DOCSLIB.ORG

After the Storm: a Guide to Help Children Cope with The

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
After the Storm: a Guide to Help Children Cope with The of Greater Houston To our children and their caregivers, A few years ago, Houstonians would have never dreamed their lives could have been changed overnight. That was before our residents experienced the Memorial Day flood of 2015, the Tax Day flood of 2016, and most recently, Hurricane Harvey. Although just a tropical storm by the time it hit the greater Houston area, Harvey deluged our city with up to 51 inches of water over a five-day period, and resulting reservoir releases added to the misery. The flooding knew no physical or economic boundaries: more than one-third of all Houstonians experienced damage and displacement, including hundreds of thousands of children. Children, as well as adults, are affected psychologically by hurricanes, causing fear, depression, anxiety, inability to concentrate, and other behavioral changes that can interfere with the recovery process for years after the initial event. These responses to trauma can be particularly intense for those families with children who had to leave their home, family and friends. A vital part of effective disaster recovery is addressing the mental health needs of children and adults. Designed for children 6-12 years of age, “After The Storm” is a resource that assists parents or other caring adults in helping school-age children recover from the psychological effects of a hurricane. “After the Storm” is an interactive tool with adult- and child-specific pages that guide a parent or caring adult through activities that encourage the development of coping strategies. Such strategies not only help now, but are essential for weathering future storms, physically and psychologically. Through a generous gift from The Hurricane Harvey Relief Fund of the Greater Houston Community Foundation, The Center for School Behavioral Health at Mental Health America of Greater Houston, in collaboration with the Trauma and Grief Center at Texas Children’s Hospital, is providing this resource to support Houston’s parents and child-serving professionals as they address children’s mental health and well-being in the wake of the storm. Please let us know if we can provide any other resources or assistance. We are here for you. With best wishes, The Center for School Behavioral Health at Mental Health America of Greater Houston www.mhahouston.org The Trauma and Grief Center at Texas Children’s Hospital https://www.texaschildrens.org/departments/trauma-and-grief-center AFTER THE STORM A GUIDE TO HELP CHILDREN COPE WITH THE PSYCHOLOGICAL EFFECTS OF A HURRICANE Annette M. La Greca, Ph.D. Distinguished Professor of Psychology and Pediatrics University of Miami Coral Gables, FL Scott W. Sevin, President 7-Dippity, Inc. Elaine L. Sevin 7-Dippity, Inc. Illustrations 7-Dippity, Inc. After The Storm was originally created for children and families affected by the devastating 2004 and 2005 hurricane seasons by Dr. Annette La Greca (www.psy.miami.edu/faculty/alagreca) and Scott Sevin and Elaine Sevin of 7-Dippity, Inc., who donated their time and services. For information about 7-Dippity, Inc., please go to: www.7-dippity.com. This book is dedicated to all the current and former forecasters and staff at the National Hurricane Center for your hard work and selfless devotion to saving lives. (c) Copyright 2004 7-Dippity, Inc., 1313 Ponce de Leon Blvd., Suite 301, Coral Gables, FL 33134. All rights reserved. (c) Copyright 2018 Revised edition. 1 HOW TO USE THIS BOOK Dear Parent or Caring Adult, Although a hurricane may last only hours, its effects can last for months or even years. In the aftermath of a hurricane, many parents and caregivers express concerns about how the hurricane and events related to it might affect their children. Common questions are: “What should I tell my child?” “How can I tell if these events are bothering my child?” “What can I do to help my child cope with this disaster?” This book is designed to help parents address these questions. Children and adults’ reactions to a hurricane will vary depending in part on how much they were directly affected by the storm. Because of this, some parents and children may be more interested in the materials in this book than others. We suggest you: • Read the book first before choosing which topics and activities to do with a child. • Evaluate your own stress level before beginning work on this book. If you feel you are having difficulty with stress, talk to another adult before working on this book. • Take care of yourself. In order to support and help your child, please take care of yourself. Use some of the tips in this book to help yourself (e.g., limit your media exposure, stay healthy, establish a routine, do something fun, etc.). All parents need a break from dealing with the many stressors that accompany a natural disaster, such as a hurricane. This book contains activities that parents and caring adults can do together with children. The activities are appropriate for children ages 6 to 12 years, but may be adapted for older or younger children as well. We encourage you to adjust the activities and their pace to the child you are working with. Younger children (ages 6 to 8) may need extra help from an adult, and may prefer to complete some activities by drawing rather than by writing. Younger or active children may also prefer working on one topic at a time; others may be able to complete two or more topics in one sitting. Keep in mind that some children prefer to seek out more information than others. There are 15 Topics covered in this book. For each topic, there is an “Adult Page” on the left and a “Child Page” on the right. Some of the Adult pages have “Joint Activities” for adults and children to complete together. Each Adult Page has instructions and activities for adults - Each Child Page contains parallel information and activities for children - There are five sections in this book. The first section, Topics 1-2, contains activities that may help you “ease into” the book. The second section, Topics 3-5, will help you understand a child’s reactions to a hurricane. The third section, Topics 6-9, covers coping skills that should be helpful for most children. The fourth section, Topics 10-14, focuses on coping skills to help children with specific situations. The fifth section contains information on safety and creating a family hurricane plan (Topics 15-16), as well as answers to some common questions and additional useful information. Even though the topics have been put together in a suggested sequence, feel free to “skip ahead” to those that may be especially useful for your child. Find a quiet time and place to complete the activities. Explain to your child that the activities in this book are informative and fun and will help them cope with any bad feelings that they are having as a result of the hurricane. With our best wishes, Annette La Greca Scott Sevin 2 TABLE OF CONTENTS I. Introductory Section How To Use This Book .......................................................................................................................... 2 Topic 1. Understanding Hurricanes – What Is A Hurricane?................................................................ 4 Topic 2. Understanding Hurricanes – What Happened? ..................................................................... 6 II. Understanding Your Child’s Responses To A Hurricane Topic 3. Understanding How Your Child Feels ................................................................................... 8 • Tips For Talking About Feelings With A Child .....................................................................10 Topic 4. Understanding Your Child’s Stress Reactions ......................................................................12 • Who Is At Risk For Stress Reactions? ............................................................................... 14 Topic 5. Understanding How Your Child Copes .................................................................................16 III. Helpful Coping Strategies For Most Children Topic 6. Things That Can Help – Normal Routines ........................................................................... 18 Topic 7. Things That Can Help – Reducing Exposure ......................................................................20 Topic 8. Things That Can Help – Staying Physically Healthy ........................................................... 22 Topic 9. Things That Can Help – Helping Others And Giving Thanks ............................................... 24 IV. Helpful Coping Strategies For Specific Situations Topic 10. Coping With Changes ........................................................................................................ 26 Topic 11. Coping With Fears And Worries .......................................................................................... 28 • Identifying Fears And Worries ............................................................................................28 • Lessening Fears And Worries ............................................................................................30 Topic 12. Coping With Intrusive Thoughts And Dreams ..................................................................... 32 Topic 13. Coping With Angry Feelings ...............................................................................................34 Topic 14. Coping With Sadness And Loss ..........................................................................................36 V. Additional Information and Resources Topic 15. Staying Safe After A Hurricane ............................................................................................38
Load more

Recommended publications
  • Mental Health Disorders: Strategies for Approach & Treatment
    3/20/2019 Mental Health Disorders: Strategies for Approach & Treatment Transform 2019: OPTA Annual Conference Columbus, Ohio April 6th, 2019 Dawn Bookshar, PT, DPT, GCS Ian Kilbride, PT Marcia Zeiger, OTRL Objectives Participants will: • Understand the prevalence and impact of mental health disorders in client populations • Understand clinical conditions, and associated characteristics of common mental health diagnoses • Apply effective treatment approaches for clients with mental illness. • Produce effective clinical documentation to support intervention for clients with mental illness Mental Illness (MI) www.schizophrenia.com 1 3/20/2019 Mental Illness (MI) The term mental illness refers collectively to all diagnosable mental disorders defined as sustained abnormal alterations in thinking, mood, or behavior associated with distress and impaired functioning which substantially interferes with or limits one or more major life activities. National Institute of Mental Health Prevalence of MI • More than 50% will be diagnosed with a mental illness or disorder at some point in their lifetime. • 1 in 5 Americans will experience a mental illness in a given year. • 1 in 25 Americans lives with a serious mental illness, such as schizophrenia, bipolar disorder, or major depression. Centers for Disease Control & Prevention Prevalence of MI in LTC • 2/3 of people in nursing homes have a mental illness. • Nursing home residents with a primary diagnosis of mental illness range from 18.7% among those aged 65-74 years to 23.5% among those aged 85+ years. • Dementia, Alzheimer disease, and mood disorders are the most common diagnoses of mental illness in long-term care settings. Centers for Disease Control & Prevention 2 3/20/2019 Prevalence of MI in LTC Ohio • Residents with a diagnosis of schizophrenia and bipolar disorder increased from 9% to 16% between 2001 to 2016.
    [Show full text]
  • Trauma: What Lurks Beneath the Surface
    \\jciprod01\productn\N\NYC\24-2\NYC204.txt unknown Seq: 1 15-MAR-18 13:45 TRAUMA: WHAT LURKS BENEATH THE SURFACE SARA E. GOLD* Scholarship in the behavioral health field demonstrates that an overwhelming majority of clients experiencing urban poverty, and particularly low-income clients living with chronic medical and mental health issues, have endured trauma as children and adults. While legal scholars and service providers have begun to discuss the role that trauma plays in the client’s interactions with the lawyer, the dialogue has largely focused on trauma relevant to the subject matter of the legal representation. This article expands current scholarship by asserting that given the prevalence of trauma, the lawyer serving the urban poor should presumptively adopt a trauma-informed prac- tice approach regardless of the subject matter of the representation. The lawyer engaging in a trauma-informed practice can enrich the client experience generally and enrich it significantly for the many clients who come to the lawyer-client relationship with a history of trauma. I. INTRODUCTION When we first met Ms. A.,1 she was thirty years old and raising * Clinical Law Instructor, University of Maryland Francis King Carey School of Law. I would like to thank Robert Dinerstein, Naomi Mann, Kate Mitchell, and Jennifer Rosen Valverde who provided invaluable feedback at the 2016 NYU Clinical Law Writers’ Work- shop. I would also like to thank the participants in the 2016 American Association of Law Schools (AALS) Clinical Conference Scholarship Working Group, and the Fall 2016 Uni- versity of Maryland Carey School of Law and University of Baltimore Law School Junior Faculty Workshop for their thoughtful comments and support.
    [Show full text]
  • Library of Research Articles on Veterans and Complementary and Integrative Health Therapies
    The VA Office of Patient Centered Care and Cultural Transformation’s and VA Complementary and Integrative Health Evaluation Center’s Library of Research Articles on Veterans and Complementary and Integrative Health Therapies April, 2020 1 Library of Research Articles on Veterans and Complementary and Integrative Health Therapies We are pleased to announce the VA Office of Patient Centered Care and Cultural Transformation’s (OPCC&CT) and VA Complementary and Integrative Health Evaluation Center’s (CIHEC) “Library of Research Articles on Veterans and Complementary and Integrative Health Therapies”. The Library is comprised of two sections: 1) Articles organized by type of CIH therapies, among the nine therapies that the VA considers medical treatments and 2) Articles organized by type of health outcome, among nine outcomes (i.e., pain, anxiety, depression, post-traumatic stress disorder (PTSD), substance/opioid abuse, stress and wellbeing, insomnia, suicide, and Veteran caregiver wellbeing and VA employee wellbeing). The Library provides the citation (with links to either the actual article or to its page in PubMed) as well as the abstract, if available. Although every attempt was made to include all relevant studies conducted, it is possible we missed some and will gladly include additional studies when found. The Library will be updated biannually, with the next update available in June 2020. It can be found at the OPCC&CT website at https://www.va.gov/wholehealth/ and the CIHEC website at https://www.hsrd.research.va.gov/centers/cshiip.cfm. For questions on the Library, please contact both Stephanie L. Taylor, PhD (Director of CIHEC) [email protected] and Mr.
    [Show full text]
  • What Are People's Lay Theories About Mind Wandering and How Do Those Beliefs Affect Them?
    What Are People’s Lay Theories About Mind Wandering and How Do Those Beliefs Affect Them? Claire M. Zedelius and Jonathan W. Schooler Many of the thoughts that pass through our minds each day are disconnected from the here and now. While we may seem engaged with our current activity or environment—our eyes scanning a page of text or locking with those of a con- versation partner—our attention is often directed inwardly, to thoughts about cur- rent concerns, future plans, or fantasies. These types of thoughts, studied under the (somewhat interchangeably used) terms stimulus- or task-unrelated thoughts, de- coupled thought, daydreaming, and mind wandering (e.g., Antrobus, 1968; Singer & Schonbar, 1961; Smallwood & Schooler, 2006), are often spontaneous and unsolicited (Seli, Carriere, & Smilek, 2014; Seli, Risko, Smilek, & Schacter, 2016), yet occupy an astonishing 30–50% of our waking life (Kane et al., 2007; Killingsworth & Gilbert, 2010; Klinger & Cox, 1987; McVay, Kane, & Kwapil, 2009), with far-reaching and often negative consequences for our performance (see Mooneyham & Schooler, 2013 for a review), mood (Franklin et al., 2013; Killingsworth & Gilbert, 2010), and safety (e.g., Galera et al., 2012). Sometimes stimulus-unrelated thoughts have an intrusive character. Intrusive thoughts tend to be repetitive and revolve around fears or traumatic events (Clark & Rhyno, 2005). Like normal mind wandering, intrusive thoughts are highly common among healthy individuals (Clark & Rhyno, 2005), but they are also a hallmark feature of a surprising range of disorders, including depression, generalized anxiety disorder, insomnia, obsessive–compulsive disorder (OCD), and posttraumatic stress disorder (PTSD; Clark, 2005; Davies & Clark, 1998).
    [Show full text]
  • Treatment of a Complex Case of Catatonia and Conversion Features with Electroconvulsive Therapy in a 14-Year-Old Male
    CASE REPORT Ochsner Journal 20:307–310, 2020 ©2020 by the author(s); Creative Commons Attribution License (CC BY) DOI: 10.31486/toj.19.0026 Treatment of a Complex Case of Catatonia and Conversion Features With Electroconvulsive Therapy in a 14-Year-Old Male Cody Roi, DO, MPH,1 Luke Verret, MD,1 Bradley Peet, MD,1 Erich J. Conrad, MD1,2 1Department of Psychiatry, Louisiana State University Health Sciences Center, New Orleans, LA 2Louisiana State University School of Medicine, New Orleans, LA Background: Pediatric catatonia is a rare and poorly understood phenomenon. The majority of reported cases have a psychiatric etiology. Because of the heterogeneous presentation and treatment issues unique to the pediatric population, identification and management can be challenging. Additionally, few definitive guidelines or practice parameters are available for pediatric patients. The first-line treatment for catatonia is pharmacologic, and when treatment fails or is inadequate, electroconvulsive therapy (ECT) has been shown to be safe and effective. Case Report: A previously healthy, 14-year-old male presented with acute onset of catatonia that resolved at 4 weeks after a short course of ECT with adjunctive lorazepam and risperidone. An interesting feature of this case was the resolution of autonomic symptoms and the emergence of conversion features. The resolution of the catatonia (negativism, mutism, and withdrawal) made it possible for the team to identify a thought disorder and initiate appropriate pharmacologic treatment for the precipitating etiology. Conclusion: ECT was a safe and effective treatment for the resolution of catatonia symptoms in this patient. Conversion andcata- tonia features may exist on a continuum.
    [Show full text]
  • Self-Generated Thought As the Engine of Neuroticism
    TICS-1465; No. of Pages 7 Opinion Thinking too much: self-generated thought as the engine of neuroticism 1 1 2 3 Adam M. Perkins , Danilo Arnone , Jonathan Smallwood , and Dean Mobbs 1 Department of Psychological Medicine, King’s College London, London, SE5 8AZ, UK 2 Department of Psychology/York Neuroimaging Centre, University of York, Heslington, York, YO10 5DD, UK 3 Department of Psychology, Columbia University, New York, NY 10027, USA Neuroticism is a dimension of personality that captures individual differences perspective, the capacity to think trait individual differences in the tendency to experience beyond the current situation explains the vulnerability negative thoughts and feelings. Established theories that neurotic individuals have for negative thoughts and explain neuroticism in terms of threat sensitivity, but feelings of an apparently abstract nature. Furthermore, have limited heuristic value since they cannot account we now have evidence as to where SGTs come from, since for features of neuroticism that are unrelated to threat, neuroimaging research has identified that the same brain such as creativity and negative psychological states network (the default mode network) is implicated in the experienced in benign, threat-free environments. We episodic memory and semantic processing that occurs address this issue by proposing that neuroticism stems during states of spontaneous thought. The simplest and from trait individual differences in activity in brain cir- most elegant explanation is therefore that we use the cuits that govern the nature of self-generated thought same process to perform all of these different mental (SGT). We argue our theory explains not only the asso- computations and that the tendency to apply these par- ciation of neuroticism with threat sensitivity but also the ticular brain systems to generate negative thoughts and prominence within the neurotic mind of representations feelings will be reflected in high scores on measures of of information that are unrelated to the way the world is neuroticism.
    [Show full text]
  • Wandering Behaviour in Patients with Bipolar Affective Disorder: a Case Series
    Galore International Journal of Health Sciences and Research Vol.4; Issue: 4; Oct.-Dec. 2019 Website: www.gijhsr.com Case Report P-ISSN: 2456-9321 Wandering Behaviour in Patients with Bipolar Affective Disorder: A Case Series Dr. K Priya Nayak1, Dr. Joylin Jovita Mascarenhas2, Dr. Smitha LamiyaRasquinha3 Assistant Professor1, Associate Professor2, Senior Resident3, Department of Psychiatry, Father Muller Medical College, Mangalore, Karnataka, India. Corresponding Author: Dr. Joylin Jovita Mascarenhas ABSTRACT activity, over religiosity, increased talk, suspiciousness, abusive and assaultive Wandering behaviour is walking slowly around behaviour since 4months.Patient was a or to a place, often without any particular sense known case of BPAD since the age of 25 of purpose or direction. It is present in many years with multiple manic episodes in the psychiatric disorders. Identifying the comorbid past. Two weeks prior to patient’s condition in these disorders is of highest importance. This article describes about a series admission, he was noticed to be waking up of cases of patients with bipolar disorder with at around 3am and leaving the house wandering. without informing his family. Patient used to wander in the streets uprooting plants and Keywords: Wandering behaviour, Bipolar planting them in his house, after which he affective disorder, Mania. would walk towards a temple, which was about 5km from his residence, to offer his INTRODUCTION special prayers. On the day, prior to the Wandering behaviour (WB) is admission, patient had visited his relatives defined as an ambulation that occurs and created havoc owing to his independent of usual environmental cues suspiciousness and left their place at and that may appear to the casual observer 2am.Patient’s family members did not to be random or uncontrolled behaviour.
    [Show full text]
  • Development and Evaluation of the Environment and Communication Assessment Toolkit with Speech-Language Pathologists
    Development and Evaluation of the Environment and Communication Assessment Toolkit with Speech-Language Pathologists Carrie Bruce, M.A., CCC/SLP,1 Jennifer A. Brush, M.A., CCC-SLP,1 Jon A. Sanford, M.Arch,1 and Margaret P. Calkins, Ph.D.1 ABSTRACT Communication dysfunction that results from dementia can be exacerbated by environmental barriers such as inadequate lighting, noisy conditions, poor or absent environmental cues, and visual clutter. Speech-language pathologists (SLPs) should address these environ- mental barriers as part of a comprehensive treatment plan for clients with dementia. The Environment and Communication Assessment Toolkit for Dementia Care (ECAT) was evaluated by SLPs to determine: (1) changes in awareness of environmental factors prior to and after training; (2) impact of the ECAT on practice as measured by changes in the number of environmental modifications recommended and made prior to and after training; (3) utility of the information as measured by the helpfulness, amount of new information, and usefulness of the ECAT; and (4) usability of the ECAT materials based on ease of use. The SLPs used the ECAT with clients with dementia who had functional limitations and required substantial assistance with daily activities. Results indicate that the ECAT is an effective tool for SLPs, providing information about the impact of the environment on com- munication and supplying sufficient resources to make recommenda- tions and implement effective interventions. The ECAT successfully increased awareness of environmental modifications, influenced the practice of recommending environmental modifications, and had utility in diverse aspects of clinical practice. This document was downloaded for personal use only.
    [Show full text]
  • Task Positive and Default Mode Networks During a Working Memory in Children with Primary Monosymptomatic Nocturnal Enuresis and Healthy Controls
    nature publishing group Articles Clinical Investigation Task positive and default mode networks during a working memory in children with primary monosymptomatic nocturnal enuresis and healthy controls Kaihua Zhang1, Jun Ma2, Du Lei1,3, Mengxing Wang1, Jilei Zhang1 and Xiaoxia Du1 BACKGROUND: Nocturnal enuresis is a common develop- event-related brain potentials indicated that maturational mental disorder in children, and primary monosymptomatic delays in central nervous system development are indicators nocturnal enuresis (PMNE) is the dominant subtype. of PMNE pathogenesis (5–8). Primary nocturnal enuresis chil- METHODS: This study investigated brain functional abnor- dren show a higher prevalence of all sleep disturbances (9). malities that are specifically related to working memory in Furthermore, the prevalence of fine motor coordination and children with PMNE using function magnetic resonance imag- visuomotor integration were abnormal in prepubertal children ing (fMRI) in combination with an n-back task. Twenty children with PMNE. These studies suggested that PMNE should not be with PMNE and 20 healthy children, group-matched for age considered as a voiding disorder alone (10). and sex, participated in this experiment. Magnetic resonance imaging (MRI) techniques, such as RESULTS: Several brain regions exhibited reduced activation structural MRI, functional MRI (fMRI), and diffusion MRI, during the n-back task in children with PMNE, including the provide efficient, feasible and noninvasive methods to inves- right precentral gyrus and the right inferior parietal lobule tigate the biological mechanisms of incontinence. Several extending to the postcentral gyrus. Children with PMNE exhib- studies reported alterations in brain functions in patients with ited decreased cerebral activation in the task-positive network, urgency and urge incontinence using fMRI (11,12).
    [Show full text]
  • The ICD-10 Classification of Mental and Behavioural Disorders
    The ICD-10 Classification of Mental and Behavioural Disorders Clinical descriptions and diagnostic guidelines World Health Organization -1- Preface In the early 1960s, the Mental Health Programme of the World Health Organization (WHO) became actively engaged in a programme aiming to improve the diagnosis and classification of mental disorders. At that time, WHO convened a series of meetings to review knowledge, actively involving representatives of different disciplines, various schools of thought in psychiatry, and all parts of the world in the programme. It stimulated and conducted research on criteria for classification and for reliability of diagnosis, and produced and promulgated procedures for joint rating of videotaped interviews and other useful research methods. Numerous proposals to improve the classification of mental disorders resulted from the extensive consultation process, and these were used in drafting the Eighth Revision of the International Classification of Diseases (ICD-8). A glossary defining each category of mental disorder in ICD-8 was also developed. The programme activities also resulted in the establishment of a network of individuals and centres who continued to work on issues related to the improvement of psychiatric classification (1, 2). The 1970s saw further growth of interest in improving psychiatric classification worldwide. Expansion of international contacts, the undertaking of several international collaborative studies, and the availability of new treatments all contributed to this trend. Several national psychiatric bodies encouraged the development of specific criteria for classification in order to improve diagnostic reliability. In particular, the American Psychiatric Association developed and promulgated its Third Revision of the Diagnostic and Statistical Manual, which incorporated operational criteria into its classification system.
    [Show full text]
  • The Figure of the Nun and the Gothic Construction of Femininity in Matthew Lewis‟S
    James Madison University JMU Scholarly Commons Masters Theses The Graduate School Spring 5-7-2010 The gfi ure of the nun and the gothic construction of femininity in Matthew Lewis’s The Monk , Ann Radcliffe’s The Italian, and Charlotte Brontë’s Villette Marie Hause James Madison University Follow this and additional works at: https://commons.lib.jmu.edu/master201019 Part of the English Language and Literature Commons Recommended Citation Hause, Marie, "The gfi ure of the nun and the gothic construction of femininity in Matthew Lewis’s The onkM , Ann Radcliffe’s The Italian, and Charlotte Brontë’s Villette" (2010). Masters Theses. 390. https://commons.lib.jmu.edu/master201019/390 This Thesis is brought to you for free and open access by the The Graduate School at JMU Scholarly Commons. It has been accepted for inclusion in Masters Theses by an authorized administrator of JMU Scholarly Commons. For more information, please contact [email protected]. The Figure of the Nun and the Gothic Construction of Femininity in Matthew Lewis‟s The Monk, Ann Radcliffe‟s The Italian, and Charlotte Brontë‟s Villette Marie Hause A thesis submitted to the Graduate Faculty of JAMES MADISON UNIVERSITY In Partial Fulfillment of the Requirements for the degree of Master of Arts Department of English May 2010 Dedication This thesis is dedicated to my sister Brittany, who is horrified that anyone would voluntarily choose to write about the gothic. ii Acknowledgments I would like to thank my thesis director, Dr. Annette Federico, for her encouragement and insightful suggestions, and my readers, Dr. Katey Castellano and Dr.
    [Show full text]
  • Mental Health in Older People a Practice Primer
    Mental Health in Older People A Practice Primer Published by NHS England and NHS Improvement Christoph Mueller, Clinical Lecturer Amanda Thompsell, Consultant Old Age Psychiatrist Daniel Harwood, Consultant Old Age Psychiatrist Peter Bagshaw, General Practitioner Alistair Burns, Professor of Old Age Psychiatry NHS England INFORMATION READER BOX Directorate Medical Operations and Information Specialised Commissioning Nursing Trans. & Corp. Ops. Strategy & Innovation Finance Publications Gateway Reference: 07127 Document Purpose Guidance Document Name Older People's Mental Health The Practice Primer Author Older People's Mental Health and Dementia, NHS England Publication Date 11th September 2017 Target Audience GPs Additional Circulation CCG Clinical Leaders, CCG Accountable Officers, GPs List Description 0 Cross Reference N/A Superseded Docs N/A (if applicable) Action Required N/A Timing / Deadlines N/A (if applicable) Contact Details for Dementia team further information NHS England Quarry House Quarry Hill Leeds LS2 7UE https://www.england.nhs.uk/mental-health/dementia/ Document Status This is a controlled document. Whilst this document may be printed, the electronic version posted on the intranet is the controlled copy. Any printed copies of this document are not controlled. As a controlled document, this document should not be saved onto local or network drives but should always be accessed from the intranet. Promoting equality and addressing health inequalities are at the heart of NHS England’s values. Throughout the development
    [Show full text]