INEE Background Paper on Psychosocial Support and Social & Emotional Learning for Children & Youth
INEE - 2016 Guidelines for Child Friendly Spaces in Emergencies
The purpose of this paper is to clarify relevant terminologies and approaches relating to psychosocial well-being and social and emotional learning (SEL) in education in crisis affected contexts, and to explore how psychosocial support (PSS) and social and emotional learning relate to one another. The target audiences for this paper are education practitioners, academics, and policy-makers working in education in emergencies and protracted crises. To clarify, the term “education in emergencies” refers to the educational responses—formal and non-formal—that are appropriate in immediate and sudden emergencies, and to the provision of education during chronic crises and early postcrisis reconstruction phases (International Network for Education in Emergencies [INEE], 2010; UNESCO, 2006).
GEC, GPC, INEE, IASC - 2011 IASC Guidelines on Mental Health and Psychosocial Support in Emergency Settings
Child Friendly Spaces (CFSs) are widely used in emergencies as a first response to children’s needs and
an entry point for working with affected communities. Because CFSs can be established quickly and
respond to children’s rights to protection, psychosocial well‐being, and non‐formal education, CFSs are
typically used as temporary supports that contribute to the care and protection of children in
emergencies. However, they are used also as transitional structures that serve as a bridge to early
recovery and long‐term supports for vulnerable children. Although different agencies call CFSs different
things—safe spaces, child centered spaces, child protection centers or emergency spaces for children—
the interventions are all part of a common family of supports for children and young people.1 For
purposes of convenience, this paper refers to these related interventions as Child Friendly Spaces.
Broadly, the purpose of CFSs is
IASC - 2007
The Inter-Agency Standing Committee (IASC) Guidelines enable humanitarian actors to plan, establish and coordinate a set of minimum multi-sectoral responses to protect and improve people's mental health and psychosocial well-being in the midst of an emergency. Arabic | French | Nepali | Spanish
Arabic: IASC Guidelines on Mental Health and Psychosocial Support in Emergency Settings
IASC - 2007
Directives du CPI concernant la sante mentale et le soutien psychosocial dans les situations d'urgence
IASC - 2007
Les Directives du Comité permanent interorganisations (CPI) permettent aux acteurs humanitaires de planifier, mettre en place et coordonner un ensemble de mesures intersectorielles minimales de protection et d'amélioration de la santé mentale et du bien-être psychosocial des personnes confrontées à une situation d'urgence.
Nepali: IASC Guidelines on Mental Health and Psychosocial Support in Emergency Settings
IASC - 2007
IASC Guide to the Evaluation of PSS Programming in Humanitarian Crises
Guia del IASC sobre Salud Mental y Apoyo Psicosocial en Emergencias Humanitarias y Catastrofes
IASC - 2007
La Guia del IASC permite a los actores humanitarios planificar, establecer y coordinar un conjunto mínimo de respuestas multi-sectoriales para proteger y mejorar la salud mental y el bienestar psicosocial de las personas en el medio de una emergencia.
Inter-Agency Standing Committee - 2011 Caring for Child Survivors (CCS) of Sexual Abuse Guidelines
UNICEF together with partners has developed this Inter-Agency Guide to the Evaluation of Psychosocial Programming in Humanitarian Crises to assist organizations working in the field of psychosocial support to think through key issues in planning and implementing an evaluation.
There are major challenges of conducting evaluations in humanitarian crises such as natural disasters and armed conflicts. However evaluation is a vital tool for improving current psychosocial programs as well as future planning, programming and decision-making. Evaluation provides the means to improve program performance, identify potential unintended negative consequences and build inter-agency consensus on good and promising practices. Essentially, the wider impact of well-documented, reliable evaluations will be the building of a stronger knowledge base for effective psychosocial practice.
In recent years, psychosocial support has become an increasingly central part of development and humanitari
IRC, UNICEF - 2012 Teacher Training: Psychosocial Support
The Caring for Child Survivors (CCS) of Sexual Abuse Guidelines were developed to respond to the gap in global guidance for health and psychosocial staff providing care and treatment to child survivors of sexual abuse in humanitarian setting. The CCS Guidelines are based on global research and evidenced-based field practice, and bring a much-needed fresh and practical approach to helping child survivors, and their families, recover and heal from the oftentimes devastating impacts of sexual abuse.
NRC - 2005 Mainstreaming Psychosocial Care and Support within the Education Sector
This module looks at the role of schools and teachers in understanding and responding to the psychosocial needs of traumatised children. This includes information on guidance and counseling of children.
REPSSI - 2009 Safe Spaces
The basis for the guidelines was informed by the results of a psychosocial study conducted by REPSSI in August 2007. The study took place among learners, educators and community members in four countries - Mozambique, Swaziland, Tanzania and Zambia. The study revealed that learners face a wide range of psychosocial problems in schools. These directly impact on their academic performance. Moreover, the region is affected by the burden of HIV and AIDS, tuberculosis and malaria), as well as poverty and food insecurity. REPSSI partners felt that it was of immediate importance to develop guidelines for mainstreaming psychosocial support (PSS) in schools in order to help schools respond effectively to the psychosocial needs of learners. Various school community leaders were consulted to learn from what schools are already doing to support learners’ psychosocial wellbeing and to come up with practical suggestions on how to mainstream PSS in school communities.
Save the Children - 2003 Learning Spaces and School Facilities
This brief provides a definition of safe spaces and strategies for ensuring a safe school building (community responsibility, classrooms, furniture, drinking water, latrines), safety around the school (routes to and from school, UXOs, sanitation, recreation space) and in the school (food for education, health promotion and care, walls and décor) and in the classroom, in terms of avoiding politicisation of what is taught and in the way a teacher disciplines the students. Extracted from Save the Children's Education in Emergencies toolkit.
UNESCO IIEP - 2010 Psychosocial Support to Learners
This chapter contains a series of strategies to ensure access to safe learning spaces and provide for children's daily basic needs during school hours as well as an excerpt of the Immediately, Sooner, Later Matrix of Response focused on site selection, shelter and furniture (p. 156). Extracted from UNESCO IIEP's Guidebook for Planning Education in Emergencies and Reconstruction.
UNESCO IIEP - 2010 Psychological First Aid: Guide for Field Workers
This chapter contains a summary of suggested strategies and guidance for implementing those strategies, to provide psychosocial support to learners (p. 113-19), a matrix of symptoms of distress (p. 120), and a series of best practices in providing psychosocial support (p. 121). Extracted from UNESCO IIEP's Guidebook for Planning Education in Emergencies and Reconstruction.
WHO, War Trauma Foundation, World Vision International - 2011
This guide was developed in order to have widely agreed upon psychological first aid materials for use in low and middle income countries. The information we have given here is a model only. You will need to adapt it appropriately to the local context and the
culture of the people you will help.
This guide – endorsed by many international agencies – reflects the emerging science and international consensus on how to support people in the immediate aftermath of extremely stressful events.