PLANIFICATION & MISE EN ŒUVRE

PLANIFICATION & MISE EN ŒUVRE
INTERVENTIONS PSYCHOSOCIALES PLANIFICATION ET MISE EN ŒUVRE PLANIFICATION & MISE EN ŒUVRE

Axe de travail de cette session d'atelier
INTERVENTIONS PSYCHOSOCIALES PLANIFICATION ET MISE EN ŒUVRE Axe de travail de cette session d'atelier Partie A Quand commencez-vous à planifier une réponse PS ? Qui est associé à la réponse psychosociale ? Choisir un groupe cible Choisir les activités idoines Exemples d'activités

Axe de travail de cette session d'atelier
INTERVENTIONS PSYCHOSOCIALES PLANIFICATION ET MISE EN ŒUVRE Axe de travail de cette session d'atelier Partie B Gestion de programme Planifier et mettre en œuvre Flexibilité Ressources humaines Partenariats et relations Plaidoyer et diffusion de l'information

Quand commencez-vous à planifier une réponse PS ?
INTERVENTIONS PSYCHOSOCIALES PLANIFICATION ET MISE EN ŒUVRE Quand commencez-vous à planifier une réponse PS ? 1. Ideally planning a psychosocial response should be done before there is need for it – as part of Disaster Preparedness.

Préparatifs de la réponse psychosociale
INTERVENTIONS PSYCHOSOCIALES PLANIFICATION ET MISE EN ŒUVRE Préparatifs de la réponse psychosociale Formation Personnel Bénévoles Membres de la communauté Plaidoyer Organisationnel (budget) Public (sensibilisation, prise de conscience) National Two important components of Disaster Preparedness that can help a National Society be well-prepared and competent to plan and execute a successful psychosocial response are training and advocacy. Staff, volunteers and other community members can be trained in basic knowledge about psychosocial wellbeing and how different disasters or other crisis events can impact this and create a need for psychosocial support. They can also be trained in how to provide psychological first aid, and on how to recognise people who may be in need of referral for severe psychological distress. Furthermore, they can also be trained on how to plan and prepare for long term psychosocial programs and activities – and on how to train others. This picture on the left is of a boy who is taking part in a disaster preparedness training at his school. The second component is advocacy. Since psychosocial support is a relatively new field and there is increasing focus on it in disaster responses, there is still a large need for increasing public and organizational awareness of what it is, the benefits of including it in responses, and how to do this. Advocating for psychosocial support also includes motivating allocations of organization’s budgets for training and implementation of responses, advocating for attention to psychosocial support awareness in all sectoral responses.

Quand commence la planification d'une réponse PS ?
INTERVENTIONS PSYCHOSOCIALES PLANIFICATION ET MISE EN ŒUVRE Quand commence la planification d'une réponse PS ? CLICK: When a critical event or disaster has taken place, a rapid assessment is typically undertaken as soon as possible after the event. The outcome of this assessment will enable planning and implementation of activities that respond to the populations immediate psychosocial needs. CLICK: The rapid assessment and the outcomes of the immediate activities will also inform as to whether there is need for further psychosocial interventions, and if so, this will call for a detailed assessment. CLICK: The results of the detailed assessment will then enable planning of long-term psychosocial interventions. CLICK: Throughout a psychosocial program cycle, the continuous assessments – also known as monitoring activities – will enable continuous evaluation of the process and the progress of the intervention, and inform any need for adaptation or planning of new or alternate activities. CLICK: It is important to note that whilst the assessments and planning take place, activities are taking place continuously and concurrently. These may be training or psychosocial activities with the targeted population.

Qui est associé à la réponse psychosociale ?
INTERVENTIONS PSYCHOSOCIALES PLANIFICATION ET MISE EN ŒUVRE Qui est associé à la réponse psychosociale ? Quel est le groupe de personnes le plus important dans une réponse PS ? La population touchée = communauté Un groupe de personnes qui vivent ensemble sur une même zone ou qui ont en commun un milieu, des croyances religieuses, une profession, des intérêts, etc. Qu'est-ce qu'une communauté ? Ask the participant “who the most important group of people are in a psychosocial response?”. The correct answer is the affected population. Explain: CLICK: The affected population is also known as the community. CLICK: Now ask the participants what a community is? If they don’t include the following, add this to their response: CLICK: A community is a group of people who share some kind of characteristics, and have something in common. A community may be the people living in the same area, or it may be people from different areas who are brought together because of something they do together, like people who attend the same church, or whose children attend the same school. Following a disaster or critical event, the affected population are a community because of their shared experiences, and usually their shared needs.

Participation communautaire
INTERVENTIONS PSYCHOSOCIALES PLANIFICATION ET MISE EN ŒUVRE Participation communautaire Pourquoi la participation de la communauté touchée est-elle importante pour la réponse psychosociale ? La population sait mieux que quiconque Comment elle a été touchée Les personnes ou les groupes qui ont été touché(e)s et comment Comment ceux-ci gèrent l'impact de l'évènement au moment présent L'aide dont ils ont besoin pour mieux gérer la situation Le comportement social et culturel qui convient Ask the participants the stated question: “ Why is participation of the affected community important for a psychosocial response?” When they have given all the answers they can, CLICK and add or reiterate the points on the slide.

INTERVENTIONS PSYCHOSOCIALES PLANIFICATION ET MISE EN ŒUVRE Participation communautaire À quoi la communauté peut-elle participer ? Évaluer les besoins Planifier les activités, contribuer à la rédaction de propositions Mettre en œuvre les activités Mobiliser les autres Suivi et évaluation Ask the participants what parts of a psychosocial response the community can participate in. The correct answer is everything. Explain: They can participate in assessments of needs, in planning the activities that are most meaningful and helpful. In many cases, community members can input/inspire draft proposals to make sure the program management team have correctly understood what they would like to do. The community members are also obviously the key participants in activities. This means they can also be assigned leadership roles in motivating the participation of others, and taking responsibility for the planning and implementation of the various activities. Finally, the community members play double roles in monitoring and evaluation activities, as they are the key informants, and also the best suited to interview others and collect data from their peers.

INTERVENTIONS PSYCHOSOCIALES PLANIFICATION ET MISE EN ŒUVRE Participation communautaire Avantages psychosociaux Socialement et culturellement appropriée Réponse = pertinente = réaliste Accroît la « cohésion » communautaire et le soutien par les pairs Accroît le sentiment d'autonomie et de réalisation La population touchée se charge de son propre relèvement Participation à la collecte et à l'analyse des données Formation en soutien psychosocial Délivrance de soutien psychosocial Mécanisme d'aiguillage vers une aide professionnelle Opportunités de développement des capacités Engaging the community as much as possible in all aspects of planning and implementing a psychosocial response has a number of important benefits, to the program and mostly to the community members themselves. First and foremost, involving the community in identifying their own needs and appropriate responses will ensure the response is both relevant and realistic. Secondly, it is an empowering strategy to let the affected population take responsibility for their own recovery. It is likely to increase community collaboration and cohesiveness, and encourage peer support. Thirdly, involving community members in all aspects of a psychosocial intervention provides community members with opportunities for capacity building. For example, they can learn how to do gather data and analyse it in assessments; how to recognise people’s psychosocial needs; how to respond to psychosocial needs; how to recognise people who may need professional psychological assistance; how to plan and implement a program according to a program cycle; etc.

Bénévoles Le Mouvement CRCR s'appuie sur le bénévolat
INTERVENTIONS PSYCHOSOCIALES PLANIFICATION ET MISE EN ŒUVRE Bénévoles Le Mouvement CRCR s'appuie sur le bénévolat Bénévoles = ressource inestimable The Red Cross Red Crescent movement is a volunteer-based organisation, and it is able to improve the lives of vulnerable people throughout the world through the help of volunteers. In many countries volunteers join the Red Cross or Red Crescent National Society in response to a particular event, but stay on as volunteers after that disaster response has finished. They often receive more and more training, and develop skills and knowledge that is invaluable to future disaster responses.

Bénévoles Ils peuvent être directement touchés par la catastrophe
INTERVENTIONS PSYCHOSOCIALES PLANIFICATION ET MISE EN ŒUVRE Bénévoles Ils peuvent être directement touchés par la catastrophe Ils peuvent être émotionnellement affectés par leur travail dans des interventions psychosociales Attention et soutien pour le personnel et les bénévoles = composante importante du programme 1. Volunteers are often from the affected population or from other communities in the same country that were not affected directly by the disaster or crisis event. It is important to note that volunteers are often ALSO affected by a disaster event, and they are also likely to be affected by working with psychosocial support, as this can be an emotionally difficult task. It is very important that a psychosocial response also pays attention to the needs and wellbeing of the volunteers, as well as organizational staff.

Qui est associé à une réponse psychosociale ?
INTERVENTIONS PSYCHOSOCIALES PLANIFICATION ET MISE EN ŒUVRE Qui est associé à une réponse psychosociale ? Planifier et mettre en œuvre Intervention psychosociale Population touchée Bénévoles Personnel du programme Autres secteurs même organisation Autres organisations/ entités This gives an overview of the different groups of people that are involved in planning and implementing a psychosocial response. The diagram shows that some of the volunteers are likely to be part of the affected population, and ideally these are the two groups that should have most influence and ownership over the psychosocial response. The program staff have the overall responsibility for planning the response, including activities that make sure the affected population and volunteers are part of the planning and implementation. Involving other sectors or organizations is often necessary because psychosocial wellbeing is often interrelated with other needs, such as the need for food or housing. Working together with other sectors and organizations can help to ensure that a psychosocial intervention is implemented in conjunction with other responses, such as food and shelter, or medical attention.

Comment choisir votre groupe cible ?
INTERVENTIONS PSYCHOSOCIALES PLANIFICATION ET MISE EN ŒUVRE Comment choisir votre groupe cible ? En groupes de 4, débattez de cette question pendant 10 minutes, puis présentez vos conclusions en plénière Ask the participants to discuss the question of how to choose the target group and then ask them to present their findings to the bigger group. List their answers on a flip chart.

Comment choisir votre groupe cible ?
INTERVENTIONS PSYCHOSOCIALES PLANIFICATION ET MISE EN ŒUVRE Comment choisir votre groupe cible ? Coordonnez Évaluez la vulnérabilité Trouvez les personnes « difficiles à atteindre » Soyez réaliste Aiguillez vers des psychologues professionnels Plaidez If any of the points on this list were NOT mentioned on the flip chart from the previous slide, ask the group to discuss the points openly in the plenary. Coordinate with others who are also planning psychosocial responses Assess if there are some groups that are more vulnerable than others. Examples are groups of people who have lost more than others; who were a more vulnerable group before the disaster (such as children, elderly, people living with disabilities, ill people, women, etc…). Always try to focus on the most vulnerable, but do this in a sensitive manner so they do not feel stigmatized or are discriminated against by others. Find the hard to reach’ as in many cases, the most vulnerable may not be in a state to reach out for help. Use community volunteers to find who are the most vulnerable and make every effort to include these in your target groups. Be realistic in choosing a target group according to the resources available. It may be more effective to reach a smaller population with a well-planned intervention, than trying to reach a large population with a haphazard intervention that stretches resources and is likely to be unsuccessful Remember the focus of psychosocial support interventions is NOT psychological therapeutic work, so make sure that when you are choosing your target group, you also pay attention to people who are in need of referral to professional psychological or psychiatric help. Advocate for help to populations that are you NOT able to reach, with other organizations that also work with psychosocial support

Approche holistique et intégrée
INTERVENTIONS PSYCHOSOCIALES PLANIFICATION ET MISE EN ŒUVRE Approche holistique et intégrée Modèle socio-écologique Institutions et prestation de services Soutien communautaire Réseau immédiat 1. A very important aspect of working with psychosocial support is identifying and trying to strengthen people’s social support network. Thus, when you choose a target population, or sub-population to focus on, you also have to pay attention to the people in their lives that influence their wellbeing and the support they have in others. For example, if you choose to target children, they may be your primary target group, and their peers, parents, school teachers, etc become secondary and tertiary target groups. In this way you will create long-lasting support networks.

INTERVENTIONS PSYCHOSOCIALES PLANIFICATION ET MISE EN ŒUVRE
Choisir les activités Activités initiales Évaluations + Premiers secours psychologiques Mobilisation communautaire Engager les évaluations ; Identifier les groupes vulnérables ; Mobiliser les autres Activités réalistes et concrètes Équilibre entre besoins et ressources ; impact à court ou à long terme ; groupes cibles 1. Ask the participants “What are the very first psychosocial support activities that take place in a psychosocial response? If they did not answer it themselves, explain: ‘The initial contact with the affected population is already provision of psychosocial support- through psychological first aid (comforting, listening, caring) and conducting assessments. By asking questions about their wellbeing and how they have been impacted by the disaster event, you are showing that you care and in this way already providing important psychosocial support.

Les activités pertinentes changent au fil du temps
INTERVENTIONS PSYCHOSOCIALES PLANIFICATION ET MISE EN ŒUVRE Les activités pertinentes changent au fil du temps The activities that are needed in a psychosocial response will change over time, according to how the affected population are recovering and coping with the impact of the experiences they have had. CLICK: For example, in the immediate aftermath of a critical event, most people will experience a state of ‘root shock’. This results from the world as they knew it having changed so much. Maybe they have lost their homes, lost loved ones, been injured or harmed. All of these experiences can lead to strong feelings of shock and disorientation. In this first phase, Psychological First Aid is critical, and can be provided at the same time that assessments are conducted, to identify the populations needs and resources. CLICK CLICK: The second phase of the aftermath is called ‘Realization’. At this time the affected population are slowly beginning to realize what they have experienced, and the extent of the loss and change they are faced with. During this time they may still need Psychological First Aid, but the feeling of shock will start to wear off slowly. Some people are likely to react more strongly than others, depending on the extent of the impact on their individual life and their families, the coping abilities and skills they had before, and the support they receive. This phase, and the next phase are very important times to start planning community support activities. CLICK CLICK: In the next phase, the affected population begin to really accept the reality of their new situation. They acknowledge the event has taken place, and has changed their lives, and they have to deal with this. During this time, community based psychosocial interventions focus on activities that encourage peer support, community cohesiveness and activities that will help the community to become stronger. Focus is also on activities that help people cope with their losses and start to adapt to their new realities. CLICK CLICK: This leads into the last phase, which is that of adaption. Now the affected population have completely accepted and acknowledged the impact of the event, and have started to adapt to their new lives. Activities from the previous phase, such as support groups or play groups for children, may continue, but it is likely that the focus of the activities will change as the primary focus is no longer on the disaster event, but on life today and tomorrow. CLICK

Exemples d'activités dans le cadre d'une réponse PS
INTERVENTIONS PSYCHOSOCIALES PLANIFICATION ET MISE EN ŒUVRE Exemples d'activités dans le cadre d'une réponse PS Préparatifs Préparation en cas de catastrophe Évaluations Coordination (par ex. besoins fondamentaux) Développement des capacités Formation initiale en PSP/Évaluations Formation PS spécifique Tâches de gestion de programme Psychoéducation Plaidoyer Développement / distribution de matériels IEC Représentations publiques (par ex. pièces de théâtre) Plaidoyer local / national Gestion de programme Mobilisation / contact communautaire Coordination (interne et externe) Here are some examples of activities that should be included in a PS response. They may not seem like obvious psychosocial support activities, but they are all relevant and important to the success of a PS response. Go through the lists, and let the participants ask questions about any of them.

Exemples d'activités psychosociales
INTERVENTIONS PSYCHOSOCIALES PLANIFICATION ET MISE EN ŒUVRE Exemples d'activités psychosociales Urgence : 0-6 mois Premiers secours psychologiques Groupes de soutien Cérémonies d'inhumation Rituels de deuil Distribution d'articles de soutien PS Recherche des familles Redressement de la communauté 1. Here are more examples of activities – these are more obvious psychosocial activities. These are typical activities that are chosen for the immediate aftermath of a disaster.

INTERVENTIONS PSYCHOSOCIALES PLANIFICATION ET MISE EN ŒUVRE Exemples d'activités psychosociales Récupération / développement : 3 mois à 1-3 ans Clubs d'enfants/de jeunes Scolarité formelle/informelle Activités d'aptitudes à la vie quotidienne Commémorations collectives Activités génératrices de revenus 1. These are examples of activities that can be implemented in a long-term response, and can be relevant at any point of the program, after the initial shock and response to the immediate aftermath. Formation à une meilleure préparation en cas de catastrophe ; formation à la réduction des risques ; développement de la résilience communautaire

INTERVENTIONS PSYCHOSOCIALES PLANIFICATION ET MISE EN ŒUVRE Exemples d'activités psychosociales Situations de conflit Groupes de soutien par les pairs Réinsertion des enfants soldats Ateliers sur mesure pour enfants et adultes Éducation et formation à la résolution non violente des conflits Activités scolaires 1. Theses are examples of activities that have shown the be helpful particularly with populations that have lived in conflict situations

INTERVENTIONS PSYCHOSOCIALES PLANIFICATION ET MISE EN ŒUVRE Exemples d'activités psychosociales Urgences sanitaires Soins à domicile (VIH, OEV) Travail de mémoire Récits héroïques S'adapter à la perte des proches Rédaction de testament Scolaire These are examples of activities that have been successfully used in health emergencies, for example in countries that have very high rates of HIV and deaths due to AIDS and high number of OVC (Orphans and vulnerable children)

INTERVENTIONS PSYCHOSOCIALES PLANIFICATION ET MISE EN ŒUVRE Exemples d'activités psychosociales Relèvement individuel et communautaire / développement de la résilience Travail de groupe : Faites une liste de toutes sortes d'activités susceptibles d'aider Les personnes (toutes) Les personnes âgées Les enfants Les personnes handicapées Les communautés dans leur ensemble à se relever d'un évènement catastrophique, et à développer leur résilience face à de nouveaux désastres éventuels (mieux gérer si cela se reproduisait) Divide the participants into groups and ask them to list activities that will help the given groups recover and build resilience in the face of new disasters. Ask different groups to focus on different target groups. Ask them to list the kinds of activities on flip charts. When they have all completed the task, ask them to display the lists on a wall in the workshop venue where everyone can see them. Give them some time to have a look at each other’s lists. Now ask a person from each group to circle all the activities on their list that are ALSO on another groups list.

INTERVENTIONS PSYCHOSOCIALES PLANIFICATION ET MISE EN ŒUVRE Exemples d'activités psychosociales Relèvement individuel et communautaire / développement de la résilience Activités communautaires Hommes Handicaps Enfants Garçons Filles Femmes Personnes âgées Considérations importantes Sexe et âge Affiliation religieuse Protection de l'enfance The previous exercise was to illustrate that there will always be a number of activities that can be done with the whole community, but if possible, there should also be tailored activities that are targeted at different sub-groups, as these groups have different needs. CLICK: Additional important considerations, besides gender, age, physical or mental abilities are religious affiliations of the targeted population, and also child protection. Regarding child protection, it is critical that all work with children follows ethical guidelines, both when interviewing children in assessments, and also when planning activities with children. Refer to the handbook for more on child protection and these ethical guidelines.

Protéger les enfants et travailler avec eux
INTERVENTIONS PSYCHOSOCIALES PLANIFICATION ET MISE EN ŒUVRE Protéger les enfants et travailler avec eux Risques accrus de maltraitance et de violence – surtout dans le cas d'enfants non accompagnés Les doter de l'autonomie de savoir mettre fin et/ou signaler les incidences de maltraitance Attention particulière aux jeunes enfants et au développement de la petite enfance Suivre les directives relatives à l'éthique du travail avec les enfants Crises and disasters often lead to increased risks of abuse of and violence against children and other vulnerable groups. This means special attention must always be paid to protective needs of such groups. An important part of psychosocial support is empowering people to take care of themselves. This is also relevant for children who are at risk of abuse. A useful component in any psychosocial intervention is including activities that teach children about abuse and how to stop it, and where to report it. It is strongly recommended that psychosocial support responders work in close collaboration with the ICRC and local child protection mechanisms. Special attention should always be paid to the needs of the youngest children, who are voiceless and often missed as a target group because they are not in school. Finally, there are certain ethical guidelines that should be followed when working with children. These are usually country specific, and it is the responsibility of the program managers to make sure that all staff and volunteers involved in a psychosocial response are aware of, trained in and have committed to uphold these guidelines.

C'est le moment de reprendre de l'énergie !!!
INTERVENTIONS PSYCHOSOCIALES PLANIFICATION ET MISE EN ŒUVRE C'est le moment de reprendre de l'énergie !!!

Partie B : Gestion de programme PS
INTERVENTIONS PSYCHOSOCIALES PLANIFICATION ET MISE EN ŒUVRE Partie B : Gestion de programme PS Buts/visées Objectifs immédiats Contributions à l'activité Production de l'activité Résultats de l'activité Just like any other program, psychosocial programs also need to have specific goals and aims, detailed immediate objectives and planned activities. The inputs, outputs and outcomes are measured and the results are analyzed to see if they are enabling the fulfillment of the overall goal and aims.

Approche de cadre logique Indicateurs But général
INTERVENTIONS PSYCHOSOCIALES SUIVI ET ÉVALUATION Approche de cadre logique Indicateurs But général Diminuer la souffrance et le risque de développement de graves traumatismes dans la Population A Adultes et enfants montrent des signes sains d'adaptation à l'impact de la crise Activité 1 Formation en PSP Contributions Ressources permettant la formation Quantité d'argent ; personnel ; manuels de formation ; matériels Production La formation a eu lieu Nombre de personnes formées Résultats Les bénévoles sont capables d'administrer les PSP Le niveau de compétences en PSP a augmenté Activité 2 : Ateliers avec des enfants Ressources pour les ateliers Réalisation des ateliers Nombre d'ateliers réalisés ; nombre d'enfants concernés ; nombre de formateurs Les enfants s'adaptent mieux Enfants plus enjoués, plus grande confiance en soi et en les autres 1. The Logical Framework Approach – also known as the LFA – is a common tool that is used to have a clear overview of the different program components, and is a useful tool for monitoring and evaluation purposes. This will be explained more in the presentation on monitoring and evaluation.

Gestion de programme psychosocial
INTERVENTIONS PSYCHOSOCIALES PLANIFICATION ET MISE EN ŒUVRE Gestion de programme psychosocial En quoi la gestion d'un programme psychosocial diffère-t-elle de la gestion de tout autre type de programme ? Prenez en compte : L'évolution des besoins de la population pendant la période de mise en œuvre Ask the participants the question stated: How do you think managing a psychosocial program is different from managing any other kind of program? If they struggle to answer, ask them to consider: Changing needs of the population during the implementation period. Explain: It is not possible to know, at the beginning of a psychosocial response, how well or how quickly, the population will recover from their initial shock reactions, and what their psychosocial needs will be in 6 months, or in 2 years.

Évolution des besoins de la population pendant la période de mise en œuvre Dépenses budgétaires As you can see on this graph, as the activities in a psychosocial response change, so will the budget needed to implement these activities. It means that when we try to plan budget expenditure for a psychosocial response over a period of three years, it is not always possible, at the beginning of a project period, to know how much money will be needed for the first year, or the second year, or for the entire project period. This does not mean that one should not TRY to make a budget, but it does call for a very important aspect of psychosocial programming – FLEXIBILITY.

Flexibilité Évolution des besoins de la population pendant la période de mise en œuvre (budget, ressources humaines) Importance de la participation communautaire (budget, opportunité temporelle) Anticipez les fluctuations et les adaptations des budgets et de la planification – évitez le BLOCAGE DU PROGRAMME !!! The flexibility called for in psychosocial response programming is both related to the changing needs of the population, and to the importance of involving the community in assessing and responding to those needs. Working with communities often takes a long time, and can at times be difficult due to different logistic challenges, or due to bureaucracies in the organization or in the community structures. This means that it is not always possible to follow the time lines that were originally planned, which affects future planning and budgeting. Also, when you encourage communities themselves to decide what activities will be meaningful and helpful – it makes it more difficult to make precise budgets. One way of approaching this has been that communities have been given budget limits when planning activities. For example, a community may be told they can plan 4 different activities, and they can receive a certain amount of money for this activity – and if it costs more, they have to raise the money themselves for it. This is also a way of empowering the community to take responsibility for their own recovery process. It is best to anticipate and plan for fluctuations and adaptations to a psychosocial response budget – and make this clear in your program proposal to funders. In this way you can avoid program locking. Program locking is when you have been granted money to do a certain activity, and there is no flexibility from your donors. You may end up doing the activity to spend the money in the way it was planned – even though the activity may be completely irrelevant or meaningless, because you are committed to show you used the money on what you intended to. This kind of budgeting may work for other sector responses, but it is not always feasible in a psychosocial response.

Ressources humaines Besoins en formation – personnel et bénévoles
INTERVENTIONS PSYCHOSOCIALES PLANIFICATION ET MISE EN ŒUVRE Ressources humaines Besoins en formation – personnel et bénévoles Supervision Fidélisation The three main things to consider in terms of human resources in a psychosocial response are training needs, supervision and retention. Working with psychosocial support can be a very difficult emotional experience, because you often have direct contact with, and have to support, people who have suffered immense losses and experience great distress. It is therefore very important that all staff and volunteers that work with psychosocial interventions have training, not only in how to support others, but also in how to take care of themselves and of their peers. It is the responsibility of the program managers to make sure that the staff and volunteers have that training, and also to make sure that they are all coping emotionally with the work they are doing. Good supervision is not only ensuring that staff are doing what is expected of them, but it is also making sure that staff and volunteers feel comfortable and confident with their tasks. Retention is particularly an issue with long-term programs, where some of the staff or volunteers may choose to find work elsewhere, or at some point are unable to commit themselves to the psychosocial program any more. Since psychosocial support work involves a great deal of training, efforts should be made to encourage staff and volunteers to stay with the program. Not only because they develop invaluable skills, but also because it means a lot to the affected population when they develop long-term relationships with the staff and volunteers who are working with them.

Partenariats et relations
INTERVENTIONS PSYCHOSOCIALES PLANIFICATION ET MISE EN ŒUVRE Partenariats et relations Bien-être psychosocial Sécurité politique et sociale Besoins fondamentaux Santé physique Éducation Although the two main aspects of psychosocial wellbeing are psychological health and strength, and supportive healthy social relations, other factors also have great influence on psychosocial wellbeing. First and foremost are fulfilment of basic needs – food, access to water and shelter. Other factors are physical health and access to needed medical care; access to education and mental stimulation; and being safe from danger. It is usually beyond the scope of a psychosocial intervention to address all these different factors – which highlights the importance of working together with other partners, who can address these factors.

Partenariats et relations
INTERVENTIONS PSYCHOSOCIALES PLANIFICATION ET MISE EN ŒUVRE Partenariats et relations Autres secteurs dans la société nationale Ex. : alimentation et nutrition, abri Partenaires internes Gouvernement – local / national Autres organisations/ Partenaires externes Communauté Religieuse Autres ONG Such partners are typically other sectors of the Red Cross Red Crescent National Society, external partners – such as different ministries of the government, for example Ministry of Health, of Education; other organizations that may or may not work with psychosocial support, such as UN agencies; and finally community based organizations, non-governmental organizations and faith-based organizations. Working together with other organizations will dramatically increase the opportunity for providing holistic support to the affected population, which in turn helps to improve and strengthen their psychosocial wellbeing.

Plaidoyer et diffusion de l'information
INTERVENTIONS PSYCHOSOCIALES PLANIFICATION ET MISE EN ŒUVRE Plaidoyer et diffusion de l'information Pourquoi devons-nous plaider pour qu'une attention soit prêtée aux besoins et aux réponses PS ? Pour motiver le développement de politiques et de directives nationales Assurance de qualité Pour garantir l'attribution d'un budget dans les budgets nationaux et organisationnels Assurance de qualité ; Assurance de portée Ask the participants the stated question: Why do we need to advocate for the inclusion of psychosocial focus in disaster responses? Explain the following: One important reason to advocate for psychosocial support is to motivate the development of national policies and guidelines. This is because although there is increasing focus on psychosocial support worldwide, many countries have not yet created such guidelines or policies. Without these, there is no control over who and what kind of psychosocial support is provided – and there have been instances where organizations or individuals who meant well, have done more harm than good in provision of PSS. The second important reason to advocate for attention to psychosocial support is to ensure that organizations, and eventually governments, start to budget for psychosocial responses and programs. Increasing budgets will naturally improve training opportunities and service delivery, and again will contribute to quality assurance. However, the most important, and most obvious reason to advocate for attention to psychosocial needs and support, is ultimately to ensure that the people who need psychosocial support get it. Enfin, pour assurer la délivrance du soutien psychosocial et pour améliorer le BEPS

Plaidoyer et diffusion de l'information
INTERVENTIONS PSYCHOSOCIALES PLANIFICATION ET MISE EN ŒUVRE Plaidoyer et diffusion de l'information Composantes cruciales du plaidoyer meilleure sensibilisation partage de l'information Comment y parvenez-vous ? The success of advocating for something partly depends on how well it is explained and argued for. Two important aspects of advocating are raising awareness and sharing information Ask the participants: How do you do this? Explain: Firstly by making sure that you document all aspects of the psychosocial response well. This is needed for internal use, in reports, for monitoring and evaluation – and also for providing evidence based facts on psychosocial interventions that can be used for advocacy. The second aspect of this, is finding the correct ways to share the information. Information on both planning and outcomes of interventions should be shared with other stakeholders and partners. Last, Informative, Educative and Communicative (IEC) materials should always be an important components of a psychosocial program, to help raise public awareness of psychosocial wellbeing, challenges and psychosocial support. Documentation, partage d'informations et matériels IEC

PLANIFICATION & MISE EN ŒUVRE

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PLANIFICATION & MISE EN ŒUVRE

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