A talk on Psychosocial Effects of Disasters on Children given as a webinar for International Society for Prevention of Child Abuse and Neglect -ISPCAN

1. DR. NAEEM ZAFAR
H E A D , C H I L D R I G H T S D E P A R T M E N T ,
U N I V E R S I T Y O F L A H O R E , P A K I S T A N
P R E S I D E N T , P A H C H A A N ( P R O T E C T I O N A N D H E L P O F
C H I L D R E N A G A I N S T A B U S E A N D N E G L E C T )
C O N V E N E R , C R C - P P A ( C H I L D R I G H T S C O M M I T T E E O F
P A K I S T A N P E D I A T R I C A S S O C I A T I O N )
Psychosocial Effects of
Disasters on Children
ISPCAN Webinar June 30, 2016

2. Silent Survivors of Disasters
 Pic

3. Stages of Grief
1. Denial
2. Anger
3. Bargaining
4. Depression
5. Acceptance
These may not happen in an orderly manner and may keep looping back.
May last for months and if not addressed properly may “lock in”
If there is no support these stages do not pass in orderly manner, hostility and
anxiety may set in
(Based on the Grief Cycle model first published in On Death & Dying, Elisabeth Kübler-Ross, 1969. Interpretation by Alan Chapman 2006-2013.)

4. Stressors during disasters for children
 Loss of dear ones, loss of property,
 Disruption of normal routines and play etc.
 Fear of recurrence of events, or its perpetuation
 Nothing to look forward to, hopelessness
 Stressed caregivers oblivious to the children’s needs
 Emotional, physical or sexual abuse by duty bearers
 Lack of professional psychological help

5. Loss of belongings, loss of dear ones

6. Loss of property, fear of recurrence

7. Hopelessness, Despair

8. Neglect, No help

9. Post Traumatic Stress Disorder after Disasters
Even after more than a month of Triggering event
people relive the event as it happened via
 Intrusive memories
 Flashbacks
 Nightmares
 Avoidance of remembering trauma
 Intense anxiety, disrupting their lives

10. Post disaster PTSD in children
Children under 6 have some different feelings due to
their developmental immaturity. These include
 Loss of interests,
 Detachment from loved ones
 Avoidance of thoughts or feelings related to the
trauma
There is more
 Irritability or outbursts of anger
 Extreme temper tantrums

11. Challenges in providing psychosocial support
 Psychosocial needs of children are low priority as
compared to survival and rebuilding structures
 Psychosocial health is not a priority for donors
 Mental health professional are not available in
remote areas
 Professionals are not capable of handling children
 Counselors are not well trained or monitored

12. Support for children with stress disorders
 Resolute support from immediate caregivers
 Support networks within peer groups
 Harnessing local volunteer support through training
by professionals
 Developing activities to bring out latent fears and
address these through individual and group therapy
 Book reading, play therapy, art therapy are useful
 Reintroduce routines
 Child Friendly Spaces

13. Local support groups

14. Therapeutic Sessions

15. Activities

16. Play Therapy - Boys

17. Play Therapy - Girls

18. Children’s needs are neglected
 Their physical as well as psychological needs are neglected
 They are considered bystanders or even obstruction in
disaster relief
 Adults are too busy or stressed to supervise their activities
 Their routines are broken, no school, no work, no play
 No one listens to them, they are socially isolated
 They are exposed to labor, physical abuse and sexual assault

19. Neglected by parents

20. Child Friendly Spaces
Objectives of CFS
 To offer children opportunities to develop, learn,
play, and build/strengthen resiliency after an
emergency or crisis, or during a protracted
emergency.
 2. To identify and find ways to respond to particular
threats to all children and/or specific groups of
children, such as those with particular
vulnerabilities, after the emergency/crisis, or during
a protracted emergency.
Child Friendly Spaces in Emergencies: A Handbook for Save the Children Staff 2008

21. Principles of management of
Child Friendly Spaces
 CFS are secure and safe environments for children
 CFS provide a stimulating and supportive
environment for children
 CFS are built on exiting structures and capacities
within a community
 CFS use a participatory approach for the design and
implementation
 CFS provide or support integrated programs and
service
 CFS are inclusive and non-discriminatory
A Practical Guide for Developing Child Friendly Spaces UNICEF

22. Child Friendly Spaces
 Safety and Security of Children is paramount
 Child Protection policies are in place
 Staff interaction with children is planned and
documented
 Children with special needs are prioritized
 Child Participation is ensured
 Flexible timing
 Gender and age wise grouping
 Issues of confidentiality and Consent are addressed

23. Activities in CFS
 Active involvement of children and parents in the
activities of CFS
 Leisure and recreational activities to relax the
children
 Health and hygiene are promoted
 Education is imparted through non formal, and semi
formal means
 Life skills based activities are conducted
 Psychological assessment and rehabilitation through
play, book reading and art therapy

24. Play Therapy

25. Indoor sports

26. Indoor play

27. Physical Activities

28. Rope Skipping – Play

29. Physical Exercise

30. Out door sports

31. Musical Chairs

32. Debates

33. Performing arts as catharsis

34. Group play activities

35. Art Work

36. Art Therapy

37. Art therapy

38. Art work

39. Art therapy

40. Semi formal education

41. Boys Education

42. Girl Education

43. Child Friendly Spaces

44. Thank you