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Examples from a Local Organisation in North Ossetia, Russia

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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. 250 Copyright © War Trauma Foundation. Unauthorized reproduction of this article is prohibited. Takhokhova and Chshieva 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
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