Child Protection Sri Lanka Project #51748

Healing children and youth in Sri Lanka

by Shanthi Maargam

Project Report | Feb 22, 2025
Shanthi Maargam impact Oct-Dec 2024

By Yalini Saranya | Center Manager-Shanthi Maargam

This report provides a summary of the activities and progress made in the third quarter of the project, “TransformingYouthforaPeaceful and Inclusive Society: through Psychosocial Support and Holistic Learning,” covering the period from October to December 2024. During this time, the focus was on making significant progress towards two key goals that are central to the project’s mission: promoting positive development and reducing violence among adolescents and youth.

Themaintwokeyobjectivesoftheprojectare:

SustaintheActivitiesofthe"ArtofLiving"YouthCenter:Continuetopromote positive youth development and reduce violence amongadolescents and youth in urban poor community.
Expand Counseling Services: Sustain and increase the outreach of high-quality counselingservicestoimprovetheemotionalwell-beingofadolescentsandyouth.

Using a Positive Youth Development (PYD) framework, the project aims to improve the emotional well-being of children and youth in urban poor communities. it is expected to help reduce mental health issues like anxiety, depression, and stress, while also enhancing their life skills.

Overview of Children of Shanthi Maargam

This overview of the children at Shanthi Maargam is based on data from 53 participants, reflecting available information. the data for the overview of the Shanthi Maargam children were collected through observation and experience. The data highlights key issues affecting children, with economic hardships being the most prevalent, followed by parental substance use, absence of parental figures, and family imprisonment. Other concerns include school dropouts and involvement in drug-related activities, underscoring the need for targeted support.

Activity 1: Sustain and increase the outreach of high-quality counseling services for adolescentsandyouthinpoorurbancommunitiesandnationalleveltoincreasetheiremotional well-being.

Counseling Services for Mental Health Support

During October, November, and December 2024, a total of 173 counseling sessions were conducted, supporting 26 clients. Out of these, 20 clients had already been receiving counseling prior to the start of the quarter, while 6 were new clients. The progress of the clients was evaluated through various factors, such as their ability to express emotions, cope with stress, set and achieve goals, and their overall sense of well-being. Notable signs of progress included clients finding the courage to discuss past traumas, improving communication with their families, realizing the need for change in their patterns, and setting personal goals related to education or career.

The counseling team also participated in regular supervision sessions to ensure the quality of their work and address challenges. The hotline counselors had weekly supervision, while in-person and online counselors had bi-weekly sessions. In total, there were 8 supervision sessions during this period. These sessions provided a confidential space for counselors to reflect on their work, discuss challenges, and seek support. The focus was on exploring personal biases, burnout, and emotional strain. Counselors were also able to ask for advice on handling difficult cases, learn new techniques, and discuss ethical dilemmas. For example, if a hotline counselor faced harassment from a caller, they discussed the need to block the caller and ensure their own safety and well-being.

FacilitateSupportGroupServices

The support group sessions were designed to help children understand and deal with peer pressure, a common challenge they face in various situations. During the session, the group discussed several aspects of peer pressure, including defining it, recognizing when it happens, and identifying both its positive and negative effects. The children also worked on strategies for staying true to themselves and making their own decisions, even when others might be pressuring them.

Although the session was brief, it was successful in meeting its main goals. The children were actively engaged, and the activities helped them feel more comfortable and open with each other. For example, a game like "Two Truths and a Lie" allowed them to share personal stories and build connections within the group, which helped create a sense of trust and rapport.

The session also focused on understanding what the children hoped to get out of the group experience. This allowed the facilitators to gauge their skills in different areas, including motor skills, problem-solving, and their ability to read and write. Overall, the session helped build a sense of community, encouraged self-expression, and provided a supportive space for the children to connect with each other and the volunteers.

Community Engagement Initiatives for the Counseling Program

The school workshops, with 35-40 students attending each session, focus on helping students understand emotions better. The main goals are to help them identify and describe different emotions, explore how emotions can be complex in various situations, and see how emotions, situations, and responses are connected.

The school workshops aim to help students understand how emotions show up and affect behavior. They also encourage group collaboration through creative activities like storytelling, where students present emotions through visual, tactile, and social elements. These interactive sessions allow students to work together and explore how emotions influence actions and interactions.

Mental Health Education workshops for parents or teachers in community Schools or communities

Mental health workshop was held for parents to help them understand the importance of empathy in parenting. The session focused on teaching parents how empathy can strengthen their emotional connections with their children, improve communication, and create better bonds.

During the workshop, parents learned how empathy plays a key role in understanding and responding to their children’s feelings. It gave them practical tools to improve their reactions and communication, leading to healthier family relationships and better mental well-being in the community. One of the activities involved role-playing a scenario where a mother comes home exhausted to find her child ignoring her while on their phone. The group discussed the emotions of both the mother and the child and suggested ways the situation could be handled more calmly. This activity emphasized the importance of pausing to understand emotions before reacting, which helped parents learn more thoughtful ways to respond to everyday challenges.

Mental Health Education community workshops for children

The workshops focused on three main themes: Working as a Group, Non-Violent Communication, and Improving Listening Skills. The aim was to engage the students in activities that would help them understand group dynamics and improve their communication skills. The sessions were a mix of theoretical learning and interactive activities. During the group work sessions, the children reflected on teamwork, discussing both its benefits and challenges. In the Non-Violent Communication session, the children explored different ways to resolve conflicts, with some admitting to using physical actions in tense situations. The session then taught them peaceful, effective communication techniques to handle conflicts without violence.

The Improving Listening Skills session was fully activity-based, which kept the children engaged and promoted better communication. It encouraged them to listen carefully, ask questions, and communicate more clearly. This approach helped them develop stronger communication skills and increased their involvement in the activities. workshops provided valuable lessons on teamwork, conflict resolution, and listening, and the children responded positively to the interactive, hands-on learning approach.

Activity 2: Internship Program

The internship consisted of observational visits (National Institute of Mental Health, ADIC Sri Lanka and The Employers' Federation of Ceylon), protocol training workshops (Youth Center, Child Protection Policy, HR Policy, Suicide Prevention, Self Harm Prevention, Domestic Violence Prevention, Gender-Based Violence Prevention, Anxiety & Panic Attack Prevention, HIV/ AIDs awareness, Hotline Management, and Social Media Protocol) and sessions carried out as part of the internship programme with both in-house and external facilitators (Basic Counselling Skills, Introduction to LGBTIQA+, LGBTIQA+ & Counselling, Community Counselling, Psychological First Aid, Introduction to Dialectical Behavioral Therapy, Persons with Disabilities, Art Therapy, Drama Therapy, Dance Therapy, Music Therapy, Mindfulness & Meditation, Working in Mental Health Research, Project Management, Goal Setting in Counselling, Self Care 101, Psychodrama and Expressive Arts Therapy, Professional Skills and Ambiguous Loss).

Through each session the interns received a clearer idea on the topic discussed, leaving a lasting impact on each intern. It was not just for a potential mental health career, but also for their personal lives as all the sessions were interactive and experiential. As each of the interns have mentioned, in their own words, that what they gained during the internship was not just professional but personal. One key point emphasized was how counseling skills, like empathy and validation, can be applied to all types of relationships, even outside of therapy. Many people shared how these skills have positively influenced their connections, helping them create safer and more supportive spaces for others.

Activity 3: PATHS to Change Program

This session included activities such as storytelling, Inflating Balloons Activity, Sharing Feelings, Diary of Feelings which were designed to make the children better understand and manage their emotions. The PATH program was able to create emotional awareness, self-expression, and empathy among the children. It was quite a successful program in this way because it was a place where children could talk to each other about their feelings and through such dialogue consider the best reactions and the best words to use to express them.

In reality, storytelling played a crucial role in developing stronger bonds between the children as they could relate to each other by listening to peers' experiences. However, some children hesitated to share due to fear of judgment, highlighting the importance of creating a trusting and non-judgmental environment. One session ran mainly on cognitive skills, particularly on the topic of math, where children reiterated their experiences and the consequent breakthrough of the link between logical thinking and math pertaining skills. It made problem-solving skills more accessible and more fun for them than before.

In the future, upcoming sessions will continue to develop these beneficial changes through utilization of emotional skills-oriented activities as well as trust-building exercises that will involve all new and veteran group members. Moreover, Personalized assistance and follow-up strategies are instrumental in this emotional development in children

Activity 4: Conducting programs to improve skills in children and youth using a PYD Approach

These Activities focused on:

Activities of PYD Approach

Key elements

Children’s Day

Allowed children the opportunity to showcase their talents and teamwork, leadership, and creativity in a fun and positive environment.
There was a clear improvement in mutual respect and collaboration among the children compared to previous events.

PYD Workshop on Entrepreneurship

This session led by an experienced trainer, aimed to inspire and guide the children on how to start a business. Many children showed interest in earning money in the future, and the session provided them with practical advice on how to achieve financial independence.
By the end of the workshop, the children felt optimistic and equipped with helpful guidance, with some even receiving direct support for their business ideas.

Development of Soft Skills and Creativity

this session focused on improving teamwork, communication, and creative thinking through interactive activities. It helped participants develop important skills like working together, respecting others' contributions, and solving problems creatively.

Workshop on Line Drawing Skills Development

The session aimed to improve the children's drawing skills while helping them connect with their community. The children showed great creativity and enthusiasm, actively participating, asking questions, and expressing themselves through their artwork.
Their drawings highlighted their unique personalities and a strong bond with their community.

Christmas Event

The Christmas party was entirely organized by the children, from planning and decorations to performances and menu selection, highlighting their leadership, teamwork, and creativity.
The event showcased the children’s confidence and leadership, reflecting the principles of Positive Youth Development (PYD) by fostering skills like decision-making, responsibility, and teamwork.
The inclusive nature of the event encouraged the integration of children previously engaging in negative behaviors, demonstrating how positive engagement and responsibility can promote behavioral change.

Identifying, Setting, and Reaching Goals

The session helped a group of young children understand their emotions, recognize what stresses them, and learn how to set and achieve meaningful goals.
By focusing on emotional awareness and the concept of the circle of control, the program taught them how to manage both internal and external challenges.
The session encouraged the children to identify stress factors and separate them into things they can control and things they can’t. This PYD activity provided valuable skills for self-reflection, goal setting, and emotional management.

Activity 5: Working with parents / caregivers and teachers to be more responsive towards children and youth within their homes and communities

A quarterly parents' meeting took place with 19 parents attending. They expressed their desire for the organization to help their children develop positive traits that would support their overall well-being and future success. The conversation then turned to the importance of children’s well-being, with a focus on how important it is for parents to take care of themselves too.

Parents were encouraged to set aside time each day for self-reflection and self-care. They also shared how much they valued the mental well-being lessons their children had learned, which they felt were unique to the program. The parents also praised the strong, positive relationships between the staff and the children.

Activity 6: Period Prosperity: Driving Change for Inclusive Menstrual Health and Empowerment

Medical Awareness Session, providing an informative discussion on menstrual health and female personal hygiene. Facilitator explained the female reproductive system, both external and internal, and shared tips for maintaining hygiene in a healthy way. Main outcomes of this activity are Enhanced Health Literacy, Myth-Busting and urban poor Community Awareness. This training improves participants' understanding of menstrual health and hygiene, to raise awareness within the community about menstrual health issues, challenge social myths and stigmas related to menstruation and positively impact women’s health through education and awareness.

Most Significant Change

Significant behavioral improvements have been observed among children previously engaged in aggressive behaviors, such as drug use and verbal or physical altercations. These children have demonstrated increased responsibility, and the frequency of drug use has reduced. A notable example is their involvement in coordinating the Christmas event, where they contributed to decorations, rehearsals, and performances.

One of the most significant changes resulting from Shanthi Maargam's work with schools is the reduction in the stigma surrounding mental health and seeking professional support, such as counseling. This was particularly evident when we saw children coming to the center in their school uniforms after hours for their scheduled sessions, often bringing a friend along. This shift in behavior highlights a major change in their attitudes, as they now seek mental health support without hesitation or embarrassment.

A significant change within the school community is the growing discussion among teachers about mental well-being, which is beginning to influence both their interactions with students and their personal conduct. This shift is evident in the increasing number of teachers reaching out to the community-based counselor for guidance. It highlights a gradual yet meaningful transformation in attitudes toward mental health, signaling positive progress within the school environment. One of the most significant achievements of our school program has been the provision of a safe space, not only for school children but also for teachers and principals. This has enabled open discussions on topics related to mental health, marking considerable progress for the school community. Such efforts emphasize the importance of mental well-being within the urban poor community.

As a result of the PYD workshops, such as the career guidance workshop, children who had completed their O/Ls but were previously inactive found new motivation to develop their careers. For example, the National Apprentice and Industrial Training Authority (NAITA) workshop inspired some children to seek opportunities to enhance their skills and knowledge by enrolling in courses like motor mechanics, salon management, and hotel services.

During one of the support group sessions, a child who had been attending counseling approached us for help with an online harassment issue affecting someone they cared about. This shows how much trust they have built in Shanthi Maargam, feeling comfortable enough to reach out for support when needed. A 13-year-old young male and a 16-year-old young female, who are siblings, attended the guitar class as complete beginners. They discovered their skill and interest in playing and performing, which motivated them to save money and purchase their own guitar. Their skills have since improved significantly, and they now perform at all Shanthi Maargam events.

Success stories

At the beginning of the counseling sessions, the client reported being highly anxious, unproductive, low in motivation to do assignments, and had severe procrastination tendencies. Through the process the client was able to understand some of her thinking patterns and beliefs, find better ways to cope with her stressors and create plans to aid her when she felt overwhelmed. The client is now engaging well in her university education. Her grades have increased and is able to enjoy herself whilst also engaging in the required work.

At the beginning of the school session, facilitators introduced a story involving four friends representing key emotions: joy, sadness, anger, and fear. The activity invited students to participate by acting out the emotions. Many students enthusiastically volunteered, creatively expressing these emotions through gestures and actions. This active engagement not only reinforced the learning objectives but also fostered confidence and a sense of involvement among the participants. Another success story from our school workshop involves a student from a school we work with has taken on leadership roles, such as becoming the Deputy Head Prefect, and has started exploring new interests, like photography.

During one of the support group sessions, a child who initially experienced isolation from her peers in a school was identified during a workshop and was encouraged to enroll at Shanthi Maargam as she lives nearby. Following her registration, she was invited to join a support group. This opportunity fostered a significant positive change, as she successfully built connections and formed friendships with two peers highlighting a sense of belonging.

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Oct 15, 2024
Quarterly Highlights - Shanthi Maargam's Efforts in Healing and Empowerment (July-September)

By Razmina Razeen | General Manager

This report presents a summary of the activities covering the period from July to September 2024. The focus during this period was on advancing two key objectives fostering positive development and reducing violence among adolescents and youth.

The main two key objectives of the project are:
I. Sustain the Activities of the "Art of Living" Youth Center: Continue to promote positive youth development and reduce violence among adolescents and youth.
II. Expand Counseling Services: Sustain and increase the outreach of high-quality counseling services to improve the emotional well-being of adolescents and youth in urban poor settings.

This report outlines the major activities undertaken during the period July -September which include:
1. Sustain and increase the outreach of high-quality counseling services for adolescents and youth in poor urban communities and national level to increase their emotional well-being
1.1) Provide one-on-one counseling services by a trained and qualified MultiDisciplinary Team for youth, LBGT persons, and persons with special needs
1.2) Free hotline counseling service.
1.3) Facilitate support groups for varying mental health needs.
1.4) Community Engagement Initiatives for the Counseling Program
2. Internship Program
3. PATHS to change Program
4. Conducting programs to improve skills in children and youth using a PYD Approach
5. Working with parents/caregivers and teachers to be more responsive towards children and youth within their homes and communities

Activity 1 : Sustain and increase the outreach of high-quality counseling services for adolescents and youth in poor urban communities and national level to increase their emotional well-being.

1.1) Provide one-on-one counselling services and hotline counselling services:
a) In Person/Online Counselling:
From July to September 2024, a total of 118 counseling sessions were conducted as part of the project. Of these, 56 sessions were held online, allowing clients flexibility and accessibility, while 62 sessions took place onsite, offering face-to-face interaction for those who preferred or needed in-person support. During this period, 11 new clients were added to the counseling program, further expanding the reach of mental health services to vulnerable youth. Among the clients, 20 individuals had more than five counseling sessions over the three-month period, indicating sustained engagement and commitment to their personal growth and emotional well-being. These long-term engagements are often critical in addressing deep-seated emotional challenges and fostering meaningful change.

Throughout their counseling sessions, clients exhibited several positive changes in behavior, attitudes, and emotional regulation. They became more adept at coping with life transitions, showing resilience in the face of adversity, and demonstrating increased commitment to personal growth by engaging with tasks and activities suggested during therapy. Many clients recognized unhelpful thinking patterns, taking steps to modify them for healthier mental habits. Counseling provided a safe space to process grief and loss, aiding their journey toward healing. Clients also made lifestyle changes, such as improving routines and reducing stress, which enhanced their overall well-being. Improved communication with family members and greater emotional awareness led to better emotional regulation, allowing clients to manage stress and interpersonal conflicts more effectively.

b) Counselling to the community children:
The counseling services provided during the period, particularly the community counseling sessions, were notable. A total of 38 sessions were conducted for children in the community. In July, 14 individual sessions were facilitated, with two of them focused on Psychological First Aid (PFA) at the request of teachers from Susamayawardhana Vidyalaya during school visits. In August, 10 individual sessions were held, including one follow-up session requested by a teacher from the same school. In September, another 14 sessions were facilitated, with one session dedicated to PFA at the request of a teacher during the school visits.

1.2) Hotline Counselling:
The hotline operates daily from 8 a.m. to 10 p.m., offering Psychological First Aid (PFA), tele-counseling, and addressing general counseling inquiries. These services are essential for meeting immediate emotional needs and providing continuous psychosocial support. In the second quarter, a total of 597 calls were received, reflecting a steady demand for support services. Of these, 449 calls were answered, excluding missed and wrong-number calls, and 62 of the calls specifically sought tele-counseling services.The number of tele-counselling sessions conducted was 15 in July 27 in August, and 20 in September. This reflects the hotline’s role in offering psychological support through tele-counselling services.

1.3) Facilitate Support Group Services
A total of 8 support group sessions were conducted for a group of 10 youth participants, with an average attendance of 8 participants per session. The topics covered in these sessions included anger management skills, guilt, needs assessment, interpersonal skills, active listening, and assertiveness. Additionally, two consolidated sessions were conducted.During the Anger Management skills support group session, the focus was on participants' experiences with anger, beginning with discussions on violent behaviors and personal encounters with anger. Anger was explored as a normal emotion, with facilitators sharing their own experiences to create a safe space. Participants opened up about feeling angry, especially with those closest to them, which helped normalize their emotions and foster a sense of community. The session emphasized the distinction between reacting and responding to anger, offering strategies for mindful management. Using the metaphor of anger as ocean waves, the facilitators reinforced the importance of navigating anger constructively, with participants sharing personal techniques for managing it effectively.

During the experience of guilt session, the focus was on exploring the emotion of guilt, building on previous discussions about anger. The main message was that "it is okay to make mistakes as long as you learn from them." Participants were divided into smaller groups for more engaging discussions. The session began with reflections on how anger often coexists with guilt, followed by a thought-provoking video illustrating this concept. Participants shared their interpretations and personal experiences, helping them recognize the complexities of guilt and providing a safe space for reflection. Overall, the session emphasized the interconnectedness of emotions and the importance of learning from experiences.

The consolidation sessions reviewed participants' understanding of previous lessons and assessed how they apply these concepts in their daily lives. Building on previous activity, participants engaged in an art-based storytelling exercise, creating narratives using pictures. They were encouraged to include a character, the emotions experienced after facing obstacles, and ways the character could manage distress. After sharing their stories with the opposite group, participants answered a set of questions designed to gauge their understanding of the activity.

1.4) Community Engagement Initiatives for the Counseling Program
a) Host Mental Health Education workshops in Community Schools
A total of seven workshops were conducted during the second quarter at S.W.R.D. Bandaranaike Vidyalaya, Siwali Vidyalaya, Hewavitharana Vidyalaya, and Vuluwana College with an average attendance of 40 participants per session.
The first workshop series at schools aimed to build rapport with the children and provide them with the space to develop a sense of self through the "Tree of Life" activity. The second workshop session focused on exploring the concept of stress and discussing strategies for managing it, including recognizing which aspects of a difficult situation a person can control. The concept of the circle of control was introduced, helping participants distinguish between what they can and cannot directly control. Examples were provided and discussed to enhance their understanding.

b) Host Mental Health Education workshops for parents or teachers in community Schools or communities
A total of two workshops were conducted during the second quarter for community parents, focusing on stress management and bonding with their children. Despite the workshops having a low turnout, it was highly productive. Participants actively engaged in discussions and role plays. These activities focused on understanding developmental differences, effective communication, and emotional availability. The role plays, in particular, demonstrated the long-term impact of parental behavior, resonating strongly with attendees and emphasizing the importance of attentive and responsive communication.

c) Host Mental Health Education workshops for community children
A total of two workshops were conducted during the second quarter for community children, focusing on Groups and stereotypes. The primary objectives of the workshop were to increase the participants' awareness of groups and stereotypes and to reduce any group effects or biases that could impact the quality and efficiency of future workshops. This session aimed to educate children about the dynamics of group formation and the biases that arise from it. Participants who typically avoided inter-group interaction actively engaged and collaborated with peers.

Activity 2: Internship Program
In August 2024, the project launched a new psychosocial internship program for those eager to begin their learning journey. Four interns joined the three-month internship program. The team looks forward to investing in their professional and personal growth by providing opportunities to deepen their understanding of psychosocial support and gain hands-on experience in the field.

Activity 3: PATHS to Change Program
A total of ten PATH sessions were conducted during the second quarter. The session topics included Methods of Respectfully Rejecting, Let Us Stand Up for Each Other, Let's Do the Right Thing, Becoming Wealthy Silently, Moving Towards Flexibility, and Emotional Competence. The average attendance count per session is 10.

The session taught children to politely decline offers, emphasizing honesty, self-respect, trust, and standing against illegal activities. It highlighted helping others when possible and understanding how to seek help, fostering empathy and communication. Discussions on emotional resilience covered reactions to scenarios like loss, peer pressure, and low confidence, stressing the importance of seeking support and maintaining healthy routines. Social competence sessions engaged 20 children (ages 9-14) in meditation, discussions on Sri Lanka’s history, and activities about national achievements and inspirational figures.
In the 3rd session, the Emotional Competence of 10 children focused on sharing feelings, understanding emotions, and learning emotional vocabulary through dialogues, role-plays, and examples. In the 4th session, they practiced expressing feelings with meditation, a recap of the previous session, and a group activity on managing and expressing anger thoughtfully.

Activity 4: Conducting programs to improve skills in children and youth using a PYD Approach

A total of four workshops were conducted during the second quarter to improve skills in children using a PYD Approach. These workshops focused on art therapy, drama therapy, and capacity building, with a total attendance of 27 participants per session. During the capacity-building workshop, the session emphasized helping participants recognize the opportunities within their environment and equipping them with practical skills to handle challenges. Activities such as "Hacha" and the ball game kept participants engaged and were effective in illustrating the workshop's themes of managing multiple challenges and identifying opportunities. Younger participants seemed more enthusiastic and engaged compared to the older ones, indicating varying levels of interest and attention span across age groups.

A total of two outdoor activities were conducted in the second quarter. One activity involved visiting the National Museum with 14 children aged 9-13 years. The second activity was a visit to Diyasuru Park with 7 participants from the support groups, also aged 14-19 years. Only three children had previously visited the National Museum, making it the first visit for the others. They were so eager for the activity that some of them woke up at 3 a.m. to await the trip, as noted by their parents. The participants have a limited range of activities they enjoy, as they spend much of their time at home. The visit to Diyasuru Park provided them with an opportunity for enjoyment and a memorable experience. For instance, one participant shared that it was their first time witnessing a butterfly drinking nectar from a flower. Initially, the participants thought the trip would be boring since it was close to their homes; however, by the end, they expressed that it had turned out to be a great outing. This experience also contributed to noticeable improvements in their behavior.

The gardening project offers hands-on learning in planting, land preparation, and fertilization. It showcased significant teamwork and collaboration between younger and older participants. The session took place in an enjoyable and engaging environment, enhanced by music playing in the background. Participants with no prior gardening experience showed great interest and quickly learned practical skills. Younger children provided substantial support to older participants, fostering a strong sense of teamwork and collaboration.

Activity 5 : Working with parents/caregivers and teachers to be more responsive towards children and youth within their homes and communities
The quarterly parent meeting held in the second quarter with the participation of 12 parents focused on understanding children's behavior, emotional responses, and healthy disciplinary methods. Discussions included broader challenges such as drug abuse and peer pressure, emphasizing the importance of discipline that causes no physical or psychological harm. The meeting also highlighted the need for open communication between parents and children. Parents expressed high trust in Shanthi Maargam’s programs and demonstrated a growing interest in child-focused sessions. Parents expressed a strong desire for similar sessions for their children, reflecting greater trust and engagement in Shanthi Maargam’s initiatives. One parent noted that Shanthi Maargam provides a safe space for their children to spend time with friends, fostering an environment that promotes growth and development.

Success Stories
Through the counseling services, one student experienced a remarkable transformation in their self-esteem, which opened new doors for personal and academic growth. Previously held back by low self-confidence, the student often avoided participating in activities and shied away from leadership opportunities. However, after receiving consistent counseling support, their confidence blossomed, empowering them to take on a leadership role as a school prefect. This new position not only enriched their school life but also strengthened their personal relationships, allowing them to connect more meaningfully with peers and teachers. Their newfound confidence has also led them to participate in activities they once avoided, creating a more fulfilling and vibrant life. Teachers have taken notice of these positive changes, offering praise and seeing a whole new side of the student, who now thrives in both academic and social environments. This transformation highlights the profound impact of counseling in helping youth realize their potential.

In the support group sessions one child, who had not been very active in previous sessions, demonstrated a significant shift in engagement during the anger management session. For the first time, he showed great interest in storytelling and created his own story independently. His newfound enthusiasm was a positive development, reflecting a deeper connection to the session's content. In one instance, a child who initially seemed distressed found the courage to open up during a session. This breakthrough led the child to express a desire for individual support, and they are now receiving ongoing counseling at the center, illustrating the impact of our services on emotional well-being. Additionally, the safe and open environment fostered within our support groups has encouraged participants to be honest and vulnerable. This atmosphere has resulted in deeper connections among group members, showcasing the power of community and shared experiences in healing and personal growth.

During the mental health awareness workshops at schools, some students found the activities to be transformative, helping them overcome negative self-perceptions. A child reflected, "I used to focus on my flaws, but creating my tree made me see my positive qualities and the good things I've done, which changed how I see myself." Several students expressed that the "Tree of Life" activity helped them discover strengths and qualities they were previously unaware of. One student shared, "I never realized how many positive traits I have until I saw them mapped out on my tree. It made me appreciate myself more." During the school workshop on the topic of "Understanding What a Person Can Control During a Difficult Situation," one student mentioned that this would help them in relationships by enabling them to focus on their own actions and responses. Another student shared, "I learned that I can't control others, but I can control how I interact with them. This will improve my relationships with my loved ones."

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Jun 27, 2024
Community Impact and Program Highlights: Shanthi Maargam's Initiatives from March to May

By Razmina Razeen | General Manager

1.0 Introduction

This report offers an in-depth look at Shanthi Maargam's multifaceted endeavors throughout March to May, underscoring its pivotal role in serving the community. Central to its mission are the essential services provided, including counseling and hotline support, which cater to diverse needs ranging from individual sessions to trauma counseling. Despite encountering challenges, the organization remains steadfast in its commitment to responsiveness and outreach. Notably, the report highlights the impact of community counseling initiatives, particularly support group sessions designed to nurture emotional intelligence and empathy among children. Furthermore, it delves into the dynamic youth center activities which include programs facilitated by Counsellors, external faciltators and the Social Work Internship program, such as the Kathandara Handawa program and the Gardening Project, which foster creativity, teamwork, and personal growth among participants.

2.0 Shanthi Maargam Counselling Services

2.1 Counselling data from March - May
Below are the counseling data for the period from March to May:

Number of counselling (in person /online)

March 50
April 37
May 54

Number of Hotline calls

March - 202
April - 145
May - 130

This data reflects the ongoing need for mental health support and our commitment to providing accessible services to the community.

2.2 Community Counselling work

i) Center support groups series

March

The team analyzed data from four previous support group sessions, identifying four primary relationship categories: hostility/violence, emotional/physical abuse, close companionship with a best friend, and love. These relationships had varying impacts on children, influencing their emotional regulation, often leading to defensiveness and aggression. Based on these findings, the intervention plan was designed to address emotions and thoughts, distress tolerance, self-care, coping skills, self-identity, gender stereotypes, assertiveness, self-advocacy, and problem-solving skills, with each topic covered in 3-4 tailored sessions. On March 20th, a session with seven children was held to explain the upcoming topics, gather preferences, and establish commitment and session rules.

April

The Center's support group series focused on understanding thoughts, emotions, physiological responses, and behaviors through cognitive behavior theory across four sessions. The first session on April 3rd, with 10 participants, emphasized emotional awareness using storytelling and an emotions guessing game, addressing dominant participants by encouraging quieter ones to share. The second session on April 10th, with 7 participants, identified physiological changes due to emotions through mindfulness and body mapping, improving attendance by consulting participants about their availability. The third session on April 29th, also with 10 participants, explored the relationship between thoughts and emotions using discussions and a "thought-watching game," addressing comprehension challenges with simplified explanations and participant input to foster an inclusive environment.

May
In May 2024, SMYC hosted four support group sessions focusing on enhancing emotional awareness and coping skills. Topics included understanding thoughts and emotions, navigating the "Circle of Control," and developing distress tolerance strategies across two sessions. Each session aimed to deepen participant insights and engagement, with occasional challenges addressed to maintain session effectiveness.

ii) Community School workshops

A workshop was conducted at Susamayawardhana Vidyalaya in April engaged 46 grade 9 and 10 students in the Tree of Life activity to enhance self-understanding and rapport. Participants created symbolic trees representing their identities, with roots for familial and cultural influences, trunks for core values and skills, branches for aspirations, and leaves for achievements. Facilitators demonstrated the activity and guided reflections on emotional experiences, revealing feelings of relaxation, pride, and satisfaction. These reflections highlighted the session's effectiveness in promoting self-awareness, emotional expression, and personal growth.

3.0 Shanthi Maargam Youth Center Activities

3.1 Story telling Program
The interns conducted narrative storytelling sessions with children on March 14th and 20th, initiating stories with the first two lines and prompting the children to develop their narratives. This approach successfully engaged the children in creative thinking and imaginative storytelling, showcasing their unique abilities. Reflecting on the workshop, such activities are recognized for nurturing creative thinking, empathy, and emotional management skills in youth. Encouraging self-expression through storytelling not only boosts self-confidence but also fosters exploration of imagination in a supportive setting.

3.2 Gardening project

The gardening project, undertaken collaboratively by youth club members with support from center management and student social workers, aimed to promote personal growth and skill development. Each youth received resources like plants, soil, fertilizers, and tools to start their gardens, fostering hope, self-confidence, mindfulness, teamwork, and responsible behavior. The project's success underscored the effectiveness of such initiatives in empowering youth, emphasizing the value of support and resources in their developmental journeys.

3.3 Educational Support for Students

Weekly English and Maths classes continue with consistent attendance, focusing on youths aged 14 and above eager to enhance their spoken English skills. New Sinhala classes, led by a voluntary legal officer, initially targeted children aged 6 to 17 but identified a need for specialized sessions for those preparing for the OL exam. Plans are in progress to organize these focused classes, emphasizing past paper discussions and personalized assessments to prepare students effectively.

3.4 Weekly Guitar Class
The guitar classes are conducted in two batches weekly by our counselor, Nathan. Additionally, children have the opportunity to practice on a rotational basis by visiting the center on other days. In anticipation of the Sinhala New Year celebration program, students from the guitar class are diligently preparing for a special presentation. Under Nathan's guidance, they are honing their skills and rehearsing to deliver an engaging performance that will be a highlight of the festivities.

3.5 Lunch Program and Free play

During the reporting period we maintained our commitment to providing consistent lunch and facilitating free play sessions at the Shanthi Maargam Youth Center. These programs are vital for nurturing children's overall development and well-being. Our free lunch initiative not only addresses hunger but also creates a supportive environment where children feel cared for and valued, leading to enhanced concentration and academic performance. We recognize the financial challenges many families face in providing regular meals, highlighting the importance of community programs like ours. To broaden our impact, we plan to expand the lunch program to more days per week with additional donor support, ensuring more children receive nourishment and thrive in a nurturing environment

3.6 Sinhala New Year Celebration
On April 27th, the SM Youth Center hosted a vibrant Sinhala New Year celebration with 50 children. Organized by the youth club, the day featured cultural activities like boiling milk and traditional games such as Kana Mutti Bideema and Bun Eating Competition. The event fostered unity among children from diverse backgrounds, highlighted by teamwork and harmony. Avurudu dances and songs entertained attendees, and gift packs from the Ladies Circle brought joy and cultural pride to the memorable day.

3.7 Mental Health Educational Workshop

The workshop at Shanthi Margam Centre aimed to provide psychosocial, educational, and motivational support to students aged 11 to 18. It featured mindfulness exercises, memory assessments, goal-setting activities, and motivational storytelling, led by skilled resource persons. Despite challenges, such as attention-related issues, the program successfully promoted self-motivation, unconventional thinking, and mindfulness. Positive feedback from 19 attendees highlighted its impact in fostering personal growth, enhancing engagement, and building essential life skills among disadvantaged youths.

On May 27, 2024, a mental health workshop targeted youth aged 12 to 19 from Gothamipura and Susumayawardana schools in Borella. The workshop aimed to enhance emotional awareness and understanding of how emotions influence thoughts and actions. Activities included an icebreaker and the "Emotion Bus" activity to explore various emotions. Participants engaged in group discussions and drawings to reflect on emotions, thoughts, and behaviors. Facilitators introduced the cognitive triangle model, addressing cultural and social stigmas around emotional expression. Feedback from participants highlighted enthusiastic engagement, confirming the workshop's success in promoting emotional awareness in diverse social and cultural contexts.

3.8 PATHS to change program
The PATH program, initiated at Shanthi Margam, aims to enhance adolescents' holistic development through bonding, resilience, and positive life beliefs. Initial sessions identified varying qualities in existing bonds, stressing the importance of fostering healthy relationships to prevent negative outcomes like substance abuse. Activities with children aged 9 to 14 involved discussing bonding concepts, sharing personal experiences, and learning strategies for maintaining positive relationships. The program aims to build rapport, increase self-awareness, and equip students with skills to resist negative influences, promoting healthy friendships and effective interpersonal dynamics.

In May, PATH session delved into personality dynamics, highlighting how character and behavior shape personal values and emotional patterns. Starting with a 3-minute mindfulness exercise, participants engaged in activities with hypothetical children displaying diverse behaviors. They categorized and ranked these behaviors based on pleasantness, exploring their impact on preferences. Through discussions and roleplays of challenging behaviors, participants gained insights into personality types and their influence on social interactions, fostering a deeper understanding of interpersonal dynamics.

3.9 Youth Club Meeting
The Youth Club Meeting on April 2nd, 2024, gathered 10 children to plan the Sinhala New Year Event at the center. Discussions were lively and focused on organizing traditional games, cultural performances, and logistical details like decorations and costumes. Participants showcased their talents through proposed dances and songs, demonstrating proactive leadership in assigning tasks and ensuring a productive meeting that set the stage for a successful celebration.

3.10 Cultural Musical program
The SMYC youth club organized a "paduru handawa" cultural program for members aged 14 to 20, aiming to blend entertainment with cultural enrichment and skill development. Participants led the event themselves with support from staff and interns, showcasing their talents through performances and engaging in discussions to deepen their understanding of cultural significance. The initiative emphasized teamwork, leadership, and performance skills, fostering closer relationships between youth and staff while promoting empowerment and ownership among participants. Overall, it successfully combined cultural appreciation with personal growth, creating a meaningful experience for all involved.

3.11 Career Guidance Workshop
On May 16, 2024, a career guidance session at Shanthi Maargam Center, led by Mr. Priyantha Fernando from NAITA, engaged 25 participants in video-based motivational programs, interest and skill assessments, and guidance on joining NAITA for required certifications and skills. Participants gained knowledge and motivation to pursue their career goals, previously lacking direction. One youth club member from Gothamipura was notably inspired to enroll in a JCB course at NAITA, demonstrating significant personal growth and leadership. Other members expressed interest in similar paths, seeking guidance from center staff to plan their futures effectively.

.4. 0 Shanthi Maargam’s Outreach Project
4.1 Project for Collective Action Against Period Poverty

i) Support Group Series
In March, two support group sessions were conducted, one being the final session with the first group in Gothamipura and the other with the first support group in Wanathamulla.

On March 13, 2024, the Wanathamulla session involved seven participants focusing on menstruation awareness. Discussions began with introductions and a check-in round, exploring participants' experiences learning about menstruation and the explanations they received from family and health sources. They shared challenges including physiological discomfort, emotional fluctuations, and social stigma, noting religious and cultural beliefs around menstruation. Despite myths and taboos, participants showed openness and positive attitudes towards menstruation, citing benefits from comprehensive health education workshops, including breaking down societal taboos.

On March 14, 2024, a support group session in Gothamipura with five participants focused on discussing menstruation-related shame and the importance of open communication. Participants shared varied perspectives on the consequences of not discussing menstruation openly, highlighting both the benefits of communication for support and understanding, and the challenges posed by societal norms and family dynamics. Facilitator Rashmi emphasized available resources at Shanthi Maargam, including free counseling services, concluding with an invitation for participants to seek support as needed.

On April 30, 2024, a second support group session was held in Wanathamulla with four women from the community. The session began with a reflection on the previous support group and focused on participants' experiences with using sanitary napkins and challenges in disposal. It addressed discomfort in discussing menstruation openly at home, exploring underlying reasons. The discussion also examined myths and societal stigma associated with menstruation, aiming to encourage critical analysis and challenge prevailing beliefs and attitudes.

ii) Community Awareness Program
The second community awareness educational session to address myths, offer accurate menstrual information, and facilitate menstrual health workshops was accomplished with the support of the Medical Officer of Health with the diverse participation of 100 women from Gothamipura on the 31st May and 10th June.

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