World Vision Community Services in Montenegro: Creative ... · The CATH team has often observed...

SLOBIG: WORLD VISION COMMUNITY SERVICES IN MONTENEGRO 131

World Vision Community Services in Montenegro:

Creative Activities for Trauma Healing (CATH)

Judy Ann Slobig, Ph.D.

Community Service Program Manager, Montenegro World Vision International Washington, D.C. U.S.A. e-mail [email protected]

Judy Ann Slobig is a Psycho/Social Manager for the World Vision International-Montenegro Programme where she is involved in the Creative Activities for Trauma Healing (CATH) programme. She was a Program Development Consultant for Aguirre International where she was involved in researching the availability of AmeriCorps members for training in disaster preparedness. At the Program on Peacekeeping Policy, George Mason University, Fairfax, Virginia, she assisted in the development of a multi-faceted, university-based center involving peace operations, crisis management, and strategic planning. Previously, she assisted in the promotion of a worldwide training program for youth leaders in the skills of conflict resolution, nonviolent social change, and community development strategies at Global Future Links. She was a social work consultant for Adventist Home Health Services where she was involved in providing in-home support to patients recently discharged from hospitals. For New Partners, Inc. – International Relief for Children Dr. Slobig served the medical and social service needs of children in Third World countries as a social work consultant. For VOCA Corporation, Washington D.C., she provided support for mentally and physically challenged adults living in group homes. She was a Psychiatric social worker in the Children’s, Adolescents’ and Chemical Dependent Adult’s Units at the Psychiatric Institute of Washington, D.C. She has specialized training in cognitive behavior therapy, domestic violence therapy, and addictions therapy. She has an Advanced Certification in Disaster Mental Health techniques and Specialized training in Post-Traumatic Stress and Trauma Survival. Judy Slobig received A Ph.D. (with honors) in Multi-cultural Studies (published thesis title: FutureLinks—South Africa) from the Union Institute, Cincinnati, Ohio; an M.A. (with honors) from the University of Wisconsin-Milwaukee; an M.S.W. (with honors) from the University of Wisconsin-Milwaukee, where she was a National Institute of Mental Health Fellow; and a B.A. from Blackburn College, Illinois.

ABSTRACT

A narrative monthly report typical of the activities of the World Vision —Montenegro Creative Activities for Trauma Healing (CATH) Programme under the direction of the Psycho-Social Manager, Dr. Judy A. Hanawalt Slobig is described in the following paper. Dr. Slobig has managed this programme since June 24, 1999. The operation has taken place in Podgorica and Berane, Montenegro, in the Former Republic of Yugoslavia (FRY). The Human Development Link, which plays a critical role in the Programme, involves a collaborative effort aimed at supporting internally-displaced persons (IDPs). The CATH programme involves fostering, recognition, learning, encouragement, evaluation, and the

132 THE CORNWALLIS GROUP V: ANALYSIS FOR CRISIS RESPONSE AND SOCIETAL RECONSTRUCTION

provision of referrals. The program includes a series of training sessions for children, adolescents and adults.

The CATH team has often observed that the Serbian IDPs are suspicious of the CATH

group sessions and fearful that information shared in the group could be used against them. Consequently, it has been very difficult to collect statistical data for pre / post trauma-screening evaluations, as was possible to do early with the Albanian IDPs. Since men often have been reluctant to participate in the CATH sessions, intramural athletic activities have been organized. In September, 1999 the Community Services staff established a citizen participatory Community Center in Berane, with IDP / refugee and local populations deciding on the programmatic priorities of the Center. The Berane Community Center has been deemed very successful, not only by the parents and children, but also by local and national leaders. The Community Services staff is assisting in the training of the Peace and Tolerance curriculum for elementary school teachers developed by Dr. Slobig, World Vision Community Services Manager, in collaboration with UNICEF. During April the Community Services staff provided both group and direct classroom supervision sessions to approximately 25 teachers in nine schools. This curriculum will be published internationally by UNICEF during Summer, 2000.

Currently the Community Services teams have developed Community Empowerment

Centers in four locations. Programmatic activities are determined by a participatory decision making process among the residents, facilitated by Community Services staff. Community Services staff are facilitating discussions about programmatic plans, leadership selection among the residents and strategies for implementation of the programs. A Community Empowerment Center will also be created in the Konik World Vision Roma settlement and the psychiatrist will assist in the leadership development trainings of these activities. The World Vision on Wheels bus provides educational and recreational activities to the vulnerable and isolated populations in Montenegro. Since the bus will be equipped as an emergency response vehicle, the Community Services staff will be receiving special training on Public Health in Complex Emergencies and disaster response through the Montenegrin Red Cross.

NARRATIVE REPORT The Human Development Link was designed for program implementation of the World Vision Montenegro Community Services program. It is a collaborative effort with other sectors in the World Vision office. The purpose of the World Vision Montenegro Community Services Program is to enhance the mental well-being of IDPs, refugees and local residents and to assist them in their linkage with local community networks. A holistic approach will be applied integrating basic needs, social interaction, community development, educational and skill development, and income generation.

The Human Development Link shown in Figure 1 was designed by Dr. Judy Ann Slobig for programmatic implementation of the World Vision Community Services programs into the broader World Vision Montenegro framework. (This model has been reviewed and is supported by Judy Moore, Country Director of World Vision Montenegro, Martin Gottwald, former coordinator of ECHO programs, Dr. Maria Christine Profili, Director of World Health Organization (WHO) Montenegro, and Dr. Mitric, Director of the Institute of Psychiatry and coordinator of WHO mental health programs in Montenegro.) For mental and physical well-


being, Dr. Slobig believes that each individual needs to have the opportunity to participate in each of the five sectors of need as noted in the circles, and supported by Maslow's theory.

Since mental health and physical health are interrelated, as indicated in the model, the Psycho-Social / Community Services staff work closely with the health teams for mental health referrals. During the large influx of IDPs and refugees, the immediate responsibilities of the Psycho-Social / Community Services teams were to address the psychological, social and emotional needs of this population. This was done through the CATH (Creative Activities for Trauma Healing) program, which will be reviewed below.

After several months of utilizing and reviewing the CATH program, Dr. Slobig

recognized that a more holistic approach, which is supported in the mission of World Vision, would be needed to meet the changing needs of the IDP and refugee populations. The model was created by Dr. Slobig as a means of addressing this holistic approach to the mental health needs of the population. This report reviews the Community Services programmatic implementations that address the needs noted in the Transformational Development — Human Development model.

SOCIALINTERACTION

Family SupportPeer Support

Interaction with Others

COMMUNITY DEVELOPMENT

EmpowermentOpportunities

Peace Building

BASIC NEEDS

WaterFood

Shelter

EDUCATION &SKILL

DEVELOPMENT

Vocational Training Skill Development

Schooling

INCOME GENERATION

Financial SecurityIncome Investment

Savings

MENTAL HEALTHEmotional HealthSpiritual Health

Positive Self EsteemAbility to Cope With

Challenging Situations

HUMAN DEVELOPMENT LINK

PHYSICAL HEALTHWellness

Participation in Illness-Prevention Strategies

HUMAN DEVELOPMENT LINKHanawalt- Slobig

SOCIAL SERVICE STRATEGISTS INTERNATIONAL 1999

Transformational DevelopmentCommunity Service Programmes


Figure 1: The Human Development Link.

KEY INTERVENTIONS FOR ACHIEVING IMMEDIATE MENTAL WELL-BEING FOR THE IDP / REFUGEE POPULATIONS

The Creative Activities for Trauma Healing (CATH) programme involves fostering,

recognition, learning, encouragement, evaluation, and the provision of referrals (Figure 2).

Figure 2: The Creative Activities for Trauma Healing (CATH) program.

a. Foster active involvement in healthy ways of dealing with the trauma of war

and resettlement in Montenegro. b. Recognize the symptomotology of trauma on oneself and on family members. c. Learn strategies of coping which can reduce the symptoms of trauma and

foster the return to a more “normal” daily lifestyle. d. Encourage positive interactions and cooperation with others to create social

support networks and an increased sense of community. e. Evaluate through a questionnaire the traumatic effects of war on participants

prior to the CATH training sessions and the impact of the CATH training


sessions upon the participants following the completion of the training sessions.

f. Provide referrals to local mental health facilities. Creative Activities for Trauma Healing (CATH) / Community Services programs have

been serving the psychological needs of the IDPs and refugees in the communities of Andrijevica, Baosici, Becici, Berane, Budva, Igalo, Konik, Kotor, Murino, Niksic, Plav, Podgorica, Sutomore and Tuzi during the month of April. Due to large exodus of the Kosovar Albanian IDP population back to Kosovo, many of the CATH training sessions have focused on the needs of the Serbian IDPs and Bosnian refugees.

The World Vision CATH program in Montenegro has been working primarily in Collective Centers, camps and schools for IDPs and refugees, in collaboration with the following organizations: Catholic Relief Services (CRS), Danish Refugee Council (DRC), Italian Consortium of Solidarity (ICS), INTERSOS, International Rescue Committee (IRC), Japanese Emergency NGO (JEN), Save the Children, United Nations High Commissioner for Refugees (UNHCR), and United Nations International Children Emergency Fund (UNICEF).

The CATH program includes a series of training sessions for children, adolescents and adults that include:

• Orientation and Decision to Participate in the CATH program. • Session 1: Establishing a Sense of Trust and Group Cohesion. • Session 2: Understanding the Effects of Trauma. • Session 3: Discussing Strategies for Dealing with Grief and Loss. • Session 4: Learning Strategies for Active Coping. • Session 5: Termination of Group.

Post-traumatic stress affects the spiritual, cognitive, social, psychological and physical

well-being of an individual. The length of time for healing can depend on many factors, such as age, life experiences, loss of family or support group, etc.

The CATH team has often observed that the Serbian IDPs are suspicious of the CATH

group sessions and fearful that information shared in the group could be used against them. Consequently, it has been very difficult to collect statistical data for pre / post trauma-screening evaluations, as was possible to do early with the Albanian IDPs.

The CATH teams have adjusted their sessions to be less interactive and more lecture-

style. These are educational sessions lead by psychologists and pedagogues reviewing the CATH teachings on trauma healing and symptomology. It is also necessary to take time for more informal sessions in the beginning, in order to build trust and group cohesion.

Since men often have been reluctant to participate in the CATH sessions, intramural

athletic activities have been organized, as a means of producing the following results (Figures 3 and 4):


• Reducing depression. • Reducing aggression through exercise. • Reducing boredom due to lack of activities. • Reducing the intake of alcohol and tobacco. • Promoting improvement in the quality of life. • Promoting inter-ethnic / inter-religious group cohesiveness. • Improving self esteem. The psychologists and pedagogues have discontinued using the questionnaire in group

session because of the suspicion by the group members and lack of comfort in completing the questionnaire. During the past few months, a pedagogue in the Berane Community Center has administered the questionnaire and the information is being tabulated by the consulting psychologist for the final report. However, the pedagogue in the Berane Community Center has requested that she not continue administering this questionnaire because the children, who have already taken the questionnaire in the past, are again attending classes and the repetition could become re-traumatizing (Table 1).

The CATH program has employed one psychiatrist, two psychologists, six pedagogues

and one teacher, a translator/driver and an administrative assistant. One of the pedagogues and one teacher resides and works in the Berane area, while the others reside in the Podgorica area. The CATH team is ethnically and religiously diverse: Albanian Catholics, Albanian Muslim, Montenegrin Muslims, and Montenegrin Orthodox. The staff can communicate with the IDP / refugee populations in the languages of Albanian, Serbian, and Roma, an Indian dialect.


Figure 3: Sports activities improve the quality of life by lessening aggression and lowering depression.

Figure 4: Sports activities facilitate inter-ethnic and inter-religious group interactions. The World Vision Community Services Manager has trained both psychologists in

Solution Focused Brief Therapy, a strategy for eliciting solutions to problems by the clients.


In addition to working with the IDP / refugee and local populations, one of the psychologist has been presenting seminars in trauma healing and nonviolent communication to local mental health institutional personnel.

This psychologist has contacted other institutions in Montenegro, such as the orphanage

in Bijela and schools serving special needs populations in Kotor and Podgorica to assess their needs and offer seminars in trauma healing and nonviolent communication. Her priority will be to provide new training and support to local mental health institutions and link with the Institute of Psychiatry.

WORLD VISION COMMUNITY SERVICES INSTITUTIONAL SEMINAR STATISTICS

Date Location Seminar No. in Attendance

Professions

19.04.00 Tivat - Health Center Communication 13 Medical

25.04.00 Tivat - Health Center Communication 13 Medical TOTAL 26

Table 1: World Vision Community Services Institutional Seminar Statistics.

KEY INTERVENTIONS FOR MEETING BASIC NEEDS

Based on Maslow's theory of needs, the physiological need for adequate water, food, and shelter is paramount for human survival. Due to the large influx of IDPs and refugees into Montenegro during the spring and summer of 1999, this was the immediate need addressed primarily by the World Vision Relief teams. The key interventions aimed at meeting basic needs include:

a. Providing collaborative response by various sectors of World Vision and

services provided by other NGOs to meet the immediate needs of the IDP/refugee populations.

b. Providing strategies to assist the IDP/refugee populations to become more

self-sufficient.

KEY INTERVENTIONS FOR PROVIDING AND FACILITATING

SOCIAL INTERACTION

The key interventions for providing and facilitating social interactions include the following:

a. Provide a participatory integrated community center designed to meet the

desires expressed by representatives of the IDP / refugee and local populations.

b. Provide counseling for abused and neglected women and children.


c. Provide individual and family crisis counseling. d. Facilitate peaceful group integration of multi-ethnic / religious populations

through recreational and social activities, which contribute to the stabilization and well being of IDP / refugee populations throughout Montenegro.

e. Facilitate recreational activities for men, women, adolescents and children

involving integrated athletic teams of Albanians, Serbians, Muslims, Bosnians, and Croatians.

In September, 1999 the Community Services staff established a citizen participatory

Community Center in Berane, with IDP / refugee and local populations deciding on the programmatic priorities of the Center (Figure 5). The walls and ceilings of the Community Center were painted by the staff with colorful cartoon characters and celestial objects. The Community Center is located on the main street of the town and has become a focal point for various community activities.

The number of children attending classes at the Center is equally divided among IDP /

refugee and local children, in order to foster peaceful integration and friendships that would be continued in the local schools and communities. The children attending classes at the Center are rotated monthly in order to serve a larger community population. The Berane Community Center has been deemed very successful, not only by the parents and children, but also by local and national leaders.

Figure 5: The World Vision Community Centre in Berane serves 250 children twice weekly.


The total population at the Berane Community Center during April is shown in Table 2.

The listing of classes and the attendance in each class this month is as follows: English - 744; Computer - 660; Psychology Workshops - 213; Games - 247; Sports - 95; Drama - 165; and Creative Activities - 349. Table 3 presents information on domestic violence. Counseling statistics are presented in Table 4 and Sport activities are reported in Table 5.

WORLD VISION COMMUNITY SERVICES BERANE COMMUNITY CENTER STATISTICS

Activities Location English lessons

Computer training

Psychological Workshop

Games Sports Activities

Drama Creative Activities

01.04.00 Berane 0 0 16 25 0 16 15 03.04.00 Berane 40 40 16 21 0 15 24 04.04.00 Berane 28 15 15 0 14 0 0 05.05.00 Berane 49 34 15 30 0 17 15 06.05.00 Berane 24 39 15 0 0 17 14 07.04.00 Berane 17 17 14 0 17 14 23 08.04.00 Berane 16 0 15 10 0 0 6 10.04.00 Berane 41 41 29 0 15 17 14 11.04.00 Berane 17 17 15 14 12 4 21 12.04.00 Berane 28 15 14 10 0 4 18 13.04.00 Berane 40 40 0 16 15 4 21 17.04.00 Berane 55 43 16 22 0 16 20 18.04.00 Berane 51 51 0 14 10 0 24 19.04.00 Berane 68 68 0 18 0 4 14 20.04.00 Berane 74 74 17 21 0 17 21 26.04.00 Berane 50 50 0 0 0 4 32 27.04.00 Berane 76 76 16 15 0 16 25 28.04.00 Berane 40 40 0 10 12 0 25 29.04.00 Berane 30 0 0 21 0 0 17

Berane TOTAL 744 660 213 247 95 165 349

Preschool School Adolescents TOTAL

115 981 59 1155

Table 2: World Vision Community Services Berane Community Centre Statistics.

WORLD VISION COMMUNITY SERVICES DOMESTIC VIOLENCE STATISTICS

Date Location Activity 3-6 yrs. 7-12 yrs. 13-18 yrs. 19-60 yrs.

03.04.00 Podgorica Group counseling 1 6 10.04.00 Podgorica Group counseling 1 7 17.04.00 Podgorica Group counseling 1 5

TOTAL: 3 18

Table 3: World Vision Community Services Domestic Violence Statistics.


Figure 6: The Konik education enhancement program provides opportunities for children who have never attended a formal education system.

WORLD VISION COMMUNITY SERVICES

COUNSELING STATISTICS Date Location Activity 3-6 yrs 7-12 yrs 13-18 yrs 19-60 yrs 60+ yrs

04.04.00 Murino Group work 26 2 05.04.00 Berane Individual work 3 2 06.04.00 Konik Group Counseling 34 11 06.04.00 Konik Group Counseling 3 14 3 07.04.00 Konik Group Counseling 4 11.04.00 Konik Group Counseling 14 39 8 11.04.00 Murino Group Counseling 50 4 12.04.00 Konik Group Counseling 3 9 11 3 12.04.00 Berane Group & individual 5 1 6 17.04.00 Konik Group Counseling 11 14 15 18.04.00 Murino Counseling 26 2 19.04.00 Rozaje Individual support 2 1 6 1 19.04.00 Konik Group Counseling 12 18 6 25.04.00 Konik Group Counseling 6 9 2 26.04.00 Konik Group Counseling 3 9 14 4

TOTAL: 2 117 65 179 53

Table 4: World Vision Community Services Counseling Statistics.



SPORT ACTIVITIES Date Location Activity 3-6 yrs 7-12 yrs 13-18 yrs 19-60 yrs 60+ yrs

05.04.00 Becici Foot-basket- volleyball

13 12 59 2

06.04.00 Niksic Foot-basket-volleyball

3 4


4 4

12.04.00 Becici Foot-basket-volleyball

14 13 61 3


4 4

19.04.00 Becici Foot-basket-volleyball

14 12 62 2


4 4

22.04.00 Becici Sand Sculpture 23 Becici Sand Sculpture 6 Becici Football 4 11 30 1 Becici Volleyball 16 7 Becici Basketball 5 4 18 Becici Recreational

Activities 3 70 12

26.04.00 Konik Planing for 6 of May

30

26.04.00 Becici Sand Sculpture 22 4 Football 4 15 35 1 Basketball 4 8 8 Volleyball 6 10 12 Recreational

Activities 3 70 12

TOTAL: 45 89 123 462 33

Table 5: World Vision Community Services Sport Activities.

KEY INTERVENTIONS FOR PROVIDING AND FACILITATING COMMUNITY DEVELOPMENT

The key interventions for providing and facilitating community development include the following (Figure 7):

a. Teaching strategies to enhance cooperation and collaboration in the

classroom. b. Teaching strategies to promote good communication and listening skills. c. Teaching strategies to reinforce positive affirmation for all students. d. Teaching strategies for appreciation of diversity in the classroom.


e. Teaching reasons for escalation of conflicts in the classroom and strategies

for the resolution of these conflicts. f. Developing and expanding on the concept of Community Empowerment

Centers. g. Supporting linkages with the Community Empowerment Center leaders and

the local government in building Civil Society Initiatives. h. Providing assistance to refugees who desire to return to their homelands.

Community Services

Peace and Tolerance Objectives • Teach strategies to enhance cooperation and collaboration

in the classroom. • Teach strategies to promote good communication and

listening skills. • Teach strategies to reinforce positive affirmation for all

students. • Teach strategies for appreciation of diversity in the

classroom. • Teach reasons for escalation of conflicts in the classroom. • Teach strategies for the resolution of conflicts.

Figure 7: Peace and tolerance objectives are aimed at enhancing cooperation and collaboration in the classroom. The Community Services staff is assisting in the training of the Peace and Tolerance

curriculum for elementary school teachers developed by Dr. Slobig, World Vision Community Services Manager, in collaboration with UNICEF. Approximately 25 teachers from nine schools with the highest IDP / refugee population were selected for a three day training in this new curriculum.

The teachers are now implementing this training in the classrooms, with supervision by

Dr. Slobig and the Community Services staff on a twice a month basis for three months. This training is educating over 6,000 children in strategies for prevention and resolution of conflicts. During April the Community Services staff provided both group and direct classroom supervision sessions to approximately 25 teachers in nine schools. This curriculum will be published internationally by UNICEF during the summer of 2000.


The teachers of the elementary school of Murino, the school near the bridge that was

bombed last spring in northern Montenegro, were particularly interested in participating in the curriculum. Four students had been killed and one of the teachers is the mother of a deceased child. Also the son and sister of another victim attended the seminar. One of the Community Services psychologist now spends one day a week at the school providing support to both teachers and students as the anniversary of the bombing nears.

WORLD VISION COMMUNITY SERVICES PEACE AND TOLERANCE TRAINING

Date Name of School Location School Personnel 05.11.1999 Dinosa - Tuzi Ulcinj 17 12.11.1999 Hajra Safmanovic-Plav Kotor 25 03.12.1999 Stjepan M.Ljubisa-Budva Kotor 25 10.12.1999 Kekec - Sutomore Tivat 18 17.11.1999 B.V.Podgoricanin-Konik Bar 24 11.02.2000 Radomir Mitrovic - Berane Bar 25 18.02.2000 Ratko Zaric - Niksic Bar 16 03.03.2000 Petar Dedovic Andrijevica 20 10.03.2000 Bajo Jojic Andrijevica 25

TOTAL: 195

Table 6: World Vision Community Services Peace and Tolerance Training.

WORLD VISION COMMUNITY SERVICES PEACE AND TOLERANCE SUPERVISION

Date Location School Name Students Teachers and Administration

06.04.00 Berane Radomir Mitrovic 24 2 07.04.00 Andrijevica Bajo Jojic 21 4 07.04.00 Murino Petar Dedovic 11 4 07.04.00 Plav Hajro Sahovic 24 4 10.04.00 Konik Bozidar Vukovic 9 13.04.00 Budva Stefan Ljubisa 28 4 13.04.00 Sutomore Kekec 32 3 14.04.00 Dinoshe 29 Nentori 10 18.04.00 Andrijevica Bajo Jojic 52 5 19.04.00 Plav Hajro Sahovic 35 1 20.04.00 Berane Radomir Mitrovic 49 4 20.04.00 Murino Petar Dedovic 30 1 21.04.00 Budva Stefan Ljubisa 5 25.04.00 Konik Bozidar Vukovic 28 1 26.04.00 Dinoshe 29 Nentori 18 2

TOTAL: 352 59

Table 7: World Vision Community Services Peace and Tolerance Supervision.

Various parts of the Peace and Tolerance curriculum are also being taught at the Community Center in Berane. This curriculum will also be incorporated in the Community


Empowerment Centers. Currently the Community Services teams have developed Community Empowerment Centers in four locations (Figures 5, 6, 7, and 8 and Table 8). The World Vision activities in the Community Empowerment Centers are under the supervision and management of the residents in the collective centers. Programmatic activities are determined by a participatory decision making process among the residents, facilitated by Community Services staff. Community Services staff are facilitating discussions about programmatic plans, leadership selection among the residents and strategies for implementation of the programs. Some programs will be supported with supplies and training not only from World Vision, but also in collaboration with other NGOs, such as Save the Children USA training mothers to run their own cooperative nursery school and the Danish Refugee Council assisting women with supplies for handicraft projects. In exchange, the Community Services staff will assist Save the Children USA and the Danish Refugee Council in the development of recreational and sports programs for youth and adults.

Figure 8: Community Empowerment Centres facilitate empowerment discussions with groups of IDPs and refugees residing in collective centres.

This collaborative effort with other NGOs has been well received by all the agencies and

UNHCR and more such collaborative efforts are being planned for the future (Tables 9 and 10). The long range goal of the Community Empowerment Centers is to develop:

• An advisory council of IDP / refugees in each of the community centers to plan and coordinate activities for the residents of the collective centers.

• Collaborative linkages with the local government officials to better meet the

needs of the IDP / refugee populations.


• Training in peace and tolerance, and programmatic planning and

implementation skills, such as leadership development, proposal writing, and office management.

KEY INTERVENTIONS FOR PROVIDING AND FACILITATING EDUCATION AND SKILL DEVELOPMENT

Key interventions for providing and facilitating education and skill development include:

Providing educational teachings in a theatrical format, in conjunction with World Vision Health Education outreach team.

In April a Roma speaking psychiatrist was hired to assist with the various World Vision

Community Services activities being provided at the Konik Roma settlement. Several Community Services staff are currently involved in the design and development of a large athletic field complex including playground, soccer, handball, volleyball and basketball areas. Roma leaders are being selected and trained to assist with the construction of this athletic complex. A Community Empowerment Center will also be created in this World Vision Roma settlement and the psychiatrist will assist in the leadership development trainings of these activities.

WORLD VISION COMMUNITY SERVICES COMMUNITY EMPOWERMENT CENTERS STATISTICS

Date Location Activity 7-12 yrs 13-18 yrs 19-60 yrs 60+ yrs 05.04.00 Becici Organizing activities 8 28 3 05.04.00 Becici Organizing activities 12 3 06.04.00 Niksic Distribute tools 2 2 11 4 07.04.00 Niksic Distribute seeds 8 3 11.04.00 Baosici Planning discussions 2 5 13 12 12.04.00 Becici Children's activities 7 11 32 3 12.04.00 Becici Planning discussions 13 2 13.04.00 Niksic Supervision 1 2 7 4 19.04.00 Becici Distribute materials 9 6 28 9 19.04.00 Becici Supervision 5 12 2 20.04.00 Niksic Room renovation 10 4 26.04.00 Becici Supervision 6 8 26 6 26.04.00 Becici Supervision 6 16 3

TOTAL: 27 53 216 58

Table 8: World Vision Community Services Community Empowerment Centre Statistics.

On March 8th, the World Vision on Wheels bus arrived from Slovenia (Figures 9 and

10). This bus was funded by World Vision USA. The World Vision on Wheels bus had been planned and then factory built by the specifications designed by Dr. Judy Ann Slobig, the Community Services Manager. It has four seats for the staff and one for the driver, leaving the large interior open for use as a mobile classroom / educational center. Both sides


of the bus are lined with large cabinets filled with 20 folding chairs. There is a TV and video for educational training. The back of the bus houses kitchen and bathroom accommodations. The World Vision on Wheels staff, including the two licensed bus drivers, are professional actors and teachers. World Vision on Wheels bus will be a mobile educational / recreational classroom and also, if necessary, an emergency response vehicle, targeted to reach:

• Internally Displaced Persons (IDPs) and refugee populations already being

served by the Community Services staff and other World Vision sectors. • Isolated and vulnerable populations of IDP / refugee and local social cases not

being served. • Local and international populations affected by natural or man-made disasters.

The estimated multi-ethnic / multi-religious beneficiary populations include

approximately 21,000 people, which includes children, adolescents, adults, and senior citizens. The desired project outcome is to provide:

• Recreational activities: Arts and crafts; handicraft activities; games; sports

activities, drama and musical activities, etc.

Figure 9: The World Vision on Wheels bus provides educational and recreational activities to the vulnerable and isolated populations in Montenegro.


Figure 10: The World Vision on Wheels bus will provide theatrical productions to people in Montenegro. • Educational activities: Lessons in peace and tolerance, including strategies for

building cooperation and good communication; celebrating diversity through affirmations and dialogue; creative problem solving and peaceful resolution of conflicts; leadership development; and lessons in collaboration with health, such as general and dental hygiene, anti-cigarette smoking, anti-drug and alcohol use, etc.

• Theatrical educational presentations: Lessons will be taught with puppets and actors in collaboration with other professionals.

• Theatrical productions: Shows will be performed celebrating the traditional stories, songs and dances of the various populations in Montenegro.

World Vision on Wheels is a “Bus Without Borders” because Dr. Slobig has obtained

special papers that permits the bus to cross any borders for humanitarian purposes. Dr. Slobig has been trained in over 30 disaster response courses through the American Red Cross. Since the bus will be equipped as an emergency response vehicle, the Community Services staff will be receiving special training on Public Health in Complex Emergencies and disaster response through the Montenegrin Red Cross.

KEY INTERVENTIONS FOR PROVIDING AND FACILITATING INCOME GENERATION

Key interventions for providing and facilitating income generation include:


a. Providing motivation and facilitation of linkages for potential income

generating enterprises. b. Referring beneficiaries to vocational training opportunities.

A Community Services pedagogue assisted in the community networking for potential income generation with a staff member of micro-credit.

The Community Services teams have been discussing in their “solution-focused

conversations” with IDPs and refugees, the need for vocational training and development of cooperative enterprises. The initial discussions have been initiated by participants in the Community Empowerment Centers and facilitated by the Community Services staff.

The Community Services staff are involved in leadership development among groups of

IDPs / refugees concerning possible areas of income generating activities, such as fishing, carpentry and handicrafts. A collaborative effort of World Vision and other NGOs will provide supplies for these activities.

CONCLUSIONS

It is important to note that the Community Services national staff has been attending and taking leadership in community inter-agency meetings, as noted in the Tables 9 and 10 below. The Community Services staff have attended training in collaboration with the Danish Refugee Council.


INTER-AGENCY MEETINGS Date Location Coordinator Purpose Agencies in

02.03.00 Podgorica UNICEF Education WV,UNICEF,Intersos 08.03.00 Podgorica UNICEF Education WV,UNICEF,Intersos,ICS 09.03.00 Podgorica Konik School Education WV 10.03.00 Podgorica World Vision Education Wv,Intersos 10.III.00 Podgorica UNICEF Education WV,UNICEF,Intersos,ICS 11.III.00 Podgorica UNICEF Training Education WV,UNICEF,Intersos,ICS,DMH 14.III.00 Podgorica World Vision Education WV,Intersos,ICS 20.III.00 Podgorica Konik School Education WV 21.III.00 Podgorica Konik School Education WV,UNICEF,Konik School 20.III.00 Podgorica UNICEF Monthly meeting ICS,INTERSOS,COOPI,WV,SCU

S,MSF 28.III.00 Podgorica WV Community Planning DRC,WV

28.III.00 Podgorica WV Community Planning ICRC,WV


Table 9: World Vision Community Services Inter-agency meetings.

Date Location Seminar No. in Attendance

03.04.00 Kotor Capacity Building 7

04.04.00 Kotor Capacity Building 7 TOTAL 14

Table 10: Training of Staff statistics.

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