Figure 4: Illustration for the Three Types of Response

LEARNING OBJECTIVES:

By the end of this session, participants will be able to: 1. Define psychosocial support and explain its relevance in caring for children, adolescents and young people who are at risk or survivors of SRGBV. 2. Identify causes of psychosocial problems of children, adolescents and young people who are at risk or survivorsof SRGBV.

3. Identify effects of psychosocial issues among SRGBV survivors.

4. Articulate the key principles and methods in delivering psychosocial support.

METHODS USED:

• Group discussion. • Brainstorming.

MATERIALS NEEDED:

• Flipcharts or chalkboard. • Masking tape. • Markers or chalk. • Sticky notes or • Manila pieces (15 by 10 centimetres). • Slides • Applications e.g. Zoom (virtual training)

PREPARATION NOTE FOR THE FACILITATOR:

• Review the reflection questions in this session. • Arrange all the materials that will be required for this session to be successful (Flipcharts, slides, or online notes on definition of key terms; key tips and techniques in administering psychosocial support). • Familiarize yourself with this session and be ready to answer questions asked by participants.

SUPPORT NOTES FOR THE FACILITATOR:

Definition of key terms Psychosocial Support (PSS) refers to the on-going care and support, in this case for children, adolescents and young people; to meet their age-appropriate and relevant emotional, spiritual, cognitive, social, and physical needs, through interactions with their surroundings and caretakers. Psychosocial support comprises two dimensions.

1) Psychological support: Internal, emotional, and thought processes, feelings and reactions, understandings, memory, learning (cognitive) abilities.

2) Social support: The way children, adolescents and young people relate and interact within their families, communities, amongst peers and other networks.

Psychosocial care and support are provided through interactions that occur in caring relationships in everyday life, at home, school and in the community.

This includes:

• The love and protection that survivors experience from family, school, and community environments. • Support provided by the community that assists survivors and families in coping.

Psychosocial care and support help children, adolescents and young people at risk or survivors of SRGBV to have a sense of self-worth and belonging and to develop skills and a sense of normalcy for the future. UNESCO, 2019 notes that, displaced students tend to be particularly at risk and poverty can also make students vulnerable to stress, trauma and their negative mental health effects, which can lead to behavioural difficulties.

Key tips techniques in administering psychosocial support Psychosocial support systems for learners across age groups should note that every individual is unique with specific experiences and needs. Support should, therefore:

Always be given by respecting the rights and dignity of the individual and considering their unique background and environment.

It should be in the best interests of the learner. Should be delivered in a clear, appropriate and no-harm, childfriendly manner. The effectiveness of psychosocial support interventions should be continuously evaluated and adjusted to fit the changing needs.

Psychosocial support can be administered through play therapy, family therapy, group therapy and support groups as outlined below: a) Play Therapy: This is therapy directed through play and games using toys and other tools or appropriate media. Play therapy helps the child, adolescent or young person recognize, identify, and normalize feelings. Art is part of play therapy and therapy can be directed through drawing and painting. b) Family Therapy: This is where the counsellor works with the whole family for the benefit of the child, adolescent, or young person. The approach takes into consideration the family systems, social and cultural values, and the environment. It focuses on helping the family function in more positive and constructive ways by exploring patterns/forms of communication and providing appropriate support. c) Group Therapy: This is a therapy approach between a counsellor and a group of children, adolescents, and young people with common problems. The group benefits from sharing experiences, learning from others, counsellor’s professionalism, and personal

interaction. It uses the power of group dynamics and peer interactions to increase understanding of the problem and improve on the coping skills. d) Support Group: Comprises of an informal group made of learners, teachers, parents and members of the community with similar problems. It could be a parent support group for the deaf, autistic, survivors. It does not have to be structured and can be open to new participants or closed. At the heart of it is that members help each other to improve and better manage their situation, share challenges and discussing solutions to meet their children’s psychological, social, physical and medical needs.

ACTIVITY 1: DEFINITION OF A PSYCHOSOCIAL SUPPORT (15 MINUTES)

1) Ask participants to brainstorm on the meaning of psychosocial support and its importance to children, adolescents and young people. 2) Record participants’ responses and process them. 3) Summarize the discussion with the “Definition of key terms”

ACTIVITY 2: PSYCHOSOCIAL ISSUES AMONG LEARNERS AT RISK OR SURVIVORS OF SRGBV (35 MINUTES)

1) Ask participants to form 3 groups or divide them into online breakout rooms and discuss

• Common psychosocial issues that affect children, adolescents and young people at risk and survivors of SRGBV.

• Causes of psychosocial issues among children, adolescents and young people at risk and survivors of SRGBV.

• Effects of psychosocial issues among children, adolescents and young people at risk and survivors of SRGBV?

2) Give them 10 minutes to prepare and 5 minutes for each group to present in the plenary • Ask each of the groups to give feedback in the plenary. • After the discussion, put the charts up where everyone can see them.

ACTIVITY 3: KEY TIPS AND TECHNIQUES IN ADMINSTERING PSYCHOSOCIAL SUPPORT (25 MINUTES)

1) Ask participants to brainstorm on what they think are the key things one needs to do when administering psychosocial support. 2) Write responses and process them.

3) Summarize discussion by taking them through the flipcharts, slides or online notes on

“Key tips in administering of psychosocial support”

WRAP UP:

Psychosocial interventions are an important aspect for dealing with psychosocial needs of children, adolescents and young adults that are at risk of or survivors of SRGBV (violence). It is important to equip some members in the school with basic knowledge and skills in psychosocial support. Session 4: Importance or counselling learners at risk or survivors of SRGBV TIME: 2 HOURS