Dignity for displaced women and girls in Lebanon

In 2015, world leaders recognized that gender equality is a prerequisite for achieving sustainable development [2], and the fifth goal of the 2030 Agenda for Sustainable Development promised to achieve gender equality and empower all women because they are among the most vulnerable and marginalized groups. In this context, women's participation in the development of their local community is an essential means for achieving sustainable development, and an end to achieving gender equality.

Improvement is One of the fundamental elements of development while in gender practice, is often disagreement about what constitutes an improvement while in comparison with local practices in Akkar region, we recognize the following;

Family income; man is considered the first breadwinner for the family, and this intersects greatly between both the Syrian communities and the Lebanese host community, where the local community disavows the efforts of the woman, even if she works in agriculture side by side with the man, bu t she is considered as a secondary assistance (72% of Akkar residents live on less than $110 a month, and 20% of them live on less than $40 a month) [1]

Literacy rate (women and men): The level of education of the population provided another form of social inequality. The illiteracy rate is particularly high in the north, especially in the Akkar district and in the far south. Illiteracy among women draws a wide veil that covers all areas, except for the districts that contain large cities, such as Sidon, Zahle and Tripoli.

The sectarian dimension of this division is very strong, because these rural areas have a large Muslim population. On the contrary, the map of university degree holders gives dominance to the central regions of the country. It is through inequality in access to education that the unbalanced development of the country can be read. The parties are still very much outside the modern world. Because of the weak economic development, these areas remain highly dependent on the state, which remains the only entity that provides job opportunities and equipment of public interest in time the whole country is facing the worst type of economic deterioration since 2019.

Naba’a Achievements; During the last period, The most highlighted achievements during the last period;

-          We at Naba’a are doing all we can to help all affected communities during this extraordinary crisis. Our assistance efforts go to all: Lebanese, refugees and others who were affected without distinction. The devastating impact of the explosion is compounding the challenges currently faced by Lebanese and refugees and adding even more difficulties as families were struggling to survive with the economic crisis that was exacerbated by the impact of COVID-19.

• Around 3020 Youth and adolescents (70% females) involved in the life skills program including different topics such as (Communication skills, leader ship skills, how to protect themselves from abuse, reproductive health, peer to peer, human rights, child rights, women rights, etc…).
• Nabaa’ provided inclusive education for 3210 boys and girls of school age (6-12 years) in the Palestinian camps and Syrian gatherings in Lebanon (Tripoli, Saida, Tyre, Nabatieh) “In line with UNRWA's educational reform and MEHE curriculum to support the education of refugee’s children from Syria, Palestinians or Syrians.
• Children and women have been targeted in psychosocial activities as the following, 3051 children (males and females) and 550 parents most of them are women, including, vulnerable Lebanese, Palestinian and Syrian refugees. Whereas, in Borj Al Shamali camp 555 children (males and females and 220 parents including (Lebanese, Syrian Refugees and Palestinian refugees).
• It is worthy to note that, two child friendly psychosocial spaces were established at two UNRWA clinics (one in Ein El Helweh and one in Wadi El Zeni), where 2350 children whom their families access UNRWA clinics participated and joined the activities in these spaces.
• Teachers started to adapt, cope and learn an applicable learning methodologies with regard to distance learning in order to refine a continuous level in serving students with stressing on ensuring that every student will get an opportunity to participate and express throughout the virtual classroom in addition to support parents in technological skills. Since greeting all students with their names played a vital role in enhancing students’ engagement and commitment as they stated to feel that they belong to the classroom no matter how and where the learning process takes place.
• 219 children aged 4-6 years who are Palestinian, Syrian and Palestinian refugees from Syria have enhanced their educational and social skills, along with 2809 female and 15 males of parents and caregivers have gained knowledge on different social, educational, emotional, and psychological skills. A change in attitude and behavior of parents has been noticed during the scholastic year, where they become more aware in how to deal with their children.

Case Study;

                     I.            Beneficiary profile

1. Code: UN26
2. Date of birth: 1986
3. Nationality: Lebanese
4. Sex: Female
5. Referred by: Social Worker
6. Reason for referral: isolation,psychological stress, crying.
7. Risk level: High

                   II.            The Social Status of the Beneficiary

Married

Divorced

Widow

X

Number of children

male

female

1

0

1

                 III.            The educational level of the beneficiary

Illiterate Elementary Intermediate High school University

Professional/Technical

                IV.            Economic and living situation of the beneficiary

1. Work: Unemployed Unstable Stable
2. Type of work: --

1. Is he/she receiving financial assistance? No
2. Family income: good average low bad
3. Nature of the residence: Land lord Rent Number of rooms:3
4. Does anyone else live in the house with the family: The beneficiary moves around three houses (she live with her sisters and brother’s house).

Additional Observations on the Living Situation of the Case:

The living and economic situation of the beneficiary is terrible as she doesn’t work, also her father and mother dead from 5 years, she moves from one house to another (from her sister’s house to her brother’s house) and also their economic situation is very bad.

                  V.            Health/psychological situation:

Beneficiary

Family

Is there any impairment/disability (blindness, autism...)?

No

Are there any physical disabilities?

No

Are there any medications that the beneficiary takes on an ongoing basis?

No

Is there a previous psychological preview?

No

Is there a neuropathy?

No

Does the beneficiary undergo any type of drug abuse?

No

The method of spotting the case:

The beneficiary’s case was observed during her participation in awareness sessions, covering topics related to gender-based violence(GBV).

- Summary of the background/history of the beneficiary andthe problem suffered from:

After observing the beneficiary’s situation through her participation in awareness sessions, she began talking openly about her situation she began crying among the Psycho Social Support group members (group of mothers), where she talked about the consequences of early marriage that she faced and suffered from. This early marriage led to many health, social and psychological problems.

Psychological and Social Symptoms Observed:

- Community isolation (spends days without communicating or meeting with a family or friend)

- Feelings of permanent sadness (most of the time)

- Constant crying

- Fear of facing people

- Loss of self-confidence and loss of trust in people

- Sleep disorders (insomnia)

- Eating disorders

Data Collection Method:

Data is collected through the psycho-social support sessions and awareness sessions given, as well as follow-up via the telephone.

   Intervention and follow-up Methods:

Social intervention:

• Integrate in PSS activities with groups of participants of her age to improve her social life.

• Awareness sessions about three main topics:

Topics

Aim of each topic

Early marriage

- know that ''Early Marriage" is a kind of violence

- Reasons of early marriage and its consequences on girls on different aspects (physical, psychological, social…)

- The role she can play as "Girl" to stop this Marriage

- Mechanisms to reduce early marriage

Gender-based violence

- The aim is to define the different kinds of violence

- Reasons and consequences of violence,

- Realize that gender inequality is the root cause of gender-based violence

- Stages of problem solving based on problem-solving and decision- making methodology.

Gender equality

- To aware about the equity and gender equality,

- Analyze the consequences of gender discrimination,

- To know the role of girls in promoting equal rights and responsibilities

• Psychosocial support sessions how to deal with risks,

Attending the PSS sessions allows her to deal positively with her daughter especially when she faced problems with her husband.

• Individual sessions to give her awareness about how to deal with her daughter and how to deal with stress.

Psychological intervention:

Number of psychological sessions :

5

Objectives:

Improvement for self-esteem and self-confidence, reduce negative emotions

Recommendations:

- Follow-up meetings with the psychologist through individual sessions on a weekly basis

- Continue participating in the sessions that she had begun as a recommendation by the social worker and at the request of the beneficiary herself.

-Searching for a work suitable to her.

Links:

• Naba'a Website