In Nepal, as is the case in many non-Western countries, psychosocial programmes have not been structurally integrated in the care giving spectrum. Integration of psychosocial programmes raises ideological issues and is complicated by practical difficulties. This article describes the current situation of psychosocial counselling in Nepal and what is still lacking, such as supervision systems, promotion of counselling, and effective strategies for community implementation.

This paper describes the conceptual framework and application of a working model (‘EPSoCare’) for psychosocial intervention for refugees living in camps in low income countries. The intervention’s main objective is social re-integration of individuals with psychosocial problems. The model was applied in pilot programmes in camps with survivors of the 1994 genocide in Rwanda. The interventions aimed to cover 360.000 refugees in camps in Tanzania, and 230.000 in a camp in Zaire. The pilot programmes were heavily impacted by the prevalent insecurity in the camps and the atmosphere of mistrust resulting from it, as well as by the insufficiency of social services. The development of psycho-education material took more time than expected. Medical staff was not easily ready to be trained in psychosocial concepts. The course of the programmes showed the need for protocols with a well-defined target group and support offer, and a clear-cut working plan.

This article describes the general use of Narrative Theatre and the skills needed by facilitators. The context of using Narrative Theatre in the long term to strengthen social action is described. Emphasis and detail is given to the short-term application of Narrative Theatre as an activity or event. The importance of structural support in terms of management, supervision in the field and on-going training is highlighted. Practical application is illustrated by an example from the field.

Traumatized refugees arrive in a new country exhausted, depleted and disoriented. Moreover, they have to face many new challenges such as getting legal residency, learning a new language and the ways of a new culture, finding housing, employment, etc. With all these burdens, most parents have little solace to offer their children, children who are also uprooted and overwhelmed. This article describes a few easy and inexpensive interventions that can improve parent-child interaction and encourage children’s cognitive and affective development without taxing emotionally unavailable parents. The activities described can be carried out in war zones and refugee camps that lack toys and supplies for children in order to encourage positive parent-child interaction and the children’s acquisition of age-appropriate skills and attachments.

This paper is based on findings from a support group that was run at the Trauma Clinic in the Centre for the Study of Violence and Reconciliation (CSVR) in Johannesburg, South Africa. It offered an intensive vocational training course with psychosocial interventions over a period of three months. The psychosocial interventions included a two-hour weekly psycho-education programme and a two-hour weekly support group intervention. This paper discusses the consequences of not offering these interventions to ex-combatants. It also points out that the main themes from the support groups suggest that most of the sufferings that ex-combatants experience are due to the lack of psychological interventions offered to them, their families and communities, rather than living with the war memories. Finally, suggestions are made on how to address this problem.

This article describes a therapeutic training course suitable for traumatised adolescent refugees, aimed at coping with nightmares. The training connects directly with the complaints and symptoms of these refugees. As a result they feel less helpless. Sometimes this training becomes a point of departure for therapy during which traumatic experiences are discussed.