Community Based

Psychosocial Support
Training Manual
 Table of Contents

Introduction Chapter 3
Psychosocial Training Manual The First Steps in an Emergency
Background. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Getting Organized and Finding a Road Map. . . . 49
Aim and Target Group. . . . . . . . . . . . . . . . . . . . . . . . 4 An Emergency Assessment Checklist .
on Psychosocial Support’. . . . . . . . . . . . . . . . . . . . 57
View on Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Assessments and Children. . . . . . . . . . . . . . . . . . . 60
How to Use the Training Manual. . . . . . . . . . . . . . . 5
Structure of the Training Manual . . . . . . . . . . . . . . 5
Chapter 4
Acknowledgements. . . . . . . . . . . . . . . . . . . . . . . . . . 5
Help the the Community
Mobilise in an Emergency
Chapter 1
Community mobilisation. . . . . . . . . . . . . . . . . . . . . 61
Choose Your Training Approach
Mobilising opportunities. . . . . . . . . . . . . . . . . . . . . 62
In this chapter you will find out about .
how to build a successful workshop. . . . . . . . . . . . 7 Community Mobilisation .
in Emergencies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Understanding the Learning Process . . . . . . . . . . . 7
The Many Advantages of .
Planning and Evaluating . Community Moblisation. . . . . . . . . . . . . . . . . . . . . 64
Your Workshop . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Do No Harm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Working with Participatory .
Training Methods. . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Key Actions to Mobilise a Community. . . . . . . . . 68
Key Actions for Community Self-help .
& Social Support. . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Chapter 2
Read More about Community Self-help. . . . . . . 73
Developing Psychosocial
Support in Emergencies Key actions for Cultural, Spiritual and .
Religious Healing Practices. . . . . . . . . . . . . . . . . . . 75
This is Community-based
Psychosocial Support . . . . . . . . . . . . . . . . . . . . . . . 31 Read More about Cultural Practices. . . . . . . . . . . 77

Facing Danger
– All People React to Some Degree. . . . . . . . . . . 33 Resources
Using Appropriate Psychosocial Terms. . . . . . . . . 35 Manuals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79

Understanding How Disasters Websites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

Affect Communities . . . . . . . . . . . . . . . . . . . . . . . . 39 Books & Articles. . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Examples of Psychosocial Support During
Different Phases of Disaster Response. . . . . . . . 41
Appendix
The Concept of Well-being . . . . . . . . . . . . . . . . . . 42 To Establish a Safe Environment .
Session Plan for the Concept of Well-being. . . 44 and some Common Ground Rules . . . . . . . . . . . . 81

The IASC Psychosocial . Planning and Evaluating Your Workshop . . . . 82

Intervention Pyramid. . . . . . . . . . . . . . . . . . . . . . . . 45
 Psychosocial Training Manual
Introduction and User’s Guide

Introduction CHAPTER CONTENTS

Background
Aim and Target Group
View on Learning
How to Use
the Training Manual
Structure of
the Training Manual
Acknowledgements

Psychosocial Training Manual “It is the supreme art

of the teacher to
Introduction and User’s Guide
awaken joy in
creative expression
Background and knowledge.”
Psychosocial interventions have become increasingly recognized as a valued
Albert Einstein
and important dimension of immediate and long-term disaster response. As
Community Based Psychosocial Approach adds a mental and social dimen-
sion to traditional humanitarian aid, it has assumed considerable significance
as a focus for relief efforts along with material support such as food, water
and shelter.
The foundation of all community based psychosocial work is the belief in the
affected community’s capacity for recovery and resilience as all communities
and individuals have resources and strategies for dealing with difficulties, ill-
ness and distress.

Action by Churches Together (ACT) is a global alliance of organisations com-

mitted to responding to humanitarian needs in emergencies, development and
advocacy. ACT partners have been working together since the mid 90s to
develop methods and material for effective and adequate disaster response.
ACT members’ strong local roots enable the alliance to provide locally
based knowledge, analysis and understanding of emergencies and disasters.
ACT recognises that, as important as identifying vulnerabilities and providing
for people’s immediate needs are when crises occur, a vital component of its
response is recognising the valuable gifts communities in crisis contribute:
coping mechanisms and strategies for survival, skills and strengths, wisdom
and knowledge, and resilience and courage. Strengthening local capacity lies
at the heart of our responses to emergencies. The ACT Alliance coordinates
its global responses to humanitarian crises through the ACT Coordinating
Office (CO), which is based in the Ecumenical Centre, Geneva, Switzerland,
where it is registered as a legal entity.
As actors in humanitarian assistance (and in development work), ACT op-
erates in different arenas and the people we interact with (beneficiaries/af-
fected populations and operational partners) are found beyond the churches’
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Psychosocial Training Manual
Introduction and User’s Guide

constituencies. In humanitarian assistance, we abide by the rules and standards

set up by that arena (IHL, the Principles of the Code of Conduct for International
Red Cross and Red Crescent Movement and NGOs in Disaster Relief, Sphere
standards, and IASC guidelines) to meet the rights and demands of people ex-
posed to natural  disasters  and complex emergencies.

Church of Sweden (CoS) was, as a result of the experiences from the Balkans in
the late 1990´s, asked to take a special responsibility for psychosocial support
within ACT as an organisation with specialised services and to be focal point for
psychosocial issues. As a first step a material was developed to be used as a
­facilitators guide, “Community Based Psychosocial Services – a Facilitators’
Guide”. This guide was developed together with two other member agencies in
the alliance, Norwegian Church Aid (NCA) and Presbyterian Disaster Assistance
(PDA), and a close collaboration on psychosocial issues is still maintained bet-
ween the three organisations to best serve the ACT Alliance.
In 2005 CoS was asked by the Lutheran World Federation/Department for
World Service (LWF/DWS) to build regional capacity and understanding within
the ACT network in community based psychosocial support and to contribute to
a common understanding of the concept. Ten regional workshops took place
during the time span of three years 2006 - 2008.
This Psychosocial Training Manual is produced as a result of widespread de-
mand, both from field as well as head office level, for further trainings on
Community Based Psychosocial Support and the need for tools and techniques
to spread the concept.

Aim and Target Group

This Training Manual is meant to be used foremost by trainers within the ACT-
network who have attended a Training of Psychosocial Trainers workshop. The
aim of the training manual is to serve as a resource for field workers to develop,

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 Psychosocial Training Manual
Introduction and User’s Guide

facilitate and conduct their own psychosocial workshops within their specific work
or regional context. It is not a comprehensive source of information about psycho-
social issues. It is a trainer’s guide for developing locally appropriate training.

View on Learning
Learning is a life-long activity. Everyone comes to the learning situation with a
lifetime of experience, regardless of age. Adults learn throughout their lifetime
and they use their personal experience for learning. Involvement and participa-
tion is fundamental, as well as treating each participant as a competent person.

How to Use the Training Manual

This training manual is meant to be a helping tool for the trainer to develop his
or her own curriculum and sessions for a psychosocial training. It is meant to give
ideas, inspiration, basic facts and central concepts when preparing a basic intro-
duction to Community-based Psychosocial Support.
This manual does not provide the trainer with ready made training modules,
but expects each trainer to develop his or her curriculum and session plan accord-
ing to the specific context and training situation. However, there are examples
given for different kind of sessions.

Structure of the Training Manual

The first chapter, Choose Your Training Approach, provides the trainer with
some basic components for building up his or her own workshop. It gives facts
on the learning process, helps clarify goals and understand the learning process,
and tips on how to actively involve the participants in the training.
The following three chapters: Developing Psychosocial Support in Emergencies;
First Steps in an Emergency: and Help the Community Mobilise in an Emergency
contain compiled material that would be relevant for an introduction to the con-
cept Community Based Psychosocial Support in an emergency setting. Chapter 2
gives some examples on how a session can be built up from the material.
In your specific psychosocial training and according to your context, other top-
ics might need to be included. The last chapter, Resources, lists some Manuals,
Websites, Books and Articles that will help you find material for your training.
There is an Appendix with examples of templates that can be used for evalua-
tion etc.

Acknowledgements
The compilation of the Training Manual is the result of a joint effort by CoS and
PDA. Anna Arnborg was contracted by CoS to write the manual, supported by
Else Berglund, psychosocial specialist at CoS and Kathy Angi, psychosocial
­specialist at PDA.
Most of the material in this manual is derived from Community Based
Psychosocial Services in Humanitarian Assistance – a facilitators’ guide (ACT
2005) and IASC Guidelines on Mental Health and Psychosocial Support in
Emergency Settings (IASC 2007). Other important sources the two manuals on
active participatory training techniques On the Road to Peace of Mind Guidebook
by Nancy Baron (2008) and (in Swedish) Aktiva Metoder – en handbook i att
leda lärande by Sanna Ingelstam-Duregård (Sida 2009). Other sources and valu-
able resources are mentioned in the last chapter.

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Psychosocial Training Manual
Introduction and User’s Guide

The contents and training techniques of the manual were tested at a pilot ACT
Training of Psychosocial Trainers, held at Lukenya in Kenya in September 2009
with the kind support of the Regional NCA Office in Nairobi. Heartfelt thanks
to all participants for feedback and contributions!
Much appreciated is also the approval to use referenced material from Dr.
Nancy Baron, Director of the Global Psychosocial Initiative (GPSI) as well as the
Christian Children’s Fund through Mr Martin Hayes.
Thanks also to Sanna Ingelstam-Duregård (CoS), Mark Olson (Forma Viva)
and Ekotryckredners for your contributions in the final editing of the Training
Manual.

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 Choose Your Training Approach
Understanding the Learning Process

Chapter 1 CHAPTER CONTENTS

Choosing
Your Training Approach
Understanding the Learning
Process
Planning and Evaluating Your
Workshop
Working with Participatory
Training Methods
The IASC Psychosocial
Intervention Pyramid

Choose Your Training Approach

In this chapter you will find out about
how to build a successful workshop
-- by asking WHO - focusing participants and get an orientation on adult learning.
-- by asking WHAT – clarifying goals and understand the planning process.
-- by asking HOW – the training approach and participatory training methods.

Understanding the Learning Process

Participants are central
The participants are the session’s most precious resource. There are often
participants with important and valuable experiences who can contribute to
­every­one’s learning. It is a good thing to try to make use of these experiences.
Using the word “we” when speaking about what is planned for the session is
an easy way to get the participants to feel involved.
It is important to be aware of the participants’ motives as well as their ex-
pectations and apprehensions. By familiarising oneself with the participants
in advance it is easier to adjust the level and the methods to the target group.

Participants’ worries regarding attending the workshop might be about…

-- The level being too high or too low.
-- The content not being relevant or meaningful to them.
-- Having to challenge their preconceptions and alter
their knowledge, values and actions.
-- A fear of not feeling comfortable with the methods used.

It is usually most successful to make the participants active early in the ses-
sion, for example, by exploring their expectations and apprehensions and/or
their experiences and existing knowledge. The more you know about the par-
ticipants the better. This information can be collected in advance or early in
the session. In advance this can be done through application forms, learning
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Choose Your Training Approach
Understanding the Learning Process

Exercise: contracts, a mail (electronic or paper) survey of registered participants, or a brief

Identifying Concerns, telephone interview if the number of participants is small. Instructors can also
Expectations and Goals ask participants to list the skills, experience, and positive characteristics they
A. Each participant is to write bring to the learning environment. This information can be used for curriculum
his/her concerns and
expectations on post-it development.
notes and thereafter put Try to find out about the participants: age, gender, professional positions, re-
them on a communal flip
ligion, culture, traditions, values, level of education, motives to participate, ex-
chart. The post-it notes are
to be read out loud either - pectations and needs, previous exposure to and depth of knowledge about the
by the trainer or by one subject to be discussed
participant.
B. Each participant will write
his/her personal goals in a Create a Safe Learning Environment
personal notebook. - We can learn and interact if we feel comfortable and safe. The most important
At the end of the training
program the participant will task for the trainer is to create a safe environment where participants feel relaxed
be able to review whether and free to contribute. It is crucial to have the participants focused by involving
these personal goals have them in activities and discussions. Making eye contact (if culturally applicable)
been achieved.
and using their names helps to make participants feel more comfortable. Asking
questions can be daunting for some participants. Note the body language of the
participants and if they have a disinterested look ask them if they have under-
stood.
Agreeing on common rules: Are there any rules for learning? Reflection is often
done in discussions. Therefore it can be useful to establish some common
ground rules that everyone can agree to in the beginning of a learning activity,
session or course. Here are some examples:
-- No one owns the truth
-- It is acceptable to admit mistakes and uncertainty
-- We listen respectfully and with full attention
-- Use “I” – not “one” or “we” when sharing personal experiences
-- One person at a time speaks and it is not permissible to interrupt
-- Jokes and laughter are good

In living up to the ambition of keeping the participants active it is important to

be conscious of giving everybody space regardless of gender, disability or ethni-
city. One also has to be observant of encouraging and asking for experiences
from “the quiet ones” – and not just the active and talkative.
It is also necessary not to underestimate the participants’ need to interact with
each other. The facilitator’s relationship with the participants is less important.
We can quote this well known saying from the classroom: “The best teacher is
the one whose students say: We did it ourselves.”
Tips for the Trainer in building a safe environment: Show respect for the
learner’s individuality and experience.
-- Be sensitive to the language you use so that learners are not
inadvertently offended.
-- Be open to different perspectives.
-- Adopt a caring attitude and show it.
-- Treat the learners as individuals rather than as a group of people who are all alike.

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 Choose Your Training Approach
Understanding the Learning Process

Adults…
-- Decide for themselves what is
important to be learned.
-- Need to validate the
information based on their
beliefs and values.
-- Expect what they are learning
to be immediately useful.
-- Have substantial experience
upon which to draw.
-- May have fixed viewpoints.
-- Significant ability to serve as a
knowledgeable resource -
to the trainer and fellow
learners.

Meet the Challenges of Adult Learning

Learning is a life-long activity. Adults can and do learn throughout their lifetime
ant they use their personal experience for learning. All previous experiences af-
fect an adult’s ability to learn. Adults learn best when the knowledge or skill they
are trying to acquire can be used directly in meeting a present need or responsibil-
ity. They tend to learn faster whenever the subject under study relates to specific
problems drawn from actual experiences. Adults want to learn through involve-
ment and participation.
Adults are more apt than children to learn from each other and from sharing
their experiences and they learn best in settings where they are treated as compe-
tent persons. Enthusiasm and commitment of the facilitator help motivate the
trainee. Adults may feel agitated, tense, confused or frustrated by the learning
process. A single adult can learn in many ways, and different adults learn differ-
ently. It is therefore very important to reinforce the notion of learner responsibil-
ity in the instructional process.
The value of personal experience: Everyone comes to the learning situation
with a lifetime of experience, regardless of age. The lifetime experiences of each
learner are different from those of others. Lifetime experiences also include
misconceptions, biases, prejudices, and preferences. In other words, some of
what people think they know is actually wrong. At the same time an adult’s
experience is who he or she is. So if an adult’s experience is not respected and
valued, it cannot be used as a resource for learning. Adults experience this omis-
sion as a rejection of their experience and as a rejection of them as persons,
which negatively affects learning, and their contribution to the group.
Information that goes into the participant’s memory will likely be remembered if
learners practice remembering the information soon after they process it. Therefore,
it is important to provide opportunities in the session for review and remembering
by means of activities like written summaries or time for reflection etc
Perfectly natural to ask: Adult learners are motivated to learn when they have a Adults Have “Wants” -
need to know. They want to know how the instruction will help them and often in the Following -
ask themselves the following questions: Four Areas:
-- What’s in it for me? 1. To gain something.
-- Why do I need this information? 2. To be something.
-- How can I relate this to my previous work? 3. To do something.
-- How will I benefit from it? 4. To save something.
-- How can I make use of it in a practical, real way?
-- How will it help me be a better person or professional?

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 Generalization
Choose Your Training Approach
Understanding the Learning Process

Experience

Application Reflection

Generalization

Turn Learning into a Changing Process

The main idea of learning is to change people’s knowledge, attitudes and skills.
A successful learning is therefore a process with different stages. This can be
understood and explained as a process of four stages. Usually we start in the
experience phase, but it is possible to start the process from any stage.

The facilitator should: Experience: This is the stage where learners share experiences. The experience
help the learners think critically - phase may also be structured to enable learners to “do” something. “Doing”
to draw conclusions that might includes a range of activities, such as participating in a case study, role play,
apply to “real life.”
simulation or game, or listening to a lecture, watching a film or slide show,
practicing a skill, or completing an exercise.
Reflection: In this stage, learners reflect on the activity undertaken during the
experience stage. They share their reactions in a structured way with other
members of the group.
They may speak individually, in small groups, or as a full learning group to
process the activities which they have experienced. The facilitator helps the
learners to think critically about the experience and to talk about their feelings
and perceptions, and he or she highlights similarities among the learner’s reac-
tions. The facilitator should also help the learners highlight how the learners can
connect between what they have experienced and how they can move toward
drawing conclusions.
Generalization: In the generalization stage, the learners form conclusions and
generalizations that might be taken from the first two phases of the cycle. The
facilitator should help the learners think critically to draw conclusions that
might apply to “real life.” This stage is best symbolized by the following
questions: “What did you learn from all this?” and “What more general
meaning does this have for you?”
Application: After learners have formed some generalizations, the facilitator
should guide the learners into the application stage. Drawing upon conclusions
reached during the generalization stage (and previous stages), learners can
begin to incorporate what they have learned into their lives by developing plans
for more effective behaviour in the future. Techniques used to facilitate the
application stage can include action plans, reviewing each other’s action plans,
formulating ideas for action, sharing action plans with the whole group, and
identifying additional learning needs. The facilitator assists during this process
by helping learners to be as specific as possible.

10
 Choose Your Training Approach
Understanding the Learning Process

Deal with Different Learning Styles

We are all different and have different strategies for acquiring new knowledge.
There are several theories and models that describe different learning styles and
“intelligences”. A person can have one learning style that is dominant while hav-
ing access to several others. A person’s preferred learning style can depend on the
situation or the purpose of that which is being learned. That means that an indi-
vidual’s learning style can vary depending on the situation.
This, of course, has consequences for planning and facilitating the learning of
adults in a group. It is most likely that all of the learning styles will be repre-
sented and if one wants all of the participants to be involved – one also has to
plan learning that stimulates different learning styles. One way to describe learn-
ing styles is to identify preferred stages of the learning process: some of us like to
reflect and others like to act.
Here follows another way of describing the different learning styles. ‘When I hear, I forget
Visual learners prefer, enjoy, or require: Graphic illustrations such as graphs or When I see, I remember
crosstabs to explain data; handouts, graphs, maps, films, outlines, colour codes When I do, I understand’
to highlight salient information; maps to find their way on the subway or while Chinese proverb/saying
driving in a new city; written material to study new concepts; wall charts that
display points to be remembered; written outlines; drawings or designs to
illustrate overhead presentations; sitting “up close” in a presentation in order to
see the presenter’s face, gestures, or visuals; taking notes during a lecture;
instructors to repeat verbal directions.
Auditory learners prefer, enjoy, or require: A verbal presentation of new
information, such as a lecture; group discussions to hear other points of view or
practices; fast-paced verbal exchanges of ideas; a good joke or story that they
can repeat for others; verbal cues or pneumonic devices to help them remember
information; music at the beginning or during transitions in a training setting;
words to accompany a cartoon; oral reports of working groups.
Kinesthetic learners prefer, enjoy, or require: Hands-on experience to learn a
task; gestures while making a point; role play exercises over discussion groups;
shaking hands when meeting or greeting people; movements such as rocking or
shaking a leg during a lecture; trying new things without a lengthy explanation
of the activity; frequent breaks; regular opportunities to change seating or room
arrangement; “just doing it” rather than talking about it.

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Choose Your Training Approach
Planning and Evaluating Your Workshop

Planning and Evaluating Your Workshop

Clarify Goals
In planning a session the most crucial questions are:
WHAT issues should be raised?
WHY should they be raised?
And WHO are the participants?
From the answers to these question comes the question HOW?
One ought to think about and formulate the goals of the activity.
Important questions to ask oneself as facilitator are:
What do I want to achieve?
What questions do I want to arouse in the participants?
How do I intend to develop their thinking?
What attitudes do I want to promote?
What are the participants supposed to take with them?
The goals should be formulated based on what the participants are expected to
achieve. It is definitely not the same thing to teach as to learn. Learning is not
only about facts.
True learning is a combination of:
-- Evidence-based facts and experiences
Curriculum Development -- Attitudes and values
Establish overall purpose, goals -- The ability to implement and take action.
and objectives of the training.
Select content to be included in When putting up goals you should try to address all these aspects of learning,
the curriculum.
as well as to keep the participants in focus.
Organize the content and
determine what can be taught Examples of how to express goals are:
together as one lesson.
Order the lessons 1, 2, 3…etc. -- The participants should have received an orientation on…. (facts)
sequentially. -- The participants should have reflected upon… (values)
Prepare written lesson plans -- The participants should have practised a method for…(action)
with clear goals and objectives.
Choose training methodologies
that go along with what is taught Develop Your Curriculum
in each lesson.
Determine the time needed for A curriculum provides the overall framework for a training course. The overall
each step in each lesson and fit in goals and objectives are tailor-made for each training group. In advance of the
to the overall time allotted. training, trainers put extensive time into the design of a curriculum. Once the
Build in ongoing assessment to
verify student learning.
overall design is made then it is broken into sequential steps. Each step becomes
End each lesson a lesson that has its own plan with specific goals, objectives, teaching method-
with prepared summary ologies and timing. Each lesson teaches a small amount of knowledge or skills
of important points and connect to
but when it is strategically placed with other lessons forms the steps to fulfil the
next lesson.
End full training with prepared overall goals of the curriculum. (See Box on Curriculum Development.)
summary of key points leading to
goals. Fit the needs of the group: Each workshop requires a specialized curriculum to
Ensure that all lessons include how fit the needs of the group. A curriculum should be adapted according to the
the learning will be applied. participants’ needs and prior knowledge. This can be achieved through an
Include methods for trainer and
assessment of the individual participants of the up-coming workshop.
student evaluations.
Based on the information of the assessment, the length can be determined.
More time is required if the participants are expected to learn something new as
well as teaching the new information to other groups in their own setting where
they become the trainers.
A group of lessons strategically placed together into a curriculum creates a
whole that is far greater than each of its parts.

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 Choose Your Training Approach
Planning and Evaluating Your Workshop

Keep to essentials: Choosing the content of the curriculum is a major challenge Questions
for trainers. How can you decide what content is essential and should be to Use to Assess
included in the curriculum? As example, in an emergency situation, it is most a Curriculum Outline
advantageous to only teach essential basic emergency response rather than After completing the
workshop plan, use the
overwhelm trainees with trying to learn skills that require more time and following questions to review
supervision than is available (IASC MHPSS 2007). the design. If the answer to any
of these questions is “no,”
A common problem for new trainers is that they try to train everything they
consider revising the workshop
know about a certain topic in the time allotted. There are many things that can design.
be taught about any topic, learning to focus only on what is essential for trainees Are all uninterrupted presen-
to learn is a challenge. Trainers learn to not waste time on things that are nice to tations less than 15 to 20
minutes in length?
know but have no purpose. A useful metaphor is that training must hit the center Does every session include
of the Bull’s Eye like in target practice with a gun or bow and arrow. Preparation activities that have participants
and practice teaches trainers how to hit the center or the Bull’s Eye with their talking and doing, rather than
just listening?
training. Are both morning and
afternoon breaks included?
Essential to Are the equipment and
know materials needed for each
session appropriate (for the
participants) and cost-effective
Interesting (given available resources)?
to know Is time included for a mid-point
and final evaluation of partici-
pants’ learning, engagement and
Useless to satisfaction?
know

The Value of Why

Bull´s eye, illustrated. It is helpful for trainees to
repeatedly ask each other
“WHY?” when one of them
Ideally, the number of orientation workshop participants ought to be maxi- trains. They quickly learn that,
“WHY?” is an essential question.
mum 20 to allow for meaningful engagement of all participants in both plenary
“WHY” train this and not that?
and small group sessions. Training is not about what
trainers want to teach but rather
Plan your time: Time management and time planning is a must. Participants what is essential for their
value keeping to the schedule, start, breaks and finish. It enables them to use participants to learn.
their energy in an optimal way. Ensure the timing for the training and follow-up
is adequate and cannot lead to misunderstandings that are potentially detrimen-
tal or even dangerous.

Location and furniture is also to be considered. Where will the training be held?
The location may alter the possibilities of certain exercises. The positioning of the
furniture inside the classroom will affect how the participants will perceive the
training environment.

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Choose Your Training Approach
Planning and Evaluating Your Workshop

Example: 5-day Psychosocial Workshop

This is an example of an overall agenda for a 5-day workshop held as a part of
a regional capacity building project on Community-based Pychosocial Aproach
(CBPA) for experienced staff of ACT member organisations around the globe.
A vital part of this training was to give participants opportunities for practical
exercises.

Monday Tuesday Wednesday Thursday Friday

07:00 – 8:00 Breakfast Breakfast Breakfast Breakfast Breakfast
8:30 – 10:15 Thoughts for the Thoughts for the 7:00 Departure Thoughts for the day Thoughts
day Inauguration day Presentation on for the day
Introduction to Field visit Wednesday’s work Active listening
Workshop Reactions to Working in a
traumatic structural manner
events
Resilience
CBPA Support

10:15– 10:35 Coffee/Tea Coffee/Tea Coffee/Tea Coffee/Tea

10:35 – 12:30 Expectations & Gender Self Care and Stress Implementing
Contribution Life span Management CBPA in your
Objectives perspective Community own context
Introduction to HIV/Aids Assessment Presentation on
Facilitators’ Guide Conflict implementation
management of CBPA

12:30 – 13.30 Lunch Lunch Lunch Lunch

13:30 – 15:00 Presentation of Group work: Case Studies Conclusion of

participants’ CBPA Attitude, Simulation exercise workshop
context Approach,
Activity

15:00 – 15:20 Coffee/Tea Coffee/Tea Coffee/Tea Coffee/Tea

15:20 – 17:00 CBPA Overview Entering Presentation Evaluation

a community Preparation of on Case Studies Concluding
Code of Conduct Preparation field visit Reflection Session
for Field visit presentation
Conclusion of Day 1
Preparation for
Case studies

19.00 – Dinner Dinner Dinner Social and Cultural Dinner

Evening

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 Choose Your Training Approach
Planning and Evaluating Your Workshop

Put Together a Session Plan

A session plan is a simple plan of a session’s organisation which includes: goal
and purpose, the session’s different activities, materials needed and time sched-
uled for each activity. It is much easier to improvise if one is well prepared. This
plan is for the trainer only – and not to be communicated with the participants.
The planning should allow for:
-- Values and different perspectives
-- Concrete examples
-- Theories (facts, research)
-- Application and tools/ideas on how to take action
-- Reflection and dialogue (including encouraging questions and criticism)
-- Participation and interactivity (including exchanging experiences)
-- A balance and variety when choosing methods
However well you have planned the session you still have to be aware of the
needs of the group and be prepared for the unexpected. The plan may have to be
abandoned if the participants so desire it or if it is necessary for some reason dur-
ing the session. Without abdicating leadership and responsibility for the process
you should give the participants an opportunity to influence, to a certain extent,
the content and methods.

Example of a Session Plan

Session title
Goal and purpose:
- Participants shall have an orientation on the concepts…
- Participants shall have practised the method…

Heading Details/Content Method Material, Time, est.

equipment
Introduction Presentation of me. Overhead with 10
The issues to be content
raised. Rules (such as
participation)
Presentation of the
participants

What do we Exchange of Buzz groups Flip chart 15

know? experiences Joint reporting (for central
back concepts)
Discussion

Presentation of Information, facts Flip chart/ Computer 10

current research PowerPoint projector
PowerPoint
- handouts

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Choose Your Training Approach
Planning and Evaluating Your Workshop

Example: Detailed Planning of Sessions

The beginning of a workshop will set the style for the rest of the coming days. A
very detailed plan for the first sessions of a 3- or 5-day workshop is a good idea,
especially if a team of trainers are conducting the workshop, so that each one
knows exactly who is doing what when and for how long. This is an example
taken from the ACT pilot Training of Psychosocial Trainers that was held in
September 2009.

Time Contents Who Method Handout:

Session 1 Opening, Introduction, Interaction Exercise Presentation Schedule
09.00-10.45 Welcome Dialogue General information
5 min Self introduction (name, country, All Group ‘Safe Environment’
5 min organisation, job focus) All Exercise ‘Ground Rules for
10 min Practical information A participants’
Goals & objectives of workshop A ‘Tips for Trainers in
10 min Goals & objectives of trainers A building a safe
5 min Daily schedule A environment’
10 min Discussion on “safe environment” B ‘Group Work – Being
10 min Participants interview each other B a Team Player’
10 min Discussion on teambuilding B
10 min Ground rules B
Identify concerns, expectations and goals A
10 min a. for the course
10 min b. personal
5 min Volunteers for “Eyes and Ears” A
5 min Name tags A

Total 105
10.45-11.15 Teabreak

Session 2 Origin, Purpose, Lecture ACT CBPS

11.15-12.30 Context of MHPSS in Emergencies Guidebook
10 min Background of ACT and IASC MHPSS IASC MHPSS
B Nametags
20 min ‘Get to know each other’ exercise B
30 min Introduce ACT A
15 min CBPS in Emergencies A
ACT Guide, IASC Guidelines
Total 75

Session 3 Writing exercise for monitoring and Writing

12.30-13.00 evaluation purposes. Part 1 of 2. (Part 2 of Exercise
2 will take place on Day 9.)
5 min Introduction A
25 min Writing
Total 30
13.00-14.00 Lunch

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 Choose Your Training Approach
Planning and Evaluating Your Workshop

Plan and Remain Flexible

It is important to always keep in mind your final goal: what is it you want the
participants to have gained by the end of the workshop; what change in knowl-
edge/attitudes/behaviour do you want them to exhibit?
Knowing how much to include in a workshop is a matter of experience. It is
often useful to carefully prepare the very key items that you want to present, and
make sure that there is time for those. Then have other topics for discussion or
presentation prepared that may or may not be used depending on how quickly or
slowly the group moves.
Be flexible: Be ready to spend more time than you planned on key topics if it is
clear the group needs more time to work through ideas or needs more time to
practice; it is better to do a few things well than to speed through the entire
curriculum and “lose” the group. If most of the group seems to understand and
is ready to move on, but a few still seem confused or unsure, meet with them
over breaks or in the evening to spend more time with them to ensure that
everyone understands the key concepts and skills.
On the one hand, be flexible enough to go with the group if something not
planned seems important to them to work with. However, also continue to focus
on that final goal: is the diversion helpful in reaching that goal? If it is just an
interesting conversation but doesn’t contribute to reaching the goal, suggest that
it be moved to a lunch or evening discussion.
Reflect: Make it a routine to ask yourself at the end of the day: What are your
general comments of the day? What worked well? Elements you would change?
Room for improvements? Or choose other similar questions.
And finally, enjoy the workshop, the participants, and the new things that you
will learn from them!

Evaluate and Draw Conclusions

Evaluation of a pedagogical activity can be done on different occasions and may
therefore result in providing different information. It all depends on what one
wants to know. Therefore it is important that the activity, session or course has a
clear goal and purpose on which the evaluation is based. The facilitator should
allow time for the participants to suggest improvements. Suitable questions could
be: What was good? What can be done better? How?

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Choose Your Training Approach
Working with Participatory Training Methods

More evaluation tools Evaluation done within or very close to the end of an activity will give informa-
Day by Day Evaluation tion on how the participants perceive the activity right then and there. It is good
– Template: see page 84 to do on-going evaluations, as well as exercises about lessons learnt, during the
Personal Reflection – activity and not necessarily only at the end. This can be done individually or in
Template: see page 84
groups. Sometimes it is done only for reflection and kept secret, and sometimes
Simple Evaluation Form –
Template: see page 84 it can be shared with others.
Advanced Evaluation Form – The main method to evaluate when participants are asked to fill in a form is
Template: see page 85 often used in the end of a workshop as a feedback to trainer. Evaluations can also
(to be used at the end of longer
workshop)
be done after an individual presentation (to evaluate the performance), or after
Simple Evaluation Form for
a group work (or teamwork).
Individual presentations –
Daily afterthought: It as also good to do your own evaluation (as a trainer)
Template: see page 86
after each day and pose this questions to yourself: What are your general
Reflection on Teamwork –
Template: se page 29 comments of the day? What worked well? Are there elements you would
change? Is there room for improvements?

Working with Participatory Training Methods

Establish a Participatory Approach
Participatory training arises from the needs, interests and objectives of all par-
ticipants, not those of the trainer. Participatory training is learning that builds on
the experiences of participants. Equal value is placed on the life experience of
Do’s women and of men. Dialogue among trainees and between trainees and the fa-
-- Try to place participants so they cilitator is central to participants acquiring new knowledge and skills. They
can easily interact. share their experiences, analyze them collectively, and draw insights.
-- Rather place the chairs in a semi
In participatory training, trainees generate their own knowledge through ac-
circle than in rows
tive participation. They take responsibility for their own learning. Participatory
-- Make sure it does not take too
long to change the seating training is practical in day-to-day life and living. Clear and conscious attention
arrangements - is paid to the transfer of learning from the training event to the real life situation.
if chairs need to be re-arranged Participatory training requires the creation of a suitable learning environment.
for group work. It distracts
participants from the task. Trainees are accepted as they are and feel psychologically safe to experiment and
take risks.
Don’ts
Therefore you should actively involve participants early and often. And use a
-- Try to avoid placing the chairs in
rows where participants cannot
variety of methods in each session to keep interest and motivation high. By
easily see each other. changing the class structure into full class, small groups, pairs, individual - ac-
-- Try to avoid using tables. - cording to task - this can be ensured. Through reflection and interaction with
Tables can become obstacles for others, individuals as well as groups build new knowledge and competencies.
interaction.
By handing out the lesson plans/schedule will give the participants a sense of
-- Try to avoid standing at a
podium or standing/sitting
structure, overview and inclusion.
behind a table when leading - Some more tips: Use relevant visual aides to illustrate points. Bring in guest
a group.
speakers to share different perspectives, answer questions, or provide “real-
world” feedback. Use small group or hands-on activities, reading, writing,
discussion and questions to get participants out of the passive mode. Design
one or more breaks and small group discussions daily to give participants a
chance to stretch and network.

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 Choose Your Training Approach
Working with Participatory Training Methods

Working with Participatory Training Methods

Preparation: Mannerisms:
Clear lesson plan (Goals? Objectives?) Moving body gently

Prioritize contents (What? Why? For Whom? Slow hand movements below
How?) the face – not frantic ones all over

Preparing notes and flip charts in advance will Manage your stress and anxiety
assist in being organized and clear

An easy smile

Class interaction: Speaking in a lively enthusiastic easy to

hear, not too fast not too slow tone of
Show interest in your audience (By meeting the voice
participants with enthusiasm and curiosity will create
a good base for learning.) Charm and occasional humour

Be flexible about questions and comments Content:

Ways to respond to incorrect answers from the Illustrations, models, films, pictures
audience –Do not say ‘You are wrong’ and move on. (comics and photos) can facilitate
Rather highlight the issues raised that have correct participants’ learning.
contents and then try to explain why their point was
incorrect and lead them towards the ‘right’ answer.

If only 1-2 people are responding to your questions Caution about inappropriate use of
redirect the attention by asking a question that all are slang terms that are culturally specific
to respond to by going in order around the room or other inappropriate language
giving the opportunity for others to participate in a
natural way. If participants have given the same
answers ask them to add another answer and
continue around the room.

If one person is dominating sitting in the centre, Show passion for your topic and
move the focus by moving yourself. be open to presenting different
perspectives

When you as the trainer do not know the answer, Use and relate to your own expe-
turn the question to the participants. riences

Show enthusiasm and present different perspec- Use concrete examples and connect
tives of the topic. and relate them to theories (facts and
research).

Invite participants to active participation through Present applications and tools in

asking them to contribute with questions, comments order to further the discussion
and challenges.

Ensure you have eye contact with all of the Logistics:

participants continuously – if this is appropriate
according to cultural context. Do not set your eyes Time keeping is vital
on one or a few participants. (This is an easy pit fall if
some participants show agreement of what you are
saying.)

Avoid turning your back to the participants or Make sure the location is adequate for
speaking turned to the flip chart you have already the workshop, both for plenary sessions
written. and for group work.

Leading questions are not advisable, ie ‘This is very Make sure you have all the material you
good, isn’t it?’ It would be better to pose open need for each session.
questions such as ‘What do you think about this
issue?’

Enjoy the interaction! Breaks and meals need to be timely.

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Choose Your Training Approach
Working with Participatory Training Methods

Participatory Training Tools

BRAINSTORMING
Brainstorming is a method for generating ideas. It involves focusing on a word,
concept, or problem, and then coming up with as many ideas or solutions as pos-
sible. Brainstorming sessions are free and open sessions in which there is no
criticism of ideas. Sometimes brainstorming is used to help participants begin
thinking about a particular topic or issue. Other times, brainstorming sessions
are intended to result in the selection of ideas for further analysis, or the selection
of “best solutions” to a problem. Try to quote the participants as closely as pos-
sible in order to avoid instilling your own wordings and interpretations.
Post-Brainstorm: Comment, add to, and develop the issues that have been
raised. Group, categorise, and analyse the issues that have been raised.
Prioritize and evaluate the issues that have been raised.
It is important not to value the input while it is given, neither negative nor
positive, as it might “lock” the participants and make them less creative.
Strengths: Brainstorming is an effective way of getting participation in a
non-threatening environment. It is an effective means of generating lots of ideas
with large groups. Brainstorming also encourages creativity and “thinking
outside the box.”
Risks: Brainstorming requires a strong facilitator who can establish a non-
threatening, uncritical environment, and keep the session on course. One or
two individuals can dominate the session. The facilitator should plan how
everyone, both male and female participants, will be encouraged to participate.

“Learning is directly BEE HIVES

proportional to the Open and free discussions in smaller groups of 2-4 participants. The groups
amount of fun you discuss a topic, question or event, for example: What do you know about this...?
What are your experiences on this...? What does this mean to you? What is the
are having.”
most important and interesting about this...? How would/could you apply it?
Anon
Strengths: Many different aspects are raised. All participants have the oppor-
tunity to share their own individual experience and knowledge. Participants
have the opportunity to see issues in a different light.
Risks: One person dominates the group and does not allow other participants
to speak.

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 Choose Your Training Approach
Working with Participatory Training Methods

DISCUSSION
Large group discussion is a way of generating ideas and sharing experiences with
all of the participants. In a workshop setting, discussions are structured around
specific topics or issues. The trainer/facilitator leads the discussion by posing a
series of questions to the entire class.
Tasks for Trainer:
1. Start with a search for basic facts that everyone is likely to know.
2. Move on to questions that are more complex and require learners to
interpret facts and use knowledge.
3. If the discussion flounders, draw the attention of the group back to
yourself by assuming responsibility for an unclear question.
4. If no answer is forthcoming, give a trial answer yourself and ask partici-
pants to comment on your answer.
5. Acknowledge all answers and ideas put forth by participants to let them
know they have been heard.
6. Frequently summarize the group’s work either verbally, through pictures
and diagrams.

Strengths: By posing appropriate questions, the facilitator can direct and

encourage learning, leading the exploration of a subject rather than relying
exclusively on telling. Discussion is an effective way of generating ideas and
sharing experiences. Participants can learn from each other and take an active
part in the learning process. Good questioning techniques can draw shy women
and men into the discussion. The responses of participants help the trainer/
facilitator to assess existing knowledge and decide if additional activities are
needed. If used effectively, this method stimulates thinking and actively involves
all members of the group. It facilitates adult learning enabling all learners to
describe their experiences and express their opinions. It is a useful method to
get participants interacting with each other early in a training.
Risks: Discussion in large groups (e.g., more than 15) is difficult. One or two
people may dominate the discussion if they are more articulate or more aggres-
sive than others. The trainer must provide opportunities for all to speak. There
is a danger that all the dialogue will be between the trainer/facilitator and the
trainees, rather than between and among the trainees themselves. A skilled
trainer/facilitator is needed to help trainees interact with one another, not just
with the trainer/facilitator. Inexperienced facilitators can fall into the trap of
posing questions to a few favourites who can be relied on to give correct
answers. Care must be taken not to embarrass anyone. Some participants may
choose not to speak, or some may not engage seriously in group discussion.
Risk characters:
Monopolizers, people who must be the center of attention.
-- Prove it, people who play this game challenge the leadership.
-- Talkers, people who talk incessantly.
-- Try to make me, these people have only a partial commitment to the group
and the process.
-- Intellectualizers, all is on the head level; no emotions.
-- Yes, but…, people who find a problem with every solution or suggestion.
-- People falling asleep.

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Discussion and Facilitation skills

Explain the facilitation role to the group Try to remember reflective listening.
members. Clarify that you are not the authority Show that you are trying to understand
with all the answers. The facilitator’s role is just to and to help the person clarify and
organize the group so that all members can fully evaluate his or her feelings. Add to the
participate. A clear structure will help the trainer to depth of what is said by the participants.
redirect participants who wander off the topic.

Feelings are not right or wrong. They simply are. For effective listening it is important
Participants must be encouraged to express their not to argue, interrupt, judge, give
feelings and to accept the feelings of others advice or jump to conclusions.
sensitively and respectfully.

Be patient and take one step at a time. Remember when people are telling their
stories and revealing their hurts, the
trainer/facilitator needs to respect
them. This is holy ground.

Stay on the topic. Give opportunity for all group

members to actively participate but
push no one.

Be very aware of your own body language and Keep time

read the body language of group participants.

Become involved in the discussion process. Deal with group arguments – summa-
rize, comment, move forward

Share the time equally. Correct incorrect factual information

but without diminishing participation
A group never becomes a community unless (This can be done by first summarizing
participants develop the habit of deep respectful what the participant has said, thereafter
listening to one another. saying ‘this information could be correct
Silence is good. It is important for facilitators not in certain circumstances, however in this
to rush in when there is a silence. The facilitators circumstance…etc, or asking others in
must learn that it is not necessary to fill every the class if this is their understanding as
silence. well.’)

Reflect, summarize, repeat, accentuate key Summarize key learning at the end.
learning that lead to goals.

ENERGIZERS
At times when you as the trainer notice that the participants are getting tired the
energy levels can be raised with energizers, such as song, dance, a game, a stretch,
yoga, breathing exercise (all appropriate to culture). Energizers should be easy to
instruct and quick to do – not to divert the attention and focus for too long.

“ Coming together GROUP WORK

is a beginning. The power of the group together is greater than that of the individual alone.
Keeping together Creativity increases in groups that function democratically. The greater the op-
portunity for discussions – the more understanding increases.
is progress.
A group of 3-6 people is the ideal size to enable everyone to take part. The
Working together
trainer should give clear instructions about the task, the estimated time as well
is success.” as if and how the group shall report their findings. Choosing someone from the
Henry Ford group at random to report forces all of the members to be involved. Several short
group tasks and discussions are preferable to a few long sessions.
You should give clear instructions to the groups on what they are to do, how
much time they will have, provide the questions they are to consider, and explain
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Working with Participatory Training Methods

if and how they are to report back to plenary. Instructions may be written or oral.
If groups are to respond to a set of questions, these should be written either on
flipcharts or on instruction sheets for each group. One may facilitate by giving
the participants something practical to gather round: exercises may need materi-
als such as flip charts, post-its, pencils and tape.
The trainer should be on hand to answer questions or to clarify during the
group work. It is recommended that the facilitator circulate listen and, if needed,
support the process. Moderate the groups to ensure that no one is dominating
and all people are included in the discussion.It is also a good idea to remind the
groups when there are a few minutes left until reassembling.
One way to get new ideas into the group is to send one or two participants to
another group while they are working.
Reporting group work can be done in different ways such as:
-- have each group tell one lesson learnt or question
-- Have the groups work with different questions to be presented
back to large groups
-- Have the groups report verbally using flip charts, or by putting
the papers on the walls like an art exhibition where the participants
walk around and study the papers.
-- Have the groups meet in pairs to present their findings
-- Have the groups report in new groups with representatives
for each of the original groups.

Teamwork, a more complex group work, is described later in this chapter, see
Advanced tools.

LECTURE
In this method, an individual delivers a lecture or speech to the participants.
Materials: Different aids can be used such as flip charts, diagrams, pictures,
power point presentations, etc.
Tasks for Trainer:
1. Prepare the lecture well ahead of the session, clearly linking it
to learning objectives.
2. If applicable, prepare handouts and decide when they will be
distributed.
3. Prepare and present a challenging and stimulating introduction.
4. Explain how the lecture is related to the learning objectives.
5. Conduct the lecture.
6. Provide an opportunity for questions from participants.

Strengths: A great deal of information can be presented quickly and in an

organized and systematic way. A good lecturer can stimulate and inspire
learners, and encourage further study and inquiry. The lecture does not require
printed materials or high literacy levels.Large numbers of persons can attend.
Risks: Learners play a passive role, and there is not much scope for an exchange
of ideas or participation. Only the lecturer’s ideas or points of view are present-
ed. Facts can be distorted.
Dynamic lecturers are rare. It is easy to lose the audience. It is difficult to gauge
the impact of the lecture on the learners.

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Aids and Presentation Tools

HANDOUTS
Repetition is key in adult learning and with handouts participants are able to
reconnect with what has been taught. Handouts help to make sure that everyone
has the same knowledge level of a certain subject. Ensure that correct informa-
tion is distributed. If the lesson is complicated then a handout can clarify and
reiterate what is being explained. Timing of passing out handouts is also impor-
tant, if they are handed out too early it may influence the participants’ thinking
or it may also distract the participants from what you are saying as the trainer.
Handouts are especially important when the training is done through a transla-
tor. If the handout is translated – make sure it is correct!

FILMS
A visual film may accentuate a certain point you are trying to convey. In this way
the learning will be through visual aids as well as auditory aid.

FLIP CHARTS
Well organised even colour coded flip charts prepared in advance are an excellent
way to keep trainers organised as well as make it easier for the trainees to follow
what is being taught. It is also important to find the balance of not writing too
much on the flip charts. One advantage of flip charts is that they can be written
during the presentation. Some outlines can be done in advance to be filled in dur-
ing the session. Although be wary of not turning your back too much from the
group.

POWER POINTS
PowerPoint presentations have become popular, but might not the best option as
compared to flip charts. If you use a PowerPoint, make sure it is easy to follow.
An overworked PowerPoint presentation often loses its content as well as the
participants’ interest. And a distressed trainer dependent on a broken machine
or without electricity can be disconcerting for the trainees.
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 Choose Your Training Approach
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Advanced tools List of

Essential Elements
EDUCATIONAL POSTERS Needed to Design an
To create and present an Educational Poster can be the perfect complement or Educational Poster:
replacement to written materials, especially in areas where the literacy rate is low. • Clarity and simplicity
• Culturally appropriate
The pictures on the posters can, if appropriately designed according to context,
• Contextually relevant
local culture and/or tradition, transfer the same message as the written brochure. • Picture should give the
Both positive and negative messages can be used in a poster. However, it is es- message, not words.
sential that the positive message is clearly marked as positive and the negative • Positive messages are
preferred
message clearly marked as negative. • Negative messages must be
Important to note is that participants need not be good at drawing to create post- marked clearly as negative.
ers. Simplicity is often preferred when it comes to educational posters. • Have the target group in mind

Task for trainers: Participants are to design their own educational posters on an
optional topic relating to MHPSS. For example, how to teach health officers to
incorporate MHPSS into their work. Participants need to think of a target
group, goal of task (what message does the participant want to transfer?), size
of images, colours, clarity of message.
Posters are to be anonymous, as this will give an added value when giving feed-
back. The ‘designer’ will remain silent and anonymous when feedback is given.
The ‘designer’ will only after all the feedback is given identify her/himself and be
given the chance to explain the poster’s message.
Participants are asked to hang their posters around the classroom. The trainer
goes through each poster together with the class giving constructive feedback.
1. The person who designed the poster will remain anonymous
2. Trainer asks the class about their constructive feedback
3. The ‘designer’ will comment on their own poster
4. Trainer summarizes and adds to the constructive feedback
5. The trainer and the class will create a list of essential elements for educa-
tional posters.

DRAMA
Drama and role play have things in common. Both involve two or more people
playing a role in a story, in which they portray a situation that is fictional but
resembles situations that those watching and taking part might easily find them-
selves in. But there are also important differences.
A drama is prepared beforehand and usually has a storyline with a clear begin-
ning and end. A group of actors present the drama to an audience. The words
spoken by the actors may have been written down in detail, in the form of a
script; and the actors will have rehearsed the drama before presenting it to an
audience. Those presenting the drama may be professional actors or may have
been selected from among the audience who will see the drama.
Strengths: It uses both visual as well as audible tools to convey a message
which enables the audience to connect to the message in more than one way.
Risks: The message is misunderstood and the audience leaves confused.

ROLE PLAY
A role play uses the acting of roles for the purpose of learning by simulating real
situations. A role play is a structured situation in which participants act out a
lifelike situation, including actions, attitudes, feelings and behaviour.
There are various types of role plays, ie. simple role plays, in which a small
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Choose Your Training Approach
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group performs before the observers; two persons role play two different sets of
Role Play characters and then interchange their roles; multiple role-play in which different
as a learning tool
groups enact the same situation.
• Makes you learn how to
improvise A role play usually takes place in the context of a training session. The “ac-
• It makes you feel tors” do very little, if any, preparation beforehand. They are selected, or volun-
• Makes it easier to visualize the teer, from among the participants in the training. They are told by the trainers what
real situation role they will play and will be given an outline of the situation to be portrayed.
There is no script. In some cases, all the participants in the training may have
a chance to play a role; in other cases, some participants will remain as an audi-
Role Play ence. Role play can be filmed by video camera and then re-played to those com-
as a teaching tool
munity members who are interested to watch it - serving as a focus for and
• Simplifies the material
stimulating further discussion.
• Active participation
• Attentiveness Strengths: By simulating real life problems participants have the opportunity
• Visualise issue to not only reflect over, but also to enact these issues and empathize with those
• Promote creativity affected.
• More control
Risks: Some participants may find it difficult to make a distinction between real
• Mentoring is important
life and role play.
• Feedback
• Chance to redo.
Learn by repetition. Teamwork
• Practical To work in a team is a more advanced method than group work. It can be used
in longer, more complicated exercises such as problem solving or even a real task
that is to be done. The interaction of the group is crucial to how the results will
be. It is therefore very important to take time for introduction, guiding, facilitate
and evaluate the teamwork.
TEAMWORK AND ITS POTENTIAL PROBLEMS
A conflict is not necessary a bad thing. A conflict can in fact deepen the understanding
of a certain issue and enable people to work on their compromising skills. However,
the conflict may become a problem when it cannot be managed and/or resolved.

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Working with Participatory Training Methods

Potential problems within teamwork

One person dominates the group Lack of respect

Lack of contribution Criticism

Lack of concentration Balance of Power/ Power structures (Do you

feel free to talk/contribute in the group?)
Differences in responsibility – unbalanced
distribution of tasks Diversions from topic

Everybody takes initiative and talks at the Lack of dynamics

same time – or everyone is passive
Meeting environment/place

Cultural and/or religious differences Language barriers

Misunderstandings (between group members, Different backgrounds

or different understanding of the assignment)
The feeling of exclusion
(language, private examples)

Lack of confidence People taking credit of other people’s work.

Unclear division and separation Prevention and/or Management of conflict

of group roles

Gender Respect the dignity of others

Unclear goals and objectives Respect each others customs

Time management (Some need a lot of time Avoid being demanding of others
to prepare, and some may need less time to
prepare Inquire carefully to understand
rather than judging

Timing – showing up to meetings Use ‘I’ statement rather than accusatory

‘You’ statements: ‘When you do X, it makes
me feel…

No one taking responsibility Be patient with the process

No commitment to the task Use neutral outsider if needed

‘Know-it-all’s – those who believe they know Know yourself

the topic better than the rest of the group
Show recognition to others

BEING A TEAM PLAYER – IMPORTANT ATTITUDES AND BEHAVIOUR

Honest: Honesty and trust are essential elements in positive teamwork.
Encouraging: Encouraging others and maintaining a positive attitude will
minimize conflict and strengthen those who doubt themselves. Be aware to
bring all of the group members into the process. Not all members may be
outspoken verbally, but may have great ideas if given the space and time to
share them.
Supportive: When something goes wrong, a natural tendency is to point out
who is at fault. But a real team player holds back from blaming others, even
when they make mistakes. Instead, point out the positives and learn from
possible mistakes. Anyone can make a mistake so instead focus on correcting
the problem and moving forward. Recognize and accept that all team members
have strengths and weaknesses. Remember, you too have strength and weak-
nesses.
Patient: If there is something you disagree with, listen first and comment
thereafter. Be wary of not dismissing other’s ideas straight away. You may learn
something!

27
Choose Your Training Approach
Working with Participatory Training Methods

Collaborative: Collaboration is the key to success. You should try to meet the
challenges as a team not individuals. Consider different viewpoints and com-
promise when need be. Give your suggestions as well as be open to others.
Remember not to give up under difficult circumstances but just come together
and refocus on your goal.
Committed: People need to know they can depend on you. When you make
any type of promise or commitment, keep it. When you keep commitments, it
shows that you respect others. Being on time for your meetings, for instance,
shows that you don’t want to waste the other group member’s time. In the
process, others are more likely to treat you the same way.
Communicative: Failure to communicate often leads to conflicts, and the group
may become confused, disappointed, and sometimes even angry. Good commu-
nication supports positive and effective group work. Do your part to minimize
conflict by engaging in open communication and fostering an atmosphere of
mutual trust and respect. Remember to listen (you have two ears and only one
mouth).
Enthusiastic: Try to spread enthusiasm among the team members even during
the most difficult challenges. Remember, enthusiasm is contagious.  
Remember: Each individual brings specialness to the team, and an effective
team can identify those strengths and work with them the best way possible!
SAMPLE EXERCISE – REFLECTION ON TEAMWORK
This exercise will be made in three steps:
A. Self reflection
A. Team reflection
A. Feedback to each individual team member in rotation
What you discuss/share in your team should be confidential – not to be discussed
with others outside the team. No report back to the group.
A. You will spend 10 minutes to reflect by yourself
on the following questions:
1. How did we work as a team?
- Was there a good division of work?
- Was it balanced? Equal?
- Did we have a good content in our presentations?
2. How did the team/ individual team members encourage me?

28
 Choose Your Training Approach
Working with Participatory Training Methods

3. How did the team/ individual team members discourage me?

4. How did I encourage the team/ individual team members?
5. How did I discourage the team/ individual team members?

B. You will spend 10 minutes in the team to reflect

on the following questions:
1. How did we work as a team?
- Was there a good division of work?
- Was it balanced? Equal?
- Did we have a good content in our presentations?

C. Rotation: You will spend 10 minutes on each team member for feedback
1. These are the things you did well…
2. These are your contributions to me/ the team…
3. These are areas for improvement…

Icebreakers
SOCIAL INTERACTION EXERCISE: GET TO KNOW EACH OTHER
Participants are divided into pairs and are to interview one another:
-- Favourite and least favourite place
-- Favourite and least favourite book or film
-- Favourite and least favourite food
-- Each participant is to present the other persons answers. Answers are
disclosed in full class.
SONG WRITING EXERCISE
Participants to be divided into groups of four for song writing exercise. Topics
are to be picked by groups. Groups are to work on this task at own time. To be
presented two-three evenings later. The objectives are to enable participants to
interact through experiential learning and to familiarize participants with each
other.
SAMPLE EXERCISE: QUESTIONS AT RANDOM
Questions are cut into separate notes with one question per note. Each partici-
pant draws one question out of a bowl. Participants are to ask their question to
each participant of the workshop. Trainer then sticks one sheet of paper per par-
ticipant up on the wall with one name per sheet. The participants will write down
the answers they have received of each participant. In this way a map of each
participant will be set on the wall and everyone will share some information of
their background, hobbies, social network etc.
Examples of subjects/questions: Your favourite subject in school, a wild
animal from my country, a hobby I have, your longest friendship, your child-
hood home, how many siblings and your place in the sequence, children, your
hero/heroine, childhood pets, how do you show stress, what frightens you, how
do you in your culture encourage each other, a hidden skill, one thing you
would bring to a desert island, how you relax, mother tongue, etc

29
Choose Your Training Approach
The IASC Psychosocial Intervention Pyramid

MIRROR EXERCISE
Have participants pair off with new partners and stand face to face. Tell Partner
A to begin to move and Partner B to try to imitate their movements like the re-
flection in a mirror. After a few minutes, have partners switch roles so that
Partner B leads the movement and Partner A follows.
Did you prefer to lead or follow? (Most participants say that they enjoyed
leading because it was easier than following.) Point out that listening is like this
exercise of following someone’s reflection. You don’t know what your partner is
going to do next and you need to be watching each move to be sure you follow
correctly. You do not tell your partner where to go - you follow where you are
led.
Be attentive: In the same way, when listening to someone, you need to be open
to what that person is saying, paying careful attention to his/her communica-
tion, both verbal and non-verbal, without judging or assuming he/she feels the
same way you do. If you are able to listen in this way, you will help the person
express true feelings and help him/her find the best solutions to the problems
being faced.
At the end of the manual you will find sources and inspiration to this chapter.
See sources pages 79 – 85.
Read more: Manuals, examples, etc., see Resources page 81.

30
 Developing Psychosocial Support in Emergencies
This is Community-based Psychosocial Support

Chapter 2 CHAPTER CONTENTS

Mental Health and

Psychosocial Support
in Emergencies
This is Community-based
Psychosocial Support
Facing Danger – All People React
to Some Degree
Using Appropriate
Psychosocial Terms
Understanding How
Disasters Affect Communities
Examples of Psychosocial
Support during Different
Phases of Disaster Response
The Concept of Well-being
Session Plan for
the Concept of Well-being

Developing
Psychosocial Support The Concept of
Psychosocial Support

in Emergencies The concept of ‘psychosocial

support’ is something that is
relatively new. In the 1990s,
mental health experts responding to
In this chapter you may read about effective ways of helping emergencies in varying cultures
a community regain its strength and bounce back after realized that the medical model of
a disaster. You will find answers to questions such as: individual needs is both impractical
and harmful in emergencies. Most
-- What happens to the community when disaster strikes?. people in a given culture will cope
-- What kind of reactions are to be expected among individuals afflicted by the crisis?. with emergencies with little or no
-- How can the community contribute to recovery? help from the outside if their
community and family relationships
-- How should support adapt to the different phases of a crisis? can be supported.
-- How can Do No Harm prevent unnecessary conflicts with the community?

This is Community-based Psychosocial Support1

A community provides a physical environment and foundation for safety, liv-
ing, work, education and health-service. But it also furnishes a social and
psychological foundation for individuals and families. This function of the
community becomes obvious in emergency situations.
Psychosocial support adds mental and social dimensions to the traditional
concept of humanitarian aid. Our understanding of psychosocial support is
built on the knowledge and awareness of the need to provide psychological
and social support to people involved in disaster situations. To meet the needs
of people during traumatic experiences, it is essential to create venues where
people can meet and share experiences and spiritual life.
Psychosocial support is community based.  It is not individual psycho­
therapy.  This work is facilitated through the efforts of the affected population
and by working with existing programs whenever possible.  It is about help-
ing communities to regain their connections, their voice, their wisdom and
resources so that they can decide about their future.  Through psychosocial
support, communities determine their common goals so that they can care for
their own people.
1 Action by Churches Together (ACT), ‘Community Based Psychosocial Servicet in
Humanitarian Assistance – A Facilitator’s Guide’, May 2005; Chapter 2. 31
Developing Psychosocial Support in Emergencies
This is Community-based Psychosocial Support

Action by Churches
Together (ACT)
– an introduction
ACT is a global alliance of
organizations committed to
responding to humanitarian needs
in emergencies, development and
advocacy.
The 137 members of ACT come
from 117 countries of the world
and are members of the World
Council of Churches or Lutheran Belief in People and Their Ability to Recover Together
World Federation. The member
The foundation of all community-based psychosocial work is the belief in the
organizations are bound together
by common goals and common affected community’s capacity for recovery and resilience. Therefore, the chal-
values. ACT members all follow the lenge to the psychosocial worker is to assist the affected people and facilitate
Code of Conduct of the ICRC, their efforts to regain their full functioning by building on their strengths. This
SPHERE standards, IASC guidelines,
strong standards on Sexual work must have a rights-based perspective also for children and be clearly gen-
Exploitation and Misconduct, and der sensitive.
on Humanitarian Accountability.
It is also necessary to recognize that relief workers themselves are strongly af-
Within the ACT Alliance, there are
numerous subgroups. Most
fected by the sights they see and the stories they hear. These workers must not be
subgroups are regional forums permitted to become victims of their own experiences.
which are geographically linked.
These forums work together in
responding to regional needs, The Objectives of Community-Based Psychosocial Work
coordinating their work and their When entering into an emergency situation it is important to have well-defined
appeals to donor organizations.
Other subgroups are in specific
objectives. The primary goals of community-based psychosocial work are:
topics where member organiza- -- to assist affected people to attain stable life and integrated functioning
tions share their expertise in one -- to restore hope, dignity, mental and social well-being and a sense
subject. Church of Sweden,
of normality.
Presbyterian Disaster Assistance
and Norwegian Church Aid have Awareness and knowledge of these objectives must be present at all levels of
been working together since 2001 aid work, including donor organizations, implementers, local partners and field
and form the core of the
Psychosocial Advisory Group. staff. This can be achieved by conducting training programs and by building on
There are also working groups on local resources.
Gender, Protection, Climate
Change and so on.
Although psychosocial support is
Every Emergency Has Unique Dimensions
part of the overall Mental Health, Different groups have different needs at different times. Four dimensions affect
ACT does not generally work in
the psychosocial aid process:
specialised mental health services
requiring psychiatric treatment and 1. Attitudes and approach: the ethics and spirit of psychosocial support.
medication.
2. Preconditions and obstacles that occur in the circumstances
of the specific disaster, when and where it is located, the impact
of the type of disaster.
3. Awareness of a long-term perspective.
4. Culturally specific methods of coping in the affected society,
including the appropriate timing.

32
 Developing Psychosocial Support in Emergencies
Facing Danger – All People React to Some Degree

Facing Danger – All People React to Some Degree

In a frightening, horrific situation, all people react to some degree. It is necessary
that we react to danger. It is protective that we react. Traumatic situations,
whether they be natural events such as a flood or man made such as conflict are
the type of dangerous situations that normal healthy people react to. However,
the ways in which people react, the things that they react to and the aftermath of
these reactions vary from person to person.
A horrific event or situation is one in which a person or a loved one is in danger
of great harm or death. The event is not something that the person has the power
to control or to stop. It is beyond the person’s normal experience and so the event
is very frightening.
People react to such disastrous events in different ways, depending on a num-
ber of circumstances. The resources a person has allows some people to flee or
ask for help while others are more powerless. Having a phone, transport, friends
and family, the money to pay for food and shelter all help to manage difficult
experiences. Some people have experience in managing very difficult situations
which allow them to manage the present situation. A person’s health, both phys-
ical and mental, influence how they respond to terrifying situations. All of these
factors contribute to the reactions that people experience and how they respond
to the situation.
As time passes: People also have different reactions over the days and weeks
following a disaster. Though all people react to danger, some react with a
greater number of symptoms and some with fewer symptoms. Some people
react only briefly and then return to normal functioning. Others have a delayed
reaction to the events. Still others have ongoing reactions (Norris, F. 2009)2. By
far the largest number of people, as much as 70%, will have all reactions
disappear over time without the help of anyone other than family and friends.
The kind of reactions that people have varies from one person to another and
from one culture to another. It is common that different cultures have different
ways of expressing stress, fear, grief and so on. Following, you will find a chart
that shows many different reactions to life-threatening events. There is no right
or wrong, brave or afraid, good or bad in these reactions. They are simply reac-
tions that have been described by people who have had horrific experiences.

2 Norris, F., Tracy, M.& Galea, S. (2009). Looking for resilience: Understanding the
longitudinal trajectories of responses to stress. Social Science and Medicine, 2190-2198.

33
Developing Psychosocial Support in Emergencies
Using Appropriate Psychosocial Terms

Common signs and signals of an individual’s reactions to stress

Physical Cognitive Emotional

”Flight, fight, freeze”; Blaming someone Anxiety

Seratonin and cortisol changes Confusion Guilt
Shock, numbness Poor attention Numbing
Nausea Poor decisions Grief
Exhaustion Poor concentration Denial
Muscle tremors, aches Memory problems Panic feelings, startle response
Twitches Hypervigilance Emotional shock
Chest pain Nightmares Uncertainty
Rapid heart rate Intrusive images Depression
Headaches Poor problem solving Apprehension
Weakness, Fatigue Difficulty calculating Intense anger
Dizziness Poor abstract thinking Irritability
Profuse sweating Difficulty identifying Agitation
Elevated BP objects or people Loss of emotional control; out-
Hair loss bursts
Apathy Euphoria
Chills Obsessiveness
Insomnia

Relational Behavioural Spiritual

Withdrawal from family, co-work- Change in speech Questions about faith
ers, colleagues Withdrawal Self-blame
Withdrawal from Emotional outbursts Guilt, survivor guilt
organizations and affiliations Accident proness Anger at God
Withdrawal from Potential for violence Anger
social and faith-based affiliations Suspiciousness Realization of vulnerability and
Isolation Loss or increase of appetite mortality
Stigma, racism, sexism, media Startle response Withdrawal from faith and
response religion
Alcohol consumption
Secondary injuries from friends, Concern about hereafter
Inability to rest
family, social and professional Questions about good and evil
institutions contribute to additional Pacing
Questioning God
stress Change in sexual functioning
Comfort in knowing deceased
Unemployment or underemploy- Periods of crying
is with God
ment Proneness to accidents
Redefining moral values and
Discontinuation of educational Recklessness intangible priorities
goals or lack of motivation to
attempt Non- specific bodily Promising, bargaining and
complaints challenging God during times
Community involvement or
Hyper-alert to environment of distress
lack of Political involvement
Ritualistic behaviour Coping with fear;
Institutional involvement with:
Social Security, VA, criminal justice, Homelessness (extreme Searching for meaning and
federal agencies, FEMA, etc. reactions) hope;
Criminal behaviour; Concern about vengeance
incarceration justice and forgiveness;
Substance abuse Spiritual “awakening” or
strengthening of faith and
religion
Relying on faith and prayer

34
 Developing Psychosocial Support in Emergencies
Common reactions to stress

Using Appropriate Psychosocial Terms3

It is commonplace for aid agencies, the media and advocacy networks to reflect
on the psychological consequences of disasters as this assists them to commu-
nicate the overall human impact of the crisis to others. While it remains essen-
tial that such messages are not diluted, the ways we communicate these con-
cerns to others, and the terminologies we use, can either help or hinder the
dignity and respect of children, adults, families and communities affected by
the disaster.
When communicating with non-specialists, terminology should be used in
ways that are:
-- Understandable and non-clinical.
-- Normalising of common reactions to extremely challenging situations.
-- Reflective and reinforcing of the ability of people to deal with and
overcome difficult situations.
-- Acknowledging and strengthening of existing social support mechanisms
within families and communities.
-- Reflective of the collective and structural nature of causes and responses
to distress.
-- Empowering and do not lead to stigmatisation of people in distress.

3 Examples of terms to be avoided unless appropriately used in a technical/clinical

capacity by personnel qualified in mental health care. Source IASC MHPSS 35
Reference, Group Interagency Guidance Note for Mental Health and Psychosocial
Support in the Haiti Earthquake Emergency Response, 2010.
Developing Psychosocial Support in Emergencies
Common reactions to stress

Choosing proper terms

Examples of Examples of
recommended terms (√) terms to be avoided (x)

Distress, anguish, tormented, or overwhelmed Trauma

Psychological and social problems.
Alternatives include:
-- Emotional and social problems
-- Emotional and developmental problems (for children)
-- Can also add descriptions such as ‘severe or serious’
emotional and social problems.
-- Problems can also be replaced by similar words such as
‘effects, difficulties, reactions’ etc.
-- Mental health problems to describe those with prolonged
and relatively excessive reactions
If possible, it is good to explain that most people will be
extremely upset, but a small minority will have extreme
reactions where they are unable to function

Terrifying/life-threatening/horrific events / devastation Traumatic events

Distress or stress Trauma

Psychological and social effects of emergencies

Reactions to difficult situations Symptoms

Signs of distress
Problems

Distressed children or adults (with normal reactions to the Traumatised children or

emergency/disaster) traumatised adults
Severely distressed children or adults (with extreme or
severe reactions to the emergency)

Mental illness or disorder Crazy, mad

Note: this should only be used for the minority of ­population
with a confirmed mental disorder, not for
the vast majority with normal reactions

Structured activities , community social support etc Therapy, counselling,

Note: This refers to psychosocial supports provided by treatment
communities or focused non-specialised supports, not
specialised services

Survivors Victims, the unfortunate

36
 Developing Psychosocial Support in Emergencies
Common reactions to stress

Families and Communities Moderate

the Effects of Disastrous Situations
People live in networks of people composed of families, communities and cul-
tures. Families teach their children, protect their members and comfort and sus-
tain each other. Their importance in the lives of people is paramount. Communities
and cultures support the function of families through providing for common
needs such as education. They organize the formation of new families through
traditions of marriage, land ownership and economic systems. Families, commu-
nities and cultures are the means through which human relationships are orga- The Inter Agency
nized. Standing Committee
(IASC)
When crises occur, it is the family that is the first resource for the affected The Inter-Agency Standing
population. The familiarity of family relationships provides great comfort in the Committee (IASC) is a unique
face of danger. Children who remain within their families show fewer signs of inter-agency forum for
coordination, policy develop-
stress and distress than children who are separated from their families. Families
ment and decision-making
are better able to care for their elderly and disabled members than a program involving the key UN and
created by strangers. non-UN humanitarian partners.

Communities and cultures support the functioning of families in their midst. In The IASC was established in
June 1992 in response to United
crises, it is the cultural understanding that helps persons make sense of the cur- Nations General Assembly
rent events. Culture also provides a sense of belonging to a particular group, Resolution (46/182) on the
linking families and individual to a larger whole. There is a common language, strengthening of humanitarian
­assistance. A second resolution
history and beliefs. When all else is chaos, people know who they are and who (48/57) affirmed its role as the
are ‘their people’. primary mechanism for
inter-agency coordination
Communities and culture bring people together to advocate for the needs of the
of humanitarian assistance.
people, providing a function that individuals cannot do themselves. Community
Under the leadership of the
leaders represent families and individuals to acquire needed help and supplies. Emergency Relief Coordinator,
Together, community members provide help for each other while families and the IASC develops humanitarian
markets and schools get reestablished. The very process of helping a neighbor policies, agrees on a clear
division of responsibility for the
heals some of the helplessness that is so common in disasters. various aspects of humanitarian
assistance, identifies and
addresses gaps in response, and
When Disasters Strike, Families advocates for effective
and Communities Are Disrupted application of humanitarian
principles.
Disasters wreck havoc in the lives of people. Normal family routines for income
More information:
generation, childcare and support are not possible. Markets do not provide the
www.humanitarianinfo.org
supplies needed to continue daily life. Employment becomes disrupted.
Community activities such as education, health care and protection for residents
are not functioning.
At times, the problems are local such as flooding. Other times, the problems are
elsewhere, but an influx of displaced people into the community disrupts the lo-
cal community. Infrastructure such as roads, communication networks, hospi- When communities
tals, police and schools become overburdened or damaged, making them ineffec- and cultural groups
tive at serving the community members. are displaced…
there is a chance that they will
The community and family networks that provide support and care for people begin to lose the very character-
are disrupted and unable to function properly. Family members are separated, istics that provide basic order
and meaning to life
increasing fear and stress for all. The essential roles that people play in the family
such as childcare or income producer are suddenly lost.
Extended family and neighbors that may help to fill in during times of stress are
themselves stressed. Children, adults and the disabled who were previously sup-
ported and protected now become vulnerable. They are stretched at times be-
yond their ability to care for themselves in ways they have not done before.
As these disruptions spread to the wider community and over time, there is also
a disruption which is often overlooked. When communities and cultural groups

37
Developing Psychosocial Support in Emergencies
Participatory Presentation Skills

are displaced, there is a chance that they will begin to lose the very characteristics
that provide basic order and meaning to life. Burial, grief and mourning prac-
tices that support and comfort the living and the dead cannot be implemented.
Spiritual practices that help comfort and give meaning to irrational events are
lost in the confusion and disruption. Even the place, the location of the family
and culture over generations can be lost, giving way to a sense of being discon-
Primary Objectives nected.
of the IASC
Responding to Disastrous Events
-- To develop and agree on
system-wide humanitarian
Always Begins with the Community
policies Each person is part of a network of relationships that have raised, comforted,
-- To allocate responsibilities educated and given him / her a place in life. The most powerful tool for helping
among agencies in humanitarian the individual through difficult events is his /her family and community.
programmes
-- To develop and agree on a When approaching the chaos of a disastrous situation, the first step is always
common ethical framework for to listen and assess what has happened. Ask numerous people, coordinate with
all humanitarian activities others and take a quick inventory of the needs, resources and gaps in the com-
-- To advocate for common munity. Mobilise the community to gather information, locate people with skills
humanitarian principles to
parties outside the IASC
as well as those who need assistance.
-- To identify areas where gaps in The community knows better than any outsider what needs to be done and
mandates or lack of operational how to do it. They know who are the most vulnerable amongst them. It is also
capacity exist
true that everyone in the community has something to contribute.
-- To resolve disputes or disagree-
ment about and between Work with the community to make plans and implement them. Participatory
humanitarian agencies on decision making strengthens the community. By working together its ability to
system-wide humanitarian support families and individuals builds and can be guided to include even those
issues.
who in the past may have been marginalized. Build into the planning opportuni-
ties to listen to the recipients, monitoring and evaluation of the effectiveness of
the programs and the possibility to adjust for a better fit.
Normalizing the reactions that people have to disastrous events helps them to
move on with constructive responses rather than creating a greater helpless-
ness.

38
 Developing Psychosocial Support in Emergencies
Understanding How Disasters Affect Communities

Exercise – Map Community Resources Using a Diagram

Understanding How Disasters Affect Communities

Visualising how a community might be affected by a disaster will help partici-
pants understand the impact of the loss of individuals. To make a simple drawing
of the individuals in a community on a flipchart, and to tell how the different
individuals make a community will help in this process.
Directions for Use of Community Diagram:
1. Draw an imaginary community on a flip chart. Above is an example.
People can be represented by X and Y or by stick people. Distribute the
people over the age ranges with more children than adults and fewer
elders as is typical in a normal community.
2. Using lines of color A, connect people together in family groups, including
husband and wives, parents and children, grandparents, brothers and
sisters etc.
3. Give the people a role in the community such as farmer, doctor, teacher,
shopkeeper, mechanic, police officer. Roles should be those essential to the
functioning of a normal community. Using lines of color B, connect the
people together who are served by the roles – doctor with patients, teacher
with students, etc.
39
Developing Psychosocial Support in Emergencies
Understanding How Disasters Affect Communities

4. Now, you have an imaginary working community. Imagine that a disaster

strikes (flood, HIV and AIDs, conflict). Tear through the imaginary
community on the flip chart. Fold back parts of the community or cover
them with other paper. These are the people who are missing or dead as a
result of the disaster.

Discuss with the class the results of the disaster on the community.
1. How will the children be cared for?
2. Where will people get medical care?
3. What will the family do for income if the father is gone?
4. How will the community bury its dead if the elders and
the spiritual leader are gone?
5. Who will teach the cultural traditions?
6. Look at the support systems for individuals in the community.
Who are the people they depended on in the past?

What adjustments do they need to make to move ahead?

40
 Developing Psychosocial Support in Emergencies
Examples of Psychosocial Support
During Different Phases of Disaster Response

Examples of Psychosocial Support

During Different Phases of Disaster Response
The list below presents a variety of psychosocial approaches and activities.
The approaches that are appropriate will vary with each situation.

Pre-Disaster Preparation for International Organisations and Local Commu­nities The Four Phases of
Disaster Response
Training and education of staff. Development of a staff care program,
1. Pre-Disaster Preparation
education, support and post-disaster care.
for International
Development of a psychosocial back-up Integration of psychosocial awareness into Organisations
and support organisation. other disaster-related sectors (health, site and Local Commu­nities
development, water/sanitation). 2. Acute Emergency Phaser
3. Non-Acute Emergency Phase
Acute Emergency Phase of Disaster: 4. Development Phase

Assure basic needs: water, food, shelter. Maintain gender balance when identifying
local staff, in order to recognize needs and
Prioritize psychological and medical needs. strengths of all target groups. Take special
Keep families together and reunite families care for elderly, children, psychologically and
that have been separated. medically vulnerable. See to it that there are
safe spaces for women and children to
prevent abuse.

Treat every person with dignity; respect Provide support on-site if possible.
human rights.

Limit length of support to 3 months in harsh Practice conflict-prevention, peace-build-

situations. Enforce compulsory short-term ing and reconciliation.
leaves.

Non-Acute Emergency phase

Prioritize the establishment of schools for Create possibilities for recreation,

children. This is an important psychosocial tool. playgrounds for children, organised sports,
and social activities for elderly.

Provide venues for meeting in safe circum- Identify agents for peace and reconciliation.
stances where sharing and processing Include capacity-building
experiences can take place. of informal community leaders, women
This is of special importance for people whose leaders and local staff in the programs.
voices are often not heard, such as women and
children.

Provide information about the overall Create possibilities to practice spiritual life
situa­tion, especially on stress and normal and worship.
reactions.

Include local participation in camp organisa- Help with legal issues such as rights of
tion and building. asylum and land-tenure.

Implement staff care: Defusing and/or debriefing if needed.

Development Phase

Assess psychological needs. Create and offer Build supporting systems in cooperation
the possibility of participating in groups for and participation with local people, using
sharing and processing experiences and traditional cultural ways of coping and dealing
develop coping skills. Debrief in groups and with difficulties and distress.
individually. Special care of referrals to therapy
of those with developed psychiatric syndromes Encourage reconciliation work; identify
and chronically psychiatrically ill. Create agents for peace, create venues for opposing
networks for psychological support. sides to meet.

Support community development: foster Offer education and training programs:

capacity building towards self-governance and Practical skills towards economic indepen-
collective decision making skills. dence (data and IT, sewing, agriculture,
language etc.)

Increase the awareness in different areas that Ensure education and awareness of the
are found to be a problem: i.e. mines, international humanitarian law including
HIV & AIDS. human rights.

Psychosocial support benefits from a multiprofessional approach and thinking. 41

Develop systems and networks at every level.
Developing Psychosocial Support in Emergencies
The Concept of Well-being

The Concept of Well-being4

The well-being of an individual as well as for the community depends on to what
extent their needs are met. By considering what the affected population pin-
points as their needs and by assessing the knowledge and skills of the affected
population one can avoid what emergency programmes have failed to include in
the past. Previously, the main part of emergency work focused on the physical
and material and excluded the psychosocial components (or focused solely on
the psychological and/or psychiatric). By acknowledging that the physical, mate-
rial and psychosocial are inter-related in the goals of any programming the well-
being of the affected population have the chance to be met to a greater extent.

Biological Material

Pa
rtic
Safety

ipation
Emotional Social
Well-
being

Mental Spiritual

Cultural

D e vel o p m e n t

Safety, Participation The Domains of Well-being

and Development
Safety, participation and development are three essential issues necessary to ad-
are three essential issues
necessary to address in dress in promoting the well-being of a population. Within these issues are seven
promoting the well-being aspects that are highly inter-related and it would be difficult to place them in a
of a population. hierarchical order;
Biological aspects of well-being can include respiration, hydration, nutritional
intake and the overall functioning of the body. Emergency responses might
include water and sanitation, nutrition, public health, and medical services.
Material aspects of well-being can include roads, vehicles, tools, equipment,
the structures in which people live and work. Emergency responses include
shelter and transport.
Social aspects of well-being. Membership and participation in a social or
cultural group is integral to the identity and daily functioning of most people.
The disruption of social functioning typically undermines well-being. Enabling
an affected population to regain, as much as possible, their normal social
functioning can improve well-being. Emergency responses might include social
activities, gatherings, facilitating communication between people etc.

42 4 JohnWilliamson & Malia Robinson; Psychosocial interventions, or integrated

programming for well-being? Intervention 2006, Volume 4, Number 1, Page 4 – 25
 Developing Psychosocial Support in Emergencies
The Concept of Well-being

Spiritual aspects of well-being. It is important as an aid worker to have some IASC Guidelines
level of understanding of a population’s spiritual beliefs and religious practices on Mental Health
because these relate directly to their emotional well-being, normal social and Psychosocial
functioning and the restoration of cultural integrity. Enabling a population to Support
The first MHPSS activities
resume its traditional religious practices can be an important part of their
in an emergency setting
recovery. In relation to cultural aspects of well-being, the following operational -- The goal of mental health
considerations could be mentioned. and psychosocial support is to
-- How do the spiritual beliefs of the population influence their ability to cope build on and strengthen
existing social supports
with loss and distress?
– focus on the positives,
-- To what extent are people able to carry out their normal religious practices? not on the deficits.
-- What roles, if any, has religion played in creating or mitigating conflict? -- IASC Guidelines uses the
Emergency responses might include facilitating spiritual practice, appropri- expression mental health
and psychosocial support
ate rituals for deaths, births and marriages. rather than psychosocial
Cultural aspects of well-being. Culture involves learned patterns of belief, support alone. This reflects
the integrated approach and
thought and behaviour. It defines how things are supposed to be for us. Culture mandate of the Reference Group
makes life and its stages more predictable, and enables a society to maintain and avoids privileging one group
itself. A culture also develops, adopts, or adapts the tools, types of shelter, to another.
transportation, and other physical items needed to maintain itself. It defines -- Minimum response refers to the
key actions, the first things that
standards of beauty, both of things and of people, and prescribes acceptable and need to be done either from
unacceptable ways to express emotion. It defines what behaviour is considered within the affected group or by
normal or abnormal. A culture evolves and changes over time, but not always outsiders such as government,
NGOs, INGOs, etc., to be
easily or smoothly
conducted even in the midst of
Cultural patterns of belief and behaviour may generate conflict, for example an emergency to mitigate its
within a society or between societies as competition for limited resources be- impact on the affected
population.
comes more intense.
-- The minimum responses,
Those who work with a emergency-affected population need a working knowl- which are presented in the
edge of its culture(s). They need some understanding from the population’s per- 25 Action Sheets, reflect the
experience and insights of
spective of what was the norm and what is now current practice. Those who in-
people working in the field; they
tervene need to consider these cultural norms in relation to the current context are based on a review of existing
and its opportunities and constraints. guidelines, consultation with
field workers in different
The changes in cultures that come as a result of an emergency may not always contexts, expert consensus on
be bad. In some cases there are opportunities to help a population change tradi- best field practices, research
tional practices that are harmful to some members of a population, particularly evidence, existing practical
manuals and inputs from agency
ones that can violate the rights and well-being of women and children. Emergency colleagues and experts.
responses might include cultural activities, music, dance etc. The Guidelines are based on the
principle that affected populations
Emotional aspects of well-being. One must feel well in order to truly be well.
have the right to life with dignity
Family and friends create the social structures that provide the emotional as articulated by the Sphere
well-being. Emergency responses could include family reunification, support Humanitarian Charter and the
groups, support for those in bereavement, Child Friendly Spaces, gatherings for various legal instruments which
underline it.
mothers of young children, social events for the elderly, recreation for all ages,
For each intervention, agencies
activities for youth. have written brief action sheets
that describe the minimum
Mental aspects of well-being concern functions of the mind, which includes
responses needed.
learning how to learn, how to acquire information, and how to be able to use it. The Guidelines are now available in
Emergency responses: Providing access to education (school) and access to English, French, Spanish, and Arabic
relevant information regarding the affected populations’ circumstances, survival at:

and safety. www.humanitarianinfo.org/iasc/

content/products

43
Developing Psychosocial Support in Emergencies
The Concept of Well-being

Sample Session– The Concept of Well-being

Session Plan for the Concept of Well-being

Objectives: Participants are familiar with the content of the well-being concept
-- Participants identifies and value the concept in relation to their own work
(their specialised service)
-- Participants get ideas on how to apply the concept in their own work
WHAT IS WELL-BEING?
Method: Brainstorm with post-its or pieces of paper
-- Organise the participants in pairs, trios or four-groups. Invite them to come
up with their associations to the word well-being: What does well-being
consists of? What does an individual need to achieve well-being? Ask them
to put all their ideas on separate post-it notes.
-- Ask the participants to share with the whole group some of the aspects they
wrote.
THE CONCEPT OF WELL-BEING
Method: Lecture.
-- Explain the concept of well-being. Draw a picture on a flipchart or a board
with “the flower” and fill in the aspects. Also explain the words develop-
ment, participation and safety and put them in a circle around the flower
(see the model in this chapter)
-- Ask the participants to approach “the flower” and put their post-it notes
where they relate to the picture.
ASPECTS OF WELLBEING
Method: Discussion
-- In which aspects do we find most of the post-its? Why?
-- Are there aspects with no post-its? Why?
COMMUNITY / FAMILY AND THE CONCEPT OF WELL-BEING
Method: Discussion in pairs
-- Ask the participants to reflect in pairs: What aspects of well-being are
usually met by the family? What aspects are usually met by the community?
What are the constraints in relation to the disaster?
-- Reflections and comments.
MY WORK AND THE CONCEPT OF WELL-BEING
Method: Discussion in pairs
-- Ask the participants to reflect in pairs: How does my work relate to the
“flower”. To one aspect or many? How is well-being handled and under-
stood in a humanitarian action?
-- Ask the participants to individually write their names close to the aspect
where they (their specialised service) mainly relate and explain to the group
how.
-- Reflections and comments.
EVALUATION OF THE SESSION
– TO WHAT EXTENT ARE OBJECTIVES REACHED?
Method: Line up by putting numbers on papers from 1 to 6 on the floor where
6 stands for “objective is fully reached” and 1 stands for “objective not reached
at all”. The participants will have to choose one number and notice that it is
not possible to stand in the middle as they will have to choose 3 or 4.
-- Explain the exercise and the numbers.
-- Now you read the first objective for the session – and ask the participants to
44
 Developing Psychosocial Support in Emergencies
The Concept of Well-being

put his/her foot on their chosen number. Let them discuss with others at
their number a few minutes. Then ask for comments.
-- Repeat with second and third objective.
SUMMING UP
-- Sum up and answer questions raised and clarifications needed. What are the
most important lessons learnt? (This question can be done in a round where
all the participants are invited to use one sentence to give his/her answer.)

Session Title: The concept of well-being

Session Objectives (as above)
Content Methods Material Time

Introduction; objectives Presentation Prepared flipchart 5 min

What is well-being Brainstorming Post-it notes, markers 15 min

The concept of well-being Lecture Prepared flipchart 15 min

Aspects of well-being Discussion 10 min

Community/Family Discussion 10 min

and concept of well-being

My work & concept Discussion Markers 10 min

Evaluation Line-up Papers marked 1-6 5 min

Summing up Round Hand-out? 5 min

Core Principles
The IASC Psychosocial Intervention Pyramid for Psychosocial
Support
The Keystone within the Psychosocial Approach. 1. Human Rights and Equity
2. Participation
Multi-layered supports: In emergencies, people are affected in different ways 3. Do No Harm
and require different kinds of supports. A key to organising mental health and 4. Building on available resources
psychosocial support is to develop a layered system of complementary supports and capacities
5. Integrated Support Systems
that meets the needs of different groups. 6. Multi-layered support
This may be illustrated by a pyramid (see Figure 1). All layers of the pyramid
are important and should ideally be implemented concurrently.

Specialised
services

Focused, non-
specialised supports

Community and family

supports

Basic services and security

Basic services and security: The well-being of all people should be protected
through the (re)establishment of security, adequate governance and services that
45
Developing Psychosocial Support in Emergencies
The Concept of Well-being

address basic physical needs (food, shelter, water, basic health care, control of
communicable diseases). In most emergencies, specialists in sectors such as
Specialised
services
food, health and shelter provide basic services.
Focused, non-
specialised supports An MHPSS response to the need for basic services and security may include:
-- Advocating that these services are put in place with responsible actors
Community and family
supports
-- Documenting their impact on mental health and psychosocial well-being
Basic services and security
-- Influencing humanitarian actors to deliver them in a way that promotes
mental health and psychosocial well-being.

These basic services should be established in participatory, safe and socially app-
ropriate ways that protect local people’s dignity, strengthen local social supports
and mobilise community networks.
(For well-being see also under Community-based psychosocial support)
Community and family supports: The second layer represents the emergency
response for a smaller number of people who are able to maintain their mental
health and psychosocial well-being if they receive help in accessing key commu-
nity and family supports. In most emergencies, there are significant disruptions
Specialised
services
of family and community networks due to loss, displacement, family separa-
Focused, non-
specialised supports
tion, community fears and distrust. Moreover, even when family and commu-
nity networks remain intact, people in emergencies will benefit from help in
Community and family
supports accessing greater community and family supports.
Basic services and security
Useful responses in this layer include:
-- Family tracing and reunification
-- Assisted mourning and communal healing ceremonies
-- Mass communication on constructive coping methods
-- Supportive parenting programmes
-- Formal and non-formal educational activities
-- Livelihood activities and the activation of social networks, such as through
women’s groups and youth clubs

Specialised
Focused, non-specialised supports: The third layer represents the support
services
necessary for the still smaller number of people who additionally require more
Focused, non-
specialised supports
focused individual, family or group interventions by trained and supervised
workers (but who may not have had years of training in specialised care).
Community and family
supports
For example, survivors of gender-based violence might need a mixture of emo-
Basic services and security tional and livelihood support from community workers. This layer also includes
psychological first aid (PFA) and basic mental health care by primary health care
workers.
Specialised services.: The top layer of the pyramid represents the additional
support required for the small percentage of the population whose suffering,
despite the supports already mentioned, is intolerable and who may have
Specialised
services
significant difficulties in basic daily functioning.
Focused, non-
This assistance should include psychological or psychiatric supports for people
specialised supports
with severe mental disorders whenever their needs exceed the capacities of exist-
Community and family
supports
ing primary/general health services. Such problems require either (a) referral to
specialised services if they exist, or (b) initiation of longer-term training and su-
Basic services and security
pervision of primary/general health care providers. Although specialised services
are needed only for a small percentage of the population, in most large emergen-
cies this group amounts to thousands of individuals. The uniqueness of each
emergency and the diversity of cultures and socio-historic contexts makes it chal-
lenging to identify universal prescriptions of good practice. Nevertheless, experi-
ence from many different emergencies indicates that some actions are advisable,
whereas others should typically be avoided.
46
 Choose Your Training Approach
The IASC Psychosocial Intervention Pyramid

Session Plan – Psychosocial Intervention Pyramid

Objectives:
-- Participants acquire an understanding of a community-based approach in
addressing mental health and psychosocial support
-- Participants acquire an understanding of the importance of building on
present needs and resources
-- Participants can use the model to identify needs, resources and interventions
at different levels

This session plan assumes there is a disaster to refer to. If this is not the case you
can also do this as a case study. This can also be used as a tool in the assessment
work.

1. THE PSYCHOSOCIAL INTERVENTION PYRAMID

Method: Lecture
You give an introduction to the model and draw it on a board/flipchart while
explaining the different levels and possible activities from a psychosocial per-
spective.

2. WHAT ARE THE NEEDS AND RESOURCES?

Group work: Ask the participants to identify the needs in the community on
each level. Give them flipcharts with a pyramid (in four sections). Ask them to
analyse the present context.
a) How is the situation? How many people are affected? What are the most
pressing needs? Who are the most vulnerable? How?
Instruct the groups to write this analysis on the right side of the pyramid.
b) What are the resources available to the community to meet the most press-
ing needs? What resources would be needed but are missing?
Instruct the participants to write down each resource on different post-it notes,
available in one colour and missing in another colour, and then place the re-
sources at the right level of the pyramid.

3. ANALYSIS: SAME OR DIFFERENT?

Compare the analyses with one another by letting the groups show their flip-
charts and explain their conclusions. Reflections and questions from the others
are welcomed.

4. IDENTIFY NECESSARY ACTIONS

Now you make the groups exchange the flip charts. The task is to decide on nec-
essary activities, i.e. two realistic activities on each level (and remind the groups
to take use of present resources if possible). Write these activities on post-it notes
and put them on the left side of the pyramid.
Put all the flip charts on the wall and make the participants circle as in an exhibi-
tion. Encourage them to ask questions and discuss with the other groups.

4. DECIDE WHICH ACTIVITIES HAVE GREATEST PRIORITY

Now place the groups by one of the flip charts they have not yet been involved
in. Ask them to use 100 % money for psychosocial support and decide on how
much should be given to each level. Ask them to put numbers/percent on the
levels in the pyramid.
Ask the groups to present their results and how they reached it.
Discussion: How can we value and compare the needs of the individuals to the
needs of a community?
47
Choose Your Training Approach
The IASC Psychosocial Intervention Pyramid

5. EVALUATION
A simple way of evaluating a session is to draw a ”Bull’s Eye” and then ask par-
ticipants to mark their position of understanding/approving to the session in a
continuous line from the middle “Yes, perfectly” to the outside of the circles
“No, not at all”. This kind of evaluation can also be used for participants that are
are not readers.

Yes, perfectly

No, not at all

Estimating the
Frequency of Mental
Disorder Caused
by Emergencies
According to IASC Guidelines, in
emergencies, on average,
the percentage of people with a
severe mental disorder
(e.g. psychosis and severely 6. SUMMING UP
disabling presentations of mood
Ask each participant to share his/her most valuable insight from this session.
and anxiety disorders) increases
by 1 per cent over and above an Make a summary of the most important lessons learned. Planning Aid: The
estimated baseline of 2–3 per Psychosocial Intervention Pyramid
cent.
In addition, the percentage Session Objectives:
of people with mild or moder-
ate mental disorders, including Content Methods Material Time (min)
most presentations of mood and Introduction, objectives Presentation Prepared flipchart 5
anxiety disorders
(such as post-traumatic stress The psychosocial intervention Lecture Flipchart 20
disorder, or PTSD), may increase pyramid
by 5–10 per cent above an
estimated baseline of 10 per Psychosocial needs and Group work Flipchart papers 20
cent. resources in the community Markers
Post-it notes
In most situations natural
recovery over time Analysis Group presentation 20
(i.e. healing without outside Discussion
intervention) will occur for many
– but not all – survivors with Identify necessary action Group work Post-it notes 20
mild and moderate disorders.
Prioritise the activities Group work 10

Evaluation 5

Summing up 10

48
 The First Steps in an Emergency
Getting Organised and Finding a Road Map

Chapter 3 CHAPTER CONTENTS

The First Steps

in an Emergency
Getting Organized
and Finding a Road Map
An Emergency Assessment
Checklist on Psychosocial
Support
Handouts for Trainers
Assessments and Children

Quick background

The First Steps in an Emergency The majority of affected

people will recover their
ability to function in their daily
Using modules to map needs and resources lives once their community has
regained its stability and is able
to perform its typical functions.
In this chapter you will find recommendations on how
As the community begins to
to act in an emergency situation when time is short and provide schools for children, and
needs are great. marketplaces for food, the
normal systems for healing
-- Where should I start, which measures should be given highest priority?
begin.
-- The community is the best judge of present needs. How can I enlist their help?.
Knowing the community
-- When assessing the state of mental health and psychosocial conditions, - needs requires that we have a
what are the most important things to consider ? clear under­standing of the
-- Other relief organisations are doing work in the area. How can we coordinate our efforts? history, present situation and
-- How can I learn from other organisations’ experiences in emergencies? resources available in the
community.
The people who know the
Getting Organized and Finding a Road Map most about the needs of the
community are its members
Assessing the Needs of a Community themselves.

Starting out: Early in an emergency situation, it is essential that the psycho-

social support needs of the affected population are assessed to permit
program planning. The assessment of present needs and resources must be
done by the community members. Their knowledge of community needs is
an invaluable resource. Special care must be taken to ensure that all commu-
nity subgroups are represented on the assessment team (elders, women, men,
youths, children, tribes, churches, castes etc.).
Deciding what is to be done first : Following the gathering of information,
needs must be prioritized. Again the community members must guide
outsiders in this process. It is damaging to do things for a community that
the community can do for itself. After the assessment is done, the need for
supplemental help can be determined so outside help can be brought in to
assist the community.
Before a program is designed, the situation on the ground must be assessed
to determine the psychosocial needs of the population, priorities for interven-
tion, and how specific activities and interventions can be developed to meet
these needs and reach desired outcomes.
49
The First Steps in an Emergency
Getting Organised and Finding a Road Map

In emergency settings, assessments are conducted at various stages, starting

with a rapid initial survey. As the situation stabilizes and populations become
more established in their locations, a follow-up assessment may be necessary. It
is important to note that even in rapid, first-phase assessments it is both possible
and essential to include psychosocial concerns.

The Purpose of Assessments in Emergency Settings

Assessment Create a broad and Identify Provide Inform the
– a Continuing Process immediate picture of a emergency information and development
An assessment is not an end-point population’s well- issues requiring recommendations of appropriate
but rather part of an ongoing being. immediate follow to aid survivors and policy and practice.
process of progressive information up. their families during
collection and dissemination, the recovery process.
program development, and
advocacy
Getting the community involved: As with programming implementation,
assessments should be participatory—that is, they should include beneficiaries
Assessment Is Not
a Neutral Factor in the development and use of data collection strategies. Methodologies should
Remember that assessments are be designed and conducted in a manner that is sensitive towards target
not neutral but are “interventions” population(s). This includes minimising any possible stigmatisation that may
in themselves. arise from assessments.
Mapping the effects of change: When processing information gained from the
An ethical approach
assessment, it is important that all data be disaggregated by age and gender. In
to assessment
An ethical approach to conducting
psychosocial programs this is especially critical in order to map trends and
assessments requires: identify potential or differing patterns or risks among children
-- A commitment to conduct Updating program goals: Assessments of needs and resources should be carried
follow-up action, if necessary.
out at various parts of the project. These assessments should be done every six
-- That organisations refrain from
setting up false expectations months and need only include sections updating the current status
and taking over situations if of the affected population, the current situation including the political, health,
communities can cope, unless and economic situations, or other information that has changed since the first
the community’s response
violates or ignores children’s assessment. These further assessments provide the basis for updating of pro-
basic rights. gram goals as well as continuation or cessation of supplemental outside
-- That potentially negative assistance.
impacts of the exercise must be
considered before starting the
assessment. Mental Health and Psychosocial Support Assessments
MHPSS Assessments in Emergencies Provide:
An understanding of the An analysis of threats An analysis of relevant
emergency situation to and capacities for resources to determine,
mental health and in consultation with stake­
psychosocial well-being holders, whether a response -
is required and, if so, the nature
of the response.

Deciding what to include: An assessment should include documenting people’s

experiences of the emergency, how they react to it and how this affects their
mental health/psychosocial well-being. It should include how individuals,
communities and organisations respond to the emergency. It must assess
resources, as well as needs and problems.
Resources include individual coping/life skills, social support mechanisms,
community action and government and NGO capacities. Understanding how to
support affected populations to more constructively address MHPSS needs is
essential. An assessment must also be part of an ongoing process of collecting
and analysing data in collaboration with key stakeholders, especially the affected
community, for the purposes of improved programming.
50
 The First Steps in an Emergency
Getting Organised and Finding a Road Map

Key actions
1. Ensure That Assessments Are Coordinated
Working Together with Other Organisations

Coordinate assessments Organisations should first Organisations should

with other organisations determine what assess- inform the coordination
that are assessing psycho- ments have been done and group on which issues they
social/ mental health issues. should review available are conducting assess-
Coordinating assessments is information (e.g. conduct a ments, as well as where and
essential to ensure efficient desk review, interview how, and should be
use of resources, achieve other organisations, review prepared to adapt their
the most accurate and existing information on the assessments if necessary
comprehensive understand- country, such as relevant and to share information.
ing of the MHPSS situation pre-existing ethnographic
and avoid burdening a literature and data on the
population unnecessarily mental health system). They
with duplicated assess- should design further field
ments. assessments only if they are
necessary. Definition
adapted from the Sphere
Handbook (2004).

In most emergencies, different groups (government Specific social

departments, UN organisations, NGOs, etc.) will collect considerations should
information on different aspects of MHPSS in a range of be included in assessments
geographical areas. The coordination group should help to carried out by all sectors,
identify which organisations will collect which kinds of including community
information, and where, and ensure as far as possible that all services, protection, health,
the information outlined in the table is available for the education, shelter, food, and
affected area. It should support organisations to do this in an water and sanitation (see
appropriate and coordinated manner (e.g. by standardising relevant Action Sheets for
key tools). This assessment information should be regularly each sector/domain).
collated, analysed and shared among the various organisa-
tions involved.

51
The First Steps in an Emergency
Getting Organised and Finding a Road Map

2. Collect and analyse key information

relevant to mental health and psychosocial support
Drawing up plans: Outline of the main information that needs to be available to
organisations ­working on MHPSS. (note that individual organisations will
focus on specific aspects particularly relevant to their work).
-- The assessment should collect information disaggregated by age, sex and
location whenever possible.
-- Address both the needs and resources of different sections of the affected
population, from distressed people who are functioning well to those who
are not functioning because of severe mental disorder.

MHPSS Assessment – What to Look for

Relevant demographic Mental health
and contextual information and psychosocial problems
-- Population size and size of relevant -- Signs of psychological and social
sub-groups of the population who may be distress, including behavioural and
at particular risk. (where relevant, location) emotional problems (e.g. aggression, social
-- Mortality and threats to mortality withdrawal, sleep problems) and local
indicators of distress
-- Access to basic physical needs (e.g. food,
shelter, water and sanitation, health care) -- Signs of impaired daily functioning
and education -- Disruption of social solidarity and
-- Human rights violations and protective support mechanisms (e.g. disruption of
frameworks social support patterns, familial conflicts,
violence, undermining of shared values)
-- Social, political, religious and economic
structures and dynamics (e.g. security and -- Information on people with severe
conflict issues, including ethnic, religious, mental disorders (e.g. through health
class and gender divisions within communi- services information systems) (see Action
ties) Sheet 6.2 for details)
-- Changes in livelihood activities and daily
community life
-- Basic ethnographic information on
cultural resources, norms, roles and
attitudes (e.g. mourning practices, attitudes
towards mental disorder and gender-based
violence, help-seeking behaviour)

Type of Information Including Existing sources of psychosocial

Experience of the Emergency well-being and mental health
-- People’s experiences of the emergency -- Ways people help themselves and others
(perceptions of events and their impor- i.e. ways of coping/ healing (e.g. religious or
tance, perceived causes, expected political beliefs, seeking support from
consequences) family/friends)
-- Ways in which the population may
previously have dealt with adversity

52
 The First Steps in an Emergency
Getting Organised and Finding a Road Map

3. Conduct assessments in an ethical

and appropriately participatory manner
Counting on Others – Participation: Assessments must, as far as is possible, be
a participatory and collaborative process with the relevant stakeholders,
including governments, NGOs and community and religious organisations,
as well as affected populations.
Participatory assessment is the first step in a dialogue with affected popula-
tions, which, if done well, not only provides ­information but may also help peo-
ple to take control of their situation by collaboratively identifying problems, re-
sources and potential solutions. Feedback on the results and process of the assess-
ment should be sought from participants. The affected population should also be
involved in defining well-being and distress.

Who is Doing What? Mapping Organisational Capacities and Activities

Type of information Including Organisational capacities and activities

Structure, locations, Mapping psychosocial skills Structure, locations,

staffing and resources of community actors (e.g. staffing and resources
of psychosocial support community workers, religious for mental health care
programmes in education leaders or counsellors) in the health sector
and social services and the (including policies, availa­bility
impact of the emergency on of medications, role -
services of primary health care and
mental hospitals etc. – see
WHO Mental Health Atlas for
Mapping of potential Mapping of emergency baseline data on 192
partners and the extent and MHPSS programmes countries) and the impact of
quality/ content of previous the emergency on services
MHPSS training

Programming needs and opportunities

Recommendations by Extent to which different Functionality of referral

different stakeholders key actions outlined in these systems between and within
IASC guidelines are health, social, education,
implemented community and religious
sectors

Types of social support (identifying skilled and trusted helpers in a community) and sources
of community solidarity (e.g. continuation of normal community activities, inclusive decision-
making, inter-generational dialogue/respect, support for marginalised or at-risk groups)

53
The First Steps in an Emergency
Getting Organised and Finding a Road Map

Who is Doing What? Mapping Organisational Capacities and Activities

(continued)
Action Sheets for Minimum Response

Inclusiveness Analysis Assessments

The assessment must involve diverse sections of the affected should analyse the situation
population, including children, youth, women, men, elderly with a focus on identifying
people and different religious, cultural and socio-economic priorities for action, rather
groups. It should aim to include community leaders, than merely collecting and
educators and health and community workers and to reporting information.
correct, not reinforce, patterns of exclusion.

Assessment teams Attention to conflict Cultural appropriateness

Assessors should be trained in When operating in situations Assessment methodologies
the ethical principles of conflict, assessors must be (including indicators and
mentioned above and should aware of the parties involved instruments) should be
possess basic interviewing in the conflict and of their culturally and contextually
and good interpersonal skills. dynamics. Care must be taken sensitive and relevant. The
Assessment teams should to maintain impartiality and assessment team should
have an appropriate gender independence and to avoid include individuals familiar
balance and should be inflaming social tensions/ with the local context, who
knowledgeable both in conflict or endangering are – as far as is known – not
MHPSS and the local context. community members or staff. distrusted by interviewees,
Participatory assessments and should respect local
may not be advisable in some cultural traditions and
situations, where asking practices. Assessments
questions may endanger should aim to avoid using
interviewers or interviewees. terminology that in the local
cultural context could
contribute to stigmatisation.

Data collection methods

Relevant qualitative methods of data collection include literature review, group activities (e.g.
focus group discussions), key informant interviews, observations and site visits. Quantitative
methods, such as short questionnaires and reviews of existing data in health systems, can also
be helpful. As far as is possible, multiple sources of data should be used to cross-check and
validate information/analysis. Surveys that seek to assess the distribution of rates of emergen-
cy-induced mental disorders (psychiatric epidemiological surveys) tend to be challenging,
resource-intensive and, too frequently, controversial – and, as such, they are beyond minimum
response (see page 45). Using existing data from the literature to make approximate projections
can be a useful alternative (see Action Sheet 6.2 for an example of such projections).

Ethical principles
Privacy, confidentiality and the best interests of the interviewees must be respected. In line with
the principle of ‘do no harm’, care must be taken to avoid raising unrealistic expectations during
assessments (e.g. interviewees should understand that assessors may not return if they do not
receive funding). Intrusive questioning should be avoided. Organisations must make every effort
to ensure that the participation of community members in the assessment is genuinely
voluntary. Persons interviewing children or other groups with particular needs (such as survivors
of gender-based violence) should possess appropriate skills and experience. Whenever possible,
support must be given to respondents in need to access available MHPSS services.

Dynamism and timeliness

Assessments should be sufficiently rapid for their results to be used effectively in the planning of
emergency programming. It is often appropriate to have a dynamic, phased assessment process
consisting, for instance, of two phases:
1. Initial (‘rapid’) assessment focusing mostly on understanding the experiences and the
current situation of the affected population, together with community and organisational
capacities and programming gaps. This should normally be conducted within 1–2 weeks.
2. Detailed assessments: more rigorously conducted assessments addressing the various issues
outlined in the table above are conducted as the emergency unfolds.

54
 The First Steps in an Emergency
Getting Organised and Finding a Road Map

4. Collate and disseminate assessment results.

Sharing information: Organisations should share the results of their assessments
in a timely and accessible manner with the community, the coordination group
and with other relevant organisations. Information that is private, that could
identify individuals or particular communities, or that could endanger members
of the affected population or staff members should not be disclosed publicly.
Such information should be shared only in the interest of protecting affected
people or staff members, and then only with relevant actors.
Keeping stakeholders informed: The coordination group should document,
collate, review and disseminate assessment results to all stakeholders (e.g. post
assessments on the internet and conduct feedback sessions with communities).
Making use of assessments: MHPSS actors must use assessments as a resource
and guide for planning, monitoring and evaluating programming.

55
The First Steps in an Emergency
Getting Organised and Finding a Road Map

Key Resources about Assessment

Selected Written Material
– When More Knowledge is Needed for Assessment
Community Assessment Participation of Crisis-Affected
of Psychosocial Support Needs Populations in Humanitarian Action:
Chapter 6, Community Based Psychosocial A Handbook for Practitioners. Assessments
Services: A Facilitator’s Guide. Chapter 3.
Action by Churches Together (ACT) Alliance, Published by: Active Learning Network for
Lutherhjalpen, Norwegian Church Aid and Accountability and Performance in
Presbyterian Disaster Services (2005). Humanitarian Action (ALNAP)(2003).
www.svenskakyrkan.se/tcrot/lutherhjalpen/ www.odi.org.uk/ALNAP/publications/
psychosocialservices/pdf/psychosocialser- gs_handbook/gs_handbook.pdf
vices.pdf

Cross-Cultural Assessment of Trauma- Field Assessments

Related Mental Illness (Phase II). Chapter 1, Part III, Mental Health Guidelines: A
Published by: CERTI, Johns Hopkins Handbook for Implementing Mental Health
University, World Vision. - Programmes in Areas of Mass Violence.
Author: Bolton P. (2001). Published by: Médecins Sans Frontières
www.certi.org/publications/policy/ (2005). -
ugandafinahreport.htm www.msf.org/source/mentalhealth/
guidelines/MSF_mentalhealthguidelines.pdf

‘Indices of social risk among first attenders Initial Assessment, pp.29-33.

of an emergency mental health service in Published by: Sphere Project (2004).
post-conflict East Timor: an exploratory Humanitarian Charter and Minimum Standards
investigation’. in Disaster Response.
Australian and New Zealand Journal -
www.sphereproject.org/handbook
of Psychiatry. 38:929-32.
Authors: Silove D., Manicavasagar V., Baker
K., Mausiri M., Soares M., de Carvalho F.,
Soares A. and Fonseca Amiral Z. (2004).
www.who.int/mental_health/emergencies/
mh_key_res/en/index.html

Handbook of Psychosocial Assessment for Mental Health Atlas

Children and Communities in Emergencies Published by: World Health Organization
Published by: UNICEF East Asia and Pacific (2005).
Office and Regional Emergency Psychosocial www.who.int/mental_health/ evidence/
Support Network (2005). atlas/
www.crin.org/docs/Handbook%20new%20
update.pdf

56
 The First Steps in an Emergency
An Emergency Assessment Checklist

Indicators:
The emergency
assessment includes an
investigation and analysis -
of coping strategies of the
affected population.
(Sphere indicator)
Where possible, the
emergency assessment
builds upon local capacities,
including both formal and
informal institutions.
(Sphere indicator)

An Emergency Assessment Checklist

on Psychosocial Support’1
Information Gathering in an Emergency – A Checklist
ACT’s Emergency Assessment Checklist on Psychosocial Support’
Participation/ Important Considerations

Which participatory methods were used in Have women been consulted

this assessment? separately from men?

Have women, men, boys and girls all been What are the psychosocial supports,
consulted? activities, considerations and risks in
the affected area?

Which marginalized groups might not have Basic Functions and Existence of Basic
been consulted (minority groups, domestic Support System:
workers, people with disabilities etc)?

In armed conflict crises

Was imprisonment, detention in re-educa- Is the local population targeted for

tion/education camps used? Who was rape/ looting/ terror?
targeted? How many, where ?

Who has been involved in the fighting? Did people witness the death of
Where do the combatants come from? - family, friends, or body identification?
Is the local population recruited?

In natural disasters

Was there any warning of the coming Were there delays in help arriving?
disaster? Were there additional deaths during
the wait?

Did people face the likelihood of their own Psychosocial impact in slow onset
death or severe injury? Were they trapped disasters (famine, AIDS epidemic
awaiting rescue? etc.):

Is this a repeat of other disasters (floods, famines etc)?

Psychosocial impact in slow onset disasters (famine, AIDS epidemic etc.)

Do people report a sense that their own How have people tried to survive?
death is inevitable, unavoidable? Has there been loss of dignity/worth
due to begging or prostitution for
food etc.?

Do you hear the belief that help is distributed unevenly or withheld?

1 Community Based Psychosocial Services – a Facilitators’ Guide, pp. 89-96, Church of

Sweden, Norwegian Church Aid, and Presbyterian Disaster Assistance. Also, IASC
Guidelines on Mental Health
57
The First Steps in an Emergency
An Emergency Assessment Checklist

Information Gathering in an Emergency – A Checklist (continued)

Basic Functions and Existence of Basic Support System:
Specialised
services
Family networks/ Community structures What are the connecters and dividers
Focused, non-
within the community?
specialised supports

Does the provision of basic services What language barriers exist? (There
Community and family
supports support or hinder community structures could be four languages within one
and family networks? nationality.)
Basic services and security
What was the self help structure immedi- What religious connectors exist? Are
ately after the emergency/disaster? Who there also religious factors which
did people turn to? divide the community?

Is the community showing cohesion/ What Information/Communication is

solidarity or are there competing factions? available to the affected population,
how often and how is it distributed?

What is the structure of communication How did people react to the

between tribes, ethnic/political groups? emergency? Ask parents how their
Does this extend to cooperation on children reacted. Do they feel able to
mutually agreed upon projects? If so why/ support their child? Are they worried
why not and how can it be facilitated if not? about their child? What are the
existing support structures for
children?

How do self-help groups function within Are there trained professionals

the affected population (e.g., women work- among the affected population who
ing together to care for families, children’s can be organized to help their own
play groups)? people (teachers, social workers,
psychologists, nurses, home health
care aids, pastors, traditional healers,
etc.)? Have people been trained in
normal reactions to abnormal
situations?

Information Gathering in an Emergency – A Checklist (continued)

Specialised
services Resources available in the community to meet psychosocial needs
Focused, non-
specialised supports
What is the existing link between the health In the perception of the community,
and the protection section on psychosocial what psychosocial services are most
Community and family support? If there is none, how can it be set needed so that their community can
supports
up? function again? Please note which
group within the community is
Basic services and security
making which recommendation.

How is the religious community responding What local efforts to provide services
to the crisis? Are their leaders trained in to the community can be supported
dealing with stress reactions? Do they have and/or expanded?
others trained in pastoral care that can be
mobilized?

What traditional practices of this cultural Are community dialogues initiated to

group may help them through this crisis raise awareness that sexual violence
(family networks, income generating is never the fault of the survivor?
activities, ability to organize in small
self-help groups, rituals of healing)?

What is needed to help families care for What needs are there for capacity-
their members (family housing, eating building so that local people can help
meals together, activities for children so their own community?
parents can do legal work)?

What resources are needed to supplement Is the breakdown of local services by

available human resources within the competition for trained local staff an
community? issue?

Are there physical resources in the community which can be used to deliver psychosocial
support (buildings, vehicles, books, playgrounds, copy machines, computers)?

58
 The First Steps in an Emergency
An Emergency Assessment Checklist

Focused Non-Specialized Support Specialised

services

What are the own possibilities - What are the local coping mecha- Focused, non-
specialised supports
to support each other? nism/strategies? What kind of
solution do people imagine? What are Community and family
What kind of safety concerns do people the desired immediate plans? Look at
supports

have? (Domestic violence, gender based time frame! Are people answering in
violence, recruitment, torn tarpaulin etc.) terms of hours, days or weeks? Have
Basic services and security

Do people know where to turn regarding people started with activities? Are
their specific safety situation? people stopped (by government/UN/
NGOs) from being involved? What
What groups have been most affected by are the reasons why people are
the disaster/emergency? How have they inactive/ active? Is there a difference
been helped? Who can these groups/ between religious/cultural/ethnic
individuals turn to? groups in terms of plans/activities?

Are there people with ‘mental problems’?

What is done with them?

Have people started to plan for the future?

What are the main concerns/stressors Are there people with ‘mental
according to children, youth, women, and problems’? What is done with them?
men (without assuming that everyone has a
concern or are distressed)?

What are the Mosque/Church/Temple Are there self-help groups for sharing
attendance possibilities?) and dealing with stress reactions?

Are procedures for family reunification Who cares for the caregiver?
started? Who is doing this?

What are the local burial practices? Who is Are there provisions for regular life
responsible currently? Are supplies events such as births, weddings and
available? so on?

Mental health

What is the structure of national mental What are the structures like in terms
health services, policy, professionals? How of caring for the mentally ill?
does one contact the persons in charge of
the health office? Specialised
services

Who is coordinating mental health services What are the clinical/medical Focused, non-
specialised supports
in this emergency? How can they be supports for home care of chronically
contacted? ill and people with mental disorders? Community and family
supports

How is mental health interventions carried How are the urgent psychiatric
out within general primary health care, and problems managed within primary Basic services and security

do they maximize care by families and health care?

active use of resources within the
community?

How are community structures relating to Are appropriate medication for

protection and care for persons with severe mentally ill readily available? Do
mental disorders arranged? professionals know how to use them?

Summarizing Your Findings

Main findings Conclusions

Recommendations

59
The First Steps in an Emergency
An Emergency Assessment Checklist

Assessments and Children

In any psychosocial assessment, whether in the first emergency phase or in a
later phase of programming, the most basic questions include:

Demographics: Education:
What is the household size, and estimated number Are there any education activities
of children by age and by gender? happening now? Are there teachers in the
group?

Safety and security: Recreation:

Are there armed groups in the area? Landmines/ Observe where children play (relative
UXO? Reported abductions of children? Who is risks, safety, interaction with peers, older
providing security at the site? youth, supportive or non-supportive
adults), when they play (amount of time,
time of day), and how they play (in
groups, alone, aggressively, coopera-
tively, etc.).

Vulnerable groups: Self-actualization:

Are children on their own? Are there child-headed What do children identify and prioritize as
households? Are there young, unmarried mothers their primary needs and concerns?
and women on their own? How are they being
treated?

Well-being:
What have children experienced? How are they acting now that is differentfrom before? Who do
children turn to when they have problems? How do younger and older children spend their days
now? Are children putting themselves at greater risk through their activities or are there positive
coping mechanisms that could be reinforced?

Assessing work with children: Assessments can be conducted in various ways,

including observation, individual interviews, and focus group discussions and
activities. When working with children, it is often helpful to ask children of
different ages to map out either a typical day or a specific day from the last week.
Through this exercise, they can illustrate how, where, and with whom they
spend their days. Questions about where they spend their time should be ­followed
up with a discussion about the purpose and perception of each space, the dis-
tance from school and home, and its relative safety. This could also be a way to
catalog the time spent per day on particular tasks, including time spent interact-
ing with peers and adults outside the family, and followed up with questions
about the type and quality of activity. When an assessment is conducted with
girls and boys of different ages, usually 6-12 years and 13-17 years, this ­exercise
quickly highlights potential risks, peer support networks, adult support, children’s
priorities for activities, and times/locations that would be most appropriate.

60
 Help the Community Mobilise in an Emergency
Community mobilisation

Chapter 4 CHAPTER CONTENTS

Mobilise the Community

in an Emergency
Community mobilisation
Mobilising opportunities
Community Mobilisation
in Emergencies
The Many Advantages of
Community Moblisation
Do No Harm
Key Actions to Mobilise
a Community
Key Actions for Community
Self-help & Social Support
Read More about Community
Self-help
Key actions for Cultural, Spiritual
and Religious Healing Practices
Read More about Cultural

Help the Community Practices

Mobilise in an Emergency
In This Chapter You Will Read About Key Elements
in Mobilising an Affected Community
-- Establishing initial contact with community members and leaders.
-- How to mobilise a community
-- Promoting self-help
-- Supporting cultural, spiritual and religious healing practices

Community mobilisation1
Building trust and confidence: Community mobilisation is a key component
of the community based approach. Its aim is to help communities know and
enjoy their rights by working with them to strengthen their capacity to
address protection risks; identify short- and long-term solutions; agree on
priorities; develop and implement action plans that respect individual rights;
and monitor and evaluate results. Com­munities will mobilise themselves
when there is trust and confidence and when they see benefits emerging from
the process.
In practice, community mobilisation involves establishing contact with
community members and leaders, building an understanding of the social and
power dynamics in the community, and bringing people together to agree on
the best and most acceptable ways of working in partnership with the com-
munity. It does not always occur spontaneously; in fact, it often requires guid-
ance from effective facilitators.
Reviewing the findings of the situation analysis will facilitate the commu-
nity- mobilisation process and may reveal obstacles to mobilisation, such as
misperceptions about other actors, distrust among different groups, a lack of
expertise to support the process, lack of analysis of the root causes of prob-
1 UNHCR ‘Community Based Approach to UNHCR Operations’, March 2008, p 55

61
Help the Community Mobilise in an Emergency
Mobilising opportunities

lems, and/or lack of information, including about human rights, particularly

women’s and girls’ rights. It is important—and most effective— to use participa-
tory methods when working to mobilise the community.

Proceeding step by step: Mobilising opportunities

A community-mobilisation process
in the context of conflict, Keeping flexible: Since mothers and children spend a lot of time in thera­peutic
displacement and humanitarian
crises can involve the following
feeding programmes, these might be good occasions to encourage women to
steps: work together to address some of the root causes of malnutrition, perhaps
-- community mapping of through agricultural projects.
management structures;
All these steps are related to each other but will not necessarily follow the
-- community-based representa-
­order shown here. For example, we might need to strengthen community
tion;
-- community-based protection
­capacities in order to undertake a community-based analysis of protection
responses and solutions; ­responses and solutions. Our responses should be flexible and dynamic to meet
-- community capacity-building; the demands of quickly changing circumstances. Those who identify themselves
-- community action planning; as having a common interest may join together in community-based organisa-
-- community action teams; and tions. They may work together on specific activities, such as those to improve
-- community-based monitoring their living and economic conditions, on political issues, or to provide protection
and evaluation. for their members.
Promoting common efforts: In urban settings, it might be helpful to raise
awareness among persons of concern of the benefits of working together while
promoting respect for individuals’ rights and gender balance. Encouraging the
formation of interest groups can assist those who are marginalized and/or have
specific needs in gaining ­access to leadership structures and decision-making
processes.

Community Mobilisation in Emergencies2

Keeping on course in turbulence: The nature of the emergency will determine
the extent of ­community participation. However, as in other contexts, a
significant level of community participation is possible and highly desirable.
Quick action is needed to address life-threatening situations, so the time for
consultation and negotiation is very short. It is important to balance the time
and effort spent on situation analysis, including participatory assessment and
community mobilisation, with the length of time the results of an assessment
will be valid. In an emergency, conditions change all the time, so the situation
analysis will require updating.
Widening circles: Take every opportunity to meet persons of concern. Although
there may not be time to meet every group, it is vital that a range of representa-
tives from the whole community is included in the assessments. Do not rely
2 UNHCR ‘Community Based Approach to UNHCR Operations’, March 2008; p 107
62
 Help the Community Mobilise in an Emergency
Community Mobilisation in Emergencies

solely on the people who are easier to reach, such as existing leaders or young
men who speak the humanitarian workers’ language. As often as possible, talk
with women, men, boys and girls of different ages and backgrounds to gain a
comprehensive understanding of the situation and the persons of concern.

Initial Measures When Quick Action is Necessary

Through field assessments with people of Quickly identify a team within the
concern, map existing agencies, services and community that is able and willing to
community structures. organise community support for those with
specific needs.

The security of those consulted must be Set up community-based systems,

carefully considered. Individuals or groups upholding respect for individual rights, to
communicating with aid agencies can become identify and provide protection and care for
the object of resentment or even violence by groups with specific needs, such as older
other individuals or groups. Sources of persons, persons with disabilities, and
information should therefore be kept confiden- unaccompanied and separated children.
tial.

Do not wait to consolidate the priority Avoid establishing patterns of behaviour

needs of all groups. Start with one group and or relationships during the emergency
respond before moving to another. Since the that might be difficult to change later on.
situation is likely to change, assessments Instead, make temporary arrangements that
should be carried out every three months, if are reviewed regularly. Make sure that people
possible, to ensure that activities are planned are aware that any arrangements made in an
according to need. emergency situation might change later.

In IDP contexts, ensure, when working with Take immediate action to prevent family
local authorities, that there are no repercus- separation, reunite families if possible and
sions on individuals or communities when initiate family-reunification procedures.
discussing human rights violations.

Work with national and international Establish specific emergency-response

partners at all times. Coordinate and avoid plans with partners and the community.
over assessment.

Establish fixed points where staff can make Take immediate steps to analyze, with the
themselves available at regular times to gather community, the particular protection risks
information on groups with specific needs, facing women and girls, and ways to
answer questions and/or provide counseling. prevent and respond to sexual and gender-
based violence.

Set up a mechanism for identifying, Visit people in their shelters/homes. Make

with the community, groups who are at height- time to listen to people.
ened risk.

Establish an individual case-management system for all persons identified as being at

heightened risk, track follow up and monitor the individuals.

Working with the community, develop an information and communication mechanism

to ensure that everyone, including older women, persons with disabilities and other
potentially marginalized groups, have access to information on assistance and other
issues. Post notices in places where people are likely to meet, such as the water-collec-
tion point, the community centre, registration points or wherever assistance is being
distributed.

Early, quick assessments should review protection risks and human rights violations
prior to and during the emergency. The root causes should be analyzed from an age,
gender and diversity perspective with the aim of taking speedy remedial action and
avoiding further abuses or displacement.

Where persons of concern are struggling to survive, UNHCR and partner agencies have a
great deal of power, since they are seen as a lifeline. This can distort relations between
people of concern and the humanitarian agencies, since people may be reluctant to raise
complaints about or disagree with activities that are implemented. Think about the
future and consider the long-term implications of all decisions.

63
Help the Community Mobilise in an Emergency
The Many Advantages of Community Moblisation

The Many Advantages of Community Moblisation

Supporting participation: The process of response to an emergency should be
owned and controlled as much as possible by the affected population, and
should make use of their own support structures, including local government
structures. In these guidelines, the term ‘community mobilisation’ refers to
efforts made from both inside and outside the community to involve its mem-
bers (groups of people, families, relatives, peers, neighbours or others who have
a common interest) in all the discussions, decisions and actions that affect them
and their future.
As people become more involved, they are likely to become more hopeful,
more able to cope and more active in rebuilding their own lives and communi-
ties. At every step, relief efforts should support participation, build on what local
people are already doing to help themselves and avoid doing for local people
what they can do for themselves.
There are varying degrees of community participation:
Critical Steps in Community Mobilisation

Recognition by community members that they have a common

concern and will be more effective if they work together (i.e. ‘We
need to support each other to deal with this’).

Development of the sense of responsibility and ownership

that comes with this recognition (‘This is happening to us and -
we can do something about it’).

Identification of internal community resources and knowledge,

and ­individual skills and talents (‘Who can do, or is already doing,
what; what resources do we have; what else can we do?’).
Source: IASC, ‘Inter Agency
Standing Committee -
Identification of priority issues
Guidelines on Mental Health and
(‘What we’re really concerned about is…’).
Psychosocial Support (MHPSS)’,
June 2007; p.94 Community members plan and manage activities
using their internal ­resources.

Growing capacity of community members to continue

and increase the effectiveness of this action.

Understanding the power structure: It is important to note that communities

tend to include multiple sub-groups that have different needs and which often
compete for influence and power. Facilitating genuine community participation
requires understanding the local power structure and patterns of community
conflict, working with different sub-groups and avoiding the privileging of
particular groups.
The political and emergency aspects of the situation determine the extent of
participation that is most appropriate. In very urgent or dangerous situations, it
may be necessary to provide services with few community inputs. Community
involvement when there is inadvertent mingling of perpetrators and victims can
also lead to terror and killings (as occurred, for example in the Great Lakes crisis
in 1994). However, in most circumstances, higher levels of participation are both
possible and desirable.
Past experience suggests that significant numbers of community members are
likely to function well enough to take leading roles in organising relief tasks and
that the vast majority may help with implementing relief activities. Although
outside aid agencies often say that they have no time to talk to the population,
they have a responsibility to talk with and learn from local people, and usually
there is enough time for this process. Nevertheless, a critical approach is neces-
64
 Help the Community Mobilise in an Emergency
Do No Harm – the Concept

sary. External processes often induce communities to adapt to the agenda of aid
organisations.
Avoiding destructive confusion: This is a problem, especially when outside
agencies work in an uncoordinated manner. For example, a year after the 2004
tsunami in Southeast Asia, a community of 50 families in northern Sri Lanka,
questioned in a door-to-door psycho­social survey, identified 27 different NGOs
offering or providing help. One interviewee stated: ‘We never had leaders here.
Most people are relatives. When someone faced a problem, neighbours came to
help. But now some people act as if they are leaders, to negotiate donations.
Relatives do not help each other anymore.’
As this example indicates, it can be damaging if higher degrees of community
participation are facilitated by agencies with their own agendas offering help, but
lacking deep bonds with or understanding of the community. It is particularly
important to facilitate the conditions in which communities organise aid respons-
es themselves, rather than forcing the community to adhere to an outside agenda.

Do No Harm3
The Do No Harm concept tries to explain how assistance that is given in emer-
gencies can inflame conflicts between subgroups within the affected population.
Assistance is often used and misused by people in conflicts to pursue political and
military advantage. Assistance can also have important effects on intergroup re-
lations and on the course of intergroup conflict. At the same time, giving no as-
sistance would also have an impact—often negative. DNH therefore focuses on
how organisations can provide assistance more effectively. It also looks at how
those of us who are involved in providing assistance can assume responsibility
and hold ourselves accountable for the effects that our assistance has in worsen-
ing, or in reducing destructive conflicts between groups whom we want to help.
The aim is to help assistance workers be aware of the subtle complexities of
providing assistance leading to better outcomes for the societies where assistance
is provided.

65
3 For further information please see Mary B. Anderson, Do No Harm: How Aid Can
Support Peace – or War, (2004)
Help the Community Mobilise in an Emergency
Do No Harm – the Concept

Connectors and Dividers4

A major concept within Do No Harm is ‘Connectors’ and ‘Dividers’. The things
that resolve conflict are known as connectors. The things that promote and insti-
gate conflict are known as dividers. Connectors and dividers can be classified in
many ways. Some of the institutions working in the society and their methods
become connectors whereas some other organizations’ support become dividers
and intensify conflict. The concepts of Do No Harm analyze these situations and
suggests working with connectors and keeping distance from institutions and the
working modalities which become dividers.
Similarly, there are social norms, values and attitude that work as connectors
and dividers.
These issues are therefore also extremely relevant in psychosocial project im-
plementation within conflict settings.

Some Fundamental Lessons of the Do No Harm Project

It is possible—and useful—to apply Do No Harm in conflict-prone,

active conflict and post-conflict situations. And, doing so:

Prompts us to identify conflict-exacerbating impacts of assistance

much sooner than is typical without the analysis

Heightens our awareness of intergroup relations in project sites

and enables us to play a conscious role in helping people come together;

Reveals the interconnections among Provides a common reference point

programming decisions (about where to for considering the impacts of our assistance
The Seven Steps of work, with whom, how to set the criteria for on conflict that brings a new cohesiveness -
Do No Harm Analysis assistance recipients, who to hire locally, how to staff interactions and to our work with local
1. Understanding - to relate to local authorities, etc.); counterparts; and, the most important single
the Context of Conflict finding:
2. Analyzing Dividers and Tensions Enables us to identify programming options when things are going badly. In fact, many
3. Analyzing Connectors and Local people involved in the Project say that for some time they have been aware of the negative
Capacities for Peace impacts of some of their programmes but that they thought these were inevitable and
4. Analyzing the Assistance unavoidable. Do No Harm is useful precisely because it gives us a tool to find better ways—
Programme programming options—to provide assistance.

5. Analyzing the Assistance

Programme’s -
Impact on Dividers and Do No Harm Analysis – Seven Steps
Connectors
Step 1: Understanding the Context of Conflict
6. Considering (and Generating)
Programming Options Step one involves identifying which conflicts are dangerous in terms of their de-
7. Test Programming Options and structiveness or violence. Every society has groups with different interests and
Redesign Project identities that contend with other groups. However, many—even most—of these

4 For further information please see Mary B. Anderson, Do No Harm: How Aid Can
Support Peace – or War, (2004)

66
 Help the Community Mobilise in an Emergency
Do No Harm – the Concept

differences do not erupt into violence and, therefore, are not relevant for Do No
Harm analysis.
This method is useful for understanding the impacts of assistance programmes
on the socio/political schisms that cause, or have the potential to cause, destruc-
tion or violence between groups.

Step 2: Analyzing Dividers and Tensions

Once the important schisms in society have been identified, the next step is to
analyze what divides the groups. Some Dividers or sources of Tension between
groups may be rooted in deep-seated, historical injustice (root causes) while oth-
ers may be recent, short-lived or manipulated by subgroup leaders (proximate
causes). They may arise from many sources including economic relations, geog-
raphy, demography, politics or religion. Some may be entirely internal to a soci-
ety; others may be promoted by outside powers. Understanding what divides
people is critical to understanding, subsequently, how our assistance programmes
feed into, or lessen, these forces.

Step 3: Analyzing Connectors and Local Capacities for Peace

The third step is analysis of how people, although they are divided by conflict,
remain also connected across sub-group lines. The Do No Harm Project (DNH)
found that in every society in conflict, people who are divided by some things
remain connected by others. Markets, infrastructure, common experiences, his-
torical events, symbols, shared attitudes, formal and informal associations; all of
these continue to provide continuity with non-war life and with former colleagues
and co-workers now alienated through conflict. Similarly, DNH found that all
societies have individuals and institutions whose task it is to maintain intergroup
peace. These include justice systems (when they work!), police forces, elders
groups, school teachers or clergy and other respected and trusted figures. In war-
fare, these “Local Capacities for Peace (LCP)” are not adequate to prevent vio-
lence. Yet, in conflict-prone, active conflict and post-conflict situations they con-
tinue to exist and offer one avenue for rebuilding non-war relations. To assess the
impacts of assistance programmes on conflict, it is important to identify and un-
derstand Connectors and LCPs.

Step 4: Analyzing the Assistance Programme

Step four of the Do No Harm Framework involves a thorough review of all as-
pects of the assistance programme. Where and why is assistance offered, who are
the staff (external and internal), how were they hired, who are the intended re-
cipients of assistance, by what criteria are they included, what is provided, who
decides, how is assistance delivered, warehoused, distributed?
Step 5: Analyzing the Assistance Programme’s
Impact on Dividers and Connectors
Step five is analysis of the interactions of each aspect of the assistance programme
with the existing Dividers/Tensions and Connectors/LCPs.
We ask: Who gains and who loses (or who does not gain) from our assistance?
Do these groups overlap with the Dividers we identified as potentially or
actually destructive? Are we supporting military activities or civilian structures?
Are we missing or ignoring opportunities to reinforce Connectors? Are we
inadvertently undermining or weakening LCPs?
Step 6: Considering (and Generating) Programming Options
Finally, if our analysis of 1) the context of conflict; 2) Dividers and Tensions; 3)

67
Help the Community Mobilise in an Emergency
Key Actions to Mobilise a Community

Connectors and Local Capacities for Peace; and 4) our assistance programme
shows that our assistance exacerbates intergroup Dividers, then we must think
about how to provide the same programme in a way that eliminates its negative,
conflict-worsening impacts. If we find that we have overlooked local peace ca-
pacities or Connectors, then we should redesign our programming not to miss
this opportunity to support peace.

Step 7: Test Programming Options and Redesign Project

Once we have selected a better programming option is crucially important to
re-check the impacts of our new approach on the Dividers and Connectors.

Key Actions to Mobilise a Community

1. Coordinate efforts to mobilise communities.

Actively identify, and coordinate with, It is important to work in partnership with

existing processes of community mobilisa- local government, where supportive
tion (see IASC Guidelines on MHPSS - Action government services are present.
Sheet 1.1). -
Local people often have formal and non-for-
mal leaders and also community structures
that may be helpful in coordination, although
care should be taken to ensure that these do
not exclude particular people.

2. Assess the political, social and security

environment at the earliest possible stage.

In addition to reviewing and gathering general Observe and talk informally with numerous
information on the context (see IASC people representative of the affected
Guidelines on MHPSS - Action Sheet 2.1): community;

Identify and talk with male and female key informants (such as leaders, teachers, healers,
etc.) who can share information about (a) issues of power, organisation and decision-making
processes in the community, (b) what cultural rules to follow, and (c) what difficulties and
dangers to be aware of in community mobilisation.

68
 Help the Community Mobilise in an Emergency
Key Actions to Mobilise a Community

3. Talk with a variety of key informants and formal and informal groups, learning
how local people are organising and how different agencies can participate in the relief
effort. Communities include sub-groups that differ in interests and power, and these dif-
ferent sub-groups should be considered in all phases of community mobilisation. Often it
is useful to meet separately with sub-groups defined along lines of religion or ethnicity,
political affinity, gender and age, or caste and socio-economic class. Ask groups
questions such as:

In previous emergencies, how have local In what ways are people helping
people confronted the crisis? each other now?

How can people here participate in the Who are the key people or groups who
emergency response? could help organise health supports, -
shelter supports, etc.?

How can each area of a camp or village Would it be helpful to activate pre-exist-
‘personalise’ its space? ing structures and decision-making
processes?
If there are conflicts over resources or If yes, what can be done to enable people in a
facilities, how could the community reduce camp setting to group themselves (e.g. by
these? What is the process for settling village or clan)?
differences?

4. Facilitate the participation of marginalised people.

Be aware of issues of power and social Include marginalised people in the

injustice. planning and delivery of aid.

Initiate discussions about ways that Ensure, if possible, that such discussions
empower marginalised groups and prevent take note of existing authority structures,
or reduce stigmatisation or ­discrimination. including local government structures.

Engage youth, who are often viewed as a problem but who can be a valuable resource for
emergency response, as they are often able to adapt quickly and creatively to rapidly changing
situations.

5. Establish safe and sufficient spaces early on to support planning

discussions and the dissemination of information.

Safe spaces, which can be either covered or open, allow groups to meet to plan how to
participate in the emergency response and to conduct self-help activities (see IASC
Guidelines on MHPSS - Action Sheet 5.2) or religious and cultural activities (see IASC
Guidelines on MHPSS - Action Sheet 5.3). Safe spaces can also be used for protecting and
supporting children (see IASC Guidelines on MHPSS - Action Sheets 3.2 and 5.4), for learning
activities (see IASC Guidelines on MHPSS - Action Sheet 7.1), and for communicating key
information to community members (see IASC Guidelines on MHPSS - Action Sheets 8.1 and
8.2).

69
Help the Community Mobilise in an Emergency
Key Actions to Mobilise a Community

6. Promote community mobilisation processes.

Security conditions permitting, organise One of the core activities of a participatory

discussions regarding the social, political mobilisation process is to help people to
and economic context and the causes of the make connections between what the
crisis. Providing a sense of purpose and community had previously, where its
meaning can be a powerful source of members are now, where they want to go,
psychosocial support. and the ways and means of achieving that.
Facilitation of this process means creating
Facilitate the conditions for a collective the conditions for people to achieve their
reflection process involving key actors, goals in a manner that is non-directive
community groups or the community as a and as non-intrusive as possible. If
whole regarding: needed, it may be useful to organise
activities (e.g. based on popular education
-- Vulnerabilities to be addressed at present
methodologies) that facilitate productive
and vulnerabilities that can be expected in
dialogue and exchange. This reflective pro-
the future;
cess should
-- Capacities, and abilities to activate be recorded, if resources permit, for
and build on these; disse­mination to other organisations
-- Potential sources of resilience identified working on community mobilisation.
by the group;
-- Mechanisms that have helped community The above process should lead to a
members in the past to cope with tragedy, discussion of emergency ‘action plans’ that
violence and loss; coordinate activities and distribute duties
-- Organisations (e.g. local women’s groups, and responsibilities, taking into account
youth groups or professional, labour or agreed priorities and the feasibility of the
political organisations) that could be actions. Planning could also foresee
involved in the process of bringing aid; longer-term scenarios and identify
potentially fruitful actions in advance. It
-- How other communities have ­responded should be clearly understood whether the
successfully during crises. action is the responsibility of the
community itself or of external agents
(such as the state). If the responsibility is
with the community, a community action
plan may be developed. If the responsibility
is with external agents, then a community
advocacy plan could be put in place.

70
 Help the Community Mobilise in an Emergency
Promoting the Vital Process of Self-Help

Read More about Mobilising a Community Measure Your Progress

-- Safe spaces have been
Guides and Handbooks established and are used for
planning meetings and
IASC Guidelines on Mental Health and Psychosocial Support in Emergency Setting
information sharing.
Active Learning Network for Accountability and Segerström E. (2001). - -- Local people conduct
Performance in Humanitarian Action (ALNAP) ‘Community Participation’ in regular meetings on how to
(2003). Participation by Crisis-Affected the Refugee Experience, organise and implement the
Populations in Humanitarian Action: Oxford Refugee Studies Centre. emergency response.
A Handbook for Practitioners. http://earlybird.qeh.ox.ac.uk/rfgexp/ -- Local men, women, and
www.odi.org.uk/ALNAP/publications/- rsp_tre/student/commpart/com_int.htm youth – including those from
gs_handbook/gs_handbook.pdf (English); - marginalised groups – are
www.psicosocial.net (Spanish) involved in making key
decisions in the emergency.
Action on the Rights of the Child. Sphere Project (2004). Humanitarian
Community Mobilisation. Charter and Minimum Standards
www.savethechildren.net/arc/- in Disaster Response, Common
files/f_commmob.pdf standard 1: participation, pp.28-29.
Geneva: Sphere Project.
www.sphereproject.org/handbook/index.
htm

Donahue J. and Williamson J. (1999). UNHCR (2006). Tool for Participatory

Community Mobilisation to Mitigate Assessment in Operations.
the Impacts of HIV/AIDS. www.unhcr.org/publ/PUBL/450e963f2.
Displaced Children and Orphans Fund. - html
pdf.dec.org/pdf_docs/pnacj024.pdf

Norwegian Refugee Council/Camp Management UNHCR (2002). -

Project (2004, revised 2007). - Guide for Shelter Planning (chapters on
Camp Management Toolkit Community Participation and Community
www.flyktninghjelpen.no/?did=9072071 Organising). -
www.unhcr.org/cgi-bin/texis/vtx/home/
Regional Psychosocial Support Initiative (REPSSI) opendoc.
(2006). Journey of Life – A Community pdf?tbl=PARTNERS&id=3c4595a64
Workshop to Support Children.
(English); www.acnur.org/index.php?id_
www.repssi.org/home.asp?pid=43 pag=792 (Spanish)

Promoting the Vital Process of Self-Help – Background

Encouraging self-help: All communities contain effective, naturally occurring
psychosocial supports and sources of coping and resilience. Nearly all groups of
people affected by an emergency include helpers to whom people turn for
psychosocial support in times of need. In families and communities, steps
should be taken at the earliest opportunity to activate and strengthen local
supports and to encourage a spirit of community self-help.
A self-help approach is vital, because having a measure of control over some
aspects of their lives promotes people’s mental health and psychosocial well-be-
ing following overwhelming experiences. Affected groups of people typically
have formal and informal structures through which they organise themselves to
meet collective needs. Even if these structures have been disrupted, they can be
reactivated and supported as part of the process of enabling an effective emer-
gency response.
Strengthening and building on existing local support systems and structures
will enable locally owned, sustainable and culturally appropriate community re-
sponses. In such an approach, the role of outside agencies is less to provide direct
services than to facilitate psychosocial supports that build the capacities of ­locally
available resources. Facilitating community social support and self-help requires
sensitivity and critical thinking.

71
Help the Community Mobilise in an Emergency
Key Actions for Community Self-help & Social Support

Treading carefully: Communities often include diverse and competing sub-

groups with different agendas and levels of power. It is essential to avoid
strengthening particular sub-groups while marginalising others, and to pro-
mote the inclusion of people who are usually invisible or left out of group
activities.

Key Actions for Community Self-help & Social Support

1. Identify human resources in the local community

Examples of such resources are significant elders, community leaders (including local govern-
ment leaders), traditional healers, religious leaders/groups, teachers, health and -
mental health workers, social workers, youth and women’s groups, neighbourhood groups, union
leaders and business leaders. A valuable strategy is to map local resources -
(see also Action Sheet 2.1) by asking community members about the people they turn to for
support at times of crisis. Particular names or groups of people are likely to be reported
repeatedly, indicating potential helpers within the affected population.

Meet and talk with identified potential Identify social groups or mechanisms
helpers, including those from marginalized that functioned prior to the emergency
groups, and ask whether they are in a position to and that could be revived to help meet
help. immediate needs. These might include
collective work groups, self-help groups,
rotating savings and credit groups, burial
societies and youth and women’s groups.

2. Facilitate the process of community identification of priority actions

through participatory rural appraisal and other participatory methods

Identify available non-professional Promote a collective process of reflection

or professional supports that could about people’s past, present and future that
be activated immediately or strengthened. enables planning. By taking stock of
supports that were present in the past but
which have been disrupted in the emer-
gency, people can choose to reactivate
useful supports. By reflecting on where they
want to be in several years’ time, they can
envision their future and take steps to
achieve their vision.

Discuss with key actors or community groups Together with the community
-- How the current situation has disrupted -- Identify priorities people should address
social networks and coping mechanisms. in moving towards their vision of the
-- How people have been affected by the future.
crisis. -- Identify actions that would make it
-- Organisations that were once working to possible for people to achieve their
confront crisis and that may be useful to priority goals.
reactivate. -- Identify successful experiences of
-- Mechanisms (rituals, festivals, women’s organisations that have been seen in their
discussion groups, etc.) that have helped and neighbouring communities.
community members in the past to cope
with tragedy, violence or loss.

Share results of this identification process with the coordination group

(see Action Sheets 1.1 and 2.1).

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 Help the Community Mobilise in an Emergency
Read More about Community Self-help

3. Support community initiatives, actively encouraging those that promote

family and community support for all emergency-affected community members,
including people at greatest risk

Determine what members of the affected Support community initiatives suggested

population are already doing to help themselves by community members during the
and each other, and look for ways to reinforce participatory assessment, as appropriate.
their efforts. For example, if local people are
organising educational activities but need basic Encourage when appropriate the
resources such as paper and writing instruments, formation of groups, particularly ones that
support their activities by helping to provide the build on pre-existing groups, to conduct
materials needed (while recognising the possible various activities of self-support and
problem of creating dependency). Ask regularly planning.
what can be done to support local efforts.

54 Organise Orientation and Training

(see IASC Guidelines on MHPSS - Action Sheets 4.3 and 5.2)

Prepare a strategic, comprehensive, timely and realistic plan for training.

Select competent, motivated trainers.

Utilise learning methodologies that facilitate the immediate and practical

application of learning.

Match trainees’ learning needs with appropriate modes of learning.

Prepare orientation and training seminar content directly related to the

expected emergency response.

Consider establishing Training of Trainers (ToT) programmes to prepare

trainers prior to training.

After any training, establish a follow-up system for monitoring, support, feedback
and supervision of all trainees, as appropriate to the situation.

Document and evaluate orientation and training to identify lessons.

Read More about Community Self-help

Measure
Guidelines and Handbooks
your progress
IASC Guidelines on Mental Health and Psychosocial Support in Emergency Setting
Steps have been taken
IASC (2005). Guidelines for Gender-Based Refugee Studies Centre and UNICEF (2002). to identify, activate and
Violence Interventions in Humanitarian ‘Addressing the needs of children, their strengthen local resources
Settings. Geneva: IASC. families and communities’, in Working that support mental health and
with Children in Unstable Situations – psychosocial well-being.
www.humanitarianinfo.org/iasc/content/
products/docs/tfgender_GBVGuidelines2005.pdf Principles and Concepts for Psycho- Community processes and
social Interventions (draft), pp.47-79. initiatives include and support
Norwegian Refugee Council/Camp http://psp.drk.dk/ the people at greatest risk.
Management Project (2004, revised 2007). graphics/2003referencecenter/Docman/ When necessary, brief training
Camp Management Toolkit. Documents/1Disaster-general/ is provided to build the capacity
www.flyktninghjelpen.no/?did=9072071 WorkWithChild.UnstableSitua.pdf of local supports.

Pretty J.N. and Vodouhê D.S. (1997). - Regional Psychosocial Support Initiative
‘Using rapid or participatory rural appraisal’. (REPSSI) (2006). The Journey of Life
FAO: New York. (awareness and action workshops).
www.fao.org/docrep/W5830E/w5830e08.htm www.repssi.org/

IFRC (2009). Community-based Save the Children (1996). -

Psychosocial Support – Trainer’s Book, Promoting Psychosocial Well-Being
A Training kit. International Federation Among Children Affected by Armed
of the Red Cross and Red Crescent Societies. Conflict and Displacement:
http://psp.drk.dk/sw2955.asp Principles and approaches.
www.savethechildren.org/publications/
technical-resources/emergencies-protec-
tion/psychsocwellbeing2.pdf

73
Help the Community Mobilise in an Emergency
Supporting Cultural Healing Practices

Supporting Cultural Healing Practices

In emergencies, people may experience collective cultural, spiritual and religious
stresses that may require immediate attention. Providers of aid from outside a
local culture commonly think in terms of individual symptoms and reactions,
such as depression and traumatic stress, but many survivors, particularly in non-
Western societies, experience suffering in spiritual, religious, family or commu-
nity terms.
Survivors might feel significant stress due to their inability to perform cultur-
ally appropriate burial rituals, in situations where the bodies of the deceased are
not available for burial or where there is a lack of financial resources or private
spaces needed to conduct such rituals. Similarly, people might experience intense
stress if they are unable to engage in normal religious, spiritual or cultural practices.
Collective stresses of this nature can frequently be addressed by enabling the
conduct of appropriate cultural, spiritual and religious practices.
The conduct of death or burial rituals can ease distress and enable mourning
and grief. In some settings, cleansing and healing ceremonies contribute to recov-
ery and reintegration. For devout populations, faith or practices such as praying
provide support and meaning in difficult circumstances.
Improve psychosocial well-being: Understanding and, as appropriate, enabling
or supporting cultural healing practices can increase psychosocial well-being
for many survivors. Ignoring such healing practices, on the other hand, can
prolong distress and potentially cause harm by marginalising helpful cultural
ways of coping.
In many contexts, working with religious leaders and resources is an essential
part of emergency psychosocial support. Engaging with local religion or culture
often challenges non-local relief workers to consider world views very different
from their own. Because some local practices cause harm (for example, in con-
texts where spirituality and religion are politicised), humanitarian workers
should think critically and support local practices and resources only if they fit
with international standards of human rights.

74
 Help the Community Mobilise in an Emergency
Key actions for Cultural, Spiritual and Religious Healing Practices

Key actions for Cultural, Spiritual

and Religious Healing Practices
1. Approach local religious and spiritual leaders and other cultural guides
to learn their views on how people have been affected and -
on practices that would support the affected population.

Review existing assessments (see IASC Guidelines on MHPSS - Action Sheet 2.1) to avoid the
risk of repetitive questioning.

Approach local religious and spiritual leaders, preferably by means of an interviewer of the
same ethnic or religious group, to learn more about their views (see key action 3 below). Since
different groups and orientations may be present in the affected population, it is important to
approach all key religious groups or orientations. The act of asking helps to highlight spiritual and
religious issues, and what is learned can guide the use of aid to support local resources that
improve well-being.

2. Exercise ethical sensitivity.

Use a skilled translator if necessary, work in the local language, asking questions that a
cultural guide (person knowledgeable about local culture) has indicated are appropriate. It may
be difficult for survivors to share information about their religion or spirituality with outsiders,
particularly in situations of genocide and armed conflict where their religious beliefs and/or
ethnic identities have been assaulted.
Experience indicates that it is possible for humanitarian workers to talk with religious and
spiritual leaders if they demonstrate respect and communicate that their purpose is to learn
how best to support the affected people and avoid damaging practices.
In many emergencies, religious and spiritual leaders have been key partners in educating
humanitarian workers about how to support affected people. Ethical sensitivity is needed also
because some spiritual, cultural and religious practices (e.g. the practice of widow immolation)
cause harm.
It is important to maintain a critical perspective, supporting cultural, religious and spiritual
practices only if they fit with human rights standards. Media coverage of local practices can be
problematic, and should be permitted only with the full consent of involved community
members.

3. Learn about cultural, religious and spiritual supports and coping

mechanisms. Once rapport has been established, ask questions such as these:

What do you believe are the spiritual Who can best provide guidance on how to
causes and effects of the emergency? conduct these rituals and handle the burial of
bodies?

How have people been affected cultur- Who in the community would greatly benefit
ally or spiritually? from specific cleansing or healing rituals and
why?

What should properly happen when Are you willing to advise international
people have died? workers present in this area on how to support
people spiritually and how to avoid spiritual
harm?

Are there rituals or cultural practices that could be conducted, and what would be the
appropriate timing for them?

If feasible, make repeated visits to build trust and learn more about religious and cultural
practices. Also, if possible, confirm the information collected by discussing it with local
anthropologists or other cultural guides who have extensive knowledge of local culture and
practices.

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Help the Community Mobilise in an Emergency
Key actions for Cultural, Spiritual and Religious Healing Practices

4. Disseminate the information collected among humanitarian actors

at sector and coordination meetings.

Share the information collected with colleagues in different sectors, including at intersectoral
MHPSS coordination meetings and at other venues, to raise awareness about cultural and
religious issues and practices. Point out the potential harm done by e.g. unceremonious mass
burials or delivery of food or other materials deemed to be offensive for religious reasons.

5. Facilitate conditions for appropriate healing practices.

The role of humanitarian workers is to facilitate the use of practices that are important to
affected people and that are compatible with international human rights standards. Key steps
are to:

Work with selected leaders to identify Remove the obstacles (e.g. provide space for
how to enable appropriate practices. rituals and resources such as food for funeral
guests and materials for burials).

Identify obstacles (e.g. lack of resources) Accept existing mixed practices (e.g. local and
to the conduct of these practices. Westernised) where appropriate.

76
 Help the Community Mobilise in an Emergency
Read More about Cultural Practices

Read More about Cultural Practices

Guidelines and Handbooks

IASC Guidelines on Mental Health and Psychosocial Support in Emergency Setting

PAHO/WHO (2004). ‘Sociocultural aspects’. Psychosocial Working Group (2003).

In: Management of Dead Bodies in Disaster Psychosocial Intervention in
Situations, pp.85-106. Washington: PAHO. Complex Emergencies:
www.paho.org/English/DD/PED/DeadBodiesBook. A Conceptual Framework.
pdf www.forcedmigration.org/
psychosocial/papers/
Conceptual%20Framework.pdf

Sphere Project (2004). Humanitarian Charter and Minimum Standards in Disaster

Response. Mental and social aspects of health, pp.291-293. Geneva: Sphere Project.
www.sphereproject.org/handbook/index.htm

Ten tips on supporting representative structures

from UNHCR ‘Community Based Approach to UNHCR Operations’, March 2008. p 63

Working with the leaders and other members Do not just promote 50 percent participation
of the community, identify what methods by women or the participation of young
are used to transmit information to all. people. First prepare leaders to support
these changes.

Analyze with community members the Hold workshops on governance to ensure

ground rules for interaction with the leaders that the community supports fair and
and committees, how representative they are, representative elections, including rotating
who attends meetings, and who speaks or and timelimited leadership, human rights,
feels free to speak. including women’s and children’s rights, and
gender equality.

Discuss with the leaders how they promote Facilitate a process through which
a caring, protective environment and how community volunteers organise fair
those at greater risk are supported. Analyze elections. Invite observers, such as local
the consequences of exclusion with the authorities and humanitarian workers, to
leaders and with those groups that are left provide material support for the elections,
out. and support the community in monitoring the
ballot to ensure fairness and prevent intimida-
tion.

Identify community values that support Be careful not to create committees for the
inclusive approaches and individual rights. sake of having committees. Agree on clear
Mention these in discussions to highlight the goals and ensure that traditional leaders
fact that rights, inclusiveness and participation support the initiative.
are part of their approach and are not “alien”
concepts.

Support the community in defining good Work with partners and community-based
leadership and who in the community reflects organisations to develop ground rules that
that definition. Discuss with these people why are transparent, guarantee fair access for all
groups, such as women and youth, are and representative participation, and promote
excluded and agree on strategies for change. leaders’ accountability and their role as
duty-bearers in the community.

77
 Ten tips on mapping management structures
from UNHCR ‘Community Based Approach to UNHCR Operations’, March 2008; p 60

Observe the composition of groups who come Find out from young people, particularly
forward to interact with the humanitarian adolescents, how they participate, such as
agencies and note their age, gender, ethnicity, through education or training committees,
religion, and political affiliation. Check with other and at what level.
agencies and community members whether
these are the usual leaders and whether there are
others you might not have met.

Identify the different leadership styles and Hold discussions with groups of women
note those who are particularly respected, who about who is a leader and why. If women
are open and interact with all members of the are not represented in leadership struc-
community. When possible, avoid working tures, speak with the women and with male
through those who have strong political agendas. leaders to determine why.

Work with the community to map all the Note how leaders and other structures
different structures, noting which areas they deal with taboo issues and individual
cover. Ask different members of the community rights. If possible, use these issues as
whom they turn to for support when they have discussion points to assess people’s
problems and who might organise the response. awareness of their rights.

Hold discussions with minority groups to Discuss with leaders whether any groups
assess their level of participation in leadership are excluded in order to understand
structures. whether there are obstacles -
to their participation and whether the
­situation can change.

Note how groups with specific needs, such as Give the information back to the
persons with disabilities, older persons and child community, in the form of maps and
-headed households, are supported. flowcharts, so that they can validate the
findings and use them in their discussions.

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 Resources
Manuals

CHAPTER CONTENTS

Manuals

Websites

Books & articles

COMMUNITY BASED
PSYCHOSOCIAL SERVICES
IN HUMANITARIAN ASSISTANCE
A FACILITATOR’S GUIDE

Chapter 5

Resources
Version 2, May 2005
www.svenskakyrkan.se/psychosocialservices

Manuals
Action by Churches Together (ACT), ‘Community Based Psychosocial
Support in Humanitarian Assistance – A Facilitator’s Guide’, May 2005
www.svenskakyrkan.se/tcrot/lutherhjalpen/psychosocialservices

Associazione Volontari per il Servizio Internazionale (AVSI), ‘Training Iasc Guidelines

on Mental Health and
Manual for Teachers’, February 2003 The IASC Guidelines for Mental Health and Psychosocial
Psychosocial support
Iasc Guidelines on Mental Health and Psychosocial support in Emergency settings
Support in Emergency Settings reflect the insights of numerous
agencies and practitioners worldwide and provide valuable
in Emergency settings
Christian Children’s Fund (CCF), ’Mental Health and Psychosocial Support
information to organisations and individuals on how to respond
appropriately during humanitarian emergencies.

Minimum Responses in Emergency Settings – Training Manual Facilitator’s

specific action sheets offer useful guidance on mental health and
psychosocial support, and cover the following areas:

coordination

Guide’, December 2006 assessment, Monitoring and Evaluation

Protection and Human Rights standards
Human Resources
community Mobilisation and support
Health services
Education

IASC, ‘Checklist for field use of IASC Guidelines on Mental Health and
Dissemination of Information
Food security and Nutrition
shelter and site Planning
Water and sanitation

Psychosocial Support in Emergency Settings’, December 2008The Guidelines include a matrix, with guidance for emergency planning,
actions to be taken in the early stages of an emergency and comprehensive

www.humanitarianinfo.org/iascweb2/pageloader.aspx?page=content-prod-
responses needed in the recovery and rehabilitation phases. The matrix
is a valuable tool for use in coordination, collaboration and advocacy
efforts. It provides a framework for mapping the extent to which essential
first responses are being implemented during an emergency.

ucts-products&productcatid=22 The Guidelines include a companion cD-ROM, which contains the full
Guidelines and also resource documents in electronic format.

Published by the Inter-agency standing committee (Iasc), the Guidelines

give humanitarian actors useful inter-agency, inter-sectoral guidance and

IASC, ‘Inter Agency Standing Committee Guidelines on Mental Health and

tools for responding effectively in the midst of emergencies.

Psychosocial Support (MHPSS)’, June 2007

ISBN 978-1-4243-3444-5

www.humanitarianinfo.org/iascweb2/pageloader.aspx?page=content-prod-
ucts-products&productcatid=22

Nancy Baron, ’On the Road to Peace of Mind Guidebook’, 2008

NVAA, ‘Instructor’s Manual on Adult Learning’, 2002 TRAINING OF TRAINERS

MANUAL
www.ojp.usdoj.gov/ovc/assist/instructor/pdf/Adultlearning.pdf CONFLICT TRANSFORMATION AND PEACEBUILDING IN
RWANDA

Swedish International Development Agency, Sanna Ingelstam-Duregård,

‘Aktiva Metoder – en handbok i att leda lärande’, 2009; (In Swedish)
www.sida.se/sida/jsp/sida.jsp?d=118&a=46482

UNHCR ‘Community Based Approach to UNHCR Operations’, March 2008;

www.unhcr.org/cgi-bin/texis/vtx/refworld/rwmain?docid=47da54722
JUNE 2008
This publication was produced for review by the United States Agency for
International Development. It was prepared by ARD, Inc. and the Center for Justice and

USAID, ‘Training of Trainers Manual, Conflict Transformation and

Peacebuilding.

Peacebuilding in Rwanda’, June 2008;

http://pdf.usaid.gov/pdf_docs/PNADM806.pdf
79
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Home > Subsidiary Bodies > Mental Health and Psychosocial Support in Emergency Settings Print

PRINCIPALS

www.humanitarianinfo.org/iasc/pageloader.aspx?page=content-about-default
WORKING GROUP
IASC Reference Group on Mental Health and Psychosocial Support in Emergency Settings
WEEKLY
In December 2007 the IASC Working Group established the IASC Reference Group on Mental Health and Psychosocial
SUBSIDIARY BODIES Support in Emergency Settings. This reference group is tasked to follow up on the implementation of the Guidelines
elaborated by the 2005-2007 IASC Task Force on Mental Health and Psychosocial Support in Emergency Settings.

»CAP
» The two objectives of the Reference Group are:
»Emergency Telecom
1. To disseminate the Guidelines to professional and non-professional groups to ensure understanding of the main
»Gender aspects of the guidelines;

Inter Agency Standing Committee on Mental Health and Psychosocial Support

2. To continue to interface with the Cluster system, ensuring that mental health and psychosocial support is
»Good Humanitarian systematically mainstreamed into the Clusters' work;
Donorship 3. To implement the Guidelines in diverse countries through case studies at regional, national and community levels; and
4. Capacity building through orientations and trainings of different stakeholders.
»HIV in Humanitarian
Situations
The Reference Group is currently composed of more than 30 international agencies (United Nations agencies,
»Information Management intergovernmental organizations, Red Cross and Red Crescent agencies and nongovernmental organizations). The 2009 co-

www.humanitarianinfo.org/iasc/pageloader.aspx?page=content-subsidi-com-
chairs of the Reference Group are UNICEF and World Vision International.
»Preparedness and
Contingency Planning The 2009 work plan of the Reference Group and Arabic, English, French and Spanish versions of the Guidelines on Mental
Health and Psychological Support in Emergency Settings are available on this website.
»Psychosocial Support
For further information on the Reference Group or on the IASC Guidelines, please kindly contact one of the Co-
»Meeting Humanitarian Chairs (see contact details on this page)
Challenges in Urban Areas

mon-default&sb=72&publish=0
Documents
»Humanitarian Coordination
Group

»Humanitarian Financing No documents found

»Humanitarian Space Core Amanda Melville »

Home > Policy and Practice
Group > HIV care and support > Home and community-based care UNICEF »
Work Plans and Progress Reports New York
»Needs Assessment Email: [email protected]
Phone: +1 223 326 7208

Home and community-based care

»Task Team on Clusters

UNAIDS, ‘Home and community-based care’

»Climate Change Progress Report 2009 MHPSS RG 2009 (10 Dec).doc
SU/0912/3284

Posted: 23-12-2009 00:00:00 Public Alison Schafer »

WVI »
CALENDAR
Resources:
Email:
DOCUMENTS RG MHPSS-2009 Workplan [email protected]
OT/0905/3097 Phone: +61 3 9287 2592

www.unaids.org/en/PolicyAndPractice/CareAndSupport/
PRODUCTS Posted: 30-03-2009 00:00:00 Public Cosponsors:
FOCAL POINTS UNICEF
Meetings
IASC SECRETARIAT

29-12-2009
IASC Product Review
Survey Results »
» Upcoming

No meetings/agendas found HomeCommunityCare/

28-12-2009 » Previous
Report of the Review of
IASC Products »
Community care and Frisupport
28-Nov-08,groups have
16:00 to 17:00sprung
(CET) up almost
13-10-2009 MHPSS teleconference on DRC
everywhere in the world where the AIDS epidemic has appeared, and

OVC Support, ‘Psychosocial Effects of HIV/AIDS’

IASC Products Review » Geneva
[Subsidiary Bodies]
have shown amazing creativity and steadfastness in providing comfort
20-07-2009
World Humanitarian Day - Mon 22-Sep-08, (CET)
and hope to people living
19 August 2009 » with,meeting
Face-to-face or affected by,
of the IASC HIV. Group on Mental Health and
Reference
Psyhosocial Support
02-07-2009 Geneva
IASC Highlights the [Subsidiary Bodies]
The great majority of people with AIDS in low and middle-income

www.ovcsupport.net/sw2355.asp
Humanitarian Impacts of
Climate Change »
countries are cared for at home, since health services are beyond the
reach of large proportions of the population or are struggling to cope
ABOUT - CONTACT - Calendar RSS Feed
with the burden of the virus. © 2009 Inter Agency Standing Committee (IASC)

Home- and community-based care takes many forms, but typically it is

provided by relatives, friends, or community volunteers working for non-

The International AIDS Alliance

governmental organizations and supported to a greater or lesser extent
by health professionals, mainly nurses.

It is generally holistic care that offers treatment and psychosocial

www.aidsalliance.org/sw1280.asp
support to patients, as well as support to carers and relatives, including
orphaned children. Community-based programmes also do important
work in raising awareness, challenging stigma and teaching HIV
prevention.

They are expected to be the foundation on which national antiretroviral

treatment programmes are built.

However, they will require tremendous support to enable them to carry

the extra burden: most such programmes work in isolation from one
another and from the health services, and their funding is precarious.

Books & Articles

Guoxiang Zhao & Xiaoming Li, ‘Psychosocial consequences for children
experiencing parental loss due to HIV/AIDS in central China’, AIDS Care,
Volume 21, Issue 6 June 2009.

Lauriann Tomaszeski, ‘An Overview of the Psychosocial Issues That Impact

Family’s Affected by HIV/AIDS’
www.dcmsonline.org/jax-medicine/2001journals/junejuly2001/psychosocial.
htm

Norris, F., Tracy, M.& Galea, S. (2009). ‘Looking for resilience: Understanding
the longitudinal trajectories of responses to stress’. Social Science and
Medicine, 2190-2198.

JohnWilliamson & Malia Robinson; ‘Psychosocial interventions, or integrated

programming for well-being?’

Intervention 2006, Volume 4, Number 1, Page 4 – 25

Mary B. Anderson, ‘Do No Harm: How Aid Can Support Peace – or War’, (2004)

80
 Appendix
To Establish a Safe Environment and Some Ground Rules

Appendix CHAPTER CONTENTS

To Establish a Safe Environment
and some Common Ground Rules
To Establish a Safe Environment
and some Common Ground Rules Planning and Evaluating
Your Workshop

How to Establish a Safe Environment:

Respect Confidentiality Mutual trust

Honest constructive Sharing thoughts Encouragement

feedback, receive and
provide

Time for laughter, flexibility Promote self-reflection Find strengths in everyone’s

and a bit of play is essential skills and efforts

Encourage one another Collaboration rather than Support rather than

competition judgment

Be responsible for your own behaviour

Further suggestions…

A Sample of some Common Ground Rules:

Start on time, end on time No smoking in the workshop Do not interrupt while
room. others are speaking. - One
person speaks at a time.

Everyone should try to listen Maintain confidentiality of Show respect for others,
as well as speak. what is shared, no gossiping. and other’s experiences.

Do not make personal Do not judge others. Be aware of language

attacks. difficulties i.e. speak slowly
if needed.

No mobile telephones Limit the movement Do not put down or ridicule

(Although, if need please people or make them feel
stand up and stretch your bad.
legs!)

Try to avoid acronyms, as some may feel excluded or stupid and therefore scared of asking

Further suggestions…

If someone breaks the ground rules it is advisable to talk to that person

rather than give out punishments.

81
Appendix
Planning and Evaluating Your Workshop

Planning and Evaluating Your Workshop

Day by Day Evaluation, in writing or in group discussion
-- What was the most useful part of the training today?
-- What was the least useful part of the training today?
-- Was there enough time for each session?
-- Was there anything that was unclear that needs further explanation?
-- Suggestions for improvements?

Personal Reflection, in writing or in group discussion

Name: ……………….

During these days I have learned:

My strengths are:

Areas where I have improved/grown during the workshop are:

Areas where I need to grow are:

Did I meet my own personal goal?

Simple Evaluation Form

Evaluation Questions/ Fully Good To some Not at all
Evaluation Scale enough extent

The content was clear and

easily understood

The language was clear and

easily understood

The instructions were clear

and easily understood

The presentation methods

were clear and easily
understood

Did the trainers interact with

the audience?

What I have learned will

change the way I work

General Comments:

Suggestions for improvements:

82
 Appendix
To Establish a Safe Environment and Some Ground Rules

Simple Evaluation for Non-readers

A simple way of evaluating a session is to draw a ”Bull’s Eye” and then ask par-
ticipants to mark their position of understanding/approving to the session in a
continuous line from the middle “Yes, perfectly” to the outside of the circles
“No, not at all”. This kind of evaluation can also be used for participants that are
are not readers.

Yes, perfectly

No, not at all

Form

Advanced Evaluation of Individual Presentations

Group exercise
After an activity where the participants have been active, individually or in a
group, it is useful to use a simple debriefing method to evaluate and highlight the
experiences and lessons learnt.
Example of Task: Work in pairs or in smaller groups. Allow one person at a
time be the focus of attention. The focal person sits quiet whilst the rest of the
group (one at a time) shares their impressions. Then ask the focal person to give
his/her view.
Group’s comments: Strengths? Room for improvements?
Focal person’s questions:
What were you satisfied with? What were you less satisfied with?
How did you use your personal strengths? Would you need further trainings?
If so, in what?
What have you learned?s
Strengths: It allows that participant in question to receive detailed personal
feedback and tips on room for improvements.
Risks: People are afraid to give constructive and honest feedback as it may hurt
the participant in question.

83
Appendix
Planning and Evaluating Your Workshop

Simple Evaluation Form for Individual presentations

Evaluation Questions
In a Training of Trainers, the trainees need to get structured feed-back from their
co-participants when they are making a presentation or conducting some ses-
sions. A simple form is to let all participants fill in this kind of evaluation form
to be handed to the trainee. This might be complemented with some oral re-
marks. Make sure the positive parts are highlighted

Understandable

Engaging the audience

Audibility of speech

Pace

Body Language

Visual aids (flip charts etc)

Eye contact with all

Hand gestures (too much, too little)

General Comments: (What was good? Room for improvement?)

End of Workshop Evalutation Form

At the end of the workshop, a more extensive evalutation will help you deter-
mine the achievements or set-backs of the training. Make sure you consider the
findings and suggestions made by the participants in your planning of future
workshops.
Fill in: Title Location Dates of workshop
To participant: Try to answer as openly and honest as possible. These evalua-
tion forms will be anonymous so please do not put your name on the form.

Evaluation Questions/ Fully Good enough To some extent Not at all

Evaluation Scale

The workshop achieved its

aims and objectives

The content of the

workshop is relevant to my
work

What I have learned will

impact on the way I work

The quality of the learning

materials and aids was equal
to my needs

The facilitation and

presentation during the
workshop were clear

The trainers enabled a safe

environment

84
 Appendix
To Establish a Safe Environment and Some Ground Rules

The co-participants were

helpful and enabled a safe
environment

The venue was appropriate

There was enough time for

each session.

I am ready to hold a
workshop using the
knowledge and skills learnt
during the workshop.

Content of the Workshop:

What was the most interesting/useful part of the training today?

What was the least interesting/useful part of the training today?

Were the materials useful? (What was missing?)

Were the sessions well structured?

What needs improvement?

Were the sessions presented at the right level? (If not, too low or too high level?)

Were the presentation formats useful? (If not, how could they improve?)

Were the Handouts clear? (What was missing?

Was there enough time for each session?

Presentation and methods

What were the trainers’ presentation styles you enjoyed? Suggestions for improvements?

Did the trainers cover the material clearly?

The way trainers responded to questions?

Skills you could use yourself?

Suggestions for improvement

What methods of training did you find useful/ least useful?

Any other comments (including about facilitation, presentations, methodology, or other).

Overview:

What parts of the workshop were most/least useful to you?

What was the most/least interesting part of the training throughout the week?

What improvements/changes would you suggest for similar workshops – Any topics that you
would include or remove from the agenda?

How do you think the workshop could have been made more effective?

What are your plans for future trainings on MHPSS within your organization and collaborations
with other organizations? What kind of support do you need to move these plans forward?

Initiatives (collaborations, suggested workshops, exchanges etc) that you think would be useful
for the future?

Please give any other comments/suggestions/thoughts.

85
 Photo credits
Magnus Aronson/Church of Sweden IKON,
page 1 (top and bottom left), 4, 9, 20, 26, 28, 31, 32, 35, 39, 53, 61, 68, 69, 76, 80
Paul Jeffrey/ACT alliance,
page 1 (middle and right), 3, 11, 17, 33, 36, 49, 52, 55, 57, 65, 66, 74, 77, 79
Stefan Håkansson/Church of Sweden IKON,
page 7, 24, 38
Ewa Almqvist/Church of Sweden IKON,
page 62
Ingrid Bergenholm-England/Church of Sweden IKON,
page 51
Martina Lindroos/Church of Sweden IKON,
page 70

Copyright
Permission is granted to review, abstract, translate and/or reproduce any portion of this guide
for use with this purpose, but not for sale or any use in conjunction with this commercial
purposes.
Please acknowledge this guide as source if any use is made of it.
Please send copies of any translations to us so that we may make them available in future
disaster situations.
Reports on use of this material and suggestions for improving it would be very much
appreciated. Send comments and copies of translations to: [email protected]
This trainer of trainer-manual is co-funded by Sida, the Swedish international development
cooperation agency.

86