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Humanitarian interventions and psychosocial training programs.

Lucia Berdondini1, Jeeda Alhakim1

  • 1School of Psychology, University of East London, London, UK.

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Summary
This summary is machine-generated.

This study highlights the need for specialized training for humanitarian professionals, particularly psychosocial practitioners. It introduces a distance learning program focused on developing essential multidisciplinary skills and emphasizes decolonization in humanitarian education.

Keywords:
Humanitarian interventiondecolonizing curriculahumanitarian programmepsychosocialpsychosocial interventionpsychosocial training

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Area of Science:

  • Humanitarian Studies
  • Psychosocial Practice
  • International Relations

Background:

  • Humanitarian intervention literature extensively covers ethics, legality, and history.
  • There is a significant gap in research concerning the training and education of humanitarian professionals.
  • Existing guidelines and best practices in humanitarian intervention lack focus on professional development.

Purpose of the Study:

  • To address the paucity of work on teaching and training humanitarian professionals.
  • To discuss the necessity of specialized training for psychosocial practitioners in humanitarian settings.
  • To explore the role of decolonization in humanitarian training programs.

Main Methods:

  • Literature review on humanitarian intervention and professional training.
  • Discussion on the importance of decolonization in the humanitarian sector.
  • Introduction and examination of a distance learning training program at the University of East London.

Main Results:

  • Identified a critical need for targeted training programs for humanitarian professionals.
  • Emphasized the significance of integrating decolonization principles into training.
  • Presented a distance learning program designed to build multidisciplinary skills for the sector.

Conclusions:

  • Specialized training is crucial for effective humanitarian work, especially in psychosocial support.
  • Decolonization must be a core component of humanitarian education and practice.
  • The developed distance learning program offers a model for enhancing competencies in the humanitarian sector.