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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First of All... The Social Part of Psycho-Social Support

Andy West, 2005

Emphasizes the social dimensions of psychosocial support interventions, including participatory groupwork and a focus on reducing stigma and discrimination. Argues that psychological interventions such as counseling should never be a first step.

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.

UNICEF Programming for Psychosocial Support: Frequently Asked Questions

UNICEF, 31 Dec 2004

Helpful resource for defining key terms, issues, and practices in psychosocial support. Contains a short list of recommended tools for support and monitoring of psychosocial support interventions.

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.