Psychosocial Support

The best form of psychosocial support is a healthy family and supportive environment, preferably in the child's community of origin, or one that is culturally similar. Psychosocial well-being is a product of multiple support, which is rooted in the ability to form healthy relationships and participate in community networks.

However, certain considerations may be required in order to help children and caretakers come to terms with life-changing events, such as the loss of a parent. Separation can be highly stressful for children, particularly if it is unexpected, or repeated. Some children may experience anxiety, attachment problems, sleep disturbances, dependency issues, regression, and a range of other behavioural issues which threaten their mental health and development.

Specific types of support may be required for children suffering from loss, severe or chronic ill health, abuse or exploitation. The child’s experience, age, resilience, and the level of support received from the family and community will determine if a child needs external services. A child is far less likely to experience psychosocial stress if they have good natural support mechanisms and therefore protection efforts should focus on supporting families and communities to help each other.

When psychosocial support is needed, an assessment is important in determining the scope and type of issues, the existing family and community resources, and analysis of how these can be strengthened. Clinical mental health interventions such as therapy, psychiatry or psychological counseling, should only be provided by trained professionals after a clinical assessment and, in all cases, should be culturally relevant.

Psychosocial activities must promote the children’s development and their relationships with others, re-establish routines, increase self confidence and sense of control over their lives. Children’s activities, such as the provision of safe places, group work or referrals to specialists, should be designed around the child’s individual needs, age, gender, and cultural identity. Interventions should be empowering, inclusive, and fully integrated with wider community efforts. Children’s participation is essential in psychosocial work; children should be encouraged to express their opinions, and to have these taken into account.

The literature found here describes the psychosocial effects of separation, and other threats to children such as HIV/AIDS, conflict, abuse and exploitation, and provides guidance and examples of psychosocial interventions.

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Young Children and HIV: Strengthening Family and Community Support

International HIV/AIDS Alliance, 2006

Practical guidance on dealing with young children in the context of HIV/AIDS. Focuses on the developmental needs of children affected by HIV/AIDS. Also focuses on care and treatment provision for children who are HIV-positive.

Handbook on Paediatric AIDS in Africa

Denis Tindyebwa, Janet Kayita, Philippa Musoke, Brian Eley, Ruth Nduati, Hoosen Coovadia, Raziya Bobart, Dorothy Mbori-Ngacha and Mary Pat Kieffer, 2006

A practical resource handbook for health professionals. Topics covered include HIV epidemiology, preventing HIV infection, care of HIV-exposed or HIV-infected children, diagnosis and clinical staging of HIV infection, clinical conditions associated with HIV, antiretroviral therapy, adolescent issues, long-term and terminal care planning for children affected by HIV/AIDS and their families, counseling and psychosocial support, and nutrition.

Scaling Up the Mentorship Program to Address the Psychosocial Problems of Orphans and Vulnerable Children in Rwanda

Edward Kalisa, 2006

Outlines the results of World Vision Rwanda’s mentorship program for children in child-headed households and other OVC. Includes challenges and lessons learned.

Psychosocial Support Training Manual

Farm Orphan Support Trust, 05 Sep 2005

This manual aims to help trainers, OVC programme staff and volunteers refocus on the non-material support they offer to children and to demonstrate how this can be offered in a structured way.

Violence Against Children Affected by HIV/AIDS: A Case Study of Uganda

World Vision, 2005

Report documenting participatory research conducted on violence against children affected by HIV/AIDS in Uganda. Particular focus on the stigmatisation and discrimination.

Romania: Minimum Standards for Child Day Care Centers

Romania National Authority for Child Protection and Adoption, 2005

Minimum standards for day care centers in Romania.

CSO Capacity Analysis: A Tool for Assessing Capacities for Quality OVC Response

CORE Initiative Uganda, 2005

This document provides a tool that was used to assess broad capacity areas for quality OVC response in Uganda.

The Psychosocial Rehabilitation of Children who have been Commercially Sexually Exploited. A Training Guide

ECPAT International (End Child Prostitution, Child Pornography and Trafficking of Children for Sexual Purposes, 2005

A resource pack for training caregivers of children who have been commercially sexually exploited. It includes 12 units to develop knowledge and practical skills of caregivers in areas such as child sexual abuse, commercial sexual exploitation, special and psychosocial needs, behavior management, health promotion, life and social skills, education and vocational training, communication and therapeutic skills, and rehabilitation.

The Ethics of Needs Assessments in Disaster Situations: Ensuring that Your Needs Assessments Interventions Do Not Cause Harm

Consortium of Humanitarian Agencies, 2005

Lists ethical “do’s and dont's” specific to Consultants/Advisors, Managers/Supervisors, and Field-Level Workers arranging and conducting Needs Assessments in disaster situations.

Youth On The Streets: The Importance Of Social Interactions on Psychosocial Well-Being in an African Context

Sweta Shah, Georgina Graidage, and Josephine Valencia, 2005

Research on the psychosocial factors contributing to distress of children living and working on the streets in Ethiopia. Highlights the importance of facilitating social relationships and connectedness. Suggests intervention constructs and measures based on the Psychosocial Child Well-being model.