सन् २०२६ को सुरुवातमै जापान सरकारको Sakura Science Program अन्तर्गत सात दिने अध्ययन–भ्रमणमा सहभागी हुने अवसर मिल्यो। कागावा विश्वविद्यालयका आदरणीय प्राध्यापकहरूको पहल र व्यवस्थापनमा सम्पन्न यो भ्रमणले विपद् व्यवस्थापनका बारेमा मेरो दृष्टिकोणलाई नयाँ अर्थ र गहिराइ दियो। म र मेरा तीन विद्यार्थीहरू जनवरी ३० को रात टोकियोमा अवतरण हुँदा, कागावाबाट विशेषरूपमा हामीलाई लिन आउनुभएको हासेगावा सेन्से (जापानी भाषामा गुरु वा प्राध्यापकलाई ‘सेन्से’ भनिन्छ) लाई देख्नु नै विदेशको अपरिचित भूमिमा सुरक्षित महसुस गराउने क्षण बनेको थियो।

टोकियो पुगेको भोलिपल्ट बिहानै हामीले भ्रमणको पहिलो पाटोका रूपमा ‘सोना एरिया’ अवलोकन गर्ने मौका पायौँ। नाम सुन्दा एउटा पर्यटन स्थलजस्तो लागे पनि यो वास्तवमा प्रकृतिजन्य विपद तथा विपद्-पूर्वतयारीबारे जनसाधारणलाई सिकाउन निर्माण गरिएको एउटा अत्याधुनिक शैक्षिक केन्द्र थियो। तीन–चार तलामा फैलिएको सिमुलेशन भवनमा मानिसहरूलाई भूकम्पका बेला कसरी सुरक्षित रहन सकिन्छ भन्ने व्यावहारिक अभ्यास गरिदोरहेछ। टोकियोको विभिन्न विद्यालयबाट आएका बालबालिका र किशोर–किशोरीहरू यहाँ आएर कार्ड–गेम खेल्दै, भूकम्प अनुभव कक्षभित्र अभ्यास गर्दै विपद्-सचेतनाबारे सिकिरहेको देख्दा अत्यन्त प्रेरणादायी अनुभूति भयो। यो केन्द्रको सूक्ष्म विवरणमा आधारित डिजाइन र सिकाइका विधिहरू नेपालमा पनि सहजै अपनाउन सकिने रहेछ भन्ने बोध भयो, र मनमा कहिले नबिर्सिने किसिमको प्रतिबद्धता जागेर हामी त्यही दिन अर्को गन्तव्यतर्फ लाग्यौँ।

उही दिन हामीले टोकियोबाट तकामात्सु शहर पुग्न शिन्कांसेन (बुलेट ट्रेन लाई जापानमा शिन्कांसेन भनिदो रहेछ) चढ्यौँ। जापानकै प्राविधिक उन्नतिको प्रतीक मानिने यी रेलहरू जसोतसो चढ्ने मात्र होइन, हेर्दैमा पनि सुरक्षित, सुगठित र समयपालनको प्रतीकजस्तै लाग्थे। तर सबैभन्दा रोचक कुरा के थियो भने, बुलेट ट्रेन मात्र होइन, जापानका स्थानीय रेल, बस र मेट्रो सबैमा नै विपद्–पूर्वतयारी स्पष्ट रूपमा देखिन्थ्यो। आपतकालीन बटनदेखि एग्जिट नक्सासम्म, चेतनामूलक दृश्य-सामग्रीदेखि सतर्कता निर्माण गर्ने सूचनासम्म, सबै कुरा अत्यन्त नै व्यवस्थित ढंगले राखिएको भेटिन्थ्यो।

जापानीहरूका दैनिक जीवनमा विपद्-सचेतना कति गहिरोसम्म बसेको छ भन्ने कुरा एउटा कुराले झनै पुष्टि गरिदियो। जति पनि साना वा ठूला शहर छन्, तीमध्ये अधिकांश शहरमा Disaster Map अनिवार्य रूपमा उपलब्ध हुन्छन्। बाढी वा सुनामीका जोखिम क्षेत्र, सुरक्षित स्थल, आपतकालीन सम्पर्क नम्बर र सम्भावित मार्गहरू सबै कुरा त्यही नक्सामा उल्लेख हुदोरहेछ। शहरका विभिन्न ठाउहरुमा बाढी को बेलामा कती उचाई सम्म पानी आउन सक्छ भन्ने चिन्हहरु लगाएर राखेको हुनेरहेछ। सामान्यतया हामिहरुकोमा पर्यटकहरूका लागि बनाइएका City Map हेर्ने बानी छ, तर विपद्-मैत्री नक्साको अभ्यास नेपालमा प्रायः छैन। यही कुरा सम्झँदा मनमा निरन्तर तुलना चलिरह्यो। काठमाडौंजस्ता घनाबस्ती रहेको सहरी क्षेत्रमा यस्ता नक्साको आवश्यकता कति अत्यावश्यक छ तर हामीले बेवास्ता गरिरहेका छौँ भन्ने तथ्य झनै स्पष्ट हुँदै गयो।

टोकियोबाट तकामात्सु शहर पुग्दा र विशेषगरी कागावा क्याम्पस भित्र प्रवेश गर्दा, जापानी समाजका सबैभन्दा मौलिक दुई मूल्य, विनम्रता र सम्मान, हामीलाई गहिरोसँग छुन पुग्यो। प्राध्यापकहरू र विद्यार्थीहरूले देखाएको सद्भाव, सरलता र आदरभाव कतिसम्म सच्चा र निष्कपट थियो भने, त्यहाँ बितेका क्षणहरूले मानवीय मूल्यहरूको अर्थ नै नयाँ रूपमा खुलाइदियो। जापानमा बस्ने बानी, बोल्ने शैली, कार्यशैली, सबै कुरामा सूक्ष्म विवरणप्रति अत्यन्तै ध्यान गरिएको पाइयो । चाहे सार्वजनिक स्थानको उपयोग होस्, साधन-स्रोतको व्यावहारिक प्रयोग होस् वा व्यक्तिगत जीवनशैली, सबै नविनता नै होइन, सादगी, योजना र न्यूनतम संसाधनको विवेकपूर्ण उपयोगमा आधारित रहेछ।

तकामात्सु क्याम्पसमा बसाइका दौरान हामीले निकै आधुनिक प्रविधिहरूका बारेमा प्रशिक्षण लियौँ। समुद्री भूकम्प निगरानीका लागि प्रयोग हुने DONET जस्ता प्रविधि, उन्नत भूकम्प-सेन्सर प्रणाली, भू-कम्प मापन तथा चेतावनी उपकरणका बारेमा विस्तृत प्राविधिक ज्ञान प्राप्त गर्यौँ। सामान्यतया ‘प्राविधिक ज्ञानका रुपमा नमानिने तर विपद् व्यवस्थापनका लागि अत्यावश्यक हुने कम खर्च का प्रविधि जस्तै डोरीका गाठो बाँध्ने सीप, रद्दी कागजबाट चप्पल बनाउने उपाय जस्ता सरल तर जीवनरक्षक सीपहरू पनी सिक्ने मौका पाइयो। विपद् परेको बेला, जस्तो भुकम्पका बेला, फुटेका सिसा वा धारिलो वस्तुले खुट्टा क्षतिग्रस्त बनाउन सक्छ, र त्यस्तो बेला कागजबाट अस्थायी चप्पल बनाउने सीप अत्यन्तै उपयोगी हुन सक्ने रहेछ। यस्ता अभ्यास नेपालमा पनी गरिएको पाइन्छ। यसलाई थप ब्यापक प्रयोगमा ल्याउनु पर्ने महसुस भयो।

भ्रमणका अन्तिम दिनहरुमा हामीले अन्य प्रभावकारी अनुभव बटुलेका थियौँ। जस्तो, शिक्षकहरूका लागि बनाइएको ‘Teacher Capability Building Simulation Room. स्थानीय विद्यालयका शिक्षकहरूका लागी विद्यार्थीहरूलाई कसरी सुरक्षित रूपमा कक्षा बाहिर निकाल्ने, कसरी ‘Drop–Cover–Hold’ लागू गराउने, तथा आपतकालीन अवस्थाको मानसिक तनाव कसरी व्यवस्थापन गर्ने भन्ने अत्यन्तै व्यावहारिक तालिम दिइन्थ्यो। कागावाका एक प्राध्यापकले २–३ वटा ठूलो स्क्रिन को सहायताले भूकम्प सिमुलेशन कक्ष तयार पारेको देख्दा लाग्यो, नेपालमा पनि अलि चाहना र पहल भए यसै मोडेललाई सजिलै आत्मसात् गर्न सकिन्छ। समय मिल्दा हामीले Takamatsu Castle र जापानकै सुन्दर उद्यानमध्ये एक मानिने Ritsurin Garden समेत अवलोकन गर्ने अवसर पायौँ। प्रकृति, इतिहास र मानव-निर्मित संरचनाबीचको गजबको सामञ्जस्यले जापानीहरूको संरक्षण, व्यवस्थापन र सौन्दर्यप्रतिको संवेदनशीलतालाई थप उजागर गर्यो।

समग्रमा हेर्दा, यो भ्रमणले सिकाएको प्रमुख पाठ भनेको, विपद् व्यवस्थापन कागजी अभ्यास वा सरकारी दस्तावेजमा मात्र सीमित हुँदैन; यो जीवनशैली हो, संस्कृति हो, र समुदायको सामूहिक चेतना हो। नेपाल जस्तो भूगोलमा, जहाँ भूकम्प, बाढी, पहिरो र आगलागी वार्षिक रूपमा दोहोरिने जोखिम हुन्, जापानले अपनाएका यस्ता व्यवहारिक अभ्यासहरू अत्यन्तै उपयोगी हुन सक्छन्। बालबालिकादेखि शिक्षकसम्म सिमुलेशन आधारित सिकाइ, शहरमा Disaster Map अनिवार्य गर्ने, सार्वजनिक भवनहरूमा Evacuation Route स्पष्ट राख्ने, र समुदायमा ‘विपदसँग बाँच्ने’ संस्कृतिको विकास गर्ने, यी सबै आजैदेखि थाल्न सकिने सिकाइहरू हुन्।

अन्ततः, जापानले हामीलाई दिएको सबैभन्दा ठूलो शिक्षा प्रविधि मात्रै होइन, अनुशासन, सूक्ष्मता, विनम्रता र प्रकृतिसँग सामञ्जस्यपूर्ण रूपमा बाँच्न सक्ने जीवन-दर्शन हो। नेपालले पनि यिनै मूल्यलाई आत्मसात् गर्न सकेमा हामी विपद्-सुरक्षित समाजतर्फ निकै छिट्टै महत्वपूर्ण कदम चाल्न सक्ने आशा गर्न सकिन्छ।

🎓 Master of Arts (M.A.) in Crisis Management
🎓 Master of Arts (M.A.) in Counselling Psychology

As the only Crisis Management college in South Asia, ICMS has established a strong reputation for academic excellence, professional training, and leadership development in the field of crisis and disaster response.

Similarly, our M.A. in Counselling Psychology is recognized as one of the best in Nepal, known for combining practical counseling skills, supervised internships, and expert mentorship to prepare professional-level counselors capable of supporting individuals, families, and communities.

Programs Offered

🔹 M.A. in Crisis Management

Designed for individuals who want to become future crisis leaders, responders, and strategists. The program focuses on:

• Disaster preparedness & risk reduction

• Emergency planning & crisis communication

• Humanitarian coordination

• Security, resilience & community safety

• Fieldwork, research & real-world disaster simulations

ICMS remains the first and only institution in South Asia dedicated to this specialized field.

🔹 M.A. in Counselling Psychology

A comprehensive program for those passionate about mental health and personal development. The curriculum includes:

• Psychological assessment & diagnosis

• Individual and group counseling

• Mental health intervention techniques

• Practicum, fieldwork & supervised counseling sessions

• Research in applied psychology

ICMS is committed to providing the best counselling education in Nepal with an emphasis on empathy, professionalism, and hands-on training.

Why Choose ICMS?

• South Asia’s only Crisis Management college

• Leading institution for Counselling Psychology in Nepal

• Experienced faculty and industry specialists

• Strong field-based learning approach

• Supportive learning environment dedicated to social impact

• Excellent career pathways in government, NGOs, INGOs, mental health institutions, humanitarian sectors, academia, and more

Contact Information

📍 Location: Dhumbarahi, Kathmandu
📞 Phone: 01-4008181 | 9765972081
📧 Email: info@tuicms.edu.np
🌐 Website: www.tuicms.edu.np

Begin Your Journey With Purpose

Whether you aspire to become a crisis management professional or a mental health counselor, ICMS offers academic excellence and a platform dedicated to humanity.
Admissions are now open—secure your seat today!

Wishing you an abundance of happiness and prosperity !

-ICMS Samarpan Family

There is a tragic irony in how society responds to suicide. When someone dies by their own hand, suddenly, the world takes notice. Tributes are shared, heartfelt words are written, flowers are laid, and a collective mourning begins. Friends and family express regret, remembering the qualities they may have overlooked. The person, who may have felt invisible and unloved in life, becomes the center of attention in death.

Yet, those who survive: family members, close friends, or even individuals who attempt suicide and live face a completely different reality. They are often met with judgment, shame, or silence. Instead of compassion, survivors carry the weight of blame, whispers of guilt, and the heavy pressure of societal expectations. This glaring inconsistency reveals a painful truth: we seem capable of love only when it is too late, and quick to judge when life is still present.

Why People Commit Suicide

Suicide is often misunderstood. It is not a simple desire to die; rather, it is a desperate attempt to escape unbearable emotional pain.

Psychologists describe this as “psychache”, a profound psychological anguish so intense that the person feels there is no other way to survive (Shneidman, 1993). Hopelessness, loneliness, and chronic mental health struggles like depression or trauma deepen the sense of despair. Many who contemplate suicide hide their pain, fearing judgment or misunderstanding.

They may reach out in subtle ways that go unnoticed, or remain silent entirely to avoid burdening others. The societal stigma around sadness and vulnerability compounds this silence, leaving them isolated at the very moment they need care the most.

Research consistently supports psychache as a central driver of suicidal behavior. A study in Frontiers in Psychiatry (2021) describes psychache as “unbearable psychological pain” encompassing feelings like guilt, shame, humiliation, dread, and loss.

Organizations like the National Institute of Mental Health (NIMH), the American Foundation for Suicide Prevention (AFSP), and the World Health Organization (WHO) emphasize that suicide arises from a complex interplay of unbearable emotional pain, mental health disorders, social isolation, trauma, and stigma.

Their prevention efforts focus on improving access to mental health care, reducing stigma, and fostering supportive environments. Collectively, these findings underscore the importance of addressing psychache and enhancing protective factors like meaning in life to prevent suicide.

Love and Understanding That Comes Too Late

After a suicide, society’s response often shifts dramatically. Suddenly, the individual is seen, celebrated, and mourned. Friends and family recall their qualities, apologize for missed signs, and express regret for not doing more. There is a rush to honor the person’s life, yet all of this occurs after they have left.

This delayed recognition is tragic because it emphasizes what should have been present all along: love, understanding, and human connection. Death often becomes the trigger for collective compassion that was withheld in life.

Survivors and the Stigma They Face

Meanwhile, survivors live with a different reality. Families may face direct blame: “Where were you when this happened?” or “Why didn’t you prevent it?” Friends are often silenced, discouraged from discussing the loss, or expected to move on quickly. Those who survive a suicide attempt may encounter judgment, labeled as “weak” or “attention-seeking.”

Cultural and religious norms can intensify this stigma. In many communities, including Nepal, suicide is framed as a moral failing or a dishonor. This forces families and survivors into secrecy and shame, creating further isolation. Rather than receiving care and understanding, survivors are burdened with silence and guilt.

The Double Standards

Herein lies the cruel paradox: society showers love on those who are gone but withholds it from those who are still living. Pain becomes visible only after it is too late; grief is only acknowledged when the survivor is no longer present to feel it.

We write moving obituaries but fail to ask, “How are you really?” We light candles for the dead, yet silence the grieving mother. We celebrate the deceased, but stigmatize the living. This double standard not only deepens the pain of those left behind but also reinforces the silence around mental health struggles, leaving others at risk.

Breaking the Cycle

If we want to prevent suicide and support those affected, we must change the way we respond to pain. Compassion must be present before it is too late. We must normalize conversations about sadness, struggle, and mental health. Families, schools, and communities need to create safe spaces where grief, vulnerability, and distress can be expressed without fear of judgment.

Showing love, offering understanding, and simply listening can save lives. It is our responsibility to recognize the humanity in those who suffer, both the living and those affected by loss. Only then can we dismantle the cruel double standard and foster a culture of empathy.

Conclusion

Suicide is not just a personal tragedy; it is a societal mirror, reflecting our inability to recognize pain while life is present and our tendency to judge those who survive. Every life lost, every survivor silenced, is a reminder that we must act differently: to offer care, presence, and understanding today, not tomorrow.

"We must stop waiting for death to teach us how to love. The true prevention of suicide begins when we learn to honor people’s pain, stand beside survivors without judgment, and choose compassion while life is still present."

Bridging Compassion: A Cross-Cultural Webinar on Suicide Prevention (Nepal & Sri Lanka)
Date: September 10, 2025 (World Suicide Prevention Day)
Time: 6:00 PM – 7:30 PM NST (5:45 PM – 7:15 PM SLST)
Platform: Zoom – Join Here
Meeting ID: 979 6690 7748 | Passcode: 774646

This webinar brings together experts from Nepal and Sri Lanka to share culturally sensitive strategies for suicide prevention, reduce stigma, and foster hope across borders.

References

Shneidman, E. S. (1993). Suicide as Psychache: A Clinical Approach to Self-Destructive Behavior.
Frontiers in Psychiatry. (2021). Psychache and Suicidal Behavior.
National Institute of Mental Health (NIMH). Suicide Prevention.
American Foundation for Suicide Prevention (AFSP). Understanding Suicide.
World Health Organization (WHO). Suicide Worldwide in 2021.

ICMS Samarpan hosted an International Student Seminar on 3 September 2025, welcoming a delegation of visiting students from Ehime University, Japan, led by Professor Netra Prakash Bhandary.

The event was inaugurated in the presence of Dr. Kishor Adhikari, Campus Chief, along with faculty members, staff, and students from the Crisis Management Studies and Counseling Psychology departments.

During the seminar, Japanese students showcased their research findings, fostering academic exchange and collaboration between the two institutions. The interaction created a valuable platform for cross-cultural learning, knowledge sharing, and building stronger ties between Nepal and Japan in the field of higher education.

The seminar concluded with an engaging discussion session, highlighting the importance of international collaboration in addressing global challenges through research and education.

Four-Day Workshop on Psychological Care Concludes at ICMS

A four-day workshop on Psychological Care, including Psychological First Aid (PFA), successfully concluded on Monday at ICMS Samarpan. The program was specially designed for second semester students of Crisis Management Studies.

The workshop aimed to equip students with essential skills in psychological support, resilience building, and first-response mental health care. Through interactive sessions, role-plays, and case discussions, participants gained practical insights into providing timely and effective psychological assistance during crises.

Faculty members and resource persons emphasized the importance of integrating psychological care practices into the broader field of crisis management. Students actively engaged throughout the program, reflecting the growing interest in mental health and its role in disaster response and recovery.

The workshop concluded with a feedback and reflection session, highlighting the need for continued training initiatives to prepare students for real-world challenges in crisis and trauma management.

Upcoming Events at ICMS Samarpan

ICMS Samarpan is set to host two major programs in the coming weeks, bringing together professional training and cultural celebration on campus.

Workshop for Sub-Overseers

From 27 to 30 Bhadra 2082, ICMS, in collaboration with DEAN, will conduct a specialized workshop for Sub-Overseers from Bagmati Province. The program is designed to enhance technical skills, share best practices, and strengthen the capacity of participants in infrastructure and community development. This joint initiative reflects ICMS’s commitment to professional education and practical training.

Dashain Utsav 2082

Adding to the festive spirit, ICMS will celebrate its much-awaited annual cultural festival, Dashain Utsav, on 2 Ashoj 2082. The event will showcase vibrant cultural performances, traditional games, food stalls, and student-led programs, creating an atmosphere of joy and togetherness. Dashain Utsav has become a signature tradition at ICMS, fostering community bonding and celebrating Nepal’s rich cultural heritage.

With these two events lined up, ICMS continues to balance academic excellence and cultural vibrancy, making the campus a hub for both professional growth and student life.

Tribhuvan University’s Faculty of Humanities and Social Sciences has unveiled its renewed Master of Arts in Crisis Management Studies (MA-CMS) curriculum, designed to prepare students for leadership in disaster and crisis management. This updated program not only imparts theoretical foundations but also equips students with advanced practical skills, ensuring they embody both the mindset of scholars and the hands-on expertise of practitioners.

Scholar–Practitioner Model: A Balanced Approach

A key feature of the updated program is its adoption of the scholar–practitioner model. The curriculum ensures that students gain rigorous academic knowledge while simultaneously applying those insights in real-world crisis scenarios.

• The first two semesters emphasize theoretical learning, with courses such as Fundamentals of Crisis & Disaster Management, Law and Governance, Research Methodology, and Disaster Economics. These provide a solid intellectual foundation, exposing students to concepts, frameworks, and analytical tools.

• The third and fourth semesters shift toward practice and application, featuring courses on Crisis Communication, Leadership and Innovation, Organizational Crisis Management, and Grant Proposal Writing. The inclusion of internships, capstone projects, and fieldwork immerses students in real crisis environments where they can apply their classroom learning directly.

This deliberate sequencing reflects the scholar–practitioner model, students become critical thinkers and problem-solvers who can bridge theory with practice, academic inquiry with field-based action.

Strong Emphasis on Research

The curriculum places research at its core, preparing students to contribute meaningfully to the evolving field of crisis management.

• Research Methodology & Academic Writing (Semester I) introduces students to qualitative, quantitative, and mixed-method approaches.

• Data Analysis (Semester II) sharpens their ability to interpret and apply evidence for crisis assessment.

• Research Seminar & Disaster Policy Lab (Semester IV) engages students in collaborative problem-solving and policy experimentation.

• The Master’s Thesis serves as the pinnacle of research training, requiring independent investigation, critical analysis, and original contributions to disaster studies.

Through this staged research pathway, students graduate with the ability to generate, interpret, and apply evidence in both academic and professional contexts.

Holistic Curriculum Design

The renewed program covers 63 credit hours over four semesters, blending theory with practice:

• Semesters I–II (Knowledge Base): Foundations of crisis/disaster studies, law and governance, public health, environmental change, economics, and research methodology.

• Semesters III–IV (Application & Practice): Leadership, communication, humanitarian assistance, organizational crisis management, internship/capstone, and thesis.

This progression ensures that students build a strong knowledge base first, then apply it in fieldwork, simulations, and applied research.

Equipping Graduates with Knowledge, Skills, and Attitude

• Knowledge: Deep grasp of disaster theories, governance systems, economics, and international frameworks.

• Skills: Competency in GIS and ICT, crisis mapping, negotiation, first aid, project management, and advanced research.

• Attitude: Commitment to ethical leadership, community resilience, innovation, and continuous professional growth.

The updated MA in Crisis Management Studies is not just an academic program, it is a scholar–practitioner training ground. By combining theory, research, and practice, the program nurtures graduates who are capable of critical analysis, evidence-based decision-making, and effective leadership in disaster contexts. With this model, Tribhuvan University aims to produce professionals who will advance Nepal’s disaster resilience while contributing to the global knowledge base on crisis management.

…

Institute of Crisis Management Studies Samarpan Academy

info@tuicms.edu.np

www.tuicms.edu.np

01-4008181 | 9765972081

Good governance is measured by the World Bank’s Worldwide Governance Indicators (WGI) across six broad dimensions. Below we compare the eight SAARC countries – Afghanistan, Bangladesh, Bhutan, India, Maldives, Nepal, Pakistan, and Sri Lanka – on each WGI dimension using the latest available data (2023). For each indicator, we provide country scores, rank the countries within SAARC, and highlight notable trends or outliers. All WGI scores range from -2.5 (weak governance) to +2.5 (strong governance).

1. Voice and Accountability (VA)

   Voice and Accountability captures perceptions of citizens’ ability to participate in government selection, freedom of expression, freedom of association, and free media. Higher scores mean more democratic and free society. Table 1 compares SAARC countries on VA.

   Observations: Bhutan leads with a positive score, indicating relatively strong democratic freedoms, whereas Afghanistan scores the lowest by far. In fact, Bhutan’s VA score was +0.20 in 2023, highest among SAARC, while Afghanistan’s was -1.85, the weakest (and among the lowest globally) ( Read theglobaleconomy.comtheglobaleconomy.com. Most other SAARC nations have negative VA scores, indicating deficits in democratic freedoms compared to the world average (around -0.03, Read theglobaleconomy.com). Nepal and India stand out with only slightly negative or even positive values, whereas Pakistan and Bangladesh score quite low.

Table 1. SAARC Comparasion on Voice and Accountability

2. Political Stability and Absence of Violence/Terrorism (PS)

Political Stability and Absence of Violence/Terrorism reflects the likelihood of political instability and politically-motivated violence (including terrorism). Higher scores mean a more stable, secure environment. Table 2 shows the SAARC comparison.

Observations: Bhutan and Maldives are notable outliers with positive stability scores – Bhutan scored +0.98 and Maldives +0.53 in 2023, ranking first and second in the region (Read theglobaleconomy.comtheglobaleconomy.com. These two enjoy relatively stable political environments. Nepal and Sri Lanka are mid-range with moderately negative scores (around -0.2 to -0.5), reflecting some instability. In contrast, Afghanistan (-2.48) and Pakistan (-1.93) have extremely low scores, indicating severe instability, conflict, or violence (Read theglobaleconomy.comtheglobaleconomy.com. Afghanistan’s score is the worst in SAARC (and among the bottom five worldwide), underscoring the ongoing conflict and governance challenges there. Bangladesh and India also score below zero, indicating notable instability or violence issues, though not as acute as Pakistan or Afghanistan.

Table 2. SAARC Comparasion on PS and Absence of Violence

3. Government Effectiveness (GE)

Government Effectiveness measures the quality of public services, civil service, policy formulation and implementation, and government credibility. Higher scores mean more effective governance. Table 3 provides the scores for SAARC countries.

Observations: Bhutan again tops the region with a Government Effectiveness score of +0.57( theglobaleconomy.com), reflecting comparatively efficient public administration. India is close behind (+0.48), also indicating moderately effective governance (theglobaleconomy.com. These two are the only SAARC countries with positive or near-positive GE scores. The Maldives and Sri Lanka score slightly negative (around -0.1 to -0.3), indicating average effectiveness with room for improvement. Bangladesh, Pakistan, and Nepal are in the lower-middle range (scores around -0.5 to -0.8), signaling significant challenges in government services and policy implementation. Afghanistan scores -1.99, the worst in SAARC(Resad theglobaleconomy.com), reflecting extremely poor government performance (near the global bottom). Notably, the gap between Bhutan/India and Afghanistan is very large, highlighting a major regional disparity in governance capacity ( Read theglobaleconomy.comtheglobaleconomy.com).

4. Regulatory Quality (RQ)

Regulatory Quality reflects the ability of the government to formulate and implement sound policies and regulations that permit and promote private sector development. Higher scores indicate more business-friendly and effective regulations. Table 4 compares SAARC countries on RQ.

Observations: India leads on Regulatory Quality with a score of -0.14, which, while slightly negative, is the best in SAARC. This suggests India’s regulatory environment is relatively more conducive to business and policy implementation than its neighbors. Bhutan (-0.40) and Sri Lanka (-0.51) follow, indicating moderate regulatory performance. Nepal and Maldives score around -0.66 to -0.67, reflecting weaker regulatory frameworks. Pakistan (-0.90) and Bangladesh (-0.91) are near the bottom regionally, pointing to significant regulatory and business climate challenges. Afghanistan’s RQ score is -1.27, the lowest in SAARC, highlighting extremely poor regulatory conditions, likely due to political turmoil and lack of stable institutions. Notably, all SAARC countries score below the world average on RQ, showing that regulatory quality is a general weakness across the region.

5. Rule of Law (RL)

Rule of Law measures perceptions of the extent to which agents have confidence in and abide by the rules of society, including the quality of contract enforcement, property rights, the police, courts, and likelihood of crime/violence. Higher scores indicate stronger rule of law. Table 5 shows SAARC performance.

Observations: Bhutan excels with a Rule of Law score of +0.67, by far the best in SAARCtheglobaleconomy.com. This suggests that Bhutan has comparatively strong legal institutions and order (indeed, Bhutan’s global rank on Rule of Law is 47/193, a notable achievementtheglobaleconomy.com). India is the second-best at +0.19, indicating a moderately positive rule-of-law environmenttheglobaleconomy.com. Maldives and Sri Lanka score just below zero (-0.08 and -0.09), implying relatively average legal governance (these two are very close, essentially tied for third in SAARC). Nepal (-0.46) and Bangladesh (-0.50) fall in the mid-low range, pointing to significant issues in legal enforcement and justice. Pakistan (-0.86) and Afghanistan (-1.65) are the weakest in the region on rule of lawtheglobaleconomy.com. Afghanistan’s extremely low score reflects the breakdown of formal legal institutions amid conflict. Overall, the spread is large: Bhutan’s strong rule of law versus Afghanistan’s very weak rule of law underscores a stark governance divide within SAARC.

6. Control of Corruption (CC)

Control of Corruption captures perceptions of corruption in government – lower corruption yields higher scores. Table 6 compares SAARC countries’ corruption control.

Observations: Bhutan is a remarkable outlier, with a Control of Corruption score of +1.53 in 2023theglobaleconomy.com. This score not only makes Bhutan the clear SAARC leader, but also places it among the top 20 countries globally for low corruption (rank 20/193). The next closest SAARC country is India at -0.37, which, despite being a negative score, ranks second in the region. Sri Lanka (-0.38), Maldives (-0.40), and Nepal (-0.51) cluster in the mid-range, indicating moderate corruption challenges. Bangladesh (-1.12) and Pakistan (-1.00) perform poorly, reflecting pervasive corruption issues in both the public and private sectors. Afghanistan’s score is -1.15 (Read theglobaleconomy.com, the worst in SAARC (and among the worst globally, on par with countries like Cameroon and worse than even some conflict states) (theglobaleconomy.com). The gap between Bhutan and the rest is the most striking here – Bhutan’s anti-corruption efforts and governance stand far above its neighbors. Conversely, Afghanistan, Pakistan, and Bangladesh show very high corruption levels, dragging down governance overall. This indicator exhibits the greatest internal disparity within SAARC.

In summary, Bhutan emerges as the top performer in governance among SAARC countries in 2023, whereas Afghanistan consistently ranks at the bottom in all dimensions. Other countries like India, Maldives, and Sri Lanka have pockets of relative strength but also significant governance deficits. Nepal, Bangladesh, and Pakistan show chronically weak performance in multiple areas. The data underline a substantial governance gap within South Asia – with Bhutan (and to an extent India) approaching global averages on many indicators, while others, especially Afghanistan, lag far behind . Improving governance across these dimensions remains a critical challenge for the SAARC region going forward.

In common discourse, we often hear disasters being categorized as either natural or human-made. Earthquakes, floods, and hurricanes are routinely labeled "natural disasters," while industrial accidents, oil spills, and wars are seen as human-induced. However, this classification is not only simplistic but also misleading. Increasingly, experts and global institutions such as the United Nations Office for Disaster Risk Reduction (UNDRR) challenge this dichotomy. According to them, disaster is not a natural event—it is a social construct.

Understanding the Difference: Hazard vs. Disaster

To understand why disasters aren’t “natural,” it's essential to distinguish between hazards and disasters. A hazard is a potentially damaging physical event, phenomenon, or human activity. Hazards such as floods, earthquakes, or volcanic eruptions can occur frequently, and many times without any resulting disaster. For example, deep-sea earthquakes of high magnitudes occur often, but we don’t hear about them because they don’t affect human lives or systems.

A disaster, on the other hand, happens only when a hazard intersects with vulnerable populations or infrastructures and overwhelms their capacity to cope. Disasters, therefore, do not exist in nature by themselves—they are a social outcome. They emerge after the incident, and are shaped by how societies are prepared for, respond to, and recover from hazards.

Disaster: A Post-Incidental Phenomenon

Disaster is essentially post-event; it is a phenomenon that occurs as a consequence of inadequate planning, structural inequality, poor governance, and lack of resilience in the face of hazards. A flood that inundates an uninhabited area is not a disaster. However, the same flood becomes a disaster if it strikes a poorly planned city, destroying homes and livelihoods—especially if it affects marginalized populations who lack resources and support.

This understanding shifts the focus from blaming nature to examining the societal structures and policies that fail to prevent or mitigate damage. The UNDRR strongly recommends against using the term “natural disaster” for this reason: it obscures the root causes of vulnerability and gives the false impression that disasters are unavoidable or purely acts of nature.

Disasters Affect People Unequally

One of the most telling aspects of disasters being socially constructed is that they do not affect everyone equally. Socioeconomic status, gender, ethnicity, age, and disability all shape people’s capacity to prepare for and recover from disasters. The same flood may mean inconvenience to the wealthy, but catastrophe to those living in informal settlements without proper drainage or insurance.

Thus, what we call a disaster is really a manifestation of underlying vulnerabilities. It is this intersection—between a hazard and vulnerable conditions—that turns an incident into a disaster.

Rethinking the Language of Disasters

By moving away from the term “natural disaster,” we begin to ask more important questions: Why were people vulnerable? Why did infrastructure fail? Why were early warning systems not in place? Why were some communities hit harder than others?

This perspective is not just academic—it has real-world implications for how we build resilience, plan cities, design policies, and deliver aid. Treating disasters as natural phenomena absolves responsibility. Recognizing them as social phenomena puts the responsibility where it belongs—on human systems, planning, and preparedness.

So, can a disaster be natural? The answer is no. While hazards may arise from natural processes, disasters are neither natural nor inevitable. They are the outcome of human choices, vulnerabilities, and development paths. By understanding disaster as a social construct, we can better equip ourselves to prevent, mitigate, and respond to them—ultimately saving more lives and building a more resilient world.

Every couple is unique. Their values, dynamics, expectations, and challenges are shaped by a combination of personal history, cultural background, and life experiences. Culture plays a particularly significant role in defining relationship roles, communication styles, and even the way love is expressed and understood. Yet, despite these differences, there are certain universal patterns and principles that help couples build stronger, more resilient relationships. One of the foundational truths across cultures is that conflict is not only natural but inevitable in intimate relationships. However, how couples navigate these conflicts and maintain their emotional connection can make all the difference.

Couple and marital therapy offers tools and insights that can help partners understand each other better, strengthen their bond, and manage the challenges that come with shared life. Here are several core principles that can enhance the quality of marital relationships across all cultures and contexts:

1. Know the World of Your Partner – Build Love Maps

Think of your partner as a landscape, and your knowledge of them as a map. The more detailed and updated your "love map" is, the better you can navigate the relationship. This means knowing what makes them laugh, what stresses them out, their fears, goals, preferences, and emotional triggers. Regularly checking in and being curious about each other helps foster emotional intimacy and strengthens the foundation of the relationship.

2. Turn Toward Each Other, Not Away

In times of stress, disappointment, or conflict, it's tempting to withdraw or seek comfort elsewhere. However, healthy relationships are built when partners turn toward each other, not away. This means recognizing when there’s an issue and choosing to engage in honest dialogue rather than avoidance or involving outsiders unnecessarily. Even small moments of connection – a kind word, a gentle touch, or a shared laugh – can serve as powerful reminders of unity and support.

3. Share Fondness and Admiration

Regularly expressing appreciation for your partner is one of the most powerful buffers against negativity. This could be as simple as saying “thank you,” complimenting them, or reminiscing about good memories together. When couples focus on what they admire in each other rather than only what’s wrong, they create a positive emotional climate where love can thrive.

4. Develop a Positive Perspective

It’s easy to focus on flaws, especially during conflict. But a positive perspective means assuming good intentions. Your partner might say or do something annoying, but if you believe their heart is in the right place, it’s easier to respond with patience and compassion. This mindset reduces defensiveness and promotes a healthier, more forgiving relationship dynamic.

5. Learn to Manage Conflict Effectively

The goal is not to eliminate conflict but to manage it constructively. This involves:

• Accepting that both partners have valid perspectives and a right to be heard.

• Practicing self-soothing when emotions run high.

• Learning to discuss issues without blame or contempt.

• Being willing to compromise and look for win-win solutions.

Conflict becomes an opportunity for growth when handled with respect and emotional maturity.

6. Support Each Other’s Dreams

One of the deepest expressions of love is supporting your partner in achieving their personal aspirations. This could be a career goal, a creative pursuit, or a lifestyle dream. When partners champion each other’s growth, they create a relationship that feels expansive, rather than limiting.

7. Create Shared Meaning and Values

Beyond everyday responsibilities, strong couples build a shared life vision. This includes shared goals, values, rituals, and dreams for the future. Whether it’s raising children, creating traditions, or supporting a cause together, having a common purpose binds partners together and deepens their connection.

While every couple walks their own unique path, these principles provide a universal framework for building healthier, more fulfilling relationships. Couple and marital therapy doesn’t just address what’s broken; it enhances what’s already working and provides tools to navigate the inevitable bumps in the road. By investing in emotional connection, communication, and shared dreams, couples can create lasting bonds rooted in mutual respect, admiration, and love.

Recently in Japan, a seemingly small case shook the moral conscience of a nation. A public transportation driver was found guilty of embezzling an amount equivalent to just USD 7. While the amount was minuscule, the consequences were significant. One of the key penalties he faced was being stripped of his pension rights. The case went through various levels of judicial scrutiny. While an appellate court reversed the lower court's decision, the Supreme Court ultimately upheld the punishment, stating that the issue was not about the money, it was about public trust and accountability.

This case powerfully illustrates why countries like Japan continue to enjoy a high degree of public trust in their systems. It's not because they are free of problems, but because they uphold the principle that no one is above the law, no matter how minor the violation may seem. Accountability is non-negotiable, and public service is treated as a position of immense responsibility and ethical conduct.

Contrast this with Nepal, or many other developing nations, where the rule of law is often enforced selectively and inconsistently. Here, justice is not blind, it has a watchful eye on one’s status, connections, and influence. The concept of equality before the law is eroded every day in subtle and overt ways.

Take, for example, the arbitrary use of handcuffs by the police. Some individuals are paraded in chains before the media, while others, often those with political, economic, or social influence, are treated with undue respect and even leniency, regardless of the charges against them. This discriminatory enforcement of the law does not just damage individual lives, it undermines the very foundation of public trust in institutions.

The VIP culture in Nepal is another glaring example of institutional inequality. At airports, in banks, in government offices, and even at public events, there are separate lines, preferential treatment, and unearned privileges given to people in positions of power. Leaders, bureaucrats, athletes, and business elites often wear this inequality as a badge of honor. It has become normalized, even glamorized. But at what cost?

When ordinary citizens are forced to wait, to plead, or to bribe for services that are their basic rights, while elites glide through systems without resistance, it sends a clear message: fairness is optional, and power trumps principles.

The layers of discrimination stretch across our daily interactions with the system. Visit a public bank, and notice how the staff's tone and attentiveness change based on the customer’s attire or connections. Go to a government office, and see how often people without “access” are made to run from desk to desk. Try filing a complaint in a police station without knowing an officer or a politician, you will feel invisible.

This daily, lived experience of inequality creates a sense of helplessness and alienation. Over time, it fosters cynicism. Citizens begin to believe that the system cannot be trusted, that justice and fairness are privileges rather than rights. And eventually, people stop expecting integrity from public institutions altogether.

For Nepal to grow, not just economically, but ethically and socially, we must start building trust in our systems. That trust will not come from slogans or speeches. It will come from action. It will come when laws are applied consistently, when public servants are held accountable regardless of their position, and when the dignity of every citizen is respected equally.

We must end the culture of impunity and privilege. We need judicial and administrative reforms that make fairness the default, not the exception. Civil society must demand transparency and accountability. The media must highlight both small and large injustices without fear or bias. Education must instill the value of ethical citizenship, and leadership must model what it means to serve rather than rule.

The lesson from Japan is not just about punishing a worker over seven dollars. It is about sending a message that public trust is sacred. Every act of dishonesty, no matter how small, erodes that trust. And every act of accountability, no matter how minor, restores it. Nepal, like many developing countries, has a long way to go in building trust in its systems. But the journey must begin—with courage, clarity, and an unwavering commitment to fairness for all.

Environmental sustainability—meeting present needs without compromising future generations—is a critical global priority. The United Nations Sustainable Development Goals (SDGs) provide a comprehensive framework to address ecological challenges, including climate change, biodiversity loss, and resource depletion (United Nations, 2015). However, achieving these goals requires more than policy changes; it demands a shift in human values, attitudes, and behaviors.

Education plays a pivotal role in fostering sustainable mindsets. Value-based education (VBE), which integrates ethical and moral development into learning, can cultivate the character strengths needed for environmental stewardship. By aligning positive psychology’s "Values in Action" (VIA) framework (Peterson & Seligman, 2004) with the SDGs, educators can nurture responsible, eco-conscious citizens.

The Values in Action (VIA) Classification of Character Strengths and Virtues, developed by Peterson and Seligman (2004), is a foundational model in positive psychology that identifies 24 universally-valued character strengths organized under six core virtues. This framework provides a scientific approach to understanding human excellence and its application to societal challenges like environmental sustainability.

The Six Virtues and 24 Character Strengths

1. Wisdom & Knowledge (Cognitive strengths)

   • Creativity

   • Curiosity

   • Judgment (Critical Thinking)

   • Love of Learning

   • Perspective

2. Courage (Emotional strengths)

   • Bravery

   • Persistence

   • Honesty

   • Zest

3. Humanity (Interpersonal strengths)

   • Love

   • Kindness

   • Social Intelligence

4. Justice (Civic strengths)

   • Teamwork

   • Fairness

   • Leadership

5. Temperance (Self-regulatory strengths)

   • Forgiveness

   • Humility

   • Prudence

   • Self-Regulation

6. Transcendence (Connecting to larger meaning)

   • Appreciation of Beauty

   • Gratitude

   • Hope

   • Humor

   • Spirituality

Integrating Value-Based Education in Schools

To cultivate these strengths, schools can adopt the following strategies:

1. Embedding Sustainability in Curriculum

• Ethical reasoning exercises: Discuss dilemmas like resource allocation or climate justice (Berkowitz, 2017).

• Project-based learning: Students design sustainability initiatives (e.g., recycling programs, school gardens) (UNESCO, 2017).

2. Role Modeling and Experiential Learning

• Teachers demonstrate eco-friendly behaviors (e.g., reducing waste, conserving energy).

• Field trips to nature reserves or recycling centers reinforce appreciation for the environment.

3. Strengths-Based Pedagogy

• Students identify their top character strengths (VIA survey) and apply them to sustainability projects (Linkins et al., 2015).

• Example: A student strong in leadership organizes a tree-planting drive.

4. Collaborative and Reflective Practices

• Group discussions on sustainability values (e.g., "How can kindness extend to nature?").

• Journaling on personal eco-actions and their impact.

Value-based education, grounded in positive psychology and the VIA framework, can foster the character strengths needed to achieve the UN SDGs. By integrating sustainability values into school curricula through ethical reasoning, experiential learning, and strengths-based approaches, educators can empower students to become proactive environmental stewards.

References

• Berkowitz, M. W. (2017). PRIMED for character education. Kappa Delta Pi Record.

• Linkins, M., et al. (2015). Strengthening grit and wellbeing in students. Journal of Positive Psychology.

• Peterson, C., & Seligman, M. E. P. (2004). Character strengths and virtues: A handbook and classification. Oxford University Press.

• United Nations. (2015). Transforming our world: The 2030 Agenda for Sustainable Development.

• UNESCO. (2017). Education for Sustainable Development Goals: Learning Objectives.

Abstract

This study examines the predictors of Environmental Protection and Disaster Management (EPDM) capacity within local governments in Nepal, using the Local Government Institutional Capacity Self-Assessment (LISA) framework developed by the Ministry of Federal Affairs and General Administration. The LISA framework assesses local government capacity across ten domains. The study uses secondary data from the LISA framework, analyzing scores from 544 local bodies. The reliability analysis of the framework resulted in a Cronbach’s alpha of 0.905, indicating a high internal consistency. A linear regression model identified Physical Infrastructure, Social Inclusion, and Collaboration and Cooperation as statistically significant predictors of EPDM capacity, explaining 52% of the variance. These findings underscore the importance of these three areas in building resilience within local governments in Nepal. The study underlines the importance of comprehensive capacity building, whereby improvements in one domain contribute to others, and suggests that targeted investments in infrastructure, inclusive policies, and coordination mechanisms are ways to improve the capacity of local governments to cope with environmental and disaster-related challenges. The LISA framework stands out as a reliable tool for capacity assessment, laying the foundation for further research.

Access Full Artilce

To cite this article:

Adhikari, K. & Devkota, D. C. (2025). Predictors of environmental protection and disaster management. Journal of APF Command and Staff College, 8(1), 161-172. https://doi.org/10.3126/ japfcsc.v8i1.77605

Nepal’s education system is facing a moment of reckoning. As school-level teachers across the country take to the streets, demanding the long-delayed passage of the School Education Bill from the Parliament, their agitation brings into sharp focus the larger crisis engulfing the sector. While teachers in community schools enjoy better salaries and job security compared to their counterparts in private schools, the quality of education in community schools remains alarmingly poor. Even more concerning is the overall performance of the primary to high school education system in the country, whether community-based or private.

Despite years of educational reforms, the results are sobering. The average pass percentage in the Secondary Education Examination (SEE) continues to hover around a dismal 50%. Life skills, value-based education, and the competitive edge required in today's global economy are sorely lacking among our students. Compared to peers in developed and industrialized nations, Nepali students are at a disadvantage both in terms of academic preparation and life readiness.

The higher education sector is faring no better. Government-funded universities and colleges are underperforming, mired in outdated pedagogies, bureaucratic inertia, and misaligned curricula. Ironically, while organizations are actively seeking skilled employees, countless graduates remain unemployed, an unmistakable indicator of the growing mismatch between the skills needed in the market and those being produced by our institutions.

This disconnect is further highlighted by the disturbing trend of students opting to leave the country immediately after completing Class 12. The exodus has become so widespread that it raises urgent questions about our nation’s ability to harness its demographic dividend. With a population pyramid tilted in favor of youth, Nepal has the raw potential to develop a strong base of human capital. Yet, this opportunity is slipping through our fingers.

Part of the problem lies in the University Service Commission’s outdated approach. Instead of building an agile, forward-looking recruitment and service evaluation system, it continues to take pride in low pass rates, measuring success by exclusivity rather than by competence or alignment with national needs. The bigger issue, however, is even more fundamental: What kind of human capital do we need? What kind of higher education philosophy should guide us? These questions remain largely unanswered.

It is time for an overhaul of Nepal’s education system, not just incremental reforms, but bold, structural changes that will reorient our focus towards building a competitive, ethical, and inclusive educational ecosystem. I propose the following changes:

1. Prioritize K–12 Education through Strengthened Community Schools

The government must take full responsibility for K–12 education, focusing on quality teaching, strong infrastructure, and equitable access. Teachers should be empowered through training, autonomy, and accountability mechanisms. Education at this level must integrate life skills, values, creativity, and critical thinking into the curriculum.

2. Establish Specialized Schools for Diverse Learners

Children with special needs deserve tailored education. The government should invest in inclusive and specialized schools across regions to ensure that every learner, regardless of ability, gets access to quality education and personal growth opportunities.

3. Encourage Quality Private Boarding Schools with Cultural Roots

Let private schools offer boarding and specialized education, drawing inspiration from successful global models such as British-style boarding schools, yet rooted in Nepali values and context. These schools can fill gaps in elite and technical education for middle and upper-income families.

4. Let the Private Sector Take the Lead in Higher Education

Higher education should be opened up to private investment with strict quality controls. This would reduce the burden on the government while fostering competition, innovation, and excellence. The private sector must be seen not as an adversary but as a partner in development.

5. Strengthen the Role of UGC

The University Grants Commission (UGC) must evolve into a powerful governing and regulatory body for higher education. It should be empowered to set quality benchmarks, approve curricula, oversee funding, and evaluate institutional performance across both public and private sectors.

6. Grant Autonomy to Universities with Accountability

Universities should be given academic and administrative autonomy, but with this freedom must come ethical responsibility, transparency, and performance-based evaluations. Leadership in universities must be merit-based, not politically influenced.

7. Invest in Community Colleges

The community college model, long a backbone of higher education for underprivileged students, must be revived and expanded. With adequate government funding, these colleges can guarantee quality, affordable, and skill-based education, providing a viable alternative to expensive private institutions.

8. Formalize the Role of “Helmet Teachers” into Dignified Academic Paths

Thousands of part-time or contract teachers, often referred to as Helmet Teachers, have been contributing to higher education without recognition or proper institutional pathways. UGC should develop a dignified professorial track for such educators through structured evaluation and regulation.

(About Author: Dr Kishor Adhikari is the Campus Chief of ICMS Samarpan Academy, Dhumbarahi)

As the Nepali New Year 2082 draws near, Samarpan Youth Initiative warmly invites you to one of the most anticipated celebrations of the year — Naya Barsha Utsab 2082 — happening on 11 April 2025 at our beautiful and serene ICMS Samarpan Academy campus.

This isn’t just another event — it’s a cherished tradition, a celebration of new beginnings, of community, culture, and joy. Every year, ICMS has proudly hosted this vibrant festival, bringing together students, alumni, faculty, staff, and their families in a colorful gathering filled with energy, emotion, and enthusiasm. This year promises to be even more special.

🎶 Live Performance by “Prashna Chinna”

Yes, you read that right! The incredibly talented and popular band Prashna Chinna will be performing live to set the stage on fire. Get ready to sway, sing along, and dance your heart out to their electrifying tunes in the open, green spaces of our very own campus.

🍲 Delicious Food, Beautiful Poems, and Boundless Laughter

From mouth-watering food stalls to soul-touching poetry and moments of pure laughter, this celebration is all about embracing the spirit of togetherness. Whether you’re a poetry lover, a foodie, or someone just looking to relax and unwind with friends and family — we’ve got something for everyone.

🌳 Why You Shouldn’t Miss It

• Celebrtae and create memories

• Reconnect with old friends, batchmates, and faculty.

• Relive your best memories on campus and make some new ones.

• Rejoice in the festive spirit with your entire family in a peaceful and joyous atmosphere.

So, whether you’re a current student, an alum, a staff member, or part of the management — come with your family and be a part of this grand celebration. Let’s welcome the New Year with hope, happiness, and harmony — the ICMS way.

📍 Venue: ICMS Samarpan Academy Campus
📅 Date: 11 April 2025
🕒 Time: From afternoon 2 PM till the music fades!

Let’s come together under the open skies, among the trees and laughter, to say goodbye to the past and welcome a beautiful new year.

Happy Naya Barsha 2082!
We can’t wait to see you there! 🌸✨

Organized by: Samarpan Youth Initiative
ICMS – Where traditions meet celebration.

📢 Exciting Training Opportunity! 📢
🔍 Training on Qualitative Data Analysis
📊 "Only handy skills to analyze data"
📅 Date: February 19, 2025
⏰ Time: 10 AM – 5 PM
📍 Location: ICMS, Samarpan Academy, Dhumbarahi
👨‍🏫 Resource Person:
Dr. Kishor Adhikari
Campus Chief, ICMS
💰 Registration Fee:
🎓 NPR 1500/- (ICMS Members)
🌍 NPR 2500/- (Others)
📞 Contact: +977-9767224582
🔗 Register Now: https://forms.gle/fS8B7YF7fNvoVUaC8
www.tuicms.edu.np
Don't miss this chance to enhance your research skills! 🚀

The Institute of Crisis Management Studies (ICMS), Samarpan Academy, is proud to present a highly anticipated three-day Training Workshop on Psychotherapy: CBT and Hypnosis, scheduled from February 21 to 23, 2025. This immersive learning experience will be held daily from 10 AM to 5 PM at the ICMS campus, located at 824 Dhumbarahi Marg, Kathmandu.

This workshop is a rare opportunity to learn directly from Dr. Jini K. Gopinath, a renowned expert in the field of psychotherapy, visiting from Bangalore, India. Designed to provide hands-on experience, the training will cover essential concepts, techniques, and practical applications of Cognitive Behavioral Therapy (CBT) and Hypnosis.

Workshop Breakdown

Day 1: Foundations of Hypnosis

• Introduction to the history of hypnosis

• Understanding myths and misconceptions surrounding hypnosis

• Learning induction techniques and experiencing trance

• Group practice sessions

• Understanding suggestibility and deepening of trance

• More group practice sessions for skill reinforcement

Day 2: Self-Hypnosis and Foundations of CBT

• Mastering self-hypnosis through guided exercises

• Engaging in group practice sessions

• Exploring the history of CBT

• Understanding the works of Aaron Beck and Albert Ellis

• Delving into CBT theory and principles

• Learning how to prepare clients for therapy

• Basic CBT skill training and practice

Day 3: CBT Assessments and Advanced Techniques

• Conducting CBT assessments for therapy planning

• Understanding CBT formulation models

• Engaging in group practice sessions

• Exploring cognitive restructuring models

• Learning relapse prevention strategies for long-term effectiveness

• More interactive group sessions for practical application

Who Should Attend?

This workshop is ideal for:

• Mental health professionals, including psychologists, counselors, and therapists

• Students and scholars of psychology and mental health disciplines

• Medical practitioners seeking to integrate CBT and hypnosis into their practice

• Anyone interested in personal growth through self-hypnosis and cognitive restructuring

Registration Details

• Participation Fee: Rs. 8,500 (includes lunch and refreshments)

• Seats are limited, so early registration is encouraged

• Register at: https://forms.gle/kAR9SfBcEryBF8qy9

• For more details, contact: 9767224582 or visit www.tuicms.edu.np

Why Attend?

This workshop is designed to equip participants with both theoretical knowledge and practical skills in hypnotherapy and cognitive behavioral techniques. You will walk away with a deeper understanding of psychological interventions, hands-on experience, and techniques that can be applied in therapeutic, professional, and personal settings.

Don't miss this unique chance to expand your expertise and learn from one of the leading experts in psychotherapy. Register today and take a step towards mastering the art and science of CBT and Hypnosis!

Contributed by ICMS CPET* Team

*Center for Professional Education and Training

Respected Chair of ICMS Samarpan Academy Master’s Programs Orientation 2025, Shree Sanat Kumar Basnet Jiu, Honorable Keynote Speakers Dr. Gangala Tuladhar Jiu and Shree Khimlal Devkota Jiu, Esteemed Members of the Board of Directors, Distinguished Faculty Members, Dedicated Administrative Staff, Graduates, Research Fellows, and most importantly, the Incoming Batch of Students,

It is my great pleasure to extend a warm welcome to you all as you embark on this exciting journey of higher education. Today marks the beginning of a transformative academic endeavor, and I commend each of you for choosing to pursue a master’s degree—an achievement that only a select few undertake and successfully complete.

Graduate education is fundamentally different from undergraduate studies in its emphasis on analytical reasoning, critical thinking, and independent inquiry. At the master’s level, you will be expected to engage deeply with research, challenge conventional wisdom, and develop a nuanced understanding of your field. One of the defining characteristics of graduate education is independence. Here at ICMS, we nurture and value this independence, embedding it within our academic culture. Our goal is to shape individuals who can think critically, make informed decisions, and uphold scientific rigor while maintaining strong ethical values and integrity.

If you had any doubts about whether this is the right institution for your academic aspirations, let me reassure you—you are in the best place possible. ICMS takes pride in being the only institution in South Asia that offers Crisis Management education with a unique, practice-oriented approach. Additionally, our teaching methodology and academic rigor in Counseling Education meet international benchmarks. The fields of Mental Health, Crisis, and Disaster Management remain eternally relevant as long as humanity and the Earth exist. Your decision to pursue these disciplines ensures that your career will have lasting significance and impact.

Furthermore, our integration of IT, Psychology, and Crisis Management makes our programs truly interdisciplinary, competitive, and state-of-the-art. With Tribhuvan University actively working on curriculum advancements, we, too, are in the process of reviewing and refining our programs to keep pace with global developments.

One of the most distinctive aspects of ICMS is the diversity of our student body. Our classrooms bring together professionals from various fields—medical practitioners, engineers, geologists, nurses, and many others. Some students have recently completed their undergraduate degrees, while others return to academia after decades in the professional world, including retired generals and young minds in their early twenties. This rich diversity fosters an unparalleled environment of peer learning and collaboration, making the master’s experience at ICMS truly unique in Nepal.

As you embark on this journey, I must offer a few words of guidance. The independent nature of graduate education means that there will be minimal external pressure regarding assignments and attendance. However, this is not because we lack expectations; rather, we encourage you to develop your own moral and academic compass. Attendance and active participation are foundational to your learning experience and academic success. Take a moment to acknowledge that structured assignments, rigorous coursework, and consistent engagement will define the next two years of your life. This is not merely a challenge but an opportunity—an experience that will shape your personal and professional growth.

With these reflections, I wholeheartedly welcome you all to the ICMS community. Let us make this academic journey enriching, transformative, and memorable.

Thank you, and best wishes for your time at ICMS!

- Dr Kishor Adhikari,

Looking to advance your career in Crisis Management or Counseling Psychology? Join Samarpan Academy, ICMS, Nepal's only dedicated Crisis Management College, and become a leader in addressing today's critical challenges! 🌟

💼 Programs Offered: 1️⃣ MCMS - Master in Crisis Management Studies
🔍 Focus on managing disasters, mitigating risks, and building resilience.

2️⃣ MCP - Master in Counseling Psychology
🧠 Dive into mental health support and therapeutic skills for individuals and communities.

📅 Important Details:

• Application Deadline: 5th Poush, 2081

• Eligibility: Completion of a Bachelor's degree in any discipline. If you do not have any background in Psychology in Bachelor’s degree, you will have to enroll in foundation course in the first semester.

🏫 Why Choose ICMS Samarpan Academy?

• Expert Faculty: Learn from experienced professionals and academics.

• Practical Learning: Hands-on exposure to real-world crisis scenarios and psychological practices.

• Future-Oriented: Be a pioneer in a growing field with global significance.

📍 Location: Dhumbarahi, Kathmandu
📞 Contact Us: 01-4008181, 9765972081
🌐 College Website: www.tuicms.edu.np

🌐 Portal to fill form: https://entrance.tufohss.edu.np/

You may contact or visit campus inperson so that we can assist you.

🚀 REGISTER NOW and shape a meaningful career that impacts lives! 💡