Supporting children's recovery from bushfires: Stakeholders' views about the impact of a community‐based intervention program on children

Abstract

AbstractIntroductionA multidisciplinary Bushfire Recovery Program was developed by Royal Far West focused on reducing the short‐ and medium‐term impacts of the 2019‐2020 bushfires in Australia on children’s wellbeing and resilience.ObjectivesTo evaluate the impact of the Program’s psychosocial groups on children’s wellbeing and resilience.DesignA two‐phase mixed method approach was used, involving post‐intervention surveys and interviews of children impacted by the 2019‐2020 bushfires in Australia who participated in the Bushfire Recovery Program, their parents/carers, teachers, and the facilitators of the workshops. Statistical analysis was undertaken with quantitative data and content and thematic analysis of qualitative data.FindingsChildren learnt to talk to and trust adults, share thoughts and experiences with others, recognise they were not alone in their experiences, build connections with peers, understand and manage feelings, and implement strategies that enabled them to cope with change.DiscussionPsychosocial groups delivered in preschools and schools as part of the Bushfire Recovery Program reportedly led to significant learning and positive impacts for children in the areas of coping, wellbeing, and peer connections. Similar themes occurred across surveys and interviews and findings reflected the perceptions of the children who participated in the groups, and key adults around the children.ConclusionsCommunity‐based psychoeducational interventions can provide effective support in the short‐ and medium‐term post‐bushfire for children to develop strategies and skills to enable them to cope with changes and their emotional reactions.