1. Psychosocial programming after the emergency phase: Emergency education programmes in transition Istanbul, April 2 2009 Ragnhild Dybdahl, Ph.D. rady@norad.no

2. Purpose Explore how emergency education can integrate well-being and social and emotional learning into education in a sustainable way following emergency? Side/Page2

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4. Psychsocial support and education Education per se as psychosocial support? Adding a psychosocial support component to education? Side/Page4

5. Terms Psychosocial versus mental health Emergency education – the when and what Transition – from emergency to recovery Side/Page5

6. 6 Guidelines Inter-Agency Standing Committee (IASC): Guidelines for Mental Health and Psychosocial Support in Emergency Settings Sphere Project: Humanitarian Charter and Minimum Standards in Disaster OECD-DAC: Principles for good engagement in fragile states

7. Side/Page7 Psychosocial interventions Do no harm Human rights and justice Participation Build on existing resources, capacity, protective factor Integrated services Avoid harming intact protective factors Prevent further trauma Mobilise networks and local healing practices Promote coping, healing and recilience Establish routines and normalcy Community based, culturally relevant Support carers Screening Psychological interventions (Wheeler & Danesh, 2005; Lustig et al., 2004; Barenbaum, Ruchin & Schwab-Stone, 2004; IASC, 2007)

8. Presenters Bente Sandal-Aasen, Save the children, Norway: Recent experiences from Gaza: Programming in an emergency phase, planning for recovery Ana Diaz, Fundacion para la Reconciliation, Columbia: Emotional Literacy In and Out of the Classroom—The Case of Fundacion para la Reconciliación in Colombia Michael Wessels, Christian Children’s Fund: Psychosocial Support in Emergency Education Programs in Transition—A View From UNICEF Programs in Iraq, Jordan & Sudan Side/Page8