Survivors of war in the Northern Kosovo (II): baseline clinical and functional assessment and lasting effects on the health of a vulnerable population

<p>Abstract</p> <p>Background</p> <p>This study documents torture and injury experience and investigates emotional well-being of victims of massive violence identified during a household survey in Mitrovicë district in Kosovo. Their physical health indicators such as body mass index (BMI), handgrip strength and standing balance were also measured. A further aim is to suggest approaches for developing and monitoring rehabilitation programmes.</p> <p>Methods</p> <p>A detailed assessment was carried out on 63 male and 62 female victims. Interviews and physical examination provided information about traumatic exposure, injuries, and intensity and frequency of pain. Emotional well-being was assessed using the "WHO-5 Well-Being" score. Height, weight, handgrip strength and standing balance performance were measured.</p> <p>Results</p> <p>Around 50% of victims had experienced at least two types of torture methods and reported at least two injury locations; 70% had moderate or severe pain and 92% reported constant or periodic pain within the previous two weeks. Only 10% of the victims were in paid employment. Nearly 90% of victims had experienced at least four types of emotional disturbances within the previous two weeks, and many had low scores for emotional well-being. This was found to be associated with severe pain, higher exposure to violence and human rights violations and with a low educational level, unemployment and the absence of political or social involvement.</p> <p>Over two thirds of victims were overweight or obese. They showed marked decline in handgrip strength and only 19 victims managed to maintain standing balance. Those who were employed or had a higher education level, who did not take anti-depressant or anxiety drugs and had better emotional well-being or no pain complaints showed better handgrip strength and standing balance.</p> <p>Conclusions</p> <p>The victims reported a high prevalence of severe pain and emotional disturbance. They showed high BMI and a reduced level of physical fitness. Education, employment, political and social participation were associated with emotional well-being. Interventions to promote physical activity and social participation are recommended. The results indicate that the rapid assessment procedure used here offers an adequate tool for collecting data for the monitoring of health interventions among the most vulnerable groups of a population exposed to violence.</p

You and law

608 tr. ; 28 c

Toward a Pedagogy of Cultural Self-Awareness in the First-Year Law School Classroom

For more than two decades, clinical legal education scholars have touted the value of cultural competence. Professors, practitioners, and law school administrators now agree that experiential learning opportunities not only provide students with exposure to real clients and organic factual scenarios, but also offer students the opportunity to work with diverse individuals. Indeed, because cultural competence is so important to the lawyer-client relationship, many clinical programs offer classroom instruction on cultural competence before allowing students to interact with clients.Generally, clinical education is reserved for upper-level law students while first-year students spend their time immersed in doctrinal courses and a legal writing and analysis course. Clinical faculty have no opportunity to introduce cultural competence skills to law students unless they enroll in a clinic. As a result, many students receive no training in cultural competence.This chapter proposes a framework for introducing cultural competence during the first year of law school. The central focus of the framework is the concept of cultural self-awareness. Through an education in cultural self-awareness, students will learn that they are cultural beings whose perspectives on the law are colored by their own life experiences and any attending biases. They will also learn that judicial decision-makers, like other human beings, are influenced by their culture. This approach is necessary to disabuse first-year law students of the notion the law is objective, gender-neutral, and colorblind. The chapter offers specific strategies for a Torts course, but the general concepts are applicable to the other first-year courses