This document provides guidance on psychological first aid (PFA) for those assisting refugees and migrants. It defines PFA as a humane and supportive response to people in distress after a traumatic event. The summary outlines key aspects of PFA, including assessing needs, providing practical assistance, listening without pressure, and linking people to services and social supports. A case scenario describes applying PFA when encountering an unaccompanied minor refugee, emphasizing the need to satisfy basic needs, protect from harm, and connect the child to loved ones and services for care.
APCRSHR10 Virtual abstract presentation of Melania Hidayat of UNFPA IndonesiaCNS www.citizen-news.org
This is the abstract presentation of Melania Hidayat of UNFPA Indonesia, which was made as part of the 13th session of 10th Asia Pacific Conference on Reproductive and Sexual Health and Rights (#APCRSHR10 Virtual), on the theme of "Sexual and other forms of gender-based violence & SRHR in Asia and the Pacific".
Chair: Prof Thein Thein Htay, former Deputy Health Minister, Myanmar; and honorary Professor, University of Public Health, Myanmar and University of Oslo, Norway; and visiting Professor, SEISA University, Yokohama, Japan
Plenary Speaker: Sujata Tuladhar, Technical Specialist, Gender-based Violence, UNFPA Asia-Pacific | "Promising practices in addressing gender-based violence during COVID-19"
Abstract presenters
************************
* Sovananry Tuot | Gender-based violence experiences and sexual and reproductive health among female entertainment workers in Cambodia: a cross-sectional study
* Melania Hidayat | Rapid Assessment of the Gender-Based Violence During the Emergency Situation in Palu, Sigi and Donggala - Central Sulawesi
* Sagar Sachdeva | Re-Evaluating Masculinities for SRH and GBV Programming
* Ajay Kumar Singh | Does asserting Sexual and Reproductive Rights Prevents Married Women from Marital Rape: An Exploratory Study from India
Voice from the frontline: Prameswari Puspa Dewi, National Coordinator, KITASAMA (Koalisi Indonesia untuk Seksualitas dan Keberagaman/Indonesia Coalition for Sexuality and Diversity)
For more information on the session, please visit
www.bit.ly/apcrshr10virtual13
Official conference website: www.apcrshr10cambodia.org
Thanks
APCRSHR10 Virtual abstract presentation of Melania Hidayat of UNFPA IndonesiaCNS www.citizen-news.org
This is the abstract presentation of Melania Hidayat of UNFPA Indonesia, which was made as part of the 13th session of 10th Asia Pacific Conference on Reproductive and Sexual Health and Rights (#APCRSHR10 Virtual), on the theme of "Sexual and other forms of gender-based violence & SRHR in Asia and the Pacific".
Chair: Prof Thein Thein Htay, former Deputy Health Minister, Myanmar; and honorary Professor, University of Public Health, Myanmar and University of Oslo, Norway; and visiting Professor, SEISA University, Yokohama, Japan
Plenary Speaker: Sujata Tuladhar, Technical Specialist, Gender-based Violence, UNFPA Asia-Pacific | "Promising practices in addressing gender-based violence during COVID-19"
Abstract presenters
************************
* Sovananry Tuot | Gender-based violence experiences and sexual and reproductive health among female entertainment workers in Cambodia: a cross-sectional study
* Melania Hidayat | Rapid Assessment of the Gender-Based Violence During the Emergency Situation in Palu, Sigi and Donggala - Central Sulawesi
* Sagar Sachdeva | Re-Evaluating Masculinities for SRH and GBV Programming
* Ajay Kumar Singh | Does asserting Sexual and Reproductive Rights Prevents Married Women from Marital Rape: An Exploratory Study from India
Voice from the frontline: Prameswari Puspa Dewi, National Coordinator, KITASAMA (Koalisi Indonesia untuk Seksualitas dan Keberagaman/Indonesia Coalition for Sexuality and Diversity)
For more information on the session, please visit
www.bit.ly/apcrshr10virtual13
Official conference website: www.apcrshr10cambodia.org
Thanks
Domestic violence: Through the Eyes of a SurvivorCassie Walker
This is a brief explanation of domestic violence, what it is, the damage it can do, and ways to help or get help. This has been created through the eyes of a survivor.
Multi agency approach to Domestic Abuse (WS52)Iriss
An overview of the work of West Lothian’s Domestic and Sexual Abuse Team’s multi agency approach to Domestic Abuse. Including innovations developed by the team – court advocacy for women, support for victims who have experienced rape/sexual assault and preventative education programmes for schools.
Contributor: West Lothian Council
APCRSHR10 Virtual abstract presentation of Melania Hidayat of UNFPA IndonesiaCNS www.citizen-news.org
This is the abstract presentation of Melania Hidayat of UNFPA Indonesia, which was made as part of the 13th session of 10th Asia Pacific Conference on Reproductive and Sexual Health and Rights (#APCRSHR10 Virtual), on the theme of "Sexual and other forms of gender-based violence & SRHR in Asia and the Pacific".
Chair: Prof Thein Thein Htay, former Deputy Health Minister, Myanmar; and honorary Professor, University of Public Health, Myanmar and University of Oslo, Norway; and visiting Professor, SEISA University, Yokohama, Japan
Plenary Speaker: Sujata Tuladhar, Technical Specialist, Gender-based Violence, UNFPA Asia-Pacific | "Promising practices in addressing gender-based violence during COVID-19"
Abstract presenters
************************
* Sovananry Tuot | Gender-based violence experiences and sexual and reproductive health among female entertainment workers in Cambodia: a cross-sectional study
* Melania Hidayat | Rapid Assessment of the Gender-Based Violence During the Emergency Situation in Palu, Sigi and Donggala - Central Sulawesi
* Sagar Sachdeva | Re-Evaluating Masculinities for SRH and GBV Programming
* Ajay Kumar Singh | Does asserting Sexual and Reproductive Rights Prevents Married Women from Marital Rape: An Exploratory Study from India
Voice from the frontline: Prameswari Puspa Dewi, National Coordinator, KITASAMA (Koalisi Indonesia untuk Seksualitas dan Keberagaman/Indonesia Coalition for Sexuality and Diversity)
For more information on the session, please visit
www.bit.ly/apcrshr10virtual13
Official conference website: www.apcrshr10cambodia.org
Thanks
APCRSHR10 Virtual abstract presentation of Melania Hidayat of UNFPA IndonesiaCNS www.citizen-news.org
This is the abstract presentation of Melania Hidayat of UNFPA Indonesia, which was made as part of the 13th session of 10th Asia Pacific Conference on Reproductive and Sexual Health and Rights (#APCRSHR10 Virtual), on the theme of "Sexual and other forms of gender-based violence & SRHR in Asia and the Pacific".
Chair: Prof Thein Thein Htay, former Deputy Health Minister, Myanmar; and honorary Professor, University of Public Health, Myanmar and University of Oslo, Norway; and visiting Professor, SEISA University, Yokohama, Japan
Plenary Speaker: Sujata Tuladhar, Technical Specialist, Gender-based Violence, UNFPA Asia-Pacific | "Promising practices in addressing gender-based violence during COVID-19"
Abstract presenters
************************
* Sovananry Tuot | Gender-based violence experiences and sexual and reproductive health among female entertainment workers in Cambodia: a cross-sectional study
* Melania Hidayat | Rapid Assessment of the Gender-Based Violence During the Emergency Situation in Palu, Sigi and Donggala - Central Sulawesi
* Sagar Sachdeva | Re-Evaluating Masculinities for SRH and GBV Programming
* Ajay Kumar Singh | Does asserting Sexual and Reproductive Rights Prevents Married Women from Marital Rape: An Exploratory Study from India
Voice from the frontline: Prameswari Puspa Dewi, National Coordinator, KITASAMA (Koalisi Indonesia untuk Seksualitas dan Keberagaman/Indonesia Coalition for Sexuality and Diversity)
For more information on the session, please visit
www.bit.ly/apcrshr10virtual13
Official conference website: www.apcrshr10cambodia.org
Thanks
Domestic violence: Through the Eyes of a SurvivorCassie Walker
This is a brief explanation of domestic violence, what it is, the damage it can do, and ways to help or get help. This has been created through the eyes of a survivor.
Multi agency approach to Domestic Abuse (WS52)Iriss
An overview of the work of West Lothian’s Domestic and Sexual Abuse Team’s multi agency approach to Domestic Abuse. Including innovations developed by the team – court advocacy for women, support for victims who have experienced rape/sexual assault and preventative education programmes for schools.
Contributor: West Lothian Council
This ppt throws light on all aspects of domestic violence. It also shares a true story about a lady ho is a victim of domestic violence . I have tried to explain about domestic violence highlighting women and children and also suggested ways in which one can help a women who is the victim of domestic violence . I hope this will be helpful to the victims.
However one should know that even boys can be subjected to such violence.
This is one little step i would like to take to stop domestic violence. I hope that someday this violence stops and every lives happily together
Child Abuse Fact for Parents and training
WEDNESDAY 15th, 2pm to 4pm at the Havasupai Tribe Wellness area
Mark will provide a workshop for parents, educators and other professional staff working with Native American populations and an emphases on neglect and abuse with children with disabilities.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
Case study
1. PSYCHOLOGICAL FIRST AID
QUIDE FOR FIELD WORKERS
A CASE STUDY
Elena Nikolaidou, Christiana Kouta, Elena Rousou
IENE6- Contemporary large migration waves into Europe:
Enabling health workers to provide psychological support to migrants and refugees and
develop strategies for dealing with their own emotional needs.
ERASMUS+ Programme –Key Action 2: Strategic partnerships
3. Psychological First Aid: Guide for Field Workers
• This guide covers psychological first aid which involves humane, supportive
and practical help to fellow human beings suffering serious crisis events
• It is written for people in a position to help others who have experienced
an extremely distressing event
• It gives a framework for supporting people in ways that respect their
dignity, culture and abilities
• It covers both social and psychological support
• However, not everyone who experiences a crisis event will need or want
PFA
• Do not force help on people who do not want it, but make yourself easily
available to those who may want support.
http://apps.who.int/iris/bitstream/10665/44615/1/9789241548205_eng.pdf
4.
5. Psychological First Aid (PFA)
• It is an alternative to psychological debriefing
• Psychological first aid, rather than psychological debriefing, should be
offered to people in severe distress after being recently exposed to a
traumatic event (WHO, 2009)
• “Psychological first aid (PFA) describes a humane, supportive
response to a fellow human being who is suffering and who may need
support” Sphere (2011), IASC (2007)
6. WHAT PFA IS NOT
• It is not something that only professionals can do.
• It is not professional counselling.
• It is not “psychological debriefing” in that PFA does not necessarily
involve a detailed discussion of the event that caused the distress.
• It is not asking someone to analyse what happened to them or to put
time and events in order
• Although PFA involves being available to listen to people’s stories, it is
not about pressuring people to tell you their feelings and reactions to
an event.
7. PFA involves the following themes
• Providing practical care and support, which does not intrude
• Assessing needs and concerns
• Helping people to address basic needs (for example, food and water,
information)
• Listening to people, but not pressuring them to talk
• Comforting people and helping them to feel calm
• Helping people connect to information, services and social supports
• Protecting people from further harm
8.
9. PFA: WHEN?
• After a recently crisis event
• At the first contact with very distressed people, usually
during or immediately after an event
• However, it may sometimes be days or weeks after,
depending on how long the event lasted and how severe it
was.
10. CRISIS EVENTS
• War
• Natural disasters
• Accidents
• Fires
• Interpersonal violence, for example, sexual violence
• Individuals, families or entire communities may be affected.
• People may lose their homes or loved ones, be separated from family
and community, or may witness violence, destruction or death
11.
12.
13.
14. FACTORS INFLUENCE HOW SOMEONE RESPONDS
• The nature and severity of the event(s) they experience
• Their experience with previous distressing events
• The support they have in their life from others
• Their physical health
• Their personal and family history of mental health problems;
• Their cultural background and traditions
• Their age (for example, children of different age groups react
differently).
15.
16.
17.
18.
19.
20.
21.
22.
23. CASE SCANARIO: Violence and Displacement
An unaccompanied minorThe setting:
- Refugees from Syria are being brought to a new location in a camp and told that they will be living in
this new place. They were moved because of the war in their country. As they get off the trucks,
some of them are crying, some appear very fearful, some seem disoriented, while others are sighing
with relief. Most are afraid and doubtful of this new place and have no idea where they will sleep, eat
or receive health care. Some seem scared when they hear any loud noise, thinking they are hearing
gunfire again. Some are scared, crying and unsure of where they will sleep, eat or receive health
care. Your are a volunteer with a non-governmental agency that distributes food items and have
been asked to help out at distribution sites
- As you prepare to help, consider what you would like to know about this situation:
• Who are the people I will be helping?
• Refuges' culture, language and customs
• Are there any rules of conduct or customs I need to follow? For example, is it more
appropriate for women helpers to speak with women refugees?
• How far have they travelled? What do I know about the conflict they have experienced?
• People who experience/witness violence feel frightened and unsafe. How will you approach and
support them?
- How can I find the needs and concerns of people who may need special assistance, such as women or
unaccompanied children?
24. PREPARE: learn about…
Conflict situation and displacement to anticipate needs(food, water shelter)
Available services, how to coordinate and link with them
LOOK:
People displaced due to violence may have injuries or illnesses or have experienced
traumatic events
How many?
Are there any unaccompanied children/adolescents/others separated from loved ones?
Are there families or people from the same village within the refugee group?
Is anyone extremely upset, immobile, critically injured?
What will most of the refugees need? Will they be hungry, thirsty or tired?
Individuals in the refuge group seem to be having different types of reactions to the crisis.
What kinds of serious emotional responses do you see?
CASE SCANARIO: Violence and Displacement
An unaccompanied minor
28. Listen:
At the edge of the refuge group, you notice a boy of about 12 years old standing alone and looking
with a deadpan expression and without any emotion in his face.
Listening to Ahmed…with an interpreter
- You:(getting down on one knee on the eye level of the child)Hi, my name is……I’m with ….. Agency
and I’m here to help. What is your name?
- Child: (looking down and speaking softly)Ahmed
- You: Hi Ahmed. You just had a long ride to get here. Are you thirsty? (Offer something to eat or
drink or some other practical comfort like a blanket) Where is your family?
- Child: I don’t know. (he was apathetic, no crying, no any facial expression)
- You: Don’t you have parents or any relatives with you?
- Child: No! (little more emotional)
- You: I will try to help you and connect you with people who will help to locate your family. Can you
tell me your surname and where you are from?
- Child: Yes, I am Ahmed…… and I’m from ……village.
- You: Thank you Ahmed. When is the last time you saw your family?
CASE SCANARIO: Violence and Displacement
An unaccompanied minor (cont…)
29. CASE SCANARIO: Violence and Displacement
An unaccompanied minor
Listen…
• Ahmed was speaking and sound like an adult
• He told that his father entered Greece three years ago as an undocumented
migrant
• Subsequently, his father was deported back to Syria
• Ahmed never saw him on his return, but believes he was killed
• No questions about the rest of the family, as he did not speak about – most
probably he would not know about
• He said that he wanted to go to UK
- You: Ahmed, it is important that we talk with the people over there (social services)
who can help find your family or even a relative. I will go with you to talk to them. (it
is essential to help the child to register with a reputable family tracing or child
protection organization that could organize a safe place for the child to stay until his
family is found)
30.
31. • What are the usual customs around touching people?
• Is it all right to hold someone’s hand or touch their shoulder?
• Are there special things to consider in terms of behavior around the
elderly, children, women or others?
Touching and Behavior
• Who are the different ethnic and religious groups among the affected
people?
• What beliefs or practices are important to the people affected?
• How might they understand or explain what has happened?
Beliefs and religion
CONSIDER THE FOLLOWING QUESTIONS AS YOU PREPARE TO OFFER PFA
IN DIFFERENT CULTURES
32.
33. THINGS CAREGIVERS CAN DO TO HELP CHILDREN
• Keep them warm and safe
• Keep them away from loud noises and chaos
• Give cuddles and hugs
• Keep a regular feeding and sleeping schedule, if possible
• Speak in a calm and soft voice
INFANTS
• Give them extra time and attention
• Remind them often that they are safe
• Explain to them that they are not to blame for bad things that happened
• Avoid separating them from caregivers or family and loved ones
• Keep to regular routines and schedules as much as possible
• Give simple answers about what happened without scary details
YOUNG CHILDREN
34. • Give them your time and attention
• Help them to keep regular routines
• Provide facts about what happened and explain what is going on now
• Allow them to be sad. Don’t expect them to be tough
• Listen to their thoughts and fears without being judgmental
• Ask them about the dangers they face, support them and discuss how
they can best avoid being harmed
OLDER CHILDREN AND ADOLESCENTS
THINGS CAREGIVERS CAN DO TO HELP CHILDREN
35. THINGS TO SAY AND DO FOR CHILDREN
Keep them together with their caregivers and family
whenever possible. Try not to let them separated
When unaccompanied, link them with a trustworthy
child protection network or agency
Don’t leave the child unattended
If no child protection agency is available, take steps
yourself to find their caregivers or to contact other
family who can care for them
Keep together
with loved ones
• Protect them from being exposed to any gruesome
scenes like injured people or terrible destruction
• Protect them from hearing upsetting stories about the
event
• Protect them from the media or from people who want
to interview them who are not part of the emergency
responses
Keep safe
36. • Be calm, talk softly and be kind
• Listen to children’s views on their situation
• Try to talk with them on their eye level and
use words and explanations they can
understand
• Introduce yourself by name and let them
know you are there to help
• Find out their name, where they are from and
any information you can in order to help find
their caregivers and other family members
• When the are with their caregivers, support
the caregivers in taking care of their own
children
• If passing time with children, try to involve
them to play activities or simple conversation
about their interests according to their age
Listen, talk
and play
THINGS TO SAY AND DO FOR CHILDREN
37.
38.
39.
40.
41. CASE SCANARIO: Violence and Displacement
An unaccompanied minor
Link…
• It was important to satisfy the basic needs of Ahmed such as shelter, protection,
food and water
• What can I do to protect the child from further harm? How can I help link with
loved ones and services?
• It has been shown that people who feel they had good social support after a
crisis cope better than those who feel they were not well supported. Because of
this, linking people with loved ones and social support is an important part of
PFA
• Social and Welfare services were available in that campus, so they should
arrange a safe shelter for the child, until he could find his relatives
• Help him to contact friends and relatives so they can get support; for example,
provide a way for them to call loved ones
• Use of social media, other non-governmental agencies
42. CASE SCANARIO: Violence and Displacement
An unaccompanied minor
Link:
• If a person lets you know that prayer, religious practice or support from religious leaders
might be helpful for them, try to connect them with their spiritual community
• Help bring affected people together to help each other. For example, ask people to help
care for the elderly, or link individuals without family to other community members.
• Ask the person, what generally helps them to feel better. Encourage them to do things
that help them to cope, including spiritual routines if they mention these.
• Listen respectfully, and without judgment, to spiritual beliefs or questions the person may
have
• Children and adolescents are particular vulnerable in a crisis situation.
• Children who are affected by crisis may be at risk of sexual violence, abuse and
exploitation
• How children react to a crisis depends on their age and developmental stage, and on the
ways their caregivers and other adults interact with them. In general children cope better
when they have a stable, calm adult around them.
43.
44.
45.
46. • Do I need to dress a certain way to be respectful?
• Will impacted people be in need of certain clothing items to
keep their dignity and customs?
Dress
• What is the customary way of greeting people in this culture?
Language
• Should affected women only be approached by women
helpers?
• Who may I approach?
Gender: Age and Power
CONSIDER THE FOLLOWING QUESTIONS AS YOU PREPARE TO
OFFER PFA IN DIFFERENT CULTURES
47. People who need more advanced
support immediately:
People with serious, life-threatening injuries who need
emergency medical/health care
People who are so upset that they cannot care for themselves
or their children
People who may hurt themselves
People who may hurt others
48. CONCLUSION
• Psychological first aid is essential to be practiced among health, social
professionals and volunteers working with refugees and migrants
• It should be offered to all while in severe distress after being recently
exposed to a traumatic event (such as war)
• The basic principles of PFA are:
a) Being prepared, b) Look (e.g. safety, needs, reaction), c) Listen (e.g.
needs, feelings), d) Link (e.g. services, information, support)
Get more information and explore your knowledge using the Khub and
IENE websites- http://ienerefugeehub.eu/ , www.ieneproject.eu - Find
bite-sized learning tools, personal stories, mindfulness videos