Programs

Professional Certificate in Applied Psychosocial Support and Community Mental Health

Number of participants

Maximum of 40 participants per module

Fee per participant: $150 for each module

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Rationale

Students graduating with a bachelor’s in psychology have very few outlets for employment within their field. The limited seats for graduate studies and high competitiveness have led to a lot of students taking a gap year after they graduate. The suggested modules are designed as a stackable or stand-alone certification, that can increase employability of students with a bachelor’s in psychology (as well as other majors such as education, nursing, mental health related fields) and graduate students in psychology, by equipping them with knowledge and a toolbox needed, for those wishing to go towards NGO work and psychosocial support. The program maps onto the SDGs, mainly SDG 3 – Good Health and Well-Being, SDG 4 – Quality Education, SDG 10 – Reduced Inequalities, and SDG 11 – Sustainable Cities and Communities

Target Audience

Modality

The certificate will be divided into 4 modules of 15 hours each (1 credit each), each divided across 2 days (Friday and Saturday, 8.30am – 3.30pm). Participants can choose to take all 4 modules, or they have the option to attend one or more modules, in which case they will receive a certificate of attendance for that module only.

Module leads

Full-time or part-time faculty at LAU, all terminal degree holders in Psychology and/or prominent speakers, including Dr. Marie Anne El-Khoury giving Module 2 and Dr. Pia Tohme giving Module 4. Each module will have a guest speaker from a local NGO partner, for 1-2 hours, introducing their work, as well as a case study that the students will be required to work on.

Possible NGO partners

Assessment

Participants will be required to complete 10 MCQs related to the case study, based on the learning outcomes and skills gained through the relevant module. Course leads will provide feedback on the case study within 1 week of completion. Participants will receive their certificate if they receive a passing grade on the MCQs.

Program

Module 1 - Foundations of Psychosocial Support and Psychological First-Aid

This module equips learners with essential skills to provide immediate psychological and physical support in crisis situations. It integrates Psychological First Aid (PFA) principles with basic emergency response training, enabling learners to recognize distress, stabilize emotional reactions, and respond safely to emergencies, based on evidenced-based, culturally-sensitive techniques, while maintaining empathy and professional boundaries. Participants will also be introduced to the IASC MHPSS intervention pyramid, Sphere Standards, and the Do No Harm approach, emphasizing ethical and coordinated service delivery in humanitarian and community settings. The second part of this module focuses on applied case examples and participatory activities for managing psychosocial support cases, ensuring continuity of care, and coordinating with multidisciplinary service networks. Learners develop skills in assessment, documentation, and referral while maintaining confidentiality and ethical standards. They will be introduced to the various referral resources (institutions, NGOs, PHC, NMHP). The module also emphasizes the importance of follow-up, client empowerment, and inter-agency collaboration. By the end, learners will have built a foundational understanding of how psychosocial support contributes to recovery, empowerment, and social cohesion in diverse settings, as well as learned to support individuals effectively through structured case management and responsive referral systems.

Learning Outcomes

SDG 3 – Good Health and Well-Being

SDG 4 – Quality Education

SDG 10 – Reduced Inequalities

Module 2 – A Wholistic Approach to Wellbeing

This module expands the learner’s understanding of wellbeing as a multidimensional and dynamic process shaped by the interplay of psychological, physical, social, and environmental factors. It moves beyond symptom reduction toward cultivating balance, self-awareness, and resilience across life domains. Students will explore stress, coping, and adaptation processes within individuals and communities, while examining the role of support systems in promoting mental health.  The first part of the module focuses on the science of wellbeing, examining the determinants of health and stress, the role of lifestyle behaviors (sleep, nutrition, and physical activity), and the influence of social and cultural environments on mental health outcomes. Participants are introduced to evidence-based tools to assess stress, wellbeing, and lifestyle habits, developing practical skills in screening and psychoeducation. The second part translates theory into practice by engaging participants in behavior change frameworks and stress management. Drawing on health psychology and social influence theories, students learn to craft persuasive and empathetic messages, conduct motivational interviews, and manage challenging conversations. Through role-play and practical scenarios, the module builds the interpersonal, advocacy, and communication skills needed in psychosocial and community development work.

Learning Outcomes

SDG 3 – Good Health and Well-Being

SDG 4 – Quality Education

SDG 10 – Reduced Inequalities

SDG 11 – Sustainable Cities and Communities

Module 3 - Community-Based Mental Health and Outreach

This module focuses on designing and implementing community-level approaches to promote mental health and psychosocial wellbeing. Learners explore participatory outreach strategies, stigma reduction, and culturally sensitive engagement with vulnerable groups. Through this module, students will gain and apply the skills to design group interventions with clear aims, inclusion and exclusion criteria, ground rules, and risk management protocols. Participants will be introduced to the principles of group work in psychosocial and community contexts and explore the stages of group development, facilitation roles, and ethical considerations in leading groups. They will examine how different types of groups (psychoeducation groups, support groups) differ in structure, goals, and facilitation style. Through applied role plays, students will gain experience in teaching concise, evidence-based content using interactive methods such as demonstrations, worksheets, and skills practice. The module also trains learners to handle common facilitation challenges, such as silence, conflict, or distress, with confidence and empathy. Participants will develop competencies in documentation and evaluation. By the end of this module, students will have integrated sustainability, inclusion, and empowerment as key principles of community-based mental health interventions.

Learning Outcomes

SDG 3 – Good Health and Well-Being

SDG 4 – Quality Education

SGD 5 – Gender Equality

SDG 10 – Reduced Inequalities

SDG 11 – Sustainable Cities and Communities

SDG 17 – Partnerships for the Goals

Module 4 - Project Design, Monitoring, and Evaluation for Psychosocial Program

This module introduces participants to the essential tools of project cycle management within psychosocial and community health contexts. Students learn how to design needs-driven interventions, develop logical frameworks, and establish measurable indicators for psychosocial outcomes. Emphasis is placed on participatory approaches, ethical data collection, and impact assessment (M&E). The module covers needs assessment and problem analysis, helping participants identify psychosocial priorities within communities through participatory methods such as focus groups, key informant interviews, and community mapping. Learners will practice translating assessment findings into clear project objectives, results, and activities, based on case studies looking at mental health in the workplace, or in healthcare settings. By the end of the module, learners will be able to contribute to project proposals (writing, review, budget), monitoring reports, and evaluations that strengthen the quality and accountability of psychosocial support programs.

Learning Outcomes

SDG 3 – Good Health and Well-Being

SDG 4 – Quality Education

SDG 10 – Reduced Inequalities

SDG 11 – Sustainable Cities and Communities

SDG 16 – Peace, Justice, and Strong Institutions

Career Pathways

Graduates will be qualified for roles such as: