Outline

• Activity
• Concepts on Emergencies
• Resiliency
Activity: “Either or” or “Forced Choice”

You need to decide quickly and share

reason for your choice
4
 Activity :BODY MAP
Think of 3 words/ adjectives to describe
Draw your most memorable
you
experience?
What are your 3 roles that best describe
What troubles you?
who you are?
What was the most valuable Where do you draw your strength
lesson you gained from from to survive beyond life’s
Life? challenges?
What challenges you?
What does my work mean
What 3 wishes/ dreams do you have?
to me?
 Activity: Maalaala mo Kaya?
• Think of an event that you consider as a
low moment in your life
• Recall that event, what was the adversity
about? What were your feelings then?
What did you do and how did you
overcome it?
• Find a partner and share your story
• Each is given 10 minutes to share
GROUP SHARING
 Processing

• How did you feel when sharing

• How did you feel after sharing?
• What were the common themes in the
sharing?
• How were the adversities overcome
(coping)?
• What insights/ realization did you gain
from the sharing?
 Emergency
• situation which poses an
immediate risk to health, life,
property or environment

• require urgent intervention to

prevent worsening of the
situation
 Types of
Emergencies
Human Induced Disasters
Intentional / unintentional
violence against another
human being

Natural Disasters
Sudden events affecting mass
population
Resiliency
“the ability to
recover or regain
readily one’s form or
particular state”
Resiliency and Wellness
Take care of Nurture
the body! the heart!

Set the spirit Flex the

free! mind!
Just do
it!
7 Aspects of Well-Being
 4 “I” OF RESILIENCE

I HAVE I AM

SURVIVOR
I CAN I WILL
 Resilience (Organization)

Ability of people, households,

communities, countries and
systems to mitigate, adapt to and
recover from shocks
Resilient People makes
Resilient Organization
RIGHTS BASED
APPROACH IN
EMERGENCY
SITUATION
 ACTIVITY
In 5 minutes what are
the human rights
 WHAT ARE THE BASIC HUMAN RIGHTS?

• Right to life
• Right to liberty and
security of the person
• Right to freedom of
movement
• Right to privacy
• Right to equality before
the law

• Right to vote and be

elected

• Right to work, form trade

unions, and to have safe
and healthy working
conditions
 WHAT ARE THE BASIC HUMAN RIGHTS?

• Right to the highest

attainable standard of
physical and mental health

• Right to education
 WHAT ARE THE BASIC HUMAN RIGHTS?

• Right to an adequate
standard of living, including
adequate food, housing
and clothing

• Right to take part in cultural

life
 HUMAN RIGHTS PRINCIPLES
• Universality and Inalienability :

Human rights are universal and

inalienable. All people
everywhere in the world are
entitled to them. The
universality of human rights is
encompassed in the words of
Article 1 of the Universal
Declaration of Human Rights:
“All human beings are born free
and equal in dignity and rights.”
 HUMAN RIGHTS PRINCIPLES

• Indivisibility:

Human rights are indivisible

All human rights have equal

status, and cannot be
positioned in a hierarchical order
HUMAN RIGHTS PRINCIPLES

Right of everyone
to an adequate
standard of living
cannot be
compromised at
the expense of
other rights

Children going to school

 HUMAN RIGHTS PRINCIPLES
• Interdependence and
Interrelatedness:
Human rights are
interdependent and
interrelated
Each one contributes to
person’s human dignity
through the satisfaction of
his or her developmental,
physical, psychological and
spiritual needs
HUMAN RIGHTS PRINCIPLES
• fulfillment of one right often
depends, wholly or in part,
upon the fulfillment of others

• fulfillment of the right to

health may depend, in
certain circumstances, on
fulfillment of the right to
development, to education
or to information
 HUMAN RIGHTS PRINCIPLES

• Equality and Non-discrimination:

All individuals are equal as human beings
and by virtue of the inherent dignity of each
human person
No discrimination (race, color, ethnicity,
gender, age, language, sexual orientation,
religion, political or other opinion, national,
social or geographical origin, disability)
HUMAN RIGHTS PRINCIPLES

• Participation and
Inclusion:
All people have the
right to participate in
and access information
relating to the decision-
making processes that
affect their lives and
well-being
HUMAN RIGHTS PRINCIPLES
• Accountability and Rule of Law:

States and other duty-bearers are

answerable for the observance of
human rights
Comply with the legal norms and
standards enshrined in
international human rights
instruments
 What is a rights-based approach?
• every human being is recognized both as a
person and as a right-holder

• strives to secure well-being and dignity of all

people, within the framework of essential
standards and principles, duties and obligations

• supports mechanisms to ensure that

entitlements are attained and safeguarded
 The reciprocal relationship
between rights holders and duty bearers
 What is a rights-based approach?
• states must take steps, individually and through
international co-operation, to progressively
achieve the full realization of recognized rights

• lack of economic development cannot be

invoked as a justification for violations of human
rights

• require commitments and continual progress

 Human Needs Approach versus Rights-Based
Approach (RBA)
Human-needs approach Rights-based approach (RBA)

Human needs are met Entail fulfilling governmental

through charity or aid, which obligations, individual and
is given at the discretion of collective include allocating the
those meeting the needs: maximum amount of available
people are treated as resources to realize human
passive recipients of rights obligations
handouts
Deciding on which needs Human rights are indivisible and
are to be met and how, is at include the freedom to define
the discretion of those and prioritize needs
meeting the needs
 Human Needs Approach versus Rights-Based
Approach (RBA)

Human-needs approach Rights-based approach (RBA)

Performance is always . Rights-based assessments

assessed positively, e.g. focus on denials and violations,
"60% of children have e.g. "the right to education of
access to primary 40% of children remains denied"
education"
Poverty is alleviated through Causes of poverty have to be
wealth creation identified (e.g. discrimination)
and addressed
 Participation
• Rights-based
approaches require a
high degree of
participation - from
communities, civil
society, minorities,
indigenous peoples,
women and others
• "active, free and meaningful" so that mere formal or
"ceremonial" contacts with beneficiaries are not
sufficient

• Rights-based approaches give due attention to

issues of accessibility including access to
development processes, institutions, information
and redress or complaints mechanisms
Basic Principles of Rights-Based Approach

Accountability

• focus on accountability in the development

process by identifying claim-holders (and
their entitlements) and corresponding duty-
holders (and their obligations)
Accountability:
• they look both at the positive obligations of
duty-holders (to protect, promote and provide)
and at their negative obligations (to abstain from
violations)

• provide development of adequate laws, policies,

administrative procedures and practices,
mechanisms of redress and accountability that
can deliver on entitlements, respond to violations
and ensure accountability
 Empowerment
• Rights-based approaches give preference
to strategies for empowerment over
charitable responses
• focus on beneficiaries as owners of rights
and directors of development and emphasize
human person as centre of development
process
 Empowerment
• goal is to give people
the power, capacities,
capabilities and
access needed to
change their own
lives, improve their
own communities and
influence their own
destinies
Non-discrimination and attention to vulnerable
groups

• human rights imperative of such

approaches means particular attention is
given to discrimination, equality, equity
and vulnerable groups
• Rights-based approaches require that such
questions be answered locally: who is
vulnerable here and now?

• Development data need to be

disaggregated by race, religion, ethnicity,
language, sex and other categories of
human rights concern
 IASC
Guidelines on
Mental Health and
Psychosocial
Support in
Emergency Settings
Department of Social Welfare and Development (DSWD)
 Outline of Presentation

• Background
• Mental Health and Psychosocial Impact of
Emergencies
• Guidelines: purpose, target audience,
overview
• How to Use the Guidelines
• Core Principles
IASC Guidelines
"A significant gap has been
the absence of a multi-
sectoral, inter-agency
framework that enables
coordination, identifies
useful practices, flags
harmful practices and
clarifies how different
approaches to mental
health and psychosocial
support complement one
another"
 IASC Task Force:
UN and non-UN agencies wrote Guidelines
Ref. Group now also has:
Individual NGOs
IASC Bodies 29. CARE Int.
11. ACF
1. ICVA 21. IRC
12. Am. Red Cross 30. Ch of Sweden
2. IFRC 22. MdM-E
13. ACT International 31. COOPI
3. InterAction 23. Mercy Corps
14. Action Aid 32. GP-SI
4. IOM International 24. MSF-H
33. RedR
5. OCHA 15. CARE Austria 25. Oxfam GB
16. CCF 26. RET 34. REPSSI
6. UNFPA
7. UNHCR 17. HealthNet TPO 27. SC/UK 35 TdH

8. UNICEF 18. IMC 28. SC/USA 36. UNRWA

9. WFP 19. ICMC 37 World Vision

20. INEE
10. WHO
© Inter-Agency Standing Committee 2007
 established in 1992 for strengthened coordination
of humanitarian assistance

 primary mechanism for facilitating inter-

agency decision-making in response to complex
emergencies and natural disasters

 formed by the heads of a broad range of UN and

non-UN humanitarian organisations

website at: http://www.humanitarianinfo.org/iasc

 Threaten
Psychological and
social impacts of Peace
emergencies may
be acute in the short Human rights
term
and
can also undermine Development
the long-term mental
health and
psychosocial well-
being
 Address the absence of a multi-sectoral,
inter-agency framework
 enables effective coordination

 identifies useful practices

 flags potentially harmful practices

clarifies how different approaches to

mental health and psychosocial support
complement one another
 Mental Health and
Psychosocial Support
(MHPSS)
serves to unite as broad
a group of actors as possible
and
underscores the need for diverse,
complementary approaches in
providing appropriate supports
 Mental Health and
Psychosocial Impact of
Emergencies
• Problems
• People at increased risk of problems
• Resources
 Problems
Nature of •Pre-existing (pre-
Problems - emergency)
predominantly •Emergency-induced
• Social •Humanitarian aid -
• Psychological induced or -related
 Predominantly Social Problems
Pre-existing (pre- Emergency-induced social
emergency) social problems problems
• extreme poverty • family separation
• domestic violence • unemployment
• criminality • disruption of social
• belonging to a group networks
that is discriminated • destruction of
against or marginalised community
• political oppression structures, trust and
resources
• increased substance
abuse, gambling,
gender-based
violence
 Predominantly Social Problems
Humanitarian aid-
•Pre-existing (pre- induced social
emergency) social problems
problems • Undermining of
community structures
•Emergency-induced or traditional support
social problems mechanisms
•Humanitarian aid-
induced social problems
 Predominantly Psychological
Problems
•Pre-existing (pre- •Pre-existing (pre-
emergency) problems emergency) problems
• mental disorder
•Emergency-induced • alcohol/drug abuse
problems
• gender-based violence
•Humanitarian aid- • child abuse
related social problems • criminal violence
• social/ cultural
deprivation or isolation
 Predominantly Psychological
Problems
Emergency-induced • Humanitarian aid-
problems related problems
 grief – anxiety due to a lack
 trauma related distress of information and
 depression and anxiety coordination
disorders – insufficiency of relief
 post-traumatic stress provisions
disorder (PTSD) – poor survivor-
caregiver dynamics
due to caregiver burn
out, or compassion
 Mental Health and
Psychosocial Impact of
Emergencies
• Problems
• People at increased risk of problems
• Resources
 People at increased risk of problems
• Women • People who have been exposed
to extremely stressful
events/trauma
• Men
• People in the community with
• Children pre-existing, severe physical,
neurological or mental
disabilities or disorders
• Elderly people

• Extremely poor people

 People at increased risk of problems
• Refugees, internally • People in institutions
displaced persons (IDPs)
and migrants in irregular • People experiencing severe
situations (trafficked social stigma
women and children
without identification
papers) • People at specific risk of human
rights violations
 People at increased risk of problems

• Not passive victims

• Need support
• Often have capacities and social networks
that enable them to contribute to their
families and to be active in social, religious
and political life
 Mental Health and
Psychosocial Impact of
Emergencies
• Problems
• People at increased risk of problems
• Resources
 Resources
• nature and extent of • A common error in work
the resources on mental health and
available and psychosocial well-being
accessible is to
• vary with age, – ignore these
gender, the socio- resources and to
cultural context and focus solely on
the emergency deficits – the
environment. weaknesses,
suffering and
pathology – of the
affected group
 Resources
• Affected individuals have resources
• important to know the nature of local
resources, whether they are helpful or
harmful, and extent to which affected
people can access them
 The Guidelines: Purpose
Minimum response is only the starting
point for more comprehensive supports

Guidelines have been written for low-

and middle-income countries
The Guidelines: Target Audience
• ALL humanitarian actors
– Community-based organisations
– Government authorities
– United Nations organisations
– Non-government organisations
– Donors
• Local, national, international levels
 CORE PRINCIPLES
• Human rights and equity
• Participation
• Do no harm
• Building on available resources and
capacities
• Integrated support systems
• Multi-layered support systems
Multi-layered Supports

Specialised
services

Focused,
non-specialised
supports

Community and family supports

Social and psychological

considerations in basic services
and security
 Level 1: Social and Psychological
Considerations in Basic Services and
Security
All members of the community have
responsibility to ensure a suitable
environment for psychosocial development

activities help to establish a suitable

environment to protect and promote
psychosocial healing and well-being
 Level 1: Social and Psychological
Considerations in Basic Services and
Security
Psychosocial and mental health
programmes should advocate for
ensuring these basic needs are met
• cooperate with sectoral programmes to
ensure that are implemented in a way that
supports psychosocial development and
healing
Level 1: Social and Psychological
Considerations in Basic Services and Security
Document impact of lack of services and
security on MHPS wellbeing and use this for
advocacy
For children, advocate for the protection of
children from violence, abuse and
exploitation, the promotion of family unity, re-
establishing safe and supportive education
Level 1: Social and Psychological
Considerations in Basic Services and Security

Advocate for delivery of humanitarian

assistance in a manner that promotes well-
being
Work to promote ways of delivering aid that
promote self-reliance and dignity
Facilitate community involvement in decision-
making and assistance
Disseminate essential information to affected
populations on situation and emergency
 Level 2: Community and Family Supports

Support play, art, recreational and sporting

activities
Provide structured groups activities for
expression and the development of life skills
and coping mechanisms
Support children and youth friendly
spaces/environments
 Level 2: Community and Family Supports

Promote meaningful opportunities to participate

in rebuilding society
Provide information on positive coping
mechanisms
Activities that facilitate the inclusion of isolated
individuals (orphans, widows, widowers, elderly
people, people with severe mental disorders or
disabilities or those without their families) into
Level 2 (cont’d)
Strengthening the family:
– Provide culturally appropriate guidance on
how parents and family members can
help children
– Support parents and families to cope with
their own difficulties
Level 2 (cont’d)
Strengthening the family:
– Support and facilitate the establishment of
parent groups/committees
– Early childhood stimulation (with nutrition)
– Informal family visits for caregivers in
need of extra support
– Support family access to basic services
Level 2 (cont’d)
Strengthening community supports:
– Helping caregivers and educators to better
cope and to support children
– Strengthen community based supports for adult
caregivers
– Strengthen child-to-child or youth support
Level 2 (cont’d)
Strengthening community supports:
– Resumption of cultural and spiritual activities,
including appropriate grieving rituals
– Strengthening social networks
– teacher training on psychosocial care and
support
– Group discussions on how the community may
help at-risk groups identified in the assessment
as needing protection and support
Level 3: Focused Supports
For people who are:
– struggling to cope within their existing care
network
– Not progressing in terms of their development
– Unable to function as well as their peers
– In need of activities that address their psychosocial
needs more directly
Level 3 (cont’d)
• Focused psychosocial support activities require trained
and experienced staff
• Activities may include:
– Case management
– Family visits
– Psychological first aid
Level 3 (cont’d)
• Focused psychosocial support activities require trained
and experienced staff
• Activities may include:
– Support groups
– Structured play activities
– Psychosocial hotlines
– Non-clinical family or individual counselling (e.g. school
counselling)
 Level 4: Specialized Services

• Traditional specialized healing (e.g. cleansing and

purification rituals)

• Clinical social work or psychological treatment

• Psychotherapy
• Drug or alcohol treatment
• Specialised mental health care
 The Matrix of Interventions
• Details actions for various actors during different
stages of emergencies
• Set of action sheets that explain how to implement
minimum response items identified in the middle
column (Minimum Response) of the matrix
• outlines guidelines for minimum
responses
• does not set standards for minimum
responses
● Matrix provides an overview of recommended key
interventions and supports for protecting and improving
mental health and psychosocial well-being
 Emergency preparedness steps to be taken
before emergencies occur
 Minimum responses to be implemented during
the acute phase of the emergency
 Comprehensive responses to be implemented
once the minimum responses have been
implemented
●Typically, this is during the stabilised and early
reconstruction phases of the emergency
 Action Sheets for Minimum
Response
A. A. Common functions across domains:
coordination, assessment and
monitoring and evaluation, protection
and human rights standards, human
resources

B. B. Core mental health and

psychosocial support domains:
community mobilisation and support,
health services, education,
dissemination of information
MARAMING
SALAMAT