1. Adaptation and Translation
Operational Guidelines on Community based mental health and psychosocial support in humanitarian settings: Three-tiered support for children and families
An orientation to the field test version

2. Why adapt a resource?

3. Is the resource in its current version…
understandable (translated as required, culturally appropriate and gender sensitive)?
appropriate and practical to program resources, capacities and constraints?
relevant to the specific emergency context, national and local level needs and priorities?
Adapted from:

4. If NO, can it be adapted?

5. A Well-Adapted Intervention Can:
Show respect for another culture's values and identity
Improve your ability to connect with your target community
Increase the relevance of your activities
Decrease the possibility of risks and harm to target community
Increase the involvement and participation of individuals, families and larger community
Increase the chances for success of your intervention (and its community impact)

6. How to adapt activities for community needs and capacities

7. What to Consider in the process of adaptation:
Only make essential adaptations
Does the resource already include guidance on adaptation?
Have you searched for adapted versions or guidance on adaptation?
Substantial changes should be considered carefully. They may affect the evidence-based content in key resources and guidance
Remember the target group for the original resource
The reasons for changes should be discussed and documented
Adaptation of resources is often a process and not a one-time event
Adapted from:

8. Process for Adaptation (adapted from Davis and Smith 1996)
Decide with the target community what changes are needed by working with members of the target community to identify needed changes
Get permission: What permissions are required prior to making changes to this resource?
Make the Changes
Pilot your adapted resource within your existing program
Revise as necessary, based on your pilot experience
Adapted from:

9. 3 Common Types of Adaptation

10. 1 2 3 Translation Needs Adapting to Context
Adapting for Program or Community Constraints 3

11. Translation Needs: Involve locals, avoid technical, translate and then back translate language
Adapting to Context: Confirm cultural appropriateness of concepts and examples, adjust language to an appropriate reading level, ensure that images and examples are accurate, respectful and do not cause harm
Adapting for Program or Community Constraints: Involve program staff and community members in discussions about what program aspects are not feasible, explore rearranging and reorganizing implementation schedules to account for constraints
Adapted from:

12. Translation Needs

13. If A Resource Needs Translation
If you select a resource available in one language that you want translated into another:
First, consider whether a relevant resource already exists (and has been tested) in that second language.
If you do decide to translate:
Consider involving the following people in adapting and translating the guide: 1) lead agency or person, 2) partners, 3) translators, and 4) stakeholders.
Try to find an experienced translator in that cultural community
Try to have the translated material reviewed by others, and back-translated into the first language by another person

14. For Your Adaptation and Translation Process Consider involving people with diverse professional and educational backgrounds, including:
People with some mental health or psychosocial background
Lay people who can advise on simple, non-technical language

15. As you undertake translation and review, start by asking yourselves if the words and concepts when translated from English into the local language:
Say the same thing?
Mean the same thing?
Are appropriate for the way people speak and behave?
Are easy for most people to understand?

16. Translation tips Devote sufficient time to the process
Use simple, conversational words. Avoid technical jargon.
Use a team approach with professionals and lay people.
Gain consensus on concepts, words and how best to phrase them from a diverse group of people.
Be sure to translate, AND back translate in the process.
Devote sufficient time to the process

17. Adapting to Context

18. How can an image cause harm?
Adapting Photographs and Illustrations
How can an image cause harm?
Does it reinforce stereotypes of people who have been historically discriminated against?
Does it include physical poses or other details with negative implications about people, and/or the relationships they have to one another?
Any Image or Photograph Must:
Show regard for local sensitivities and social-cultural norms and ensure the rights , respect and dignity of the subject is maintained
Make sure to explain the image through captioning or other descriptions
Ensure not to endanger anyone’s safety and wellbeing
Represent situations truthfully.
Adapted from: Representing Global Poverty: Image guidelines for World Vision Australia communications. World Vision Australia, February 2009.

19. Adapting to Learners’ Needs
When using the resources in this compendium, trainers should draw upon the existing knowledge and strengths of participants and ensure that: “Each training is unique and specifically designed for the local culture and context.”
Adapting to Learners’ Needs

20. Adapting for Program or Community Constraints

21. Adapting to Schedule Assessment Tools
Break down suggested training schedules to be delivered in a way that is more suitable for the trainers and trainees.
 reduce the amount of time staff are taken away from important program implementation activities
Adapting to Schedule
There is no ‘one assessment that fits all’.
Together with the framework, the compendium provides key M&E resources to help users select the right tools. Selected tools should be adapted for each assessment project and specific situation, including the purpose of the assessment. Assessment objectives depend on:
What information is already available;
The phase of the emergency; and
The abilities, resources and interests of the assessment team
Assessment Tools

22. Looking for more information about translation?
Access the following resources from WHO: Process of translation and adaptation of instruments,  Copyright Translation Guidance , Guidelines on Translation and Adaptation of Instruments,
Read these two key publications:
Bolton (2001) Translation Across Cultures
Van Ommeren (1999) Translation Monitoring Form As Way To Translate Measures.
Adapted from:

23. Versions of the guidelines for easy printing and translation:
Files/links for the future printing of the MHPSS Operational Guidelines:
MHPSS - PRINT COVER Spreads + Spine x-1a.pdf - this is one page of outside cover spread with built-in spine text for “perfect binding” (not saddle stitched which uses staples).  There is no inside cover file as they are intentionally blank.
MHPSS - PRINT INTERIOR x-1a.pdf - individual interior pages 
The MHPSS Native Files v2.zip for Country Office translations can be found here.

24. A Question for You

25. Ethical Adaptation
“Do no harm” is an important principle to keep in mind when thinking about appropriate adaptation.
What kinds of harm can occur when interventions haven’t been appropriately adapted to the community?
Do you have experience with this from your own work?

26. Questions?