Government-funded programmes and services for vulnerable - Unicef
Government-funded programmes and services for vulnerable - Unicef
Government-funded programmes and services for vulnerable - Unicef
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<strong>Government</strong>-<strong>funded</strong> <strong>programmes</strong> <strong>and</strong> <strong>services</strong> <strong>for</strong> <strong>vulnerable</strong> children in SA<br />
➔<br />
Psychosocial<br />
support <strong>and</strong><br />
counselling<br />
<strong>for</strong> children<br />
suffering<br />
grief <strong>and</strong><br />
trauma<br />
<strong>and</strong> other<br />
psychosocial<br />
disturbances<br />
Psychosocial support<br />
from peer educators<br />
The National Policy <strong>for</strong><br />
an Equitable Provision<br />
of an Enabling School<br />
Physical Teaching <strong>and</strong><br />
Learning Environment,<br />
2008, recognises that<br />
school counselling<br />
<strong>services</strong> have become<br />
a necessity in the light<br />
of high levels of grief<br />
<strong>and</strong> trauma experienced<br />
by <strong>vulnerable</strong> children,<br />
especially those affected<br />
by HIV/AIDS.<br />
Targeted beneficiaries<br />
Children suffering grief<br />
<strong>and</strong> trauma<br />
Peer educators<br />
Educators<br />
External professionals<br />
such as social workers<br />
<strong>and</strong> psychologists<br />
The Policy requires that<br />
children in Grades 6–12<br />
receive counselling from<br />
peer educators through<br />
the peer education <strong>and</strong><br />
support programme.<br />
Psychosocial support<br />
from educators<br />
The National Action<br />
Plan <strong>for</strong> Orphans <strong>and</strong><br />
Other Children Made<br />
Vulnerable by HIV<br />
<strong>and</strong> AIDS, 2009–12,<br />
envisages the provision<br />
of psychosocial<br />
support by a range of<br />
stakeholders, including<br />
teachers. It further<br />
aims to improve the<br />
quality <strong>and</strong> availability<br />
of psychosocial support<br />
by all stakeholders,<br />
including teachers,<br />
through an increase in<br />
training in this regard.<br />
➔<br />
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