Enabling Postive Childhood experiences for future success

I found Patricia Van Horn’s statement in the training that, ‘The stories that we develop for ourselves really grow out of our early care giving relationships and we learn to think of ourselves in particular ways from those relationships’ very relatable and poignant in the context of children in rural and poor communities. Thinking about the many children in developing countries and humanitarian crises who are raised without a nurturing, stable and engaging environment made me realize the gigantic nature of the task at hand.

Narrowing this down to the context of the organization we are working with (Jaago), the effects of poverty, negligence and unsafe environments discussed in the training helped me make direct links to some of the scenarios within Jaago foundation, some of which include the following:

· Neglectful environments and unstable living conditions lead to the kids having emotional and behavioral problems. These factors lead to children struggling with low self-esteem, anxiety, depression, aggression, and difficulty forming healthy relationships with peers and adults.

· Limited opportunities: Poverty often restricts access to extracurricular activities, cultural experiences, and opportunities for skill development. This can hinder a child’s ability to explore diverse interests, talents, and career prospects, perpetuating the cycle of poverty into adulthood.

· Educational disparities: Children from impoverished backgrounds often face educational disparities due to inadequate resources, underfunded schools, and a lack of parental support. This can result in a limited academic trajectory, reduced access to higher education, and limited employment opportunities later in life.

· Persistent poverty: Growing up in poverty can increase the likelihood of experiencing poverty as an adult. The lack of resources, limited opportunities, and the absence of positive role models can make it challenging to break the cycle of poverty.

In addition, we must not underestimate the importance of the socio-cultural context within communities. In order for interventions to be effective, they have to be adapted to fit the socio-cultural context of the community they are being applied to. In our discussions with Armina (Jaago Foundation) she divulged a number of societal mindsets and expectations that have influenced the ability of their students to partake from their program and benefit from it. Factors such as early marriage of female students, family relocation to urban areas which takes students out of Jaago, a lack of freedom for student self-expression and exploration of relationships, and school dropout or low attendance due to child labor (such as delivery boys, call center jobs).

While these factors may seem superficial, it is clear from the explanation of how trauma and mental health affects children that they are not. As was explained in the course, if children feel valued and loved and protected, they form positive connections that propel them to succeed in life. But when there is toxic stress in their lives, that undoes the high quality of the ‘serve and return’, and they begin to expect negative outcomes for themselves and others, thereby affecting their abilities to succeed. This in essence is saying that good mental health lays the foundation for a successful life both for children and adults.

But more importantly, as providers of interventions, we need to be cognizant with the fact that when we provide interventions that are culturally respectful, the ease with which they will be accepted is incomparable. We have to be aware that though the child/young adult may feel pressured to conform to high expectations or limiting expectations within their society, it doesn’t take anything away from their need for a sense of belonging. This is inherent in every human regardless of the circumstances. Therefore, designing an intervention in a way that allows and empowers them to belong to their society would be more valuable than one which takes away from their identity as a member of that community. It would also ultimately benefit the community more.

Overall, the training on childhood trauma instigated a line of deep questioning in my mind: Can we stop trauma from happening to children? Can we heal the world of its trauma cycle to achieve better outcomes for all? My perception of the online training was highly improved when later in the modules I took a unit on self-care for the provider of early childhood mental health. As Eleanor Brown said; ‘Rest and self-care are so important. When you take the time to replenish your spirit, it allows you to serve from the overflow. You cannot serve from an empty vessel’.