Examples from a Local Organisation in North Ossetia, Russia

Takhokhova and Chshieva

School based psychosocial work with children affected by terrorism and other violence: examples from a local organisation in North Ossetia, Russia

TamaraV.Takhokhova & Tatyana L. Chshieva

This ¢eld report describes the activities of a own or with their family’shelp’ (Russian Federa- local, nongovernmental organisation attempting tion, 2007). This includes children who fall to strengthen the system of psychosocial support into one, or more, of the following categories: available in schools in North Ossetia, Russia.This do not have parents or are neglected by semi autonomous republic in the Russian Federation them, are disabled, have survived armed has been plagued by terrorism and the in£ux of con£ict(s),are refugee or displaced children, internally displaced and refugee children. The and/or victims of abuse. The school system activities described aim to address the mental health in the Russian Federation is currently needs of the children, their families and caregivers, undergoing signi¢cant change; new govern- and foster healthy psychosocial development within mental requirements to improve educational the school system. results, strengthening the professionalism of teachers, as well as changes in ¢nanc- Keywords: Beslan, North Ossetia, school ing mechanisms. These changes impact based interventions, teachers, terrorism teachers, andcancreate feelings of insecurity in relation to their livelihoods and future. Within this context, teachers may become Background irritated or experience discontent and, as a Schools have an important function in result, develop stress related health prob- the lives of children and their families. For lems. Also under these circumstances, children, schools can be a positive place children can be impacted, as school can where they can play and make friends, and cause psychological distress if theydo not feel experience academic achievements. How- safe and secure. ever, a teacher’s task is not only to ¢ll their In North Ossetia, where the authors work, students’ heads with knowledge, but also to the e¡ects of violence and terrorism accom- prepare them to live self su⁄ciently within pany these developments. This negatively society,andto impart the principles of peace, impacts the wellbeing of the children, the dignity, tolerance, freedom, equality and teachers, and the atmosphere in the school. solidarity. This becomes even more crucial This ¢eld report documents the experience for those children referred to as ‘children of setting up a project to strengthen the in challenging circumstances’. This is de¢ned psychosocial support system within schools, in Russian law as ‘those children whose in order to address the mental health needs everyday life is a¡ected by external circumstances and healthy psychosocial development of and are unable to overcome the situation on their the children and their caregivers.

249 Copyright © War Trauma Foundation. Unauthorized reproduction of this article is prohibited. School based psychosocial work with children affected by terrorism and other violence: examples from a local organisation in North Ossetia, Russia, Intervention 2012, Volume 10, Number 3, Page 249 - 255

North Ossetia Many children and their caregivers have The Republic of North Ossetia^Alania1is an su¡ered loss of loved ones or been witness autonomous republic within the Russian to violence, and therefore have also experi- Federation, with an estimated population enced destabilisation, displacement and of just over 700,000 (according to the 2010 ongoing insecurity. This exposure to trau- census). As part of Russia, the people of matic experiences has had negative con- North Ossetia have lived through the sequences, impacting the psychological and challenges of recent history and, as part of social wellbeing of these children, as well as the northern Caucasus, it is also a region their caregivers, including: destruction or with a long history of armed con£ict and weakening of social and family supporting terrorist activity. Additionally, the people structures, lasting fear and anxiety, grief, in North Ossetia have been indirectly sadness, and hopelessness. Displacement, a¡ected by the violent con£ict in the neigh- violence and insecurity causes destruction bouring Republic of Chechnya, which led to the spheres of support and safety that to a refugee crisis. In other neighbouring surround children, including their families, countries, it was also impacted by the armed communities and valued institutions, such con£ict fought between Georgia on one side, as schools. It is therefore very important to and the unrecognised Republic of South strengthen the caregivers and structures that Ossetia and Russia on the other side. As a support and protect children throughout direct result of the latter con£ict, numerous their growing years, into the future. While refugees £ed to North Ossetia, including doing this, it is also important to build on manychildren.Teachers from schools nearby the strengths of North Ossetia, such as a taught refugee children, on avolunteer basis, strong heritage of multiculturalism, respect in the refugee camps. for older generations, mutual helping and However, extreme violence also struck North strong extended family networks. Ossetia directly; on 1 September 2004, a terrorist attack on a school in the town of The psychosocial project Beslan drastically altered the peaceful life As of 2005, the North Ossetian nongovern- in this small Republic. During the attack mental organisation (NGO) ‘Dostizhenia’ more than 1200 people were taken hostage. (Achievement) has been implementing an Eventually, 334 people were killed, the ongoing, large, school based psychosocial majority of whom were children. Another project for teachers and school psychologists. 126 people were severely disabled, of whom It is ¢nancially and technically supported 70 are still undergoing rehabilitation. by the Dutch NGO,WarTrauma Foundation Despite safety measures, terrorist attacks (WTF). Dostizhenia is a leading local have continued ever since. One particularly NGO in North Ossetia, conducting various violent incident was the bombing of a market educational programmes for school chil- in the centre of the North Ossetia capital, dren, and working in cooperation with Vladikavkaz, on 9 September 2010. This the Teachers’ Training Institute of North attack, which killed 16 people and injured Ossetia. After the terrorist attack in Beslan, 40, occurred next to a school campus. These many Russian and foreign NGOs arrived, tragic events, and others, have underscored and provided psychological assistance. How- the urgent need for local teachers to acquire ever, few of these NGOs remain, although psychosocial skills. the need for assistance continues.

The school based programme for psycho- How teachers can help a¡ected children social work is still highly relevant due to Children who were victims of the Beslan the fact that all children aged 7^15 should tragedy were very diverse: boys and girls, attend school. Additionally, it strengthens preschool, ¢rst graders and high school the role of the school as one of the protective students. Those who survived were hurt in factors for psychosocial wellbeing and the varying degrees, some had burns and development of children. The project aims physical injuries, and some did not. Almost to strengthen the capacity of teachers to all of them were injured psychologically. In provide psychosocial support within their the aftermath of the tragedy, they all work with children and parents. received intensive medical, psychiatric and A large part of the project is educational: psychological help from health providers workshops for teachers, school counsellors and humanitarian agencies. The vast and psychologists led by international train- majority of those a¡ected no longer require ers; school based seminars for teachers medical help, but may still need additional and parents, organised by local trainers; psychological or psychosocial assistance. A and individual support sessions, conferences large number of people, including the school and round tables where aspects of psycho- children, were a¡ected indirectly as a result social work with teachers, students and of emotional ties to the victims (i.e. relatives, parents are discussed. The project is based neighbours or classmates). This group also on the teacher training methods and tech- often needs psychosocial support. Also, in niques of Anica Mikus¸ Kos, a child psychia- the case of children, even listening to the trist and international psychosocial trainer terrorist attack announcements and updates from Slovenia (Mikus¸ Kos, 2005). on radio or television can cause an intensive Since the project was rolled out in the emotional response, even if they live far Republic, about 300 teachers from 63 schools away from the site of the tragedy. Many and educational centres in North Ossetia other residents of Ossetia, who witnessed have attended trainings on school based, the tragedy and empathised with the psychosocial work. The project seminars victims, also require support, because they include not only how to work with children were very frightened. The Beslan tragedy a¡ected by terrorist attacks, but also how also seriously impacted teachers in all other to deal with children in other challenging Ossetia schools. While they had to provide circumstances. The teacher’s role when psychosocial help to children and their working with such children is of vital parents, many felt unable to do so and, in importance, and as a result of the project, fact, frequently were in need of support teachers have became more con¢dent and themselves. empowered. Terrorist acts usually impact It is therefore important that teachers are the whole family, and parents are not always able to identify students who need help. aware of relevant psychological and edu- Other adults, such as school psychologists, cational techniques that can help protect social workers and parents, can also be help- their children. After the workshops and ful in drawing attention to children who seminars, teacher should be able to identify need psychosocial assistance. However, quite children a¡ected by severe life circum- often a school does not have school coun- stances, and provide psychosocial support sellors nor psychologists, and when they do, to both children and parents. these professionals often need additional

251 Copyright © War Trauma Foundation. Unauthorized reproduction of this article is prohibited. School based psychosocial work with children affected by terrorism and other violence: examples from a local organisation in North Ossetia, Russia, Intervention 2012, Volume 10, Number 3, Page 249 - 255

skills to better support children in the after- are capable of, at that particular age, and math of terrorism and violence. Moreover, within given opportunities. Older children parents do not often have su⁄cient psycho- have a di¡erent ‘zone of proximal developments’ logical and educational competence, and (the range of tasks a child can complete), may deny a problem exists. Teachers also than younger ones. Stress may negatively often felt they had no one else to rely on. a¡ect this development in children Hence, the competences of teachers to pro- (Gamezo, Petrova, & Orlova, 2003). vide psychosocial help and support each Usually, younger school children are other needs be strengthened. During the inclined to worry about their own safety project’s seminars, teachers shared experi- and need to be physically close to their ences of the reactions they observed in parents. Older children also get scared children a¡ected by terrorist attacks. Many and are worried, but more often show signs teachers noticed that the children often of disorganisation, or indi¡erence. How exhibited a lot of fear, of being unprotected, long traumatic events continue to a¡ect a or for new attacks. They also presented with child’s life depends on various factors. Some feelings of helplessness, rage toward the children recover surprisingly quickly after terrorists and their compatriots, and an tragic events, with their emotional and increased sensitivity to sudden sounds like psychosocial wellbeing remaining stable. alarms, £ying planes or loud noises. This, however, does not imply that they While discussing real examples of psycho- were not a¡ected. Traumatic events, such logical trauma in children, teachers learned as terrorist attacks, can leave life long that the symptoms often depend on age. traces and cause serious psychological prob- Lev Vygotsky (1896 ^ 1934), a renowned lems. Box 1 shows some of recommendations Soviet psychologist, formulated that one given to teachers on how to work with should only demand of children what they traumatised students.

Box 1: Recommendations for teachers working with traumatised children

Create a safe environment for children, with no physical or emotional violence. Make diagnostic observations of children through activities, such as writing a story, drawing, exercises and playing games. These activities will encourage children to freely express their emotions and pain. Strengthen the trust in children and teenagers that they are in a safe environment. Avoid discussing traumatic experiences with younger children. Provide information about the event, and how to cope, to older children. Pay attention to children’s fears, in particular to the fear of death. Let children and teens freely express their emotions. Be prepared for children to be somewhat absent-minded and/or irritated. Encourage children to continue participating in social activities, sports or games. Providesoothingactivities,likereadingaloudtoyoungerchildrenorlisteningtomusic with teenagers.

Source: Khusein & Kholcomb (1997)

Collaboration between teachers and parents Some concrete examples of psychosocial In order to succeed in educating children, help givento children in challenging circum- teachers should work with both children stances, caused by armed con£icts, are given and their parents. This is especially import- in the case studies below. ant when dealing with psychologically traumatised children. The teacher should Case description1:from a teacher participat- remain in ongoing contact with parents, pro- ing in the project vide them with psychosocial help if needed, September 2010.It wasone ofthose usualwarm days and assist in building relations with their in Vladikavkaz. All of a sudden, the awful sound child. Some schools have a well established of an explosion cut through the air, and ended the process of psycho educational support for calm routine of school hours. The clock fell o¡ the parents. At times of crisis, children may ask wall, freezing at that dreadful moment. a lot of questions and may process infor- A bomber, right in front of the main entrance to the mation in their own ways, sometimes market, blew up a car.The terrorists planned to blow wrongly. This is why parents and teachers it up in the street in front of the school, near the should ensure that children understand market. It was the fourth explosion at the market, events and situations correctly. Therefore, with the ¢rst one, back in 1999, killing 52 people. while children should receive a lot of infor- All these explosions occurred very close to the school mation, at the same time, they should not building. Luckily, allfour times ourschool remained be overwhelmed by it. Parents need to know untouched, if you don’t count the broken windows when to seek professional help, for example caused by the last explosion. Curtains on the when their child is crying for a long period windows blocked the broken glass. God saved the of time, has long and recurring bouts of children. anger, demonstrates drastic changes in beha- We, as teachers, tried to control our emotions, as we viour, loses interest in friends or classes that understood that the children were seeking help and he/she used to like, develops sleep problems, rescue in our eyes.Wegathered everyone in the back- such as nightmares or loses interest in life. yard oftheschool.Wehad no ideawhat wouldfollow, In our work in North Ossetia, we have having the hostage taking in Beslan in our minds. learned that it works best when a team, con- We prevented the children from seeing the injured sisting of a senior teacher, a psychologist, a people and dead bodies being carried away from social worker, and someone from the school the market. management, jointly develops a programme One frantic mother was trying to get through the to work with a¡ected and vulnerable crowd ofchildren to reach herown child, and stepped families. These activities entail all forms of on another child, who fell on the ground. The work with the family and the child, including panicked mother just kept screaming out her child’s speci¢cations of who is doing what, and what name. Untilthat moment, the children had remained are the expected results. Activities can calm, but now they started to cry. Children started include; individual work with a child, attend- desperately looking for their mothers. A 10-year- ing classes with the child in order to collect old boy held tight to his teacher, saying that he did insights, monitoring out-of-school activities not want to die because he was too young...How and encourage parents to attend classes. It horrible it is to hear such words said by children. can also include organising summer camps The mass panic wasstopped quite quickly. Children for children andteenagers, and helping them calmed down, and were taken home by their parents. to ¢nd part-time jobs, if needed. It was a relief to see how the students helped each

253 Copyright © War Trauma Foundation. Unauthorized reproduction of this article is prohibited. School based psychosocial work with children affected by terrorism and other violence: examples from a local organisation in North Ossetia, Russia, Intervention 2012, Volume 10, Number 3, Page 249 - 255

other; older children were helping younger ones to and had threatened them. Ever since, they were leave the building, brothers and sisters were looking afraid to leave the tent, even to get food! After some foreach other in the crowd, and those who met would time speaking in their native language, they became stay together...Children became aware that adults more responsive. I took the children and we went to would always be there for them. It was only in the pick up some toys, gifts and clothing.We also could evening, after the parents took all the students home, make phone contact with the eldest son of the family, thatteacherscould lettheiremotionsgo and hugtheir who had remained in South Ossetia, and about own children, who also went to that school... whom they were all very worried. And on the next day...it was a new day. And many These practical measures helped to make the family more followed. Our rooms are again full ofdearchil- feel more safe and connected. We also talked to the dren, who have already learnt so much. In the next Ossetian woman who had shouted at the family. weeks, we asteachersorganised special sessions with Later on, both women with their children had meals parents to discuss how to react during terrorist at the same table, and got on well with each other. attacks, and how to deal with the children a¡ected by it.The aim of the meetings was to provide psycho- Conclusion logical assistance and to give them instructions on In any country there can be children in a how to be more attentive to their frightened children, class who have witnessed or experienced and more aware of everything and everyone around violent events. Such children need special them. attention. Teachers working closely with children and families give them the oppor- Case description 2: from a teacher partici- tunity to identify those in distress, and pating in the project and in August 2008 provide basic psychological and social aid. assisted South Ossetia refugees However, only an emotionally and psycho- In an improvised camp in the North Ossetia logically stable teacher can provide this Alagirsky region, refugees from South Ossetia were assistance. One of the tasks of our project is allocated in a hurry. We, as the Ossetian helpers, to prepare teachers. When we evaluated the worked together with colleagues from Moscow and activities of the project, teachers were very St. Petersburg.Wewould movearound the campfrom positive andtoldus that they werebetter able time to time, in order to identify and prevent (signs to understand what the a¡ected children go of) panic and hysteria in the refugees. One of my through, and felt empowered to assist such colleagues from Moscow mentioned that in one tent children. Moreover, several teachers told us was a woman with children who looked very scared, that they like their jobs better, and felt more and did not make any contact.They kept a distance positive about them. from everyone, and when someone approached their tent, they would stop talking. Acknowledgements When Ivisited their tent I observedthe woman, with The authors wish to thank Jildau Boersma, her children who sat in the corner. I noticed that Relinde Rei¡ers and Peter Ventevogel for the children were softly speaking Georgian to each comments on earlier versions of this draft, other. Knowing several languages really helped me and MarinaTeterina for her work intranslat- in that situation. I approached them and starting ing the article. speaking in Georgian. It turned out that during the registration, an Ossetian motherfrom thesamegroup References had overheard them speaking Georgian and had Gamezo, M. V., Petrova, E. A. & Orlova, L. M. screamed out; ‘‘these bastards follow us even here!’’ (2003). Developmental and Pedagogical Psychology.

Moscow: Pedagogical Society of Russia July 30, 2007). Moscow: Government of the [original in Russian]. Russian Federation.

Khusein, S. A. & Kholcomb,V. P. (1997). Manual 1 For this article, the term ‘North Ossetia’ actually on Psychological Trauma Treatment in Children refers to the autonomous republic known formally and Adolescents. Moscow: Sostradanie [in as:‘The Republic of North Ossetia^Alania’. Russian]. TamaraTakhokhova is a lecturer in the Depart- Mikus¸ Kos, A. (2005). Tr a i n i n g Te a c h e r s i n ment of the North Ossetian RepublicTeachers’ Areas of Armed Con£icts (Appendix to Interven- Training Institute and a trainer with the local tion issue 3.2). Diemen: War Trauma Founda- NGO,Dostizhenija. tion. Tatyana Chshieva is deputy directorof the North Ossetian RepublicTeachers’Training Institute, Russian Federation (2007). Law on the fundamental an associate professor and executive director of guarantees of children’srights in the Russian Federa- Dostizhenija. tion: Federal Law (accepted onJuly 24,1998; revised email: [email protected]