Psychosocial Concepts in Humanitarian Work with Children A Review of the Concepts and Related Literature (2003) / Chapter Skim
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Pages 29-128
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From page 29... ...
This chapter provides a broad overview of some of the major issues in psychological research on the impact of war on children. The author touches on a number of different ways of conceptualizing the responses of children to war and discusses some of the interventions undertaken that help children function adaptively in their own cultural world.
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From page 30... ...
Three particular tensions are identified: the generalizability versus the uniqueness of relevant knowledge; the valuing of technical versus indigenous understandings; and the planning of targeted versus community-based interventions. Programs that emphasize more general, technical, and targeted approaches to providing psychosocial interventions may adopt a clinical, decontextualized approach that focuses on individuals.
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From page 31... ...
The focus of this book is on research approaches to investigating psychosocial issues influencing war-affected populations. Most researchers and practitioners need to defend the assumptions of their psychosocial programs and demonstrate the efficacy and appropriateness of their interventions.
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From page 32... ...
This chapter gives an overview of the range of challenges that children face when forced to flee from situations of violent conflict. Common occurrences, such as separation from and loss of family members, the deprivations and exertions of flight, and traumatic experiences are some of the difficulties refugee children face.
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From page 33... ...
Children are found to adjust better to new situations when they and their families experience a high degree of community acceptance and receive social and economic support that allows them to integrate into the new society. The chapter points to the importance of taking into account Remigration, migration and postmigration factors when seeking to understand the social and emotional challenges refugee children face.
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From page 34... ...
Rachel Brett writes about child soldiers and the various factors that have contributed to their growing use, including the sale of weapons and arms exports to armed factions. The plight of refugee children is investigated by Simon Russell who notes that an estimated 14 million children are displaced through conflict at the time of writing the book.
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From page 35... ...
This edited book is a key resource in the field of psychosocial work with children affected by armed conflict and has played a significant role in debates in this area. The chapters are written by mental health practitioners and researchers and are aimed at professionals working with children affected by violent conflict.
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From page 36... ...
Two main types of resource packs exist: those dealing with foundations for work with waraffected children, such as international legal standards, child and adolescent development, and community mobilization; and those dealing with critical issues, such as child soldiers, disability, land mine awareness, and sexual and reproductive health. Each resource pack contains briefing notes, participatory training materials and training aids, providing relevant information about the issues under consideration and clear guidelines for how the topic can be addressed in workshop sessions.
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From page 37... ...
" The Effectiveness Initiative aims to test the application of qualitative and participatory research methods to activate international dialogue on effectiveness. The report shares some of the insights gained through the Effectiveness Initiative process, for example, the importance for setting aside informal spaces for reflection and selfevaluation.
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From page 38... ...
This booklet is a joint undertaking by the Medical Foundation Caring for Victims of Torture and the Child Psychotherapy Trust, both based in London. It is addressed to teachers working with refugee children who are unable to participate adequately in the educational program of the school due to distressing experiences.
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From page 39... ...
Instead, in the future, traditional coping mechanisms should be encouraged as means of communicating the distressing experiences. Greater collaboration between protection and social services early on in emergency situations is essential in ensuring the well-being of various groups of vulnerable children within the refugee communities, such as children heading households, orphans, and those suffering from malnutrition.
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From page 40... ...
The child-to-child approach to health education was introduced in 1978, following the Alma Alta Declaration on Primary Health Care, and focuses on the potential of children to spread health ideas and practices to other children, families, and communities. This manual is divided into three sections: the first consists of activity sheets on various topics, such as nutrition, hygiene, helping the disabled, etc., and provides innovative ideas for how these topics can be introduced to children and what activities they can undertake to pass on the health messages.
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From page 41... ...
, The psychological wellbeing of refugee children: Research, practice and policy issues. Geneva: International Catholic Child Bureau.
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From page 42... ...
These people and organizations assist in reestablishing social support networks, enhance parental coping skills, respond to the needs of especially vulnerable groups, mobilize public awareness, and organize self-help groups of women and single parents. Another example is programs that integrate a psychosocial component into broad-based economic development and employment initiatives, housing and agricultural programs, and education.
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From page 43... ...
This paper provides a critical perspective on the current debates in the field of the protection of children affected by war. Policies relating to children are commonly influenced, directly or indirectly, by two strands of thought.
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From page 44... ...
The ideas given for how these methods can be used in classroom and fieldwork situations are practical and have all been tested in the field. This highly readable and accessible manual can be used both for planning participatory research and for training researchers in approaches that take children's voices as a starting point.
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From page 45... ...
The study suggests that careful monitoring and evaluation of the impact of aid in countries such as Cambodia is needed in regard to psychosocial interventions as the validity of Western therapeutic models is increasingly becoming doubtful. Boyden, I
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From page 46... ...
The series of chapters challenges the readers to reflect on a range of topics, such as the nature of warfare in the modern world, sexual violence and the international community's responses to it, and problems presented by institutional care for separated children. Of particular interest are a chapter on community involvement in the social reintegration of child soldiers by Margaret McCallin and the chapter on the perspectives and experiences of youth combatants in Sierra Leone by Krijn Peters and Paul Richards.
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From page 47... ...
The title of the study suggests that children involved in armed conflict are often overlooked or forgotten as their needs are frequently ignored both during and after violent conflict. Recommendations are made about possible strategies that prevent the recruitment of underage soldiers, as well as how the process of reintegration into their communities can be facilitated by government and humanitarian agencies.
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From page 48... ...
The paper argues that the agendas of criminalizing forced maternity and advancing children's rights need to be merged, pointing out that when this issue is only conceptualized as a women's issue and the debate is focused on the single issue of abortion, the rights of these children are frequently ignored. The complex issue of how to articulate the rights of these children without endangering reproductive rights is a challenge to the international community.
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From page 49... ...
The book also addresses itself to how children can become involved as researchers and the kind of methods that young researchers use. This book provides an overview of pertinent issues involved in conducting research with children and is a useful resource for practitioners who seek to devise training plans for taking seriously the participation of children in research.
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From page 50... ...
Relevant chapters to psychosocial practitioners are those dealing with the reasons for why children participate in armed conflict, including issues such as developmental processes, the role of ideology, religion, peer pressure, and the militarization of daily life, and a chapter on conditions and consequences of participation. The latter chapter describes the training of child soldiers, the tasks they may be assigned, and the "positive" aspects of participation for children.
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From page 51... ...
, The psychological wellbeing of refugee children: Research, practice, and policy issues. Geneva: International Catholic Child Bureau.
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From page 52... ...
This paper attempts to address the problems associated with providing psychological assistance to large numbers of children affected by political violence in a context that has few professional resources. The author suggests that because of limited resources there is a need to focus on preventive strategies.
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From page 53... ...
The authors examine how relations between "foreign" and "local" actors are played out when psychosocial assistance is provided and give examples of how Western approaches may be perceived by war-affected populations. All mental health interventions involve the negotiation of the problems to be addressed, a process to which cultural beliefs and practices are central.
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From page 54... ...
. The psychological impact of war and the refugee situation on South Sudanese children in refugee camps in Northern Uganda: An exploratory study.
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From page 55... ...
It was also clear from the study that the Sudanese children used more coping strategies than their Ugandan counterparts with strategies such as distraction, wishful thinking, and praying being common. Demusz, K
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From page 56... ...
CCF is also involved with the demobilization of child soldiers and has made a concerted effort to engage communities in this process. In Sierra Leone the mission found that humanitarian aid was only reaching those people who had managed to flee to the urban areas but that no assistance was available to those who were in the bush.
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From page 57... ...
The authors argue that humanitarian interventions have deep psychosocial implications and that it is crucial for humanitarian aid workers to be aware of these. The main aim of this book is to help humanitarian aid workers understand how people in emergency situations live, interpret, and respond to the circumstances in which they find themselves.
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From page 58... ...
(19961. Children as zones of peace: Working with young children affected by armed conflict.
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From page 59... ...
, 43-69. This paper examines coping strategies and sources of psychological support utilized by Eritrean refugee youth who returned to their homeland from exile in Sudan.
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From page 60... ...
Although the research for this article was conducted in a specific geographical area, Eritrea, the findings first give valuable insight into the kinds of coping resources the adolescents drew on to help them cope, and second can be modified to fit other circumstances where youths are faced with similar tasks of rebuilding their lives on return to their home countries. The results show that the Eritrean youths were focused on their future, desiring to further their education and assist their families, and the facilitation of such initiatives should form part of the goal of psychosocial interventions.
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From page 61... ...
The three aspects of the program are described: sensitization; working in existing institutions, such as schools, clinics, and women's clubs; and work in the villages with women, children, and men. For the latter set of activities, animators were trained who offered support, help and practical assistance to those facing particular problems; and training programs in psychosocial issues were also developed for teachers, nurses, and community workers.
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From page 62... ...
These are: How do children want to be consulted about issues affecting their communities and become involved in them? How can agendas of children's rights organizations be integrated into community development undertaken in response to children's needs?
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From page 63... ...
The authors note that the primary impact of war is social dislocation of which one consequence is a breakdown in the basic infrastructure of life, including food, health care, and education. Psychological first aid is suggested as a way of assisting children with the emotional scars they have suffered, for example, through sponsoring reunification programs for separated children and providing long-term educational and economic assistance.
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From page 64... ...
The role of traditional healers and various churches that contributed to helping children who were severely affected by their experiences to overcome their difficulties are also discussed. A call for greater assistance for the reconstruction of the destroyed infrastructure and the distribution of seeds and tools concludes the article.
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From page 65... ...
London: Save the Children UK. This training manual was originally written to help Save the Children (SCF)
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From page 66... ...
A number of initiatives aimed at assisting children cope with their experiences are described, for example, a school-based project in Croatia that included, among other things, nonviolent conflict resolution skills; and a Sri Lankan community-based program focusing on local capacity building. The chapters in this edition are written by people located within a medical paradigm but who are critical of the dominant medical approach that has frequently been adopted in response to these issues.
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From page 67... ...
The manual stresses the importance of making the activities fun and not overburdening for children, yet at the same time giving them the opportunity to make decisions about issues around them. While the focus of the child-to-child approach is primarily on physical health issues, the manual also includes a section on understanding feelings, disabilities, helping children whose friends or relatives have died, and those who have experienced war, disaster, or conflict.
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From page 68... ...
New York: UNICEF. This book provides a theoretical overview of approaches to facilitating the participation of children in community activities and practical suggestions for how this can be done.
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From page 69... ...
(20001. Seen but nor heard: Refugee children and models for intervention.
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From page 70... ...
This "classic" of participatory research texts was first published in 1984, yet remains relevant to the present day. It consists of three volumes written for educators and community workers who wish to work with communities in a participatory manner.
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From page 71... ...
International law forbids the recruitment of children under the age of 15 and the report calls on all parties to implement mechanisms that further the prevention of recruitment of children and their protection in situations of armed conflict. Human Rights Watch (19971.
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From page 72... ...
Coping with behavioral problems of demobilized child soldiers is thought to best be addressed through helping the children overcome their sense of mistrust and supporting the community to understand the children's reactions rather than "managing" the children's behavior. Education and vocational train
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From page 73... ...
This publication of the proceedings of an international seminar on psychosocial and trauma responses in Kosovo, held in March 2000, aims to present current issues and debates in the field of psychosocial assistance in postconflict contexts. Although the primary focus is on Kosovo and the various psychosocial projects that have been operating in this region over the past few years, the diverse collection of papers also spans topics such as cultural sensitivity, the media's representations of refugees and their distress, and the training needs of psychosocial workers.
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From page 74... ...
The main part of the report consists of country reports that highlight the pertinent issues affecting children in a particular country. The fact that practice often differs from rhetoric guides these discussions of countries that have signed up to the Convention on the Rights of the Child but do not imple.
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From page 75... ...
It begins with a chapter on basic knowledge on child development, focuses on children in especially difficult circumstances, and describes some basic therapeutic actions that community workers can employ in their work with these children. It is followed by a discussion of how to make a community diagnosis when planning child-centered community activities.
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From page 76... ...
Although the focus of this book is on child work, psychosocial practitioners will find the examples of participatory research methods with children useful and may be interested in the convincing arguments for why adults should include children in community projects. Johnson, V., Ivan-Smith, E., Gordon, G., Pridmore, P., and Scott, P
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From page 77... ...
Ljubljana, Slovenia: The Counseling Center for Children, Adolescents and Parents. This paper discusses the role and importance of primary school for refugee children in Slovenia and the psychosocial education program developed by the mental health team for the schools.
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From page 78... ...
Mental health professionals have paid little attention to the actual functioning of children who have experienced war and their largely satisfactory social functioning and coping are therefore mainly underestimated. The immense protective role of good psychosocial functioning has also frequently been overlooked.
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From page 79... ...
Baltimore: John Hopkins University Press. This chapter summarizes the challenges refugee children face and suggests how these problems and needs must be integrated into the systems that are designed to serve refugee youth.
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From page 80... ...
Cross-cultural teams are essential in service provision as recovery and rebuilding involves the integration of traditional and American culture. The author emphasizes the need for service providers to understand the problems of refugee children in order to do no harm and the importance of desis~nins, services that build on the strengths of these young neoule.
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From page 81... ...
The psychosocial needs of refugee children and adolescents are examined by Margaret McCallin who stresses the need to contextualize discussions within a child rights framework. Non-Western concepts of mental health are discussed by Alcinda Honwana who looks at the way in which mental health and illness can be understood outside of the framework of Western biomedical paradigms.
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From page 82... ...
Protecting children from sanctions, raising standards for child protection, and the role of the media are other topics discussed in the book. This progress report provides a general overview of the current problems facing children affected by armed conflict worldwide and gives insight into the obstacles to overcome to improve the .
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From page 83... ...
It was conducted in Kuwait in order to develop an appropriate primary mental health program for children affected by the Iraqi occupation. Four aspects were covered in the assessment: war-related stressors and
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From page 84... ...
The findings of the assessment led to the development of two psychosocial programs, one a school and the other a media program. The authors conclude that policy recommendations and psychosocial programs based on sound research methodology, sensitivity to local cultures, and the use of local resources are far more responsive and cost-effective than those that are rapidly constructed in response to a particular emergency.
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From page 85... ...
Minneapolis: Center for Victims of Torture, University of Minnesota. Global threats to child well-being and development, such as war, disease, economic or sexual exploitation and extreme poverty, pose challenges for humanitarian assistance at many levels.
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From page 86... ...
Children displaced by conflict within the borders of their own country often have similar experiences to those of refugee children but may be additionally vulnerable to ongoing violence at the hands of those who forced them to flee. Increasing the "visibility" of these children places pressure on governments and armed opposition groups to fulfill their obligations under international law.
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From page 87... ...
Case studies of programs with child soldiers in Sierra Leone, war-affected communities in Guatemala, a primary health care project in Nicaragua, and Mozambican refugees in Zambia among others, are presented and provide a diverse overview of the way in which principles of best practice have been implemented by agencies. Themes that emerge from these chapters suggest that mental health needs to be seen as a holistic process and that the involvement of community members is crucial in facilitating recovery and rehabilitation of refugee children.
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From page 88... ...
The guidelines serve the dual purpose of first providing an overview of issues relating to child soldiers and second as a tool for use in situation analysis, planning and program design, monitoring, and evaluation. The book is divided into three parts.
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From page 89... ...
Interacting with children in multicultural communities and helping children when they come into contact with the law forms the focus of several chapters of the book. Myers, R
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From page 90... ...
These chapters outline the pertinent cultural, political, historical, and social factors that fundamentally influence and shape the experiences and meaning attached to violent conflict in those regions, emphasizing the important points that outsiders to these regions need to be aware of in order to provide appropriate assistance. Issues of identity, relationships to "others," and ideology among others are discussed.
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From page 91... ...
Forced Migration Review, 6, 16-19. This article, written by UNICEF staff, focuses on the role of art in providing psychosocial care and protection to displaced children.
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From page 92... ...
London: International Institute for Environmental and Development. This guide is designed for both experienced and new trainers who wish to train others in the use of participatory research methods.
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From page 93... ...
This report examines the issue of effectiveness of psychosocial assistance programs for victims of human rights abuses by analyzing the case study of a Chilean-Finnish cooperative project. The project provided support to Chilean families who had lost family members during the military dictatorship in 1973-1989.
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From page 94... ...
Stockholm: Swedish Save the Children. This paper focuses on how children with disabilities are dealt with in the UNHCR's Guidelines on Protection and Care of Refugee Children.
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From page 95... ...
In this section normal patterns of psychological and social development are discussed, as well as the effects of separation and trauma on children. The final section examines comparative and international law as it pertains to actions that can be taken to assist separated children.
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From page 96... ...
Ideas contained in this manual may, however, be adaptable to other settings and provide impetus for how certain topics may be addressed by adults who work with children affected by war and displacement. It also gives an overview of the broad range of issues that refugee children may encounter when they move to another country where the culture differs from their own.
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From page 97... ...
It discusses the principles and assumptions that should underlie support offered to children affected by political violence. It explores various aspects of providing psychosocial help to children and provides a basis for planning and initiating projects.
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From page 98... ...
Stoke on Trent, UK: Trentham Books. This manual is aimed at service providers working with refugee children in Northern countries, such as teachers, social workers, community groups, health visitors, and psychologists.
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From page 99... ...
Examples of true cases from Mozambique's provinces are given, and it is stressed that the manual does not seek to provide a "single cure" for all problems as solutions must be based on practical possibilities and the specific situation in each place. In seeking to support children affected by adversity, it is vital to remain flexible and open to the children's needs as well as the context within which they find themselves.
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From page 100... ...
This report about early years provision for refugee children was written by experienced authors who have worked with refugee children in the UK for many years. Its specific aim is to assess if refugee families have equal access to services for young children in the UK.
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From page 101... ...
The issue of language support is central to helping refugee children integrate and this is discussed under two separate chapters: one on English-language support and one on home-language maintenance and development. Practical recommendations are made about how this can be achieved.
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From page 102... ...
The final section of the book provides tools for conducting the monitoring and evaluation. It describes the approaches used in participatory assessment, logical framework analysis, and cost-effectiveness analysis, among others.
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From page 103... ...
The meeting also addressed the problems of establishing effective interagency collaboration to initiate tracing and reunification programs and the need to strengthen working relationships between international and national NGOs. The report provides useful information and guidance on how agencies can ensure best practice in their work with separated children, taking into account the practical considerations and existing problems in emergency situations.
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From page 104... ...
The collection concludes with a report on the situation of separated refugee children in the UK. Save the Children UK (20001.
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From page 105... ...
London: Author. This book provides an overview of the issues involved in participatory information gathering in the process of research, monitoring, and evaluation with children and young people.
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From page 106... ...
The four art forms mentioned above are then discussed in more detail and activities are suggested for how they can be implemented with young people. The final section lists additional resources and organizations that may provide additional resources in helping youth workers address issues of violence and conflict.
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From page 107... ...
A resource and training pack to support work with young refugee children. London: Author.
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From page 108... ...
London: Save the Children UK. Education and skills training is seen as essential for the successful reintegration of former child soldiers.
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From page 109... ...
This handbook is based on the assumption that in order to improve the conditions and well-being of children in refugee camps, agencies need to strengthen and restore social support systems by mobilizing community resources. Rather than emphasizing the role of experts in assisting children, the author suggests that it is the daily attention and care from those close to the child that is more important.
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From page 110... ...
Suggestions tor training sessions on a number ot issues are given, for example, on how to stimulate babies in camps, how to talk with children about death, and for conducting needs assessments. A practical guide for community workers, the manual addresses psychosocial issues affecting refugee children within a social work context.
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From page 111... ...
Legally, unaccompanied asylum-seeking and refugee children have the same entitlements to education, health care, and the rights enshrined in the Children Act as citizen children. However, the findings of this report suggest that a significant number of young separated children had chaotic and disturbing experiences on arrival and received little or no support.
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From page 112... ...
lne internal critique focuses on issues of consistency, pointing out that critical and complex notions of identity and ethnicity are ignored by many agencies in the Croatian context, with ready-made programs being implemented instead. The authors argue that the theory and practice of psychosocial interventions continues to be based on a model that labels and pathologizes the "sick victims" needing to be cured.
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From page 113... ...
How can the predicament of refugee children be framed?
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From page 114... ...
This manual is directed at teachers who work with children affected by armed conflict and displacement. It introduces the area of"psychosocial needs" to teachers by helping them understand how war affects children and adults and what role the school and teacher can play in promoting the well-being and development of children.
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From page 115... ...
The second part of the book presents detailed case studies of psychosocial programs from various parts of the world that are seen as examples of good practice. The Hi Neighbour project in Yugoslavia, the work of the national Children and Violence Trust in South Africa, and the work of Acisam in El Salvador are described in detail, and their innovative practices to providing psychosocial assistance are analyzed.
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From page 116... ...
These guidelines were written primarily for UNHCR staff and defines the objectives, principles, and practical guidelines for protection and assistance concerns for refugee children. Approximately half the world's refugees are children and UNHCR's mandate to protect and care for these children is outlined in this manual.
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From page 117... ...
The psychosocial well-being of refugee children and families can be improved through direct and indirect activities by ensuring normalcy and predictability in the children's lives and by assisting families to pursue durable solutions. Preserving family unity, supporting single or isolated parents, and facilitating parental support networks are considered important ways of achieving the protection of refugee children.
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From page 118... ...
The working paper includes, among others, the Geneva Convention relative to the Protection of Civilian Persons in Time of War; the Geneva Convention relative to the Treatment of Prisoners of War; Convention relating to the Status of Refugees; UNICEF's Anti-War Agenda; the General Assembly Resolution on the Rights of the Child (Protection of Children affected by Armed Conflict) , and the Commission on Human Rights Resolution on the Rights of the Child.
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From page 119... ...
This publication consists of contributions by participants of the European consultation on coping and protective factors of children affected by organized violence. Most of the participants are psychologists who address a number of themes in their articles: the interconnectedness between stress and coping and the need for finding a balance between these; strategies and techniques for strengthening protective factors within children, families and communities; the role of social conditions for helping children cope; and the way in which cultural practices do or do not facilitate protective factors in children.
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From page 120... ...
This book is based on the notion that young people's sense of being valued or ignored by their communities will powerfully shape their attitudes toward contributing to or standing aside from community life. Despite the range of community activities that children are engaged in (such as sport, leisure and recreational activities, religious and friendship groups)
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From page 121... ...
For example, local cosmologies, norms, and values may differ significantly from Western ones that influence how life experiences are understood and what means are sought for overcoming them. Local cultural resources in the form of traditions, human resources, community processes, and healing rituals and ceremonies frequently exist in war-affected communities, and humanitarian aid workers need to acquire knowledge of these.
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From page 122... ...
This report describes the psychosocial support program run by AVSI (Associazione Volontari per it Servizio Internazionale) , UNICEF, and the local government in Kitgum District in Northern Uganda.
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From page 123... ...
This document concerns itself with providing psychosocial assistance to children separated from their caregivers. The authors emphasize the importance of being able to identify those children who are showing signs of trauma.
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From page 124... ...
This report is a significant and rare example of particiaptory research conducted with young people on the issue of armed conflict and forms part of a series of four studies initiated in different countries by the Women's Commission for Refugee Women and Children. The principal researchers and principal respondents were Ugandan and Sudanese adolescents in the Acholi region of Northern Uganda.
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From page 125... ...
The report provides a powerful insight into the daily concerns of adolescents in Northern Uganda, emphasizing the need for taking their problems as starting points for any form of assistance. Women's Commission for Refugee Women and Children (20011.
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From page 126... ...
and common mental disorders, helping refugee children, and assisting victims of rape and torture. Each chapter lists the particular learning objectives to be achieved in the section, provides relevant information, gives guidelines and rules for interaction with refugees (for e.g.
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From page 127... ...
Evidence was collected from various World Vision programs working with girls in conflict situations and led the organization to conclude that while there are commonalities in the experiences of boys and girls, girls are affected in different ways than boys by armed conflict. The most significant differences are in the targeting of girls for sexual abuse and rape with the psychological and physical needs this induces, and the lack of reproductive health services to meet even the most basic needs of girls and boys.
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From page 128... ...
Most important is, however, that there should be a systemic change of the sociopolitical structure in Guatemala so that the violence, oppression, and impunity of communities is stopped. In the absence of such changes, the application of programs that foster the rehabilitation of mental health might have limited and temporary effects as children continue to live in insecure environments with the knowledge that basic human rights are not respected.
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