Fox or Hedgehog : Alternative approaches to children affected by war and forced migration

Abstract

Recent conflicts and refugee emergencies have attracted a growing interest from international agencies wanting to impact on the psychological effects of war and displacement on both adults and children. The concept of post traumatic stress disorder and 'trauma counselling' continue to be the predominant discourse: however, there is a growing number of programmes which are based on alternative paradigms and which, in various ways, move away from clinical approaches based on western psychology and psychiatry. Few such programmes have been documented or analysed.

This study is an attempt to examine a range of alternative approaches. A case study is compiled of each project, using mainly ethnographic methods, and the analysis of the seven case studies identifies a range of key issues. Of foundational importance is the need to understand and respect the culture of the people concerned; to explore with them how they experience the effects of conflict and displacement; and to identify, support and build on existing cultural practices and coping mechanisms. A significant finding is that people tend to draw attention not to their inner psychological worlds but to the totality of their social, physical, economic and spiritual environment: this leads to a broad conclusion that the most appropriate, and the most cost-effective approaches are likely to consist of social development strategies which address a range of problems identified by the people themselves as priorities, and not split off specific aspects of their past experience for treatment. The study rejects the idea of universal prescriptions, arguing for a pluralist approach which builds on local knowledge, traditions and resources as well as drawing on relevant western knowledge. Participation emerges as a key theme.

The vital role of the family in helping to mitigate the worst psycho-social effects of war emerges clearly: this suggests that children who become separated from their families need to receive urgent priority, and some of the case studies raise crucial issues regarding care arrangements, programmes to trace their families and strategies to prevent further separations. Some of these are not being addressed in theory, practice or research. The role of schools and of teachers in contributing to the psycho-social well-being of children is examined, and a seven-point analysis emerges.

Several of the case studies reveal an extraordinary capacity on the part of children to cope with extremely adverse circumstances. Western constructions of childhood may tend to belie the resilience of children in other cultural contexts, and the importance of acknowledging children's agency is recognised. This leads to a conclusion that children may be exercising active agency in developing coping mechanisms, and may need to be seen as active participants in programme planning, not as passive beneficiaries or patients.

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