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 Unique Role of Peer Support: Exploring the Effects of Various Sources of Social Support on the Mental Health of Unaccompanied Children in China under Residential Education

Lizhang Dong, Yanan Peng, Ran Zhang, Kang Ju, Juzhe Xi, 01 Aug 2023

This study investigates the impact of various sources of social support on the mental health of unaccompanied children under residential education in China. Unaccompanied children refer to those whose parents are still alive but unable to raise them due to various reasons.

Examining the Mental Health Care Needs and Outcomes of Young People Transitioning from Out-of-Home Care (OOHC) in Australia

Philip Mendes, Eswen Chaffey, 15 Jul 2023

This article presents a scoping review of research studies completed on the mental health care needs and outcomes of care leavers in Australia from 2015 to 2021.

Interventions Targeting the Mental Health and Wellbeing of Care-Experienced Children and Young People in Higher-Income Countries: Evidence Map and Systematic Review

Rhiannon Evans, Sarah MacDonald, Rob Trubey, Jane Noyes, Michael Robling, Simone Willis, Maria Boffey, Charlotte Wooders, Soo Vinnicombe, G. J. Melendez-Torres , 01 Jul 2023

This global systematic review aimed to synthesise the international evidence base for interventions targeting subjective wellbeing, mental health and suicide amongst care-experienced young people aged ≤ 25 years.

Mitigating the Unmet Psychosocial Support Needs of Left-behind Learners in Child-Headed Households: Exploring ‘Educare’ Support at a Zimbabwean School

Ricanos Jaure, Alfred Henry Makura, 20 Jun 2023

This research chapter sought to explore the fusion of education and care in schools in Zimbabwe as a holistic system of support for the left-behind at a school where left-behind children expend most of their time.

Psychosocial Support Services to Enhance Wellbeing of Orphaned and Vulnerable Learners in Eswatini Early Childhood Centres and Primary Schools

Patronella Bimha, Maureen Nokuthula Sibiya, 20 Jun 2023

This exploratory, sequential, mixed-methods study analyses factors that enhance the provision of psychosocial support services and the perceptions of educators towards psychosocial support delivery to orphaned and vulnerable learners in Eswatini.

Peer Effects of Depression Between Left-Behind and Non-Left-Behind Children: Quasi-experimental evidence from rural China

Li Huang, Sizhe Zhang, Biyu Bian, Mi Zhou, Zinan Bi , 12 Jun 2023

The aim of the study is to investigate the interactive influence of depression on left-behind and non-left-behind children in China from the perspective of peer effects. The roles of teachers, parents, and friends are also explored.

Prevalence of Depression Among Orphaned Adolescents in Selected Children’s Homes in Githurai Division, Nairobi County

Purity Wambui Gitahi, Michael Njeru, Jared Menecha, 02 Jun 2023

This study sought to explore the prevalence of depression among orphaned adolescents in the selected children’s homes in Githurai Division, Nairobi County.

Breaking the Cycle: Reclaiming Hope and Belonging for Youth Leaving Institutional Care in Uganda

Child's i Foundation, No Limit Generation, 01 May 2023

This is an introduction to the training series produced by Child's i Foundation and No Limit Generation and focuses on four key areas: trauma and stress, depression and suicidal thoughts, anxiety, and loss and grief.

Examining the Mental Health Indicators and Service Needs of Children Living with Foster Families

Shannon L. Stewart, Alana A. Graham, Jeffrey W. Poss, 01 Apr 2023

This study utilized a large sample of treatment-seeking children across Ontario to compare children living with a foster family to non-foster children, across a number of psychosocial, care needs, and demographic variables.

Fostering Emotional and Mental Health in Residential Youth Care Facilities: A Systematic Review of Programs Targeted to Care Workers

Laura Santos, Rita Ramos Miguel, Maria do Rosário Pinheiro, Daniel Rijo, 01 Apr 2023

This Children and Youth Services Review study performed a systematic review of research on training programs aiming the fostering of emotional and mental health in residential youth care. A systematic search was conducted in nine digital databases and other sources (websites, relevant journals, reference lists of included articles and relevant reviews), for publications from 1980 to 2021.