Psychological First Aid in Action: Supporting a Child with Anxiety in Moldova

# Psychological First Aid in Action: Supporting a Child with Anxiety in Moldova In September 2024, the Commencement Ceremony for the first inaugural cohort of the Certificate peer learning programme on Psychological First Aid (PFA) took place. This program, focused on supporting children affected by the humanitarian crisis in Ukraine, brought together professionals from various backgrounds to share experiences and refine their approaches to providing psychological support. One of the highlights of the ceremony was a case study presentation by Andrei Esanu, a psychiatrist and psychotherapist from the Republic of Moldova. Esanu, who also serves as the MHPSS co-chair of a technical working group in Moldova, shared his experience applying PFA principles to help a six-year-old boy experiencing anxiety at an educational center. ## The Case Study The incident took place at an educational center run by the Family Federation for World Peace and Unification in Moldova. A six-year-old boy, attending classes with his mother, suddenly experienced heightened anxiety during a session. The child's distress manifested in him hiding under a table, which not only affected him but also caused concern among the other children present. Esanu's approach to the situation demonstrated key principles of Psychological First Aid: 1. **Calm Approach**: Esanu approached the boy calmly, speaking softly and using non-threatening body language to provide reassurance. He knelt down to be at the child's eye level, creating a sense of safety and connection. 2. **Creating a Safe Space**: With the help of the boy's mother, Esanu moved the child to a quieter room. This transition helped reduce stimuli and provided a more controlled environment for the boy to calm down. 3. **Collaboration**: Esanu worked closely with the teacher to manage the situation, ensuring that the other children remained calm and that the overall classroom environment was balanced. 4. **Use of Familiar Objects**: A toy that the boy was fond of was used as a tool to help him feel more secure in the environment. This familiar object served as a bridge between the child's comfort zone and the new situation. 5. **Parental Involvement**: The center's approach of involving parents in the educational process proved beneficial. The presence of the boy's mother during the incident and the center's ongoing work with parents through a parents' club and parenting classes contributed to a supportive environment. ## Applying PFA Principles Esanu's intervention aligned with the core principles of PFA, which he summarized as "Look, Listen, and Link": - **Look**: He observed the boy's anxiety and assessed the need for a safe space. - **Listen**: Through non-verbal cues and a calm tone, Esanu established a supportive presence. - **Link**: He connected the boy with his parents and later with a psychologist for further support. ## Outcomes and Reflections Over the following weeks, the boy showed gradual improvement, increasingly participating in group activities. This progress suggested enhanced psychosocial well-being. Esanu noted that the child's enthusiasm for attending classes grew, with him even expressing a desire to attend on days when the center was closed. Reflecting on the experience, Esanu emphasized the importance of: 1. Creating safe spaces in educational settings where children can retreat during moments of distress. 2. Providing workshops for parents on supporting their children's mental health and managing anxiety. 3. Training teachers in PFA principles to create a more supportive overall environment. ## The Value of Peer Learning Esanu highlighted the significance of the peer learning experience offered by the Certificate program. He found that discussions with peers deepened his understanding of non-verbal communication in situations involving anxious children and provided new strategies for creating a balanced environment that supports both the distressed child and the rest of the class. This case study presentation at the Commencement Ceremony not only showcased the practical application of PFA principles but also demonstrated the value of shared learning experiences in enhancing the skills of professionals working with children affected by humanitarian crises. As the inaugural cohort of this program concludes, the insights and experiences shared promise to inform and improve future interventions in similar situations across the region.