Longstanding Conflict in Kashmir and Its Toll on Mental Health

Abstract

Kashmir has enjoyed a special status in the country since the nation’s independence. Impact of militant outfits and recruitment of Kashmiri youth, incidents of violence, and civil conflicts between religious groups, have all contributed to disturbance in the valley. Restricted access to resources and opportunities is exacerbated by insecurities and doubt about future, personal and social development, and a life marked with constant fear.

Children growing up in the valley live with regular and frequent news of conflicts and violence. Often these involve people from their immediate or extended families, or neighbourhoods. Routine tasks such as going to school, playing in the parks and fields, and accessing internet, are interrupted when security requirements overpower the need to maintain semblance of a peaceful life. Not all children in Kashmir would have seen violence at first hand, but many would have. All children would have heard events and experiences from adults of witnessing, or experiencing violence.

Psychoanalytic theory suggests that rumours leave an indelible mark on the unconscious mind. Rumours are often exaggerated and are a way of coping with trauma through venting one’s fears. On the other hand, the one listening to rumours maybe deeply concerned about the dangers that await in the outside world. Children listening to such rumours, or even witnessing the hushed tones of adults in the household, sense the fear and anxiety that permeates the very atmosphere around them.

In this context, the paper explores the specific needs of children growing up in areas of conflict and the preparation required by teachers to help them grow up in a healthy environment.