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Psychosocial Support through
Education in Emergencies
Facilitating psychosocial well-being and social and
emotional learning
1
This document is licensed under a Creative Commons Attribution-ShareAlike 4.0. It is attributed to the Inter-agency Network for Education in Emergencies (INEE).
Training Objectives
By the end of the training, participants will be able to:
● Define key terms related to psychosocial well-being and support
● Identify symptoms of stress
● Explain the effects of stress on learning and development
● Give examples of how emergencies can affect the psychosocial
well-being of children and young people
● Identify examples of psychosocial support (PSS) and social and
emotional learning (SEL) interventions in education settings
● Develop an action plan for improving PSS and SEL interventions
in education settings
2
INEE Guidance Note on
Psychosocial Support
3
Training based on the following documents:
INEE Background Paper on
Psychosocial Support and
Social and Emotional
Learning for Children and
Youth in Emergency Settings
Group Activity: Stand and Declare
Listen to the questions. Move to the side of the room that
corresponds to your answer.
NO ←
→ YES
1. Have you worked in a humanitarian context?
2. Have you worked as a teacher or learning facilitator?
3. Have you worked in education programme planning?
4. Have you attended a training on psychosocial support
or social and emotional learning before?
5. Do you have experience providing psychosocial support
in a humanitarian crisis? 4
Session 1:
Well-being
5
6
What do we need to feel well?
Environmental disasters often cause a direct threat to life, ongoing
destruction of infrastructure, and high levels of stress and tension.
Human-made disasters often lead to prolonged conflict and chronic
emergency. They do not necessarily cause acute life threats, but rather
ongoing tension and persistent fear.
Both disrupt every aspect of daily living, including housing, health,
sanitation, recreation, and education. They disrupt family relationships
and social cohesion and create feelings of uncertainty, fear, anger and
loss.
7
How do humanitarian crises affect
psychosocial well-being?
Group Activity: Well-being
Discuss in your groups:
● How do these activities support well-being?
● How would people’s well-being be affected if they could
no longer do these activities?
8
1 2 3
4 5
🖉
Session 2:
Stress
9
Group Discussion: What is stress?
1. What are some situations that you find stressful?
2. How do you feel physically when you are stressed?
3. How do you feel emotionally when you are stressed?
4. How do you act when you are stressed? (ex: Do you bite your
nails?)
10
11
Categorizing stress symptoms
Physical symptoms refer to reactions happening in your
body. (example: headaches)
Emotional symptoms refer to your feelings and state of
mind. (example: feeling overwhelmed)
Cognitive symptoms refer to your ability to think and
process information. (example: difficulty focusing)
Behavioral symptoms refer to the way in which you act.
(example: nail biting)
12
Categorizing stress symptoms
physical
how your body feels
emotional
your feelings and state of
mind
cognitive
how you think and process
information
behavioral
your actions
13
14
Coping with Stress
Imagine you are a refugee learner. You are in a new
place without your family, attending a new school with
new people and a new curriculum.
● What are some positive ways you can cope with that
stress?
● What are some negative ways you can cope that
stress?
🖉
Resilience is the capacity to
cope with stress and adapt to
challenges. Resilience
happens when protective
factors that support well-
being are stronger than risk
factors that cause harm.
What are some factors that
increase resilience?
15
Resilience
🖉
Stress in crisis contexts
Discuss with a partner:
1. How would you describe the disaster and crisis
situations you have lived/worked in?
2. What kind of influences did the crisis have on people’s
lives and daily living?
3. What kind of stress symptoms did you observe in your
surroundings?
4. What stress symptoms did you observe in your own
behaviour?
16
Session 3:
PSS and SEL
17
18
Psychosocial Support (PSS)
19
Processes & actions that promote holistic well-being
Sense of
belonging
Relationship
with peers
Personal
attachments
Intellectual
stimulation
Physical
stimulation
To feel
valued
NEEDS
🖉
Psychosocial Support Needs and
Interventions
20
🖉
Children’s Needs Possible Psychosocial Interventions
A Sense of
Belonging
Establish an educational structure where children feel included.
Promote the restoration of cultural, traditional practices of childcare, whenever possible.
Relationships with
Peers
Provide a dependable, interactive routine, through school or other organized educational activity.
Offer group and team activities (i.e., sports, drama etc.) that requires cooperation and dependence on
one another.
Personal
Attachments
Enlist teachers that can form appropriate caring relationships with children.
Provide opportunities for social integration and unity by teaching and showing respect for all cultural
values, regardless of differing backgrounds.
Intellectual
Stimulation
Enhance child development by providing a variety of educational experiences.
Physical Stimulation Encourage recreational and creative activities, both traditional and new, through games, sports, music,
dance etc.
To Feel Valued Create opportunities for expression through individual/group discussions, drawing, writing, drama, music
etc. which promote pride and self-confidence
Recognize, encourage and praise children
Psychosocial Support
Interventions can PROMOTE WELLBEING and can be...
21
when they
decrease the risk
of developing
mental health
problems
when they help
overcome and deal
with psychosocial
problems
PREVENTIVE CURATIVE
OR
🖉
Social and Emotional Learning (SEL)
22
Process that fosters the development of competencies
Self-
awareness
Relationship
building
Self-
management
Social
awareness
Responsible
decision-making
🖉
● Find a partner.
● Describe the term on your paper. Your partner will
guess which term you are describing.
● When both partners have described and guessed
the terms on their papers, exchange papers.
● Find a NEW partner.
● Repeat.
23
Group Activity: Practicing Key Terms
Session 4:
PSS-SEL in Practice
24
25
Intervention Pyramid
🖉
26
PSS and SEL the Field
1. Where is the activity
taking place?
2. What is the activity?
3. Who is facilitating the
activity?
4. Who is benefiting
from the activity?
5. How does this activity
support well-being?
6. What level of the
pyramid does this
activity address?
🖉
Learning through case studies
27
In your groups, read the case study assigned and discuss:
● What PSS/SEL interventions can you spot in this
study?
● What is the target group for the intervention? How do
they benefit?
● Who else could benefit from this intervention? How?
● Which level of the PSS-SEL pyramid does the
intervention fall within?
Session 5:
PSS-SEL Strategies
28
INEE Minimum Standards
Domain 1: Foundational standards
Domain 2: Access and learning
environment
Domain 3: Teaching and learning
Domain 4: Teachers and other
education personnel
Domain 5: Education policy
29
Promoting Psychosocial Well-being
through Education
Developing and improving
PSS and SEL strategies
Using the INEE Guidance Note on Psychosocial
Support, discuss the following questions about your
case study:
● How does your intervention address each of the
INEE Minimum Standards Domains?
● How does it fall short?
● How can it be improved?
30
● Choose a context that you have worked in or are
currently working in.
● Identify a target population.
○ What are their PSS and SEL needs?
○ What are some appropriate PSS and SEL
interventions that address those needs?
○ What are the anticipated outcomes of your
interventions?
○ What resources do you need to implement those
interventions?
○ What are some potential challenges to
implementing your intervention? How will you
address those challenges?
31
Group Activity: Developing an Action Plan
Self-Reflection
● What are 3 things you learned today?
● What are 2 new ideas/strategies you will use in
your work?
● What is 1 question that you still have?
32
Training
Evaluation
Thank you for participating!
Please help us improve this
training by completing the
training evaluation.
We welcome your feedback!
33
🖉
www.inee.org
34

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INEE PSS-SEL Module Powerpoint ENG.pptx

  • 1. Psychosocial Support through Education in Emergencies Facilitating psychosocial well-being and social and emotional learning 1 This document is licensed under a Creative Commons Attribution-ShareAlike 4.0. It is attributed to the Inter-agency Network for Education in Emergencies (INEE).
  • 2. Training Objectives By the end of the training, participants will be able to: ● Define key terms related to psychosocial well-being and support ● Identify symptoms of stress ● Explain the effects of stress on learning and development ● Give examples of how emergencies can affect the psychosocial well-being of children and young people ● Identify examples of psychosocial support (PSS) and social and emotional learning (SEL) interventions in education settings ● Develop an action plan for improving PSS and SEL interventions in education settings 2
  • 3. INEE Guidance Note on Psychosocial Support 3 Training based on the following documents: INEE Background Paper on Psychosocial Support and Social and Emotional Learning for Children and Youth in Emergency Settings
  • 4. Group Activity: Stand and Declare Listen to the questions. Move to the side of the room that corresponds to your answer. NO ← → YES 1. Have you worked in a humanitarian context? 2. Have you worked as a teacher or learning facilitator? 3. Have you worked in education programme planning? 4. Have you attended a training on psychosocial support or social and emotional learning before? 5. Do you have experience providing psychosocial support in a humanitarian crisis? 4
  • 6. 6 What do we need to feel well?
  • 7. Environmental disasters often cause a direct threat to life, ongoing destruction of infrastructure, and high levels of stress and tension. Human-made disasters often lead to prolonged conflict and chronic emergency. They do not necessarily cause acute life threats, but rather ongoing tension and persistent fear. Both disrupt every aspect of daily living, including housing, health, sanitation, recreation, and education. They disrupt family relationships and social cohesion and create feelings of uncertainty, fear, anger and loss. 7 How do humanitarian crises affect psychosocial well-being?
  • 8. Group Activity: Well-being Discuss in your groups: ● How do these activities support well-being? ● How would people’s well-being be affected if they could no longer do these activities? 8 1 2 3 4 5 🖉
  • 10. Group Discussion: What is stress? 1. What are some situations that you find stressful? 2. How do you feel physically when you are stressed? 3. How do you feel emotionally when you are stressed? 4. How do you act when you are stressed? (ex: Do you bite your nails?) 10
  • 11. 11 Categorizing stress symptoms Physical symptoms refer to reactions happening in your body. (example: headaches) Emotional symptoms refer to your feelings and state of mind. (example: feeling overwhelmed) Cognitive symptoms refer to your ability to think and process information. (example: difficulty focusing) Behavioral symptoms refer to the way in which you act. (example: nail biting)
  • 12. 12 Categorizing stress symptoms physical how your body feels emotional your feelings and state of mind cognitive how you think and process information behavioral your actions
  • 13. 13
  • 14. 14 Coping with Stress Imagine you are a refugee learner. You are in a new place without your family, attending a new school with new people and a new curriculum. ● What are some positive ways you can cope with that stress? ● What are some negative ways you can cope that stress? 🖉
  • 15. Resilience is the capacity to cope with stress and adapt to challenges. Resilience happens when protective factors that support well- being are stronger than risk factors that cause harm. What are some factors that increase resilience? 15 Resilience 🖉
  • 16. Stress in crisis contexts Discuss with a partner: 1. How would you describe the disaster and crisis situations you have lived/worked in? 2. What kind of influences did the crisis have on people’s lives and daily living? 3. What kind of stress symptoms did you observe in your surroundings? 4. What stress symptoms did you observe in your own behaviour? 16
  • 18. 18
  • 19. Psychosocial Support (PSS) 19 Processes & actions that promote holistic well-being Sense of belonging Relationship with peers Personal attachments Intellectual stimulation Physical stimulation To feel valued NEEDS 🖉
  • 20. Psychosocial Support Needs and Interventions 20 🖉 Children’s Needs Possible Psychosocial Interventions A Sense of Belonging Establish an educational structure where children feel included. Promote the restoration of cultural, traditional practices of childcare, whenever possible. Relationships with Peers Provide a dependable, interactive routine, through school or other organized educational activity. Offer group and team activities (i.e., sports, drama etc.) that requires cooperation and dependence on one another. Personal Attachments Enlist teachers that can form appropriate caring relationships with children. Provide opportunities for social integration and unity by teaching and showing respect for all cultural values, regardless of differing backgrounds. Intellectual Stimulation Enhance child development by providing a variety of educational experiences. Physical Stimulation Encourage recreational and creative activities, both traditional and new, through games, sports, music, dance etc. To Feel Valued Create opportunities for expression through individual/group discussions, drawing, writing, drama, music etc. which promote pride and self-confidence Recognize, encourage and praise children
  • 21. Psychosocial Support Interventions can PROMOTE WELLBEING and can be... 21 when they decrease the risk of developing mental health problems when they help overcome and deal with psychosocial problems PREVENTIVE CURATIVE OR 🖉
  • 22. Social and Emotional Learning (SEL) 22 Process that fosters the development of competencies Self- awareness Relationship building Self- management Social awareness Responsible decision-making 🖉
  • 23. ● Find a partner. ● Describe the term on your paper. Your partner will guess which term you are describing. ● When both partners have described and guessed the terms on their papers, exchange papers. ● Find a NEW partner. ● Repeat. 23 Group Activity: Practicing Key Terms
  • 24. Session 4: PSS-SEL in Practice 24
  • 26. 26 PSS and SEL the Field 1. Where is the activity taking place? 2. What is the activity? 3. Who is facilitating the activity? 4. Who is benefiting from the activity? 5. How does this activity support well-being? 6. What level of the pyramid does this activity address? 🖉
  • 27. Learning through case studies 27 In your groups, read the case study assigned and discuss: ● What PSS/SEL interventions can you spot in this study? ● What is the target group for the intervention? How do they benefit? ● Who else could benefit from this intervention? How? ● Which level of the PSS-SEL pyramid does the intervention fall within?
  • 29. INEE Minimum Standards Domain 1: Foundational standards Domain 2: Access and learning environment Domain 3: Teaching and learning Domain 4: Teachers and other education personnel Domain 5: Education policy 29 Promoting Psychosocial Well-being through Education
  • 30. Developing and improving PSS and SEL strategies Using the INEE Guidance Note on Psychosocial Support, discuss the following questions about your case study: ● How does your intervention address each of the INEE Minimum Standards Domains? ● How does it fall short? ● How can it be improved? 30
  • 31. ● Choose a context that you have worked in or are currently working in. ● Identify a target population. ○ What are their PSS and SEL needs? ○ What are some appropriate PSS and SEL interventions that address those needs? ○ What are the anticipated outcomes of your interventions? ○ What resources do you need to implement those interventions? ○ What are some potential challenges to implementing your intervention? How will you address those challenges? 31 Group Activity: Developing an Action Plan
  • 32. Self-Reflection ● What are 3 things you learned today? ● What are 2 new ideas/strategies you will use in your work? ● What is 1 question that you still have? 32
  • 33. Training Evaluation Thank you for participating! Please help us improve this training by completing the training evaluation. We welcome your feedback! 33 🖉