Wednesday, July 01, 2026

From Trauma to Transformation: Why Capacity Development in MHPSS Matters

Reflections on the BMZ Recommendation Paper and Lessons for Community-Based Mental Health

The recently published Recommendation Paper on Training and Capacity Development in Mental Health and Psychosocial Support (MHPSS) in Development Cooperation, commissioned by the German Federal Ministry for Economic Cooperation and Development (BMZ) and developed by GIZ together with leading international organisations, is an important contribution to the field of humanitarian mental health. The paper provides evidence-based guidance for designing, implementing, and sustaining Mental Health and Psychosocial Support (MHPSS) training programmes in conflict-affected settings, particularly drawing on experiences from Syria and Iraq.

Although the recommendations emerge from the Middle East, they have significant relevance for countries like India, where survivors of torture, caste discrimination, communal violence, trafficking, and structural exclusion continue to experience profound psychosocial distress.

Beyond Clinical Care: A Rights-Based Perspective

One of the report's strongest messages is that mental health cannot be separated from social, political, and human rights realities. Psychosocial distress is often a natural response to violence, displacement, discrimination, and injustice rather than merely an individual medical condition. The report therefore advocates approaches that integrate empowerment, dignity, social participation, and community support into psychosocial care.

This perspective resonates strongly with rights-based organisations working in contexts where structural violence shapes people's everyday lives.

Building Human Capacity Rather than Delivering Short-Term Training

The recommendation paper argues that effective MHPSS training is not a one-time workshop but a long-term process of developing competencies. It emphasizes:

  • relationship-building and supportive communication;
  • self-awareness and reflective practice;
  • supervision and continuous mentoring;
  • contextual adaptation rather than standardized models; and
  • strengthening existing local capacities instead of replacing them.

The report highlights three core principles:

  1. invest in long-term competency development rather than brief trainings;
  2. build upon the experience and strengths that trainees already possess; and
  3. adapt every training programme to local cultural, social, and political realities.

These recommendations are particularly valuable for organizations working in fragile and marginalized communities.

Community Participation as the Foundation of Healing

Rather than limiting psychosocial support to specialists, the paper recommends strengthening the capacities of teachers, social workers, community workers, humanitarian practitioners, and local volunteers who already maintain trusted relationships within their communities. This reflects an ecological understanding of mental health in which families, schools, and communities all contribute to psychosocial wellbeing.

Such an approach is especially relevant in low-resource settings where access to psychiatrists and psychologists remains limited.

Context Matters

The report repeatedly emphasizes that MHPSS programmes should never be detached from local realities. Training must account for:

  • ongoing violence or post-conflict conditions;
  • cultural understandings of distress;
  • local belief systems;
  • gender dynamics;
  • safety and risk management;
  • political and historical contexts; and
  • the lived experiences of trainees themselves.

This reinforces an important lesson for practitioners: effective psychosocial support cannot simply be imported from one context to another—it must be co-created with local communities.

Relevance for India

Many of the recommendations have direct implications for India, where psychosocial distress frequently intersects with caste discrimination, communal conflict, gender-based violence, displacement, bonded labour, and torture.

Community-based organizations have long demonstrated that recovery involves more than counselling alone. It requires restoring dignity, strengthening social networks, enabling participation, and addressing structural injustice alongside emotional healing.

Looking Forward

The BMZ Recommendation Paper offers a comprehensive framework for strengthening Mental Health and Psychosocial Support systems in humanitarian and development settings. By emphasizing locally grounded capacity development, human rights, community participation, and long-term supervision, it moves beyond traditional clinical models toward a more holistic understanding of psychosocial wellbeing.

As governments, civil society organizations, universities, and humanitarian agencies expand investments in MHPSS, this publication provides timely guidance for building sustainable, culturally responsive, and rights-based support systems.

For practitioners working at the intersection of mental health, human rights, and community development, this recommendation paper is an essential resource that deserves careful study and wider application.

Reference

Recommendation Paper on Training and Capacity Development in Mental Health and Psychosocial Support (MHPSS) in Development Cooperation: As Exemplified in the Context of the Crises in Syria and Iraq. Commissioned by the German Federal Ministry for Economic Cooperation and Development (BMZ) and developed by GIZ in collaboration with international MHPSS partners. 

Link: https://www.bmz.de/resource/blob/97996/recommendation-paper-on-training-and-capacity-development-in-mhpss.pdf

https://www.scribd.com/document/1056955180/From-Trauma-to-Transformation-Why-Capacity-Development-in-MHPSS-Matters

PVCHR's Contribution to Advancing Testimonial Therapy: A Human Rights-Based Approach to Trauma Rehabilitation


 The rehabilitation of survivors of torture requires more than psychological treatment; it demands the restoration of dignity, social recognition, and justice. This principle underpins the work of the People's Vigilance Committee on Human Rights (PVCHR) in adapting Testimonial Therapy for the Indian context through collaboration with the Rehabilitation and Research Centre for Torture Victims (RCT), Denmark.

Recognizing that trauma is deeply embedded within social, cultural, and political realities, PVCHR integrated Asian cultural and spiritual traditions into the therapeutic process, creating a more culturally responsive model of rehabilitation. A distinctive innovation was the introduction of a voluntary public testimonial ceremony, where survivors shared their experiences within their communities. This process transformed private suffering into public recognition, strengthened survivors' dignity, reduced stigma, and fostered community engagement in human rights and justice.

The collaborative experience, documented in the Torture Journal, acknowledges the leadership of Dr. Lenin Raghuvanshi and PVCHR in developing a holistic, community-based approach that combines mental health, human rights, and social participation. The Indian adaptation demonstrates that sustainable recovery from torture requires not only psychological care but also cultural identity, community solidarity, and public acknowledgement of survivors' experiences.

PVCHR's work represents an important contribution to the global discourse on trauma rehabilitation, illustrating how culturally sensitive, rights-based interventions can strengthen resilience, promote social healing, and advance restorative justice.

Further Reading:
Testimonial Therapy in IndiaTorture Journal: https://tidsskrift.dk/torture-journal/article/view/129580/178006

Scholarships as a Human Rights Intervention: Investing in Education to Build a Stronger Nation, a More Just State, and a Better World

Education as the Foundation of Democratic Development

Education is widely recognized as one of the most transformative investments for sustainable development. It is not merely a means of acquiring knowledge but a fundamental human right that expands freedoms, enhances capabilities, and strengthens democratic societies. The Universal Declaration of Human Rights (Article 26) and the United Nations Sustainable Development Goals (SDGs) identify equitable access to education as essential for reducing poverty, promoting gender equality, fostering inclusive economic growth, and building peaceful societies.

For more than two decades, the People's Vigilance Committee on Human Rights (PVCHR) has understood education as a strategic human rights intervention. Working with marginalized communities affected by caste discrimination, poverty, gender inequality, and social exclusion, PVCHR has consistently demonstrated that educational support is among the most effective pathways for creating resilient communities and strengthening democratic institutions.

The recent scholarship initiative, supporting 170 students from marginalized communities—particularly girls pursuing higher education—represents far more than financial assistance; it is a strategic investment in India's human capital, social justice, and sustainable development. This initiative has been made possible through the generosity of Swedish philanthropists Andreas Stenberg and Jessie Sommarström, facilitated by Parul Sharma (Sweden), whose commitment to educational equity has strengthened opportunities for marginalized youth in India. In accordance with regulatory requirements, the international contribution was transferred through ASHA, which facilitated the receipt of funds in India, while JanMitra Nyas and the People's Vigilance Committee on Human Rights (PVCHR) coordinate a transparent and accountable scholarship selection and management process to ensure that the support reaches deserving students and contributes to long-term social transformation.

Human Capital and Nation Building

Economic research consistently demonstrates that investment in education generates substantial social returns. Educated citizens contribute to:

  • Higher productivity
  • Improved public health
  • Greater civic participation
  • Reduced poverty
  • Increased innovation
  • Stronger democratic governance

For India, where demographic change presents enormous opportunities, investing in young people from historically marginalized communities is both a moral responsibility and a national development strategy.

Every scholarship represents an investment in future teachers, lawyers, nurses, entrepreneurs, social workers, scientists, and community leaders.

Rather than viewing scholarships as welfare, PVCHR regards them as investments in human capabilities, echoing the work of Nobel Laureate Amartya Sen, who argues that development should be measured by people's freedom to realize their potential.

Breaking Intergenerational Poverty Through Education

Most scholarship recipients supported by PVCHR come from families where education competes with immediate survival.

Many parents are:

  • Daily wage labourers
  • Auto-rickshaw drivers
  • Agricultural workers
  • Domestic workers
  • Informal sector employees

For these households, educational expenses often become impossible after illness, unemployment, or family crises.

Without intervention, poverty reproduces itself across generations.

Educational scholarships interrupt this cycle.

By enabling students to continue learning, scholarships increase future earning capacity while simultaneously improving health, gender equality, civic participation, and community resilience.


Case Study: Education as a Pathway to Resilience—The Story of Saniya and Saloni Sahani

The educational journey of Saniya and Saloni Sahani demonstrates how targeted scholarship interventions can strengthen family resilience, promote educational continuity, and interrupt the intergenerational cycle of poverty. Their experience illustrates that scholarships are not merely financial transfers but strategic investments in human capability, social mobility, and sustainable development.

Saniya and Saloni belong to a low-income family from Sarai Mohana village, located at the confluence of the Ganga and Varuna rivers in Varanasi district, Uttar Pradesh. Their late father, Raghuvar Sahani, worked as an auto-rickshaw driver, earning approximately ₹6,000 per month to support his wife and four children. Despite severe financial constraints, he consistently prioritized his children's education, dedicating a substantial portion of his limited income to school expenses while managing household needs and his own medical treatment. His aspiration was simple yet transformative: that his children would receive quality education, secure dignified employment, and escape the cycle of poverty.

The family's circumstances deteriorated dramatically in 2023 when Raghuvar Sahani passed away at the age of 46 following a prolonged illness caused by Hepatitis B. The cost of medical treatment exhausted the family's savings, forcing them to sell the family's only productive asset—the auto-rickshaw—and leaving them burdened with debt. The sudden loss of both income and financial security placed the family's future, particularly the education of the children, at significant risk.

However, rather than abandoning their educational aspirations, the family responded with remarkable resilience. Sixteen-year-old Aditya, the younger brother, combined his studies with part-time work as a house painter to contribute to household income. Saniya and Saloni also assumed economic responsibilities by operating seasonal stalls during religious festivals such as Mahashivratri and the Panchkoshi pilgrimage, selling garlands and religious offerings, undertaking tailoring work from home, and producing and selling curd from purchased milk. These livelihood activities enabled the family to meet immediate survival needs while continuing to prioritize education.

A decisive factor in sustaining their educational journey was the long-term support provided through the scholarship programme of the People's Vigilance Committee on Human Rights (PVCHR) and JanMitra Nyas. The sisters had been receiving educational assistance while their father was still alive. During her intermediate education, Saloni was also provided with a bicycle, significantly reducing travel time, improving school attendance, and enabling her to balance education with household responsibilities. Even during the final stages of his illness, Raghuvar Sahani found reassurance in the knowledge that the organization would continue supporting his children's education regardless of his own survival.

The impact of this sustained intervention is evident in their educational achievements. Saniya successfully completed her undergraduate studies and enrolled in a Master of Arts (M.A.) programme at Shri Ram Postgraduate College in July 2025, while Saloni completed her intermediate education and enrolled in a Bachelor of Science (B.Sc.) programme at Sudhakar Mahila Degree College. These milestones represent not only personal academic success but also the fulfilment of their father's vision for social and economic mobility through education.

From a broader development perspective, the Sahani family's experience demonstrates that scholarship programmes extend well beyond financial assistance. They function as protective social investments that preserve educational continuity during periods of acute household crisis, strengthen resilience against economic shocks, and enable vulnerable families to maintain long-term aspirations despite adversity. By supporting access to higher education, such interventions contribute to enhanced human capital, women's empowerment, economic self-reliance, and community leadership.

Today, Saniya and Saloni have become symbols of perseverance within their community. Their achievements inspire other families to view education not as an unattainable luxury but as a realistic pathway towards dignity, opportunity, and social transformation. Their story affirms that when communities, civil society organizations, and committed partners invest in education, they invest not only in individual futures but also in building a more equitable, resilient, and inclusive society. It is a compelling example of how human rights-based educational interventions contribute directly to the realization of the Sustainable Development Goals, particularly those relating to quality education (SDG 4), gender equality (SDG 5), reduced inequalities (SDG 10), decent work and economic growth (SDG 8), and peaceful, just, and inclusive societies (SDG 16).

Fiza Parveen—Advancing Gender Equality through Education and Legal Empowerment

Fiza Parveen's educational journey exemplifies how targeted scholarship interventions can challenge deeply rooted gender norms, expand opportunities for girls from marginalized communities, and foster future leaders committed to social justice. Her story demonstrates that investing in girls' education is not only a matter of individual advancement but also a strategic intervention for promoting gender equality, human rights, and democratic participation.

Fiza comes from a large, low-income family in Varanasi, where her father, Sirajuddin, earns a modest livelihood driving an electric rickshaw (toto), while her mother, Laila Nisha, struggles with chronic illness. With ten children in the family and limited financial resources, meeting basic household needs often took precedence over educational aspirations. Within such economic constraints, investing in the higher education of daughters was widely perceived as an unaffordable luxury rather than a necessity.

Yet, Fiza's aspirations extended beyond the limitations imposed by poverty and social expectations. From an early age, she developed a deep love for learning and envisioned becoming a lawyer dedicated to defending the rights of poor, marginalized, and voiceless communities. However, when she expressed her desire to continue her education beyond secondary school, her family initially discouraged her, believing that she should abandon her studies and assume domestic responsibilities.

A turning point came when Fiza was selected under the Muskan B.A.I. Scholarship Programme implemented by the People's Vigilance Committee on Human Rights (PVCHR). The scholarship removed the immediate financial barriers that threatened her education while simultaneously transforming her family's perception of the value of investing in a daughter's future. What had once been viewed as an economic burden gradually became a source of pride as her academic dedication and achievements became evident.

Reflecting on the impact of the scholarship, Fiza states:

"Without this scholarship, I would never have returned to my books. My parents were initially unwilling to let me continue my studies, but today they are proud when they see my hard work and determination."

Today, Fiza is an outstanding student in Grade XII, actively participating in street theatre, engaging in discussions on social issues, and demonstrating growing confidence as a young community leader. Beyond academic achievement, she has developed the ability to articulate issues of justice, equality, and human rights—qualities that reflect the transformative potential of education.

Her long-term aspiration is to become a lawyer who ensures that economically disadvantaged and marginalized individuals are never left alone in their struggle for justice. In her own words, she dreams of creating a society where "no poor or vulnerable person feels alone while fighting for their rights."

Fiza's journey illustrates that scholarship programmes are far more than mechanisms for financing education. They serve as catalysts for women's empowerment, legal consciousness, and social inclusion, enabling young women to challenge restrictive gender norms, exercise their agency, and emerge as future advocates for justice. By investing in girls like Fiza, PVCHR contributes directly to breaking intergenerational cycles of poverty and discrimination while advancing the principles of gender equality, equal access to education, and democratic participation.

From a broader development perspective, Fiza's story demonstrates how educational investment generates multidimensional outcomes. It strengthens individual capabilities, transforms family attitudes toward girls' education, enhances civic engagement, and nurtures future professionals committed to protecting human rights. As such, her educational journey contributes directly to the realization of the Sustainable Development Goals, particularly SDG 4 (Quality Education), SDG 5 (Gender Equality), SDG 10 (Reduced Inequalities), and SDG 16 (Peace, Justice, and Strong Institutions). Through one scholarship, a young girl's dream has evolved into a powerful example of how education can become an instrument of justice, equality, and lasting social transformation.

Resham Sonkar—From the Shadow of Injustice to the Light of Education

Resham Sonkar's journey demonstrates how education can become a powerful instrument for healing, resilience, and social transformation. Her story is not only one of overcoming poverty but also of rebuilding hope after her family endured years of injustice. It illustrates how a rights-based approach to education enables vulnerable children to transcend structural barriers and become agents of change within their communities.

Resham was born into a marginalized family in Bhagwanala, a densely populated neighbourhood in Varanasi. Her father, Paru Sonkar, became widely known after enduring years of wrongful prosecution and imprisonment before ultimately being acquitted through sustained legal advocacy led by the People's Vigilance Committee on Human Rights (PVCHR) and senior advocate Tanweer Ahmed Siddiqui. The campaign for justice received national and international support, including contributions from DIGNITY – Danish Institute Against Torture, the International Rehabilitation Council for Torture Victims (IRCT), and the United Nations Voluntary Fund for Victims of Torture, which together provided legal, psychosocial, and livelihood support during one of the family's darkest periods. Paru Sonkar's acquittal marked not only the restoration of his dignity but also reaffirmed the transformative power of collective action in defending human rights.

Yet, although justice had been restored in the courtroom, rebuilding the family's life remained an enormous challenge. The economic consequences of years of legal struggle left the household in severe financial hardship. The family lived in a modest earthen house where their primary source of income depended on Paru Sonkar's electric rickshaw. Resham's mother, Chamela Devi, devoted much of her time to caring for Resham's elder sister, who lives with a psychosocial disability, leaving Resham to shoulder significant household responsibilities alongside her own educational aspirations.

Despite these adversities, Resham remained determined to pursue education. There were days when she studied without electricity and nights when the family struggled to secure sufficient food. She completed her primary education at the Mahanayak Raja Suheldev JanMitra Learning Centre before enrolling at Sudhakar Mahila Inter College. However, deteriorating household finances soon placed her education at risk, as the family's income was barely sufficient to meet basic nutritional needs.

At this critical moment, educational support provided through the PVCHR scholarship programme became a decisive turning point. Earlier, following her outstanding performance in the Higher Secondary Examination, Parul Sharma of Sweden and nearly 200 Swedish supporters had come together to support Resham's educational aspirations, enabling her to envision higher education despite overwhelming economic constraints. Subsequently, continued scholarship assistance through PVCHR ensured that financial hardship would not force her to abandon her studies. These interventions provided not only economic assistance but also restored confidence that poverty and injustice need not determine a young person's future.

Today, Resham is pursuing a Bachelor of Arts (Third Year) at Mahatma Gandhi Kashi Vidyapith, Varanasi. Inspired by her own experiences, she aspires to become a teacher dedicated to expanding educational opportunities for girls from disadvantaged backgrounds. Reflecting on her journey, she remarks:

"Without the support of PVCHR, I might have remained another girl whose education ended halfway. Today, I am moving confidently towards my dreams, and I am deeply grateful to everyone who believed in me."

Resham's story demonstrates the intergenerational impact of investing in education. The struggle for justice that restored her father's dignity created the foundation upon which educational opportunity could flourish, while scholarships transformed that opportunity into lasting human development. Her journey exemplifies how educational investment strengthens individual capabilities, reinforces family resilience, and promotes social mobility among historically marginalized communities.

From a broader development perspective, Resham's experience highlights the close relationship between human rights, access to justice, and educational opportunity. It illustrates that when survivors of injustice receive comprehensive support—including legal assistance, psychosocial rehabilitation, livelihood protection, and educational investment—the benefits extend far beyond individual recovery, creating positive ripple effects across families and communities.

Today, Resham stands as a powerful symbol of hope for thousands of girls who continue to confront poverty, discrimination, and social exclusion. Her achievements affirm that education is not merely a pathway to employment but a foundation for dignity, leadership, and democratic participation. By enabling young women like Resham to pursue higher education, PVCHR advances the realization of Sustainable Development Goals 4 (Quality Education), 5 (Gender Equality), 10 (Reduced Inequalities), and 16 (Peace, Justice and Strong Institutions), demonstrating that investing in education is ultimately an investment in a more just, inclusive, and resilient society.

Muskan Seth—Education Amid Economic Shock: From Survival to Hope

Muskan Seth's educational journey illustrates how targeted scholarship support can protect educational aspirations during periods of severe household economic crisis. Her story demonstrates that when families experience catastrophic health shocks, educational continuity is often the first casualty. Yet, timely intervention can transform vulnerability into resilience, enabling young women not only to continue their education but also to become symbols of hope within their communities.

Muskan belongs to a farming family in Paramdapur village of Arajiline Block, Varanasi district. She is the eldest of four siblings, born to Ashok Seth and Sangeeta Devi, whose livelihood depended largely on seasonal agricultural labour. Despite persistent economic hardship, Muskan excelled academically and successfully completed her higher secondary education at Jai Kisan Intermediate College, Sajoi. Like many first-generation learners from rural India, she dreamed of pursuing higher education as a pathway towards a more dignified and secure future.

However, the family's aspirations were abruptly disrupted when her father suffered a devastating spinal injury after falling while working in the fields. Doctors advised immediate surgery, compelling the family to borrow heavily from relatives and local moneylenders. Despite exhausting every available resource, the surgery failed to restore his mobility. Confined to bed for more than a year, Ashok Seth was no longer able to earn a livelihood, while mounting medical expenses and accumulated debt plunged the household into extreme financial insecurity.

The consequences extended far beyond the loss of income. With no regular earnings, the family struggled to secure even basic necessities, and the education of all four children came to an abrupt halt. Facing these circumstances, Muskan's mother reluctantly urged her daughter to abandon her studies and join the family's agricultural labour in order to ensure survival. Without protest, Muskan accompanied her mother to harvest wheat and paddy under the scorching summer sun. Although she worked tirelessly in the fields, she never abandoned her dream of returning to education.

Her mother recalls that every day Muskan would quietly repeat the same words:

"Mother, I want to study."

Those words became a constant reminder that poverty had interrupted—but not extinguished—her aspirations.

For a brief period, support from an extended family member provided temporary financial relief. However, when rumours spread within the village questioning the motives behind this assistance, Muskan's mother chose to preserve the family's dignity rather than continue accepting support that compromised their self-respect. Mother and daughter resolved to depend solely on their own labour while continuing to search for educational opportunities.

Hope returned when they learned about the scholarship programme of the People's Vigilance Committee on Human Rights (PVCHR). Although they initially missed the application deadline, they persevered. Their determination was eventually rewarded when Muskan was selected as a scholarship recipient. For the first time in many months, her mother recalls seeing her daughter smile again. The scholarship enabled Muskan to resume her education and enrol in the Bachelor of Arts programme at Gyandayini Mahila Mahavidyalaya, Parampur Akelwa, restoring a future that had seemed permanently out of reach.

Reflecting on her daughter's journey, Sangeeta Devi observes that every time she sees Muskan immersed in her books, she feels that her years of hardship have acquired new meaning. The scholarship did more than finance education; it restored confidence, dignity, and hope to an entire family struggling under the weight of illness, debt, and uncertainty.

Muskan's story highlights an important but often overlooked dimension of educational inequality. Household health emergencies frequently trigger cascading economic shocks that force children—particularly girls—to discontinue their education and assume domestic or agricultural responsibilities. Targeted scholarship interventions therefore function not merely as educational assistance but as essential social protection mechanisms that safeguard human capital during periods of crisis.

Today, Muskan represents the aspirations of countless rural girls whose education remains vulnerable to circumstances beyond their control. Her perseverance demonstrates that resilience, when supported by timely institutional intervention, can overcome even the most severe economic adversity. By ensuring that talented young women continue their education despite catastrophic household shocks, PVCHR contributes directly to advancing Sustainable Development Goal 4 (Quality Education), SDG 5 (Gender Equality), SDG 1 (No Poverty), SDG 10 (Reduced Inequalities), and SDG 16 (Peace, Justice and Strong Institutions). Muskan's journey reminds us that investing in education is ultimately an investment in resilience, dignity, and the future of a more equitable society.

Education and the Sustainable Development Goals

PVCHR's scholarship programme advances multiple Sustainable Development Goals (SDGs) by breaking the cycle of poverty (SDG 1), expanding equitable access to quality education (SDG 4), empowering girls and promoting gender equality (SDG 5), enhancing employability and inclusive economic growth (SDG 8), reducing inequalities rooted in caste, poverty, and gender (SDG 10), strengthening democratic participation and access to justice (SDG 16), and fostering global partnerships through collaboration between civil society, international donors, educational institutions, and local communities (SDG 17). The support for 170 scholarships demonstrates how strategic partnerships can transform education into a catalyst for social justice, human dignity, and sustainable development.

From Individual Transformation to Social Transformation

The scholarship programme currently supports students across multiple educational levels, including school education, undergraduate studies, postgraduate programmes, nursing, pharmacy, teacher education, law, engineering, and other professional courses. This diversity illustrates a long-term strategy of strengthening India's future knowledge economy while expanding opportunities for historically excluded communities.

Each student represents more than an educational beneficiary.

Each becomes:

  • A future professional.
  • A future taxpayer.
  • A future community leader.
  • A future defender of constitutional values.

The cumulative effect extends far beyond individual households.

It strengthens local governance, promotes inclusive development, and contributes to national progress.

Building a Better India for a Better World

The scholarship initiative undertaken by PVCHR demonstrates that human dignity and development are mutually reinforcing.

When marginalized children remain in education:

  • Families become more resilient.
  • Communities become more inclusive.
  • Democratic participation increases.
  • Economic productivity expands.
  • Gender equality advances.
  • Social justice deepens.

Investing in education is therefore not merely a charitable act.

It is a strategic investment in nation-building, state capacity, social cohesion, and the realization of the Sustainable Development Goals.

As India moves toward becoming a global knowledge economy, ensuring that no talented young person is excluded because of poverty or discrimination is essential for building a stronger nation and contributing to a more peaceful, equitable, and sustainable world.

At PVCHR, we believe that every scholarship is more than financial support—it is an investment in human dignity, constitutional values, and the collective future of humanity.

Sunday, June 28, 2026

Rehabilitation is a Human Right: PVCHR Honours Torture Survivors and Strengthens the Movement for Justice

 


On the occasion of the International Day in Support of Victims of Torture (26 June), Human Rights Jan Nigrani Samiti (People's Vigilance Committee on Human Rights – PVCHR), with the support of the International Rehabilitation Council for Torture Victims (IRCT), organized programmes in Koderma, Jharkhand, and Varanasi, Uttar Pradesh, reaffirming that rehabilitation is a legal and human right of torture survivors—not charity.

The programmes brought together torture survivors, community leaders, human rights defenders, children, youth volunteers, and local citizens to honour the resilience of survivors and strengthen collective action for justice, dignity, and rehabilitation.

Honouring Torture Survivors in Koderma

At Dhwajadhari Dham, Sar Lok Vidyalaya, Koderma, Human Rights Jan Nigrani Samiti (PVCHR) organized a felicitation ceremony to honour 22 survivors of torture and other human rights violations from different parts of the district.

The programme was chaired by Omkar Vishwakarma, National Convener of Human Rights Jan Nigrani Samiti (PVCHR). Survivors shared their experiences and renewed their commitment to work together for justice, equality, and the protection of human dignity.

Addressing the gathering, Omkar Vishwakarma emphasized that the International Day in Support of Victims of Torture is not merely a symbolic observance but a reminder of society's constitutional and moral responsibility to ensure justice, rehabilitation, and respect for every survivor.

The programme concluded with a collective pledge to strengthen solidarity among torture survivors and continue advocating for their constitutional and legal rights.

The event received wide coverage in local newspapers, helping raise public awareness about the rights of torture survivors.

International Day in Support of Victims of Torture

Date: 27 June 2026
Venue: Mirza Ghalib Centre, Baghwanala, Varanasi
Organized by: Janmitra Nyas (JMN) / People's Vigilance Committee on Human Rights (PVCHR)

On 27 June 2026, Janmitra Nyas (JMN) and the People's Vigilance Committee on Human Rights (PVCHR) organized an awareness programme to commemorate the International Day in Support of Victims of Torture. The event aimed to raise awareness about torture, cruel and degrading treatment, and the importance of protecting human dignity and human rights.

The programme began with a revolutionary song, followed by a powerful street play titled "Ek Raat Thane" (One Night at the Police Station) performed by the Munshi Premchand Youth Panchayat Group from Baghwanala. The play depicted the story of a 14-year-old boy falsely implicated in a criminal case and subjected to police injustice, highlighting the realities of custodial violence and discrimination against marginalized communities.

Speakers, including Ms. Shruti Nagvanshi (Managing Trustee, JMN), Mr. Dhirendra Sisodia (Social Activist), Mr. Mangla Prasad (Health and Nutrition Specialist), and Mr. Rinku (JMN Accounts Department), discussed various forms of torture beyond physical violence. They emphasized gender discrimination, child labour, denial of education, mental abuse, and bonded labour as serious human rights concerns. The speakers called for greater public awareness, equal treatment, access to education, and respect for human dignity.

Ms. Shruti Nagvanshi engaged participants—especially children and adolescents—in an interactive discussion on violence, police accountability, and gender equality. She also shared a recent case of forced child labour, illustrating how exploitation and deprivation of freedom continue to violate basic human rights.

The programme concluded with a vote of thanks by Ms. Jyoti, who encouraged participants to engage in future online learning sessions organized by ADORE.

A total of 52 participants attended the programme. The event successfully strengthened participants' understanding that torture is not limited to physical abuse but also includes psychological, social, economic, and gender-based violence. It reinforced the values of human rights, equality, justice, and dignity.













Rehabilitation is a Constitutional and Human Right

Human Rights Jan Nigrani Samiti (PVCHR) reiterated that rehabilitation is not an act of charity but a legal entitlement grounded in both Indian and international law.

The legal foundation includes:

  • Article 21 of the Constitution of India, which guarantees the right to life and personal liberty. The Supreme Court has consistently interpreted this provision to include the right to live with dignity, making rehabilitation an essential component of justice for victims of serious human rights violations.
  • The Protection of Human Rights Act, 1993, under which the National Human Rights Commission (NHRC) has the mandate to recommend relief and rehabilitation for victims of human rights violations.
  • India's ratification of the United Nations Convention on the Rights of Persons with Disabilities (CRPD), which recognizes the right to rehabilitation and support services for persons who acquire disabilities, including disabilities resulting from torture and other forms of violence.

Together, these legal frameworks affirm that torture survivors have a right to rehabilitation, medical and psychological support, social reintegration, and access to justice.

Supporting Torture Survivors

Since April 2026, PVCHR, with the support of the International Rehabilitation Council for Torture Victims (IRCT), has provided rehabilitation support to 35 survivors of torture.

The initiative includes:

  • Documentation of torture cases.
  • Legal assistance.
  • Psychological and psychosocial support.
  • Medical referrals.
  • Community-based rehabilitation.
  • Human rights education.
  • Advocacy for compensation, accountability, and justice.

The programme aims to restore dignity, empower survivors, and strengthen community solidarity.

Formation of a Survivor Alliance

As part of its continuing efforts, PVCHR will organize a Survivor Alliance Meeting on 11 August 2026 in Varanasi in memory of Late Anil Chaudhury, a committed human rights defender whose work inspired countless survivors.

The Survivor Alliance will provide a platform where survivors can:

  • Share experiences and support one another.
  • Strengthen collective advocacy.
  • Promote rehabilitation as a legal right.
  • Demand accountability for torture.
  • Build survivor-led leadership for justice and human rights.

The Alliance seeks to ensure that survivors become leaders of change rather than remaining passive recipients of assistance.

Building a Torture-Free Society

The International Day in Support of Victims of Torture reminds us that justice is incomplete without rehabilitation. Ending torture requires not only accountability for perpetrators but also comprehensive support that enables survivors to reclaim their dignity, rebuild their lives, and participate fully in society.

Human Rights Jan Nigrani Samiti (People's Vigilance Committee on Human Rights – PVCHR) remains committed to working with survivors, communities, public institutions, and international partners to promote justice, rehabilitation, and respect for human dignity.

"Rehabilitation is not charity—it is a constitutional, legal, and human right."

Organized by:
People's Vigilance Committee on Human Rights – PVCHR

Supported by:
International Rehabilitation Council for Torture Victims (IRCT)

Upcoming Event:
Survivor Alliance Meeting
11 August 2026 | Varanasi
In memory of Late Shri Anil Chaudhury