mental health and covid, quarantine and lockdown, covid and autism spectrum disorder, depression and suiicide during covid times, well being and covid

1. PROJECTPSYFAST
PSYCHOLOGICAL FIRST AID, SUPPORT AND TRAINING
MILEN SANTIAGO RAMOS MA MSc PhD
Clinical Psychology, Neuroscience, Criminology

2. Mental health is a state of well-being in
which an individual realizes his or her
own abilities, can cope with the normal
stresses of life, can work productively and
is able to make a contribution to his or her
community

3. CAN WE HAVE STATE OF WELL
BEING DURING COVID
TIMES…..
THE OUTCOME DEPENDS ON
YOUR CHOICE OF BEHAVIOR

4. Co and Vi come from coronavirus,,
with D meaning disease and 19
standing for 2019, the year the first
cases were seen. # COVID 19
as purported by Tedros Adhanom
Ghebreyesus, the director-general of
the World Health Organization

7. toddlers and preschool children may not feel safe that theyshow
some regression in their behavior as a coping skill, returning to a
developmental stage where they feel safer
that adolescents may feel introverted and unhappy as they are
somehow separated from their friends
the children who have lost a parent as well as the children of
healthcare workerswill experience the most difficulties
“Interrupting the relationship with the parent and trying to deal with
this emotional loss in quarantine conditions can be an unforgettable
experience for these children

8. School age children may have anxiety and fear that they
will not be able to go to school in the literal term and will not
be able to finish their studies
Children may develop lots of adjustment due to unfamiliarity
of using online medium where they get educational
instructions.

9. General measures to mitigate the negative psychological
impact of lockdowns in children and adolescents
- Young children cannot be confined or isolated without their caregivers
for a prolonged period of time. If a separation occurs (for instance, due to
hospitalisation), regular contact must be guaranteed (for example, by
telephone).
- Children should be given an age-appropriate explanation of what has
happened and of the purpose of being confined at home.
- Children should be given clear information on how to reduce the risk of
contracting the disease using language that can be clearly understood at
the corresponding age.
- Teach children the everyday measures to be used to reduce viral
transmission

10. - - Children and adolescents of any age benefit from having structured activities
and a clear routine
- - Access to the internet, television and the radio should be allowed, but it is
important to avoid having the television on at all times and to monitor the use
of social networks to check for messages and publications that are inaccurate and
dramatic. The screen time devoted to the crisis event should be reduced to
minimise potential confusion, worry and fear.
- - Promote virtual contact with family members, classmates, friends and
teachers through the internet and the phone to reduce the anxious feelings
associated with isolation and frustration.
- - Schools play an essential role, not only in providing educational content to
children, but also in offering students an opportunity to interact with teachers and
receive psychological support

11. Measures to mitigate the negative psychological impact of
lockdowns in children and adolescents with disabilities,
neurodevelopmental disorders or mental health problems
- It is important to ensure that the medical and mental
health team in charge of the child or adolescent is
involved to help control any underlying condition.
- Help from a mental health professional should be
sought if a child of adolescent exhibits symptoms of severe
anxiety or depression, such as suicidal ideation, panic
symptoms or marked irritability. It is important to remain
alert for the development of symptoms, including changes
in appetite, sleep disturbances, aggression, irritability, fear
of being alone or social withdrawal.

12. - Children and adolescents should be told what has
happened and the purpose of being confined to the
home in a manner that is appropriate to their disorder.
For instance, in case of autism spectrum disorder it
may be helpful to use visual supports to explain both
what is happening (for example, the existence of
germs that can harm people) and what the child is
expected to do (for example, hand washing, covering
coughs, etc.).

14. CAVIN FEVER
Cabin fever refers to the distressing claustrophobic irritability or
restlessness experienced when a person, or group, is stuck at an
isolated location or in confined quarters for an extended period of
time. A person may be referred to as stir-crazy, derived from the
use of stir to mean 'prison‘
These feelings of isolation and loneliness are more likely in times
of social distancing, self-quarantining during a pandemic, or
sheltering in place because of severe weather
Cabin fever isn’t a recognized yet as psychological
disorder, but that doesn’t mean the feelings aren’t real

15. Beginning as a slang term in 19th-century London,
the stir in stir-crazy means “prison.” According to the Barnhart
Dictionary of Etymology, stir may have originated as a
variation on Start, a nickname criminals gave to Newgate, a
notorious prison throughout London's history.
It seems to have originated in North America. The image is
one of a pioneer spending long winters by himself on the Great
Plains, where severe weather and distances from neighbors
were truly isolating. The term cabin fever was coined in the
early 1800s and originally referred to the disease of typhus

16. SYMPTOMS
 restlessness
 decreased motivation
 irritability
 hopelessness
 difficulty concentrating
 irregular sleep patterns, including sleepiness or sleeplessness
 difficulty waking up
 lethargy
 distrust of people around you
 lack of patience
 persistent sadness or depression

17. MITIGATION
Spend time outdoors ( when there is big space like those in the
provinces or outside the city) appreciating nature, creating
vertical garden (for those living in a building, growing
microgreens)
Give yourself a routine (to keep a sense of structure)
Maintain a social life virtually (Face time, FB messenger Zoom, or
Skype Google meet, Microsoft teams)


18. Carve out some ‘me time’ (meditate, read, cut own hair ,
organize like kon mari, discover recipes like papa s san
Miguel beer and mama s flour can become a beer bread,
bean sprout (toge) can be a hamburger
Break a sweat ( pushups, squats, burpees, lunges, planks)
Chill out (mindfulness, deep breathing, and relaxation
exercises)