PLANNING & IMPLEMENTATION

PLANNING & IMPLEMENTATION

PSYCHOSOCIAL INTERVENTIONS PLANNING AND IMPLEMENTATION


Part AWhen do you start planning a PS response?Who is involved in a psychosocial response? Choosing the target group Choosing the right activities Activity examples

Focus of this workshop session


Part BProgramme management Plannning and implementingFlexibilityHuman resourcesPartnerships and relationshipsAdvocacy and information dissemination

Focus of this workshop session


When do you start planning a PS response?


Preparations for psychosocial response

Training• Staff • Volunteers • Community members

Advocacy • Organizational (budget)• Public (Awareness, Sensitization)• National


When does planning a PS response start?


Who is involved in a psychosocial response?

The affected population = community

What is a community?

Who is the most important group of people in a PS response?

A group of people who- Live in an area together or- Have similar backgrounds,

religious beliefs, jobs, interests etc.


Community participation

Why is participation of the affected community important for a psychosocial response?

The affected population know best

• How they have been affected

• Which people or groups are affected in different ways

• How they are coping with the impact of the event now

• What help they need to cope better

• Appropriate social and cultural behaviour



What can the community participate in?

• Assessing needs

• Planning activities, inputs to drafting proposals

• Implementing activities

• Mobilizing others

• Monitoring and evaluation



Psychosocial benefits

• Socially and culturally appropriate

Response

= relevant

= realistic

• Increases community ‘togetherness’ and peer support

• Increases sense of empowerment and achievement

Affected population take responsibility for own recovery

• Participation in data collection and analysis• Training on psychosocial support• Provision of psychosocial support• Referral mechanism

Opportunities for capacity building


Volunteers

• RCRC Movement is volunteer-based

• Volunteers = invaluable resource


Volunteers

• May be directly affected by disaster

• Likely to be emotionally affected by working with psychosocial interventions

• Care and support for staff and volunteers = important program component


Who is involved in a psychosocial response?

Planning and implementing

Psychosocial intervention

Affected population

Volunteers

Program staffOther sectors

same organization

Other organizations/

bodies


How do you choose your target group?

In groups of 4 discuss this question for 10 minutes and then present your findings to plenary


How do you choose your target group?

• Coordinate

• Assess vulnerability

• Find the ‘hard to reach’

• Be realistic

• Referrals

• Advocate


Holistic and integrated approach


Choosing activities

Realistic and meaningful activities

Balance between needs and resources; short term or long term impact; target groups

Community mobilizationInvolvement in assessments; Identifying vulnerable groups; Mobilizing others

Initial activitiesAssessments + Psychological First Aid


Relevant activities change with time


Examples of activities in a PS response

Preparations

• Disaster Preparedness

• Assessments• Coordination (e.g.

basic needs)• Capacity building

Capacity building

• Initial training in PFA/Assessments

• PS specific training

• Program management tasks

Psychoeducation

Advocacy

• Development / distribution of IEC materials

• Public performances (e.g. drama)

• Advocacy local / national

Program management

• Assessments• Community

mobilization / contact

• Coordination (internal and external)


Examples of psychosocial activities

Emergency: 0-6 months

• Psychological First Aid

• Support groups

• Burial ceremonies

• Grieving rituals

• Distribution of PS support items

• Family tracing

• Community restoration



Recovery / development: 3 months to 1-3 yrs

• Children’s / youth clubs

• Formal/informal schooling

• Life skills activities

• Collective memorial

ceremonies

• Livelihood activities• Disaster preparedness training; Risk reduction

training; Building community resilience



Conflict situations

• Peer support groups

• Reintegration of child soldiers

• Tailored workshops with children and adults

• Education and training in non-violent conflict resolution

• School-based activities



Health emergencies

• Home-based care (HIV, OVC)

• Memory Work

• Hero Books

• Coping with losing loved ones

• Will writing

• School-based



Individual and community recovery / resilience building

Group work: Make a list of the kinds of activities that will help

1. Individuals (all)2. Elderly3. Children4. People living with disabilities5. Whole communities

recover from a disaster event, and build resilience in the face of new disasters (cope better if it happens again)



Individual and community recovery / resilience building

Community activities

Men

Disabilities

Children Boys Girls

Women

Elderly

Important considerations

• Gender and age

• Religious affiliation

• Child protection


Protecting and working with children

• Increased risks of abuse and violence – especially if unaccompanied

• Should be empowered with knowledge to stop and/or report incidences of abuse

• Special attention on younger children and Early Childhood Development

• Follow all ethical guidelines on working with children


Time for an energizer!!


Part B: PS Program management

Goals/aims

Immediate objectives

Activity

InputsActivity outputs

Activity outcomes

PSYCHOSOCIAL INTERVENTIONS MONITORING AND EVALUATION

Logical framework approach Indicators

Overall Goal To reduce suffering and risk for development of severe trauma of Population A

Adults and children show healthy signs of coping with impact of crisis event

Activity 1 Training in PFA

Input Resources to enable training Amount of money; personnel; training manuals; materials

Output Training has taken place Number of people trained

Outcome Volunteers can provide PFA Skill level in PFA has increased

Activity 2: Workshops with children

Input Resources for workshops Amount of money; personnel; training manuals; materials

Output Workshops are held Number of workshops held; number of children attended; number of trainers

Outcome Children are coping better Increase in children’s playfulness, self-confidence, trusting of others


Psychosocial program management

How is managing a psychosocial program different from managing any other kind of program?

Consider:

• Changing needs of population during implementation period


Changing needs of population during implementation period

Bud

get

expe

nditu

re


Flexibility

• Changing needs of population during implementation period (budget, human resources)

• Importance of community participation (budget, timing)

Anticipate fluctuations and adaptations to budgets and time-planning – avoid PROGRAM LOCKING!!!


Human Resources

• Training needs – staff and volunteers

• Supervision

• Retention


Partnerships and relationships

Psychosocial wellbeing

Political and social safety

Basic needs

Physical health

Education


Partnerships and relationships

Internal partners

External partners

Community

• Other sectors within National Society

• E.g. Food and nutrition, shelter

• Government – local / national• Other organizations

• Faith-based• Other NGO’s


Advocacy and information dissemination

Why do we need to advocate for attention to PS needs and responses?

To motivate development of national policies and guidelines

Quality assuranceTo ensure budget allocation in national and organizational budgets

Quality assurance; Assurance of reach

Ultimately ensure provision of psychosocial support and to improve PSWB


Advocacy and information dissemination

Critical component of advocacy is: • raising awareness • sharing information

How do you do this?

Documentation and sharing of information and IEC materials

Documents

PLANNING & IMPLEMENTATION