ACEI Global Summit
Psychosocial and Learning Program for Syrian Refugee Children in Jordan - Healing through play Beryl Cheal, MEd, MA Disaster Training International Helping Adults Help Children
Malki-Salaam Children’s Center Amman, Jordan Sponsored by Salaam Cultural Museum (a local NGO)
Definitions • Traumatic event – an event that overwhelms a person’s ability to cope. • Trauma – the response a person experiences as a result of an event.
Trauma can result in • Altered cardiovascular regulation • Behavioral impulsivity • Increased anxiety • Increased startle response • Sleep abnormalities • Altered cognition and perception • Shortened life span
Children’s frequent responses to traumatic events
1. Life is out of control
2. Lose faith in adults
3. Lose empathy for others 4. Confusion 5. Feel unsafe 6. Lose faith in the future 7. Break in relationships 8. Lose self-confidence 9. Difficulty in regulating emotions
However, we know that Children have a greater possibility of healing if given help – and the sooner after the event the better
Decisions we had to make • Comprehensive Program? • Use Play Therapy strategies? • Days a week? • Hours a day? • Find an appropriate facility, furniture • Find and train volunteer staff • Find children • Spend little money
What we did • • • •
Used Comprehensive Program model Used Play Therapy strategies Operated 4 hours/day, 5 days/week, 12 days 29 children registered – 26 Syrian refugee children, 3 Iraqi refugee children • Used Save the Children, Jordan’s school facilities • Used 4 adult volunteer staff + 1 teen-age staff / 3 adults and teenager had minimal training – 1 adult fully trained
More reality • 1 adult spoke little or no Arabic • Only spent money on paper, pencils, art supplies, glue, food and other small items • Used furniture at school and donated materials • Children lived in walking distance to program • Program occurred during the holy month of Ramadan • 3 adult staff and teenage volunteer had additional commitments/interests
Lessons learned • Pay and train teachers • Serve fewer children • Limit number of children • Concentrate on behaviors • Include more structure • Begin program with limited materials
More lessons learned • Involve parents • Work quietly with children • Be predictable • Be organized • Help children build selfconfidence • Develop rituals • Use children’s names
• Help children develop internal locus of control • Help children learn options for behavior • Use calming strategies • Talk with children about plan for the day • “See you tomorrow.” • Help the helpers
Moving on • Still using Comprehensive Program model • Found space for program • Children far away • Trained staff • More structured program • Working on behaviors • Serving fewer children • Involving parents
Differences between good early care and education programs and psychosocial programs • Intention • Specific response • Building relationships • Listening differently • Uses therapeutic activities throughout program
Our hope for
the future -
To review Keys to successful Comprehensive Program
Frequent responses to trauma 1. 2. 3. 4. 5. 6. 7. 8. 9.
Life is out of control Lose faith in adults Lose empathy for others Confusion Feel unsafe Lose faith in the future Break in relationships Lose self-confidence Difficulty in regulating emotions
• • • • • •
Find facility with play area Close to children Find, train, pay staff Try for 6 or 7 to 1 staff ratio Limit number of ch/family Use activities that lessen effects of frequent responses to trauma • Build in program structure • Provide behavior options
References • ACE study – www.acestudy.org and www.cdc.gov/nccdphp/ACE/ • Child Trauma Academy - www.childtrauma.org • Disaster Training International - www.disastertraining.org • Massachusetts Advocates for Children www.massadvocates.org/
Malki-Salaam Children’s Center Amman, Jordan Sponsored by Salaam Cultural Museum (a local NGO)
Definitions • Traumatic event – an event that overwhelms a person’s ability to cope. • Trauma – the response a person experiences as a result of an event.
Trauma can result in • Altered cardiovascular regulation • Behavioral impulsivity • Increased anxiety • Increased startle response • Sleep abnormalities • Altered cognition and perception • Shortened life span
Children’s frequent responses to traumatic events
1. Life is out of control
2. Lose faith in adults
3. Lose empathy for others 4. Confusion 5. Feel unsafe 6. Lose faith in the future 7. Break in relationships 8. Lose self-confidence 9. Difficulty in regulating emotions
However, we know that Children have a greater possibility of healing if given help – and the sooner after the event the better
Decisions we had to make • Comprehensive Program? • Use Play Therapy strategies? • Days a week? • Hours a day? • Find an appropriate facility, furniture • Find and train volunteer staff • Find children • Spend little money
What we did • • • •
Used Comprehensive Program model Used Play Therapy strategies Operated 4 hours/day, 5 days/week, 12 days 29 children registered – 26 Syrian refugee children, 3 Iraqi refugee children • Used Save the Children, Jordan’s school facilities • Used 4 adult volunteer staff + 1 teen-age staff / 3 adults and teenager had minimal training – 1 adult fully trained
More reality • 1 adult spoke little or no Arabic • Only spent money on paper, pencils, art supplies, glue, food and other small items • Used furniture at school and donated materials • Children lived in walking distance to program • Program occurred during the holy month of Ramadan • 3 adult staff and teenage volunteer had additional commitments/interests
Lessons learned • Pay and train teachers • Serve fewer children • Limit number of children • Concentrate on behaviors • Include more structure • Begin program with limited materials
More lessons learned • Involve parents • Work quietly with children • Be predictable • Be organized • Help children build selfconfidence • Develop rituals • Use children’s names
• Help children develop internal locus of control • Help children learn options for behavior • Use calming strategies • Talk with children about plan for the day • “See you tomorrow.” • Help the helpers
Moving on • Still using Comprehensive Program model • Found space for program • Children far away • Trained staff • More structured program • Working on behaviors • Serving fewer children • Involving parents
Differences between good early care and education programs and psychosocial programs • Intention • Specific response • Building relationships • Listening differently • Uses therapeutic activities throughout program
Our hope for
the future -
To review Keys to successful Comprehensive Program
Frequent responses to trauma 1. 2. 3. 4. 5. 6. 7. 8. 9.
Life is out of control Lose faith in adults Lose empathy for others Confusion Feel unsafe Lose faith in the future Break in relationships Lose self-confidence Difficulty in regulating emotions
• • • • • •
Find facility with play area Close to children Find, train, pay staff Try for 6 or 7 to 1 staff ratio Limit number of ch/family Use activities that lessen effects of frequent responses to trauma • Build in program structure • Provide behavior options
References • ACE study – www.acestudy.org and www.cdc.gov/nccdphp/ACE/ • Child Trauma Academy - www.childtrauma.org • Disaster Training International - www.disastertraining.org • Massachusetts Advocates for Children www.massadvocates.org/
