By Razmina Razeen | General Manager
This report presents a summary of the activities covering the period from July to September 2024. The focus during this period was on advancing two key objectives fostering positive development and reducing violence among adolescents and youth.
The main two key objectives of the project are:
I. Sustain the Activities of the "Art of Living" Youth Center: Continue to promote positive youth development and reduce violence among adolescents and youth.
II. Expand Counseling Services: Sustain and increase the outreach of high-quality counseling services to improve the emotional well-being of adolescents and youth in urban poor settings.
This report outlines the major activities undertaken during the period July -September which include:
1. Sustain and increase the outreach of high-quality counseling services for adolescents and youth in poor urban communities and national level to increase their emotional well-being
1.1) Provide one-on-one counseling services by a trained and qualified MultiDisciplinary Team for youth, LBGT persons, and persons with special needs
1.2) Free hotline counseling service.
1.3) Facilitate support groups for varying mental health needs.
1.4) Community Engagement Initiatives for the Counseling Program
2. Internship Program
3. PATHS to change Program
4. Conducting programs to improve skills in children and youth using a PYD Approach
5. Working with parents/caregivers and teachers to be more responsive towards children and youth within their homes and communities
Activity 1 : Sustain and increase the outreach of high-quality counseling services for adolescents and youth in poor urban communities and national level to increase their emotional well-being.
1.1) Provide one-on-one counselling services and hotline counselling services:
a) In Person/Online Counselling:
From July to September 2024, a total of 118 counseling sessions were conducted as part of the project. Of these, 56 sessions were held online, allowing clients flexibility and accessibility, while 62 sessions took place onsite, offering face-to-face interaction for those who preferred or needed in-person support. During this period, 11 new clients were added to the counseling program, further expanding the reach of mental health services to vulnerable youth. Among the clients, 20 individuals had more than five counseling sessions over the three-month period, indicating sustained engagement and commitment to their personal growth and emotional well-being. These long-term engagements are often critical in addressing deep-seated emotional challenges and fostering meaningful change.
Throughout their counseling sessions, clients exhibited several positive changes in behavior, attitudes, and emotional regulation. They became more adept at coping with life transitions, showing resilience in the face of adversity, and demonstrating increased commitment to personal growth by engaging with tasks and activities suggested during therapy. Many clients recognized unhelpful thinking patterns, taking steps to modify them for healthier mental habits. Counseling provided a safe space to process grief and loss, aiding their journey toward healing. Clients also made lifestyle changes, such as improving routines and reducing stress, which enhanced their overall well-being. Improved communication with family members and greater emotional awareness led to better emotional regulation, allowing clients to manage stress and interpersonal conflicts more effectively.
b) Counselling to the community children:
The counseling services provided during the period, particularly the community counseling sessions, were notable. A total of 38 sessions were conducted for children in the community. In July, 14 individual sessions were facilitated, with two of them focused on Psychological First Aid (PFA) at the request of teachers from Susamayawardhana Vidyalaya during school visits. In August, 10 individual sessions were held, including one follow-up session requested by a teacher from the same school. In September, another 14 sessions were facilitated, with one session dedicated to PFA at the request of a teacher during the school visits.
1.2) Hotline Counselling:
The hotline operates daily from 8 a.m. to 10 p.m., offering Psychological First Aid (PFA), tele-counseling, and addressing general counseling inquiries. These services are essential for meeting immediate emotional needs and providing continuous psychosocial support. In the second quarter, a total of 597 calls were received, reflecting a steady demand for support services. Of these, 449 calls were answered, excluding missed and wrong-number calls, and 62 of the calls specifically sought tele-counseling services.The number of tele-counselling sessions conducted was 15 in July 27 in August, and 20 in September. This reflects the hotline’s role in offering psychological support through tele-counselling services.
1.3) Facilitate Support Group Services
A total of 8 support group sessions were conducted for a group of 10 youth participants, with an average attendance of 8 participants per session. The topics covered in these sessions included anger management skills, guilt, needs assessment, interpersonal skills, active listening, and assertiveness. Additionally, two consolidated sessions were conducted.During the Anger Management skills support group session, the focus was on participants' experiences with anger, beginning with discussions on violent behaviors and personal encounters with anger. Anger was explored as a normal emotion, with facilitators sharing their own experiences to create a safe space. Participants opened up about feeling angry, especially with those closest to them, which helped normalize their emotions and foster a sense of community. The session emphasized the distinction between reacting and responding to anger, offering strategies for mindful management. Using the metaphor of anger as ocean waves, the facilitators reinforced the importance of navigating anger constructively, with participants sharing personal techniques for managing it effectively.
During the experience of guilt session, the focus was on exploring the emotion of guilt, building on previous discussions about anger. The main message was that "it is okay to make mistakes as long as you learn from them." Participants were divided into smaller groups for more engaging discussions. The session began with reflections on how anger often coexists with guilt, followed by a thought-provoking video illustrating this concept. Participants shared their interpretations and personal experiences, helping them recognize the complexities of guilt and providing a safe space for reflection. Overall, the session emphasized the interconnectedness of emotions and the importance of learning from experiences.
The consolidation sessions reviewed participants' understanding of previous lessons and assessed how they apply these concepts in their daily lives. Building on previous activity, participants engaged in an art-based storytelling exercise, creating narratives using pictures. They were encouraged to include a character, the emotions experienced after facing obstacles, and ways the character could manage distress. After sharing their stories with the opposite group, participants answered a set of questions designed to gauge their understanding of the activity.
1.4) Community Engagement Initiatives for the Counseling Program
a) Host Mental Health Education workshops in Community Schools
A total of seven workshops were conducted during the second quarter at S.W.R.D. Bandaranaike Vidyalaya, Siwali Vidyalaya, Hewavitharana Vidyalaya, and Vuluwana College with an average attendance of 40 participants per session.
The first workshop series at schools aimed to build rapport with the children and provide them with the space to develop a sense of self through the "Tree of Life" activity. The second workshop session focused on exploring the concept of stress and discussing strategies for managing it, including recognizing which aspects of a difficult situation a person can control. The concept of the circle of control was introduced, helping participants distinguish between what they can and cannot directly control. Examples were provided and discussed to enhance their understanding.
b) Host Mental Health Education workshops for parents or teachers in community Schools or communities
A total of two workshops were conducted during the second quarter for community parents, focusing on stress management and bonding with their children. Despite the workshops having a low turnout, it was highly productive. Participants actively engaged in discussions and role plays. These activities focused on understanding developmental differences, effective communication, and emotional availability. The role plays, in particular, demonstrated the long-term impact of parental behavior, resonating strongly with attendees and emphasizing the importance of attentive and responsive communication.
c) Host Mental Health Education workshops for community children
A total of two workshops were conducted during the second quarter for community children, focusing on Groups and stereotypes. The primary objectives of the workshop were to increase the participants' awareness of groups and stereotypes and to reduce any group effects or biases that could impact the quality and efficiency of future workshops. This session aimed to educate children about the dynamics of group formation and the biases that arise from it. Participants who typically avoided inter-group interaction actively engaged and collaborated with peers.
Activity 2: Internship Program
In August 2024, the project launched a new psychosocial internship program for those eager to begin their learning journey. Four interns joined the three-month internship program. The team looks forward to investing in their professional and personal growth by providing opportunities to deepen their understanding of psychosocial support and gain hands-on experience in the field.
Activity 3: PATHS to Change Program
A total of ten PATH sessions were conducted during the second quarter. The session topics included Methods of Respectfully Rejecting, Let Us Stand Up for Each Other, Let's Do the Right Thing, Becoming Wealthy Silently, Moving Towards Flexibility, and Emotional Competence. The average attendance count per session is 10.
The session taught children to politely decline offers, emphasizing honesty, self-respect, trust, and standing against illegal activities. It highlighted helping others when possible and understanding how to seek help, fostering empathy and communication. Discussions on emotional resilience covered reactions to scenarios like loss, peer pressure, and low confidence, stressing the importance of seeking support and maintaining healthy routines. Social competence sessions engaged 20 children (ages 9-14) in meditation, discussions on Sri Lanka’s history, and activities about national achievements and inspirational figures.
In the 3rd session, the Emotional Competence of 10 children focused on sharing feelings, understanding emotions, and learning emotional vocabulary through dialogues, role-plays, and examples. In the 4th session, they practiced expressing feelings with meditation, a recap of the previous session, and a group activity on managing and expressing anger thoughtfully.
Activity 4: Conducting programs to improve skills in children and youth using a PYD Approach
A total of four workshops were conducted during the second quarter to improve skills in children using a PYD Approach. These workshops focused on art therapy, drama therapy, and capacity building, with a total attendance of 27 participants per session. During the capacity-building workshop, the session emphasized helping participants recognize the opportunities within their environment and equipping them with practical skills to handle challenges. Activities such as "Hacha" and the ball game kept participants engaged and were effective in illustrating the workshop's themes of managing multiple challenges and identifying opportunities. Younger participants seemed more enthusiastic and engaged compared to the older ones, indicating varying levels of interest and attention span across age groups.
A total of two outdoor activities were conducted in the second quarter. One activity involved visiting the National Museum with 14 children aged 9-13 years. The second activity was a visit to Diyasuru Park with 7 participants from the support groups, also aged 14-19 years. Only three children had previously visited the National Museum, making it the first visit for the others. They were so eager for the activity that some of them woke up at 3 a.m. to await the trip, as noted by their parents. The participants have a limited range of activities they enjoy, as they spend much of their time at home. The visit to Diyasuru Park provided them with an opportunity for enjoyment and a memorable experience. For instance, one participant shared that it was their first time witnessing a butterfly drinking nectar from a flower. Initially, the participants thought the trip would be boring since it was close to their homes; however, by the end, they expressed that it had turned out to be a great outing. This experience also contributed to noticeable improvements in their behavior.
The gardening project offers hands-on learning in planting, land preparation, and fertilization. It showcased significant teamwork and collaboration between younger and older participants. The session took place in an enjoyable and engaging environment, enhanced by music playing in the background. Participants with no prior gardening experience showed great interest and quickly learned practical skills. Younger children provided substantial support to older participants, fostering a strong sense of teamwork and collaboration.
Activity 5 : Working with parents/caregivers and teachers to be more responsive towards children and youth within their homes and communities
The quarterly parent meeting held in the second quarter with the participation of 12 parents focused on understanding children's behavior, emotional responses, and healthy disciplinary methods. Discussions included broader challenges such as drug abuse and peer pressure, emphasizing the importance of discipline that causes no physical or psychological harm. The meeting also highlighted the need for open communication between parents and children. Parents expressed high trust in Shanthi Maargam’s programs and demonstrated a growing interest in child-focused sessions. Parents expressed a strong desire for similar sessions for their children, reflecting greater trust and engagement in Shanthi Maargam’s initiatives. One parent noted that Shanthi Maargam provides a safe space for their children to spend time with friends, fostering an environment that promotes growth and development.
Success Stories
Through the counseling services, one student experienced a remarkable transformation in their self-esteem, which opened new doors for personal and academic growth. Previously held back by low self-confidence, the student often avoided participating in activities and shied away from leadership opportunities. However, after receiving consistent counseling support, their confidence blossomed, empowering them to take on a leadership role as a school prefect. This new position not only enriched their school life but also strengthened their personal relationships, allowing them to connect more meaningfully with peers and teachers. Their newfound confidence has also led them to participate in activities they once avoided, creating a more fulfilling and vibrant life. Teachers have taken notice of these positive changes, offering praise and seeing a whole new side of the student, who now thrives in both academic and social environments. This transformation highlights the profound impact of counseling in helping youth realize their potential.
In the support group sessions one child, who had not been very active in previous sessions, demonstrated a significant shift in engagement during the anger management session. For the first time, he showed great interest in storytelling and created his own story independently. His newfound enthusiasm was a positive development, reflecting a deeper connection to the session's content. In one instance, a child who initially seemed distressed found the courage to open up during a session. This breakthrough led the child to express a desire for individual support, and they are now receiving ongoing counseling at the center, illustrating the impact of our services on emotional well-being. Additionally, the safe and open environment fostered within our support groups has encouraged participants to be honest and vulnerable. This atmosphere has resulted in deeper connections among group members, showcasing the power of community and shared experiences in healing and personal growth.
During the mental health awareness workshops at schools, some students found the activities to be transformative, helping them overcome negative self-perceptions. A child reflected, "I used to focus on my flaws, but creating my tree made me see my positive qualities and the good things I've done, which changed how I see myself." Several students expressed that the "Tree of Life" activity helped them discover strengths and qualities they were previously unaware of. One student shared, "I never realized how many positive traits I have until I saw them mapped out on my tree. It made me appreciate myself more." During the school workshop on the topic of "Understanding What a Person Can Control During a Difficult Situation," one student mentioned that this would help them in relationships by enabling them to focus on their own actions and responses. Another student shared, "I learned that I can't control others, but I can control how I interact with them. This will improve my relationships with my loved ones."
By Razmina Razeen | General Manager
By Razmina Razeen | General Manager
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