War violates every human right of children. In recent years, the lives of Iraqi children and the livelihoods of their families have become precarious. Conflict has split the communities where they live and taken the lives of hundreds of their friends and family members. The literature focuses on the negative effects of armed conflict on Iraqi children, and the steps that need to be taken to ameliorate their condition by adapting evidence based but culturally sensitive measures. A comprehensive solution to child protection problems clearly will take time. The primary need for the protection of Iraqi children is an end to conflict. Family and educational order and social stability are central to efforts to achieve progress in child protection. Solutions to armed conflict and its aftermath work best when they are responsive to local cultural practices and beliefs, and are drawn from an understanding of child development. Child safety, security and well-being should be in the forefront of the national agenda to ensure a more positive future both economically and socially to achieve a healthier Iraq.
There is an absence of education regarding psychosocial issues in Iraqi paediatric training programmes. The aim of this study is to examine current knowledge and perspectives around these topics and to explore potential development in these programmes. 56 paediatric trainers and students at the Child Central Teaching Hospital, a hospital affiliated to the Al-Mustansyria medical college in Baghdad, responded to a questionnaire to evaluate knowledge and perspectives regarding psychosocial approaches to child and adolescent health as delivered presently via academic training and used in professional practice. The majority of the respondents reported having no training in psychosocial interventions. Using a scale from 0 ('not relevant') to 10 ('very important'), psychosocial issues were rated 7.1 in their relevance to everyday paediatric practice. On a scale of 0 ('very poor') to 10 ('totally adequate'), respondents rated formal current psychosocial training at 2.5. It is concluded that incorporating psychosocial approaches in paediatric training will lead to a broader base of knowledge in children's health and contribute to the promotion of multidisciplinary practice in Iraq.
Objective
To survey Iraqi primary school teachers' beliefs and attitudes about mental health and behavioural problems of children.
Methods
From 10 primary schools in Baghdad, 148 teachers were surveyed using a closed‐response questionnaire to assess beliefs and attitudes regarding students' mental health and behavioural problems, needs, resources and limitations to teaching.
Results
Disruptive behaviours were rated as main problems by the largest proportions of teachers. In‐service training on ‘identifying students with social, emotional, or behavioural problems’ and ‘effective behaviour management’ was rated very important by 70% of teachers. Most teachers received no training on mental health during their teaching career. There was low reported availability of a wide range of school‐based mental health resources.
Conclusions
Teachers in Iraq report substantial mental health and behavioural problems in primary school children and identify high unmet need for school‐based mental health programmes and training.
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