Executive Summary
As host to the world's largest refugee population, Turkey is mobilizing its resources to adequately serve vulnerable refugee groups with highly specific needs. Turkey's legislative system does not recognize preschool as part of a child's formal education, which means that refugee children aged between 0-6 with special needs have been most adversely affected by this situation, with minimal access to special education services.
To bridge the gap, Leverage Box: Game 4 All plans to open well-being and development centers for children between the ages of 2-6 that focus on play therapy in six cities, namely İstanbul, Ankara, İzmir, Gaziantep, Adana, and Mersin, where significant refugee population reside. By making these centers accessible to vulnerable segments of society, the benefits of play therapy will be introduced to children in their early stages of development and spread to the foundations of the future society.
Lead Organization
Sosyal Gelişim ve Dayanışma Derneği - Association for Social Development and Aid Mobilization (SGDD - ASAM)
Charity, fund, non-governmental organization, religious institution, school, or other entity
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Accomplishments
The project has made significant strides in 2023 in addressing the needs of refugee children with special needs through a structured and multi-faceted approach. Here is a narrative summary of the progress:
**Component 1: Assessing the Needs of Refugee Children with Special Needs**
The journey began in July with the formation of a Consultant Team, comprising experts from various academic fields such as child development, psychology, and ergotherapy from prestigious universities in Türkiye. Their mission was to design and execute a comprehensive research strategy to understand the needs of these vulnerable children. The project team facilitated multiple discussions, meticulously preparing documents to outline the assessment's structure, aiming for a meaningful collaboration.
In August, the inception phase saw the selection and contracting of a consultant team from Başkent University, a renowned institution in Türkiye. This team, including specialists in early child development and civil society studies, crafted a five-month action plan for the needs assessment. The team, consisting of consultants, data analysts, field workers, and interpreters, convened to review the plan and underwent training on various aspects of fieldwork and child protection. Data collection was slated to begin in September.
Come September, the consultant team finalized the development of both quantitative and qualitative research tools. Adapting established early childhood development questionnaires, they created a comprehensive survey to be conducted on the KOBO system, enhancing accessibility. The survey aimed to capture a holistic view of the children's needs and the resources available to their caregivers. It was to be conducted in sensory rooms across Adana, Ankara, and İzmir, and through home visits in earthquake-affected Hatay. To ensure the research's reliability, outreach visits and focus group discussions with caregivers were planned.
**Component 2: Capacity Building for Inclusion of Play Therapy Method**
In July, preparation for training modules commenced, with meetings held with clinical psychologists who were experts in early childhood development. Despite scheduling challenges, they developed a robust training content for a two-day program in August.
The training titled "A Holistic Approach and Developmental Characteristics in Children at Preschool Age" was delivered by esteemed professors in clinical psychology to 60 ASAM staff members. It combined theoretical knowledge with practical case studies and analyses of children's drawings.
October marked the completion of a second, more comprehensive training program on "Play-Based Intervention and Caregiver-Sensitive Care in Early Childhood." This three-day event, led by a team of therapists and specialists, included case discussions and role-playing, and was attended by ASAM staff and personnel from the Ministry of Family and Social Services. The training underscored the critical need for widespread adoption of play therapy in early childhood.
**Component 3: Pilot Implementation of Play Therapy Method**
Identifying participants was streamlined thanks to ASAM's active child and family support centers, which regularly receive numerous requests for assistance, particularly from families with children with special needs. Referrals within ASAM's network led to the selection of participants, and the word-of-mouth from satisfied families further expanded the project's reach.
The refurbishment phase involved meticulous research to select the most effective tools and designs for sensory regulation for the special needs children. The field teams, including child development and special education specialists, conducted regular individual counseling sessions and provided guidance to caregivers, enhancing their understanding and ability to support their children's development.
In August, a psychosocial support kit, complete with toys and materials, was introduced to children who had completed four counseling sessions, fostering continued engagement in the therapeutic process and providing enriching activities for the children and their siblings at home.
**Component 4: Awareness Raising and Dissemination of Lessons Learned**
A social media campaign and a short film were developed to raise awareness and share the project's insights. Additionally, a national panel discussion was organized to discuss "Improving Service Delivery Mechanisms for Children with Specific Needs and Inclusion of Play Therapy Methods," aiming to engage relevant stakeholders and disseminate the valuable lessons learned from the pilot implementation.
