The Role of Schools in Providing Psychological Support for Conflict Affected Children in Juba: A Case of Gudelle West County, South Sudan.
ABSTRACT:
The study explored the role of teachers in provision of psycho-social support to children affected by conflict in Gudelle Country. The objectives were;
To establish whether teaching and learning integrates psycho social needs for children’s development;
Determine the extent to which schools enhance psycho social needs in co-curricular activities to enhance social interaction for children’s social development;
And to explore the extent to which schools have adapted mechanisms to enhance guidance and counseling for managing stress, trauma and violence prevalent among learners.
A descriptive survey design targeted 5 primary schools was used. Data was collected from teachers, pupils and parents by using questionnaires and interview guide.
The findings reveal; moderate integrating psycho-social needs in pedagogical instruction; creation of a healing classroom for conflicts affected children is not affectively realized as cases of harsh punishment to children were reported.
Schools have limited care, love and empathy for children affected by conflict. Respondents rated psycho-social healing being integrated in co-curricular activities for social emotional development of the child as fair to average at 3 out of a total of 5; thus developing social bonding and self-esteem through games, drama, dancing, singing was not appreciable.
The findings also showed that although supportive guidance and counseling mechanisms through training of teachers have been conducted by CSO’s and donor agencies, they have not translated into actions in school pedagogical and co-curricular activities. There are no professional counselors based in schools to address traumatic cases.
This explains the wide existence of maladaptive behaviors. The study recommends; developing robust educational policy to promote integration of psycho- social healing in schools; Co-curricular activities such as games, sports, drama and debate should be promoted to build self-esteem, social bonding, and reduction of isolation and promotion of positive behaviors in the schools.
Schools should adopt and embrace supportive mechanisms by employing professionally trained counselors to address psycho traumatic disorders of the pupils.
The study explored the role of teachers in provision of psycho-social support to children affected by conflict in Gudelle Country. The objectives were;
To establish whether teaching and learning integrates psycho social needs for children’s development;
Determine the extent to which schools enhance psycho social needs in co-curricular activities to enhance social interaction for children’s social development;
And to explore the extent to which schools have adapted mechanisms to enhance guidance and counseling for managing stress, trauma and violence prevalent among learners.
A descriptive survey design targeted 5 primary schools was used. Data was collected from teachers, pupils and parents by using questionnaires and interview guide.
The findings reveal; moderate integrating psycho-social needs in pedagogical instruction; creation of a healing classroom for conflicts affected children is not affectively realized as cases of harsh punishment to children were reported.
Schools have limited care, love and empathy for children affected by conflict. Respondents rated psycho-social healing being integrated in co-curricular activities for social emotional development of the child as fair to average at 3 out of a total of 5; thus developing social bonding and self-esteem through games, drama, dancing, singing was not appreciable.
The findings also showed that although supportive guidance and counseling mechanisms through training of teachers have been conducted by CSO’s and donor agencies, they have not translated into actions in school pedagogical and co-curricular activities. There are no professional counselors based in schools to address traumatic cases.
This explains the wide existence of maladaptive behaviors. The study recommends; developing robust educational policy to promote integration of psycho- social healing in schools; Co-curricular activities such as games, sports, drama and debate should be promoted to build self-esteem, social bonding, and reduction of isolation and promotion of positive behaviors in the schools.
Schools should adopt and embrace supportive mechanisms by employing professionally trained counselors to address psycho traumatic disorders of the pupils.