The thematic areas below are largely based on the sectors of the action sheets in the IASC MHPSS Guidelines. While the CBPS approach can contribute to the general effectiveness and quality of humanitarian or development projects, it can be integrated and combined with other thematic areas. The sections presented here provide some information and material on areas relevant to CBPS and give some guidance on how these can be related. Nevertheless, the thematic areas are not meant to be read through topic by topic, but instead, the purpose of these are for anyone to browse to a specific area of interest and relevance based on expertise or current project involvement, and thereby find out more about how CBPS could be contributing to that.
Thematic Main Areas
Read more about the relation and integration of CBPS and specific thematic areas.
- Assessment, Monitoring Evaluation (PMER)
- Community Mobilisation & Support
- Dissemination & Information
- Arts & Expressive Activities
- Sports & Physical Activities
- Lifespan perspectives
- Food Security & Nutrition
- Health Services
- Human Resources
- Protection & Human Right Standards
- Religion, Faith & Culture
- Shelter & Site Planning
- Water Sanitation & Hygiene (WASH)
This brief but important document describes the inter-agency coordination that should happen in an emergency. For organizations that are not IOM, the important pages are 4-5 where the tasks to be accomplished by a coordination body are listed. Recommended in Fig, 16 is that MHPSS have a working group of organizations involved in MHPSS activities. This working group should link to other appropriate clusters such as Health, WASH, CCCM, Education, Protection etc. The important tasks are to coordinate information sharing, needs assessments, mailing lists, 4Ws, referral systems, minimum standards, training, advocacy campaigns, and standardizing some common indicators for M&E. Regardless of what organizations are the chairpersons of the working group, all benefit from participation and coordination.
This short slide show, prepared for the government of Indonesia explains in simple form how the cluster system works, who answers to who, and what the relationship is between different UN organizations, NGOs, and national governments. The slides specific to Indonesia are only the last one or two. Simple, clear, explains definitions.
This example of facilitating a community’s involvement in protection of its children is an excellent example of coordination between local community groups, a locally based NGO and the district Ministry of Health. TPO Uganda (Transcultural Psychosocial Association) works in local communities (and among refugee groups) to provide Psychosocial Support. By completing repeated evaluations of their program, it became clear that they would be more effective if they were to engage local, established respected groups from the community to be the first line of community outreach workers. These trained community members provide basic information, basic level support for people at risk, and refer those that they locate who need more professional services. TPO provides some of the higher level services and psychiatrists from the MOH for medication services. This is an excellent example of community coordination to provide multilayer services for the range of MHPSS services.
This document displays why we should coordinate and collaborate with local humanitarian organizations. It shares the work of 10 local organizations from across the globe and the lessons they have learned in the HUM-Dev nexus. The work reported upon is inspiring. Each in its own way reported that an obstacle is the tendency of donors to only fund through INGOs, not directly to the LNGOs. This limits their ability to use their advantage to respond in the first 24 hours. Additional learning is described as the importance of coordination, the value of in-depth knowledge of local community culture and tradition, long term planning and so on.
Local humanitarian action in practice – Case studies and reflections of local humanitarian actors
This toolkit is a collection of commonly used resources that help to efficiently organize and coordinate in large emergencies. Many of the tools are IASC, some are WHO, IFRC, UNICEF, UNHCR, IOM. All are tools that are familiar to all of us though here collected all in one place with simple descriptions.
The Inter-Agency Referral Form and the Guidance Note for its use were developed by the IASC MHPSS Working Group to facilitate coordination and collaboration between different agencies and programs. It specifies who is making the referral, who is being referred and to who the referral is going with appropriate contact information for each party. Referrals may be made for health, protection, MHPSS services, nutrition, shelter, rehabilitation etc. It includes the consent of the person being referred. The guidance note reminds people to contact the receiving organization to be sure that the client is eligible and to store the form in a secure location after sending on the copies to the client and the referred organization. This same form can be used by community organizations such as faith-based organizations to make referrals for services when the need is beyond their capacity.
At this time, more displaced people are living in urban environments than in camps. Their intermixing with the local population creates a number of issues which affect the role of NGOs in working with them. 80% of displaced persons are displaced for 10 years. Assessing the political, economic, social, service delivery and special features of these urban environments gives invaluable information that allows us to address the psychosocial support needs and resources, stressors and opportunities as we develop support services. This tool kit provides both the guidance about how to go about this kind of assessment and the link to the forms to use (forms are in separate files).
This shorter assessment guide details how to glean information from already existing assessment material gathered through other sectors, as well as a desk review of literature. It then looks specifically at what kinds of information are needed specific to MHPSS and how to gather that information. The ethics of gathering such information are reviewed briefly, as well as giving sample questions which can be used. Following are several of the same assessment tools as are found in the WHO/UNHCR Guide previously discussed.
MHPSS wellbeing cannot be addressed successfully without understanding the environment in which the community lives. As such, understanding the nature of the conflict and power struggles improves our ability to support the community. This Guide is a tool to understand, situate and integrate a conflict analysis into program planning and implementation. For UNICEF, conflict analysis is understood as the systematic study of the profile, causes, actors and dynamics of conflict. In other words, who is involved, what they want to achieve and why including historical events, current events and developments that influence them. The tools and ideas should be contextualized and adapted to the realities, dynamics and needs of the context in which it is used.
Often loss of livelihood is a major stressor for people in emergency situations. It is also a major issue in development and poverty alleviation. Livelihood programs offer the possibility of reduction of stress though this is not always true. This chapter discusses a wide range of types of livelihood support, the risks as well as the positive effects and the steps that need to be taken including assessment and monitoring and evaluation. Links to each of these resources are in the online chapter.
This article focuses on the importance of family and community systems in the recovery process and how they might be strengthened. This focus on the collective as the protective system that cares for the individual is central to many cultures. As such, it is at times the target for destruction in civil conflicts. Rebuilding can only be done by the community but there are a number of ways that humanitarian and development organizations can support this process. Encourage and support community based, community led programs and train where necessary community members to provide services. These rebuild trust, hope and efficacy. Support cultural rituals and ceremonies like remembrance days, communal grieving, and relaxation methods. Help communities build memorials. Creative arts are potent means of expression. School based programs, especially those led by community members build a sense of local agency. A very useful article.
This brief but very helpful document defines. “Resilience is the process of harnessing biological, psychosocial, structural, [environmental] and cultural resources to sustain wellbeing.” In practice focusing on resilience, this means to develop a deep understanding of the multiple layers of resources and opportunities that exist to see the leverage points and the secondary impact of interventions. This forces us to take a systems perspective, working side by side with the community to analyse and plan. Monitoring and evaluation of such resilience based approaches can be more complicated but building M&E into the planning can be effective.
Livelihoods and food security programs often work together with community based psychosocial programs. It is essential that both the Livelihood program as well as the CBPS program be monitored, both for learning and adjustment needs and for accountability to the stakeholders. The ACF M&E guidelines are clear and easy to use, including many tools to use as indicators of change. Guidance for integrating M&E into the log frame and programming are included.
This wonderful manual walks a community through understanding the concept of protection, the laws and declarations behind it and then through their own local process at looking at their own community. Using a well developed toolkit, they evaluate, map, analyse, prioritize and plan for improved protection for all people in the community. This is a highly participatory process designed to include all corners of the community in the process of caring for themselves.
These training materials focus directly on encouraging and training local people to become catalysts within their own communities to organize, anticipate, collaborate and LEAD the response to emergencies and challenges in their own communities. This community led response to an emergency does not exclude the work of INGOs but forms a basis that increases the ownership by the community. Local groups are the first people on the ground and this system of response helps them develop their local capacity to mount culturally appropriate responses. CBPS is one of the tools suggested in community response mechanisms (day 4 slides) though the content of the CBPS training is very thin. Likewise, there are suggestions for how the community might address conflict and protection needs (day 5 slides) though the time to discuss this is very limited.
This simple one-page poster created to educate the community about ways to support children and families during the Covid-19 pandemic is a good example of educating the community in positive, culturally appropriate coping mechanisms during a confusing and stressful time. By using both illustrations and text, it is available to the widest range of the population.
This very brief guideline on crisis communication lays out principles of crisis communication. By being prompt and accurate, they increase trust, promote action, are compassionate and respectful. These guidelines help to promote the optimal response from the public receiving the information.
This simple guidance sheet offers simple steps to a conversation with children about someone’s death. The suggestions leave open a range of possibilities about the age of the child, the relationship to the deceased, and the kind of reactions that children may have. This type of guidance empowers adults who may feel unprepared to approach a situation that is unfamiliar to them or which brings up strong emotions in themselves. The guidance gives the adult some support to be their best selves.
Written for Syrian men specifically, this booklet addresses common emotional reactions to the crisis and displacement caused by the conflict in their homeland. Feelings are normalized, family roles are addressed, and suggestions given for culturally appropriate ways of managing loss, grief, anger, fear and so on. This calm, informative booklet supports the reader in managing the crisis they find their lives in.
The Action Workshops are a series of four workshops designed for community members. Education goes beyond the classroom and the workshops provide information and skills on how parents, youth and other community members can be given skills and use their life experiences in the education of children. The four workshops cover 1) Community Parenting: How to Build Strong Children in Difficult Times, 2) Helping Our Children to Understand Death, 3) Lessons from Life: Teaching Life Skills to Our Children, 4) Training of Trainers (ToT) for the Journey of Life Series. The manual includes information on how to set up the workshop, equipment, objectives, and schedule. Participants are also provided a narrative and specific lesson plans. The workshops are interactive and rely on the life experiences of the participants.
This comprehensive toolkit is designed for humanitarian aid workers, government officials and teachers in implementing the INEE Minimum Standards. The toolkit links the Minimum Standards to issues of disability and inclusive education. It provides extensive tools, guidelines, checklists, case studies, and good practices that can be adapted to the users’ local setting and context
This document focuses on the integration of Community based Psychosocial Support (CBPS) into Education in Emergencies (EiE). It was prepared by FCA, who specializes in Education in Emergencies and CoS, who specializes in Community Based Psychosocial Support. It provides an overview of CBPS and emphasizes the role of the community. Chapter 3 discusses how teachers can build caring, supportive classrooms with a community-based psychosocial approach. Case studies illustrates best practices on how to integrate CBPS into Education in Emergencies.
This article focuses on the transformative potential of creativity, practices, storytelling and rituals. During the 36 years of Guatemalan armed conflict, Mayan women endured gross human rights violations. The article briefly discusses two research components, in which Mayan women participated in creativity while seeking truth, justice and reparation for the harm they endured. One took place 1997 – 2000 and the other in 2003. In 2011, the authors brought the women, who participated in the projects, back for a series of workshops. They wished to assess the rural Mayan women’s understanding and assessments of their engagement with creative resources as a means to address the effects of the armed conflict. Research conducted during these workshops are detailed in the article, followed by their conclusions.
This field report describes a case study with Syrian refugee women from a livelihood centre in Turkey. The women participated in an intervention wherein they brought real-life themes and life experiences to practice their skills in non-violent communication using Theatre of the Oppressed techniques. The field report describes the methods, intervention, procedures, data collection and results. This study is important for anyone who has worked with individuals who have experienced oppression and violence. It is also valuable for those field workers who are helping refugees secure livelihoods.
This field report consists of a study designed to discover whether a psychosocial support group providing creative art activities can benefit older Syrian refugee women, experiencing major role changes in their lives. The group explored resilience and adversity-activated development (a range of responses to adversity). By having the women explore how they responded to their role changes in a supportive group, they can reduce the sense of helplessness and isolation. Theatre of the Oppressed was the art activity that was utilized. The women participated in five psychosocial sessions, twice a week. Although the group only consisted of three Syrian refugee women, the process and outcome of the study provides valuable information for field workers working with an older population. The methods and results are clearly outlined in the article.
This manual is an updated version of “Laugh, Run and Move to Develop Together”. It has taken the five most popular international games from the previous manual and added information on the “Movement, Games and Sport” approach. An additional chapter links child protection to games by providing questions for each game. The games are aimed at children 4 – 14 and are classified by age groups.
This is a training manual on disability and inclusion. Its primary goal is to enhance the user’s knowledge and practice of inclusion, and to improve the physical, psychological and social quality of life for children and youth with disabilities. It integrates knowledge and practice by giving guidance on disability, social inclusion and models of inclusive sport. It provides practical information on conducting groups and gives examples of how to adapt games and sports for those with disabilities.
This handbook introduces key themes in sport as a post-disaster psychosocial intervention. It integrates psychosocial responses to disaster with psychological expertise and research on trauma, resilience and coping. It would be relevant for humanitarian workers working in a post-disaster setting as well as those in development as they plan for the future.
This issue brief calls attention to the challenges and opportunities related to ageing. The elderly, particularly older women, are often overlooked in international development programmes and policies. Capacity-building to address this population’s needs; including a high vulnerability for violence, abuse and neglect, needs to be a priority. This article encourages that the ageing population be seen as agents of change in their community, as they still have much to offer. The brief introduces initial recommendations for addressing their needs in the implementation of the 2030 Agenda for Sustainable Development, including mainstreaming the elderly into their programmes and policies. It also provides ‘snapshots’ of countries that have been successful in working with the ageing. This is a worthwhile article for anyone working with older adults or in development.
This document is a “best practices” guide based on case studies from Global Protection Cluster members working in the field with older people in emergencies. It highlights the most significant challenges and the most effective responses of the workers. The document was created to help agencies build their capacity in protection work with older populations and to ensure older people are active participants in times of natural disaster and conflict.
The guidelines set out essential actions that humanitarian actors must take in order to effectively identify and respond to the needs and rights of persons with disabilities who are most at risk of being left behind in humanitarian settings. The recommended actions in each chapter place persons with disabilities at the centre of humanitarian action, both as actors and as members of affected populations. They are specific to persons with disabilities and to the context of humanitarian action and build on existing and more general standards and guidelines. These are the first humanitarian guidelines to be developed with and by persons with disabilities and their representative organizations in association with traditional humanitarian stakeholders. Based on the outcomes of a comprehensive global and regional multi-stakeholder consultation process, they are designed to promote the implementation of quality humanitarian programmes in all contexts and across all regions, and to establish and increase both the inclusion of persons with disabilities and their meaningful participation in all decisions that concern them.
Published at the same time as the IASC Guidelines on the Inclusion of Persons with Disabilities in Humanitarian Action, this report aims to support their uptake and promote learning by example. This report presents 39 short case studies on inclusive practices for persons with disabilities in humanitarian action and disaster risk reduction (DRR). It is designed for humanitarian stakeholders with limited experience of working with and for persons with disabilities, as well as for organizations of persons with disabilities (OPDs) planning to engage in humanitarian action and DRR. The report draws lessons from field practices, but does not provide technical guidance. The IASC Guidelines are the reference document to seek in-depth theoretical and technical information.
A psychosocial approach promoting the inclusion of persons with disabilities is aimed at professionals and volunteers who work with persons with disabilities. The concept of empowerment is central to the whole approach presented in this handbook which has two key aims: To create awareness of the importance of psychosocial support and inclusion inpromoting the well-being of persons with disabilities.To provide guidance about psychosocial support and inclusion, along with practical resources for inclusive psychosocial activities for all kinds of settings.
This manual is a tool-kit providing key steps on how-to-do-it. It is a series of fact sheets about the basic package for child care practices at Therapeutic Feeding Centres (TFCs) or during outpatient treatment at Outpatient Therapeutic Program (OTPs) centres. Treatment for undernutrition is increasingly integrated into healthcare facilities and the integration of basic practices can make a big difference, several studies have shown its positive impact on the efficacy of the treatment (especially in reducing the number of relapses and discontinuation of treatment) and on the development of undernourished children. The fact sheets on each topic include the main points on the topic covered, few basic theoretical points and concrete explanations about how psychosocial and child care practices are essential in the area covered, and practical information on how to implement child care practices within the topic covered. Some fact sheets are accompanied by appendices that illustrate or supplement all these points. There are also links to websites that provide further information on specific topics.
This very interesting research report documents the adaption done by Syrian people in the years of war. The research looks primarily at livelihoods and the fight to survive with dignity. The implications for psychosocial wellbeing are repeatedly addressed along with recommendations for how humanitarian aid can be of greatest help to the people during the ongoing crisis. Issues such as social capital, role change in families, depression, the trauma of repeated bombings and displacement are all included. It concludes with important recommendations to focus humanitarian aid to support livelihoods rather than just food, NFI etc. It also strongly recommends that humanitarian, early recovery and development concepts should be curtailed to focus on sustainable interventions made in collaboration with the community even during the conflict. This article is highly recommended for those making decisions about funding.
This interesting chapter talks about combining psychosocial support and livelihoods. As what we do often determines who we are in the eyes of the community, this approach works on multiple levels of social relations, self-esteem, as well as reducing anxiety about finances and material insecurity. Having a livelihood also helps to buffer stress and strengthen agency. The chapter explains a number of different ways in which livelihoods can be approached and gives ideas to cross train staff in both fields. Basic ideas are given for M&E for such programs. Also, links to the World Bank Video series as well as a number of other relevant resources are included.
In addressing the wellbeing needs of young women who had been abducted by the LRA, the authors followed a program (WINGS) which chose to focus its limited funds into helping with livelihoods to support both the poverty, social exclusion and psychological aftereffects of their abduction. The first half of the paper is a review of the literature about research on livelihood impact on wellbeing and the MHPSS impact on poverty reduction. The discussion about the implementation of the program showed improvement in poverty reduction and social relations with the wider community and at times within families. Though overall wellbeing was improved, the direct impact on specifics like PTSD or Depression was not measured.
The ageing population is growing, particularly in developing countries. This affects the livelihoods of many ageing farmers in rural populations. This study focuses on ageing farmers in a rural section of Kenya. The aim of this study is to assess how does ageing of rural communities affect livelihoods in Kenya’s Central Highlands? Increased life expectancy and urban youth migration are resulting in ageing farmers having to work longer to accomplish less. In the introduction and background, the authors explore many other contributing factors that impact the livelihood capital of ageing farmers. Additionally, the study covers theory, methods and results. It ends with discussion, conclusions, perspectives and recommendations. This study is helpful in development planning involving livelihoods and ageing.
These documents are guides for the clinical diagnosis of mental health issues by general health-care providers in non-specialized health care settings. Though written for health settings, they are very helpful for the information they provide on the treatment and care for a whole range of MH conditions commonly found in a community. There are extensive suggestions for psychosocial intervention and support.
This Toolkit is a series of 5 learning units to train community workers to support positive wellbeing at the community level. They also receive an introduction to working with people with chronic mental health conditions and are encouraged to get further training in such programs as Problem Management + and Friendship Bench. These learning units are very accessible for community members who are by nature empathic and interested in caring for others. This program could be easily operationalized by CBPS programs for sustained community support.
This manual guides the user in assessing the use of alcohol and other substances within an area or community. The perspective of this assessment is of public health, so it looks at consequences of this behaviour including HIV transmission, social issues including domestic violence, legal issues such as trafficking and sex-trade, and mental health issues including suicide. This is important field information for working on supporting wellbeing in the community.
Human Resources are crucial for Community-Based Psychosocial Support programming. More so, Human Resources are an integral part of the approach which puts strong emphasis on both strengthening the capacity of staff and communities, as well as staff care. Further, Human Resources are integrated in Community-Based Psychosocial Support through the adherence to commitment eight of the Core Humanitarian Standards:
- 8. Communities and people affected by crisis receive the assistance they require from competent and well-managed staff and volunteers. Quality Criterion: Staff are supported to do their job effectively, and are treated fairly and equitably.
The following actions points also underline this in particular:
- 8.7 A code of conduct is in place that establishes, at a minimum, the obligation of staff not to exploit, abuse or otherwise discriminate against people.
- 8.8 Policies are in place to support staff to improve their skills and competencies.
- 8.9 Policies are in place for the security and the wellbeing of staff.
Human Resources are also highlighted by the ACT Alliance Code of Conduct as well as in the Code of Conduct for the International Red Cross and Red Crescent Movement and NGOs in Disaster Relief 1996.
This monograph does not focus specifically on CBPS but outlines the principles required for capacity-building to impact on implementation. They found that the principles apply to all sectors they studied and summarise the principles focusing particularly on training and coaching.
Antares foundation has clarified a system of management of staff that integrates staff care into the normal cycle of work. This wise manual anticipates that people need to be screened, trained, prepared for their work and supported throughout their assignment. When there is a time of high stress or critical incident, it is the responsibility of the organization and management to provide additional support. And finally, at the end of the assignment, there should be a debriefing and post assignment support as needed. Written mainly for managers and those designing humanitarian systems, this important guide provides the structure for ongoing support and care for staff.
This small booklet is a gem. It explains stress, traumatic stress, causes of stress and the typical human reactions to stress. It then moves on to talk of ways of coping with stress, burnout, and warning signs. When talking about traumatic stress, vicarious trauma is included where we may hear or see too much though the traumatic event does not affect us directly. Again, common reactions and the healing process are explained. Sources of support such as social support, professional support, tips and advice are given. Finally in the Annexes, there is a self- evaluation questionnaire, relaxation exercises, and suggestions for further reading.
This is a guide to the organization and management of aid personnel written for managers. It focuses on strategy, policies, consultation and supervision, training, and health and safety. This is a good place to begin for developing a successful working team.
Both Sphere and the Core Humanitarian Standards outline care for staff, reasonable working hours, protection and support through critical incidents. Standards must be in place for the security and wellbeing of staff including a zero tolerance for sexual harassment or abuse. Staff should be trained to use Psychological First Aid when needed. Local, national and international staff are entitled to the same quality of care and support.
This is useful too because it builds on and incorporates some of the older standards (Antares) and addresses the needs of both national and international staff.
- Understanding human rights principles and standards (such as equality and non-discrimination, participation and inclusion, empowerment and accountability), and the definitions of those rights as laid out in human rights treaties.
- Knowing the human rights obligations by which a particular State is bound.
- Assessing and analysing the reasons rights are not realised, including looking at underlying and structural obstacles.
- Working in partnership with all members of the community in order to understand the community’s priorities, capacities and resources, and empowering the community to work towards the realisation of their rights.
- Developing policies and programmes to build the capacity of rights-holders to claim their rights and duty-bearers to meet their obligations, paying particular attention to marginalised and vulnerable groups.
- Measuring progress and results against indicators that rights are being realised. Measuring all progress in terms of gender-specific indicators
- Ensuring that policies and programmes do not unintentionally violate the human rights of the individuals and communities concerned.
This project provides a series of eight booklets that can be used with accompanying materials for training on how to protect education in countries affected by conflict. Booklet One begins with an overview of the threat of conflict to education. The following booklets cover issues dealing with education, security, protection, psychosocial support and legal accountability issues. The specific topics are listed below:
These Guidelines represent a comprehensive revision to the original 2005 Inter-Agency Standing Committee (IASC) Guidelines for Gender-Based Violence Interventions in Humanitarian Settings. They provide practical guidance and effective tools for humanitarians and communities to coordinate, plan, implement, monitor and evaluate essential actions for the prevention and mitigation of gender-based violence, throughout all stages of humanitarian response—from preparedness to recovery. Gender-based violence is among the greatest protection challenges individuals, families and communities face during humanitarian emergencies. Accounts of horrific sexual violence in conflict situations—especially against women and girls— and less recognized forms of gender-based violence—intimate partner violence, child marriage and female genital mutilation—are also being committed with disturbing frequency. Natural disasters and other emergencies exacerbate the violence and diminish means of protection. And gender-based violence not only violates and traumatizes its survivors, it also undermines the resilience of their societies, making it harder to recover and rebuild.
This publication is a collection of expert writings on the meaning of the UN Convention on the Rights of the Child. It places special emphasis on early childhood, as this age group is often overlooked. The work is a culmination of the annual day of discussion on child rights. It discusses the vulnerabilities and risks for young children. In addition to early screening for mental and physical health, there is the need for early learning, play and recreational activities (p. 16). Page 22 discusses what an early childhood program should look like. General principles and rights in early childhood are discussed (p. 38-41). Examples of good practices can be found (p. 128-131) and longitudinal studies are highlighted (p. 140-145).
These standards are a guideline for humanitarian workers. They are based on international human rights law, humanitarian law, and refugee law, which are interrelated and work together to enforce the protection of children. The standards are based on four key principles: 1) survival and development, 2) non-discrimination, 3) child participation and 4) the interests of the child. Each standard is accompanied by key actions, measurements (including indicators and targets), and guidance notes.
The handbook is a guide for programme and field staff in their work protecting children. The activities presented are especially useful in exploring issues related to child protection. They can be used in training and provide objectives, materials needed, suggestions for training and questions to elicit further discussion. Although the topics are interrelated, each section can be used independently in a meeting or collectively in a training session.
The toolkit is a training tool for facilitators of community-led child protection training. The section on facilitation tools is unique. It emphasizes capacity building for facilitators by calling attention to the facilitator’s culture awareness, listening skills, probing questions, inclusivity, power dynamics and conflict management. The section on training tools gives suggestions on how to present the material in a truly community-based manner. Role plays allow for a participatory approach and utilizes the facilitator’s skills outlined in Section 1.
These comprehensive guidelines outline the guiding principles for working with unaccompanied and separated children. They are written for any organization working with this population as well as governments and donors. Multiple agencies contributed to this project, and the guidelines are based on collaborative approaches from preparedness to good practices based on lessons learnt. The manual covers aspects from prevention, to tracing and reunification.
This document provides practical guidance for monitoring and evaluating child friendly spaces (CFS). It’s the result of a collaborative research project with other organisations that conducted evaluations and documented the outcomes and impact of CFS. Based on that research, this document provides tools on programming. The first section of the manual includes tools for monitoring the quality of the CFS implementation. The second section describes the methodology and process of the evaluation study and shares tools and tips learned from the experience.
This handbook consists of activities that can be utilized to minimize the risk of child trafficking. It is written for anyone directly working with child trafficking and also for any organisation working in policy making or financing for preventative activities. This book is intended to improve the quality of the work already being done and to share lessons learnt. Although the process goes from assessment to monitoring and evaluation, the emphasis is on strategic planning. Key points are summarized at the end of each chapter and activities are clearly outlined.
The first section of this manual is an overview of Child Friendly Spaces (CFS). The manual explores the many benefits of CFS and emphasizes community and child participation. It discusses their purpose and objectives and dedicates separate chapters to psychosocial and protection aspects. Each chapter directs you to related topical information in different chapters and provides a reference for additional implementation tools and resources within the annexes.
Women Led Community-based Protection (WLCBP) is an approach that builds on the strength, knowledge and experience of local women, allowing them to be responsible for their protection. Women are able to identify problems and solutions and create their own community-based support structures. This document focuses on an integrative approach that addresses gender inequality and discrimination and builds on longer-term development programming. This document is relevant for humanitarian workers, as well as those working in development.
These guidelines are meant to ensure that WGFS provide protection and empowerment for women and girls. This document discusses the purpose of WGFS and how they can best be implemented and managed in South Sudan. It provides guidance from the task of assessment through monitoring and evaluation. The guiding principles are meant to create uniformity as agencies collaborate on the process of establishing safe environments for women and girls.
The manual seeks to celebrate the struggles of women and feminists and help human rights defenders feel part of a global women’s movement for social justice. To contribute to a greater understanding and analysis of the violence faced by human rights defenders and promote collective and feminist protection strategies based on knowledge and experiences in different regions of the world. To help women human rights defenders (WHRDs) identify different ways in which the UN Special Rapporteur Michel Forst’s Report on women defenders can be used as a resource for advocacy and analysis to enhance their collective power and protection. The manual is based on a participatory educational methodology with a gender perspective – Feminist Popular Education (FPE).
This publication is divided into five chapters addressing different aspects of security and protection of WHRDs. Chapter one analyses the risk factors and violations faced by WHRDs, in particular the use or threat of sexual violence and the use of gender and sexual stereotypes against WHRDs. It also explores the concept of integrated security and how many WHRDs understand this concept. Chapter two explores a wide range of protection measures that have been discussed with WHRDs in the course of this research, including initiatives addressing individual, family, collective and institutional security, as well as measures addressing structural violence and digital security. Chapter three elaborates on the responsibility of States to protect WHRDs and the strengths and potential pitfalls of several State initiatives that are currently in place. Chapter four describes some of the regional and international human rights mechanisms that have been put in place to protect defenders, and Chapter five provides a set of recommendations for States and other institutions to develop gender-specific protection initiatives.
The document “Principles into practice CARE” describes CARE International's process to incorporate the rights-based approach into their development programme. [EB1] CARE's defines RBA as a mean to deliberate and explicit focus on enabling people to achieve the minimum condition for living in dignity. Lessons and challenges encountered by CARE suggest that RBA enhances the sustainable impact of their programme by addressing inequity and marginalisation by applying rights-based approaches. You can find the document below.
According to the paper “Applying a RBA” by the Danish Institute for Human Rights, a rights-based approach to development is a framework that integrates the norms, principles, standards and goals of the international human rights system into the plans and processes of development. The document further contains a comparison between a Needs Approach and Right-Based Approach, as well as a definition of Rights-holders and Duty-bearers. Last, the document also describes several steps of RBA programming.
This chapter of the larger manual focuses on how rituals and celebrations that are celebrated within communities have a healing effect, allowing people to integrate their recent experiences into a larger cultural narrative. As such, they are helpful to community based psychosocial programs. These rituals and celebrations are not performed by the CBPS program, but by the community members themselves with the support of the CBPS program as a means of helping to reestablish the integrity of the community and its ability to care for its people.
This is the first of two parts of a study about the implementation of the Humanitarian 2016 goals and the Global Compact to strengthen the ownership of local communities in aid and peacebuilding. This first segment looks at the literature and issues. Of great importance are the ways in which we as international NGOs need to change in order to make these goals operational. Having a context-specific and people centred approach is critical. Developing new partnership models, funding mechanisms and flexibility are all essential. Approaching situations with a long term perspective is also critical, since looking to build the capacity of the LNGOs and the trust of the INGOs is something that takes time.
This second part of the study of the triple nexus approach, which investigates how DanChurchAid is beginning to implement this concept with its local partners in S. Sudan. The interviews highlight a number of challenges that local partners face, while at the same time being enthusiastic about this more ‘holistic’ approach to caring for the most vulnerable. For the INGO communities, developing a working method that includes long term planning and funding is a critical piece, as is capacity development among the locals. One recommendation that was not mentioned was the need to develop means of monitoring and evaluation. Presently, M&E focuses on the funding stream (humanitarian, development, peace). However, with this more holistic approach, the change is not as clear-cut, with humanitarian goals perhaps influenced by peacebuilding measures and lack of livelihood progress impacted by conflicts within the area making it harder to measure.
This document didactically proposes 12 key lessons emerging from the field on to how to integrate community-based approaches to protection. Through examples and cases from Asia, Africa and Latin America it describes how to work from a community-based perspective as for example: getting acquainted with the community, promoting the leaderships and active participation of different representatives from the field, including sustainability and advocating since the start of the work, and proposing participatory evaluations.
The area of water, sanitation and hygiene (WASH) is part of the core humanitarian interventions of immediate concern for mental health and psychosocial wellbeing. The way basic services such as water provision, sanitation and hygiene promotion are provided may either cause harm or contribute to both individual and communal wellbeing. As such WASH are dealt with as a main thematic area in the IASC main guidelines on Mental Health and Psychosocial Support in Emergency Settings (2007 Action sheet 11:1) and the accompanying IASC field guide. CBPS should be mainstreamed by a WASH actor using the six MHPSS Core Principles (p. 9-13 in the main guidelines) to avoid causing harm and contribute to wellbeing. WASH has always been a core area of the Sphere Handbook and the 2018 edition brings the WASH chapter into the larger framework of the humanitarian charter, protection principles and the core humanitarian standard (CHS) all of which fits neatly into a CBPS approach of working with WASH. Particular attention is needed for access for people with various vulnerabilities and to involve representatives from various groups in the community in the planning, implementing, monitoring and reporting of WASH activities.
If you want to read more about CBPS on a basic or general level you can check the pages below
The Community-Based Psychosocial Support (CBPS) approach builds on the own needs, resources and conditions of individuals and communities to handle daily life stressors, especially in crises situations.
See which basic guidelines and standards CBPS is based on or related to and get quick access to these.