Page 531 of 621
1 529 530 531 532 533 621

¿Viola los derechos humanos un nuevo proyecto del ministerio de educación marroquí?

Africa/08 junio 2016/ Fuente: Mundiario

La ley entró en vigor pocos días antes de los exámenes regionales y nacionales, lo que desató una oleada de protestas por parte de los alumnos, sus padres y todas las categorías de la sociedad civil.

Esta vez el ministerio de educación marroquí nos sorprendió con un nuevo proyecto de ley que criminaliza las trampas como es el uso de las chuletas y las nuevas tecnologías en las aulas de examen. La ley entró en vigor pocos días antes de los exámenes regionales y nacionales, lo que desató una oleada de protestas por parte de los alumnos, sus padres y todas las categorías de la sociedad civil. Este proyecto de ley 02-13 prevé penas de prisión entre 6 meses y 2 años y multas que oscilan entre 500 y 2000 euros contra alumnos menores que hacen trampas durante los exámenes.

Mi pregunta es: ¿qué penas se adoptarán contra los irresponsables tramposos y ladrones en el gobierno, ministerios, academias, delegaciones, administraciones…? ¿Cuál sería la pena disciplinaria contra los que roban las riquezas del pueblo marroquí?

Antes de aplicar esta ley, entre otras, sería mejor mejorar primero el estado socioeconómico de todas las familias marroquíes, facilitar a los alumnos un acceso gratuito a los centros educativos de Marruecos en equidad e igualdad, aulas bien equipadas que no superan 20 alumnos (actualmente el número de los alumnos en el aula oscila entre 45 y 50), combatir el abandono y fracaso escolares, transporte y comedor gratis para los alumnos que viven lejos de los colegios, combatir la droga, acabar con la corrupción en todas las administraciones del país, la buena gobernanza…

Para evitar daños colaterales en nuestros alumnos y nuestro sistema educativo, sería mejor aprovecharnos de otros modelos educativos como es el caso de Finlandia que encabeza la clasificación mundial en este campo ¿por qué? Porque el 98%  de sus centros educativos son públicos y gratuitos, aulas con 18 alumnos, comedor escolar gratis, educación creativa…

Los legisladores deben pensarlo dos veces antes de sacarnos esta ley coercitiva que no tiene nada que ver con la esfera de enseñanza-aprendizaje, porque los centros educativos son fuente de buenos ciudadanos y no lo que pretende esta “ley “.

Fuente:

http://www.mundiario.com/articulo/sociedad/ministerio-educacion-marroqui-viola-derechos-humanos-nuevo-proyecto/20160602191151061014.html

Comparte este contenido:

Amnistía Internacional exige detener matanza de albinos en África

África/08 junio 2016/ Fuente: Crónica Viva

En un amplio informe, Amnistía Internacional denunció la crueldad contra los albinos, especialmente niños,  en Malawi y en otras zonas de África Central, y demandó al gobierno tomar medidas urgentes para evitar que continúen los crímenes en esa región.

En el documento se menciona que desde noviembre del 2014, en Malawi se ha visto un fenómeno en crecimiento: los ataques contra las personas con albinismo y que en ese lapso  se contaron 69 casos de asesinatos, secuestros y hasta profanación de tumbas.

En los delitos participan tanto particulares como bandas criminales  que, pese al salvajismo con que actúan y las numerosas denuncias,   el drama no se detiene.

albinos2

Precisa que  las personas con albinismo son “perseguidas por gente que quiere conseguir algunas partes de su cuerpo porque cree que tienen propiedades mágicas y atraen la buena suerte”.

El informe de la institución defensora de los derechos humanos indica que en Malawi hay entre 7 mil y 10 mil albinos, que viven bajo el tormento de saber que podrían ser víctimas de un crimen en cualquier momento.

albinos3

Dentro de este grupo, además, las mujeres y los niños albinos son los más vulnerables, sin que el gobierno central haga nada para prevenir estos asesinatos o secuestros. La falta de educación e información es clave para su protección.

“Los ataques, en algunos casos, incluyen a familiares cercanos”, ciegos por la superstición que rodea a este núcleo humano.

albinos4

Incluso, las mujeres con albinismo corren un riesgo más común y frecuente: las violaciones. Está extendido el mito de que mantener relaciones sexuales con una de ellas podría curar el HIV/sida.

albinos6

El tráfico de huesos es también una herramienta que permite a los saqueadores de tumbas hacerse con dinero extra. Creen que las diferentes extremidades podrían alejar la mala suerte de algunos hogares “malditos”. Éste es el delito más castigado por las autoridades de Malawi.

En abril se registraron cuatro asesinatos de albinos en Malawi. (ECHA – Agencias)

albinos5

Fuente:

http://www.cronicaviva.com.pe/amnistia-internacional

Comparte este contenido:

Nigeria: Ajimobi Begs Stakeholders Over Errors Committed On Education Initiative

África/08 de Junio de 2016/All África

Resumen: El gobernador Abiola Ajimobi del estado de Oyo el martes se disculpó por los errores del gobierno del estado podría haber hecho en la búsqueda de su iniciativa de reforma de la educación. El gobernador licitado la disculpa en el foro de las partes interesadas del gobierno del estado convocó en Ibadan en su iniciativa de reforma de la educación, diciendo que su administración no tenía ninguna intención de vender las escuelas públicas.

Gov. Abiola Ajimobi of Oyo State on Tuesday apologised for the mistakes the state government might have made in the pursuit of its education reform initiative.

The governor tendered the apology at the stakeholders forum the state government convened in Ibadan on its education reform initiative, saying his administration had no intention of selling public schools.

Ajimobi admitted that his administration erred in requesting for a non-refundable fee of N250,000 from interested parties, placing advertorial for expression of interest without consultation and for not holding a pre-meeting session with stakeholders.

«I admit all the lapses that occurred in the presentation of the education initiative to the public. We made three mistakes which I admit.

«No man is perfect but we don’t have any intention of selling or returning schools to its former owners. I apologise to all stakeholders because the buck stops on my table.

«We appeal to all stakeholders, particularly the labour unions and Nigeria Union of Teachers (NUT) to embrace dialogue,» he said.

The governor said that the deteriorating state of education in the state much be reversed, adding that all stakeholders must support government’s initiative.

Ajimobi said that the essence of the forum was for stakeholders to brainstorm on possible ways to improve the quality of education.

The governor called on stakeholders to submit their recommendations in form of a proposal to the Ministry of Education on or before June 30.

The Alaafin of Oyo, Oba Lamidi Adeyemi, and Olubadan of Ibadanland , Oba Saliu Adetunji, in their separate remarks, commended government for the initiative, saying the standard of education must be uplifted.

Oba Samuel Adegbola, the Eleruwa of Eruwa, on his part, urged government to ensure the people were properly informed on the new initiative.

Similarly, Alhaji Kunle Sanni, the Chairman, Muslim Community of Oyo State, said that the forum ought to have been organised before the advertorial for expression of interest was placed in the newspapers.

Rev. J.A Ajetunmobi, the Bishop of Ibadan South Anglican Communion, urged government to ensure that the levy it introduced was used in developing the schools.

He also reiterated the call for the return of mission schools to the former owners.

Prof. Moji Oyebola, a Lecturer in the Faculty of Education, University of Ibadan, urged government to ensure that teachers and other workers in the state were promptly and adequately paid their salaries.

She also stressed the need for regular inspection of schools and incentives for workers to promote maximum productivity.

The News Agency of Nigeria(NAN) reports that the government presentation was done by the Head of Service, Mr Soji Eniade, and Mrs Ronke Makanjuola, the Permanent Secretary in the Ministry of Education, Science and Technology.

NAN reports that the state government had listed five models of reform, citing them as Management Services, Professional Services, Support Services, Government Purchasing Programme and Infrastructure Services.

Government had also urged all stakeholders to study the various models or evolve any new one that would help in promoting quality education in the state. (NAN)

Fuente: http://allafrica.com/stories/201606080085.html

Fuente de la Imagen: https://www.google.co.ve/search?q=Nigeria:+Ajimobi+Begs+Stakeholders+Over+Errors+Committed+On+Education+Initiative&espv=2&biw=1024&bih=628&tbm=isch&source=lnms&sa=X&ved=0ahUKEwjSypaUhpnNAhXBdSYKHZC1DTQQ_AUIBygC#tbm=isch&q=+Ajimobi+Begs+Stakeholders+Over+Errors+Committed+On+Education+Initiative&imgrc=myG2V4CXpPUIFM%3A

Comparte este contenido:

Tanzania: Resuming Studies After Bearing Child Still ‘A Taboo’

África/ 08 de Junio de 2018/Tanzania Dauily New

Síntesis: Ha habido puntos de vista contradictorios acerca de las estudiantes que se quedan embarazadas antes de completar su educación básica. De acuerdo con la política de educación de Zanzíbar de 2006, el Formulario de Cuatro es la educación básica.

Zanzibar — There have been conflicting views about female students who become pregnant before completing their basic education. According to Zanzibar education policy of 2006, Form Four is basic education.

Cases of female students getting pregnant before completing school are reported every year. They end up being mothers after giving birth and a few who are bold enough, continue with education to higher institutions of learning.

The only penalty under the education law, was expulsion from school for such students and a jail sentence after giving birth and so was the same for the responsible boy.

However, it was difficult to find men guilty because of the lack of DNA test to prove paternity. Since the victims were females, it sparked condemnation from gender activists who successfully put pressure on the government to have the law amended and fortunately in 2005 the law was changed to allow female student to continue with education after giving birth.

Twelve years since the law was passed and implementation started a consideration of female students have continued with education after giving birth. No statistics about students who have benefited so far, but it is estimated that only below one hundred girls have completed school after pregnancy.

Despite the fact that activists are happy with the law «the spinsters and single parent children protection Act, 2005,» enables female students to complete school, some members of the society including parents remain deeply divided over the rights for female students to continue with education after pregnancy.

Some of the opposing side says female teens who become careless about themselves and decide to get pregnant should not be allowed back into school, they should be considered ‘bad children’ (except in a case of forced rape).

Another view is that they should be punished for getting involved in such acts of shame.

Underage children who get pregnant while in school, need to realise that their time for child bearing would come later as their body is not prepared yet. Mr Othman Juma is among people who support the idea of allowing pregnant female students to continue with school after giving birth. «Pregnant female students should be allowed to attend class.»

Mr Juma said that it is of the utmost importance to their future and impregnated female students should be encouraged to attend classes because if women who become mothers at a young age are isolated, they are at a higher risk of poverty. Denying any person education is immoral and illegal, but denying a pregnant or parenting student education prevents them from improving their lives and their children’s lives, from empowering themselves and their family’s future, and will likely lead to more subsequent teen pregnancies.

Other observation from people who support the say every child has a right to education without discrimination, and therefore pregnant teens should be looked that same way, they are children who make mistakes and should be able to have an educated future.

Activists in Zanzibar are happy with «the spinsters and single parent children protection Act, 2005», terming as one of the good laws, arguably, because it allows female children impregnated while in school to continue with education after giving birth. «A spinster has been defined as unmarried female person who is of the age of between eighteen and twenty one and who has not been given birth to a child.

A single parent is one who has children born out of wedlock. But the law has clauses that also allow girls with the age before 18 to complete education.

The clause states «… where a girl is found to be pregnant while still at school she may immediately be suspended from school… and may reinstated to the school in the next academic year following her delivery or ay any time deemed most appropriate by the education authority but in any case suspension shall not exceed two academic years.»

But to the disappointment of activists, and students’ the law is not well understood by a considerable number of parents who oppose it arguing that it encourages underage consensual relationship and sex.

It is unclear about the number of impregnated students who have so far benefited since the law was introduced in 2005. Both the ‘Ministry of Education and Vocational Training,’ and activists have not conducted any study, but it is estimated that only below a hundred impregnated female students returned to school and completed their basic education during its twelve years of existence.

Despite the available chance to complete school after giving birth to a baby, many underage females who get pregnant never return to school because of the various reasons,.

These include reluctance by parents to allow their daughter to continue with school, ignorance, stigma and fear of being bullied at school. Ms Tufaa Omar, 16, has been lucky to have a father who after learning that her daughter was pregnant, never sulked.

Her fellow student was beaten up and isolated by her family. «I was afraid when I was raped, and did not tell anybody until I started to notice changes on my body, I informed my mother who became upset, thinking that my father would become furious,» Ms Omar said.

She said the father supported her until she gave birth to child, and managed to apply to complete her education and completed her ‘O’ Level, «I am now waiting to join to continue with higher education.»

Ms Tufaa (not her real name) feels sorry for her colleague who was beaten by her father before the family isolated her, and she never had a chance to complete her education and forced to remain at home without any income generating activity.

Activist Ms Asha Abdi from the Tanzania Media Women Association (TAMWA) said «in our awareness programs we publicized the law, encouraging parents and students who get impregnated to complete school after giving birth.»

To her observation, the law is well known among parents particularly Women, but the problems has been myths, sigma on children who get pregnancy, and misconception among some parents that the law provides room for underage age sex instead of discouraging.

«During our awareness campaign program in villages, some parents said the former law before amendment in 2005, was better because it had a punishment for children in school who get impregnated and male teenagers, who cause the pregnancy,» said Ms Abdi.

She said that some parents argue that the law allowing students to continue with education after pregnancy and delivery, is being serenity to children, and that they deserve punishment including imprisonment.

Between late 1990s and before 2005, activists raised their voices against the education law which at that time considered to be suppressing students, particularly girls because the punishment was to expel from school.

Although some boys were arrested and charged for impregnating, most of them cheat because the required DNA machine for testing is still unavailable, and the specimen for investigations are taken to Dar es Salaam. Normally it is costly, between 200,000/- and 400,000/=, and takes too long for a specimen to be taken to Dar es Salaam.

Most of the victims and their relatives get disappointed and decide to withdraw from the case from police. Despite the challenges in implementation, «the spinsters and single parent children protection Act, 2005» has been beneficial to many underage children, the Registrar of education and coordinator of the ‘go-back-to school for the impregnated students’ programme,’ said Ms Siajabu Suleiman Pandu.

She said last year 19 cases of pregnancy in schools were reported, and 14 out of the cases, ended in getting marriage, while information on other pregnant students is unknown. «It is a fact many cases of pregnancy are unreported, once a student gets pregnancy, most decide to stay at home or get married.»

A teacher at Mwanakwerekwe Secondary School who asked her name not to be disclosed said that at least there are two cases of underage pregnancy annually in the area, and that many girls opt to go for abortion secretly, or parents force them to get married instead of competing school.

Many parents regard the underage pregnancy or pregnancy out of wedlock as a shame to the family, and «normally the young girls do not get good cooperation from family members for sometime.» The question remains, should pregnant female students be allowed to complete their school?

 Fuente: http://allafrica.com/stories/201606080193.html

Comparte este contenido:

Cómo estimular el pensamiento científico y el razonamiento en tus hijos [INFOGRAFÍA]

Fuente: aulamar  / 8 de junio de 2016

Las matemáticas y la ciencia abarcan temas relacionados con la naturaleza además del estudio de los números o la geometría. Sin embargo, el pensamiento científico va más allá y se relaciona también con la capacidad para ser autónomo o la resolución de problemas de la vida cotidiana. Una visión lógica desarrollada ayuda a los niños a encontrar relaciones entre los hechos, las ideas o las causas y los efectos. Te damos algunas claves para que estimules el pensamiento científico de tus hijos y les ayudes a relacionar lo que aprenden en el centro escolar con lo que sucede en su entorno y a comprender mejor el mundo que les rodea.

5 consejos para fomentar el pensamiento científico

Descárgate en PDF la Infografía “5 consejos para fomentar el pensamiento científico”

 

¿QUÉ APORTA EL PENSAMIENTO CIENTÍFICO?

El pensamiento científico no solo es positivo en el ámbito académico, sino que ofrece múltiples ventajas en la vida diaria y en la formación del niño como persona. Puede que a tu hijo le espere un futuro en el mundo de la biología, la ingeniería o la medicina, o puede que opte por estudios relacionados con las letras. Sea cual sea su elección dentro de unos años, el razonamiento y la lógica le ayudarán a reaccionar ante los problemas, adaptarse a nuevas situaciones, solucionar retos… Entre otras cosas, con el desarrollo del pensamiento científico, el niño:

  • Mejora su capacidad de razonamiento y su habilidad para pasar de nociones básicas a complejas.
  • Aprende a resolver problemas en situaciones reales.
  • Practica la construcción de su propio aprendizaje.
  • Ejercita su capacidad deductiva y aprende a crear estrategias y soluciones propias.
  • Mejora su relación con el entorno físico y su percepción de los espacios, las formas, las partes y el todo…

CINCO CONSEJOS PARA FOMENTAR EL PENSAMIENTO CIENTÍFICO

Con algunas sencillas prácticas del día a día puedes ayudar a tu hijo a desarrollar su pensamiento científico, la lógica y la deducción. Puedes poner en práctica los siguientes consejos para conseguirlo.

  1. 1. Alienta su curiosidad. Invítale a que investigue, intente comprender cómo funcionan los objetos que utiliza cada día y realice pequeñas pruebas de acierto/error. Es importante, sobre todo cuando el niño es pequeño, que le permitas manipular los materiales, los juguetes, las prendas de vestir… A través del tacto y la vista los comparará, establecerá relaciones geométricas entre forma y tamaño y asimilará sus características y funciones. Cuando crezcan, los experimentos caseros pueden ser una herramienta perfecta. Estos canales de video pueden darte ideas.
  2. 2. Si no surge naturalmente, hazle preguntas. Si no es un niño curioso, puedes despertar su interés planteándole cuestiones sobre el mundo que le rodea y animándole a que trate de encontrar una explicación para aquello que no entiende.
  3. 3. Deja que lo intente. Siempre que sus prácticas sean seguras y bajo tu supervisión, dale espacio para que trate de solucionar de manera autónoma, según su propio criterio, los problemas que le surgen respecto al manejo de un objeto o situación. Siempre tendrás tiempo de aconsejarle, pero ten paciencia y permítele que pruebe.
  4. 4. Dirige sutilmente su aprendizaje. Si ves que le cuesta resolver un problema o afrontar una situación, no le des la respuesta. Trata de que la deduzca suministrándole algunas pistas o haciéndole las preguntas correctas para que él mismo encuentre las solución.
  5. 5. Utiliza el juego y la imaginación. Proponle retos o problemas cotidianos para que intente resolverlos, ve un poco más allá y pídele que invente objetos del futuro o inicia un relato y anímale a que lo termine pensando qué podría sucederles a los protagonistas y cómo reaccionarían.

SIETE RECURSOS DIVERTIDOS PARA ESTIMULAR EL RAZONAMIENTO

Si las TIC le motivan, puedes utilizar juegos online o para móvil y tableta que fomenten el espíritu científico, la resolución de problemas y la lógica:

– Selección de aventuras gráficas online, perfectas para ejercitar la deducción.
– Unblock Me. Mueve bloques de madera para sacar el de color rojo.App disponible para iOS y Android, con versiones gratuitas y de pago.
– Crazy Machines. Ayuda al profesor más loco a crear divertidas máquinas con sus inventos y objetos cotidianos. Disponible para iOS y Android, con versión Litegratuita.
– Cut the Rope. Consigue que Nom se coma su caramelo cortando la cuerda en el momento y del modo adecuado. App para iOS y Android.
– ¿Dónde está mi agua?. Ayuda al caimán Swampy a ducharse retirando tierra y evitando obstáculos para hacerle llegar el agua y recoger sus patitos de goma por el camino. Esta app de Disney para iOS y Android tiene una versión gratis con algunos niveles y otra completa de pago. Aquí puedes probarlo online.
– Bad Piggies. Tras el popular Angry Birds, esta entrega te invita a construir máquinas y artilugios para sus enemigos, los cerditos verdes. Descargable para Android (gratuito), iOS (de pago) y ordenador (de pago).
– Acertijos. Web con enigmas, juegos y pasatiempos online para ejercitar el razonamiento, la lógica y también la memoria, el cálculo o la observación.

 

Enlace original: https://aulamar.wordpress.com/2015/11/11/como-estimular-el-pensamiento-cientifico-y-el-razonamiento-en-tus-hijos-infografia/

Comparte este contenido:

La contaminación de los océanos por los combustibles fósiles equivale a cuatro vertidos como el de BP al mes

Fuente: elmundo.es  / 8 de junio de 2016

La quema de combustibles fósiles, principalmente petróleo y carbón, tiene un impacto generalizado en los océanos del planeta. La polución que genera cada mes sería equivalente a la que producirían cuatro vertidos de petróleo como el que en 2010 causó el grave accidente petrolero de la plataforma Deepwater Horizon de BP en el Golfo de México (EEUU).

Así lo asegura un equipo de investigadores que durante la expedición oceanográfica española Malaspina , del CSIC, cuantificó la cantidad de sustancias contaminantes que llegan al Atlántico, al Índico y al Pacífico procedentes de la atmósfera.

Los resultados del análisis de las muestras de aire (gases y aerosoles), del agua de lluvia y de las aguas superficiales del océano que recogieron cuando viajaban a bordo del buque Hespérides, entre diciembre de 2010 y julio de 2011, se publican esta semana en la revista Nature Geoscience. Los análisis se realizaron en laboratorios de Madrid y en Barcelona.

Según detalla por teléfono Jordi Dachs, coautor del estudio e investigador delInstituto de Diagnóstico Ambiental y Estudios del Agua (CSIC), en Barcelona, su equipo midió un grupo de sustancias denominadas hidrocarburos aromáticos policíclicos: «Se producen sobre todo durante la quema de petróleo y carbón. Cuando la combustión es incompleta, es decir, que no se queman bien, se generan estos hidrocarburos».

Cada mes, aseguran, llegan a los océanos procedentes de la atmósfera unas 90.000 toneladas de hidrocarburos aromáticos policíclicos, es decir, cuatro veces más que las que generó el vertido en el Golfo de México, considerado el mayor de la Historia.

La expedición Malaspina no llegó a Asia, por lo que en esta cifra no estaría incluida la polución generada por la quema de combustibles fósiles en países como China o India.

Un problema generalizado

No obstante, según Jordi Dachs, más relevante que la cantidad de sustancias contaminantes producidas por la combustión incompleta de carbón o petróleo es que éstas parecen estar presentes en todas partes: «Es un problema generalizado», sostiene.

Debido a su cercanía, en las proximidades de los continentes había mayor concentración que en mar abierto. Y también había más hidrocarburos en los 100 metros superficiales que en el fondo. Aunque en este estudio no han tomado muestras de aguas profundas, saben por otras investigaciones que los más persistentes llegan a los 4.000-10.000 metros de profundidad.

A pesar de que no estudiaron específicamente las concentraciones de estos hidrocarburos en aguas próximas a España, los niveles detectados, señala el científico, eran similares a los encontrados en otras zonas.

Por lo que respecta al efecto que tienen en la vida marina, Dachs recuerda que «todavía existen pocos estudios. Los hidrocarburos más persistentes van al fondo del océano, hay otros que se degradan y otros que tienen efectos tóxicos», explica. De hecho, algunos de ellos, como el benzopireno, son cancerígenos.

Sin embargo, el investigador no cree que estos contaminantes supongan un riesgo para las personas si consumen pescado expuesto a estas sustancias: «Los peces pueden incorporarlos a su organismo y metabolizarlos, es decir, transformarlos en otras sustancias que pueden eliminar. Pero en esa transformación sí pueden sufrir efectos tóxicos».

La única forma de reducir las emisiones, señala el investigador, es disminuir la quema de combustibles fósiles, a los que los científicos atribuyan un papel clave en el aumento de temperaturas, y mejorar la eficiencia de los procesos de combustión. Sin embargo, Dachs lamenta que la tendencia a nivel global sea la contraria: «A nivel planetario, estamos aumentando el consumo de combustibles fósiles».

 

Enlace original: http://www.elmundo.es/ciencia/2016/05/16/5739e3d146163f13788b4647.html

 

Comparte este contenido:

Experts sound alarm over mental health toll borne by migrants and refugees

Fuente: .theguardian / 8 de junio de 2016

The grief of losing a child made more unbearable by the knowledge that you decided to take them in a boat that capsized; nightmares about torture;depression induced by the awfulness of living in a camp, unable to go forward or back.

As concern mounts about the conditions faced by refugees and migrants in camps across Europe, and more people die trying to reach the continent, the mental health of those who have risked everything in the hope of starting a new life inEurope is gaining more attention.

A report last year by the German Federal Chamber of Psychotherapists said 40%-50% of people arriving in Germany suffered from post-traumatic stress disorder (PTSD), with half also suffering from depression.

“They have nightmares or flashbacks to pictures or scenes. These memories feel very intense, and it is just like they are reliving the traumatising experience,” the report said. Other symptoms include jumpiness, sleep disorders, problems with concentration, and emotional numbness.

“It is shameful that people suffering with such psychological injuries do not get the help they need,” the report said.

Post-traumatic stress is just the tip of the iceberg. “PTSD is very important, but it is also the disorder that everyone jumps to, including the media. We see much more depression and anxiety disorders, and also, surprisingly, a lot of epilepsy and psychotic disorders, including schizophrenia,” said Dr Inka Weissbecker, global mental health and psychosocial adviser at the International Medical Corpsin Washington.

“There are huge amounts of anxiety – we see children bursting into tears when helicopters or airplanes fly over the camps, and we can’t understand why, until we realise what they’re associating it with,” said Harriet Zych, a nurse who worked in Idomeni – site of Europe’s largest informal refugee camp, on Greece’s northern border with Macedonia – before Greek police moved people to other locations in May.

“We came across many people in a state of collapse, whose problems turn out to be psychological rather than physical,” she said. “One man hit himself with a rock on his head until he became unconscious when he found out he couldn’t cross the border.”

Nikos Gionakis, a psychologist with the Athens-based mental health unit Babel, tells the story of Hassan, 34, who fled Syria with his four children. “Passing from Turkey to Greece, he was forced to get into a boat by smugglers. Two of his kids drowned as the boat sank. He was referred to Babel because of depression. He blames himself for not having been able to protect his kids,” Gionakis said.

The UN refugee agency, the UNHCR, says mental health disorders can hinder integration into host populations, creating long-term problems for European countries that are accepting refugees fleeing from conflicts in Syria and elsewhere.

In a paper to the European commission last year, the European Psychiatric Association said: “Acute and long-term psychiatric care needs to be provided to all asylum seekers in order to avoid reaching chronic conditions of mental disorders.”

Aid workers in Greece say diagnosis, never mind treatment, is almost impossible in the chaos of the camps and detention centres in southern Europe.

“You cannot say how many people are suffering from PTSD because diagnosis takes too long, and with such a stream of people, it is impossible. I am a trained psychologist with 40 years’ experience; it would take me two and a half hours to diagnose someone with PTSD,” said Renos Papadopoulos, director of the Centre for Trauma, Asylum, and Refugees at Essex University, who recently returned from Greece. “There is no evidence [on the prevalence of PTSD] because there cannot be evidence. The situation is complete chaos.”

“We don’t do diagnosis,” said Zoi Marmouri, a psychologist working for Médecins Sans Frontières in Idomeni. Even if diagnosis were possible, World HealthOrganisation (WHO) guidelines stipulate that clinical treatment is not appropriate for refugees on the move.

“Therapies should not be started without assurances that there can be follow-up. You have the potential to retraumatise people,” said Claire Whitney, Middle Eastmental health and psychosocial support adviser at the International Medical Corps.

The most effective treatments for PTSD include cognitive behaviour therapy with a trauma focus, eye movement desensitisation and reprocessing therapy, as well as narrative exposure therapy. But these take time as they involve slowly exposing people to their trauma, while building up their capacity to deal with it. “It cannot be rushed,” said Whitney. “When people actually have PTSD, it is one of the most complex problems to treat.”

The WHO says refugees and migrants needing diagnosis should be referred to existing non-governmental or state services. But even for those who make it into host communities, cost, stigma and language problems can lock them out of treatment.

“We have serious lacks in the services we can provide. If they need hospitalisation, there aren’t any specialised units for this,” said Gionakis.

International funds have been pledged for psychosocial support, although neither Britain’s Department for International Development nor the EU were able to provide a full breakdown.

Some experts warn there is a risk of overdiagnosing PTSD. “They are distressed, yes, but is this PTSD? Often it will not be. These are instead normal reactions to an abnormal situation,” said Papadopoulos.

The UNHCR and other agencies say much of the emotional suffering experienced by refugees and migrants is directly related to present-day stresses and concern about the future.

“People live in very difficult and inhumane conditions here in camps that are too crowded. Basic needs are not met,” says Gionakis.

The UNHCR advocates “psychological first aid”, which encourages those interacting with refugees to respond in a culturally sensitive and humane way that avoids distressing people further.

“The humanitarian principle of ‘do no harm’ is a huge part of it,” said Whitney. “What everyone was advising, for the most part, was really to focus on the most basic kinds of support, which do contribute to mental health. Often, basic needs must be provided before people are ready – and willing – to engage with therapy.”

 

Enlace original: http://www.theguardian.com/global-development/2016/jun/08/experts-sound-alarm-mental-health-toll-migrants-refugees-depression-anxiety-psychosis?CMP=twt_a-global-development_b-gdndevelopment

Comparte este contenido:
Page 531 of 621
1 529 530 531 532 533 621