Concept for working with children who have been deported or forcefully displaced to Russia

I. General provisions

1.1. The main regulatory documents that form the basis of the Concept.

The Concept is developed in accordance with the provisions of Articles 51 and 52 of the Constitution of Ukraine; the subparagraph (d) of the paragraph 2 of the Article 7 and the Article 8 of the Rome Statute of the International Criminal Court; the Article 49 of the Geneva Conventions of August 12, 1949; Articles 74 and 78, the subparagraph (b) of the paragraph 4 of the Article 85 of the Additional Protocol to the Geneva Conventions of August 12, 1949, relating to the protection of victims of international armed conflicts (Protocol I) of June 8, 1977; Articles 8, 9, and 16 of the UN Convention on the Rights of the Child; principles 6 and 8 of the Declaration of the Rights of the Child; Articles 5 and 6 of the Family Code of Ukraine No. 2947-III of January 10, 2002; Articles 1 and 30-1 of the Law of Ukraine on Child Protection No. 2402-III of April 26, 2001; the Article 20 of the Law of Ukraine on Education No. 2145-VIII of September 5, 2017.

The aim of this Concept is to create optimal conditions for the psychosocial readaptation and rehabilitation of children who have been deported or forcibly displaced to russia. The document outlines the procedures for psychological support, the provision of psychosocial services, statutory regulation and ethical principles for the support of children who have been deported or forcibly displaced to russia.

1.2. Key terms used in the Concept.

Advocacy is an activity aimed at supporting the adoption, amendment, or repeal of laws and other regulatory legal acts, as well as the formulation of their drafts by government authorities, local self-government bodies in Ukraine, and other entities with governmental authority, along with their officials and civil servants.

Activism refers to the actions of non-governmental organizations aimed at providing support to governmental bodies and local self-governance in the face of challenges, creating opportunities for the full physical, mental, moral, spiritual, and social development of individuals in conditions of freedom and dignity.

Humanitarian aid is targeted, free, and non-repayable assistance provided out of humanitarian motives, either in monetary or material form, including the execution of work and provision of services. This aid is offered by foreign or domestic donors to population groups in need, considering their social vulnerability, material insecurity, difficult financial situations, the imposition of martial or emergency law, the occurrence of emergencies, serious illness, as well as for preparation for armed defense of the state and its protection in the event of armed aggression or armed conflict.

Deportation (from French déportation, Latin deportatio — 'exile', 'banishment') is the forced relocation of an individual, a group of individuals, or an entire ethnic group from their place of permanent residence.

Case management is the process of organizing and coordinating services for individuals who require comprehensive medical, social, psychological, or legal support upon their request. The primary goal is to provide an individualized approach to each client, which includes assessing their needs, developing a personalized assistance plan, monitoring its implementation, and adapting to changes in the client's needs.

A case is a specific problem or situation of a client that requires a specialized individual approach, management, and coordination of various types of services—medical, social, psychological, educational, etc.— to comprehensively address the unique needs and resolve the circumstances of the client.

A case manager is a specialist who coordinates and manages the cases of clients requiring comprehensive individualized assistance.

Coping strategies are a set of behavioural and psychological methods that people use to manage stress and reduce its negative impact, address psychological difficulties, adapt to challenging situations, and improve mental health.

Needs assessment is the process of systematically identifying and analysing a client's needs with the aim of developing an individualized support and assistance plan. This process helps to understand the client's specific situation, their resources, barriers, and priorities.

Post-traumatic stress disorder (PTSD) is the result of a disruption in the adaptation process to traumatic experiences, where ordinary stress-coping mechanisms do not effectively manage the shock from the event. This leads to a disruption of mental equilibrium and the individual's ability to function properly.

Forcible displacement refers to the violent relocation of civilians under pressure from military or administrative authorities from their places of residence to areas controlled by russia or to other regions. In the context of war or occupation, it encompasses deportation, relocation, or movement to refugee camps.

Psychosocial support is a set of measures aimed at promoting the psychological and social well-being of individuals experiencing stressful or crisis situations. It helps enhance a person's resilience to stress and facilitates psychosocial adaptation to new living conditions through the organization of psychosocial activities, provision of access to social services, and more.

Psychosocial services are various forms of psychosocial support and psychological assistance aimed at overcoming emotional difficulties, stress, traumatic experiences, and other mental or social issues. These may include crisis interventions, counselling and psychotherapy, psychoeducation, support groups, training workshops and seminars, and social services.

A psychotraumatic situation is an event or circumstances that cause a person intense psychological stress, anxiety, or psychological trauma, leading to a negative (extreme psychogenic) impact on mental health and the individual's ability to function in daily life.

Mental trauma is a lasting disruption of a person's psychological and emotional state that occurs as a result of experiencing a severe stressful or traumatic event that poses a threat to life, safety, and well-being. It can have long-term consequences for mental health if adequate support or treatment is lacking or delayed.

Psychoeducation is the process of teaching and informing individuals about their mental state, emotional well-being, mental disorders, possible causes, and ways to cope with them. It aims to increase awareness and understanding of mental health issues, develop resilience and self-help skills, and improve the ability to manage one's own state and behaviour.

Psychological rehabilitation is the process of restoring a person's mental health and emotional resilience after experiencing psychotraumatic events or stress. It aims to assist individuals in overcoming the consequences of these events, improving their quality of life, restoring social functionality, and returning to a normal level of functioning.

Psychological support is a set of psychological measures aimed at providing psychosocial support, facilitating the psychosocial adaptation of children, psychological rehabilitation, and creating favourable conditions for optimizing mental development and further successful recovery of individuals who have experienced psychotraumatic events.

Retriggering is the process of re-experiencing psychological trauma due to external factors, such as recurrent psychotraumatic events, encounters with triggers (sounds, smells, images), being in circumstances or situations that evoke memories of the psychotraumatic experience, as well as direct inquiries about it.

Social activation is the process of engaging individuals facing difficult life circumstances in active participation in social life and activities. Its aim is to restore their social functionality, provide a sense of social support, and enhance their level of independence and quality of life.

Traumatic stress is a specific form of general stress response that arises from intense or prolonged events or situations that threaten a person's life or safety, exceed their capacity for adaptation, and cause deep psychological and emotional shock. It leads to feelings of helplessness, loss of control, unpredictability, has personal significance, and negatively impacts the individual's emotional state, behaviour, and overall functioning.

Child exploitation is the use of a child for the benefit or satisfaction of adult needs, negatively impacting its physical, emotional, or psychosocial well-being. It encompasses forced labour, sexual and commercial exploitation, as well as any other forms of abuse that violate the child's fundamental rights (to education, protection from violence and abuse, health, and safety) and hinder their optimal psychophysical development.

Legal support is a set of legal services provided to individuals or organizations to ensure their rights and interests in various legal matters. This includes legal consultations, preparation of legal documents, legal analysis and planning, transaction support, and representation in courts.

II. Key principles and tasks of working with children who have been deported or forcibly displaced to russia

2.1. Fundamental principles of working with children who have been deported or forcibly displaced to russia.

The principle of a comprehensive approach to working with a child is a holistic and integrated method of support and recovery that encompasses various forms of assistance: psychological, social, educational support, as well as medical and legal aid. The goal is to create conditions for the child's full recovery, resocialization, and readaptation.

The principle of safety involves creating an atmosphere of psychological and emotional security for the child during interactions with it.

The principle of responsibility and professionalism involves an awareness by the professionals working with the child of their verbal and non-verbal behaviour, regardless of the child's actions or reactions. It encompasses consistent and logical professional actions, anticipating possible consequences.

The principle of confidentiality involves using the information provided by the child solely in its best interests; it entails not disclosing personal information to individuals who are not involved in the process of psychological support and assistance for the child.

The principle of interest in the child involves demonstrating a child-friendly attitude, respect, and care.

The principle of trauma minimization involves preventing and minimizing experiences related to psychotraumatic events, with the aim of avoiding re-traumatization.

The principle of adequate minimum involves providing psychological, psychosocial, and legal assistance while considering the child's age and psychological characteristics. It includes using forms and methods of working with the child that account for potential overload.

The principle of non-discrimination involves treating all children equally by professionals, regardless of gender, background, skin colour, religion, or past experiences. It aims to prevent discrimination, injustice, and disrespect for their cultural, historical backgrounds, and values.

The principle of reliability and transparency involves building healthy relationships between the child and the adult by explaining the professional's actions, ensuring clarity in communication, providing clear answers to the child's questions, and involving them in decision-making. This principle promotes a better understanding for the child of the goals of decision-making and the steps to achieve them, strengthening trust in adults, as well as confidence and willingness to share their experiences and problems openly.

The principle of cooperation and participation involves considering the needs and opinions of the child in shaping the psychological support and rehabilitation program. This principle fosters the restoration of trust, a sense of control over their own life, and psychosocial functioning.

The principle of clear understanding of professional competence involves working with the child within the limits of one's professional knowledge and skills, acting in accordance with one's professional competencies and purpose, and referring to other specialists as needed.

2.2. The tasks involved in working with children who have been deported or forcibly relocated to russia include:

identifying the basic needs of the child and providing necessary services to meet them;

development and implementation of an individual case management plan;

collaboration with other organizations and professionals providing services, and referral of the child when necessary for additional services;

coordination of activities between institutions and organizations providing assistance;

integration of the child and its family into the community at its place of residence;

implementation of the rights, freedoms, and legitimate interests of the child and its family;

prevention of mental health issues related to the child’s deportation or forced relocation to russia;

assistance (help) to the child in addressing current developmental, educational, and socialization tasks through psychological rehabilitation and psychosocial support;

development of psycho-pedagogical competence (psychological culture) of parents/guardians and educators.

III. Ethical and organizational principles for working with children who have been deported or forcibly relocated to russia:

Ethical principles for working with children who have been deported or forcibly relocated to russia must address their specific needs and vulnerabilities while ensuring their safety, protection of rights, and psychological well-being.

Respect for the Rights of the Child: All actions taken by professionals must align with the UN Convention on the Rights of the Child, ensuring the child’s rights to protection, education, medical care, and a dignified life.

Respect for the Child's Best Interests: All decisions must be made with a focus on the child’s best interests.

Respect for the Dignity and Individuality of the Child: Every child should be regarded as a unique individual with distinct needs and experiences.

Avoiding Stigmatization: It is crucial to prevent any form of stigmatization or discrimination against the child.

Confidentiality and Protection of Personal Data: Personal information about the child should be protected, with limited access to it.

Physical and Psychological Safety: Providing an environment where a child feels protected.

Trauma-Informed Approach: Understanding and addressing the impact of trauma on a child's development, behaviour, and emotional state. Providing support in a secure and responsive environment.

Informed Consent: All actions must be carried out with consideration of the child's ability to understand the situation and with obtaining its consent where possible.

Decision-making involving the child: Encouraging the child’s participation in decision-making related to its own life, appropriate to its age and developmental level.

Legal Assistance: Providing free legal support to protect the child's rights and to assist in the restoration of its documents.

Information Support: Providing the child with access to information about its rights and available opportunities.

Respect for the Child's Testimony: Statements and testimonies provided by a child should be considered reliable and valid regardless of the child's age (as stated in the Principle 73 of the Guidelines of the Committee of Ministers of the Council of Europe on child-friendly justice).

Educational Opportunities: Providing the child with access to education and support in its learning.

Social Integration: Supporting the process of social integration and readjustment of the child through access to various social programs and services.

Family Reunification: Actively searching for relatives, facilitating contact between the child and its family, and promoting the reunification of the child with its family if it is in the child's best interests.

Coordination with International Organizations: Collaborating with international and national organizations to provide comprehensive support to children.

Monitoring and Reporting: Ensuring transparency and accountability of all actions through regular monitoring and reporting.

Training and Preparation of Personnel: Conducting training for all involved specialists on ethical standards and methods for working with children who have been deported or forcibly displaced to russia.

Raising Awareness and Psychological Literacy: Organizing information campaigns to increase public awareness about the rights and needs of children.

IV. Organizing work with children who have been deported or forcibly displaced to russia

4.1. Components, forms, and methods of working with children who have been deported or forcibly displaced to russia.

Work with children who have been deported or forcibly displaced to russia is based on a Multi-Level System of Additional Support Developed by the Inter-Agency Standing Committee (IASC) Guidelines on Mental Health and Psychosocial Support (MHPSS) (Fig. 1).

Fig. 1. Pyramid of mental health and psychosocial support interventions in emergency settings

According to the Mental Health and Psychosocial Support (MHPSS) pyramid model, at the first level, after the return of children who have been deported or forcibly displaced to russia, it is essential to meet the basic physical needs of the child, provide basic services, and ensure safety in the area of mental health and psychosocial support. This level requires the involvement of social workers (case managers), medical professionals, and legal experts to assess the child's needs, physical and mental health, and to provide legal support as necessary.

The second level of working with children who were deported or forcibly relocated to russia involves the active involvement of the community and family, restoration of social ties, education in a Ukrainian school, socialization and resocialization of the child. The main tasks of psychological interventions at this level are: to support the child, to teach it to cope at the level of psychological perception and stability, to be socially involved in a group or community, to visit social institutions in an organized manner according to age (preschool education institutions, general secondary education institutions, extracurricular sections, circles, centres). Such a structure of psychosocial support for a child who has been deported or forcibly displaced to russia promotes the development of self-help skills, expands the repertoire of coping strategies, and fosters the formation of a stress-resistant life stance.

Interventions at the third level of the MHPSS intervention pyramid include humanitarian aid, emotional support from social workers (case managers), and the provision of initial psychological support and basic mental health services. At this level, psychologists may conduct psychodiagnostic assessments of the child’s emotional and psychological state after returning to Ukraine to determine the focus of further crisis psychotherapy.

At the fourth level, psychological rehabilitation for children who have been deported or forcibly displaced to russia is carried out by psychologists who have received training in trauma therapy for children and adolescents. These professionals hold qualifications such as "psychologist," "practical psychologist," "clinical psychologist," "crisis psychotherapist," or "trauma therapist." Children who experience significant difficulties in daily basic functioning may require more in-depth psychological, psychotherapeutic, or psychiatric assistance.

4.2. Social support of children who were deported or forcibly relocated to russia (case management).

Case management for the child and its family is a crucial component of comprehensive measures aimed at creating conditions for the healthy development and well-being of a child who has been deported or forcibly displaced to russia. Social support can be provided at all levels of the MHPSS (Mental Health and Psychosocial Support) framework, with the primary goal being to support the child during its social integration, readaptation, and recovery upon return to Ukraine.

Children who were deported or forcibly removed to russia may have material, social, legal, housing, educational, medical, and informational problems. Their vulnerability as a target group can also be increased by the consequences of a psycho-traumatic experience due to a long stay in places where there was a real threat to life, distance from a permanent place of residence, separation from family and friends, lack of understanding and/or support from officials and/or government officials, limited access to cultural and/or religious institutions, difficult access to medical services and education, psychological, physical, economic, sexual violence.

Additional burdensome factors may include pre-existing or acquired acute or chronic illnesses, language barriers, cultural differences, and the status of being a "child who has been deported or forcibly displaced to russia," which may exacerbate discrimination and stigmatization. There is also a risk of developing deviant or delinquent behaviour, etc. As a result, parents or guardians of children who have been deported or forcibly displaced to russia may find it challenging to seek psychosocial services. They may also feel unsafe, lose trust, and experience a diminished sense of control over their lives, requiring an extended period for adaptation and reintegration. A case manager can play a crucial role in connecting the child and its family with social service providers, particularly during the most vulnerable initial months after the child's return to Ukraine.

The social support algorithm encompasses various aspects and key components, including:

1. Establishing contact with the family and assessing the child's needs. Determining the child's individual needs, covering its physical, emotional, social and educational support.

2. Developing an individual case management plan with the child and its parents or legal guardians.

3. Coordination of the implementation of an individual case management plan. Organization and coordination of work between different services and specialists, such as psychologists, physicians, teachers and social workers, to provide comprehensive support to the child.

4. Implementation of an individual case management plan and attracting the necessary resources for its implementation, which may include:

psychological support — providing assistance in overcoming emotional and psychological difficulties that may arise due to traumatic events, adaptation challenges, or other issues.

social integration — supporting the child in adapting to a new social environment, including assistance with integration into school, society, or new living conditions.

educational support — ensuring access to education and learning resources, which may include help with overcoming academic difficulties or participation in specialized programs.

legal assistance — offering guidance on legal protection matters for the child, including issues related to guardianship, status, or legal requirements.

family support — assisting the child’s family to ensure stability and support in the child’s life, including training parents or guardians on how to better respond to the child’s needs.

5. Monitoring the implementation of the individual case management plan.

6. Assessment of work results.

7. Case Closure and Completion.

Social support can be short-term, taking into account the situation of the child's transit to the place of permanent residence or stay, and long-term (at least 6 months) - under the conditions of the child's residence or stay at the place of activity of the organization that provides case management services. If the case needs to be extended to 12 months, the needs assessment and individual plan must be reviewed. If there is a need for a longer term of social support of the child, it is worth considering the situation of transferring the family for social support to the Centre for Social Services or the Centre for the Provision of Social Services. However, when conducting a case, one should be guided by the principle of "non-disability" — prevention of a situation of dependence and helplessness.

4.3. Legal support for a child who has been deported or forcibly relocated to russia.

Legal support for a child involves a range of aspects, as such a child requires special attention and protection in the legal sphere. Legal support, given the importance of protecting the rights of children who have been deported or forcibly relocated to russia, includes the following components:

Legal protection. A child, as a particularly vulnerable category, has the right to protection from any form of abuse (forced deportation of children under the guise of evacuation), psychological or physical violence, etc. Legal support in this case includes identifying violations, providing legal consultations, and representation in international courts.

Criminal law. It involves the protection of the child as a victim or witness in criminal cases. All testimonies of children will be presented to the International Criminal Court against the leadership of the russian federation.

Social protection. It involves the protection of the child's rights to social services, assistance to families in difficult life circumstances, and protection from neglect or abuse of this category of children.

Educational and school issues. This includes the protection of the child's right to participate in special educational programs for this category of children, the possibility of crediting certain academic subjects they were taught in the russian federation, and more.

Civil law. It involves resolving legal issues related to inheritance, compensation for damages, including moral harm, and the protection of rights from unlawful restrictions.

Legal support for forcibly deported children and children relocated to temporarily uncontrolled territories of Ukraine or the territory of the russian federation can be provided through state authorities and local self-governments (office of children's services, administrative service centres), as well as by lawyers and attorneys. It is important that specialists providing legal assistance to this category of children understand their specific needs and have the ability to interact effectively with them in sensitive situations.

Legal support for children who have been deported or illegally relocated to russia is provided at the initiative of their legal representatives or foster caregivers. However, children who are 14 years old have the right to independently apply for free secondary legal assistance on matters for which court appeals are allowed from the age of 14 (Part 3 of the Article 18 of the Law of Ukraine 'On Free Legal Aid' dated June 2, 2011, No. 3460-VI, effective from August 1, 2023).

4.4. Psychological support for children who have been deported or forcibly relocated to russia.

According to the pyramid of interventions for mental health and psychosocial support in emergency situations, the stages of psychological support for children who have been deported or forcibly displaced to russia include:

1. Meeting basic needs and ensuring the child's safety.

2. Facilitating the creation of a supportive environment at the family and community levels; legal assistance.

3. Specialized support for children (group and individual psychotherapy for children, psychoeducation for educators and parents).

4. Intensive individual therapy for children with severe mental disorders (PTSD, depression, dissociative disorders, anxiety disorders, adjustment disorders, etc.) (Fig. 2).

Fig. 2. The pyramid of psychological support for children who have been deported or forcibly displaced to russia

The psychological (psychosocial) support for children who have been deported or forcibly displaced to Russia encompasses all four levels of the intervention pyramid, each corresponding to specific needs of the child and involving various forms of support.

At the first level, the psychologist communicates with parents/caregivers, with interventions aimed at meeting the basic needs and ensuring the safety of the child:

physical safety — providing a safe living space, access to food, water, clothing, and medical assistance;

stability and routines — establishing a stable daily schedule to help the child feel a sense of control over the situation;

psychological-pedagogical education and psychoeducation on the child's developmental characteristics and responses to traumatic stress.

Psychologist interventions at the second level aim to facilitate the creation of a supportive environment at the family and community level. This involves working with the child's family to provide support and stability at home; encouraging the child to participate in group activities and communal engagements that promote social interaction; and informing parents or caregivers on how to support the child and understand its needs.

At the third level, specialized support is provided to children who have been deported or forcibly displaced to Russia and are experiencing significant psychological or social issues. This includes using group and individual psychotherapy, as well as preventive measures in educational institutions aimed at increasing educators' awareness of the specific needs of these children.

The goal of interventions at the fourth level is to conduct intensive individual therapy for children with severe psychological disorders, such as PTSD, depression, dissociative disorders, anxiety disorders, and adjustment disorders. Medication therapy may be prescribed as needed to stabilize the child's condition. Psychological support also includes long-term psychotherapy and support for children who have been deported or forcibly displaced to russia, ensuring their stable and safe development.

The main objectives of psychological support for children who have been deported or forcibly displaced to russia are to 'normalize' childhood — to restore the child's sense of childhood.

V. Ethics of public communication about the experiences of deportation or forced displacement of children to russia.

When involving a child who has been deported or forcibly displaced to russia in public speaking and media communications, it is essential to first consider the potential risk of violating the child's rights to personal dignity, security, and privacy, as well as the possibility of causing psychological trauma or retraumatization. Therefore, it is necessary to take the following into account:

1. Public communication about the experience of deportation and/or forced displacement, with a detailed discussion of traumatic events, can have serious consequences for the child's mental health, including retraumatization and exacerbation of psychological issues.

2. Public discussion of the experience of deportation and/or forced displacement may hinder the process of holding accountable those responsible.

3. Discussion of the experiences of deportation and/or forced displacement may contradict the best interests of the child. The child has the right for their best interests to be assessed and prioritized in all actions or decisions affecting them, both in public and private spheres (Article 3, paragraph 1 of the Convention on the Rights of the Child).

4. Determining the best interests of the child can be done in collaboration with its close ones — those who can best anticipate the political, social, cultural, and other consequences of any interviewing. Any public portrayal of the child's story, whether with its involvement or without (in recording), must be approved by at least the legal representative of the minor and the psychologist working with the child. Interviewing the child prior to undergoing psychological rehabilitation would contradict its best interests.

5. Cases in which public portrayal of the child's story may align with its best interests include: 1) the child initiates contact with the interviewer voluntarily, exercising its right to freedom of expression and having its voice heard; 2) the child is part of a long-term activism or social mobilization program and wishes to be identified; 3) the child is participating in a psychosocial program, and such testimonies are part of its rehabilitation. However, in each of these cases, approval must be obtained from the legal representative and the psychologist working with the child.

6. During public discussions of the experience of deportation and/or forced displacement to russia, it is essential to adhere to the standards for interviewing and treating victims of international crimes.

7. Public discussion of the experiences of deportation and/or forced displacement must not contradict national legislation regarding child labour (specifically, the use of a child in activities that, by their nature or conditions, may harm the child's physical or mental health). Regular involvement of a minor victim of international crimes in public advocacy campaigns that leads to (re)traumatization may constitute signs of child exploitation (Articles 19 and 32 of the UN Convention on the Rights of the Child; the Article 150 of the Criminal Code of Ukraine).

Considering the above-mentioned, specialists working with children who have been deported or forcibly displaced to russia should promote:

minimization of children's participation in public discussions about their experiences;

use of testimonies from legal representatives instead of the child's testimony, where possible;

prohibition of the participation of a child who has been deported or forcibly displaced to Russia in advocacy events/campaigns until it has undergone psychological rehabilitation and its best interests have been assessed.

It is important to consider that the process of psychological rehabilitation does not have a set timeframe and depends on the child's age, the severity of the trauma, and the individual capabilities of its psyche for recovery.

VI. Expected outcomes

The implementation of the Concept will enable:

creating conditions for the adaptation and integration of the child into the community where it resides;

developing rehabilitation programs for children who have been deported or forcibly displaced to russia;

establishing a connection between the child/parent and the systems that provide resources, services, and opportunities;

ensuring that the child's safety and adherence to the principle of acting in its best interests are prioritized in decisions regarding repatriation, rehabilitation, and reintegration;

delineating clearly the powers of the Ministry of Reintegration of Ukraine, the Ministry of Social Policy, and other competent authorities regarding the repatriation, rehabilitation, and reintegration of children who have been deported or forcibly displaced to russia;

implementing a mandatory process for legal representation of the interests of a child who has been deported or forcibly displaced to russia during investigations and court proceedings;

facilitating the accountability of those responsible for deportation or forced displacement, the realization of the right to fair compensation, and the right to the disclosure of true facts;

developing a comprehensive system of rehabilitation measures — providing medical, social, legal, psychological, and psychotherapeutic assistance to children who have been deported or forcibly displaced to russia;

identifying those responsible for developing a comprehensive system (protocol) of rehabilitation measures within the individual trajectory for each child;

providing for cooperation with foreign states and civil society regarding the return of children affected by deportation or forced displacement to russia.

Adherence to the principles established in the Concept when working with children who have been deported or forcibly displaced to russia will help prevent the occurrence of retraumatization, allow them to process their traumatic experiences, and return to optimal functioning in life.

Program for psychological support of children who have been deported or forcibly displaced to russia

The program for psychological support of children who have been deported or forcibly displaced to russia addresses the impact of traumatic situations on the child's psyche, as well as the characteristics of somatic, emotional, and behavioural post-traumatic symptoms according to their age.

The depth, intensity, and duration of experiencing psychological trauma and its impact on the psyche directly depend on the child's age: the younger the child, the more vulnerable its psyche, and the more it is influenced by the behaviour of adults and their perception of what is happening. Most severe psycho-emotional manifestations in children are mediated by the reactions of their parents or caregivers. Separation from parents during deportation or forced relocation to the territory of an aggressor state can, in some cases, be the primary source of psychological trauma. The nature of subsequent post-traumatic experiences in a child is also influenced by the legitimization of emotional expressions within the family, the nature of relationships (functional or dysfunctional), and the level of care provided by adults (parents, caregivers, and social workers interacting with the child after its return to Ukraine). Viewing the child solely as a victim can stigmatize and impair its behaviour and block natural coping strategies. Therefore, the focus of psychological support for a child returning to Ukraine after deportation or forced relocation to russian-controlled territory should also encompass the family system and its immediate social environment.

The Program states that children experiencing deportation or forced resettlement from the territory of Ukraine face numerous forms of violence, which may include physical, emotional, sexual and psychological abuse, as well as social neglect, cultural and linguistic isolation, exploitation and exploitation of children. Experiencing violence in the conditions of deportation and forced removal becomes a difficult test that affects the formation of the personality, emotional state and further development of the child. Children who have suffered violence as a result of forced residence in the territory of Russia often have peculiarities in further mental development, specific behaviour, may develop severe mental disorders if they do not receive timely psychological help, psychotherapy or psychological rehabilitation.

The Program emphasizes the experiences of loss resulting from or during forced displacement from Ukraine, which is one of the most difficult traumas a child may face. The child experiences deep and prolonged pain from the loss of its home, loved ones, familiar surroundings, identity, way of life, stability, development, and self-realization. These experiences become even more complex when the child, isolated from its family, finds itself in a foreign cultural, educational, and linguistic environment, where adequate support, medical assistance, and other essential resources that affect their future are lacking.

An algorithm for the interaction of psychologists, social workers, educators, lawyers, and other specialists has been developed to provide comprehensive support to children who have experienced violence during deportation. This aims to help them overcome the consequences of trauma and begin a new life in Ukraine.

Preliminary familiarization with the circumstances of the case, incoming information about the child.

To conduct an effective conversation with the child about the circumstances of the case, the psychologist and all involved specialists must familiarize themselves with the key details prior to the meeting (duration of stay in the aggressor's territory, conditions, the child's age, family status, and other relevant circumstances that are important for outlining a complete picture of the period in the child's life during forced deportation). This will help make the interview safe for the child and informative for the specialists.

Interviewing the child by the specialist psychologist.

To diagnose the child's current psychological state, the psychologist establishes contact with it and collaboratively examines its condition, development processes, and reactions according to the child's age. Through this interactive communication, the psychologist analyzes the child's communicative activity, its readiness to clarify the circumstances of the situation, and the overall psycho-emotional background.

Route for the redirection of the child and readaptation.

After interviewing the child and clarifying the circumstances of the case, the child is relocated to a permanent or temporary residence for further integration and resocialization. At this stage, the level of psychosocial support for the child is crucial, as well as inter-agency coordination among state institutions, organizations, and community leaders.

Readaptation and social-psychological support at the child's place of residence/temporary stay.

Provision of psychosocial support and guidance for the child should occur under the supervision of public authorities and institutions involved in the child's resocialization. Psychological support can be provided through referrals to the regional centre of the fund (13 centres). The centre is a child-friendly place where families can receive professional psychological assistance, as well as psychological and psychosocial services.

Psychological rehabilitation should include work on traumatic experiences, restoration of emotional stability, development of stress-coping skills, and reintegration into society. It is also important to ensure safety and support by creating conditions in which the child can feel protected and part of the community. When developing an individual psychological rehabilitation plan for a child returning after deportation, it is necessary to consider the child's current psychological state, the level of mental development according to its actual age, and the results of psychological diagnostics, which involve several stages: interviewing, psychological support based on the initial psychodiagnostic assessment, and evaluation of socio-psychological needs according to normative age development. Based on this, targeted interventions are provided to correct the child's condition, as well as its cognitive and communicative aspects of mental health and functioning. The stages of resocialization and readaptation are determined individually, taking into account the child's needs and under the coordination of specialists.

To establish trust and rapport with a child who has been deported or forcibly displaced to russia, the program outlines rules for interaction and the primary tasks of the psychologist during the organization and conduct of the interview.

Models, forms, and types of psychological support for children who have been deported or displaced to russia

The return of a child to Ukraine after deportation is a complex and multifaceted process that requires specialized psychological support. Psychological assistance must take into account both the individual needs of the child and the dynamics of the family and cultural context. Therefore, the Program outlines and describes models, forms, and types of psychological support for children who have been deported or forcibly displaced to russia: the biopsychosocial model, trauma-focused cognitive-behavioural therapy, individual counselling, family counselling, crisis counselling, and family therapy.

Key requirements have been established for specialists providing psychological support to children after their return to Ukraine:

availability of higher education: (qualification 'Master') in the field of 'Practical Psychology,' 'Psychologist,' or 'Clinical Psychology.';

possession of fundamental knowledge in psychology (general, developmental, child, educational, and social psychology, as well as psychodiagnostics and psychotherapy);

possession of knowledge of programs and developed skills to conduct psychological groups with children after appropriate training;

possession of knowledge of psychodiagnostic methods for assessing psycho-emotional states, PTSD, etc.; skills to conduct, process, and write conclusions;

possession of knowledge and experience in working with the psychological consequences of military actions, violence, loss, clinical conditions, etc.;

ability to apply crisis interventions for severe psycho-emotional experiences following traumatic stress;

participation in personal therapy and ongoing involvement in supervision, intervision, or Balint groups;

at least 3 years of work experience.

Symptoms, risk factors, and prevention measures for vicarious trauma in psychologists working with children who have been deported or forcibly displaced to russia have been described.