PSS_Quick Session.ppt /professional guide
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PSS_Quick Session
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PSS_Quick Session.ppt /professional guide
- 1. Psychosocial Support CPWG – Session
- 7. What is psychosocial well-being? The state of being or doing well in all aspects of life: • basic survival needs are met • age-appropriate physical, intellectual, emotional, and development needs are addressed • social relationships are positive and supportive • people have access to economic and environmental resources
- 8. Let’s get back to basics – Building a child…
- 9. Building a child… What will happen to the child if s/he doesn’t have these things? What sort of adult do you think the child will develop into?
- 10. What type of reactions happen after a difficult situation and / or event…? - Physical… - Thinking… - Emotions… - Behavioural… Reactions to Difficult Situations
- 11. Physical reactions – strong heart beat, tense muscles, panted breathe, pain without cause such as headache, dizziness, muscle cramps, tiredness, lack of energy Changes in thinking – only thinking about the problem, getting confused or changing mind easily, difficulty in concentrating, flashbacks, unable to trust others Reactions to Difficult Situations
- 12. Changes in emotions – feeling angry, sad or hopeless, not feeling anything, erratic mood changes or lack of empathy for others Behavioural changes – eating and sleeping problems, overly withdrawn or aggressive, nervous, high levels of fear and anxiety, increased dependency and support from others, regression, engaging in dangerous activities, “strange behaviours” such as “being too good”, “hoarding things” etc… Reactions to Difficult Situations
- 13. Certain behaviours, reactions and emotions are normal responses to abnormal situations. Most children and their families will regain normal functioning through self help efforts and mutual help initiatives. The psychosocial well being of adults, particularly parents and caregivers has a direct impact on children’s responses to the emergency. BASIC ASSUMPTIONS…
- 14. The basics of psychosocial support… Reconnect children with family members, friends & neighbours Encourage social connections and interactions Normalise daily life Promote a sense of competence and control over ones life Encourage resilience Respect the dignity of children, their caregivers, and the community
- 15. How to Promote a sense of normalcy and enhance resilience… Promote structured play and recreational activities Re-establish schooling activities Resume cultural activities and traditions Return to regular work routine or promote aid delivery, community programmes around that timing Promote individual and collective ways of relieving stress
Editor's Notes
- Only do this if you have time. Takes about 30 mins. ACTIVITY – BUILDING A CHILD – What do children need to grow? “Let us talk about what children need in order to enjoy their childhood, to cope with the difficulties they experience and to grow into strong and responsible adults." This exercise will remind participants what children need for their development, and explain that children’s needs are children’s rights. ACTIVITY STEPS: Ask participants to think about a plant. "Children are like plants. They need to be cared for. If you take good care of your plant, you will have strong plants and a good harvest. It is the same with children, if you look after them, they will grow strong. Our harvest is the next generation of children who will grow up to respond to any challenge as well as help the community." "Now we are going to look at what a child needs to grow into a strong adult. Let’s draw a picture of a child together. With every need we think of we will draw another part of the child’s body." "Let’s start with the head.” Ask them to call out things children need to grow. Every time participants call out a need, you acknowledge it ("yes, they need food") and ask the participant who identified the need to draw in the next part of the child. Choose volunteers to write down and/or draw a picture representing the needs. Make sure that examples of the following needs are mentioned: physical/survival needs (food, water, shelter); intellectual (education) emotional (love) social (sense of belonging to a family or community). spiritual (a belief in a higher being) protection In the group, discuss: Are children entitled to these needs? Which needs are they entitled to? What happens to these needs during emergencies? ACTIVITY – MONEY OR PEOPLE? This will help participants understand that the many needs of children can be met without money. This will push participants to think out of the square… What are the needs and how can they be met? Be creative! "Let us look at the list of needs we created in the activity ‘Build A Child’ and see how we can provide for these needs. For each need, let us look at what it requires – money or people." Use the list of needs you have just developed to discuss whether people play a major role or money plays a major role in providing for the need. HANDY HINT – Use symbols or stickers to represent money or people. You can ask participants to draw the symbols beside each need, or you can use stickers which you have already. For each need, ask whether it requires money or people. If participants answer “PEOPLE”, they should draw the symbol for people beside that need (or put a sticker beside the need). If participants answer “MONEY”, they should draw the money symbol, or put a sticker representing money. If participants answer “BOTH”, you can draw both symbols. If participants do say MONEY it is important to push back on this and place pressure to think further… how can this be done without money? Count the number of needs that can be met by people, and those that can be met by money. HANDY HINT – Usually, this exercise will show that PEOPLE are more important than MONEY in meeting the needs of children. You can point out that some needs require both people and money, but the most important needs (like love, play, trust, protection and a sense of belonging) can be given by families and communities without needing any additional resources. Any comments and / or questions? Give participants a chance to discuss thoughts and learning. How do we ensure all these needs / rights? Who ensures these needs / rights?
- Group work using flip chart paper divided into four components as on slide: Physical, Thinking, Emotions, Behavioural Ask group to list all the reactions people have after a difficult situation. When completed ask group to tape on wall in gallery style all in the same area. Facilitate a conversation around the what is on the flip charts. Relate to yourself and bring humour.
- Emphasise by point to the flipcharts of reactions that if we weren’t seeing these reactions we would be worried. Very normal!
- Manuals in the supporting documents file… Myanmar version of JOL – Has been great engaging communities and families in distress, encouraging engagement on CP by them. Used also in Sudan. PSS Activities Manual - Already available and widely used in Southern Philippines.
- Further Activities books available to enhance PSS and recovery.