Did you know that ShelterBox distributes educational supplies and stationery in addition to emergency shelter and vital aid to communities affected by disaster and humanitarian crisis? ShelterBox representatives and Rotarian volunteers will discuss ShelterBox’s educational program and opportunities for Rotarians, Rotaractors, and Interactors to work with ShelterBox locally and abroad.

1. 2014 ROTARY INTERNATIONAL CONVENTION
Introducing ShelterBox
SchoolBoxes and Young
ShelterBox

2. • Welcome and introductions
• Impact of learning on emergencies
• SchoolBoxes
• Young ShelterBox
• Q & A
Agenda

3. • Elizabeth Furner | Rotary Club of Mount
Gambier West, SA, Australia - Moderator
• Becky Maynard | ShelterBox, Director of
Fundraising & Communications; Rotary Club of
Cober Valley Helston - Panelist
• Melissa Martins Casagrande | ShelterBox,
International Partnerships Manager - Panelist
• Amy Lamoin | UNICEF Australia, Advocacy
Manager – Panelist
Presenters

4. “We are hard wired
for emotional
connection”

5. Our earliest
relationships build the
brain structures we use
for lifelong relating to
others.
Limbic system is the
seat of all of our
emotional learning.

6. “Nine-year-olds are coming to the swings armed: that's
a serious issue that we have to deal with every day...
Your brain changes. Your ability to assess risk goes.
You can’t listen and you can’t learn.
What we have to do is reconnect these kids'
neuropathways to their emotional brain. Otherwise
we're going to lose this generation”. Jane MacPhail,
UNICEF Jordan, 2014 in NYT.

7. Neurobiology of profound stress
• Profound stress is a prolonged & at times
overwhelming threat to the physical or psychological wholeness of
a person.
• “We are not crazy. What we
feel is not abnormal. The
situation is crazy and abnormal”
(Young person, Bosnia 2005)
• Normal reaction to an abnormal situation.

8. Neurobiology of profound stress
(continued)
• Limbic overload
• Survival mode
• Detachment

9. Survivor mode
A human state of being where the mind & the body take an instinctive
response to survive, especially after facing life threatening danger &
continual fear.
• Hyper-arousal
• Fight/flight/freeze
• High risk taking behaviour
• De-sensitization
• No ability to assess personal risk/risk
for others
• Limited ability to empathize with others

10. Being overloaded
• Difficulty remembering new information
• Difficulty learning
• Loss of ability to empathize
• Higher rates of depression and anxiety
• Loss of impulse control
• Inability to focus on others

11. Percentages of understanding
Individuals living in a
safe environment
Individuals living
in
15% LISTENING 3%
45% BODY LANGUAGE 30%
40% TONE OF VOICE 40%
100% TOTAL 73%

12. Why do PSS?
• To make children safe and connected
• To build secure attachments for children (safety,
protection and emotional regulation)
• Build social competence
• Transition children back into learning environments
• Build trust in others
• Build coping skills
• Help families and communities to support children
• Improve the social environment for children

13. Psychosocial circles
Community Society
functioning
Child Family
functioning
Psychological Feelings
Thoughts
Behaviours/skills
Values/ spirituality
Social Relations
Roles
Responsibilities
Opportunities
Other social impacts of emergency
Family, community and Society
Impact on child

14. Basic services and security
Community and family supports
Specialised
services
Focused non-specialised
supports
Mental health care by mental
health specialists (psychiatric
nurses, psychologists,
psychiatrists, etc.)
Strengthening community and family
supports
Social considerations in basic
services and security
Advocacy for basic
services that are safe,
socially appropriate
and that protect dignity
Parents discussion
groups
Communal traditional
activities
Supportive child-
friendly
spaces
Basic mental health care by
PHC doctors
Psychological First Aid
Counselling
Intervention
Pyramid

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