Sabaoon
The First Ray of Light at Dawn
Sabaoon, a Pashto word that translates to the first ray of light at dawn, was a facility for deradicalization and rehabilitation of male youth in Malakand, Swat who were apprehended by the army during the counterinsurgency operation in 2009. The facility continued to receive inductees between 2009 to 2019. Over the 10-year period, over 230 youth were inducted to and subsequently reintegrated from the facility.
Following the counterinsurgency in Swat, Pakistan in July 2009, the initial 11 youth apprehended by the Pakistan Army were profiled by Dr. Feriha N. Peracha and her colleague Raafia Raees Khan.
Preliminary findings, based on interviews and basic psychological assessment, indicated the following prominent factors that led youth towards militancy:
1) Illiteracy
2) Low socioeconomic status
3) Lack of authority figures
4) Lack of critical thinking and logical reasoning skills
The overall recommendation made to the concerned Pakistani army authorities was that these children are not dangerous in themselves, but they can be made to behave in dangerous ways and that there was a need to have a rehabilitation program to reintegrate the youth back into society.
The recommendation was taken by the senior authorities and in September 2009, a facility in Pirano, Malakand was established by the Pakistan army where 35 youth had been referred for assessment and possible induction. The senior army authorities, psychologists and psychiatrists collaborated, and the project was handed over to Dr. Feriha N. Peracha, a civilian psychologist and philanthropist, and her team.
Modules
The project, initially run under Hum Pakistani Foundation (HPF) until May 2012, consisted of 5 modules.
Mainstream Education
Formal schooling was considered an essential need as soon as the facility was handed over to Dr. Feriha Peracha. A routine, with efforts to encourage literacy and goal direction was considered a first step towards a sense of normalcy and healing.
Those who were previously academically oriented were enrolled in grades according to their previous achievements while those who were illiterate were given basic literacy classes (clumped from grade 1-3 and 4-6) as part of remedial learning. Accelerated learning classes were also made available for those who wanted to improve certain academic-based skills (such as English, Mathematics and Islamiat).
Psychosocial Intervention
This was an essential component for the deradicalization and rehabilitation process. It allowed us to initially gather background information about the inductee and conduct basic assessments (e.g., logical reasoning, mental health status, neuropsychological functioning) to determine the risk level and the requirements for intervention.
The initial narrative focused on familial factors, social contexts and behaviours and traits that (a) required further improvement and (b) could be utilised as strengths to promote better overall functioning.
Ongoing weekly individual sessions focused on individual needs of each inductee, varying from acute stress and post-traumatic stress symptoms, depression, anxiety, nightmares, and anger management issues. Future goals were developed, and a trajectory was charted which would allow them to develop short-term goals to eventually achieve their long-term goals such as career progress.
Inductees were encouraged to participate in group sessions to learn from each other and difficult situations (e.g., anger management and stigma).
Psychosocial intervention was also extended towards families which helped them to understand the reasons for their offspring’s vulnerabilities and subsequently learn to support the youth in their transition towards reintegration. Similarly, interaction at the community level was also considered imperative to the successful reintegration of the inductees and this included a comprehensive review of variables at the community level.
The population grew to 90 by December 2009 and the first five were reintegrated back to their respective communities by May 2010. The need to continue monitoring and supporting these youth was identified at this point and monitoring was managed through the case managers (MHT) who were counselling them at Sabaoon. As reintegration of youth from the facility became imminent, efforts to initiate a Monitoring Centre was realised and a half-way house was established in Mingora in November 2011 under SWAaT for Pakistan with Dr. Feriha Peracha as CEO.
Vocational Training
As many of the youth would at Sabaoon were illiterate or had very little formal education, it was important to enable them to gain skills that would allow them to financially support themselves and their families in the future.
A basic survey of the Swat region in 2010 highlighted the potential for two main vocations, namely electrician courses and refrigerator repair. However, with repeated surveys and assessments of youth interest, the vocational trainings were broadened to include Domestic Tailoring, Motorcycle Mechanics and Electricians (with UPS repair included).
1) Extracurricular Activities
Sports were permitted at the outset of the program, as initial narratives indicated the need for an outlet for behavioural and mood related difficulties, while also providing them immediate relief and a sense of normalcy. Sports included football, cricket, volleyball, badminton and table tennis. Gradually, sports days were held annually, with additional sports (relay races, sprints, team-based matches and matches between student and staff members). Sports allowed the youth to develop cooperative behaviours with each other while also teaching them essential lessons about emotional management (especially related to winning versus losing, team work versus competition).
