Starting Up Child Centered Spaces in Emergencies: A Field Manual

More documents

Recommendations

Info

Starting Up Child Centered Spacesin Emergencies: A Field ManualChristian Children’s FundMAY 2008Developed byKathleen Kostelny, Ph.D.AcknowledgementsThanks to all those who contributed their time and expertise to this manual, particularlyCCF staff in the Child Protection and Emergency Response Unit. Thanksalso go to the many CCF staff worldwide who shared their experiences implementingChild Centered Spaces, and to UNICEF who shared their assessmentand monitoring tools. Finally, this manual would not have been possible withoutthe communities that mobilize themselves on behalf of their children.
ForewordIn the aftermath of war or natural disaster, children’s physical and emotionalneeds often go unattended and their right to education typically goes unmet.Because roughly half of the affected population impacted by emergencies arechildren, CCF developed its Child Centered Spaces (CCSs) model.CCSs promote the protection and psychosocial well-being of children and helpto support the fulfillment of their right to education. Although physical aid is crucial,this alone cannot address children’s invisible wounds – the psychosocialimpact of the crisis. CCSs provide support by giving children a safe space inwhich to play and re-establish a sense of normalcy. In CCSs, children receivesupport from trained local adults and engage in activities such as drawing,singing, dancing, drama and story-telling to enable emotional expression.Children also develop life skills such as basic literacy, nonviolent handling ofconflict and learning to socially integrate with other children. Through their participationin CCSs, children feel greater hope for the future and communitiesbecome better organized to support their children.Worldwide, CCF is a strong voice for children’s protection and psychosocialwell-being. Because CCSs are an integral part of this work, this manual was producedto offer guidance on best practices for their establishment. It was madepossible through the tremendous input of a multitude of experienced practitionersand child protection specialists, and also through learning with other childprotection agencies. We are grateful for their assistance in making this publicationpossible.I encourage you to use this manual in furthering CCF’s work to serve children.Anne Lynam GoddardPresident & CEOChristian Children’s Fund
Page 4: Table of ContentsIntroduction .....
Page 7 and 8: IntroductionEmergencies, such as ar
Page 9 and 10: Research in northern Uganda and in
Page 11 and 12: Deprivation, Exclusion and Vulnerab
Page 13 and 14: What Are Child Centered Spaces?Purp
Page 15 and 16: • Children engage in cultural act
Page 17 and 18: Step 1: Coordinate with GovernmentS
Page 19 and 20: Step 2Quick ChecklistConduct a Prel
Page 21 and 22: 19• The community also provides m
Page 23 and 24: Comments on Steps 4 - 6: Follow-upV
Page 25 and 26: In Sri Lanka, because different eth
Page 27 and 28: Example from the Field: ChadSetting
Page 29 and 30: Step 6: Recruit CCS AnimatorsIt is
Page 31 and 32: Schedule Training and CCS Activitie
Page 33 and 34: Step 8: Conduct Initial Training fo
Page 35 and 36: • CCSs provide a valuable platfor
Page 37 and 38: Have the animators create a list of
Page 39 and 40: CHILD CENTERED SPACES DOs and DON
Page 41 and 42: CODE OF CONDUCTIt is of utmost impo
Page 43 and 44: Reporting Forms and Activity Schedu
Page 45 and 46: • Find out whether there are loca
Page 47 and 48: • Setting aside a specific time f
Page 49 and 50: Guidelines• Post the daily activi
Page 51 and 52: Step 9:Quick ChecklistImplement CCS
Page 53 and 54:
ences prior to the emergency. Nonfo
Page 55 and 56:
Step 11: Provide Follow-up Training
Page 57 and 58:
During follow-up visits to the CCS
Page 59 and 60:
Outputs:Outputs include such things
Page 61 and 62:
Field Example: Timor Leste — Obje
Page 63 and 64:
Step 13: Transition out of the CCST
Page 65 and 66:
BibliographyAction on the Rights of
Page 67 and 68:
Annex 165CCF CHILD PROTECTION ASSES
Page 69 and 70:
Assessment ScopeGenerally the purpo
Page 71 and 72:
of collecting existing information
Page 73 and 74:
discussions about particular issues
Page 75 and 76:
❏ What are the most common worrie
Page 77 and 78:
Some questions related to issues se
Page 79 and 80:
Annex 2UNICEF RAPID CHILD PROTECTIO
Page 81 and 82:
Annex 379Community Mobilization Gui
Page 83 and 84:
Challenges in Community Mobilizatio
Page 85 and 86:
Learning about community power stru
Page 87 and 88:
An additional step is to develop an
Page 89 and 90:
Annex 4Sample Plan for Completing a
Page 91 and 92:
Annex 6UNICEF, Sri Lanka89UNICEF Ch
Page 93 and 94:
Annex 7IASC Guidelines: Strengthen
Page 95 and 96:
93with nonformal education or commu
Page 97 and 98:
• Integrating topics related to t
Page 99 and 100:
Sample Process Indicators• Percen
Page 101 and 102:
I. What is a Child Centered Space?A
Page 103 and 104:
III. Roles and Responsibilities of
Page 105 and 106:
12. Never use race, ethnicity, reli
Page 107 and 108:
PlayPlay allows children to relax a
Page 109 and 110:
10. Never use program supplies or m
Page 111 and 112:
Annex 11UNICEF Child-Friendly Space
Page 113 and 114:
• Ask children and adolescents wh
show all

Starting Up Child Centered Spaces in Emergencies: A Field Manual

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?