This article is about a community based intervention program in the Netherlands. In this program, asylum seekers and refugees are trained to provide psycho-education and psychosocial support to fellow groups of refugees and asylum seekers. These trained refugees work in their own language and culture, with a professional coach from a local mental health institute. The group courses consist of psycho-education, psychosocial support and empowerment. On the one hand, they raise awareness of problems like trauma, mourning, stress, feelings of guilt, acculturation, alcohol and drug abuse. On the other hand they teach participants to cope with these problems, rediscover their strength and have confidence in their ability to move forward. Referral takes place when the need for further professional help (e.g. therapy) is identified. In this paper, emphasis is put on the training of trainers.

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In this article the role of evaluation in Narrative Theatre (NT) is addressed with specific reference to participatory evaluation in exploring the effectiveness of narrative theatre training of psychosocial workers. It is argued that participatory evaluation is not only essential, in that the findings feed back into the ongoing training process, but that the process of reflection is an integral part of the broader aims of Narrative Theatre i.e., social transformation. Narrative theatre practice, as an effective tool to strengthen social fabric and facilitate social action, is best developed through a continuous participatory evaluation process within the context of organizational care and support.

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The term ‘counselling’ is often used to describe psychosocial interventions. The concept appears to have different meanings to different people. In this contribution to this journal, we will describe an attempt to introduce a classical type of counselling, ‘individual talk-therapy’, in a psychosocial and mental health program in Cambodia. We use this example to explore two different aspects. First, we show how talk-therapy can be effective in a cross-cultural setting. Overcoming cultural barriers is possible, and in this sense we want to make a case for a ‘culturally informed’ design of intervention. Then, we will discuss the relevance of this intervention in the context of other interventions in the same setting. We shall also argue that this intervention is often not applicable for practical reasons, rather than cultural ones.

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This article will aims to provide insight into the learning process connected to a long-term psychosocial intervention with children in Kosovo. In this intervention, creative activities and sports are fundamental. Information was collected through semistructured interviews with the national teams, and by direct observation of their practical work. It is argued that drawing upon the experiences of national staff in this way, is a good, necessary, additional tool for assessing the impact and effectiveness of a psychosocial programme.

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To date, no research has been conducted on the field of music therapy within international humanitarian aid. The aims of this study are to explore the situation in more detail and to include descriptions of organisations and projects that are involved in the psychosocial aid of trauma survivors in areas of post-conflict using music therapy. The article will give an outline of programmes, describe their work, and serve as an information source for other organisations involved in international mental health aid.

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This article is based on an assessment study of the mental health problems of 21 Tibetan refugees in Nepal. It describes Tibetan views on health and healing. Most of the refugees that were interviewed used the Tibetan healing system, with a few using Western allopathic medicine.

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Foreign experts are often distant and alienated from the host culture in areas where they are working. It is a difficult task to be involved in a proper manner and yet maintain boundaries. In Kosovo such a mutual involvement is known as ‘besa’. It is not something that can be learned intellectually, but has to be created through daily practice. This paper is a personal account of the ways I have struggled with the dynamics of the process during the supervision of psychosocial counselling teams in the field.

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[ABSTRACT]   Full text not available  [PDF]