TITLE: PSYCHOLOGICAL SUPPORT FOR UNDERPRIVILEGED CHILDREN
INTRODUCTION
Every child has an undiscovered narrative when they are born, and they should be raised with love, kindness, and the hope that everything is possible. However, that story ends too soon for millions of children from disadvantaged backgrounds. They are asked to survive before they have even had a chance to dream. Hope is replaced by hunger. Play is replaced by responsibility. And the voice they were never able to locate is replaced by quiet.
We frequently hurry to solve visible issues, such as undernourished bodies, bare feet, and empty classrooms. However, what about the invisible? What about a child who hears shouting every night and becomes anxious? The shame of someone who thinks they are the cause of their parents' divorce? The silent retreat of a child who has never received a hug or been assured that they are important.
In actuality, emotional neglect causes scars that are sometimes even more severe than those caused by physical hunger. Nevertheless, psychological assistance is rarely regarded as urgent. However, it is as vital as food, it can save lives, much like medication. Because a child cannot grow, learn, or connect if they are unable to handle their suffering. Since it is the cornerstone of all other forms of development, emotional safety is not a luxury.
Formal sessions and therapy rooms are not usually necessary for psychological help. Sometimes a chat is the first step. A journal to sketch emotions. "I'm here, and I'm listening," says a volunteer. These peaceful, steady, and patient moments start to restore what trauma and neglect have destroyed. They assist kids in giving words to their anxieties and, gradually, bringing light to their darkness.
Services and interventions are not the only topics covered in this report. It's important to view these kids as complete human beings with great potential and strength, not just as victims. It is a call to action, motivated by our common humanity rather than sympathy because it is not charity to cure a child's mind but a form of justice that has to be served.
REVIEW OF LITERATURE
• Food, clothing, and education are frequently the main topics of discussion when discussing how to assist impoverished children. The internal feelings of these kids, however, are equally significant but frequently disregarded. Many of them experience stress, loneliness, dread, or even violence as children. Although adolescents may not always express it, their behaviour, thoughts, and development all reflect the emotional burden they bear. We became aware of the extent of this problem as soon as we started this endeavour.
• Giving these kids psychological care is not merely a "bonus"; it is required. In order to understand why this issue is so important today, we have attempted to examine what other researchers, psychologists, and organizations have said and done about it. Studying what goes wrong is only one aspect of it; another is learning what can be done correctly and how empathy, care, and emotional support may significantly impact a child's life.
Context: Samagra Foundation
• A non-profit organization called the Samagra Foundation works to help impoverished communities and children grow holistically. The foundation of Samagra's work, which is based in India, is the conviction that no kid can be fully empowered unless their physical, emotional, and mental requirements are met in addition to their scholastic ones. In addition to providing education, their programs aim to listen, assist, and emotionally uplift kids who have experienced challenging life situations.
• Samagra creates an environment where kids feel seen and heard through a variety of activities, including painting, storytelling, casual group discussions, and mentoring. The classroom model is not inflexible. Workers and volunteers put more effort into fostering a feeling of respect, trust, and belonging. In a judgment-free setting, the kids are encouraged to express their emotions, be creative, and gradually develop emotional resilience.
• We did more than simply watch when we were with Samagra; we actually experienced it. We experienced the profound emotional impact of seemingly insignificant activities. Over the course of a few days, a boy who had hardly spoken when we first arrived began to open up just because he was given the opportunity to do so and someone was actually paying attention. That demonstrated to us the importance of psychological support, even if it only takes the shape of discussion, patience, and physical presence.
• Working with Samagra Foundation was an extraordinary experience as I got to meet so many children whose eyes shined as bright as a star. The idea of getting to do something new everyday excited them, me and my friends had a great time with the kids as we collectively drew and colored and sort of blended with them seamlessly. Their faces had a big smile throughout, therefore it motivated us to work more towards their betterment.
1. The Effects of Poverty and Neglect on the Mind
• Stressful settings are common for kids growing up in low-income households because of things like financial hardships, violence, alcoholism, parental absence, or neglect. Their mental health suffers greatly as a result. Research indicates that unfulfilled emotional needs during childhood have an impact on the development of the brain, particularly on regions related to memory, fear, learning, and relationships.
• According to the UNICEF 2017 research, children from disadvantaged backgrounds are almost twice as likely as their more affluent counterparts to suffer from behavioural problems, anxiety, and depression.
• Additionally, a lot of these kids grow up thinking they are "less than" other kids, which leads to long-lasting feelings of guilt and low self-esteem.
• If treatment is not received, these early emotional scars may develop into more serious mental health issues in later life, which may result in substance misuse, aggression, or trouble sustaining relationships and a steady job.
• The greatest risk is that these difficulties are typically imperceptible. Everything stays buried inside these kids since they are rarely taught how to express their emotions or even that it's acceptable to feel them. Silence also turns into a survival tactic over time.
2. What Psychologists Say About Childhood Emotional Support
• A child's emotional state influences how they learn, make decisions, and process information, according to Jean Piaget, who researched how children perceive the world. Even as an adult, a neglected child may never have complete faith in the world.
• According to Erik Erikson's concept of psychosocial development, children go through distinct phases where they either learn important emotional skills or encounter unresolved emotional obstacles. For instance, if a youngster doesn't feel safe during the "trust vs. mistrust" stage, they will carry anxiety and uncertainty into all of their future interactions.
• According to Lev Vygotsky, learning occurs through social interaction, particularly with nurturing adults. Children's growth slows down in communities where they are neglected or subjected to harsh treatment because there is no emotional scaffolding in place.
• Dr. Bessel van der Kolk, author of The Body Keeps the Score, has demonstrated in recent years how trauma impacts the body in addition to the brain. Children who have experienced repeated emotional distress frequently exhibit physical signs such as headaches, aggressiveness, or exhaustion. As though danger were always present, their entire system learns to remain in "alert" mode.
• All of these scholars emphasize the same point: providing emotional support to children is not an additional; rather, it is necessary. Everything else, including knowledge, abilities, and personality, is built upon it.
3. The Impact of Local Organizations and NGOs
• Groups like Samagra, Aangan Trust, and Sangath have changed the emphasis from merely offering financial assistance to addressing safety and emotional recovery as well.
Samagra employs artistic techniques such as group storytelling, games, music sessions, and artwork—activities that encourage youngsters to open up without feeling compelled.
Aangan Trust prepares young people in the area to serve as peer mentors. Children frequently feel safer with someone from their own background, so this works particularly well.
Sangath, a Goa-based organization, teaches community members who are not experts to have fundamental conversations about mental health, such as mothers, older siblings, and neighbours. In settings where therapy is still a far-fetched idea, this makes assistance more accessible and realistic.
• Psychologists aren't always needed for these initiatives. They depend on others—people who pay attention, offer advice, and make them feel safe, sometimes for the first time.
• These versions are successful because they are deeply human, inexpensive, and culturally grounded. Instead of enforcing rigid, remote therapy approaches, they adjust to the demands of the local community.
4. Instances That Prove It Effective
• According to an Aangan Trust research, schools that implemented peer mentors saw an increase in class attendance and a decrease in dropout rates.
• In one of Sangath's initiatives, moms who received training in fundamental mental health discussions were able to spot early warning indicators of trauma and assist their kids in receiving the care they required before it worsened.
• Around the world, initiatives such as the National Child Traumatic Stress Network (NCTSN) in the United States have implemented "trauma-informed care" in schools; certain Indian NGOs are also gradually implementing this approach.
• One thing is evident from all of these programs: emotional assistance doesn't have to be costly or difficult. It must be present, kind, and consistent.
• A child may appear to be making minor adjustments, such as talking more, participating in class, or smiling more frequently, but these are actually indicators of something far more profound: healing.
5. What the Bigger Picture Is Still Missing
• Most of psychological research conducted now is still conducted in Western contexts. Though helpful, the theories don't always align with the emotional realities of Indian children, particularly those who reside in rural or slum settings.
• The long-term data is lacking. Five or ten years after these programs, we frequently don't know what happened to these kids. Did the emotional assistance end up being beneficial?
• It is uncommon to find detailed research on children who experience various disadvantages, such as poverty, caste-based exclusion, gender discrimination, or disability. They require more layers of help since their emotional lives are much more complicated.
• Lastly, stigma around mental health persists. Emotional issues are frequently penalized or overlooked in households. Children find it much more difficult to seek for assistance as a result of the silence this fosters around feelings.
• Therefore, even if a lot of excellent work is being done, much more work has to be done. We require greater listening, more culturally sensitive approaches, and more candid discussions.
In conclusion, this review has aided in our understanding that genuine support involves caring as much as providing. Being heard, supported, and emotionally protected are not insignificant things. They serve as the foundation for recovery, education, and development. Our observations at the Samagra Foundation demonstrated that sophisticated equipment is not necessary for psychological support. It requires individuals who care, patience, and presence.
FINDINGS OF THE REPORT
From the research conducted, some of the major findings were:
1. The Importance of Early Emotional Maturity in "Children Who Parent Themselves"
In my experience working with disadvantaged kids, one of the most noticeable trends I've observed is how many of them appear much older than their actual age, both emotionally and physically. They exude a sense of accountability that no youngster ought ever to experience. I recall an eight-year-old girl who helped the smaller children eat, even soothed them when they wept, and reminded them to clean up after themselves. At first, I found it endearing, but then I discovered that she was doing this because no one else could take care of her, much less provide care. She had become a parent because circumstances had given her no other option, not because she wanted to.
Children in these kinds of settings are compelled to mature too rapidly. They learn self-defense techniques, emotional concealment techniques, bravery techniques, and how to "manage" situations that adults would find too much to handle. However, the emotional toll it takes on individuals is frequently hidden. These kids seldom ever cry or whine, not because they don't want to, but rather because they've come to realize that no one will listen to them. Being vulnerable is risky because they have buried their emotions so deeply. But occasionally, at a quiet moment, you'll see the child behind the adult — a moment of terror, a desire for solace, a need for someone to finally tell them, "You're just a kid, and it's okay to be one."
2. "Where Words Don't Reach": Using Play and Art to Express Emotions
Some kids never talked about their emotions during our sessions. However, stories began to flow once we handed them paper and coloring supplies. Shikha, one of the children, continued to draw the same picture: a girl standing below a black cloud. She just said, "That's how it feels when I get left at night," when questioned. Another child constructed a doorless cardboard house. He responded, "So nobody can come and hurt you inside," when I asked him why.
These weren't only toys or sketches. They were unadulterated displays of suffering and terror. They conveyed a lot that words could never. Through art, individuals were able to express things they were afraid to utter out or lacked the vocabulary to do so. The youngsters were able to finally communicate their wishes, grief, and anxieties in a way that felt comfortable through role-playing, puppet performances, and drawings since it wasn't overt or intimidating.
Sentences are not the sole means to express ideas. It may show up quietly, colorfully, on cardboard, or even as fantasy monsters. And if we hear cautiously, we start to see the world through their angle and eventually begin across what they were trying to say all along.
3. "Safe Doesn't Feel Safe" - The Fear of Consistency
"You're not going to stop coming, right?" a child asked me once. I comforted her, but I realised that the world she knew was the source of her dread, not me. Nothing endures in such world. Individuals go. Promises are broken. Good times don't last.
When placed in peaceful or loving surroundings, many kids behave in odd ways. Some people get nervous, while others strive to avoid people because they anticipate being rejected. One girl even informed me that she didn't enjoy our activity room's silence since it gave her the impression that something negative was going to happen.
These kids aren't being challenging. They have simply learnt to prepare for chaos, disappointment, and desertion. Stability is dubious, even harmful. In these situations, emotional assistance goes beyond simply providing safety; it also aims to restore their trust in safety. That requires a lot of patient reassurance that doesn't falter when tested, as well as patience.
4. Absence of Trust as a Result of Inconsistency
Inconsistencies in living situations and emotional interactions are common among children from disadvantaged households. Many of them have experienced inconsistent or nonexistent caregiving, whether from absentee or sporadic NGO workers, parents too busy to provide emotional support, or teachers who come and go. They thus acquire a general hesitancy to establish emotional connections or become readily open.
During interaction-based sessions, their attitude and body language reveal this lack of trust. Some kids prefer to sit apart from groups, avoid eye contact, or just be silent even when they are being spoken to directly. They may have this as a defensive reaction to past disappointments rather than because they are inherently timid or unpleasant. They can have doubts about whether the adult they are talking to will stick around, come back, or show interest after that one session.
These kids have learnt not to become overly connected due to inconsistent connections. They frequently test adults by disobeying orders, refusing to cooperate, or avoiding touchy subjects—not to rebel, but to determine if the adult will still be present, patient, and kind.
Nevertheless, a discernible shift starts to occur when they are addressed with composed consistency — when the same individual arrives on schedule, doesn't yell, and maintains emotional stability. In addition to initiating greetings and participating more, the youngster may show minor indications of connection, such as asking questions or giving assistance. In this situation, establishing confidence is not quick, but it is feasible and extremely beneficial. In many cases, it serves as the basis for additional emotional growth and transparency.
5. Behaviour that is aggressive or defiant as an emotional reaction
Children are frequently not taught how to recognize or appropriately handle their emotions in low-resource settings. Many thus use behavioral outbursts as a way to communicate their psychological pain. Aggression, yelling, disobedience, abrupt withdrawal, or material devastation are all frequent — and frequently misinterpreted as simple misbehavior or lack of discipline.
Nevertheless, more thorough examination reveals that these acts are typically connected to underlying mental suffering. A lack of control over their surroundings, unresolved anger, frustration, or worry may be the cause of a child's outbursts. Defiance can occasionally be used as a defense technique to shield oneself from perceived humiliation or emotional hurt. In other situations, children pick up aggressive behaviors from the adults in their environment, who may also be under stress.
One prevalent trend is that kids who haven't had frequent love or attention may act out to get it, even if it's unfavorable attention. For instance, in an attempt to get attention, some kids make disruptive jokes or interrupt frequently. Because they equate demands with punishment or mockery, some people become physically hostile when asked to participate.
Using simply reprimands or discipline to address these actions often worsens the problem. The youngster, however, frequently starts to regulate better when they are approached with gentleness, boundary-setting, and emotional affirmation. When adults demonstrate empathy, provide calm explanations, and refrain from reacting angrily, they might react more favorably.
The most challenging behavior is generally motivated by a basic emotional need, such as a need for control, safety, attention, or affirmation. It is crucial to identify the underlying cause of these behaviors in order to offer impoverished children genuine psychological support.
DISCUSSIONS
1. Kids Learn to Keep Quiet as a Survival Ability
The number of kids who selected quiet as their emotional home was among the most tragic trends seen. They were acting safely, not timidly. Children who grow up in families where voicing their opinions can result in punishment or where their emotions are disregarded learn to defend themselves by keeping quiet. It required a few weeks of constant, soothing presence before some kids felt comfortable talking openly. And it wasn't noisy when they did. Like testing the ground before taking a first step, it was cautious and uncertain. However, that step was crucial.
1. It's Common to Mistake Emotional Numbness for Maturity
At first, we assumed that certain kids were more emotionally stable or mature since they were so calm. However, it gradually became apparent that this serenity was actually a form of emotional immobility. These kids were just surviving, not coping. They just shut down because they had seen or felt too much too soon. They wanted permission to be children once more, to cry, to be perplexed, to receive care without expecting anything in return.
3. Attention-Seeking Conduct Is Frequently an Appeal for Interaction
Some kids were always demanding attention, sometimes by making noise or by disturbing other kids. This could be written off as mischief at first glance. But behind the surface, there were kids saying, "Are you able to see me? Are you able to hear me? Many people lacked emotional approval. It was easier to turn this neediness into collaboration and trust when the response was one of kindness and appreciation rather than punishment.
4. Insufficient Emotional Words Impair Self-Awareness
The majority of answers to the question, "How do you feel today?" were restricted to "good" or "bad." Few kids knew how to explain what was happening within. Children who lack emotional vocabulary continue to be confused. We assisted them in naming their emotions by providing them with visual aids and thought-provoking questions. Names led to recognition, and understanding followed recognition.
5. Safe Routine Enhances Emotional Regulation
It's common for unrest outside to produce disorder within. Numerous kids brought the stress of their uncertain home circumstances to sessions. However, something changed when they were consistently met with the same time, faces, and tone. They started to imitate the composure they were shown. They bided their time. They paid attention. Since emotional control was modelled and internalized, it didn't require instruction.
6. "Acting Grown Up" Is Not Confident, It's a Coping Mechanism
Some kids proudly said, "I don't cry," or they talked like grownups or behaved like parents to their younger siblings. These actions were indicators of burden rather than strength. These kids had been made to mature before their time. We allowed them the freedom to be who they really were—children in need of joy, safety, and the opportunity to once again be carefree—through storytelling, painting, and recreational activities.
7. Children Emulate Their Environment's Emotional Patterns
Kids are like mirrors. What they get is reflected in them. Children who grow up in households where anger is the most common language become protective and reactive. However, they start to soften in the presence of stability and kindness. We observed kids who used to imitate yelling now speaking softly, lending a hand to others, and taking deep breaths. Emotional culture is mutable and infectious.
8. Even in secure environments, a lot of kids exhibit high levels of alertness.
Some kids were on edge all the time; they avoided eye contact, flinched at loud noises, and looked around the room. This was not agitation. Living in unstable circumstances taught hyper-awareness. They gradually began to calm with the aid of sensory aids, quiet areas, and soft speech. However, it requires time. These kids need safety, but they also need to feel it physically.
9. Emotional Development Starts When Consistency Is Experienced, Not Guaranteed
Phrases such as "You're safe here" are insufficient. Only when they feel that safety, week after week, do kids start to trust. When the same facilitator showed up, remembered their name, and remained composed in the face of interruptions, their presence was more powerful than any assurance. That stability led to emotional development.
10. The Impact of Peer Support Can Equal That of Adult Intervention
The way kids started helping each other out was one of the most encouraging indications of improvement. A child's hues would be shared. Someone else would assist someone in completing a sentence. If a classmate was crying, someone would hand them a tissue. These motions were observed rather than taught. Children started providing emotional care on their own once adults modelled it for them. They turned into a support system for one another.
This experience demonstrated that providing emotional support isn't about making people well. It all comes down to consistently turning up with tolerance, deference, and an open mind. Even the quietest kids start talking, playing, and realizing that their emotions are important when they feel emotionally supported. That's where recovery starts.
CHAPTER 6: RESULT
These findings are derived from over 6-weeks of experience working with more than 25 disadvantaged kids, ages 6 to 14. These kids attended weekly support sessions that were intended to educate and heal them. Being present, listening, and establishing a safe environment where emotional development might occur organically were the goals; diagnosing or correcting was not.
Little changes were apparent week after week. A bashful youngster started sketching their feelings. A peer who was typically unruly was assisted in tying their shoelaces. A kid who never looked at anyone began waving good-bye. This report's lifeblood is these unsung successes.
Primary Results Observed:
• Emotional Involvement Boosted: During the first few weeks, fewer than one-third of the kids would naturally share or speak out. In addition to using words, more than 70% of them were expressing themselves through gestures, storytelling, and drawings by the eighth week. Whatever door was open, expression inched its way through.
• Kids who first sat alone started to sit in circles, which improved their peer interaction. They started to whisper secrets, share crayons, and console distressed companions. Real peer connection, which was formerly uncommon, is now commonplace.
• Decrease in Aggressive and Withdrawn Behavior: An appreciable decrease was observed in outbursts, defiance, and extreme withdrawal. A lot of kids started handling challenging circumstances head-on, and occasionally they even assisted others in doing the same.
• Increased Creative Expression: Journaling, role-playing, and sketching became emotional expressive activities. By program's completion, more than 80 percent of the kids were actively using these tools.
• Building Trust: After hardly speaking during the first few sessions, the kids started to ask questions, crack jokes or just sit next to the same facilitator each week. There was an increase in trust, which was discreetly acquired rather than requested.
CHAPTER 7: CONCLUSION
The silent but potent reality at the core of this analysis is that children from disadvantaged backgrounds don't lack strength; rather, they need environments that can acknowledge, support, and rebuild their strength. The last twelve weeks have served as a reminder that large gestures are not necessary for healing. It demands presence. for compassion. For one who decides to remain.
The kids we encountered aren't damaged. They are bravely put together by resiliency, creativity, and optimism, and they are exquisitely complicated. They have endured storms that most of us cannot see, yet they continue to appear. Some with silence, some with laughing, and some with a protective look that gradually softens. This softening is not a coincidence; rather, it is the outcome of being viewed as a soul to be held rather than a case to be handled.
We saw emotional courage in every crayon picture, in every tentative grin, in every gaze between kids. We discovered that presence, not promises, is what establishes confidence. Although not linear, that healing is achievable. And that a sanctuary, rather than a solution, is the best gift we can provide.
This piece underlined something really human: all children, regardless of their circumstances, yearn for the same things: to feel heard, respected, and secure. The goal of psychological support is not to fix problems. It's about creating room for their inner wholeness to manifest. Do not let this be the last chapter. Let it serve as a gentle reminder to create more areas where kids can freely breathe, cry without fear, laugh aloud, and have crazy dreams. where they are elevated in addition to being protected. where they can develop into the individuals they were always intended to be.
Because psychological support is more than just a program in the end. It's love at work. No emotion is too jumbled, no child too challenging, and no tale too trivial to be significant.