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From Fundamental Principles to individual action: Making the Principles come alive to promote a culture of non-violence and peace

Published online by Cambridge University Press:  02 October 2015

Katrien Beeckman
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Abstract

This paper focuses on the individual perspective, as opposed to the institutional or operational one, towards the Fundamental Principles and their underpinning humanitarian values. It demonstrates the added value of this perspective, which goes beyond addressing challenges regarding the Fundamental Principles' understanding and application. By making the Principles and values come alive in peoples' behaviour, the individual perspective also enables Red Cross and Red Crescent staff and volunteers to inspire a change of mindset and behaviour towards a culture of non-violence and peace. Two tools created to this purpose, as well as their impact, are presented: (i) the Seven Skills for Seven Principles (747) framework, which unpacks the high-level Principles into more concrete and tangible components, values and intra- and interpersonal skills; and (ii) the Youth as Agents of Behavioural Change (YABC) initiative, which, using a non-cognitive learning approach, fosters a personal connection towards the Principles and increases participants' ability to role-model them.

Keywords

Fundamental Principleshumanitarian valuesbehavioural changeethical leadershipYABCculture of non-violence and peaceeducationintra- and interpersonal skillsnon-cognitive (approach or learning methodology)
Type
Applying the principles
Information
International Review of the Red Cross , Volume 97 , Issue 897-898: Principles guiding humanitarian action , June 2015 , pp. 263 - 293
Copyright
Copyright © icrc 2015 

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References

1 20th International Conference of the Red Cross, “Proclamation of the Fundamental Principles of the Red Cross”, Resolution 8, International Review of the Red Cross, No. 56, 1965, p. 573, available at: www.loc.gov/rr/frd/Military_Law/pdf/RC_Nov-1965.pdf (all internet references were accessed in June 2015).

2 Jean Pictet, Commentary on the Fundamental Principles of the Red Cross, Henry Dunant Institute, Geneva, 1979, p. 6, available at: www.ifrc.org/PageFiles/40669/Pictet%20Commentary.pdf.

3 See www.fundamentalprinciples.today/.

4 The Fundamental Principles are integral to a Red Cross or Red Crescent National Society, as demonstrated by the fact that respect for the Principles is a condition of their recognition from the outset. The Statutes of the Movement require National Societies to pursue their humanitarian mission in accordance with the Principles. The Geneva Conventions and their Additional Protocols require States to “facilitate the work of National Societies which is carried out in accordance with … the [F]undamental [P]rinciples of the Red Cross as formulated by the International Conferences”. See, respectively, Statutes of the International Red Cross and Red Crescent Movement, 1986, amended in 1995 and 2006 (entered into force 8 November 1986), Art. 4(10), available at: www.icrc.org/eng/assets/files/other/statutes-en-a5.pdf; and Protocol Additional to the Geneva Conventions of 12 August 1949, and Relating to the Protection of Victims of International Armed Conflicts, 8 June 1977, 1125 UNTS 3 (entered into force 7 December 1978), Arts 1 and 81(3).

5 See Council of Delegates (COD), Resolution 7, “National Societies Preparing for and Responding to Armed Conflict and Other Situations of Violence”, Geneva, 2011, available at: www.icrc.org/eng/resources/documents/resolution/council-delegates-resolution-7-2011.htm. This resolution presents the Safer Access Framework developed by the ICRC, which “outlines the numerous interconnected actions that a National Society needs to carry out in order to increase its acceptance by individuals, communities, weapon bearers and authorities and thereby gain safer access to people and communities during armed conflict and other situations of violence”. As part of the decisions taken in this resolution, the Council of Delegates “encourages National Societies to intensify their commitment and efforts to adopt appropriate security/risk management systems, and to take other concrete measures to increase their safer access in armed conflict and other situations of violence. This includes the need to enhance the operational application of the Fundamental Principles and other relevant Movement policies as well as to obtain insurance coverage for staff and volunteers working in crises, to adequately compensate them for possible injury, including psychological trauma/stress, or death in the line of duty.”

6 J. Pictet, above note 2, p. 6. Pictet refers to the Principles as the doctrine which, “[a]long with, but more important than, the Statutes of the International Red Cross[,] creates the unity and the universality of the structure, which, indeed, makes the Red Cross a reality.”

7 See section one, “Understanding and Applying the Fundamental Principles: Challenges and Remedies”, below, as well as the 1991 ICRC-prepared report Respect for and Dissemination of the Fundamental Principles, second intermediary report, COD, Budapest, 1991. This report was based on a survey to which fourteen National Societies replied. Amongst the main difficulties encountered by National Societies in their daily work with regard to the implementation of the Fundamental Principles were poor understanding of their meaning, the fact that staff do not always succeed in shedding personal preferences and political affinities (respectively the principles of impartiality and neutrality), and national law, which can hinder their application, for instance in the context of illegal migration.

8 These are as per the Movement's Statutes, the General Assembly, the COD and the International Conference of the Red Cross and Red Crescent. Whereas the General Assembly brings together only the National Societies, the COD unites all components of the Movement and also includes the International Federation of Red Cross and Red Crescent Societies (IFRC) and ICRC. The International Conference is an official meeting of all Movement components (National Societies, IFRC and ICRC), together with all States party to the Geneva Conventions. It is a truly unique forum, taking place every four years, where the Movement components operate on an equal footing with States and where decisions, called resolutions, are jointly taken on humanitarian matters.

9 Available at: www.ifrc.org/Global/Documents/Secretariat/201506/747leaflet-EN-FINAL.pdf.

10 The 747 framework was officially appreciated by the Humanitarian Principles and Diplomacy Advisory Body of the IFRC, and reported as such to the IFRC Governing Board in November 2012: “The Advisory Body expressed strong support for the work of the Secretariat (Principles and Values) on the development of a user-friendly matrix, which outlines the interpersonal skills needed when applying the Fundamental Principles and their underpinning humanitarian values. Emphasising concrete skills such as empathy, active listening, nonviolent communication and non-judgement will enable the secretariat to provide training and support to National Societies on the [F]undamental [P]rinciples that is practical rather than descriptive, and moves the discussion from the abstract into action.” IFRC Governing Board, Report of the Humanitarian Principles and Diplomacy Advisory Body (HP&DAB), to the 26th Session of the Governing Board, GB/19/1, Geneva, Switzerland, 7–9 November 2012, p. 2.

11 IFRC, Strategy 2010: To Improve the Lives of Vulnerable People by Mobilising the Power of Humanity, Geneva, 1999, adopted 1 October 1999 by the 12th General Assembly of the IFRC in Decision 23.

12 “The promotion of a culture of non-violence and peace … is not an end or final goal, but a process. It is about creating an enabling environment for dialogue and discussion and finding solutions to problems and tensions, without fear of violence, through a process in which everyone is valued. … The promotion of [a culture of non-violence and peace] is an essential part of IFRC's activities, as it not only reduces violence and discrimination but also creates stronger, healthier and more resilient communities.” IFRC, The Red Cross Red Crescent Approach to Promoting a Culture of Non-Violence and Peace, Geneva, 2011, p. 3, available at: www.ifrc.org/PageFiles/53475/1205900-Advocacy%20report%20on%20Promotion%20of%20culture%20of%20peace-EN-LR%20(2).pdf.

13 Ibid., p. 9.

14 “In a world full of challenges we, the youth of the International Red Cross and Red Crescent Movement, commit ourselves to: 1. Inner change and the development of skills to promote harmony and positive attitudes within communities, 2. Live our seven Fundamental Principles as agents of behavioural change in our communities.” IFRC, Youth on the Move, Youth Declaration, IFRC, Solferino, 2009, available at: www.ifrc.org/Global/Publications/youth/170700-Youth_declaration-EN.pdf.

15 Originally called, and still referred to as such by its participants, the YABC conceptual framework or chart.

16 See Katrien Beeckman, “Youth as Agents of Behavioural Change”, RedTalk, 7 July 2011, available at: www.ifrcmedia.org/blog/katrien-beeckman-on-youth-as-agents-of-behavioural-change-promotion-of-a-culture-of-nonviolence-and-peace/ (script) or www.youtube.com/watch?v=ttrvSQpA1JQ.

17 See www.youtube.com/watch?v=Ca2LVGpMfFg. Special tribute goes to Charlotte Tocchio, who first served as an intern with the Principles and Values Department and from 2010 onwards as the Principles and values officer in charge of the global coordination of YABC and pilot-testing of its toolkit; Juan Sáenz, a senior humanitarian and training consultant who designed YABC's peer educator training programme; Alex Malet, a senior inner peace consultant who developed the inner peace module, including a qi-gong manual and video; and Andres Morales, a peer education consultant who made the first draft of the YABC peer educator manual. For a table on the chronology of YABC's development and respective contributions of key co-shapers, see Ismael Velasco, Senior Research Fellow at Brighton University, YABC: Global Impact Report 2008–2012, IFRC, Geneva, 2013 (Global Impact Report), p. 67, available at: adore.ifrc.org/Download.aspx?FileId=57853&.pdf.

18 The Global Impact Report harnesses a mixture of internal evaluation and independent research, captured over five years. The data analyzed comprises 5,550 pages encompassing a global survey of peer educators (with 270 respondents out of a total of 620 at that time), internal in-depth interviews, semi-structured key informant questionnaires, fourteen IFRC reports (evaluating national, regional and international YABC peer educator training events) and thirty-four other internal reports (related to the implementation of the initiative through a variety of follow-up activities), as well as an independent academic study by Brighton University (including original source data). Due to the high volume and huge diversity of evidence sources, which presented a number of challenges to conventional research approaches, evaluation methods used include maximum variation sampling, mixed methods, triangulation, negative cases, and benchmarking with single-method probabilistic quantitative research. Ibid.

19 See for instance, COD, Resolution 7, “Respect for and Dissemination of the Fundamental Principles”, Budapest, 1991; and COD, Resolution 3, “Promoting Respect for Diversity and Non-Discrimination: A Contribution to Peace and Friendship between Peoples”, Seoul, 2005, para. 3, available at: www.icrc.org/eng/resources/documents/resolution/council-delegates-resolution-3-2005.htm.

20 COD, Resolution 3, above note 19.

21 IFRC, above note 11, p. 15. The humanitarian values will be looked at in section two, “Towards Enhanced Understanding and Application Through Unpacking the Fundamental Principles: The 747 Framework”, below.

22 Ibid.

23 “Strategic Aim 3: Promote Social Inclusion and a Culture of Non-Violence and Peace”, in IFRC, Strategy 2020: Saving Lives, Changing Minds, adopted by the IFRC General Assembly in November 2009, p. 17, available at: www.ifrc.org/Global/Publications/general/strategy-2020.pdf. The promotion of the practical application of the Fundamental Principles figures as the first subsection under Strategic Aim 3. Before the adoption of Strategy 2020, several CODs had already referred to the promotion of humanitarian values across religious, political and ethnic lines so as to encourage a change in behaviour, promoting tolerance, nondiscrimination and respect for diversity. See, for instance, COD, Resolution 12, “Strengthening Humanitarian Values Across Religious, Political and Ethical Lines”, Geneva, 2001, available at: www.icrc.org/eng/resources/documents/resolution/council-delegates-resolution-12-2001.htm; and COD, Resolution 9, “Promote Respect for Diversity and Fight Discrimination and Intolerance”, Geneva, 2003, available at: www.icrc.org/eng/resources/documents/resolution/council-delegates-resolution-9-2003.htm.

24 IFRC, Mid-Term Review of Strategy 2010, Geneva, 2005, p. 15, available at: http://www.eird.org/herramientas/eng/partners/federacion/ifrcstrategy.pdf. See also, based on the mid-term review, IFRC, Federation of the Future (2006–2010): Working Together for a Better Tomorrow, Geneva, 2006, available at: www.ifrc.org/PageFiles/95733/01.%20Federation%20of%20the%20Future_IFRC.pdf.

25 See Table 1, below (third column, humanitarian values).

26 J. Pictet, above note 2, p. 52.

27 Ibid.

28 See in section two, below, the third component of the principle of impartiality as well as Pictet's explanation of the application of the principle of neutrality in terms of qualities required in a human being.

29 The COD is an official statutory meeting of the RCRC Movement which takes place every two years and unites all RCRC National Societies (189 at the time of writing), the IFRC and the ICRC. Those 2013 consultations, the findings of which were brought to the 2013 COD, were part of the Movement-wide Initiative on the Fundamental Principles created at the occasion of the 50th anniversary of their adoption. The consultations sought the opinions of volunteers, staff, leaders and members of the Movement on their operational, institutional and individual perspective towards the Fundamental Principles. See Council of Delegates, Workshop on Fundamental Principles, background paper and outline, Sydney, 2013, available at: www.icrc.org/eng/assets/files/red-cross-crescent-movement/council-delegates-2013/cod-2013-draft-0-ws-outline-fp.pdf.

30 Ibid., p. 3.

31 Global Impact Report, above note 17, p. 25 and Annex 6. Reference is made to an academic study (unpublished) conducted by the University of Brighton (UK) and Charles University (Czech Republic), in Jordan, on the common ethical vocabulary emerging from YABC training and embedded in the 747 framework (see section two, below). The most relevant and frequently used YABC values vocabulary identified in the study concentrates on the middle sphere that connects the Fundamental Principles to behaviour, namely the components and underpinning values of the various Fundamental Principles (see 747 framework in Table 1, below). This suggests that the Fundamental Principles alone may in fact be too abstract to link immediately to concrete attitudes and behaviours in many people's minds and makes them naturally less personally relevant. On the other hand, their nested components and values, being more specific, may trigger more concrete associations, and thus be more immediately connected to attitudes and behaviours and individuals' daily lives.

32 27th International Conference of the Red Cross and Red Crescent, Resolution 1, “Adoption of the Declaration and the Plan of Action”, Geneva, 1999, Annex 2, “Plan of Action 2000–2003”, Final Goal 3.2, “New Initiatives to Meet the Needs of Vulnerable People and to Reduce Discrimination and Violence in the Community”, paras 7 and 7(a), available at: www.icrc.org/eng/resources/documents/resolution/27-international-conference-resolution-1-1999.htm.

33 IFRC, above note 12, p. 12.

34 See www.ifrc.org/en/get-involved/learning-education-training/humanitarian-education/what-is-humanitarian-education/.

35 A pledge to promote skills- and values-based education at the 30th International Conference of the Red Cross Red Crescent in 2011 today counts sixty-six signatories, amongst which are sixty National Societies, two States and four external organisations. Available at: www.ifrc.org/PageFiles/53475/Skills%20and%20Values%20based%20education%20pledge-with%20logo.pdf. See also Katrien Beeckman, “Skills and Values Based Education to Foster a Culture of Non-Violence and Peace”, Education for Global Citizenship, Education Above All, Doha, July 2012, pp. 138–140, available at: www.ineesite.org/uploads/files/resources/EAA_Education_for_Global_Citizenship.pdf; and Katrien Beeckman, “Multicultural Skills and Values Based Education Fostering a Culture of Non-Violence and Peace”, keynote opening address at the International Conference on Migration and Multicultural Education, Seoul National University, Korea, July 2012, available at: www.ifrc.org/fr/nouvelles/discours-et-points-de-vue/discours/2012/multi-cultural-skills-and-values-based-education-fostering-a-culture-of-nonviolence-and-peace/.

36 COD, Resolution 3, above note 19, 2.d.

37 COD, Promoting Respect for Diversity, Fighting Discrimination and Intolerance: Guidance and Guiding Questions, document prepared jointly by the IFRC and ICRC, COD 2005–5/1, Geneva, June 2005, p. 10.

38 See www.ifrc.org/en/what-we-do/youth/youth-development/youth-commission/.

39 On cognitive and non-cognitive education, see K. Beeckman, “Multicultural Skills and Values Based Education”, above note 35.

40 Ibid.

41 K. Beeckman, “Skills and Values Based Education”, above note 35, p. 141.

42 J. Pictet, above note 2.

43 Actually, the seven Principles as adopted in 1965 can be regarded as a contraction of a prior larger set of seventeen principles (and six rules of application) adopted by the Board of Governors of the League (the predecessor of the IFRC's Governing Board) at Oxford in 1956, also known as the “Oxford principles”. See slide presentation at www.ifrc.org/en/who-we-are/vision-and-mission/principles-and-values/; and J. Pictet, above note 2, pp. 6, 32.

44 These are induction courses for newly appointed RCRC leaders, such as National Society presidents and secretaries-general, which take place on an annual basis.

45 See 747 framework, and quote from YABC trainer in section three, “Towards Living the Fundamental Principles and Promoting a Culture of Non-Violence and Peace: Youth as Agents of Behavioural Change”, below, from Global Impact Report, above note 17, p. 205.

46 See K. Beeckman, above note 16.

47 See IFRC, above note 12, p. 8, and statements referenced above.

48 See section one, above.

49 Respectively linked to the Fundamental Principles of humanity, impartiality and universality.

50 See www.ifrc.org/Global/Documents/Secretariat/201506/747leaflet-EN-FINAL.pdf. The official brochure, available in six languages, adds two columns in which each individual can freely insert his/her own values” (“my values”) and individual action plan (“my action”).

51 For readers who would like to go more in depth on the skills, see IFRC, Promoting a Culture of Non-Violence through Youth as Agents of Behavioural Change: YABC Toolkit, Geneva, 2014, of which a sample is available at: www.ifrc.org/en/what-we-do/principles-and-values/youth-as-agents-of-behavioural-change-yabc/. For a video presentation on the toolkit, see www.youtube.com/watch?v=4TVt_LE5R_k.

52 J. Pictet, above note 2, p. 13 (change by the current author from original “mankind” to “humankind”).

53 Ibid., p. 14.

54 Ibid.

55 As a synonym for compassion, Pictet mainly uses “pity”, a word whose meaning today has changed to become more negatively connoted.

56 Dalai Lama, Widening the Circle of Love, ed. and trans. Jeffrey Hopkins, Rider & Co, London, 2005.

57 IFRC, above note 51. Empathy is self-evidently also embedded in the Movement's mission to “prevent and alleviate human suffering wherever it may be found, to protect life and health and ensure respect for the human being, in particular in times of armed conflict and other emergencies, to work for the prevention of disease and for the promotion of health and social welfare, to encourage voluntary service and a constant readiness to give help by the members of the Movement, and a universal sense of solidarity towards all those in need of its protection and assistance.” Statutes of the International Red Cross and Red Crescent Movement, adopted by the 25th International Conference of the Red Cross at Geneva in October 1986 and amended by the 26th International Conference at Geneva in December 1995 and by the 29th International Conference at Geneva in June 2006, available at: www.standcom.ch/statutes-of-the-international-red-cross-and-red-crescent-movement/.

58 J. Pictet, above note 2, p. 47. Following changes made by current author: “her” added, and the word “sympathy”, used by Pictet, is replaced with “compassion”, to which Pictet in essence refers (see note 56 above).

59 IFRC, above note 51.

60 Proclamation of the Fundamental Principles of the Red Cross, 20th International Conference of the Red Cross, Vienna, 1965 (revised text), available at: www.icrc.org/eng/resources/documents/red-cross-crescent-movement/fundamental-principles-mov.

61 J. Pictet, above note 2, p. 31.

62 IFRC, above note 51.

63 J. Pictet, above note 2, p. 32. Pictet emphasizes that the third component is of direct individual relevance and application, since the agents of the Red Cross and Red Crescent (staff, volunteer, members), rather than the institution, are in a position to apply it. He explains that the principle of impartiality is a regrouping of three individual ones, before the 1965 adoption: the principle of non-discrimination and the principle of proportionality, both of which constitute substantive principles like the principle of humanity, and the actual (strict) principle of impartiality, which is, together with neutrality and independence a derivative principle, whose purpose is to assure the Red Cross and Red Crescent of the confidence of all parties, which is indispensable to it.

64 Ibid.

65 Ibid.

66 Ibid.

67 Ibid.

68 Ibid.

69 Ibid., p. 51.

70 Ibid., p. 54.

71 “[The National Society] shall not withhold membership from any of its nationals, whoever they may be, on grounds of race, sex, class, religion or political opinions. This is a non-exhaustive list of grounds against which discrimination in recruitment is prohibited … The principle of multitudinism does not mean that a Red Cross Society must accept all the citizens of its country without exception. On the contrary, it has the indisputable right to exclude individuals on grounds of their [ethical] character, and also on grounds of ability.” Ibid., pp. 54–55. The current author uses the word “ethical” instead of “moral”, used by Pictet, since the latter today can have a religious connotation. See also the concrete recommendations on how to “ensur[e] openness and diversity within the components of the International Red Cross and Red Crescent Movement” in the annex to COD, Resolution 9, above note 23: “a. Presidents and Secretaries-General within the Movement organizations should undertake an assessment of the composition of the leadership, staff, volunteers and membership of the organizations they lead. b. Imbalances in membership on whatever ground – race, religion, sex, age, must be identified and urgently addressed. c. Components of the Movement, particularly National Societies, which have already taken actions in this regard are called on to share their experiences, so we can all learn from the work of others.”

72 J. Pictet, above note 2, p. 55.

73 Ibid., p. 53 (change by current author from “man” to “human”). Pictet continues that the neutral person “will sense the futility of the reasons commonly invoked to launch one nation into war against another. In this respect, it is reasonable to say that neutrality constitutes a first step towards peace.” Ibid., p. 34.

74 See also K. Beeckman, above note 16. For more information on the skill of non-judgement, see IFRC, above note 51.

75 J. Pictet, above note 2, p. 22.

76 IFRC, above note 51.

77 See www.nonviolentcommunication.com/index.htm.

78 For more information, see IFRC, above note 51.

79 Ibid.

80 IFRC, above note 23, p. 17.

81 A mediator merely facilitates – i.e., enables the parties to explore and reach an agreement themselves through setting up an environment conducive to consensus-building. See IFRC, above note 51.

82 J. Pictet, above note 2, p. 21.

83 Jean-Henri Dunant, Un souvenir de Solférino, Jules-Guillaume Fick, Geneva, 1862, available at: www.icrc.org/eng/assets/files/publications/icrc-002-0361.pdf.

84 IFRC, above note 51. Resilience is an interplay of individual, relationship, community and cultural factors. Factors that contribute to resilience include a positive view of ourselves and confidence in our strengths and abilities; the ability to manage emotions, strong feelings and impulses; good problem-solving and communication skills; “feeling in control” and not seeing ourselves as victims; seeking help and resources; coping with stress in healthy ways and avoiding harmful coping strategies such as substance abuse; close relationship with family and friends; and helping others. Ibid. See IFRC, above note 12, p. 20; and IFRC, Youth as Drivers of a Culture of Non-Violence and Peace: The Power of Sports, Arts and Creativity, report of the side event at the 28th International Conference of the Red Cross and Red Crescent, Geneva, 28 November 2011, intervention by Prof Dr M. Ungar, available at: www.ifrc.org/PageFiles/53475/31IC-sideeventIOCreportfinal.pdf.

85 K. Beeckman, above note 16.

86 IFRC, The Road to Resilience: Bridging Relief and Development for a More Sustainable Future, Geneva, 2012, available at: www.ifrc.org/PageFiles/40792/1224500-Road%20to%20resilience-EN-LowRes%20(2).pdf.

87 Mahatma K. Gandhi, The Collected Works of M. K. Gandhi, Publications Division, New Delhi, 1942.

88 See IFRC, above note 51, which further explains how inner peace is also linked to individual (application of) neutrality and impartiality, and reinforces personal resilience and health.

89 J. Pictet, above note 2, p. 52.

90 YABC trainer, South Asia, male, quoted in Global Impact Report, above note 17, p. 20.

91 For more information, see www.ifrc.org/yabc.

92 The toolkit activities have a standard and easily usable format, following the same structure for each activity: 1. Goal; 2. Summary; 3. Expected learning; 4. Approximate time needed; 5. Required materials (on principle limited to the strict minimum and locally available); 6. Cross-cultural tips; 7. Facilitation tips; 8. Suggested step-by-step process; 9. Debriefing phases and questions; 10. Expected key points and conclusions from participants; 11. Facilitation notes; 12. Possible variation. IFRC, above note 51. Access the introductory brochure as well as a sample of the toolkit at: www.ifrc.org/yabc.

93 See IFRC, above note 51, and the table of contents of the introductory brochure, available at: www.ifrc.org/PageFiles/53518/YABC%20toolkit%20introduction.pdf.

94 For further information on how YABC has been implemented in the community, see Global Impact Report, above note 17, pp. 42 ff., 131 ff.

95 These are organized mostly by National Societies and occasionally by the IFRC. A training of YABC peer educators takes five days, after which participants are able to use the methodology and understand the subject matter and are confident to facilitate the toolkit activities with other youth. In addition to the thematic and intra- and interpersonal skills focus, they are also trained on peer education, group dynamics, motivation and learning, communication skills, facilitation techniques and organization of a peer education session. Finally, they gain a brief training in community project design and social mobilization through creative platforms such as art, music, theatre and sport. For more information on the training, see K. Beeckman, “Skills and Values Based Education”, above note 35, pp. 143–145.

96 Special tribute goes to Juan Sáenz, senior humanitarian and training consultant, who fleshed out YABC's non-cognitive learning approach and pedagogical model based on a combination of a wide variety of educational theories and lessons learned from humanitarian programmes, including in particular: Sean Lowrie, Emma Jowette and Juan Sáenz, Lessons from the Sphere Training of Trainers (ToT) Courses: A Reference for Facilitators, The Sphere Project, Geneva, January 2005, available at www.sphereproject.org/download-resource.php?guid=54e4659ed515; Malcolm Shepherd Knowles, The Modern Practice of Adult Education: Andragogy versus Pedagogy, Follet Publishing Company, Chicago, IL, 1980; David A. Kolb, Experiential Learning: Experience as the Source of Learning and Development, Prentice, Englewood Cliffs, NJ, 1984; Samuel Bloom, David McKay, Bertram B. Masia and David Reading Krathwohl, Taxonomy of Educational Objectives, Handbook II: Affective Domain, David McKay Company, New York, 1964; Tuckman, Bruce Wayne and Jensen, Mary Ann, “Stages of Small Group Development”, Group and Organizational Studies, No. 2, 1977, pp. 419–427CrossRefGoogle Scholar; Paulo Freire and Ana Maria Araújo Freire, Pedagogy of Hope: Reliving Pedagogy of the Oppressed, Continuum, New York, 1994. For additional references, see IFRC, above note 51; and Global Impact Report, above note 17, pp. 61–86.

97 K. Beeckman, above note 16.

98 Global Impact Report, above note 17, pp. 61–86.

99 This is a person's feeling of capability to implement or practice the acquired learning, which in a YABC context is to behave and engage in action based on and aligned with the Fundamental Principles and humanitarian values. Ibid., p. 19.

100 YABC trainer, Europe, female, quoted in Ibid., p. 205.

101 Ibid., p. 53.

102 Ibid., pp. 53–54.

103 IFRC country representative, MENA, Ibid., p. 191.

104 Former coordinator of relief operations during the civil unrest, National Society, MENA, quoted in Ibid., pp. 193–194.

105 For a contextualized example of the YABC impact, see Saleem, Mohannad Jehad, Al-Jamal, Mahdi, Lassen, Nelima and Iakovidi, Kleio, “The Beginning of a Journey: YABC – Youth as Agents of Behavioural Change in Palestine”, Coping with Crisis, No. 1, 2014, pp. 24–25Google Scholar; and Beeckman, Katrien and Tocchio, Charlotte, “A Beacon of Light and Life: Results of the Global Impact Study”, Coping with Crisis, No. 1, 2014, p. 26Google Scholar, available at: http://pscentre.org/wp-content/uploads/Coping1-2014.pdf.

106 See Global Impact Report, above note 17, pp. 34–35 and Appendix 5, for more quotations.

107 Head of IFRC Delegation, South Asia, quoted in Ibid., p. 188.

108 Former senior coordinator, IFRC Post-Conflict Recovery Programme, quoted in Ibid., p. 194.

109 Former senior coordinator, IFRC Post-Conflict Recovery Program, Asia-Pacific, quoted in Ibid., p. 194.

110 YABC trainer, National Society, MENA, quoted in ibid., pp. 217–218.

111 Ibid., Part 3, “Organisational Impact of YABC”, pp. 129 ff.

112 YABC trainer, National Society, Europe, ibid., p. 204.

113 The YABC toolkit comprises psychosocial support guidelines for toolkit users.

114 Former coordinator of relief operations during civil unrest, National Society, MENA, quoted in ibid., p. 197.

115 In the survey for YABC-trained peer educators conducted as part of the Global Impact Report, 95% of respondents replied positively to the question, “Does YABC strengthen cohesion/collaboration between branches under one National Society?” Ibid., p. 229.

116 Trainer, National Society volunteer, MENA, quoted in ibid., p. 204.

117 Respondents report that the YABC chart is often used not only in the Red Cross and Red Crescent but as a more general personal guide for resolving the challenges and dilemmas of their private affairs. See in-depth interviews with peer educators and trainers in ibid., p. 76 (triangulated by observers; see ibid., p. 31).

118 Fundamental Principles consultation, Austrian Red Cross, 5 July 2013, notes submitted by email. Rewording added by author.

119 See the definition of integrity as “the extent to which the National Societies and their International Federation possess the will and the ability to act in pursuit of their respective declared objectives, policies and standards in full accordance with the Fundamental Principles of the Movement”, in IFRC, Policy on the Protection of Integrity of National Societies and Bodies of the International Federation, Geneva, 2009, as earlier adopted by the IFRC General Assembly, Doc. AG/20/1 of the 9th Session of the General Assembly, Birmingham, 1993, p. 3 (as amended by the 15th Session of the General Assembly, Seoul, 2005). See also IFRC, National Society Development Framework, Geneva, 2013, available at: www.ifrc.org/Global/Documents/Secretariat/201505/1269801-NSD%20framework%202013-EN-LR.pdf.

120 COD, Workshop on Fundamental Principles, background paper and outline, 2013, p. 3, available at: https:// www.icrc.org/eng/assets/files/red-cross-crescent-movement/council-delegates-2013/cod-2013-draft-0-ws-outline-fp.pdf.

121 See www.ifrc.org/en/what-we-do/volunteers/global-review-on-volunteering/.

122 J. Pictet, above note 2, p. 6.