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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The Future of Children: A Collaboration of the Woodrow Wilson School of Public and International Affairs and The Brookings Institute

Princeton University and the Brookings Institute, 17 May 2004

In assessing the practice of foster care in the US and its current limitations, this series of articles advocates for the implementation of health assessments for all children in care, support to preserve permanency and assist birth families, comprehensive supports for foster families, specialized services for children in need, increased cultural competency in social work practice, coordinated services across sectors for families in need and comprehensive well being assessments for children in care.

Children in Crisis: Good Practices in Evaluating Psychosocial Programming

Joan Duncan and Laura Arntson, 2004

A comprehensive and detailed template for development and evaluation of psychosocial support projects. Emphasis on raising awareness of cultural and ethical issues associated with psychosocial interventions.

Promoting Resilience in Fostered Children and Young People

Lisa Bostock, Social Care Institute for Excellence (SCIE), 2004

A guide to building a child-focused foster system that works with the strengths of children and young people to enhance their resilience and ability to cope with adversity. It outlines practical ways to support caring relationships and create positive educational experiences that bolster self-esteem and self-efficacy.

Building Blocks: Africa-wide Briefing Notes: Education

International HIV/AIDS Alliance, 2003

Outlines the impact of HIV/AIDS on children’s education and suggests strategies for meeting children’s educational needs. Includes a list of follow-up resources.

The Role of Education in Protecting Children in Conflict

Susan Nicolai and Carl Triplehom, 2003

Examines the link between education and the protection needs of children, with a particular focus on the role of education in emergency response.

Building Blocks: Africa-wide Briefing Notes: Psychosocial Support

International HIV/AIDS Alliance, 2003

Outlines the psychosocial impacts of HIV/AIDS on children and suggests principles and activities to strengthen psychosocial support. Includes a brief list of follow-up resources.

Romania: Minimum Standards for a Counseling Center/Child Hotline

Romania National Authority for Child Protection and Adoption, 2003

Minimum standards for counseling center and child hotline responding to abuse, exploitation and neglect in Romania.

Working with Children in Unstable Situations: Principles and Concepts to Guide Psychosocial Responses

UNICEF, 2003

Discusses the psychosocial impacts of unstable situations on children and their families, with an emphasis on child development. Includes UNICEF’s position on policy and programming principles as well as strategies to address the psychosocial needs of children, families, and communities.

All Our Children: Human Rights and Children of the Street

Jonathon Rose, 2002

Brief article arguing for doctors to take a lead role in caring for children on the street. Suggests that physicians could provide direct patient care, advocacy for children's rights, and leadership for reform at the community and national level.

Course on Psychosocial and Medical Services for Sexually Abused and Sexually Exploited Children and Youth. Training Manual

UNESCA, 2002

A training guide for health and social workers on the delivery of medical and psychosocial services to survivors of sexual abuse.

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