Public Tender Announcement nb. 83488612 Capacity Development Plan PN: 24.4067.5-001.00 Violence Prevention and MHPSS "Rawabet"

1. Context

Lebanon’s ongoing economic decline and escalating conflicts have caused widespread poverty, displacement, and psychological trauma, particularly among structurally discriminated population groups. The combined effects of systemic exclusion, lack of resources and unresolved grievances have heightened tensions, increased violence, and left vulnerable populations at significant risk. Despite efforts to expand mental health services through the National Mental Health Program (NMHP), survivor-centered Mental Health and Psychosocial Support (MHPSS) approaches remain insufficiently integrated at institutional and local levels. These approaches are crucial for addressing both immediate trauma and long-term well-being by prioritizing survivors' dignity and empowering recovery, while also tackling systemic biases to improve service quality and sustainability.

In Lebanon, clinical psychologists are seen as key figures in providing support to survivors of violence, whether in humanitarian settings, private practice, or hospital settings. They are often regarded as trusted professionals for addressing the mental health needs of individuals affected by trauma. However, despite their crucial contributions, psychologists in Lebanon may not always have access to comprehensive training in MHPSS, as well as in core violence prevention and response strategies.

This gap is especially evident in the formal educational curricula, where training on MHPSS frameworks as well as trauma-informed and survivor-centered care is often minimal or not systematically integrated. As a result, many psychologists find themselves without crucial knowledge regarding the most effective ways to approach survivors of violence. This lack of training can be particularly concerning in a country like Lebanon, where the population has been significantly affected by a range of crisis situations, from the Syrian refugee crisis to the aftermath of the Beirut port explosion, and war which have heightened vulnerability to violence.

In these settings, psychological support is essential, but without a robust understanding of the nuances of survivor-centered approaches, gender-based violence, and trauma-informed care, practitioners may unintentionally harm their clients/patients or fail to provide the level of care that is truly needed. Therefore, it becomes imperative to equip psychologists with the skills and knowledge necessary to properly address the needs of survivors in culturally sensitive and contextually relevant ways, ensuring they are able to provide appropriate and effective support to those in need.

2. Tasks to be performed by the contractor

The contractor is responsible for providing the following services in close collaboration with the GIZ Rawabet team across all phases and steps.

1. Research Phase:

Purpose:

• Establish a clear understanding of Lebanon-specific challenges and opportunities related to violence awareness, prevention, and response in the psychotherapeutic and clinical setting. This includes identifying gaps, barriers, and best practices for integrating violence-informed approaches into psychological support services and supervision.

Key activities:

• Meetings with stakeholders:

a. Meeting with the GIZ Rawabet team to understand project goals and define together the strategy of the CD Plan.

b. Conduct consultations with key stakeholders, including service users, local clinicians, the NMHP, Gender Based Violence (GBV) Technical Working Group (WG), and expert organizations in violence prevention and response.

c. Gather insights into existing frameworks, protocols, and challenges faced in addressing violence within MHPSS services.

d. Assess the feasibility and limitations of integrating violence-informed approaches into psychological support services, considering institutional policies, available resources, and professional training needs.

e. Identify opportunities for capacity-building initiatives to enhance clinical responses to violence.

• Cultural analysis:

a. Examine the social, cultural, and religious norms shaping clinical perspectives on violence awareness, prevention, and response in Lebanon.

b. Explore prevailing attitudes toward different forms of violence, including GBV, and how these attitudes impact therapeutic interventions.

c. Investigate the role of stigma, confidentiality concerns, and power dynamics in shaping the willingness of clients and clinicians to address violence in therapeutic settings.

d. Identify culturally sensitive approaches that can enhance the effectiveness of violence-informed MHPSS support.

• Literature review:

a. Conduct an in-depth review of existing training materials, guidelines, and best practices related to violence prevention and response in psychotherapeutic settings, both locally and internationally.

b. Assess the effectiveness of current methodologies, interventions, and response mechanisms used in Lebanon.

c. Identify adaptable strategies and key success factors that could be integrated into professional training programs for psychologists and other mental health practitioners.

d. Highlight gaps in existing training curricula and recommend enhancements to ensure comprehensive coverage of violence-related challenges in clinical practice.

2. Planning Phase:

Purpose:

• The planning phase will ensure that all logistical and administrative aspects of the training are effectively organized, participants are selected appropriately, and training sessions are scheduled in a manner that supports maximum engagement and learning outcomes. This phase will set the foundation for the successful delivery of the Training of Trainers (ToT), Module 1 (repeated 2 times), and Module 2 (repeated 2 times) training components.

Key activities:

• Selection of participants:

a. Develop draft selection criteria for each module, in collaboration with the GIZ Rawabet team, ensuring they prioritize inclusivity and diversity. The criteria will prioritize profiles such as practitioners affected by war and those residing in war-affected areas. An open application process will be implemented to ensure transparency, fairness, and accessibility for all eligible candidates.

b. Ensure that communications are clear and provide details on the training program’s relevance to their professional development.

c. Inform participants of their selection and provide additional details such as pre-training materials, expectations, and any logistical arrangements.

• Scheduling and confirming training dates:

a. Set clear dates for the ToT, Module 1, and Module 2 training rounds in consultation with GIZ and key stakeholders, in collaboration with GIZ Rawabet team.

b. Confirm final dates with GIZ Rawabet team, trainers, participants, and relevant support staff to ensure everyone is aligned.

• Send confirmation emails to all participants outlining the final details of the training (dates, location, agenda, what to bring, etc.).
• Provide any last-minute updates or changes and ensure participants are fully prepared for the training sessions.
• Set up a registration desk or check-in process for the first day of training to ensure smooth participant arrival and organization.

• Organizing logistics and resources:

a. Arrange for any required training materials and resources, including handouts, flip charts, projectors, and participant workbooks.

b. Coordinate with GIZ with regards to the number of participants as well as breaks, as they will be in charge of providing catering services covering all training days within the contracting period.

c. Organize spaces for any informal networking or discussions, providing a comfortable environment for participants to engage fully in the learning experience.

3. Curriculum Development:

Purpose:

• Training of Trainers: Develop a ToT curriculum in collaboration with the GIZ Rawabet team, tailored to Lebanon's context for clinical psychologists, equipping participants with knowledge on effective facilitation as well as theoretical knowledge on Module 1.
• Module 1 – Psychologists Development Program: Develop a curriculum in collaboration with the GIZ Rawabet team, tailored to Lebanon's context for clinical psychologists, focusing on the integration of survivor-centered MHPSS approaches and understanding the systemic causes of violence.
• Module 2 – Supervision Program: Develop in collaboration with the GIZ Rawabet team, an advanced curriculum for clinical supervisors who have completed Module 1, enabling them to oversee the integration of violence-informed practices with intern psychologists.

Key activities:

• Custom curriculum development:

a. ToT Program (5 days – 10 participants): Collaborate with relevant stakeholders and GIZ Rawabet advisors to design a structured 5-day ToT program for clinical psychologists. This program will equip participants with facilitation skills and foundational knowledge in survivor-centered MHPSS and systemic violence awareness.

b. Module 1 - Psychologists Development Program (8 days – 20 participants): Following the ToT, trained participants will implement Module 1 training, providing clinical psychologists with comprehensive, hands-on training in survivor-centered MHPSS and systemic violence awareness.

c. For Module 2 - Supervision Program (5 days – 10 participants): develop a 5-day advanced training in collaboration with the same advisors and stakeholders, equipping clinical supervisors with the necessary skills to mentor and guide intern psychologists in applying violence-informed approaches.

d. Ensure that both training programs incorporate interactive methodologies, including case studies, role-playing exercises, peer discussions, reflections on power dynamics and systemic injustices, and real-world application scenarios to enhance learning outcomes.

• Adaptability:

a. Ensure that the curriculum is flexible and adaptable to different professional settings, including private practices, healthcare settings, humanitarian MHPSS work, development cooperation projects.

4. Training Material Development: ToT, Module 1, Module 2

Purpose:

• The development of training materials will support a structured and context-specific capacity-building approach for clinical psychologists and supervisors. These materials will ensure that participants gain both theoretical knowledge and practical skills in facilitation, survivor-centered MHPSS, and violence-informed practices.

Key activities:

• The development of the training materials will be structured into three key areas: ToT, Module 1 (Violence Awareness and Survivor Support), and Module 2 (Integrating Violence Awareness into Clinical Supervision). These activities will ensure that each aspect of the curriculum is comprehensively developed, culturally relevant, and impactful. The topics listed below are general and will be refined and agreed upon by the contractors and the GIZ Rawabet team, for detailed execution.

4.1 Training of Trainers

Objective:

• Create content that empowers trainers to effectively lead the curriculum, ensuring that it is delivered in an impactful, culturally sensitive, and participatory manner.

Key activities:

• Trainer Preparation and Capacity Building:

a. Develop a ToT curriculum that equips trainers with the knowledge, skills, and confidence to lead the content effectively. This will include guidance on facilitation techniques, creating an inclusive learning environment, and using interactive methods.

b. Train the trainers on methods for handling difficult or sensitive topics related to violence and survivor support, ensuring they are prepared to navigate challenging conversations and emotional reactions.

• Facilitation Guide Development:

a. Develop a comprehensive facilitation guide for trainers, which includes detailed instructions, learning activities, case studies, and instructions on managing group dynamics.

b. Create a framework for evaluating the effectiveness of the training, including key performance indicators and participant feedback mechanisms.

• Interactive and Practical Exercises:

a. Develop and incorporate various interactive learning methods into the ToT materials, such as:

• Role-playing scenarios to simulate real-world challenges.
• Peer-to-peer feedback and small group work to encourage collaboration and problem-solving.
• Debriefing sessions to reflect on each session’s outcomes and improve delivery.

• Cultural Adaptation and Local Relevance:

a. Ensure that the ToT materials are culturally appropriate, with context-specific examples, challenges, and solutions for Lebanon.

b. Work closely with contractors to tailor the ToT content to the needs of local trainers, integrating feedback from previous training experiences.

​​​​​​​4.2 Module 1 - Psychologists Development Program:

Objective:

• Develop, in collaboration with GIZ Rawabet team, content that enables participants to critically assess and understand the root causes of violence and provides strategies to effectively support survivors, emphasizing a survivor-centered approach.

Key Activities:

• Curriculum Development and Structure:

a. In collaboration with GIZ Rawabet team, define and organize the key topics for Module 1 (e.g., root causes and risk factors, societal norms, ethical dilemmas, legal reporting processes, and survivor-centered approaches).

b. Design learning objectives and key outcomes to ensure participants can understand and apply core concepts related to violence awareness and survivor support.

• Content Creation:

a. Develop detailed content for each topic, ensuring it is culturally relevant to the Lebanese context. This includes providing theoretical foundations and practical strategies for supporting survivors.

• Integrate case studies, role-playing exercises, and reflective practices to enhance participant engagement and application of knowledge.
• Create self-reflection tools to encourage participants to explore their own biases, assumptions, and emotional responses to working with survivors of violence.

• Assessment and Evaluation:

a. Develop assessment tools (evaluation, group discussions, or practical exercises) to evaluate participants' understanding and application of the content and support with the data entry.

b. Create a feedback mechanism for continuous improvement of the module.

• Cultural Sensitivity and Adaptation:

a. Collaborate with local experts and stakeholders to ensure that the materials are culturally sensitive, reflecting Lebanon’s specific social, political, and cultural dynamics.

b. Provide adaptable frameworks for different professional settings (e.g., private practices, healthcare, humanitarian work).

4.3 Module 2 – Supervision Program

Objective:

• In collaboration with GIZ Rawabet team, develop a specialized module for clinical supervisors to mentor intern psychologists in a trauma-informed and violence-sensitive manner, ensuring effective integration of violence awareness into clinical supervision practices.

Key activities:

• Curriculum and Structure Development:

a. Define and structure the core topics for Module 2, focusing on supervisory skills, ethical challenges, emotional support for interns, and practical guidance on managing violence-related cases.

b. Establish clear learning objectives for supervisors, ensuring they are equipped to guide their interns in navigating ethical dilemmas, managing complex cases, and supporting the emotional well-being of their supervisees.

• Content Creation for Supervisors:

a. Develop in-depth content that includes frameworks for trauma-informed supervision, covering both technical aspects (e.g., case management, reflection sessions, ethical decision-making) and emotional support (e.g., managing vicarious trauma).

b. Create resources for supervisors, including case study materials, supervision schedules including reflection sessions and practical exercises to help them guide interns through real-life scenarios involving violence.

c. Include strategies for balancing the needs of the survivor with legal and ethical obligations, addressing vicarious trauma in supervision, and handling countertransference.

• Supervision Schedules and Reflection Frameworks:

a. Design a supervision schedule that allows for consistent reflection and learning, with specific time allocated for case reviews, ethical dilemma discussions, and personal reflection on the emotional impact of the work.

b. Develop frameworks for supervisor self-reflection, helping supervisors assess their own biases, emotional responses, and effectiveness in supporting interns.

• Evaluation and Feedback Mechanisms:

a. Create evaluation tools to assess the effectiveness of the module and the ability of clinical supervisors to integrate violence awareness into their supervisory practices.

b. Establish a continuous feedback loop to refine and improve the content based on the experiences of supervisors and their interns.

5. Training Delivery, Follow-Up, and Supervision

Purpose:

• The implementation phase will ensure that the developed training materials are effectively delivered, applied in practice, and sustained through ongoing support. This includes conducting the ToT, monitoring trained participants who attended the ToT as they deliver Module 1, facilitating Module 2, and providing coaching and supervision for clinical psychologists and supervisors who attended ToT and Module 2. These activities will strengthen the capacity of trainers, practitioners, and supervisors to integrate survivor-centered MHPSS approach into their professional roles.

Key activities:

• Deliver 1 Training of Trainers

a. Deliver the ToT based on the developed curriculum, ensuring participants gain facilitation skills, interactive training techniques, and the ability to navigate sensitive topics.

b. Provide practical training sessions, including role-playing, group discussions, and debriefing exercises.

c. Conduct a post-training assessment to measure participants' readiness to deliver Module 1 and ensure its proper data entry.

• Follow-Up and Support for ToT Graduates on Implementation of Two Rounds of Module 1

a. Monitor and support trainers as they deliver Module 1, ensuring fidelity to the curriculum and effective facilitation.

b. Gather feedback from participants and trainers to assess the impact of the training and identify areas for improvement and content revision.

c. Provide technical assistance through check-ins, peer exchanges, and targeted coaching sessions.

• Delivery of 2 Rounds of Module 2

a. Facilitate Module 2 for clinical supervisors, ensuring a structured learning process focused on trauma-informed supervision, reflection on power dynamics and ethical considerations.

• Engage participants in applied learning through case studies, reflective exercises, and role-playing.
• Assess participant progress and gather insights for refining the module.

• Coaching and Supervision for Clinical Supervisors

a. Provide ongoing coaching and supervision to supervisors trained in Module 1 and 2 – two rounds each.

b. Support supervisors in applying trauma-informed and violence-sensitive approaches in their mentorship of intern psychologists.

c. Facilitate reflective practice sessions to address challenges, enhance supervisory skills, and manage emotional responses.

6. Revision of Modules and Content

Purpose:

• The revision phase will ensure that the training materials remain relevant, effective, and responsive to the needs of trainers, practitioners, and supervisors. By incorporating feedback from GIZ Rawabet team, the ToT, Module 1, and Module 2, this phase will refine content, improve delivery methods, and strengthen the overall impact of the training program.

Key activities:

• Collecting and Analyzing Feedback

a. Gather feedback from ToT participants, trainers delivering Module 1, and clinical supervisors attending Module 2, as well as feedback from interns.

b. Through supervision sessions, coaching sessions and surveys assess the effectiveness of the training materials, facilitation approaches, and practical applicability.

c. Identify key challenges, content gaps, and areas for improvement based on participant experiences and learning outcomes.

• Refining Training Content and Materials

a. Revise module content to enhance clarity, cultural relevance, and alignment with real-world application.

b. Strengthen interactive elements, including role-plays, case studies, and self-reflection tools, based on feedback from training sessions.

c. Adapt the facilitation guide to provide additional guidance on managing sensitive discussions and diverse learning needs.

• Updating Assessment and Evaluation Tools

a. Adjust evaluation mechanisms to better measure participant comprehension, skill application, and training impact.

b. Develop improved assessment tools for trainers and supervisors to track progress and identify further support needs, ensuring proper data entry and systematic monitoring of outcomes.

c. Incorporate a continuous learning component, allowing future revisions based on ongoing feedback and emerging best practices.

• Finalizing and Standardizing Revised Modules

a. Integrate all revisions into a finalized version of the ToT, Module 1, and Module 2 curricula.

b. Develop an updated version of the facilitation guide, participant workbooks, and supplementary resources.

c. Ensure consistency and alignment across modules to support seamless implementation in various professional settings.

7. Reporting and Documentation

Purpose:

• The reporting phase will ensure comprehensive documentation of the training process, outcomes, and lessons learned. This will provide GIZ Rawabet team with a clear overview of the implementation, impact, and areas for future improvement while ensuring accountability and knowledge sharing.

Key activities:

• Compilation and Submission of Training Materials

a. Provide GIZ with the final versions of the ToT, Module 1, and Module 2 materials, including updated curricula, facilitation guides, participant workbooks, and supplementary resources.

b. Submit revised training content based on feedback from the implementation phase.

• Documentation of Participants and Attendance

a. Compile and submit a detailed list of participants for each training component [ToT, Module 1 (round 1 and 2), and Module 2 (round 1 and 2)], including names, roles, and affiliations.

b. Document attendance and engagement levels to track participation trends and identify potential follow-up needs.

• Collection and Analysis of Feedback and Evaluation Results

a. Aggregate feedback from participants, trainers, and supervisors on the training content, facilitation, and practical application.

b. Analyze evaluation results to assess participant learning outcomes, skill development, and overall training effectiveness.

c. Identify key strengths, challenges, and areas for further refinement.

• Lessons Learned and Recommendations

a. Summarize key insights from the training and follow-up phases, highlighting best practices and challenges encountered.

b. Provide recommendations for future capacity-building initiatives, content adaptations, and potential areas for expansion.

• Final Reporting to GIZ

a. Prepare and submit a comprehensive final report, including:

• Overview of training implementation and outcomes.

1. Evaluation findings and participant feedback.
2. Lessons learned and recommendations for future training.
3. Supporting documents such as attendance records, training materials, and evaluation tools.

• The contractor provides equipment and supplies (including items such as pens, paper, flipcharts, and other materials required for the sessions. This does not include catering or other non-essential services, but rather the consumables directly related to the workshopand assumes the associated operating and administrative costs.
• The contractor provides a venue for the training sessions.
• The contractor Utilizes their contact list and network to disseminate the call for interest.
• The contractor manages costs and expenditures, accounting processes and invoicing in line with the requirements of GIZ.
• The contractor reports regularly to GIZ in accordance with the current AVB of GIZ.

In derogation from GIZ AVB, the contractor makes contributions to reports to GIZ’s commissioning party instead of submitting its own reports.

In addition to the reports required by GIZ in accordance with the AVB, the contractor submits the following reports:

• Inception report.
• Contributions to reports to GIZ’s commissioning party.
• Brief half-yearly reports on the implementation status of the project.