Psychosocial Support Programming: Applied Practice in HIV Programs

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Psychosocial Support ProgrammingApplied
Practice in HIV Programs

• Shannon Senefeld
• Naomi Van Dinter
• Daphyne Williams

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• For the purposes of brevity, this presentation
  will focus specifically on HIV.

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Group Discussion

• What is Psychosocial Programming?

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Activity

• Break into small groups
• Case studies
• Report out
• Feedback from group

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Unpacking the Language

• Psychosocial
• Refers to the dynamic relationship that exists
  between psychological and social effects
• Addresses the ongoing psychological and social
  problems of HIV infected individuals, their
  partners, families and caregivers.
• Psychosocial interventions
• Activities that promote peoples ability to
  effectively and satisfactorily meet the demands
  in their lives through healthy and rewarding
  social relations and interactions, effectively
  deal with and overcome the adversities which they
  face in their lives, and continue to develop
  psychologically and socially throughout life.

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Why is it important?

• Cross-cutting
• Coping
• Stigma
• Adherence
• Prevention

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Applying PSS to Children

• PSS for PLHIV is important overall as HIV
  provides such a unique, long-term chronic
  stressor.
• Interventions vary depending on the target group
  PLHIV, families affected by HIV, children
  affected by HIV, etc.
• For brevity, were going to look at children
  here.

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Goals of Psychosocial Programming with Children

• To foster secure attachments with caregivers
• To create and maintain meaningful peer
  relationships, friendships, and social ties
• To instill a sense of belonging
• To contribute to a sense of self-worth and value,
  self-esteem and well-being
• To build, reinforce and maintain a trust in
  others
• To increase access to opportunities for cognitive
  development and functioning
• To increase spiritual development
• To support physical and economic security
• To encourage hope, optimism, and belief in the
  future

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Select Principles of PSS with Children

• Nearly all children and adolescents who have
  experienced catastrophic situations will
  initially display symptoms of psychological
  distress.
• Most children will regain normal functioning once
  basic survival needs are met.
• Some children will require more specialized
  interventions
• Counseling should not be the point of departure
  for psychosocial programming.
• Counseling should always be carried out by
  professionals!
• The psychosocial wellbeing of adults,
  particularly parents and caregivers has a direct
  impact on that of children, and should also be
  addressed.
• Peoples participation in decisions which affect
  their lives has a positive effect on their mental
  health, empowers them and helps them to regain
  control over their own lives.
• All interventions should be culturally
  appropriate.

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Key Areas of PSS for Children
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Life Skills Camps

• In a venue away from home, the children
  participate in activities and team building
  exercises that help them to develop their
• problem solving and goal setting skills,
• teamwork,
• confidence,
• risk assessment abilities,
• trust in others,
• conflict resolution,
• capacity to face challenges,
• as well as other life-affirming skills.

Photo Giacomo Pirozzi
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Community Camps

• Offers many of the benefits of the Life Skills
  Camp without the cost of transportation and
  accommodation
• Allows other community members and leaders to
  become involved
• Eases transfer of skills acquired into daily
  life.

Photo Horizons Report, June 2005
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Kids Clubs

• Provides a consistent safe environment for
  children to meet and interact with each
  other
• Allows for more flexible structures
• Broad focus (including drama, poetry,
  life skills training,
  athletics, debate, study groups, etc)
  or specific focus,
  such as agriculture or health
• Highly structured or open form
• Adult or child-directed
• Offers a way to stimulate participation by
  teachers, community leaders, and volunteers

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Resilience Characteristics

• Strong attachment to caring adults and/or peer
  groups
• Encouraging role models
• Socially competent at interacting with adults and
  children
• Independent and requests help when necessary
• Curious and explores the environment
• Plays actively
• Adapts to change
• Likely to think before acting
• Confident he or she can control some parts of his
  or her life
• Involved in hobbies, activities, and has multiple
  talents
• Has a close, nurturing connection to primary
  caregiver who provides consistent and competent
  care
• Has connections to competent caring members of
  ones own cultural group outside of the extended
  family
• Participates in familiar cultural practices and
  routines
• Has access to community resources, including
  effective educational and economic opportunities
• Has connections to faith and religious groups

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Protective Factors

• Has a close, nurturing connection to primary
  caregiver who provides consistent and competent
  care
• Has connections to competent caring members of
  ones own cultural group outside of the extended
  family
• Participates in familiar cultural practices and
  routines
• Has access to community resources, including
  effective educational and economic opportunities
• Has connections to faith and religious groups

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Back to the Activity

• Is there anything in your original group work
  that youd like to change?

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Questions and Discussion
Photo Horizons Report, June 2005
Morning exercise at Masiye Camp
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Thank You!
Photo Giacomo Pirozzi
All photos in this presentation are used for
illustrative purposes only and do not necessarily
represent HIV individuals or AIDS Orphans.