Topic E: Minimizing risks by follow-up after family reunion

Alienation and the duration of separation from the family of origin

Growing up in the Village – or other circumstances – may have caused alienation from the local culture, including the important attachments to relatives. The teenager or youth may have learned another language than that of its origin. It may have developed another mindset, and perhaps be more independent, better educated, and less obedient than normally in the culture of origin. Also, it may have lost the emotional attachment to relatives, and perceive them as strangers in the start. The educational level of the youth may be higher than that of the new school. Classmates may exclude them due to these differences.

Documentation: Identity papers and access to social services

Here is an example of legal challenges in re-integration: National Director SOS Children’s Villages Ethiopia, Sahlemariam Abebe: “Our children are legally registered as caregiver children. Many high-risk children and youth such as street children are unable to obtain the Identity Card that gives them access to health care, public schools, passport, etc. You can only receive an ID Card if the owner of a registered house or property will vow for you. This is one risk for many parents and children”.

Follow-up with the family and child or youth during the first year

Cultural and emotional re-integration has only begun at the time of reunion, and follow-up is vital for long-term success. Research indicates that the anxiety curve of SOS Mothers, the family and the child is high before and during the first year after re-integration. This can appear as frequent conflicts, disagreements and complaints from all involved.

Use the Attachment Relations Map in consultations and dialogues, to analyse and resolve problems in a calm and systematic way. Regular follow-up in the first year should include family counselling, to resolve any challenges or disagreements.

Group discussions and work plans

• How can we inform and prepare the child or youth for adapting to local culture?
• How can we work to prevent prejudice and exclusion in the daily environment?
• How can we facilitate the legal procedures with government staff?
• Where and when will we follow-up on the family and the child?