Crisis Interventions Professional Guidebook

8/6/2019 Crisis Interventions Professional Guidebook

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Dr. Joseph O. Prewitt DMs. Sujata Bordoloi

Ms. Antara Sen Dave, MMr. Amin Khoja

Syllabus for

Crisis Intervention SpecialistTraining Program

American Red Cross Psychosocial Support Program


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IndexNo. Content Page

1. Contents of the manual 2

2. Goal, Objectives and expected outcomes 3

3. Training program schedule. 4

4. The International Humanitarian Law9

5. Origin of The Red Cross Movement 13

6. The Emblem 18

7. IFRC Psychological Support Policy. 19

8. SPHERE guidelines for psychosocial support 24

9. Safe School27

10. Safe Home. 40

11. Psychological First Aid. 59

12. Presentation and Facilitation skills 63


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GoalPrepare a team of technical personnel to instruct and implement psychoso

support activities in schools and communities.

Objectives:1. Elaborate the International Humanitarian Law and the Emblem.2. Explain origin of the Red Cross movement.

3. Enumerate the SPHERE key indicators and guidelines for psychosocial support.

4. Describe guidelines under IFRC psychosocial support policy addressing psychoso

support as a crosscutting issue relevant to disaster preparedness and respoprograms by Red Cross.

5. Describe the assessment tools for community based psychosocial support.

6. Elaborate the community based psychosocial support interventions in the immed

response, rehabilitation, reconstruction and preparedness phase.7. Elaborate the school based psychosocial support interventions.

Expected OutcomesParticipants will be able to1. Explain the IHL as it relates to human rights and the emblem.

2. Describe the humanitarian work by Red Cross movement under guided by the sefundamental principles.

3. Enumerate and explain the five SPHERE guidelines under the Mental and SoAspects of Health.

4. Explain the IFRC policy guidelines in relation to the psychosocial supactivities.

5. Implement psychosocial support activities in communities and schools.

6. Carry out Assessment in the community using different psychological sup

assessment tools.

7. Conduct training programs for psychological First Aid, Community Facilitators

teachers.


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The objective of international humanitarian law is to limit the suffering caused by

warfare and to alleviate its effects. Its rules are the result of a delicate balance

between the exigencies of warfare (military necessity) on the one hand and thelaws of humanity on the other. Humanitarian law is a sensitive matter and it suffers

no tampering. It must be respected in all circumstances, for the sake of the survivalof human values and, quite often, for the sheer necessity of protecting life. Eachand every one of us can do something to promote greater understanding of its

main goals and fundamental principles, thereby paving the way for better respectfor them. Better respect for humanitarian law by all States and all parties to armedconflicts will do much to help create a more humane world.

What is International Humanitarian Law?International humanitarian law is a set of rules, which seek for humanitarianreasons, to limit the effects of armed conflict. It protects persons who are not orare no longer participating in the hostilities and restricts the means and methodsof warfare. International humanitarian law is also known as the law of war or the

law of armed conflict.

International humanitarian law is part of international law, which is the body of rules

governing relations between States. International law is contained in agreementsbetween States treaties or conventions , in customary rules, which consist of

State practice considered by them as legally binding, and in general principles.

International humanitarian law applies to armed conflicts. It does not regulatewhether a State may actually use force; this is governed by an important, butdistinct, part of international law set out in the United Nations Charter.

Where did international humanitarian laworiginate?International humanitarian law is rooted in the rules of ancient civilizations andreligions warfare has always been subject to certain principles and customs.

Universal codification of international humanitarian law began in the nineteenthcentury. Since then, States have agreed to a series of practical rules, based on thebitter experience of modern warfare. These rules strike a careful balance between

humanitarian concerns and the military requirements of States. As the internationalcommunity has grown, an increasing number of States have contributed to thedevelopment of those rules. International humanitarian law forms today a universal

body of law.

Chapter 1

TheInternatioHumanitarLaw


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Where is international humanitarian law to befound?A major part of international humanitarian law is contained in the four GenConventions of 1949. Nearly every State in the world has agreed to be bound

them. The Conventions have been developed and supplemented by two fur

agreements: the Additional Protocols of 1977 relating to the protection of victof armed conflicts.

Other agreements prohibit the use of certain weapons and military tactics protect certain categories of people and goods. These agreements include:

Geneva Conventions of 1949 and 1977There are four Geneva Conventions, signed August 12, 1949, and the two additioProtocols of June 8, 1977. These treaties are all fully indexed on this site.addition, there are many other international treaties, which govern the conduc

war or establish human rights standards (see more treaties), which are not inde

here.

Convention IFor the Amelioration of the Condition of wounded and sick members of Armed Foat Field. It sets forth the protections for members of the armed forces who becowounded or sick.

Convention IIFor the Amelioration of the Condition of Wounded, Sick and Shipwrecked Memof Armed Forces at Sea. It Extends protection to wounded, sick and shipwrec

members of naval forces.

Convention IIIRelative to the Treatment of Prisoners of War, Geneva. It lists the rights of prisoof war.

Convention IVRelative to the Protection of Civilian Persons in Time of War, Geneva. Deals with

protection of the civilian population in times of war.

Protocol IAdditional to the Geneva Conventions of 12 August 1949, and relating to Protection of Victims of International Armed Conflicts. Extend protections to vic

of wars against racist regimes and wars of self-determination.

Protocol IIAdditional to the Geneva Conventions of 12 August 1949, and relating to


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Protection of Victims of Non-International Armed Conflicts. Extends protection to

victims of internal conflicts in which an armed opposition controls enough territoryto enable them to carry out sustained military operations.

In what circumstances do the international humanitarian lawsapply?International humanitarian law applies only to armed conflict; it does not coverinternal tensions or disturbances such as isolated acts of violence. The lawapplies only once a conflict has begun, and then equally to all sides regardless

of who started the fighting. International humanitarian law distinguishes betweeninternational and non-international armed conflict.

International armed conflicts are those in which at least two States are involved.They are subject to a wide range of rules, including those set out in the fourGeneva Conventions and Additional Protocol I.

Non-international armed conflicts are those restricted to the territory of a single

State, involving either regular armed forces fighting groups of armed dissidents,or armed groups fighting each other. A more limited range of rules apply tointernal armed conflicts and are laid down in Article 3 common to the four Geneva

Conventions as well as in Additional Protocol II. It is important to differentiatebetween international humanitarian law and human rights law. While some of theirrules are similar, these two bodies of History of law have developed separately

and are contained in different treaties. In particular, human rights law unlikeinternational humanitarian law applies in peacetime, and many of its provisionsmay be suspended during an armed conflict.

International humanitarian law covers two areas:

The protection of those who are not, or no longer, taking part in fighting Restrictions on the means of warfare in particular weapons And the methods of warfare, such as military tactics

What is protection? International humanitarian law protects those who donot take part in the fighting, such as civilians and medical and religious military

personnel. It also protects those who have ceased to take part, such as wounded,shipwrecked and sick combatants, and prisoners of war. These categories of personare entitled to respect for their lives and for their physical and mental integrity.

They also enjoy legal guarantees. They must be protected and treated humanely inall circumstances, with no adverse distinction. More specifically, it is forbidden tokill or wound an enemy who surrenders or is unable to fight, the sick and wounded

must be collected and cared for by the party in whose power they find themselves.Medical personnel, supplies, hospitals and ambulances must all be protected. Thereare also detailed rules governing the conditions of detention for prisoners of war

and the way in which civilians are to be treated when under the authority of anenemys power. This includes the provision of food, shelter and medical care, andthe right to exchange messages with their families. The law sets out a number of


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clearly recognizable symbols, which can be used to identify protected people, pla

and objects. The main emblems are the Red Cross, the Red Crescent and the symidentifying cultural property and civil defense facilities.

What restrictions are there on weapons and tactics?International humanitarian law prohibits all means and methods of warfare whi

Fail to discriminate between those taking part in the fighting and those, sas civilians, who are not, the purpose being to protect the civilian populatindividual civilians and civilian property

Cause superfluous injury or unnecessary suffering

Cause severe or long-term damage to the environment. Humanitarian law therefore banned the use of many weapons, including exploding bullets, chemand biological weapons, blinding laser weapons and anti-personnel mines

Is international humanitarian law actually complied with?Sadly, there are countless examples of violation of international humanitarian

Increasingly, the victims of war are civilians. However, there are important cwhere international humanitarian law has made a difference in protecting civili

prisoners, the sick and the wounded, and in restricting the use of barbaric weapGiven that this body of law applies during times of extreme violence, implementthe law will always be a matter of great difficulty and striving for effec

compliance remains as urgent as ever.

What should be done to implement the law?Measures must be taken to ensure respect for international humanitarian States have an obligation to teach its rules to their armed forces and the gen

public. They must prevent violations or punish them if these nevertheless occurparticular, they must enact laws to punish the most serious violations of the GenConventions and Additional Protocols, which are regarded as war crimes. The St

must also pass laws protecting the Red Cross and Red Crescent emblems. Meashave also been taken at an international level; tribunals have been createdpunish acts committed in two recent conflicts (the former Yugoslavia and Rwan

An international criminal court, with the responsibility of repressing inter alias crimes, was created by the 1998 Rome Statute. Whether as individuals or throgovernments and various organizations, we can all make an important contribu

to compliance with international humanitarian law.


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Henri Dunant, founder of Red Cross

Jean Henri Dunant was born in Geneva on

8 May 1828. His character and educationimpelled him to help the distressed andthe unfortunate and to be concerned about

social work. In 1853, he was appointed asan accountant to a subsidiary company inAlgeria, which entailed a certain amount

of traveling. On 24 June 1859, Dunantarrived at Solferino where he witnessed oneof the fiercest battles of the nineteenth

century. The Battle of Solferino lastedfor more than 15 hours and more than40,000 were wounded. Dunant was filled

with horror and pity as he viewed theappalling spectacle of human suffering.

With the help of the villagers at Castilian,he worked tirelessly, without sleep forthree days, giving comfort and whatever

medical care he could to the injured men.

Back at Geneva, Dunant was haunted by visions of the terrible battle and he

devoted all his strength to ensure that the terrible sufferings he had witnessednever occurred again.

In 1862, Dunant wrote and published a book entitled A Memory of Solferino, inwhich he put forward his ideas to foster the creation, in every country, of a society

for the relief of the military wounded and capable of helping the army medicalservices to carry out their tasks.

Birth of Red Cross

Gustave Moynier, a prominent lawyer in Geneva and president of the citys Societyof Public Welfare, showed immediate interest in Dunants ideas. Moynier lost no

time in setting up the Permanent International Committee of Relief of the Wounded,which was later known as the International Committee of the Red Cross. Delegatesfrom sixteen countries met at Geneva from 26 to 29 October 1863 and agreed to

approve the resolutions of the Geneva Committee. It was decided that the Statesfoster the creation in their own territories, of inter-related private societies tocomplement the work of military medical services. Relief workers and their medical

equipment were to be protected by a distinctive emblem, a red cross on a whitebackground.

In August 1864, the Swiss government convened at Geneva, a Diplomatic Conference

Chapter 2

Origin of t

Red CrossMovemen


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bringing together representatives from twelve States. The First Geneva Conven

was signed on 22 August 1864 by the representatives, with others soon to folUntil then war and law were considered irreconcilable, but the First GenConvention showed that law could operate even in wartime to impose cer

humanitarian rules.

Development of the Red CrossThe founders of the Red Cross set the task of fostering the creation of NatioSocieties. By 1874, twenty-two national societies were setup in European countand soon the Red Cross movement spread to other continents.

The three components of the International Red Cross Red Crescent Movement a

The International Committee of the Red Cross (ICRC) National Red Cross and Red Crescent Societies The International Federation of Red Cross and Red Crescent Societies

The activities of the different components, aim to prevent and alleviate humsuffering.

The Seville Agreement of 1997 determines the allocation of responsibility amthe components:

i. ICRC - protects and assists persons affected by armed conflict and co-ordininternational support from other components of the movement within the conterritories

ii. National Societies - protects and assists all vulnerable persons (conflict-relatenot) within their own territory

iii. Federation - Co-ordinates international movement support for natural, technolog

and other non-conflict related disaster and assists national societies with tcapacities in both conflict and non-conflict situations

1. International Committee of Red Cross (ICRC)The ICRC is an independent Geneva-based organization active worldwide, manda

by Geneva Conventions, to protect and assist persons affected by armed confliincluding internally displaced persons and refugees. It is the promoter and guarof International Humanitarian Law (IHL). It works closely with national societie

a. What does it do?i. Mandate for its workii. Protection and assistance of persons affected by armed conflictiii. Activities for refugees as civilians

iv. Dissemination of IHL (i.e. prevention)v. Examples of protection activities of relevance to civilians/refugees


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vi. Assistance activities of relevance to civilians/refugees

vii.Restoration of family links (also for victims of natural disaster and displacement)

b. How does it carry out these activities?i. Distinctive identityii. All victims approach (common to whole movement)

iii. Working with National Societies (e.g. can provide expertise on certain detentionissues for NS, working with detained migrants and asylum seekers)

iv. Co-ordination with external actors such as UNHCR

2. National Societies:Red Cross Red Crescent National Societies were founded under the first GenevaConvention as independent voluntary bodies with a mandate to assist the military

establishment of their country to protect and assist the war wounded. This mandatewas later extended by the States Parties to the Geneva Conventions to include toprotection and assistance of all vulnerable people within the territory, regardless of

status - this includes refugees and other displaced and persons on the move.

National societies are:- Auxiliary to but independent of the authorities of a state- Accessible to vulnerable populations

- Able to advocate on behalf of and thus protect vulnerable populations- A possible conduit for NGO messages to government- Mandated under international humanitarian law

- Having authority (legal base) to advocate on behalf of vulnerable people- National entities but supported internationally by the two Geneva-based institutions

and their sister societies- An extensive local network- Part of an international network

- Credible- Accessible to vulnerable but otherwise inaccessible populations- Having longevity - they are around before, during and after a disaster

- Having Strength/resources- Capacitated to act in concert with a sister society

National Societies are independent from each other and carry on a variety ofinterventions, but all have four core areas:

Promotion of humanitarian values and Fundamental Principles Disaster response and disaster preparedness Health and care in the community Long history of working with refugees and displaced.

In some states their activities are regulated by national law or by specific agreementswith the authorities. Has the largest volunteer based humanitarian organization in


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the world with100 million volunteers/members and 295,000 paid staff work

through 183 societies (plus 10 others in formation).

National Societies carry out:- Protection activities (e.g. tracing and restoring family links)- Humanitarian and social activities for refugees and asylum seekers

- Reception- Legal and psychological counseling- Material and medical assistance

- Integration and return- Advocacy - often quietly using their privileged relationship with government

3. The International Federation of Red Cross and R

Crescent Societies (IFRC):Its secretariat is based in Geneva and is the membership organization for natiosocieties. Its role includes:

- The co-ordination of international movement support in non-conflict situation

- Responding to the needs of about 3.5 million refugees each year- Capacity building of National Societies- Representation in international forum

On the basis of Strategy 2010, a 10-year strategy plan agreed by National Societthe Federation supports National Societies in the following 4 core areas:

- Promotion of humanitarian values and the Fundamental Principles- Disaster responses- Disaster preparedness

- Health and care in the community

The seven Fundamental PrinciplesProc la imed in Vienna in 1965, the seven Fundamental Pr inc ipbond together the National Red Cross and Red Crescent Societies,

International Committee of the Red Cross, The International Federationthe Red Cross and Red Crescent Societies. They guarantee the continof the Red Cross and Red Crescent Movement and its humanitarian wo

Humanity: The International Red Cross and Red Crescent Movement, born of a deto bring assistance without discrimination, to the wounded on the battlefi

endeavours, in its international and national capacity, to prevent and allev


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human suffering wherever it may be found. Its purpose is to protect life and health,

and to ensure respect for the human beings. It promotes mutual understanding,friendship, cooperation and lasting peace amongst all peoples.

Impartiality: It makes no discrimination on basis of nationality, race, religiousbeliefs, class or political opinions. It endeavours to relieve the suffering of

individuals, being guided solely by their needs, and to give priority to the mosturgent cases of distress.

Neutrality: In order to continue having the confidence of all, the Movement maynot take sides in hostilities or engage at any time in controversies of a political,racial, religious or ideological nature.

Independence: The Movement is independent. The National Societies, whileauxiliaries in the humanitarian services of their governments and subject to thelaws of their respective countries must always maintain their autonomy, so that

they may be able to at all times, act in accordance with the principles of the

Movement.

Voluntary. Service: It is a voluntary relief movement, not prompted in any mannerby desire for gain or profit.

Unity: There can be only one Red Cross or one Red Crescent Society in any onecountry. It must be open to all. It must carry on its humanitarian work throughoutits territory.


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Universality: The International Red Cross and Red Crescent Movement, in whichSocieties have equal status and share equal responsibilities and duties, in helpeach other, is worldwide.

The conduct of activities is further governed and developed by the Statutes of Movement, the resolutions and decisions of the International Conference of

Red Cross, Red Crescent, and Council of Delegates. It is also governed by the Cof Conduct for the International Red Cross and Red Crescent Movement and NGovernmental Organizations in Disaster Relief. This is signed by the component

the Movement and 226 Non government organisations.

The EMBLEM

The Emblem is a Red Cross or Red Crescent on a white background.

It Is a symbol of protection (protective use)

And of the membership of International Red Cross and Red Crescent Movem(indicative use)

In times of armed conflict it is the visible sign of the protection, conferred byGeneva Conventions, on the victims and on those who come to their aid

In peacetime, it shows that a person or object is linked to the International

Cross and Red Crescent Movement, of which the International Committee of Red Cross (ICRC) is the founding body

Hence the emblem is also a symbol of the Movement's seven FundamePrinciples:

Humanity

Impartiality

Neutrality

Independence

Voluntary service

Unity

Universality


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Introduction:Critical events, such as disasters, conflicts, wars, accidents and epidemics, bringwith them social and psychological consequences that often undermine peoplesability to carry on with their lives. Psychological wounds heal slowly and are often

unrecognized and untreated after crises. Therefore, addressing the psychological aswell as the physical needs of populations affected by crises, restoring their capacityto cope with it, has become a prominent concern in international humanitarian

assistance. The need for this approach is supported by research findings, thatpeople closest to disasters, manmade or natural, are more at risk of physical and

psychological disorders, harmed mental functioning, and antisocial behaviour.

The International Federation of Red Cross and Red Crescent Societies (the

International Federation) has been a pioneer in the development of psychologicalsupport programmes. In the process, a Federation Reference Centre for PsychologicalSupport was established in 1993 and has since been a partner in the development

of psychological support activities and in assisting National Societies in providingan essential service; psychological support to people in need. The InternationalFederation addresses three target groups who suffer from a variety of psychological

reactions and need support:

a) The victims and other people affected by the event

b) Volunteers and staff engaged in disaster responsec) And expatriate delegates

Psychological support is seen as a crosscutting issue, relevant both in disasterpreparedness, disaster response, first aid, emergency health and development

programmes like community health, HIV/AIDS and social welfare projects.

Scope:

The Psychological Support Policy is based on the International Federation Strategy-

2010 and the International Federation Health Policy.

The Psychological Support Policy establishes the basis of Red Cross and Red Crescent

action, both in emergency response operations and in the implementation of long-term developmental programmes.

It applies to any type of psychological support activity carried out by an individualNational Society or any of its branches, staff or volunteers or by the InternationalFederation acting collectively, noting that:

Health is a state of complete physical, mental and social well being and not merelythe absence of disease and infirmity (WHO 1948) and an inalienable right of all

people without any regard to race, religion, colour, nationality, sex or origin.

Chapter 4

IFRC

PsychologSupport P


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Psychological support can be adapted to particular needs and attributes

situation and should respond to the psychological and physical needs of the peconcerned, including the affected population, volunteers and staff, by helpthem in accepting the situation and coping with it.

Psychological support should be connected with other community-based activ

of the National Society such as disaster preparedness, disaster response, first health, social welfare, youth, and organizational development.

Psychological support should maintain a strong focus on human resour

networking, advocacy, and co-ordination with other actors when addressingpsychological well being of a population.

Statement:The International Federation and each individual National Society shall, wher

possible:1. Include the psychological perspective in every area of intervention, as a basis

identifying the needs of the population to be assisted, including the needs ofcare providers.

2. Design psychological support, as a component in other programmes like disa

preparedness, disaster response, first aid, health, social welfare, youth, organizational development. It should only be designed as a vertical programwhen local circumstances warrant this.

3. Provide psychological support as a long-term and reliable commitment, to en

that the psychological aspects of relief work are professionally implemented make a crucial difference to the population, volunteers and staff affected

disaster.

4. Design psychological support according to the basic principles for implementate.g., that it is community-based; volunteer based; based on contextual assessm

and analysis; has community participation; targets the vulnerable; promotesright to psychological well-being; is ethically and culturally sound; includes capabuilding, empowerment, local resources, quality assurance, cost-effectiveness,

benefit sustainability).

5. Adapt the given psychological support services, to the special characteristic

the society in question.

6. Refer people with severe psychological reactions or disorders.

7. Recognize the role and value of volunteers in psychological support, by provi

the opportunity for guidance by experienced professionals.

8. Take care of the volunteers and staff through stress management, security measu


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and skill development in coping mechanisms, both for dealing with emergencies or

long-term multiple losses through epidemics such as HIV/AIDS.

9. Form relationships and working partnerships with relevant government institutions

and agencies, non-governmental organizations and other civil society organizations,academia, media and private sector, ensuring transparency, accountability and

ongoing dialogue with the beneficiaries, volunteers and staff involved.

Responsibilities:

National Societies and the International Federation have a shared responsibilityto ensure that all psychological support programmes and/or activities are in

compliance with this policy; that all staff and volunteers are aware of and adhere tothe rationale and the details of this policy; that staff and volunteers are equippedwith the necessary skills and tools to implement psychological support activities;

and that all relevant partners are adequately informed of this policy.

National Societies and the International Federation have the responsibility to ensurethat optimum impact on the development of capacity of individuals, communities,volunteers and staff involved is achieved by building into all psychological supportactivities, a system for ongoing monitoring and evaluation.

National Societies should:

Integrate/mainstream psychological support in all relevant programmes likedisaster preparedness, disaster response, first aid, health, social welfare, youth,

and organizational development.


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Promote a community-based approach and ensure community involvemen

needs assessment, decision-making, programme identification, implementatmonitoring and evaluation.

Promote co-ordination and collaboration between organizations and agenworking with psychological support.

Implement, psychological support as a component of disaster response, first emergency health or in rare occasions, as a vertical programme. Activities coinclude: needs assessment, context and capacity analysis, project design with

strategy, psychological first aid, promotion of IHL, creating a forum for peacco-existence and conflict management, self-protection and self-help as copmechanisms, referral of people in need of councelling or therapy, psycholog

support training of first aid workers (volunteers, ambulance drivers, firempolice, army), management and supervision of volunteers, staff support and of the care providers.

Implement, psychological support in the rehabilitation phase, as appliedthe acute phase, including humanitarian and ethnic/religious issues. Activicould include: repeated needs assessment and project design with exit stratecommunity-based psychological support, consolidation of self-help intervent

and resilience, referral of people in need of councelling or therapy; focused capabuilding, organizational development including management, networking andordination with other actors, partnership building, and gradual planned transi

into a development programme.

Implement psychological support in the development phase as part of disa

preparedness, first aid, community health, social welfare, youth and organizati

development. Activities could include: needs assessment; context and capaanalysis; project design with exit strategy; psychological first aid; community-ba

psychological support; psychological support in home care and self-help activitcapacity building, organizational development and management; psychologsupport training of staff and volunteers; management and supervision of volunte

staff support; care of the care providers; networking and co-ordination with oactors; partnership building; and close collaboration with government structu

The International Federation should:

Develop an overall psychological support strategy and guidelines in support of

implementation of this policy.

Integrate/mainstream psychological support in the International Federaassessment methodology, training courses, disaster preparedness, disa

response, first aid, health, social welfare, youth and organizational developmprogrammes where appropriate.


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Develop standards within psychological support training and produce scientifically,

technically and culturally sound training materials.

Provide technical training and support in project design and mainstreaming of

psychological support to National Societies, its volunteers and to delegations.

Provide a protocol for volunteer and staff care, including care of the careproviders.

Provide information on psychological research findings and psychological support

programmes.

Promote co-ordination and collaboration between organizations and agencies

working in the psychological field.

Reference:

The STATUTORY BODY of the International Federation of the Red Cross and RedCrescent Societies, adopted this policy (MONTH), Geneva (YEAR).

Psychological support is seen as a crosscutting issue in the services provided by the

Red Cross and Red Crescent Societies. Therefore, this policy should be considered inconjunction with all other Federation policies, with specific references to policieson health, development, voluntarism, youth, emergency, disaster preparedness and

response, and fund-raising.


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What is Sphere?Sphere is based on two core beliefs: first, that all possible steps shouldtaken to alleviate human suffering arising out of calamity and conflict, second, that those affected by disaster have a right to life with dignity

therefore a right to assistance.

Sphere is three things: a handbook, a broad process of collaboration and

expression of commitment to quality and accountability.

The initiative was launched in 1997 by a group of humanitarian NGOs and Red Cross and Red Crescent movement, who framed a Humanitarian Charter identified Minimum Standards to be attained in disaster assistance, in each of

key sectors (water supply and sanitation, nutrition, food aid, shelter and heservices). This process led to the publication of the first Sphere handbook in 20Taken together, the Humanitarian Charter and the Minimum Standards, contribut

an operational framework for accountability in disaster assistance efforts.

The cornerstone of the handbook is the Humanitarian Charter, which is ba

on the principles and provisions of international humanitarian and human riglaw, refugee law and the Code of Conduct for the International Red Cross and Crescent Movement and Non-Governmental Organizations (NGOs) in Disaster Re

The Charter describes the core principles that govern humanitarian action reasserts the right of populations affected by disaster, whether natural or man-m(including armed conflict), to protection and assistance. It also reasserts the r

of disaster-affected populations to life with dignity. The Charter points out the lresponsibilities of states and warring parties to guarantee the right to protec

and assistance. When the relevant authorities are unable and/or unwillingfulfill their responsibilities, they are obliged to allow humanitarian organizatihumanitarian assistance and protection.

The Minimum Standards and the key indicators have been developed using bnetworks of practitioners in each of the sectors. Most of the standards, and

indicators that accompany them, are not new, but consolidate and adapt exisknowledge and practice. Taken as a whole, they represent a remarkable consenacross a broad spectrum, and reflect a continuing determination to ensure t

human rights and humanitarian principles are realized in practice. To date, 400 organizations in 80 countries, all around the world, have contributed to

development of the Minimum Standards and key indicators.

This new (2004) edition of the handbook has been significantly revised, tak

into account recent technical developments and feedback from agencies usSphere in the field. In particular, a sixth sector, food security, has been adand integrated with those of nutrition and food aid. Another new chapter det

a number of process standards common to all sectors. These include participat

Chapter 5

Sphere

Guidelines forPsychosocial

Support


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assessment, response, targeting, monitoring, evaluation, and staff competencies

and management. In addition, seven crosscutting issues (children, older people,disabled people, gender, protection, HIV/AIDS and the environment) with relevanceto all sectors, have been taken into account.

Overall Handbook Structure

1. The Humanitarian Charter

2. Standards, Common to All Sectorsa. Water Supply, Sanitation and Hygiene Promotion

b. Food Security, Nutrition and Food Aidc. Shelter, Settlement and Non-Food Items

d. Health Services

Each chapter includes:- Minimum standards

- Key indicators- Guidance notes

3. The Code of Conduct

4. Annexes

5. Index

Key social intervention indicators 1

During the acute disaster phase, the emphasis should be on social interventions.People have access to an ongoing, reliable flow of credible information on thedisaster and associated relief efforts.

1) Normal cultural and religious events are maintained or re-established (includinggrieving rituals conducted by relevant spiritual and religious practitioners). People

are able to conduct funeral ceremonies (see guidance note).

2) As soon as resources permit, children and adolescents have access to formal or

informal schooling and to normal recreational activities. Adults and adolescents

are able to participate in concrete, purposeful, common interest activities, suchas emergency relief activities. Isolated persons, such as separated or orphanedchildren, child combatants, widows and widowers, older people or others withouttheir families, have access to activities that facilitate their inclusion in social

networks.

Social and psychological indicators are discussed separately. The term social


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intervention is used for those activities that primarily aim to have social eff

and the term psychological intervention is used for interventions that primaaim to have a psychological (or psychiatric) effect. It is acknowledged that sointerventions have secondary psychological effects and psychological intervent

have secondary social effects. This is suggested by the term Psychosocial. Wnecessary, a tracing service is established to reunite people and families. Wh

people are displaced, shelter is organized with the aim of keeping family memand communities together. The community is consulted regarding decisionswhere to locate religious places, schools, water points and sanitation facilities. design of settlements for displaced people includes recreational and cultural sp

Key psychological and psychiatric interventionindicators

Individuals experiencing acute mental distress after exposure to traumatic streshave access to psychological first aid at health service facilities and in the commu

(see guidance note 3). Care for urgent psychiatric complaints is available throthe primary health care system. Essential psychiatric medications, consistent wthe essential drug list, are available at primary care facilities (see guidance n4). Individuals with pre-existing psychiatric disorders continue to receive relev

treatment, and harmful, sudden discontinuation of medications is avoided. Bneeds of patients in custodial psychiatric hospitals are addressed. If the disabecomes protracted, plans are initiated to provide a more comprehensive ra

of community-based psychological interventions for the post-disaster phase guidance note 5).

Guidance notes1. Information: Access to information is not only a human right but it also redu

unnecessary public anxiety and distress. Information should be provided onnature and scale of the disaster and on efforts to establish physical safety forpopulation. Moreover, the population should be informed on the specific ty

of relief activities being undertaken by the government, local authorities andorganizations, and their location. Information should be disseminated accordin

principles of risk communication i.e. it should be uncomplicated (understandto local 12-year-olds) and empathic (showing understanding of the situatiothe disaster survivor).

2. Burials: Families should have the option to see the body of a loved one togoodbye, when culturally appropriate. Unceremonious disposal of bodies of

deceased should be avoided (see Health systems and infrastructure standarguidance note 8 on page 269).

3. Psychological first aid: Whether among the general population or among


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workers, acute distress following exposure to traumatic stressors is best managed

following the principles of psychological first aid. This entails basic, non-intrusivepragmatic care with a focus on listening but not forcing talk; assessing needsand ensuring that basic needs are met; encouraging but not forcing company

from significant others; and protecting from further harm. This type of first aidcan be taught quickly to both volunteers and professionals. Health workers are

cautioned to avoid widespread prescription of benzodiazepines because of the riskof dependence.

4. Care for urgent psychiatric complaints: Psychiatric conditions requiring urgentcare include danger to self or others, psychoses, severe depression and mania.

5. Community-based psychological interventions: Interventions should be basedon an assessment of existing services and an understanding of the socio-culturalcontext. They should include use of functional, cultural coping mechanisms of

individuals and communities to help them regain control over their circumstances.Collaboration with community leaders and indigenous healers is recommended when

feasible. Community-based self-help groups should be encouraged. Communityworkers should be trained and supervised to assist health workers with heavycaseloads and to conduct outreach activities to facilitate care 6for vulnerable andminority groups.


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Causes of Crisis in Schools

Table 1

INDIVIDUAL SCHOOL COMMUNITY

Death of family or pets

Injury to self while playing

Loss of study or play material

Illness or disability

Academic problems

Family problems

Bullying in schools

Lack of peer acceptance

Lack of social skills

Being excluded from a team

Economic constraints at home

Frequent shifting of schools

Corporal punishment at school

Scary teachers

Fires

Dust storms

Heavy rains

Lack of

Infrastructure

Poor sanitation

Epidemics

Bad food or water

Busy road

No boundary wall

Lack of teaching

Resources

Bad staff

Unruly students

No electricity

Earthquake

Floods

Landslides

Bomb blasts

Riots

Political

Unrest

Epidemics

T e c h n o l o g i c

accidents like

gas leak

Drought

Fires

Chapter 6

Safe School


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Reactions Seen In Children

Table 2

ADOLESCENTS SCHOOL AGE PRE-SCHOOL

Feel different because of

their experiences Irritability

Increased risk taking

behaviors

Increase substance abuse

Avoidance of trauma

related thoughts, feelings

and activities

Aggression fights,

destructive, arguments

Feelings of hopelessness,

feeling of neglect andisolation

Disobedience, specially

towards authority and

parents

Tries to get involved in

activities to get a sense of

control like rescuing and

organizing at the camps

Angry, frustrated and may

feel very helpless

Depression due to loss

Guilt for not being able to

do enough or for having

survived

Inability to concentrate

Behavioral problems like -

aggression, lying, stealing

Dropping out of school or

work

Aches and pains due to

stress

Seeks isolation, becomes

less communicative

Sleeplessness or

increased sleep

Physical complaints

headache, stomachaches

Aggression

Fear of darkness

sleeping alone

separation from

parents

Lack of self

competency

Understand loss

and become very

anxious Regression to

behaviors like thumb

sucking etc

Nightmares and

inability to sleep

Fear of recurrence

Difficulty in following

routines

Does not mingle

with friends

Behavioral problems

Emotional problems

like apathy,

anxious, withdrawn,

depressed

Disinterest or

difficulties in school

work- disturbs

others, worrying,

being tense,

undisciplined,

refusal to go

to school, poor

concentration

Feel guilty for the

loss

Temper

tantrums Crying

Clinging and

demanding

Scary

nightmares

Helplessness

Regressive

behaviour

(thumb

sucking,

wanting to becarried, bed-

wetting)

Moodiness,

irritation

Fear of

darkness

or sleeping

alone

Easily

frightened

and thenanger

Increased

aggression

specially in

boys


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School Resources

Table 3

PHYSICAL HUMAN PRIOR PREPARATION

Strong building withoutcracks.

Availability of

emergency crisis

response kits.

Safe place for rescue

and evacuation.

Geographical location

Availability of a vehicle

Condition of roads

Water supply

Government set ups

Telephone or other

communication

facilities

Health center

Rescue shelters

nearby

Electricity supply

Physical firstabiders.

Psychological first

abiders

Children who have

been brought up

with love and care.

Children who

have a loving andsupportive home

environment

Children who have

not had any serious

illness

More older children

within the school

Children who arephysically healthy

Children who are

self confident

Adequate mockdrills

Past experience

in dealing with

crisis

Good rapport

between teache

and students

Good trainingand education

Good response

plan

Enough

resources for

mock drills and

preparation

Updated plans

Updated

resources


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Risk Reduction Steps to Be Taken

Table 4

STEPS RISK REDUCTION ACTIVITIES

Step 1Plan

Prepare a map of school risks and resources

Prepare a school crisis response plan

Set up crisis response teams and define their

functions

Step 2 Practice

Educate the school community about the risks

Monitor the threats

Organize activities for development of a resilient schoolcommunity

Have mock drills for the entire planned process

- Search and rescue operations

- Evacuation from unsafe zones

- Medical assistance provision

- Psychological assistance provision

- Temporary relief provision

- Assessment of damages

Step 3Evaluate

Assess plan effectiveness in terms of the

- Role of various teams

- Ease of execution

- Time taken for the drill

- Manageability of scarce resources

Bring required changes to enhance plan effectiveness


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Stress Reactions in Children These are common and normal responses to a traumatic event. The reactions can be overcome. Things can be done to help the child feel more comfortable.

These changes are not a childs natural character but reactions to a situation.

Table 5

School age Physical complaints headache, stomach

aches Aggression

Fear of darkness / sleeping alone / separationfrom parents

Lack of self competency

Understand loss and become anxious Regression to behaviours like thumb sucking

etc Nightmares and inability to sleep Fear of recurrence

Difficulty in following routines Does not mingle with friends Behavioural problems

Emotional problems like apathy, anxious,withdrawn, depressed

Disinterest or difficulties in school work-

disturbs others, worrying, being tense,undisciplined, refusal to go to school, poorconcentration

Feel guilty and responsible for the loss

Pre-schoolers Temper tantrums

Crying Clinging and demanding Scary nightmares

Helplessness Regressive behaviour (thumb sucking,

wanting to be carried, bed-wetting)

Moodiness, irritation Fear of darkness or sleeping alone Easily frightened and then anger

Increased aggression specially in boys

Adolescents

Seeks isolation, becomes less

communicative Sleeplessness or increased

sleep Feel different or alienated

because of their experiences Irritability Increased risk taking

behaviours

Increase substance abuse Avoidance of trauma related

thoughts, feelings and

activities Aggression fights, destructive,

arguments

Feelings of hopelessness,

feeling of neglect and isolation Disobedience, specially towards

authority and parents Tries to get involved in activities

to get a sense of control likerescuing and organising at the

camps

Angry, frustrated and may feelvery helpless

Depression due to loss

Guilt for not being able to doenough or for having survived

Inability to concentrate

Behavioural problems like -aggression, lying, stealing

Dropping out of school or work

Aches and pains due to stress


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Monitoring to see the healing and recoveryprocess

Observe the child in class

Network with the volunteers and parents to get additional information

Monitor academic progress Talks to the peers

Spend additional time with the child See interaction levels in classroom activities

How Can You Help Children Recover

1) Reassurance and security Allow the child the space and security where he/she feels accepted and cared Be available to the child when he or she wants to talk about it do not push

child Just be available for the child Hold the child close if the child is crying

If the child wakes up at night be there to comfort him or her The child may feel left out in school support him or her during that time Children may cling do not forcibly move them away

Pat them once in a while and hold them close to show your affection Your life style will enable the child to also pick up healthy coping strategies.

2) Talking Tell the child it is normal to think about the traumatic event. Share some of your feelings and thoughts about the event. Use age-appropriate language and explanations.

Invite them to come and talk about it anytime they want. Listen to the child, answer their questions (even if they are very painful) As you answer you can provide comfort and support.

If you do not have adequate explanations tell them that you too are confused upset by it.

Children sometimes assume responsibility for the event, leading to v

destructive and inappropriate feelings of guilt. Try to correct any misperceptimmediately.

Be honest, open and clear. Do not avoid the topic when the child brings it up. Get an understanding from the child of what he or she thinks death is, their f

etc, it will help you to communicate with them in a meaningful fashion.

3) Set up life routines Children find it very comforting to have routines in their lives.


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Disturbance to routines means the child is also disturbed so re-establish life

routines. See that they have their meals in time. Get them to sleep at a particular time at night.

Re-start their schooling. Get them involved in helping with household work or other errands.

See that they spend time together as a family. See that they spend time playing and having some fun daily. Give them time with you to share whatever they might be thinking or feeling. Get them to meet with their friends.

4) Activities and play Play is a communication tool for the child like talking is for adults When children play or draw, they are able to bring out their frustrations, fears,

tension, anger and insecurities

It helps them face the emotions and decreases the power it has on them It provides opportunities to learn healthy ways of behaving or coping by reacting

to concepts presented through stories, listening and observing other childrenetc.

They learn positive life skills like taking turns, sharing, teamwork etc. They get opportunities to improve their self esteem when they present their

creations, talk about themselves, get praised by the others make new friends etc It can help them learn threatening concepts like disasters in a non-threatening

manner

Some skills and issue that the activities need to touch upon are

Table 6

SKILLS TO BE LEARNT ISSUES TO BE COVERED

Speaking skills Listening skills

Concentration Waiting for turns Appreciating others

Being positive Developing understanding and being

sensitive to others

Creative skills

Finding solutions Cooperation

Competitions to some extent maybe Learning to have fun Sharing things

Knowledge about the village Knowledge about the disaster

Importance of preparation Fears in general Fears about disasters

How to prepare Its okay to feel bad, scared,

sad etc

Loss and death

Relaxation and self care What will happen in a crisis

Their role in a crisis situation


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a) Role of a teacher

Table 7

Before the crisis During the crisis After the crisis

Develop themes for classroom

activitiesDevelop material for activities

Develop a time frame to coverthe basic topics

Document the sessionsNetwork with the parents andvolunteers

b) Children from 4-7 years

Table 8STRESS REACTIONS TO CRISIS PSYCHOLOGICAL FIRST AID

1) Inactive. Not able to followdaily routine.

1) Provide support, rest, comfort, food,Opportunity to play or draw.

2) Fear. Scared of the dark, fearof being alone.

2) Provide sense of security (Refer 4.1. (a))

3) Not able to speak.3) Help to share feelings through talking,

listening, drawings (Refer 5.a, b, c, d).

4) Disturbed sleep (nightmares,

fear of going to sleep, fear ofbeing alone at night)

4) Encourage talking about the dreams withteachers and parents.

5) Clinging, not wanting to beaway from parent or teacher.

5) Provide sense of security by always beingaround and letting the child play.

6) Anxieties about the dead

person that s/he will return.6) Explain the physical reality about death.

c) Children from 7-10 years

Table 9

1) Issues of responsibility and guilt. 1) Help to express their feelings.

2) Fears triggered by the event.2) Help to identify feelings about the

event.

3) Retelling and replaying of theevent.

3) Permit them to talk; address feelingsand assure that they are normal

reactions to an abnormal situation.


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4) Feeling disturbed, confused andfrightened by their responses, fear

of ghosts.

4) Encourage expression of feelings. Helpto retain positive memories.

5) Difficulty in concentration and

learning

5) Encourage them to talk to teachersabout the thoughts that areinterfering with learning.

6) Disturbed sleep ( bad dreams, fearof sleeping alone)

6) Support them in talking about thedreams; provide information about why

we have bad dreams.

7) Change in behaviour (excessive

anger or aggressive behaviour)

7) Help to cope with the change in theirbehaviour by accepting it and talkingabout it. (For example, it must be

difficult to feel so angry)

d) 10 years to 18 yearsTable 10

1) Shame and guilt

1) Encourage discussion of the event,

feelings about it and expectations ofwhat could have been done.

2) Sense of vulnerability about theirfeelings, fear of being labeled

abnormal.

2) Help them understand that their

feelings are normal in the situation.Encourage understanding among each

other and people of the same agegroup.

3) Drug use, anti-social behaviour,

and sexual misbehaviour.

3) Help to understand that the behaviorsare an effort to forget about the

feelings. Help to ventilate anger,frustration over the event.

4) Accident prone behaviour,recklessness.

4) Address the impulse toward reckless

behaviour. Help to understand thatthis behaviour can lead to violence,which can have fatal consequences.

5) Changes in relationship withparents, friends and other people.

5) Discuss the changes in relationshipand why they might be happening.

6) Feeling that one has grown up too

soon (for example, leaving school,getting married)

6) Encourage focus on ones life ahead,

allow them to be involved in otheractivities of interest.

7) Thoughts of revenge.

7) Discuss about the actual thoughts of

revenge, the possible consequencesof the act and encourage constructivealternatives that will have long-term

benefits.


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Role of a teacher as a psychological first aidteam memberTable 10

Before a crisis During a crisis After a crisis

Be part of theresponse plan

Be part of the

response committee

Develop themes for

classroom activities

Have a time plan to

cover basic topics

Carry out activities inclass

Document thesessions

Participate in mockdrills

Network with parents

and volunteers aboutthe process

Safe evacuation ofthe children.

Address the basic

needs of the children

like water and food,

taking to the toilet,

consoling those who

are crying.

Provide space and

time for ventilation

Give assurance to

children specially

to those little more

traumatized by the

event

Be a good role model

by being calm and

relaxed and reduce

fear among thechildren.

Help reestablishschool routines

Have classroom

activities forventilation

Help childrenparticipate in evenbeing organized by

the volunteers

Monitor the childrerecovery anddocument the same

Educate and helpparents with enabli

their children torecover at home

Suggest

improvements for tresponse plan


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What helps children to recover

Table 11

Reassurance and security Set up life routines

Allow the child the space to feel

accepted and cared for Do not push the child to talk

Be available for the child

Hold the child close if the child iscrying

Children may cling do not forciblymove them away

Pat them once in a while andhold them close to show your

affection Your life style will enable the child

to also pick up healthy coping

strategies.

Children find routines comforting so re-

establish routines. Re-start their schooling

Get them involved in helping with

household work or other errands

Have them spend time with the family

See that they spend time playing andhaving some fun daily

Give them time with you to share theirthoughts and feelings

Get them to meet with their friends

Talking Activities and play

Tell the child it is normal to think

about the traumatic event.

Be honest, open and clear

Do not avoid the topic

Share your feelings about theevent.

Use age-appropriate language andexplanations.

Answer their questions

Let them know that you tooare confused if you dont have

explanations

Correct misperceptions of guilt or

responsibility

Get an understanding from the

child of what he or she thinksdeath is, their fears about it etc

Play is a communication tool for a

child

Play brings out their frustrations, fears,

tension, anger and insecurities and this

decreases the power it has on them

They have opportunities to learn healthyways of behaving or coping by reactingto concepts presented through stories,

listening and observing other childrenetc.

They learn positive life skills like takingturns, sharing, teamwork etc.

They get opportunities to improve theirself esteem when they present their

creations, talk about themselves, getpraised by the others make new friendsetc

They have opportunities to learn aboutthreatening concepts like disasters in anon-threatening manner


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Themes for Classroom Based activities

Table 12

Pre-disaster

Knowledge about the village

Knowledge about disasters

Understand the importance ofpreparation

Fears people experience

Fears about disasters

How to prepare for a disaster

Understand that its okay to feel bad,

scared, sad etc

Issues related to loss and death

Importance of relaxation and self care

What will happen in a crisis

The role of students in a crisis situation

Finding solutions to issues

Post disaster

Grieving

Losing people we loved

Losing our pets

Losing things we loved

Coping with the changed livin

Feeling good

Relaxation

Dealing with illnesses

Having fun

Memories

Coping with stress reactions

Returning to routines

Seeking help and comfort


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The Community ProgramThe community facilitator should have the ability to show the way or takeinitiative in a given situation. There is no best leadership style but whether anindividual is able to take charge in a crisis or emergency situation, determines

his/her leadership skills.

The community facilitator is a person who will carry out psychosocial support

and care activities in the community. This person is a community level personand will help to mobilize different groups.

Be flexible and adapt to any situation.

Help people share their expectations and contribute.

Take initiatives for introducing new processes in the community.

Be open to new ideas and opinions of others.

Be aware of the dynamics between different groups within the community.

Be sensitive to the needs of each group.

Have an awareness and sensitiveness to cultural and traditional boundaries.

Acknowledge the knowledge base of the community and learn from villageelders and natural community leaders.

Help group members to think and express their ideas and opinions.

Facilitate sharing and exchange of knowledge and information.

Help groups to identify their problems and enable them to find their own

solutions.

Adopt a participatory approach to group processes.

Facilitate group meetings.

Promote the concept of PFA on the field.

Listen well.

Be neutral and professional and leave personal identifications and biases outof your work context.

Resolve conflicts without taking sides but through a process of communicationbetween involved parties.

Network with other agencies to facilitate group processes.

Lead a team in carrying out community based tasks.

Chapter 7

Safe Home


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Community facilitatorIs a person who will work among different groups in the community? He or will be responsible for carrying out psychosocial support and care activities in

community.

Qualities of a community facilitator

Adapt to different situations

Make people share their expectations and contribute.

Ability to deal with peoples expectations

Initiative in beginning new processes in the community

Open to new ideas and opinions of others


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Factors to keep in mind when starting work in a communitysetting?

Be aware of the caste dynamics

Be sensitive to the needs of each group

Be aware and sensitive to cultural and traditional boundaries (men and womenmay not participate in the same group meeting)

Acknowledge and learn from the knowledge that community leaders and elders

have to share.

Things may not always go as planned. Be open to changes and prepared for

difficult situations.

Roles of the community facilitator

Roles of the community facilitator

- Psychological

First Aid- Organizeactivities (e.g.

cricket matches,picnics, danceprograms) among

adolescents,drawingcompetitions for

children.

- Community mapping

- Promote the concept ofpsychosocial care with thehelp of educative materials.

Conduct monthly get-togethers such as dances,singing sessions, drama in

the villageNetwork with community

institutions such as the PHC,

aanganwadi workers andteachers.

- Organize and

maintain supportgroups for women,children and the

elderly.- Carry out activitiesof self-care and stress

management.

Vulnerable people Community Community groups


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Skills of the community facilitator

1. Leadership Skills

The community facilitator should have the ability to show the way or take initiain a given situation. There is no best leadership style but whether an individua

able to take charge in a crisis or emergency situation determines his/her leaderskills.

Leadership roles of the community facilitator: Help group members to think and express their ideas and opinions. Allow sharing and exchange of knowledge and information

Help groups to identify their problems Help groups to find the solutions to the problems. Adopt a participatory approach to decision making

2. Communication Skills

Aspects of communication

Observing: The persons bodily mannerisms, eyes, way of speaking

Listening: carefully to whatever the person is saying, not judging it even thou

you may not agree with it.

Making physical contact (when appropriate): Sometimes holding a perso

hand or gently placing a hand on the persons back can make the person fe

better.

Communication involves:

Verbal and non-verbal language: The manner in which we send messages throuour eyes, hands and body movements, when we are speaking is called noverbal and verbal language. Our body communicates our feeling, when we t

to people.

Feedback: It is telling someone or when you are told, about negative or posit

behaviours. Feedback helps a person (1) realize your own behaviour; (2) improyour behaviour; (3) feel good about your behaviour.

Giving and receiving feedback helps us to become better at our work and as individual.


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3. Conflict Resolution Skills

Very often, differences of opinion with other people, with friends, even with members

of our own family arise in our daily lives; therefore it is important to learn howto identify the conflicts, manage and resolve them in order to improve our social,personal and family relationships. Conflict often arises when groups of people are

working together, to achieve some common goals. The community facilitator shouldbe aware of the possibility of conflicts when he/she is working with groups.

Types of conflicts

Can arise between people in the community?

- Conflict of interests

- Differences in opinions and ideas

- Vested interests of outside parties

- Rivalry or competition between individuals or groups

- Inequality or unequal treatment

- Trouble makers

- Hierarchy and social structure

- Gossip- rumors, misunderstanding

How to resolve conflict?- Discuss the main cause why there is conflict.

- Discuss the differences between the two people.

- Allow the person to share his/her views.

- Listen and accept the persons views.

- Put forward your own perspective on the issue in a non-threatening way.

- Do not force or insist that person change. It will make him/her defensive.

- Discuss the things that can be changed to resolve the conflict.


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4. Networking Skills

How can networks be established?

Identify the local bodies and individuals whose work has similar aim as your

Seek an appointment with the concerned person.

Present a brief summary of your organization and its activities.

Discuss the common factors and ways in which resources and ideas can mutually beneficial.

Decide on when and how often meetings will be held.

Organize an activity in partnership with the concerned body or individual.

Example of local bodies in the community

The PHC and the health post The aanganwadi workers and teachers

The Panchayat and the sarpanch

The district administration

The local municipality bodies


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How can we promote psychosocial supportThe topics related to disaster mental health affect all members in a community.Therefore, it requires that all the members and groups in a community work togetherand discuss their problems among each other. In this way they can identify the

ways in which positive messages for disaster mental health can be distributed inthe community.

Promotion activities in the community should involve:The organization

Social network

Social networks Different organisations and institutions in the community working together on

similar problems of the community.

They are interconnected by combined work.

They work for a common purpose.

Social networks are important in a community because

The community can develop when information about similar work is shared betweendifferent organisations. For e.g., the mahila mandal and the health team workingtogether on medical assistance to widows in the community.

Works to reduce stress in situations like a disaster. Helps in mobilisation of resources such as medicines, food and transport. Increases the knowledge of the community on issues of disaster mental health.

Encourages greater planning and organising of disaster mental health activities.

Local committee of psychosocial support is: A body of people from different groups who will promote psychosocial support in

the community.

They will form social networks with other organisations in the community.

The tasks of the local committee are: Decide what steps it will take before, during and after a disaster to meet the

immediate material and emotional needs of the people. This includes questions

like what to do? Whom to assist? Whom to contact for help and assistance? How

to contact? Identifying the emotional needs of the different groups in the community.

Community mapping.

Guidelines for promotionWhen planning on how to promote or working out the activities, the local committeemust discuss the following questions:


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What is a target population?

Who are the people who are going to be addressed? What are the characteristics of the community you want to address? What is the level of education among the target group?

What is the level of information they have on disaster mental health?

How to identify the main theme?The theme of promotion is the main issue in psychosocial support in on wactivities will be planned.

For example, it can be Psychological First Aid (PFA) or stress management or scare techniques.

To decide the main theme the following question should beconsidered: What are the main problems faced by the community after the disaster? What are the needs of the community?

What are the main problems that you want to focus on? What are the types of disaster experienced in the last three years? Who is the affected population?

How should the message be sent?

What will we use? Do we have money or other things that may be needed? Do we have people who can do the work?

Do we have volunteers who will help? Where will we organise the activity?

Types of communication materialThe commonly usable means of communication are:

Written: Trifolds, pamphlets, bulletins, leaflets and manuals. Audio: warnings, radio programmes. Visual: flip charts, posters and banners.

Written materials:

Leaflet:

Printed information material of small and handy size. It goes from hand to hand containing information on activities, services or evewhich we want to convey.

Generally it is accompanied by other materials.

Trifolds: Printed material that allows us to give out messages or information in a brief

direct manner.


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In preparing it, one should consider that the message be given through simple

images and short texts. Its effectiveness or impact on the people will depend on the combination of

colours, figures and text.

Posters

Low cost communication medium that is placed in selected places and can be seeneasily by the public. It should be attractive, so that it can convey diverse themes in simple form.

It carries written contents, graphics or drawings. Its purpose is to keep the peopleinformed through selected notices.

We can place them in the schools, and individual houses in the community.

Banners Printed material of huge dimensions. It is put up from post to post. It fulfils the function of presenting information.

It can be read from long distances.

It has a light background and contrasting letters.

Audio materials:

Giving information using loudspeaker.Another medium to be used in crowded places is a loud speaker affixed in anambulance, cart, van or other means of transport. Through this people can be

informed of: A danger or a pre-eminent disaster. The normal reactions and steps to follow.

The institutions and organizations that offer help can be announced through

out the community.

Do not overuse it, prolonged use of giving information using loudspeaker canirritate people!

Today we would like to tell you what you could do when faced with a crisis/disasterevent.

BE CALM! The people, who run about without control, crying or shouting createpanic in them selves and among others and can cause severe accidents.

LOOK FOR A SAFE PLACE immediately. Save yourself before your belongings.

PROTECT OUR CHILDREN and others in the community.

Providing useful and accurate information about the event can ensure that properrelief and assistance is delivered to the community.


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This handout emphasises the importance of promotion activities in DMH and explthe basic elements of planning and preparing promotion strategies and materi

It aims to develop the community facilitators skills in preparing appropriate simple materials for psychosocial support promotion.

This handout emphasises the elements of psychosocial support and care activitiethe community. It attempts to equip the community facilitator with skills in plannand conducting stress management and self-care activities in the community.

Functions of the Local Committee:

BEFORE THE EMERGENCY

Organise training on topics like what is disaster mental health, how to as

in emotional distress after a disaster, for volunteers in the community.

Create a Local Emergency Plan and a community map.

Guide and supervise the work.

Make a list of the human, material and economic resources the commu

Make a list of the resources the community does not have.

Work with other social organisations, such as the aanganwadi, the P

centre, the Panchayat.

Identify the safe zones in your community.

Identify the danger points in the community.

Organise a team to identify the damages and find out needs of the com

Organise activities such as prayer meetings, community feast to stren

among the community.


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DURING THE EMERGENCY

Set up a centre to carry out emergency operations such as rescue, treating injured,

contacting relief organisations.

Help people to safe places or shelters, Search for disappeared persons.

Establish communication system to keep the community informed; take

responsibility to talk to media persons.

Transport the people using the means of transport available in the community.

Help the affected people to reach trained personnel or assistants (medical or first

aid attention and supply of medicines) for assistance.

Set up a team to identify the damages.

AFTER THE EMERGENCY

Prepare a report of the damages, losses in the community.

Initiate the rehabilitation activities. For example, re-building houses and buildingsaccording to the needs of the people.

Organise the community to express their needs and concerns.

Make a vulnerability map to know the number of people with special needs and

transfer them to a PHC or sub centre or doctor.

Encourage the affected population to take part in the rehabilitation and

reconstruction work.

Search help for the reconstruction program


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Support groups

What are support groups?

Support groups are groups of people who share and exchange their feelin

thoughts, emotions and help each other deal with them.

Support groups help survivors recover from the emotional pain caused by disasby talking about similar experiences.

Support groups have the following objectives:

To help people talk about personal experiences related with a personal crisisa disaster event and express their emotions and feelings.

Share similar experiences between members. For example, loss of a fammember

Find ways of solving problems by talking and sharing personal feelings a

emotions.

Develop a bond between people so that they are able to help each other duriand after a disaster.

Support groups can be organized for people who have experienced a disasand vulnerable groups such as:

Elderly.

Women.

Children

Adolescents.

How to organize support groups?

Form groups of 5-10 members.

The scheduled time for each session should be one hour.

Decide when and where the next meetings will be held.

Have group activities that help members to talk about experiences of the crievent. What did they feel? What was their life before? How has it changed?

Help members to recognize expressions of sadness, anguish, and fear. All

members to share it freely without interrupting. Use drawings, theatre, song and dance, prayer and community metaphors

help members express feelings.

Emphasize that there are other people in the group who have similar emotioand feelings.


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You might have these PROBLEMS when workingin groups:

What to do when people do not participate?

If the lack of attention is not causing disturbance for the rest of the people, waittill there is a break or till the work session ends before you speak to the person inprivate and than ask him/ her. Try to do this in a calm and friendly manner so thatthe person is honest with you.

If the lack of attention is disturbing the whole group, you can ask the personpolitely in front of the group if there is a problem.

What to do when the whole group is not participating?

It could mean that the way you are facilitating is boring or tiring or the activities

are too complicated or simple. To prevent this, we recommend that you planactivities that have movement, which are of the level of the group, which lead tohealthy discussion without hurting anyones feeling or humiliating people.It is also suggested that at the beginning of each session, you present the topics

you plan to discuss.

What to do when the group attacks you?

To avoid this situation it is best to clarify in the beginning that the entire group

is responsible for the success or failure of the group. If the group expresses

dissatisfaction:

Allow them to express their frustration, anger, and disillusionment.

Try to direct the problem away from personal attacks and focus on the problem the

group decided to meet for.

Guide discussions towards finding solutions.

What to do when there is not enough time to do all that youhad planned?

If our work agenda is longer than the time available: Establish an order of importance. We will deal with the most important and

necessary items first and if there is time left we will work on the other points.

Have two or more meetings to work on a topic.

Once the agenda is adjusted to the time available then at the beginning of themeeting, ask someone in the group to take the responsibility of controlling the


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time. It is possible that while you are working, you are so busy or involved

directing the group that you may forget the time you have for each activity. person will remind you, in case it is necessary, about the time you have availafor the activity that you are doing.

This does not mean that the person will not participate in the group activity.

Tell the group when the time limit established for each activity has been reacor passed and ask whether they want to continue or stop.

What to do when opinions are different and they end in battabout who is right?

Focus the discussion on the problem at hand and its effect on the group andon one individual.

Remain neutral. Dont take sides.

Stop the discussion. Ask questions to each of the parties and ask them to clatheir doubts or problems.

Remind the group that they should remain neutral and respect the opinion of emember and listen carefully.

Let each member share what he or she understood of the problem and tsuggestions for resolving it.

What to do when an exercise or an activity fails?

This could be due to any of the following reasons:

When the activity does not take place the way it was planned

When it takes place as planned but the group destroys the meaning of the enactivity.

What to do?

Admit in front of the group that the activity has failed.

Identify with the group what were the causes leading to the failure of the actiand thus, avoid a future failure, for e.g., clear instructions were not given,didnt want to participate because it seemed silly to us.


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While working with children:

Ask them to paint the scenes of the disaster. Help them to express their feelings,

through drawings.

Make children understand why the particular event took place, so that they are

able to understand their fears

Use drama, music, toys, and story telling as methods.

Organize cricket matches, picnics and outings to remove children from the

disaster site for a few hours.

While working with Adolescents: Motivate them to volunteer in community activities. For example, taking care

of the younger children, setting up youth clubs against alcohol and substance

abuse, organizing a mela.

Organize sports and cultural activities such as cricket matches, song and dance

competitions where they can participate.

Motivate them to attend school.

Help them to communicate with family and friends.

Give them information about the bad effects of drugs, alcohol and tobacco.

Wh

Documents

Crisis Interventions Professional Guidebook