TRAINING HANDBOOK ON Psychosocial Counselling for Children in Especially Difficult Circumstances A trainer’s Guide Third Edition 2003 (Revised and updated) For every child Health, Education, Equality, Protection ADVANCE HUMANITY 16990024141771000000 TRAINING HANDBOOK ON Psychosocial Counselling for Children in Especially Difficult Circumstances A trainer’s Guide Third Edition 2003 (Revised and updated) United Nations Children’s Fund 2000 Third edition 2003 (Revised and updated) Editor Mark J. Jordans Publisher UNICEF Nepal P. Box 1187 Telephone: 977-1-5523200 Kathmandu, Nepal The material in this Manual has been commissioned by the United Nations Children’s Fund (UNICEF). The contents do not necessarily reflect the policies or views of UNICEF.
Any part of this handbook may be freely reproduced with prior written permission of UNICEF and appropriate acknowledgement. Acknowledgements UNICEF wishes to thank all agencies and individuals that have contributed to this Manual. Special thanks are due to the primary writers of this Manual, Asuncion Cueto, Chandrika Khatiwada, Shakuntala Subba, Ram Chandra Paudel. Design and layout: Format Graphic Publication coordination & Copy Editing Mera Publication Pvt.
Team members Frances Klatzel, Sarina Rai & Suren Kumar Thami Illustration: Ekaram Further copies of this document may be obtained from UNICEF Nepal. This document is available in Nepali. of] k|sfzg g]kflndf klg pknA4 5. Content Foreword Preface MODULE I: INTRODUCTION Session 1: Introduction of Participants Session 2: Expectations and Objectives of the Training MODULE II: UNDERSTANDING CHILDREN IN ESPECIALLY DIFFICULT CIRCUMSTANCES Session 1: Situation of children in especially difficult circumstances Session 2: Overview of Target Groups Session 3: Needs of children in especially difficult circumstances Session 4: Child development Session 5: Legal Basis and Child Rights MODULE III: FRAMEWORK OF COUNSELLING Session 1: Self-Awareness Session 2: What is counselling? Session 3: Why Counselling? Session 4: The Psychosocial Approach Session 5: The Counselling Process Session 6: Roles and qualities of a counsellor Session 7: Principles of Counselling Session 8: Culture and Counselling Session 9: The Counselling approach — supportive and problem management counselling MODULE IV: COUNSELLING SKILLS Session 1: Communication Skills I: Active listening Session 2: Empathy, Attending, & Attitude Session 3: Assessment Session 4: Problem management 1: Brainstorming and Setting Goals Session 5: Problem management 2: Coping strategies Session 6: Focussing on core problems Session 7: Skills for Handling Reluctant Behaviour Session 8: Alternative skills and tools for counselling Session 9: Specific situations Session 10: Documentation 3 Session 11: Field Practice 1 MODULE V: ALTERNATIVE MODES OF COUNSELLING Session 1: Introduction to Family Counselling Session 2: Introduction to Community Based Counselling Session 3: Introduction to Group Counselling Session 4: Introduction to Crisis Intervention & Task Oriented Counselling MODULE VI: CLOSING Session 1: Linkages and planning Session 2: Training Evaluation MODULE VII: REFERENCE MATERIALS A Domestic Girl Child Labourer — Bina A Domestic Girl Child Labourer- Sunita A Domestic Girl-Child Labourer — Gita List of the Participants Bibliography Glossary Foreword TheGeneral Manual on Counselling for Children in Especially Difficult Circumstances and Handbook on Psychosocial Counselling for Children in Especially Difficult Circumstances fulfils an emerging need for quality training materials for psychosocial counselling of children in Nepal.
Psychosocial security is, together with adequate nutrition and physical health, one of the main components of child development and protection. Psychosocial interventions are an additional form of assistance, besides educational or practical interventions for the development of the child. Through counselling, one enables the child to express emotions, worries, and thoughts that aim to restore feelings of dignity and self- esteem. This type of support assists and guides the child to find solutions and strengthens strategies that help the child cope through listening, empathising, and understanding.
UNICEF hopes that this manual and handbook, and the associated training course, will benefit children facing especially difficult circumstances and will help them change their present situation in a positive and lasting way. UNICEF further hopes that the manual and handbook will be helpful to create an understanding of, and develop skills in counselling that can guide a child to cope with his/her psychosocial and emotional problems effectively. Representative United Nations Childrens Fund Preface This Training Handbook on Psychosocial Counselling for Children in Especially Difficult Circumstances (CEDC) – a Trainer’s Guide has been developed for master-trainers and trainers. It describes in detail the activities and includes all the materials that are needed, such as transparencies (for giving lectures), fact sheets for the trainees (additional reading or review material), and reference material for the trainer (additional information to increase knowledge on a certain subject).
This manual goes hand in hand with the General Manual on Counselling for Children in Especially Difficult Circumstances (CEDC), which is a manual for all those who are involved or interested in providing psychosocial counselling for children. Theoretically, the manual and handbook mainly focuses on the humanistic approach and more specifically the client centred approach to counselling providing emotional support as well as a problem-solving approach. Though counselling is originally a Western concept it has been adapted to the situation in Nepal. However, it remains essential that one is aware of the local social and cultural reality and strengths to which counselling can be an addition.
Because the above-mentioned manual gives an overview of the theory of counselling, this handbook frequently refers to the manual for background information, introduction, or explanation of a subject and largely follows its contents. The attention for the emerging need for psychosocial assistance is relatively recent in Nepal, and there is a need for training trainers who can subsequently train the facilitators who are working with the children. Although the trainees will not receive this handbook, they will receive the General Manual and the handouts (or fact sheets as they are called in this handbook) in the form of a booklet. These materials were initially developed for the Urban Out of School Programs (UOSP) assisted by UNICEF, but can be used more generally bothfor children and adolescents.
The training course described in this handbook, can be useful for various types of training of psychosocial counselling. It can be run completely within a three-week time frame, parts of it can be extracted, and it can also be stretched over a longer time (e. four months) leaving time for necessary internships/practice and supervision. It is important to realise that properly practising counsellors cannot be trained overnight.
Furthermore, these materials do not pretend to cover all areas of counselling in all its professional depths (for example it does not include advanced skills such as challenging, self disclosure, psycho education, etc). It mainly stresses two components of psychosocial counselling: providing emotional support and assisting in problem solving. These materials were developed in the hope that the children, who have little chance in life or who are in situations that are obstructing their rights and development, will benefit from the support that the counselling intervention can provide. Even though it may not be a magic solution to their situation, it can be a valuable addition to more practically oriented assistance.
Through a personal encounter between counsellor and child, and giving attention, support, understanding, and listening, we hope to guide children through their emotions, problems, and thoughts so that they can change their present situation, gain self-confidence, and have a positive perspective of the future. MODULE I INTRODUCTION General Objective: Participants develop a basic understanding of the overall content of the training. Specific Objectives: At the end of the module, the participants will be able to: Develop a clear understanding of the objectives of the training. Share overall views about the training and be ready to begin.
Introduction 2 Training Handbook on Psychosocial counselling for CEDC Trainer’s Guide Introduction Session 1: Introduction of Participants Objectives This session: Welcome the participants to the training. Make them familiar with one another. Provide an opportunity to express their ideas, views, and experiences. Facilitate creating a working atmosphere.
Activities Time: 1 hr Materials: markers, flipchart Explanation of procedure for trainers: " Distribute cards to the participants, which contain only a part/half of a word or sentence on it (it would be better if the facilitator finds words and sentences related to counselling, such as psycho- and -social). " Ask the participants and the training team members to find their pairs by finding the second half/part of the word or a sentence they have. " Once they find their partner, have them introduce themselves; they should cover the areas that are mentioned on the flip chart (that will have their name, organisation, working field, experience, interests, hobbies, etc, on it. Let them talk for a minimum of 10 minutes.
" Then the group sits together and everybody introduces his/her partner. Note for facilitator : " This is only one way of doing introductions. Different types of games and activities can be done for the same purpose. " If the participants are from different organisations then introductions need more time.
Methodology Exercise in pairs. Synthesising Provide an opportunity for questions and summarise the session with the following points: We have people from diverse backgrounds in the training. We are here to learn from others and share with others. Training Handbook on Psychosocial counselling for CEDC Trainer’s Guide 3 Introduction Session 2: Expectations and Objectives of the Training Objectives At the end of the session participants are expected to: Understand their personal expectations of the training.
Understand the topics of the training. Explain the objectives of the training. Activities Time: 1 ½ hours Materials: meta-cards, flip chart, markers, board Explanation of procedure for trainers: " Explain the objectives of the training (see transparency 1. " Ask the participants to take 15 minutes to prepare their expectations based on the questions mentioned.
" Participants divide into four groups and shortlist all their expectations. They should merge expectations that are similar (15 minutes). " Let each group present their expectations to the other groups. Try to compare and clarify expectations that do not fit the objectives of the training.
" Form Host Teams (i. one team is responsible for organising an energiser when needed, one team is responsible for distributing/copying papers, another team is responsible for cleaning and managing the training room at the end of the day, etc); set ground rules and logistic arrangements. Setting the ground rules should be a participatory activity (e. " Explain that it is important that they are open with their feedback/criticism.
Criticism should not be held back for after the training when nothing can be done about it. It is important that everybody, as a group, works in an open atmosphere. Post a big envelope on the wall where people can put feedback, suggestions, feelings, thoughts, jokes, criticisms, etc. Each individuals personal input is responsible for the success of the training.
Methodology Individual work Workshop/presentation 4 Training Handbook on Psychosocial counselling for CEDC Trainer’s Guide Introduction Resource materials Text for lecture: Transparency 1.1 Objectives of the training Transparency 1.2 Questions for identifying expectations Synthesising Provide an opportunity for questions and summarise the session with the following points: People naturally have different points of view and expectations. This will make the training both challenging and interesting. These differences should be points for learning, not for conflict. It is essential to work in a group and as a group to fulfil the objectives of the training.
Evaluation Ask the participants if they are able to differentiate between objectives and expectations of the training. Training Handbook on Psychosocial counselling for CEDC Trainer’s Guide 5 Introduction Transparency 1.1 Objectives of the training At the end of the training, the participants are expected to: n Have a general idea about children’s problems and psychosocial intervention for children n Acquire basic skills needed for counselling n Conduct problem-solving and supportive counselling sessions for children n Understand the steps, principles, and process of psychosocial counselling n Understand the situation of CEDC in the country and to be able to identify their psychosocial needs n Be able to use alternative tools for counselling 6 Training Handbook on Psychosocial counselling for CEDC Trainer’s Guide Introduction Transparency 1.