School-Based Intervention in the Context of Armed Conflict: Strengthening Teacher Capacity to Facilitate Psychosocial Support and Well-Being of Children
Karmen Toros

Abstract
The research question posed in this paper, is whether the designed and implemented Psychosocial Support and Crisis Intervention (PSCI) program worked successfully, enabling teachers to develop sufficient expertise in recognizing and providing appropriate support to traumatized children after the armed conflict in Georgia in the Caucasus region in August 2008. The study is based on the evaluation of 114 trained teachers from twelve schools in Gori city one year after the armed conflict. Study results reflect that PSCI program was strengthening capacity within existing institutions in the community. The teacher training was found to be feasible and satisfactory, as demonstrated by high level of satisfaction among participants in relation to raising awareness of trauma and other relevant knowledge in order to support children to cope better with the aftermaths of the conflict. Knowledge and skills consistent with the needs of distressed/traumatized children with peer support, supervision and guidance results in more comprehensive, efficient and child focused outcomes. Although children’s psychosocial functioning was not studied, responses from teachers suggest the increase in children’s well-being. The program had an additional positive impact on teachers’ well-being, suggesting its value in post-conflict recovery contexts.

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