crisis interventions professional guidebook
TRANSCRIPT
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Dr. Joseph O. Prewitt DMs. Sujata Bordoloi
Ms. Antara Sen Dave, MMr. Amin Khoja
Syllabus for
Crisis Intervention SpecialistTraining Program
American Red Cross Psychosocial Support Program
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IndexNo. Content Page
1. Contents of the manual 2
2. Goal, Objectives and expected outcomes 3
3. Training program schedule. 4
4. The International Humanitarian Law9
5. Origin of The Red Cross Movement 13
6. The Emblem 18
7. IFRC Psychological Support Policy. 19
8. SPHERE guidelines for psychosocial support 24
9. Safe School27
10. Safe Home. 40
11. Psychological First Aid. 59
12. Presentation and Facilitation skills 63
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GoalPrepare a team of technical personnel to instruct and implement psychoso
support activities in schools and communities.
Objectives:1. Elaborate the International Humanitarian Law and the Emblem.2. Explain origin of the Red Cross movement.
3. Enumerate the SPHERE key indicators and guidelines for psychosocial support.
4. Describe guidelines under IFRC psychosocial support policy addressing psychoso
support as a crosscutting issue relevant to disaster preparedness and respoprograms by Red Cross.
5. Describe the assessment tools for community based psychosocial support.
6. Elaborate the community based psychosocial support interventions in the immed
response, rehabilitation, reconstruction and preparedness phase.7. Elaborate the school based psychosocial support interventions.
Expected OutcomesParticipants will be able to1. Explain the IHL as it relates to human rights and the emblem.
2. Describe the humanitarian work by Red Cross movement under guided by the sefundamental principles.
3. Enumerate and explain the five SPHERE guidelines under the Mental and SoAspects of Health.
4. Explain the IFRC policy guidelines in relation to the psychosocial supactivities.
5. Implement psychosocial support activities in communities and schools.
6. Carry out Assessment in the community using different psychological sup
assessment tools.
7. Conduct training programs for psychological First Aid, Community Facilitators
teachers.
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The objective of international humanitarian law is to limit the suffering caused by
warfare and to alleviate its effects. Its rules are the result of a delicate balance
between the exigencies of warfare (military necessity) on the one hand and thelaws of humanity on the other. Humanitarian law is a sensitive matter and it suffers
no tampering. It must be respected in all circumstances, for the sake of the survivalof human values and, quite often, for the sheer necessity of protecting life. Eachand every one of us can do something to promote greater understanding of its
main goals and fundamental principles, thereby paving the way for better respectfor them. Better respect for humanitarian law by all States and all parties to armedconflicts will do much to help create a more humane world.
What is International Humanitarian Law?International humanitarian law is a set of rules, which seek for humanitarianreasons, to limit the effects of armed conflict. It protects persons who are not orare no longer participating in the hostilities and restricts the means and methodsof warfare. International humanitarian law is also known as the law of war or the
law of armed conflict.
International humanitarian law is part of international law, which is the body of rules
governing relations between States. International law is contained in agreementsbetween States treaties or conventions , in customary rules, which consist of
State practice considered by them as legally binding, and in general principles.
International humanitarian law applies to armed conflicts. It does not regulatewhether a State may actually use force; this is governed by an important, butdistinct, part of international law set out in the United Nations Charter.
Where did international humanitarian laworiginate?International humanitarian law is rooted in the rules of ancient civilizations andreligions warfare has always been subject to certain principles and customs.
Universal codification of international humanitarian law began in the nineteenthcentury. Since then, States have agreed to a series of practical rules, based on thebitter experience of modern warfare. These rules strike a careful balance between
humanitarian concerns and the military requirements of States. As the internationalcommunity has grown, an increasing number of States have contributed to thedevelopment of those rules. International humanitarian law forms today a universal
body of law.
Chapter 1
TheInternatioHumanitarLaw
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Where is international humanitarian law to befound?A major part of international humanitarian law is contained in the four GenConventions of 1949. Nearly every State in the world has agreed to be bound
them. The Conventions have been developed and supplemented by two fur
agreements: the Additional Protocols of 1977 relating to the protection of victof armed conflicts.
Other agreements prohibit the use of certain weapons and military tactics protect certain categories of people and goods. These agreements include:
Geneva Conventions of 1949 and 1977There are four Geneva Conventions, signed August 12, 1949, and the two additioProtocols of June 8, 1977. These treaties are all fully indexed on this site.addition, there are many other international treaties, which govern the conduc
war or establish human rights standards (see more treaties), which are not inde
here.
Convention IFor the Amelioration of the Condition of wounded and sick members of Armed Foat Field. It sets forth the protections for members of the armed forces who becowounded or sick.
Convention IIFor the Amelioration of the Condition of Wounded, Sick and Shipwrecked Memof Armed Forces at Sea. It Extends protection to wounded, sick and shipwrec
members of naval forces.
Convention IIIRelative to the Treatment of Prisoners of War, Geneva. It lists the rights of prisoof war.
Convention IVRelative to the Protection of Civilian Persons in Time of War, Geneva. Deals with
protection of the civilian population in times of war.
Protocol IAdditional to the Geneva Conventions of 12 August 1949, and relating to Protection of Victims of International Armed Conflicts. Extend protections to vic
of wars against racist regimes and wars of self-determination.
Protocol IIAdditional to the Geneva Conventions of 12 August 1949, and relating to
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Protection of Victims of Non-International Armed Conflicts. Extends protection to
victims of internal conflicts in which an armed opposition controls enough territoryto enable them to carry out sustained military operations.
In what circumstances do the international humanitarian lawsapply?International humanitarian law applies only to armed conflict; it does not coverinternal tensions or disturbances such as isolated acts of violence. The lawapplies only once a conflict has begun, and then equally to all sides regardless
of who started the fighting. International humanitarian law distinguishes betweeninternational and non-international armed conflict.
International armed conflicts are those in which at least two States are involved.They are subject to a wide range of rules, including those set out in the fourGeneva Conventions and Additional Protocol I.
Non-international armed conflicts are those restricted to the territory of a single
State, involving either regular armed forces fighting groups of armed dissidents,or armed groups fighting each other. A more limited range of rules apply tointernal armed conflicts and are laid down in Article 3 common to the four Geneva
Conventions as well as in Additional Protocol II. It is important to differentiatebetween international humanitarian law and human rights law. While some of theirrules are similar, these two bodies of History of law have developed separately
and are contained in different treaties. In particular, human rights law unlikeinternational humanitarian law applies in peacetime, and many of its provisionsmay be suspended during an armed conflict.
International humanitarian law covers two areas:
The protection of those who are not, or no longer, taking part in fighting Restrictions on the means of warfare in particular weapons And the methods of warfare, such as military tactics
What is protection? International humanitarian law protects those who donot take part in the fighting, such as civilians and medical and religious military
personnel. It also protects those who have ceased to take part, such as wounded,shipwrecked and sick combatants, and prisoners of war. These categories of personare entitled to respect for their lives and for their physical and mental integrity.
They also enjoy legal guarantees. They must be protected and treated humanely inall circumstances, with no adverse distinction. More specifically, it is forbidden tokill or wound an enemy who surrenders or is unable to fight, the sick and wounded
must be collected and cared for by the party in whose power they find themselves.Medical personnel, supplies, hospitals and ambulances must all be protected. Thereare also detailed rules governing the conditions of detention for prisoners of war
and the way in which civilians are to be treated when under the authority of anenemys power. This includes the provision of food, shelter and medical care, andthe right to exchange messages with their families. The law sets out a number of
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clearly recognizable symbols, which can be used to identify protected people, pla
and objects. The main emblems are the Red Cross, the Red Crescent and the symidentifying cultural property and civil defense facilities.
What restrictions are there on weapons and tactics?International humanitarian law prohibits all means and methods of warfare whi
Fail to discriminate between those taking part in the fighting and those, sas civilians, who are not, the purpose being to protect the civilian populatindividual civilians and civilian property
Cause superfluous injury or unnecessary suffering
Cause severe or long-term damage to the environment. Humanitarian law therefore banned the use of many weapons, including exploding bullets, chemand biological weapons, blinding laser weapons and anti-personnel mines
Is international humanitarian law actually complied with?Sadly, there are countless examples of violation of international humanitarian
Increasingly, the victims of war are civilians. However, there are important cwhere international humanitarian law has made a difference in protecting civili
prisoners, the sick and the wounded, and in restricting the use of barbaric weapGiven that this body of law applies during times of extreme violence, implementthe law will always be a matter of great difficulty and striving for effec
compliance remains as urgent as ever.
What should be done to implement the law?Measures must be taken to ensure respect for international humanitarian States have an obligation to teach its rules to their armed forces and the gen
public. They must prevent violations or punish them if these nevertheless occurparticular, they must enact laws to punish the most serious violations of the GenConventions and Additional Protocols, which are regarded as war crimes. The St
must also pass laws protecting the Red Cross and Red Crescent emblems. Meashave also been taken at an international level; tribunals have been createdpunish acts committed in two recent conflicts (the former Yugoslavia and Rwan
An international criminal court, with the responsibility of repressing inter alias crimes, was created by the 1998 Rome Statute. Whether as individuals or throgovernments and various organizations, we can all make an important contribu
to compliance with international humanitarian law.
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Henri Dunant, founder of Red Cross
Jean Henri Dunant was born in Geneva on
8 May 1828. His character and educationimpelled him to help the distressed andthe unfortunate and to be concerned about
social work. In 1853, he was appointed asan accountant to a subsidiary company inAlgeria, which entailed a certain amount
of traveling. On 24 June 1859, Dunantarrived at Solferino where he witnessed oneof the fiercest battles of the nineteenth
century. The Battle of Solferino lastedfor more than 15 hours and more than40,000 were wounded. Dunant was filled
with horror and pity as he viewed theappalling spectacle of human suffering.
With the help of the villagers at Castilian,he worked tirelessly, without sleep forthree days, giving comfort and whatever
medical care he could to the injured men.
Back at Geneva, Dunant was haunted by visions of the terrible battle and he
devoted all his strength to ensure that the terrible sufferings he had witnessednever occurred again.
In 1862, Dunant wrote and published a book entitled A Memory of Solferino, inwhich he put forward his ideas to foster the creation, in every country, of a society
for the relief of the military wounded and capable of helping the army medicalservices to carry out their tasks.
Birth of Red Cross
Gustave Moynier, a prominent lawyer in Geneva and president of the citys Societyof Public Welfare, showed immediate interest in Dunants ideas. Moynier lost no
time in setting up the Permanent International Committee of Relief of the Wounded,which was later known as the International Committee of the Red Cross. Delegatesfrom sixteen countries met at Geneva from 26 to 29 October 1863 and agreed to
approve the resolutions of the Geneva Committee. It was decided that the Statesfoster the creation in their own territories, of inter-related private societies tocomplement the work of military medical services. Relief workers and their medical
equipment were to be protected by a distinctive emblem, a red cross on a whitebackground.
In August 1864, the Swiss government convened at Geneva, a Diplomatic Conference
Chapter 2
Origin of t
Red CrossMovemen
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bringing together representatives from twelve States. The First Geneva Conven
was signed on 22 August 1864 by the representatives, with others soon to folUntil then war and law were considered irreconcilable, but the First GenConvention showed that law could operate even in wartime to impose cer
humanitarian rules.
Development of the Red CrossThe founders of the Red Cross set the task of fostering the creation of NatioSocieties. By 1874, twenty-two national societies were setup in European countand soon the Red Cross movement spread to other continents.
The three components of the International Red Cross Red Crescent Movement a
The International Committee of the Red Cross (ICRC) National Red Cross and Red Crescent Societies The International Federation of Red Cross and Red Crescent Societies
The activities of the different components, aim to prevent and alleviate humsuffering.
The Seville Agreement of 1997 determines the allocation of responsibility amthe components:
i. ICRC - protects and assists persons affected by armed conflict and co-ordininternational support from other components of the movement within the conterritories
ii. National Societies - protects and assists all vulnerable persons (conflict-relatenot) within their own territory
iii. Federation - Co-ordinates international movement support for natural, technolog
and other non-conflict related disaster and assists national societies with tcapacities in both conflict and non-conflict situations
1. International Committee of Red Cross (ICRC)The ICRC is an independent Geneva-based organization active worldwide, manda
by Geneva Conventions, to protect and assist persons affected by armed confliincluding internally displaced persons and refugees. It is the promoter and guarof International Humanitarian Law (IHL). It works closely with national societie
a. What does it do?i. Mandate for its workii. Protection and assistance of persons affected by armed conflictiii. Activities for refugees as civilians
iv. Dissemination of IHL (i.e. prevention)v. Examples of protection activities of relevance to civilians/refugees
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vi. Assistance activities of relevance to civilians/refugees
vii.Restoration of family links (also for victims of natural disaster and displacement)
b. How does it carry out these activities?i. Distinctive identityii. All victims approach (common to whole movement)
iii. Working with National Societies (e.g. can provide expertise on certain detentionissues for NS, working with detained migrants and asylum seekers)
iv. Co-ordination with external actors such as UNHCR
2. National Societies:Red Cross Red Crescent National Societies were founded under the first GenevaConvention as independent voluntary bodies with a mandate to assist the military
establishment of their country to protect and assist the war wounded. This mandatewas later extended by the States Parties to the Geneva Conventions to include toprotection and assistance of all vulnerable people within the territory, regardless of
status - this includes refugees and other displaced and persons on the move.
National societies are:- Auxiliary to but independent of the authorities of a state- Accessible to vulnerable populations
- Able to advocate on behalf of and thus protect vulnerable populations- A possible conduit for NGO messages to government- Mandated under international humanitarian law
- Having authority (legal base) to advocate on behalf of vulnerable people- National entities but supported internationally by the two Geneva-based institutions
and their sister societies- An extensive local network- Part of an international network
- Credible- Accessible to vulnerable but otherwise inaccessible populations- Having longevity - they are around before, during and after a disaster
- Having Strength/resources- Capacitated to act in concert with a sister society
National Societies are independent from each other and carry on a variety ofinterventions, but all have four core areas:
Promotion of humanitarian values and Fundamental Principles Disaster response and disaster preparedness Health and care in the community Long history of working with refugees and displaced.
In some states their activities are regulated by national law or by specific agreementswith the authorities. Has the largest volunteer based humanitarian organization in
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the world with100 million volunteers/members and 295,000 paid staff work
through 183 societies (plus 10 others in formation).
National Societies carry out:- Protection activities (e.g. tracing and restoring family links)- Humanitarian and social activities for refugees and asylum seekers
- Reception- Legal and psychological counseling- Material and medical assistance
- Integration and return- Advocacy - often quietly using their privileged relationship with government
3. The International Federation of Red Cross and R
Crescent Societies (IFRC):Its secretariat is based in Geneva and is the membership organization for natiosocieties. Its role includes:
- The co-ordination of international movement support in non-conflict situation
- Responding to the needs of about 3.5 million refugees each year- Capacity building of National Societies- Representation in international forum
On the basis of Strategy 2010, a 10-year strategy plan agreed by National Societthe Federation supports National Societies in the following 4 core areas:
- Promotion of humanitarian values and the Fundamental Principles- Disaster responses- Disaster preparedness
- Health and care in the community
The seven Fundamental PrinciplesProc la imed in Vienna in 1965, the seven Fundamental Pr inc ipbond together the National Red Cross and Red Crescent Societies,
International Committee of the Red Cross, The International Federationthe Red Cross and Red Crescent Societies. They guarantee the continof the Red Cross and Red Crescent Movement and its humanitarian wo
Humanity: The International Red Cross and Red Crescent Movement, born of a deto bring assistance without discrimination, to the wounded on the battlefi
endeavours, in its international and national capacity, to prevent and allev
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human suffering wherever it may be found. Its purpose is to protect life and health,
and to ensure respect for the human beings. It promotes mutual understanding,friendship, cooperation and lasting peace amongst all peoples.
Impartiality: It makes no discrimination on basis of nationality, race, religiousbeliefs, class or political opinions. It endeavours to relieve the suffering of
individuals, being guided solely by their needs, and to give priority to the mosturgent cases of distress.
Neutrality: In order to continue having the confidence of all, the Movement maynot take sides in hostilities or engage at any time in controversies of a political,racial, religious or ideological nature.
Independence: The Movement is independent. The National Societies, whileauxiliaries in the humanitarian services of their governments and subject to thelaws of their respective countries must always maintain their autonomy, so that
they may be able to at all times, act in accordance with the principles of the
Movement.
Voluntary. Service: It is a voluntary relief movement, not prompted in any mannerby desire for gain or profit.
Unity: There can be only one Red Cross or one Red Crescent Society in any onecountry. It must be open to all. It must carry on its humanitarian work throughoutits territory.
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Universality: The International Red Cross and Red Crescent Movement, in whichSocieties have equal status and share equal responsibilities and duties, in helpeach other, is worldwide.
The conduct of activities is further governed and developed by the Statutes of Movement, the resolutions and decisions of the International Conference of
Red Cross, Red Crescent, and Council of Delegates. It is also governed by the Cof Conduct for the International Red Cross and Red Crescent Movement and NGovernmental Organizations in Disaster Relief. This is signed by the component
the Movement and 226 Non government organisations.
The EMBLEM
The Emblem is a Red Cross or Red Crescent on a white background.
It Is a symbol of protection (protective use)
And of the membership of International Red Cross and Red Crescent Movem(indicative use)
In times of armed conflict it is the visible sign of the protection, conferred byGeneva Conventions, on the victims and on those who come to their aid
In peacetime, it shows that a person or object is linked to the International
Cross and Red Crescent Movement, of which the International Committee of Red Cross (ICRC) is the founding body
Hence the emblem is also a symbol of the Movement's seven FundamePrinciples:
Humanity
Impartiality
Neutrality
Independence
Voluntary service
Unity
Universality
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Introduction:Critical events, such as disasters, conflicts, wars, accidents and epidemics, bringwith them social and psychological consequences that often undermine peoplesability to carry on with their lives. Psychological wounds heal slowly and are often
unrecognized and untreated after crises. Therefore, addressing the psychological aswell as the physical needs of populations affected by crises, restoring their capacityto cope with it, has become a prominent concern in international humanitarian
assistance. The need for this approach is supported by research findings, thatpeople closest to disasters, manmade or natural, are more at risk of physical and
psychological disorders, harmed mental functioning, and antisocial behaviour.
The International Federation of Red Cross and Red Crescent Societies (the
International Federation) has been a pioneer in the development of psychologicalsupport programmes. In the process, a Federation Reference Centre for PsychologicalSupport was established in 1993 and has since been a partner in the development
of psychological support activities and in assisting National Societies in providingan essential service; psychological support to people in need. The InternationalFederation addresses three target groups who suffer from a variety of psychological
reactions and need support:
a) The victims and other people affected by the event
b) Volunteers and staff engaged in disaster responsec) And expatriate delegates
Psychological support is seen as a crosscutting issue, relevant both in disasterpreparedness, disaster response, first aid, emergency health and development
programmes like community health, HIV/AIDS and social welfare projects.
Scope:
The Psychological Support Policy is based on the International Federation Strategy-
2010 and the International Federation Health Policy.
The Psychological Support Policy establishes the basis of Red Cross and Red Crescent
action, both in emergency response operations and in the implementation of long-term developmental programmes.
It applies to any type of psychological support activity carried out by an individualNational Society or any of its branches, staff or volunteers or by the InternationalFederation acting collectively, noting that:
Health is a state of complete physical, mental and social well being and not merelythe absence of disease and infirmity (WHO 1948) and an inalienable right of all
people without any regard to race, religion, colour, nationality, sex or origin.
Chapter 4
IFRC
PsychologSupport P
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Psychological support can be adapted to particular needs and attributes
situation and should respond to the psychological and physical needs of the peconcerned, including the affected population, volunteers and staff, by helpthem in accepting the situation and coping with it.
Psychological support should be connected with other community-based activ
of the National Society such as disaster preparedness, disaster response, first health, social welfare, youth, and organizational development.
Psychological support should maintain a strong focus on human resour
networking, advocacy, and co-ordination with other actors when addressingpsychological well being of a population.
Statement:The International Federation and each individual National Society shall, wher
possible:1. Include the psychological perspective in every area of intervention, as a basis
identifying the needs of the population to be assisted, including the needs ofcare providers.
2. Design psychological support, as a component in other programmes like disa
preparedness, disaster response, first aid, health, social welfare, youth, organizational development. It should only be designed as a vertical programwhen local circumstances warrant this.
3. Provide psychological support as a long-term and reliable commitment, to en
that the psychological aspects of relief work are professionally implemented make a crucial difference to the population, volunteers and staff affected
disaster.
4. Design psychological support according to the basic principles for implementate.g., that it is community-based; volunteer based; based on contextual assessm
and analysis; has community participation; targets the vulnerable; promotesright to psychological well-being; is ethically and culturally sound; includes capabuilding, empowerment, local resources, quality assurance, cost-effectiveness,
benefit sustainability).
5. Adapt the given psychological support services, to the special characteristic
the society in question.
6. Refer people with severe psychological reactions or disorders.
7. Recognize the role and value of volunteers in psychological support, by provi
the opportunity for guidance by experienced professionals.
8. Take care of the volunteers and staff through stress management, security measu
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and skill development in coping mechanisms, both for dealing with emergencies or
long-term multiple losses through epidemics such as HIV/AIDS.
9. Form relationships and working partnerships with relevant government institutions
and agencies, non-governmental organizations and other civil society organizations,academia, media and private sector, ensuring transparency, accountability and
ongoing dialogue with the beneficiaries, volunteers and staff involved.
Responsibilities:
National Societies and the International Federation have a shared responsibilityto ensure that all psychological support programmes and/or activities are in
compliance with this policy; that all staff and volunteers are aware of and adhere tothe rationale and the details of this policy; that staff and volunteers are equippedwith the necessary skills and tools to implement psychological support activities;
and that all relevant partners are adequately informed of this policy.
National Societies and the International Federation have the responsibility to ensurethat optimum impact on the development of capacity of individuals, communities,volunteers and staff involved is achieved by building into all psychological supportactivities, a system for ongoing monitoring and evaluation.
National Societies should:
Integrate/mainstream psychological support in all relevant programmes likedisaster preparedness, disaster response, first aid, health, social welfare, youth,
and organizational development.
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Promote a community-based approach and ensure community involvemen
needs assessment, decision-making, programme identification, implementatmonitoring and evaluation.
Promote co-ordination and collaboration between organizations and agenworking with psychological support.
Implement, psychological support as a component of disaster response, first emergency health or in rare occasions, as a vertical programme. Activities coinclude: needs assessment, context and capacity analysis, project design with
strategy, psychological first aid, promotion of IHL, creating a forum for peacco-existence and conflict management, self-protection and self-help as copmechanisms, referral of people in need of councelling or therapy, psycholog
support training of first aid workers (volunteers, ambulance drivers, firempolice, army), management and supervision of volunteers, staff support and of the care providers.
Implement, psychological support in the rehabilitation phase, as appliedthe acute phase, including humanitarian and ethnic/religious issues. Activicould include: repeated needs assessment and project design with exit stratecommunity-based psychological support, consolidation of self-help intervent
and resilience, referral of people in need of councelling or therapy; focused capabuilding, organizational development including management, networking andordination with other actors, partnership building, and gradual planned transi
into a development programme.
Implement psychological support in the development phase as part of disa
preparedness, first aid, community health, social welfare, youth and organizati
development. Activities could include: needs assessment; context and capaanalysis; project design with exit strategy; psychological first aid; community-ba
psychological support; psychological support in home care and self-help activitcapacity building, organizational development and management; psychologsupport training of staff and volunteers; management and supervision of volunte
staff support; care of the care providers; networking and co-ordination with oactors; partnership building; and close collaboration with government structu
The International Federation should:
Develop an overall psychological support strategy and guidelines in support of
implementation of this policy.
Integrate/mainstream psychological support in the International Federaassessment methodology, training courses, disaster preparedness, disa
response, first aid, health, social welfare, youth and organizational developmprogrammes where appropriate.
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Develop standards within psychological support training and produce scientifically,
technically and culturally sound training materials.
Provide technical training and support in project design and mainstreaming of
psychological support to National Societies, its volunteers and to delegations.
Provide a protocol for volunteer and staff care, including care of the careproviders.
Provide information on psychological research findings and psychological support
programmes.
Promote co-ordination and collaboration between organizations and agencies
working in the psychological field.
Reference:
The STATUTORY BODY of the International Federation of the Red Cross and RedCrescent Societies, adopted this policy (MONTH), Geneva (YEAR).
Psychological support is seen as a crosscutting issue in the services provided by the
Red Cross and Red Crescent Societies. Therefore, this policy should be considered inconjunction with all other Federation policies, with specific references to policieson health, development, voluntarism, youth, emergency, disaster preparedness and
response, and fund-raising.
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What is Sphere?Sphere is based on two core beliefs: first, that all possible steps shouldtaken to alleviate human suffering arising out of calamity and conflict, second, that those affected by disaster have a right to life with dignity
therefore a right to assistance.
Sphere is three things: a handbook, a broad process of collaboration and
expression of commitment to quality and accountability.
The initiative was launched in 1997 by a group of humanitarian NGOs and Red Cross and Red Crescent movement, who framed a Humanitarian Charter identified Minimum Standards to be attained in disaster assistance, in each of
key sectors (water supply and sanitation, nutrition, food aid, shelter and heservices). This process led to the publication of the first Sphere handbook in 20Taken together, the Humanitarian Charter and the Minimum Standards, contribut
an operational framework for accountability in disaster assistance efforts.
The cornerstone of the handbook is the Humanitarian Charter, which is ba
on the principles and provisions of international humanitarian and human riglaw, refugee law and the Code of Conduct for the International Red Cross and Crescent Movement and Non-Governmental Organizations (NGOs) in Disaster Re
The Charter describes the core principles that govern humanitarian action reasserts the right of populations affected by disaster, whether natural or man-m(including armed conflict), to protection and assistance. It also reasserts the r
of disaster-affected populations to life with dignity. The Charter points out the lresponsibilities of states and warring parties to guarantee the right to protec
and assistance. When the relevant authorities are unable and/or unwillingfulfill their responsibilities, they are obliged to allow humanitarian organizatihumanitarian assistance and protection.
The Minimum Standards and the key indicators have been developed using bnetworks of practitioners in each of the sectors. Most of the standards, and
indicators that accompany them, are not new, but consolidate and adapt exisknowledge and practice. Taken as a whole, they represent a remarkable consenacross a broad spectrum, and reflect a continuing determination to ensure t
human rights and humanitarian principles are realized in practice. To date, 400 organizations in 80 countries, all around the world, have contributed to
development of the Minimum Standards and key indicators.
This new (2004) edition of the handbook has been significantly revised, tak
into account recent technical developments and feedback from agencies usSphere in the field. In particular, a sixth sector, food security, has been adand integrated with those of nutrition and food aid. Another new chapter det
a number of process standards common to all sectors. These include participat
Chapter 5
Sphere
Guidelines forPsychosocial
Support
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assessment, response, targeting, monitoring, evaluation, and staff competencies
and management. In addition, seven crosscutting issues (children, older people,disabled people, gender, protection, HIV/AIDS and the environment) with relevanceto all sectors, have been taken into account.
Overall Handbook Structure
1. The Humanitarian Charter
2. Standards, Common to All Sectorsa. Water Supply, Sanitation and Hygiene Promotion
b. Food Security, Nutrition and Food Aidc. Shelter, Settlement and Non-Food Items
d. Health Services
Each chapter includes:- Minimum standards
- Key indicators- Guidance notes
3. The Code of Conduct
4. Annexes
5. Index
Key social intervention indicators 1
During the acute disaster phase, the emphasis should be on social interventions.People have access to an ongoing, reliable flow of credible information on thedisaster and associated relief efforts.
1) Normal cultural and religious events are maintained or re-established (includinggrieving rituals conducted by relevant spiritual and religious practitioners). People
are able to conduct funeral ceremonies (see guidance note).
2) As soon as resources permit, children and adolescents have access to formal or
informal schooling and to normal recreational activities. Adults and adolescents
are able to participate in concrete, purposeful, common interest activities, suchas emergency relief activities. Isolated persons, such as separated or orphanedchildren, child combatants, widows and widowers, older people or others withouttheir families, have access to activities that facilitate their inclusion in social
networks.
Social and psychological indicators are discussed separately. The term social
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intervention is used for those activities that primarily aim to have social eff
and the term psychological intervention is used for interventions that primaaim to have a psychological (or psychiatric) effect. It is acknowledged that sointerventions have secondary psychological effects and psychological intervent
have secondary social effects. This is suggested by the term Psychosocial. Wnecessary, a tracing service is established to reunite people and families. Wh
people are displaced, shelter is organized with the aim of keeping family memand communities together. The community is consulted regarding decisionswhere to locate religious places, schools, water points and sanitation facilities. design of settlements for displaced people includes recreational and cultural sp
Key psychological and psychiatric interventionindicators
Individuals experiencing acute mental distress after exposure to traumatic streshave access to psychological first aid at health service facilities and in the commu
(see guidance note 3). Care for urgent psychiatric complaints is available throthe primary health care system. Essential psychiatric medications, consistent wthe essential drug list, are available at primary care facilities (see guidance n4). Individuals with pre-existing psychiatric disorders continue to receive relev
treatment, and harmful, sudden discontinuation of medications is avoided. Bneeds of patients in custodial psychiatric hospitals are addressed. If the disabecomes protracted, plans are initiated to provide a more comprehensive ra
of community-based psychological interventions for the post-disaster phase guidance note 5).
Guidance notes1. Information: Access to information is not only a human right but it also redu
unnecessary public anxiety and distress. Information should be provided onnature and scale of the disaster and on efforts to establish physical safety forpopulation. Moreover, the population should be informed on the specific ty
of relief activities being undertaken by the government, local authorities andorganizations, and their location. Information should be disseminated accordin
principles of risk communication i.e. it should be uncomplicated (understandto local 12-year-olds) and empathic (showing understanding of the situatiothe disaster survivor).
2. Burials: Families should have the option to see the body of a loved one togoodbye, when culturally appropriate. Unceremonious disposal of bodies of
deceased should be avoided (see Health systems and infrastructure standarguidance note 8 on page 269).
3. Psychological first aid: Whether among the general population or among
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workers, acute distress following exposure to traumatic stressors is best managed
following the principles of psychological first aid. This entails basic, non-intrusivepragmatic care with a focus on listening but not forcing talk; assessing needsand ensuring that basic needs are met; encouraging but not forcing company
from significant others; and protecting from further harm. This type of first aidcan be taught quickly to both volunteers and professionals. Health workers are
cautioned to avoid widespread prescription of benzodiazepines because of the riskof dependence.
4. Care for urgent psychiatric complaints: Psychiatric conditions requiring urgentcare include danger to self or others, psychoses, severe depression and mania.
5. Community-based psychological interventions: Interventions should be basedon an assessment of existing services and an understanding of the socio-culturalcontext. They should include use of functional, cultural coping mechanisms of
individuals and communities to help them regain control over their circumstances.Collaboration with community leaders and indigenous healers is recommended when
feasible. Community-based self-help groups should be encouraged. Communityworkers should be trained and supervised to assist health workers with heavycaseloads and to conduct outreach activities to facilitate care 6for vulnerable andminority groups.
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Causes of Crisis in Schools
Table 1
INDIVIDUAL SCHOOL COMMUNITY
Death of family or pets
Injury to self while playing
Loss of study or play material
Illness or disability
Academic problems
Family problems
Bullying in schools
Lack of peer acceptance
Lack of social skills
Being excluded from a team
Economic constraints at home
Frequent shifting of schools
Corporal punishment at school
Scary teachers
Fires
Dust storms
Heavy rains
Lack of
Infrastructure
Poor sanitation
Epidemics
Bad food or water
Busy road
No boundary wall
Lack of teaching
Resources
Bad staff
Unruly students
No electricity
Earthquake
Floods
Landslides
Bomb blasts
Riots
Political
Unrest
Epidemics
T e c h n o l o g i c
accidents like
gas leak
Drought
Fires
Chapter 6
Safe School
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Reactions Seen In Children
Table 2
ADOLESCENTS SCHOOL AGE PRE-SCHOOL
Feel different because of
their experiences Irritability
Increased risk taking
behaviors
Increase substance abuse
Avoidance of trauma
related thoughts, feelings
and activities
Aggression fights,
destructive, arguments
Feelings of hopelessness,
feeling of neglect andisolation
Disobedience, specially
towards authority and
parents
Tries to get involved in
activities to get a sense of
control like rescuing and
organizing at the camps
Angry, frustrated and may
feel very helpless
Depression due to loss
Guilt for not being able to
do enough or for having
survived
Inability to concentrate
Behavioral problems like -
aggression, lying, stealing
Dropping out of school or
work
Aches and pains due to
stress
Seeks isolation, becomes
less communicative
Sleeplessness or
increased sleep
Physical complaints
headache, stomachaches
Aggression
Fear of darkness
sleeping alone
separation from
parents
Lack of self
competency
Understand loss
and become very
anxious Regression to
behaviors like thumb
sucking etc
Nightmares and
inability to sleep
Fear of recurrence
Difficulty in following
routines
Does not mingle
with friends
Behavioral problems
Emotional problems
like apathy,
anxious, withdrawn,
depressed
Disinterest or
difficulties in school
work- disturbs
others, worrying,
being tense,
undisciplined,
refusal to go
to school, poor
concentration
Feel guilty for the
loss
Temper
tantrums Crying
Clinging and
demanding
Scary
nightmares
Helplessness
Regressive
behaviour
(thumb
sucking,
wanting to becarried, bed-
wetting)
Moodiness,
irritation
Fear of
darkness
or sleeping
alone
Easily
frightened
and thenanger
Increased
aggression
specially in
boys
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School Resources
Table 3
PHYSICAL HUMAN PRIOR PREPARATION
Strong building withoutcracks.
Availability of
emergency crisis
response kits.
Safe place for rescue
and evacuation.
Geographical location
Availability of a vehicle
Condition of roads
Water supply
Government set ups
Telephone or other
communication
facilities
Health center
Rescue shelters
nearby
Electricity supply
Physical firstabiders.
Psychological first
abiders
Children who have
been brought up
with love and care.
Children who
have a loving andsupportive home
environment
Children who have
not had any serious
illness
More older children
within the school
Children who arephysically healthy
Children who are
self confident
Adequate mockdrills
Past experience
in dealing with
crisis
Good rapport
between teache
and students
Good trainingand education
Good response
plan
Enough
resources for
mock drills and
preparation
Updated plans
Updated
resources
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Risk Reduction Steps to Be Taken
Table 4
STEPS RISK REDUCTION ACTIVITIES
Step 1Plan
Prepare a map of school risks and resources
Prepare a school crisis response plan
Set up crisis response teams and define their
functions
Step 2 Practice
Educate the school community about the risks
Monitor the threats
Organize activities for development of a resilient schoolcommunity
Have mock drills for the entire planned process
- Search and rescue operations
- Evacuation from unsafe zones
- Medical assistance provision
- Psychological assistance provision
- Temporary relief provision
- Assessment of damages
Step 3Evaluate
Assess plan effectiveness in terms of the
- Role of various teams
- Ease of execution
- Time taken for the drill
- Manageability of scarce resources
Bring required changes to enhance plan effectiveness
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Stress Reactions in Children These are common and normal responses to a traumatic event. The reactions can be overcome. Things can be done to help the child feel more comfortable.
These changes are not a childs natural character but reactions to a situation.
Table 5
School age Physical complaints headache, stomach
aches Aggression
Fear of darkness / sleeping alone / separationfrom parents
Lack of self competency
Understand loss and become anxious Regression to behaviours like thumb sucking
etc Nightmares and inability to sleep Fear of recurrence
Difficulty in following routines Does not mingle with friends Behavioural problems
Emotional problems like apathy, anxious,withdrawn, depressed
Disinterest or difficulties in school work-
disturbs others, worrying, being tense,undisciplined, refusal to go to school, poorconcentration
Feel guilty and responsible for the loss
Pre-schoolers Temper tantrums
Crying Clinging and demanding Scary nightmares
Helplessness Regressive behaviour (thumb sucking,
wanting to be carried, bed-wetting)
Moodiness, irritation Fear of darkness or sleeping alone Easily frightened and then anger
Increased aggression specially in boys
Adolescents
Seeks isolation, becomes less
communicative Sleeplessness or increased
sleep Feel different or alienated
because of their experiences Irritability Increased risk taking
behaviours
Increase substance abuse Avoidance of trauma related
thoughts, feelings and
activities Aggression fights, destructive,
arguments
Feelings of hopelessness,
feeling of neglect and isolation Disobedience, specially towards
authority and parents Tries to get involved in activities
to get a sense of control likerescuing and organising at the
camps
Angry, frustrated and may feelvery helpless
Depression due to loss
Guilt for not being able to doenough or for having survived
Inability to concentrate
Behavioural problems like -aggression, lying, stealing
Dropping out of school or work
Aches and pains due to stress
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Monitoring to see the healing and recoveryprocess
Observe the child in class
Network with the volunteers and parents to get additional information
Monitor academic progress Talks to the peers
Spend additional time with the child See interaction levels in classroom activities
How Can You Help Children Recover
1) Reassurance and security Allow the child the space and security where he/she feels accepted and cared Be available to the child when he or she wants to talk about it do not push
child Just be available for the child Hold the child close if the child is crying
If the child wakes up at night be there to comfort him or her The child may feel left out in school support him or her during that time Children may cling do not forcibly move them away
Pat them once in a while and hold them close to show your affection Your life style will enable the child to also pick up healthy coping strategies.
2) Talking Tell the child it is normal to think about the traumatic event. Share some of your feelings and thoughts about the event. Use age-appropriate language and explanations.
Invite them to come and talk about it anytime they want. Listen to the child, answer their questions (even if they are very painful) As you answer you can provide comfort and support.
If you do not have adequate explanations tell them that you too are confused upset by it.
Children sometimes assume responsibility for the event, leading to v
destructive and inappropriate feelings of guilt. Try to correct any misperceptimmediately.
Be honest, open and clear. Do not avoid the topic when the child brings it up. Get an understanding from the child of what he or she thinks death is, their f
etc, it will help you to communicate with them in a meaningful fashion.
3) Set up life routines Children find it very comforting to have routines in their lives.
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Disturbance to routines means the child is also disturbed so re-establish life
routines. See that they have their meals in time. Get them to sleep at a particular time at night.
Re-start their schooling. Get them involved in helping with household work or other errands.
See that they spend time together as a family. See that they spend time playing and having some fun daily. Give them time with you to share whatever they might be thinking or feeling. Get them to meet with their friends.
4) Activities and play Play is a communication tool for the child like talking is for adults When children play or draw, they are able to bring out their frustrations, fears,
tension, anger and insecurities
It helps them face the emotions and decreases the power it has on them It provides opportunities to learn healthy ways of behaving or coping by reacting
to concepts presented through stories, listening and observing other childrenetc.
They learn positive life skills like taking turns, sharing, teamwork etc. They get opportunities to improve their self esteem when they present their
creations, talk about themselves, get praised by the others make new friends etc It can help them learn threatening concepts like disasters in a non-threatening
manner
Some skills and issue that the activities need to touch upon are
Table 6
SKILLS TO BE LEARNT ISSUES TO BE COVERED
Speaking skills Listening skills
Concentration Waiting for turns Appreciating others
Being positive Developing understanding and being
sensitive to others
Creative skills
Finding solutions Cooperation
Competitions to some extent maybe Learning to have fun Sharing things
Knowledge about the village Knowledge about the disaster
Importance of preparation Fears in general Fears about disasters
How to prepare Its okay to feel bad, scared,
sad etc
Loss and death
Relaxation and self care What will happen in a crisis
Their role in a crisis situation
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a) Role of a teacher
Table 7
Before the crisis During the crisis After the crisis
Develop themes for classroom
activitiesDevelop material for activities
Develop a time frame to coverthe basic topics
Document the sessionsNetwork with the parents andvolunteers
b) Children from 4-7 years
Table 8STRESS REACTIONS TO CRISIS PSYCHOLOGICAL FIRST AID
1) Inactive. Not able to followdaily routine.
1) Provide support, rest, comfort, food,Opportunity to play or draw.
2) Fear. Scared of the dark, fearof being alone.
2) Provide sense of security (Refer 4.1. (a))
3) Not able to speak.3) Help to share feelings through talking,
listening, drawings (Refer 5.a, b, c, d).
4) Disturbed sleep (nightmares,
fear of going to sleep, fear ofbeing alone at night)
4) Encourage talking about the dreams withteachers and parents.
5) Clinging, not wanting to beaway from parent or teacher.
5) Provide sense of security by always beingaround and letting the child play.
6) Anxieties about the dead
person that s/he will return.6) Explain the physical reality about death.
c) Children from 7-10 years
Table 9
1) Issues of responsibility and guilt. 1) Help to express their feelings.
2) Fears triggered by the event.2) Help to identify feelings about the
event.
3) Retelling and replaying of theevent.
3) Permit them to talk; address feelingsand assure that they are normal
reactions to an abnormal situation.
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4) Feeling disturbed, confused andfrightened by their responses, fear
of ghosts.
4) Encourage expression of feelings. Helpto retain positive memories.
5) Difficulty in concentration and
learning
5) Encourage them to talk to teachersabout the thoughts that areinterfering with learning.
6) Disturbed sleep ( bad dreams, fearof sleeping alone)
6) Support them in talking about thedreams; provide information about why
we have bad dreams.
7) Change in behaviour (excessive
anger or aggressive behaviour)
7) Help to cope with the change in theirbehaviour by accepting it and talkingabout it. (For example, it must be
difficult to feel so angry)
d) 10 years to 18 yearsTable 10
1) Shame and guilt
1) Encourage discussion of the event,
feelings about it and expectations ofwhat could have been done.
2) Sense of vulnerability about theirfeelings, fear of being labeled
abnormal.
2) Help them understand that their
feelings are normal in the situation.Encourage understanding among each
other and people of the same agegroup.
3) Drug use, anti-social behaviour,
and sexual misbehaviour.
3) Help to understand that the behaviorsare an effort to forget about the
feelings. Help to ventilate anger,frustration over the event.
4) Accident prone behaviour,recklessness.
4) Address the impulse toward reckless
behaviour. Help to understand thatthis behaviour can lead to violence,which can have fatal consequences.
5) Changes in relationship withparents, friends and other people.
5) Discuss the changes in relationshipand why they might be happening.
6) Feeling that one has grown up too
soon (for example, leaving school,getting married)
6) Encourage focus on ones life ahead,
allow them to be involved in otheractivities of interest.
7) Thoughts of revenge.
7) Discuss about the actual thoughts of
revenge, the possible consequencesof the act and encourage constructivealternatives that will have long-term
benefits.
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Role of a teacher as a psychological first aidteam memberTable 10
Before a crisis During a crisis After a crisis
Be part of theresponse plan
Be part of the
response committee
Develop themes for
classroom activities
Have a time plan to
cover basic topics
Carry out activities inclass
Document thesessions
Participate in mockdrills
Network with parents
and volunteers aboutthe process
Safe evacuation ofthe children.
Address the basic
needs of the children
like water and food,
taking to the toilet,
consoling those who
are crying.
Provide space and
time for ventilation
Give assurance to
children specially
to those little more
traumatized by the
event
Be a good role model
by being calm and
relaxed and reduce
fear among thechildren.
Help reestablishschool routines
Have classroom
activities forventilation
Help childrenparticipate in evenbeing organized by
the volunteers
Monitor the childrerecovery anddocument the same
Educate and helpparents with enabli
their children torecover at home
Suggest
improvements for tresponse plan
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What helps children to recover
Table 11
Reassurance and security Set up life routines
Allow the child the space to feel
accepted and cared for Do not push the child to talk
Be available for the child
Hold the child close if the child iscrying
Children may cling do not forciblymove them away
Pat them once in a while andhold them close to show your
affection Your life style will enable the child
to also pick up healthy coping
strategies.
Children find routines comforting so re-
establish routines. Re-start their schooling
Get them involved in helping with
household work or other errands
Have them spend time with the family
See that they spend time playing andhaving some fun daily
Give them time with you to share theirthoughts and feelings
Get them to meet with their friends
Talking Activities and play
Tell the child it is normal to think
about the traumatic event.
Be honest, open and clear
Do not avoid the topic
Share your feelings about theevent.
Use age-appropriate language andexplanations.
Answer their questions
Let them know that you tooare confused if you dont have
explanations
Correct misperceptions of guilt or
responsibility
Get an understanding from the
child of what he or she thinksdeath is, their fears about it etc
Play is a communication tool for a
child
Play brings out their frustrations, fears,
tension, anger and insecurities and this
decreases the power it has on them
They have opportunities to learn healthyways of behaving or coping by reactingto concepts presented through stories,
listening and observing other childrenetc.
They learn positive life skills like takingturns, sharing, teamwork etc.
They get opportunities to improve theirself esteem when they present their
creations, talk about themselves, getpraised by the others make new friendsetc
They have opportunities to learn aboutthreatening concepts like disasters in anon-threatening manner
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Themes for Classroom Based activities
Table 12
Pre-disaster
Knowledge about the village
Knowledge about disasters
Understand the importance ofpreparation
Fears people experience
Fears about disasters
How to prepare for a disaster
Understand that its okay to feel bad,
scared, sad etc
Issues related to loss and death
Importance of relaxation and self care
What will happen in a crisis
The role of students in a crisis situation
Finding solutions to issues
Post disaster
Grieving
Losing people we loved
Losing our pets
Losing things we loved
Coping with the changed livin
Feeling good
Relaxation
Dealing with illnesses
Having fun
Memories
Coping with stress reactions
Returning to routines
Seeking help and comfort
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The Community ProgramThe community facilitator should have the ability to show the way or takeinitiative in a given situation. There is no best leadership style but whether anindividual is able to take charge in a crisis or emergency situation, determines
his/her leadership skills.
The community facilitator is a person who will carry out psychosocial support
and care activities in the community. This person is a community level personand will help to mobilize different groups.
Be flexible and adapt to any situation.
Help people share their expectations and contribute.
Take initiatives for introducing new processes in the community.
Be open to new ideas and opinions of others.
Be aware of the dynamics between different groups within the community.
Be sensitive to the needs of each group.
Have an awareness and sensitiveness to cultural and traditional boundaries.
Acknowledge the knowledge base of the community and learn from villageelders and natural community leaders.
Help group members to think and express their ideas and opinions.
Facilitate sharing and exchange of knowledge and information.
Help groups to identify their problems and enable them to find their own
solutions.
Adopt a participatory approach to group processes.
Facilitate group meetings.
Promote the concept of PFA on the field.
Listen well.
Be neutral and professional and leave personal identifications and biases outof your work context.
Resolve conflicts without taking sides but through a process of communicationbetween involved parties.
Network with other agencies to facilitate group processes.
Lead a team in carrying out community based tasks.
Chapter 7
Safe Home
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Community facilitatorIs a person who will work among different groups in the community? He or will be responsible for carrying out psychosocial support and care activities in
community.
Qualities of a community facilitator
Adapt to different situations
Make people share their expectations and contribute.
Ability to deal with peoples expectations
Initiative in beginning new processes in the community
Open to new ideas and opinions of others
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Factors to keep in mind when starting work in a communitysetting?
Be aware of the caste dynamics
Be sensitive to the needs of each group
Be aware and sensitive to cultural and traditional boundaries (men and womenmay not participate in the same group meeting)
Acknowledge and learn from the knowledge that community leaders and elders
have to share.
Things may not always go as planned. Be open to changes and prepared for
difficult situations.
Roles of the community facilitator
Roles of the community facilitator
- Psychological
First Aid- Organizeactivities (e.g.
cricket matches,picnics, danceprograms) among
adolescents,drawingcompetitions for
children.
- Community mapping
- Promote the concept ofpsychosocial care with thehelp of educative materials.
Conduct monthly get-togethers such as dances,singing sessions, drama in
the villageNetwork with community
institutions such as the PHC,
aanganwadi workers andteachers.
- Organize and
maintain supportgroups for women,children and the
elderly.- Carry out activitiesof self-care and stress
management.
Vulnerable people Community Community groups
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Skills of the community facilitator
1. Leadership Skills
The community facilitator should have the ability to show the way or take initiain a given situation. There is no best leadership style but whether an individua
able to take charge in a crisis or emergency situation determines his/her leaderskills.
Leadership roles of the community facilitator: Help group members to think and express their ideas and opinions. Allow sharing and exchange of knowledge and information
Help groups to identify their problems Help groups to find the solutions to the problems. Adopt a participatory approach to decision making
2. Communication Skills
Aspects of communication
Observing: The persons bodily mannerisms, eyes, way of speaking
Listening: carefully to whatever the person is saying, not judging it even thou
you may not agree with it.
Making physical contact (when appropriate): Sometimes holding a perso
hand or gently placing a hand on the persons back can make the person fe
better.
Communication involves:
Verbal and non-verbal language: The manner in which we send messages throuour eyes, hands and body movements, when we are speaking is called noverbal and verbal language. Our body communicates our feeling, when we t
to people.
Feedback: It is telling someone or when you are told, about negative or posit
behaviours. Feedback helps a person (1) realize your own behaviour; (2) improyour behaviour; (3) feel good about your behaviour.
Giving and receiving feedback helps us to become better at our work and as individual.
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3. Conflict Resolution Skills
Very often, differences of opinion with other people, with friends, even with members
of our own family arise in our daily lives; therefore it is important to learn howto identify the conflicts, manage and resolve them in order to improve our social,personal and family relationships. Conflict often arises when groups of people are
working together, to achieve some common goals. The community facilitator shouldbe aware of the possibility of conflicts when he/she is working with groups.
Types of conflicts
Can arise between people in the community?
- Conflict of interests
- Differences in opinions and ideas
- Vested interests of outside parties
- Rivalry or competition between individuals or groups
- Inequality or unequal treatment
- Trouble makers
- Hierarchy and social structure
- Gossip- rumors, misunderstanding
How to resolve conflict?- Discuss the main cause why there is conflict.
- Discuss the differences between the two people.
- Allow the person to share his/her views.
- Listen and accept the persons views.
- Put forward your own perspective on the issue in a non-threatening way.
- Do not force or insist that person change. It will make him/her defensive.
- Discuss the things that can be changed to resolve the conflict.
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4. Networking Skills
How can networks be established?
Identify the local bodies and individuals whose work has similar aim as your
Seek an appointment with the concerned person.
Present a brief summary of your organization and its activities.
Discuss the common factors and ways in which resources and ideas can mutually beneficial.
Decide on when and how often meetings will be held.
Organize an activity in partnership with the concerned body or individual.
Example of local bodies in the community
The PHC and the health post The aanganwadi workers and teachers
The Panchayat and the sarpanch
The district administration
The local municipality bodies
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How can we promote psychosocial supportThe topics related to disaster mental health affect all members in a community.Therefore, it requires that all the members and groups in a community work togetherand discuss their problems among each other. In this way they can identify the
ways in which positive messages for disaster mental health can be distributed inthe community.
Promotion activities in the community should involve:The organization
Social network
Social networks Different organisations and institutions in the community working together on
similar problems of the community.
They are interconnected by combined work.
They work for a common purpose.
Social networks are important in a community because
The community can develop when information about similar work is shared betweendifferent organisations. For e.g., the mahila mandal and the health team workingtogether on medical assistance to widows in the community.
Works to reduce stress in situations like a disaster. Helps in mobilisation of resources such as medicines, food and transport. Increases the knowledge of the community on issues of disaster mental health.
Encourages greater planning and organising of disaster mental health activities.
Local committee of psychosocial support is: A body of people from different groups who will promote psychosocial support in
the community.
They will form social networks with other organisations in the community.
The tasks of the local committee are: Decide what steps it will take before, during and after a disaster to meet the
immediate material and emotional needs of the people. This includes questions
like what to do? Whom to assist? Whom to contact for help and assistance? How
to contact? Identifying the emotional needs of the different groups in the community.
Community mapping.
Guidelines for promotionWhen planning on how to promote or working out the activities, the local committeemust discuss the following questions:
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What is a target population?
Who are the people who are going to be addressed? What are the characteristics of the community you want to address? What is the level of education among the target group?
What is the level of information they have on disaster mental health?
How to identify the main theme?The theme of promotion is the main issue in psychosocial support in on wactivities will be planned.
For example, it can be Psychological First Aid (PFA) or stress management or scare techniques.
To decide the main theme the following question should beconsidered: What are the main problems faced by the community after the disaster? What are the needs of the community?
What are the main problems that you want to focus on? What are the types of disaster experienced in the last three years? Who is the affected population?
How should the message be sent?
What will we use? Do we have money or other things that may be needed? Do we have people who can do the work?
Do we have volunteers who will help? Where will we organise the activity?
Types of communication materialThe commonly usable means of communication are:
Written: Trifolds, pamphlets, bulletins, leaflets and manuals. Audio: warnings, radio programmes. Visual: flip charts, posters and banners.
Written materials:
Leaflet:
Printed information material of small and handy size. It goes from hand to hand containing information on activities, services or evewhich we want to convey.
Generally it is accompanied by other materials.
Trifolds: Printed material that allows us to give out messages or information in a brief
direct manner.
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In preparing it, one should consider that the message be given through simple
images and short texts. Its effectiveness or impact on the people will depend on the combination of
colours, figures and text.
Posters
Low cost communication medium that is placed in selected places and can be seeneasily by the public. It should be attractive, so that it can convey diverse themes in simple form.
It carries written contents, graphics or drawings. Its purpose is to keep the peopleinformed through selected notices.
We can place them in the schools, and individual houses in the community.
Banners Printed material of huge dimensions. It is put up from post to post. It fulfils the function of presenting information.
It can be read from long distances.
It has a light background and contrasting letters.
Audio materials:
Giving information using loudspeaker.Another medium to be used in crowded places is a loud speaker affixed in anambulance, cart, van or other means of transport. Through this people can be
informed of: A danger or a pre-eminent disaster. The normal reactions and steps to follow.
The institutions and organizations that offer help can be announced through
out the community.
Do not overuse it, prolonged use of giving information using loudspeaker canirritate people!
Today we would like to tell you what you could do when faced with a crisis/disasterevent.
BE CALM! The people, who run about without control, crying or shouting createpanic in them selves and among others and can cause severe accidents.
LOOK FOR A SAFE PLACE immediately. Save yourself before your belongings.
PROTECT OUR CHILDREN and others in the community.
Providing useful and accurate information about the event can ensure that properrelief and assistance is delivered to the community.
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This handout emphasises the importance of promotion activities in DMH and explthe basic elements of planning and preparing promotion strategies and materi
It aims to develop the community facilitators skills in preparing appropriate simple materials for psychosocial support promotion.
This handout emphasises the elements of psychosocial support and care activitiethe community. It attempts to equip the community facilitator with skills in plannand conducting stress management and self-care activities in the community.
Functions of the Local Committee:
BEFORE THE EMERGENCY
Organise training on topics like what is disaster mental health, how to as
in emotional distress after a disaster, for volunteers in the community.
Create a Local Emergency Plan and a community map.
Guide and supervise the work.
Make a list of the human, material and economic resources the commu
Make a list of the resources the community does not have.
Work with other social organisations, such as the aanganwadi, the P
centre, the Panchayat.
Identify the safe zones in your community.
Identify the danger points in the community.
Organise a team to identify the damages and find out needs of the com
Organise activities such as prayer meetings, community feast to stren
among the community.
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DURING THE EMERGENCY
Set up a centre to carry out emergency operations such as rescue, treating injured,
contacting relief organisations.
Help people to safe places or shelters, Search for disappeared persons.
Establish communication system to keep the community informed; take
responsibility to talk to media persons.
Transport the people using the means of transport available in the community.
Help the affected people to reach trained personnel or assistants (medical or first
aid attention and supply of medicines) for assistance.
Set up a team to identify the damages.
AFTER THE EMERGENCY
Prepare a report of the damages, losses in the community.
Initiate the rehabilitation activities. For example, re-building houses and buildingsaccording to the needs of the people.
Organise the community to express their needs and concerns.
Make a vulnerability map to know the number of people with special needs and
transfer them to a PHC or sub centre or doctor.
Encourage the affected population to take part in the rehabilitation and
reconstruction work.
Search help for the reconstruction program
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Support groups
What are support groups?
Support groups are groups of people who share and exchange their feelin
thoughts, emotions and help each other deal with them.
Support groups help survivors recover from the emotional pain caused by disasby talking about similar experiences.
Support groups have the following objectives:
To help people talk about personal experiences related with a personal crisisa disaster event and express their emotions and feelings.
Share similar experiences between members. For example, loss of a fammember
Find ways of solving problems by talking and sharing personal feelings a
emotions.
Develop a bond between people so that they are able to help each other duriand after a disaster.
Support groups can be organized for people who have experienced a disasand vulnerable groups such as:
Elderly.
Women.
Children
Adolescents.
How to organize support groups?
Form groups of 5-10 members.
The scheduled time for each session should be one hour.
Decide when and where the next meetings will be held.
Have group activities that help members to talk about experiences of the crievent. What did they feel? What was their life before? How has it changed?
Help members to recognize expressions of sadness, anguish, and fear. All
members to share it freely without interrupting. Use drawings, theatre, song and dance, prayer and community metaphors
help members express feelings.
Emphasize that there are other people in the group who have similar emotioand feelings.
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You might have these PROBLEMS when workingin groups:
What to do when people do not participate?
If the lack of attention is not causing disturbance for the rest of the people, waittill there is a break or till the work session ends before you speak to the person inprivate and than ask him/ her. Try to do this in a calm and friendly manner so thatthe person is honest with you.
If the lack of attention is disturbing the whole group, you can ask the personpolitely in front of the group if there is a problem.
What to do when the whole group is not participating?
It could mean that the way you are facilitating is boring or tiring or the activities
are too complicated or simple. To prevent this, we recommend that you planactivities that have movement, which are of the level of the group, which lead tohealthy discussion without hurting anyones feeling or humiliating people.It is also suggested that at the beginning of each session, you present the topics
you plan to discuss.
What to do when the group attacks you?
To avoid this situation it is best to clarify in the beginning that the entire group
is responsible for the success or failure of the group. If the group expresses
dissatisfaction:
Allow them to express their frustration, anger, and disillusionment.
Try to direct the problem away from personal attacks and focus on the problem the
group decided to meet for.
Guide discussions towards finding solutions.
What to do when there is not enough time to do all that youhad planned?
If our work agenda is longer than the time available: Establish an order of importance. We will deal with the most important and
necessary items first and if there is time left we will work on the other points.
Have two or more meetings to work on a topic.
Once the agenda is adjusted to the time available then at the beginning of themeeting, ask someone in the group to take the responsibility of controlling the
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time. It is possible that while you are working, you are so busy or involved
directing the group that you may forget the time you have for each activity. person will remind you, in case it is necessary, about the time you have availafor the activity that you are doing.
This does not mean that the person will not participate in the group activity.
Tell the group when the time limit established for each activity has been reacor passed and ask whether they want to continue or stop.
What to do when opinions are different and they end in battabout who is right?
Focus the discussion on the problem at hand and its effect on the group andon one individual.
Remain neutral. Dont take sides.
Stop the discussion. Ask questions to each of the parties and ask them to clatheir doubts or problems.
Remind the group that they should remain neutral and respect the opinion of emember and listen carefully.
Let each member share what he or she understood of the problem and tsuggestions for resolving it.
What to do when an exercise or an activity fails?
This could be due to any of the following reasons:
When the activity does not take place the way it was planned
When it takes place as planned but the group destroys the meaning of the enactivity.
What to do?
Admit in front of the group that the activity has failed.
Identify with the group what were the causes leading to the failure of the actiand thus, avoid a future failure, for e.g., clear instructions were not given,didnt want to participate because it seemed silly to us.
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While working with children:
Ask them to paint the scenes of the disaster. Help them to express their feelings,
through drawings.
Make children understand why the particular event took place, so that they are
able to understand their fears
Use drama, music, toys, and story telling as methods.
Organize cricket matches, picnics and outings to remove children from the
disaster site for a few hours.
While working with Adolescents: Motivate them to volunteer in community activities. For example, taking care
of the younger children, setting up youth clubs against alcohol and substance
abuse, organizing a mela.
Organize sports and cultural activities such as cricket matches, song and dance
competitions where they can participate.
Motivate them to attend school.
Help them to communicate with family and friends.
Give them information about the bad effects of drugs, alcohol and tobacco.
Wh