psychosocial programming after the emergency phase: emergency education programmes in transition...
TRANSCRIPT
Psychosocial programming after the emergency phase: Emergency education programmes in transition
Istanbul, April 2 2009
Ragnhild Dybdahl, [email protected]
Purpose
• Explore how emergency education can integrate well-being and social and emotional learning into education in a sustainable way following emergency?
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Psychsocial support and education
• Education per se as psychosocial support?• Adding a psychosocial support component to education?
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Terms
• Psychosocial versus mental health
• Emergency education – the when and what
• Transition – from emergency to recovery
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Guidelines
• Inter-Agency Standing Committee (IASC): Guidelines for Mental Health and Psychosocial Support in Emergency Settings
• Sphere Project: Humanitarian Charter and Minimum Standards in Disaster
• OECD-DAC: Principles for good engagement in fragile states
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Psychosocial interventions
• Do no harm• Human rights and justice• Participation• Build on existing resources, capacity,
protective factor• Integrated services • Avoid harming intact protective factors• Prevent further trauma• Mobilise networks and local healing
practices
• Promote coping, healing and recilience
• Establish routines and normalcy• Community based, culturally
relevant• Support carers• Screening • Psychological interventions
(Wheeler & Danesh, 2005; Lustig et al., 2004; Barenbaum, Ruchin & Schwab-Stone, 2004; IASC, 2007)
Presenters
• Bente Sandal-Aasen, Save the children, Norway: Recent experiences from Gaza: Programming in an emergency phase, planning for recovery
• Ana Diaz, Fundacion para la Reconciliation, Columbia: Emotional Literacy In and Out of the Classroom—The Case of Fundacion para la Reconciliación in Colombia
• Michael Wessels, Christian Children’s Fund: Psychosocial Support in Emergency Education Programs in Transition—A View From UNICEF Programs in Iraq, Jordan & Sudan
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