Abstract

This study aimed to identify the conditions for implementing a trauma-informed approach in psychosocial support for children in alternative care, taking into account cross-cultural aspects and their effectiveness when working with children raised in children’s homes and foster families. The research methodology included a theoretical analysis of academic sources, a comparative analysis of international and regional programmes, and an analysis of statistical data on institutional and family-based care. This article substantiated the pedagogical conditions for applying a trauma-informed approach in an educational setting and suggested how teachers should behave in crisis situations. The study found that psychological trauma in children is considered a complex developmental disturbance resulting from the loss of parental care, violence, or long-term institutionalisation. The negative impact of such trauma on the formation of a basic sense of safety, which is the foundation of emotional stability, was emphasised. Summarised data show that the rate of institutional care in Central Asia is approximately 203 per 100,000 children, which exceeds the global figure of around 105 per 100,000. Meanwhile, around 69% of children in Kyrgyzstan are placed in family-based care, compared to approximately 44% in Kazakhstan and about 58% in Uzbekistan, reflecting considerable variation in alternative care models across countries. It was found that mechanisms of emotional regulation are consequently disrupted, manifesting as heightened anxiety and unstable responses. Difficulties in behavioural adaptation and a reduced capacity for concentration are also observed. Models of psychosocial interaction between specialists and children reflect typical situations involving emotional, behavioural and social contact in individual, group and family care contexts. This enables the analysis of emotional regulation mechanisms, manifestations of traumatic experiences and the effectiveness of supportive and trauma-informed intervention strategies. The study’s practical significance lies in its potential to introduce a trauma-informed approach into educational and social practices when working with children in alternative care, with the aim of improving the effectiveness of psychological and pedagogical support

Keywords

emotional state; anxiety levels; social services; foster families; pedagogical interactions; deinstitutionalisation

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