 12
List special considerations for the LINK actions in
the COVID-19 response, adding to the list I have
started.
48. Psychological FirstAid
CARL
WHETHAM
/
IFRC
Special considerations for LINK in the
COVID-19 response
• address rumours and false information
• link to reliable information sources
• help people in isolation
• knowing the national COVID-19 response protocol
• link someone who is ill to local health authorities for testing, contact tracing and
referral
• encourage remote social interaction (phone and video calls)
• encourage healthy living: daily exercise, food and water, sleep etc
• encourage asking for help from friends and family
49. Psychological FirstAid
Rumours and false information
CARL
WHETHAM
/
IFRC
• Warm and sunny countries are less
at risk
• African people don’t become
infected
• Scams and fake marketing
50. Psychological FirstAid
Rumours and false information
Activity 13
Share some examples of rumours or false
information you have heard circulating.
CARL
WHETHAM
/
IFRC
52. Psychological FirstAid
LINK refers to helping the person in distress
• access information
• connect with loved ones and social support
• tackle practical problems
• access services and other help.
DIEGO
CASTELLANOS/ECUADORIAN
RED
CROSS
53. Psychological FirstAid
Helping people in quarantine or
isolation
CARL
WHETHAM
/
IFRC
• Stay socially close even if maintaining physical distance
• Daily routine
• Set goals and be active
• If living with others plan time alone and together
• Don’t forget humour
• Maintain hope
• Use stress management techniques
• Accept feelings
54. Psychological FirstAid
Supporting people grieving the loss
of loved ones
CARL
WHETHAM
/
IFRC
• Help to discuss alternative commemoration
• Provide people ways to say goodbye, if possible
• Identify religious leaders that can provide remote support to those grieving
• Support people to identify other ways to safely say goodbye
55. Psychological FirstAid
Preparing to help
Activity 15
Discuss and list what you need to prepare to
provide PFA in the COVID-19 outbreak
response?
CARL
WHETHAM
/
IFRC
56. Psychological FirstAid
Preparing to help
CARL
WHETHAM
/
IFRC
• Safety and security – choose a method of interaction that is safe
for you and the person in distress
• Prepare your equipment – e.g. PPE, airtime, internet, privacy,
• Know the updated local COVID-19 response protocol (be
prepared to adapt along the way)
• Know the local referral system and be ready to share
• Be aware of groups with specific needs (e.g. children, older
adults, people living with pre-existing health conditions)
• Have psychoeducation materials ready to share (e.g. on healthy
coping strategies, sleeping better, etc)
57. Psychological FirstAid
Local referral information
Activity 16
Complete the referral template with key
numbers and information for making referrals
in your country.
CARL
WHETHAM
/
IFRC
59. Psychological FirstAid
Role plays (examples from Niger Red Cross)
CARL
WHETHAM
/
IFRC
You have to go to a man’s house to take his temperature because he has been in contact with
someone who has tested positive for the virus. When the man arrives home, he tells you that this
will be the last time you will come to see him, because as of tomorrow, he plans to go back to
work at the market.
2 characters: Volunteer, man
You go to a market to disinfect the place and observe an old lady in a corner who looks scared.
You approach her, and she starts crying softly, saying that she doesn't understand what's
happening.
2 characters: Volunteer, lady
61. Psychological FirstAid
CARL
WHETHAM
/
IFRC
Examples of self-care
• Focus on simple and routine tasks
• Peer support – talk to friends or colleagues about
how you are feeling
• Try to socialize in new ways
• Exercise
• Rest and sleep well
• Eat and drink healthy
• Avoid alcohol and use of substances
• Do things you enjoy
• Ask for help when you need it
63. Psychological FirstAid
CARL
WHETHAM
/
IFRC
Thank you!!
• Keep safe
• Wash your hands and keep physical distance
• Help those around you so they can cope better
• Look after yourself and your wellbeing!
Illustrations by
Aleta Armstrong