training manual on reunification of street...

This document has been produced with the financial assistance of the above mentioned partners. The views expressed herein are in no way be taken to reflect the official opinion of the above

mentioned partners.

Training Manual on Reunification of Street Children

1 Training Manual on Reunification of Street Children GD Pakistan

The manual has been designed to meet the training needs of the social workers in the area of

Reunification, as identified during a Need Assessment conducted in May 2013, with an aim to

improve capacity of staff in reference with the current practices of Reunification of the street

children with their families by the partner organizations Acting For Life coordinates with, for

projects aiming at fighting child sexual abuse and exploitation.

Developed by

Ghazala Shah

&

Valerie Khan


Table of Contents

S #

Topic

Page Number

1

Context of the Training

02

2

General objectives and Methodology of training

03

3

Training Aids

03

4

Schedule for Training

04

5

Training content & trainers’ resource material

06

6

Session One

07

7

Session Two

08

8

Session Three

08

9

Session Four

09

10

Session Five

13

11

Handouts

17


1- Context of the Training

This manual has been designed keeping in view the training needs as identified during a Need

Assessment conducted in Pakistan during the month of May 2013. The aim of this need

assessment was to evaluate the current practices of the partner organizations with which AFL

coordinates projects aiming at fighting child sexual abuse as well as commercial and sexual

exploitation. These organizations are PAHCHAAN, VISION, and SANJOG in Lahore, SACH in

Rawalpindi and Peshawar and SEHER in Quetta.

The target audience for these trainings is the staff directly working with street children. The

children either have been forced to leave their homes or family has abandoned them. Problem

of runaway children though seems very common as an issue but in fact is so complex to be

analyzed because of the multidimensional social, economic, institutional and administrative,

factors. No valid statistics of such children in Pakistan are available as stated in a report by

AHRC “The precise number of runaway children in Lahore, or across the country, is unknown.

Estimates by organisations working with street children suggest there are at least 5,000 in the

city at any one time, with the largest numbers based around Data Darbar or the railway station.

The charitable Edhi Foundation, which houses runaway children and attempts to unite them with

parents, estimates there are at least 10,000 such children in Karachi alone. It also says that by

the end of 2003 there had been a "Thirty percent increase across the country" in children

leaving homes, mainly due to domestic violence or acute socio-economic hardship. Other

studies suggest there are over a million runaway children across the

country. Most earn their living as scavengers, selling the empty bottles, cans and paper they

collect each day.” For more see http://acr.hrschool.org/mainfile.php/0194/357/

Results of the Research done by AZAD foundation done in 2004 and 2005 indicate that

homelessness and street life have extremely damaging effects on children. Children out there in

streets hunt or find exploitative physical work. Many homeless children are cajoled by adults

and older youth into selling drugs, stealing, and prostitution. Drug use by children on the streets

is common as they look for means to numb the pain and deal with the hardships associated with

street life. A report by Justice Foundation Pakistan states, “Studies show that among the most

serious threats to the health of street children is their high degree of the exposure to drugs and

sexual abuse. They use cigarettes, alcohol and different drugs. Drugs that are easily available

are solvents, marijuana, crack and glue. This is a new observed phenomenon of intoxication in

the street children. These children also have a higher risk of acquiring STD and HIV because of

their exploitation by AID sufferers, junkies and abusers. (The Justice Foundation, Pakistan)

tjfpk.tripod.com/children.html [accessed 1 July 2011]

The partner NGOs are working in all four provinces with a mission to improve the plight of such

children by establishing the Drop In Center with programs designed to provide safety,

healthcare, counseling, education, vocational training, legal aid, and other social services.

Social workers who work with these children need to have the cognizance of the mental, social

and emotional needs of these children who lack security, protection, and hope, and continue to

face a deep-rooted negative stigma about homelessness.

http://acr.hrschool.org/mainfile.php/0194/357/

http://tjfpk.tripod.com/children.html


2- General objectives and Methodology of training

To address the gaps in the process and current practices in Reunifying the children with

their families and suggesting ways to make it more effective and sustainable

To improve and enhance the skills of social workers required for dealing with the

runaway children for reunifying them with their families.

The training has been designed for the staff working as social mobilizers and counselors

with the partner organizations. The topics of the training workshop are the ones identified

during the first phase of need assessment as the key learning areas to improve and

enhance the process of Reunification. The medium of instruction would be English & Urdu

Training Methodology would be participatory and activity based in which following techniques

of facilitating learning would be used;

o Brain Storming o Case studies o Group Discussion o P.P Presentations o Role playing

Energizers/ice breakers would be used during the sessions whenever need be, to refresh

participants and keep them engaged in the learning activities.

3-TRAINING AIDS

Pencils & papers, Erasable & Permanent Markers of different colors , Flip charts, Meta

cards of four different colors, UHU tubes, scissors, scotch tape, stapler & pins

Handouts

Multimedia

Camera

Certificates of Training (if required)

Note: Participants to bring one case study of success story and one unsuccessful

attempt regarding Reunification for further discussion and analysis during the training.


4- Schedule for Training

Day I

Time Activity Details of the session Facilited by

0900

Starting the day Introduction

Signing the Attendance Sheet

Co-consultant

0930

Recitation from Holy Quran Opening Remarks

Volunteer participant Rep. from host Organization

0945

Introduction of participants & trainers Norms Setting Expectation of participants Objectives of the training Line up and Mingle exercise

Team of Consultants

1030

Session I starts Brain Storming

Current Practices in Reunification Success stories Unsuccessful cases Reasons for failures Possible Solutions

Participants & Consultant

1130 Tea Break

1145

Session I resumes Power point presentation & Discussion

Understanding the concept of Reunification Five step process

Identification and assessment

Collecting & manipulating the relevant information for case management

Team of Consultants

0115 Lunch & Prayers

0200

Session Two starts

Developing case management plan

Implementation of Plan

Follow up mechanism

Team of Consultants

0400 Tea Break


0415 Session Two resumes

Case study & Role Play Taking assignment for developing management plan

Participants & Consultant

0445

Closing

Recap of the day

Participants

O500

Session closes

Day II

Time Activity Topics to be covered Facilited by

0900

Session III Opens

Signing the Attendance

Sheet

Co-consultant

0930

Recitation from Holy Quran

Reflection of the previous day’s

learning

Volunteer participants

1000

Assignment

Document analysis

Presentations followed by Q & A Formulation of an agreed case management plan format Importance & Need of proper Documentation

Participants

Consultants &

Participants

Consultant

1130

Tea Break

1145

Session IV starts

Power point

presentation

&

Discussion

Communication skills required for dealing with children, families and stakeholders Communication for Behavior Change Debriefing & probing techniques

Team of Consultants

0115 Lunch & Prayers

Psycho-social and counseling


0200

Session IV starts

skills Family counseling Role playing and Theater activity

Team of Consultants

0400 Tea Break

0415

Session V Starts

Self-care Plan

Burnout & relaxation techniques

Participants &

Consultant

0445

Closing

Recap of two days learning

Thanking the participants

Feed back

Participants

O500

Session closes

5- Training content & trainers’ resource material

INTRODUCTION: All the team members will be introduced to each other through an activity in which they have to fill the cards by writing their name, name of the organization and answer to What type of child you were…… From the given four types i.e. (Shy & Hesitant, Communicative & Assertive, Stubborn & Aggressive, Naughty & easy going)

NORMS setting Norms for the training will be set in consultation with the participants in order to run the workshop smoothly. Agreed norms would be shared with all through slide. Expectation of participants

On slips of two different colors participants would be asked to write what positive or negative

expectations they have about the workshop. The slips would be displayed on relevant charts

Objectives of the training

Two general objectives of the training would be displayed on Slide to be read by volunteer

participants. Comments from participants would be invited to check their understanding on the

given objectives


Line up and Mingle exercise

Participants would be asked to stand in two rows, will exchange their positions and would take

seats as per standing position.

6- Session One: Understanding the concept of Reunification

Time: 2 hours 30 minutes

Objectives of the session: the participants will be able to

Identify gaps in current practices in the area of Reunification

define the different stages in the process of Reunification

collect and integrate the relevant information required for case management plan

Session Progression

Participants would be asked to share the current Practices in Reunification. (15

minutes)

Participants to discuss and prepare presentations on a Success story as well as an

unsuccessful attempt for Reunification on the following format given on slide

Child case study---------- spot of identification------------ case management---------------

result----------- reasons for success and failure---------- possible solution ( 35

minutes)

Presentation by the participants with feedback of the group ( 20 minutes)

Discussing the process of Reunification with reference to the cases presented for

Describing the Five steps approach i.e. Identification& Assessment – collection of

information--- case management Plan--- Implementation--- follow up mechanism

(20 minutes)

Once the children are identified need to be assessed as potential cases for reunification

Assessment is to be based on following points;

• Time duration for which the child is away from home

• Family dynamics, personality type of the child to check the possibility of responding

the intervention

• Possibility of Community based child monitoring mechanism (20 Minutes) Slide

Collecting & manipulating the relevant information for case management……….

Following information to be collected and verified ;

• Correct phone & address of family and focal person in family and community

• Dynamics of the group and environment the child is living in presently

• Support mechanism available at project

• Possibilities for referrals to the partner organizations in the area of residence of

the child ( 30 minutes) Slide


Q & As from the participants (10 minutes)

7-Session Two: Developing a Case management plan for Reunification

Time: 2 hrs. 45 minutes

Objectives of the session: The participants will be able to

Develop a case management plan for reunification

Explain the implementation strategy

Workout a follow up mechanism

Progression of the session

Along with the participants Need and importance of case management plan would be exercised

Brain storming and discussion on the research question that is every run away child is a case of

Reunification? Why and Why Not……. Leading to the facts needed to be considered before

taking up the case as a potential case for Reunification. (20 minutes)

Activity to read the handout-1 and give presentation on one of the area given to get needed

information and on developing Case Management Plan (35 minutes)

Implementation of Plan would be discussed and role played (20 minutes)

Energizer (10 minutes)

Follow up mechanism would be worked out (35 minutes)

Case study would be given to participants to develop a case Management plan on the given

format. (Handout 2)

Taking assignment for developing management plan to be taken as home work (30 minute)

Volunteer participant to give a Recap of the day (15 minutes)

Session closes

____________________________________________________________

8-Session Three: Developing a comprehensive format for documentation

Time: 1 hr. 30 minutes


Develop a format to document the complete information of reunifying the case


Monitor the sustainability after reunification

Develop recurrent plan in case of relapse

Participants would be asked to share the format they are using currently to

record the process of reunification. Comments of participants would be invited to

check the usability of the recorded entries to take up the case further, for

monitoring and providing required support for its sustainability. (40 minutes)

Does the document suggest the alternative plan for cases of relapses, if yes how

it helps to adopt ways to handle the child and family for reversing the situation in

the benefit of both child and the family. (30 minutes)

Discussion would be related to cases from the participants’ experiences from the

field. Queries and solutions for the problems as recalled by the participants would

be sought out with interactive group discussion. (20 Minutes)

9-Session Four: Learning basic skills to deal with children,

Families and the stakeholders


Objectives of the session: The participants will be able to do following while

dealing with children, their families and other stake holders

Practice appropriate communication skills

Probing for getting the factual information from the target group

Prepare children and their families for reunification

Providing post reunification support to child and family

Participants to identify situations in which they need to communicate directly with children. What

particular issues emerge in communicating with these young people?

Communicating with children has some special requirements which include the following:

Opening an effective and transparent line of communication with a child may take a

great deal of time and trust-building.

An acceptance that children who have had distressing experiences may find it

extremely difficult to trust an unfamiliar adult. It may take a great deal of time

and patience before the child can feel sufficient trust to communicate openly;

The ability to feel comfortable with children and to engage with them in

whatever style of communication suits the child - e.g. by sitting on the

ground, through play etc., and to be able to be ready to cope with the unexpected

expressions they show of distress, sadness, aggression etc.

The ability to use language and concepts appropriate to the child’s age and


stage of development, and culture

An ability to appreciate that children may view their situation in ways

distinctively different from that of adults: children may fantasize, invent

explain unfamiliar or frightening events, express themselves in symbolic ways,

emphasize issues which may seem unimportant to adults, andso on.

Professionals who need to communicate with children need to understand the cultural

norms for expressing feelings and emotions. In some societies, for example, it would be

a source of great shame for children - especially boys - to cry. It is important that those

trying to help children do not make matters worse by encouraging them to talk and

express feelings in a way which disregards such norms. There are also cultural norms

about what forms of expression are appropriate - the use of physical touch, or eye

contact, for example, will vary between cultures, while the degree of formality and social

distance between adults and children may, in some societies, limit the exchange of

personal information and feeling.

Communicate in the child’s mother tongue. However if an interpreter is unavoidable, it is

important that the interpreter has good command in both the languages, understands

any specialist terminology and is able to use words which the child can understand. He

or she needs to be acceptable within the community and be seen as impartial and does

not influence the conversation by mistranslating, summarizing or omitting selected

sections of what is said.

To get children to talk about painful experiences following tips could be helpful

for the social workers;

Allow the child to set the pace-take note of non-verbal signals which

indicate if the child does not wish to continue. It may be necessary to stop

the interview, or if it is critical to find out information, to have a break and come

back to it.

Give adequate time to the child- don’t expect him/her to reveal the whole

story in one session

Provide emotional support and encouragement to the child--- in whatever

ways are appropriate to the child’s culture and stage of development.

Accept the child’s emotions, such as guilt and anger, even if they seem to

you to be illogical reactions to events. Talking through painful experiences may

enable the child to view them in a different way.

Never give false reassurance: Helping the child to face the reality

of his/her situation is almost always preferable to avoiding it, provided this is

done in an atmosphere of trust and support.

Talking about difficult situations may enable children to work out their


own solutions- For example, it may be more helpful for a runaway child who is not

ready to go back home to talk around his situation and discuss the advantages

and disadvantages of living with or out of family than simply to advise

him to reunite with family.

If the reasons for child being non communicative lie within the child and his

experiences, and not with the adult dealing with the child then the following may help to

unblock communication;

1. Be patient and allow time to build up trust. Give lots of positive messages of

warmth and acceptance.

2. Use games, activities, drawing, writing, outings etc. to help develop trust and

open lines of communication.

3. Avoid pressurizing the child to talk: continue to communicate but also continue

to allow silences.

4. Find out more about the child from others who know him/her.

Family counseling

Everything we experience in the world is interconnected to its context, and can’t be fully

understood without it. When it comes to human beings, then, we don’t know who we are

without understanding the relationships we have. Those relationships include the ones

we have with family, our friends, our neighborhood and cultures, our work and school

environments, and those we may have with the larger systems of language, gender,

nationality, or religion. One of the main assumptions of family therapy is that the problem

is not “in the person” but “between persons”. This simply means that problems are

created by the interactions between family members. The social worker is therefore

interested in what happens between family members, how they communicate and how

they express their feelings.

Situations where Family counseling become pertinent

Poor emotional connections between and among family members.

Unclear or conflicting rules, roles and expectations among family members.

Need of clearer, direct and more compassionate communication

Prevalent sense of pain and grief, transition and loss

Absence of patterns for managing and resolving conflict;

Need of acquiring appropriate parenting styles and helpful discipline

http://www.goodtherapy.org/therapy-for-communication-issues.html


Children feel neglected due to issues arising from the blending of families

Success Rate of Family Therapy could be increased if

• When the session is conducted by two or more than two counselors, generally one

takes the lead and the other one is more of a listener to make sure not to miss what

has been said.

• The Counselor is to explain things first and ask the family if they are comfortable to

proceed. Session could be run smoothly if the counselor or team members are very

flexible and easily adapt to the need of their clients.

• Understanding Family Systems before Conducting an Initial Interview

• Identifying Critical Incident and Common Long-Standing Problems

• Using In-Session Strategies, understanding cultural diversity and mediating

• Developing, Referring and Terminating Professionally

Role playing and Theater activity

A problem-solving technique, usually performed by a small group of people to enable a

community to explore multiple solutions to a problem using their collective experience

and wisdom .The plays are performed to build awareness about critical topics which are

mostly within a social or developmental context. A lot of creative solutions could be

suggested through this powerful medium. Besides social and developmental issues

common topics for street theater can be non-formal education, hygiene, disposal of

sewage, environment, women's rights, child abuse, prostitution, street children, health

education, HIV/AIDS, literacy etc.

The ability to express ourselves with our bodies, and to communicate with others

through our bodies, is innate to all of us. Using a wide collection of theatre games and

exercises, Theatre for fun and attitude & behavior change enables us to reclaim this

inherent ability. These games if carefully designed and structured, enhance sensitivity in

human communication, and start a process of dialogue, reflection and action. In the

process, we rediscover our potential for creating change- both for ourselves individually

and in the contexts we live and work in.

http://www.goodtherapy.org/therapy-for-blended-family-issues.html

http://en.wikipedia.org/wiki/Nonformal_learning

http://en.wikipedia.org/wiki/Hygiene

http://en.wikipedia.org/wiki/Women%27s_rights

http://en.wikipedia.org/wiki/Child_abuse

http://en.wikipedia.org/wiki/Prostitution

http://en.wikipedia.org/wiki/Street_children

http://en.wikipedia.org/wiki/Health_education

http://en.wikipedia.org/wiki/Health_education

http://en.wikipedia.org/wiki/AIDS

http://en.wikipedia.org/wiki/Literacy


Theatre and role playing is about analyzing and questioning as opposed to accepting

and giving answers. It is also about using the body to "act" rather than just talk, discuss

or debate. In Theatre and role playing, the audience is not made of spectators but

Spect-actors ". This way the spectators no longer delegates power to the characters

either to think or act in their place. They free themselves; they think and act for

themselves. The theory supports the idea that theatre is not revolutionary in itself but is

rehearsal of revolution. Through the inspiring and stirring language of theatre, everyone

is invited to participate in exploring the issues at hand.

.

Types of Role play/ theatre performances

Image Theatre

Key concept: Breaking mind-body dichotomy, discovering 'secret thoughts'.

Participants create, with their bodies, a shape, a statue, in response to an idea or

theme. Participants are encouraged to respond quickly to the idea or theme, without

'thinking too much'. The exercise works best in silence. Usually the facilitator chooses

the themes from a list of issues already compiled by the group, as issues uppermost in

their minds. This form of role play can be done singly, in pairs or in small groups. Images

can also be dynamised, and movement and sound- words and sentences- added.

Participants are often amazed at what they discover about themselves through Image

Theatre.

A Forum play

Key concept: Power of a community and its collective wisdom, democratic processes,

critical thinking.

A Forum Play presents a problem, not a solution. It does not preach. It does not judge.

It invites spectators to participate in the performance - not through suggestions, advice

or discussion, but by replacing one of the characters in the play, and 'acting' in his/her

place- that is, by becoming spect-actors. Spectators identify with or understand the

character and the problem, and have a strategy to 'act out'- they are not 'acting' in the

sense of 'performing', but simply 'taking action' as they do in real life. Forum is also an

opportunity for people to try out strategies that they may not get an opportunity to put

into practice in real life- thus it serves as a rehearsal, and with none of the risks of real

life action- it's all happening in a play! And yet, it is all so real.

This is an extremely popular form of Theatre. The whole event is coordinated by an

"anchor" who could be a vocal member of the target group.

Presentation

____________________________________

10- Session Five: Self-care and burnout techniques




Take good care of themselves to avoid burnouts

Practice relaxing techniques

Definition: Burnout is a state of emotional, mental, and physical exhaustion caused by

excessive and prolonged stress as a result of nature of work and /or the environment

one has to work. It occurs when you feel overwhelmed and unable to meet constant

demands. As the stress continues, you begin to lose the interest or motivation that led

you to take on a certain role in the first place.

Burnout reduces your productivity and saps your energy, leaving you feeling increasingly

helpless, hopeless, cynical, and resentful. Eventually, you may feel like you have nothing

more to give.

Most of us have days when we feel bored, overloaded, or unappreciated; when whatever

performance we show isn’t noticed, let alone rewarded; when for getting to your work

you keep on dragging yourself out of bed. If you start feeling like this most often you may

be confronting with burnout.

You may be on the road to burnout if;

Every day is a bad day.

Caring about your work or home life seems like a total waste of energy.

You’re exhausted all the time.

The majority of your day is spent on tasks you find either totally dull or overwhelming.

You feel like nothing you do makes a difference or is appreciated.

The negative effects of burnout spill over into every area of life – including your home

and social life. Burnout can also cause long-term changes to your body that make you

vulnerable to illnesses like colds and flu. Because of its many consequences, it’s

important to deal with burnout right away.

Being burned out means feeling empty, devoid of motivation, and beyond caring. People

experiencing burnout often don’t see any hope of positive change in their situations. If

excessive stress is like drowning in responsibilities, burnout is being all dried up. One

other difference between stress and burnout: While you’re usually aware of being under

a lot of stress, you don’t always notice burnout when it happens.

Burnout is a gradual process that occurs over an extended period of time. It doesn’t

happen overnight, but it can creep up on you if you’re not paying attention to the warning

signals. The signs and symptoms of burnout are subtle at first, but they get worse and

worse as time goes on.


If you pay attention to these early warning signs, you can prevent a major breakdown;

Physical signs and symptoms of burnout;

Feeling tired and drained most of the time

Lowered immunity, feeling sick a lot

Frequent headaches, back pain, muscle aches

Change in appetite or sleep habits

Emotional signs and symptoms of burnout

Sense of failure and self-doubt

Feeling helpless, trapped, and defeated

Detachment, feeling alone in the world

Loss of motivation

Increasingly cynical and negative outlook

Decreased satisfaction and sense of accomplishment

Behavioral signs and symptoms of burnout

Withdrawing from responsibilities

Isolating yourself from others

Procrastinating, taking longer to get things done

Overeating, smoking, use of sedatives

Taking out your frustrations on others

Skipping work or coming in late and leaving early

Burnout prevention tips

Start the day with a relaxing ritual. Rather than jumping out of bed as soon as you

wake up, spend at least fifteen minutes meditating, writing in your journal, doing gentle

stretches, or reading something that inspires you.

Adopt healthy eating, exercising, and sleeping habits. When you eat right, engage in

regular physical activity, and get plenty of rest, you have the energy and resilience to

deal with life’s hassles and demands.

Set boundaries. Don’t overextend yourself. Learn how to say “no” to requests on your

time. If you find this difficult, remind yourself that saying “no” allows you to say “yes” to

the things that you truly want to do.

Take a daily break from technology. Set a time each day when you completely

disconnect. Put away your laptop, turn off your phone, and stop checking email.


Nourish your creative side. Creativity is a powerful antidote to burnout. Try something

new, start a fun project, or resume a favorite hobby. Choose activities that have nothing

to do with work.

Learn how to manage stress. When you’re on the road to burnout, you may feel

helpless. But you have a lot more control over stress than you may think. Learning how

to manage stress can help you regain your balance.

Coping with job burnout;

Actively address problems. Take a proactive rather than a passive approach to issues

in your workplace, including stress at work. You’ll feel less helpless if you assert yourself

and express your needs. If you don’t have the authority or resources to solve the

problem, talk to a superior.

Clarify your job description. Ask your HR for an updated description of your job duties

and responsibilities. Point out things you’re expected to do that are not part of your job

description and gain a little leverage by showing that you’ve been putting in work over

and above the parameters of your job.

Ask for new duties. If you’ve been doing the exact same work for a long time, ask to try

something new: a different responsibility, different field of work or different team to work

with.

Take time off. If burnout seems inevitable, take a complete break from work. Go on

vacation, use up your sick days, —anything to remove yourself from the situation. Use

the time away to recharge your batteries and change your perception.

Talk to your friends – to check how they are going along with their job and office

environment. There is a possibility you learn by sharing experiences……..

Relaxation Techniques----- Deep breathing exercises, yoga aasins, laughter yoga, Art,

Poetry music, spend time with family, prayers, meditation, soothing activities.

Handout & Presentation on Sooth yourself

____________________________________________________________________

http://www.helpguide.org/mental/stress_management_relief_coping.htm

http://www.helpguide.org/mental/stress_management_relief_coping.htm

http://www.helpguide.org/mental/work_stress_management.htm

This document has been produced with the financial assistance of the above mentioned partners. The views expressed herein are those of the consultant and can therefore in no way be taken to

reflect the official opinion of the above mentioned partners.

Handouts on Reunification of Street Children

June 17

2013 This manual has been designed to meet the training needs of the social workers in the area of Reunification, as identified during a Need Assessment conducted in May 2013, with an aim to improve capacity of staff in reference with the current practices of Reunification of the street children with their families by the partner organizations Acting For Life coordinates with, for projects aiming at fighting child sexual abuse and exploitation.

By Ghazala Shah & Valerie Khan

Handouts Training on Reunification of Street Children

Handout No. 1

Case Management for Reunification

Needed information required for identifying the child as a potential case for Reunification.

1-Bio data:

Child’s name______________________ age__________ Father’s Name________________

Present Address _____________________________level of education ___________

Vocational skills if any_________________ means of living______________ contact Number if

any ______________

2-Case History:

Early child hood__________________ exposure outside home_____________________

any turning point____________ circumstances leading to child’s current situation____________

spot and status at the time of first encounter with the child_________________

2-Personality Assessment

Birth order------------------------------ special interests_________________ Personality Types

(Shy & Hesitant, Communicative & Assertive, Stubborn & Aggressive, Naughty & easy going)

Level of motivation to reunite with family____________ Child’s self-image_________________

3-Family Structure: Joint/ nuclear---------------- broken or intact---------- ---------- Number of

family members__________________________ Client’s special positive and negative

associations within the family___________________________ Person seen as Head of the

family______________________ His/her perception of the client____________________

expectations from the client _____________ to whom the head consults for decision

making_________________ child’s place & importance in the family_________________

Complete postal and physical address of the family and Contact numbers of the key


person/s_____________________________________________

4- Community System --- Is permanent resident of the area child lives in-------------------------

social status of child’s family in the community/ neighborhood/------------------------------- Influential

persons in the neighborhood/community ___________ person/s in the community the client

interacts with often ______________ Reason for interaction___________________________

their reputation in the family and overall community______________________ General

community norms regarding children and their Rights ___________________________

Availability of Child friendly forums/institutions/organizations or individuals in the community----

------------------- if yes, their scope & mechanism of working, possibilities of networking and/or

establishing Referrals with them_________________________________

Case Management Plan

Above information is to be collected by the social worker and psychologist with an added

Para on the legal status of the case if it is already sub judicial.

The team is to sit together to discuss the case and to suggest on the basis of information

collected at the initial stages of the reunification process whether or not reunification is a

practical and sustainable solution. Members of the team have to support their stance

with relevant information about the client and his overall circumstances.

The Psychologist has to prepare a plan which would suggest the following steps to be

taken before reunification actually takes place;

Number and type of sessions required for the child, his family member/s,

Community member/s, employer, peer group or any other stake holder to

prepare them for a healthy and sustainable reunification

Activities ( learning/ educational/ recreational/ skill training etc.) the child should

be engaged during his transition period

Guidelines to be given to child and the parents at the time of reunification

Complete follow up plan for monitoring as well supporting the child and family to

make the intervention sustainable

Prognosis and Mitigation plan in case of relapse

The plan is to be approved by the project coordinator keeping in view the budgetary

consideration to ensure smooth and uninterrupted implementation of the plan for

required results.

A comprehensive record is to be maintained for future follow ups and further research

analysis.


Handout No. 2

Worksheet on Dos & Don’ts of Counseling

Note: Read carefully and mark the right column……

S # While Handling the clients……. Do Do Not

1 Ensuring client of confidentiality "I want to ensure you that whatever we talk about, will remain between you and me”

2 Telling the client he/she did a good thing by seeking help. "I feel it was very brave of you to come to our center”.

3 Asking questions like an interrogation "Why didn't you tell anyone immediately?"

4 Encouraging the client to talk. "Would you like to talk about this? What were the thoughts in your mind at that time?

5 Asking for elaboration, clarification "Could you tell me a little bit more about why you felt angry at that time?"

6

Probing if the client is not ready "But what exactly did he do to you?”

7 Asking questions (both open-ended and closed-ended) "How did you feel when he said that to you?" "Have you ever had thoughts of killing yourself"

8 Taking decisions for client or telling the client what to do "You are not going to get into that situation again. "

9 Giving client false hopes and reassurances "Don't worry....Everything will be fine."

10 Showing that you understand "I understand that this is sometimes difficult to talk about"

11 Showing genuine concern and empathy "I am concerned about the way you keep hurting yourself in these circumstances”

12 Praising effort and hard work "Well done! It can see that you're working very hard on this."

13 Helping client identify ways to establish safety in dangerous situations. "Can you think of ways in which you could avoid the situation?"

14

Doubting what the client is saying "Are you sure he abused you?"

15

Educating the client and giving information about her problem "What you are suffering from sounds like Depression. This is a common disorder. .

16

"Pitying the client" Oh you poor thing! That's completely shattering!"

17

Expressing shock, horror at client's story "Oh my God! He said that to you??"

18

Allowing silence and pauses

19

Negating client's feelings "There's no need to feel so angry about that.”

20

Owning the client's problems (Don't worry... I'll take care of that)."


Handout No. 3

Activity

Part 1- Role Play

a) Participants to sit in pairs ------- one of the two would play a role of the child of given

case study and the other one would play the role of social worker

b) The social worker is to complete the task of phase one and Two of the five step

approach

Case Study

Yusuf (fictitious name) 12 Yrs. ------------------------ Resident of a village in the suburbs of a big

city____________ referred by a member of CPC from Bus Terminal on fifth day of his arrival in

the city_________ staying with a group of boys selling things & working for shop owners--------

sleeping at the back store, a place owned by a shop owner______________

Part 2- Assignment

The pair has to take new roles------ social worker in Part 1 activity would now be the

psychologist and the child would play the role of Social worker to complete the following tasks

and prepare a presentation to share it with the group

a) Develop a Case Management Plan on the basis of information collected

b) Describe the implementation strategy and follow up mechanism

Five step Reunification Process

Identification & Assessment

collecting Information

Case Management

Plan

Implementation

Follow up and support mechanism


Handout No.4

Check Yourself for Burnout

Instructions: For each question, tick the column that most applies. Mark 1- 5 for options from

“Not at all” to “Very often” ==== Add up your score and check your result using the scoring table

at the end.

S#

Question

Never

Rarely

At times

Often

Very often

1

Do you feel run down and drained of physical or emotional energy?

2

Do you find that you are prone to negative thinking about your job?

3

Do you find that you are harder and less sympathetic with people than perhaps they deserve?

4

Do you find yourself getting easily irritated by small problems, or by your co-workers and team?

5

Do you feel misunderstood or unappreciated by your co-workers?

6

Do you feel that you have no one to talk to?

7

Do you feel that you are achieving less than you should?

8

Do you feel under an unpleasant level of pressure to succeed?

9

Do you feel that you are not getting what you want out of your job?

10

Do you feel that you are in the wrong organization or the wrong profession?

11

Are you becoming frustrated with parts of your job?

12

Do you feel that organizational politics or bureaucracy frustrate your ability to do a good


job?

13

Do you feel that there is more work to do than you practically have the ability to do?

14

Do you feel that you do not have time to do many of the things that are important to doing a good quality job?

15

Do you find that you do not have time to plan as much as you would like to?

Score Interpretation

Score Comment

15 – 18 Little sign of burnout here

19 – 32 Little sign of burnout here, unless some factors are particularly severe

33 – 49 Be careful - you may be at risk of burnout, particularly if several scores are high

50 – 59 You may be at severe risk of burnout - do something about this urgently

60 - 75 You may be at very severe risk of burnout - do something about this urgently

“It’s not stress that kills us, it is our reaction to it………” Hans Selye

http://www.brainyquote.com/quotes/authors/h/hans_selye.html


Handout No.5

Ten ways to get relief from stress and burnouts

Meditate

Any repetitive action can be a source of meditation. This includes walking, swimming, painting,

knitting, saying your prayers -- any activity that helps keep your attention calmly in the present

moment. If you catch yourself thinking about your job, your relationship or your lifelong to-do list,

experts say to simply let the thought escape, and bring your mind back the repetition of the

activity. Try it for just 5 to 10 minutes a day and watch stress levels drop.

2. Picture Yourself Relaxed

Is your mind is too talkative to meditate? Try creating a peaceful visualization, or "dreamscape."

To start, simply visualize anything that keeps your thoughts away from current tensions. It could

be a favorite vacation spot, a fantasy island, company of school time buddies -- or something

"touchable," like the feel of your favorite cushion, key chain, your hair or moustaches…..The

idea is to engage your senses for taking in an activity that evokes a sense of calm. The more

realistic your daydream -- in terms of colors, sights, sounds; even touch and feel -- the more

relaxation you'll experience.

3. Breathe Deeply

Feeling stressed evokes tense, shallow breathing, while calm is associated with relaxed

breathing, So to turn tension into relaxation, change the way you breathe.

Try this: Let out a big sigh, dropping your chest, and exhaling through gently pursed lips, now

imagine your low belly, or center, as a deep, powerful place. Feel your breath coming and going

as your mind stays focused there. Inhale, feeling your entire belly, sides and lower back expand.

Exhale, sighing again as you drop your chest, and feeling your belly, back and sides contract.

Repeat 10 times, relaxing more fully each time.

Look Around You

"Mindfulness is the here-and-now approach to living that makes daily life richer and more

meaningful," Practice it by focusing on your immediate surroundings. If you're outdoors, enjoy

the shape and colors of flowers, hear a bird's call or consider a tree. In the mall, look at the

details of a dress in the window, examine a piece of jewelry and focus on how it's made, or

window-shop for furniture, checking out every detail of pattern and style. As long as you can

keep your mind focused on something in the present, stress will take a back seat.

5. Drink Hot Tea

Researches show that green tea offers health and beauty, and black tea may be a stress-

fighter, too. So enjoy your hot cup of black, green or a herbal tea preferably with an added

spoon of honey to shoot the feeling of stress……

http://www.webmd.com/fitness-exercise/features/fitness-basics-swimming-is-for-everyone


6. Show Some Love

Social interaction helps your brain think better, encouraging you to see new solutions to

situations that once seemed impossible Induce the relaxation response by cuddling a child,

giving an unexpected hug to a friend or family member, or talking to a friend about the good

things in your lives, When you do, you'll be reducing your stress levels. Studies have also

shown that physical contact -- like petting or hugging -- may actually help lower blood pressure

and decrease stress hormones.

7. Try Self-Massage

When your muscles are tense, try this simple self-massage technique ;

Place both hands on your shoulders and neck.

Squeeze with your fingers and palms.

Rub vigorously, keeping shoulders relaxed.

Wrap one hand around the other forearm.

Squeeze the muscles with thumb and fingers.

Move up and down from your elbow to fingertips and back again.

Repeat with other arm.

8. Take a Time-Out

Adults need time-outs, too. So when you sense your temper is about to erupt, find a quiet place

to sit or lie down and put the stressful situation on hold. Take a few deep breaths and

concentrate on releasing tension and calming your heartbeat. Quiet your mind and remember:

Time is always on your side, so relax. The stress can wait.

Try a Musical Diversion

Music can calm the heartbeat and soothe the soul, the experts say. So, when the going gets

rough, take a musical stress diversion by aligning your heartbeat with the slow tempo of a

relaxing song . Research shows that listening to 30 minutes of classical music may produce

calming effects equivalent to taking 10 mg of Valium.

10. Take an Attitude Break

Thirty seconds is enough time to shift your heart's rhythm from stress to relaxation. The way to

do that is to engage your heart and your mind in positive thinking. Start by envisioning anything

that triggers a positive feeling -- a vision of your child or spouse, the image of your favorite


painting in your bedroom. -- Whatever it is, creating a positive emotional attitude can also calm

and steady your heart rhythm, contributing to feelings of relaxation and peace.


Feedback on Training of social workers on family reunification

Note: Your open and true opinion on the following points would help trainers to improve the quality of

trainings in the best interest of project staff and beneficiaries.

Kindly tick the option which you think is closest to your opinion

Content of the training Relevant Partly relevant Irrelevant

Training environment Lively Tiresome Dull

Methodology Effective Inappropriate Acceptable

Strength of the workshop ______________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Suggestion for improvement _____________________________________________________________

Topics you suggest for next training________________________________________________________

_____________________________________________________________________________________

Date:_______________________

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