IMP LEMENTATIO N “THE RULES ON NATIONALITY OF EACH STATE PARTY SHALL BE BASED ON THE FOLLOWING PRINCIPLES: [A] EVERYONE HAS THE RIGHT TO A NATIONALITY; [B] STATELESSNESS SHALL BE AVOIDED; [C] NO ONE SHALL BE ARBITRARILY related to their work. They must also learn how to find, read, interpret, and apply the law in their cases. A full understanding of the law may not be instant, however. Expect it to grow over time. While training generally focuses on regional and national laws, all paralegals should know something about international law. This may include both regional law (for example, the law of the African human rights system) and relevant decisions of human rights courts and tribunals and United Nations bodies like the UN Human Rights Committee. A court or tribunal may already have identified specific practices as unlawful. Even if the government officials they meet will not have that background, pointing out that national laws violate international legal obligations may be useful. Knowledge of international law can also help paralegals better analyze protections and gaps in the national legal framework. Other key subjects include: NATIONALITY…” •U  nderstanding gender and diversity: looking at how different groups and genders experience nationality and documentation issues differently, and how this affects paralegals’ work. ARTICLE 4—PRINCIPLES 1997 EUROPEAN CONVENTION ON NATIONALITY •S  elf-care and psychological training, including guidance and resources on recognizing and addressing burnout and trauma. Working with communities facing generations of discrimination and rights abuses has risks. DEPRIVED OF HIS OR HER •H  ow to behave when facing ethical dilemmas. This may involve discussion of case studies or developing a code of ethics for the project with the paralegal group. •M  ediation skills in projects where intra-family disputes may result from or impede a client’s pursuit of documentation.  ee 2.4 Legal and Policy Frameworks for further information about S the areas of law and policy that paralegals should master. See 2. Determining the Need for and Opportunity to Help for a discussion of context. See 9.3 Accompaniment for a discussion of mediation. Involving local authorities and CSO members in trainings, where appropriate, may also help further advocacy objectives. See 4.4 Government Authorities about building relationships with government authorities for further discussion. Skills development Skills development sessions should be as practical as possible. Projects have used activities such as: •R  ole-playing to test out mediation skills, negotiation skills, or interview techniques. • Group discussions on what constitutes an empowerment approach or unconscious bias. • Filling out case forms based on a client case study. • Presenting legal information to an audience or writing practice briefs. 78 | A C O M M U N I T Y- B A S E D P R A C T I T I O N E R ’ S G U I D E : D O C U M E N T I N G C I T I Z E N S H I P A N D OT H E R F O R M S O F L E G A L I D E N T I T Y