Starting Up Child Centered Spaces in Emergencies: A Field Manual

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Step 10: Deepen CCS ActivitiesDepending on the particular context, CCS activities can be expanded in theweeks following the initial startup. These can include:• Training or mentoring on topics related to psychosocial support, such aspsychological first aid, how to support isolated children, and when andhow to make referrals.• Peer mentoring, youth clubs, life skills training, vocational training andnonformal education can be incorporated to meet the psychosocialneeds of youth.Peer MentoringYouth can be valuable resources in working with younger children.Peer groups where youth teach younger children about nutrition,hygiene and other basic life skills may be an approach incorporatedinto the CCS. Not only do younger children receive guidance and supportfrom their older peers, but youth develop important skills as wellby working with the children. In Kosovo, teenage girls helped todevelop activities for young children in kindergarten spaces in localvillages. These girls not only provided a valuable service to the community,they also developed skills through their work in the kindergartensand through training and supervision by CCF staff.Youth ClubsYouth clubs provide adolescents with important skills and support networks,and can help to reduce their immediate vulnerability and feelingsof powerlessness. When youth do not have positive options in theirlives, they are at increased risk of sexual exploitation, recruitment intoarmed groups, and engagement in dangerous labor. Youth clubs canprovide positive options and can also help youth organize to take aproactive role in addressing community problems. Finally, youth clubscan provide an important opportunity for youth to relax and have fun.Life Skills TrainingDepending on the context, a range of life skills can be added to theactivity schedule. This includes survival messages, environmental hazardsprevention, general health information, hygiene needs to preventoutbreaks, HIV/AIDs prevention and development of skills that adapt tothe changing environment as the population moves out of crisis.Nonformal Education and Vocational TrainingNonformal education can offer structured, normalizing, educationalactivities that may reflect some of the youth’s educational experi-50
ences prior to the emergency. Nonformal education is important foryouth who may have dropped out of school, may have aged out oftheir school grade, may have to work or are interested in learningmore practical knowledge that will help them to find work. Nonformaleducation can help youth reenter school, learn a trade or find a job.Activities can include such things as vocational training, literacy andnumeracy training, or language skills.• Hold reflections with child and youth participants on what they like, don’tlike or want more of. Use this information to plan improvements. Beparticularly attentive to gender issues, ensuring that boys don’t gettargeted for most of the activities.• Hold reflections with the community, taking stock of who does not cometo the CCS and why not, and problem solve about ways to boost accessto the CCS.• Enable community dramas where children design and practice thedrama in the CCS. The drama could illustrate something key about thechildren’s situation. The children could perform for the community, afterwhich the community would reflect and think about next steps.• Make deeper linkages with government, or offer teacher training.• Discuss with volunteers, staff and community members the linkagesbetween CCSs and child well-being committees (CWBCs).Deepening Activities: ChadClean the Child CampaignChildren’s hygiene was a critical problem in the IDP campsin Chad. After awareness campaigns with parents wereunsuccessful, the CCS animators began washing the childrenupon arrival at the CCS. The children learned thisimportant life skill and then washed themselves when theyarrived at the CCS.Birth RegistrationRegistering newly born children was identified as a need inthe IDP camps. As a CCS activity, youth were trained onbirth registration and community awareness raising skills.The youth then successfully spread the word throughoutthe camps about the importance of registering childrenafter birth.51
Page 2 and 3: Starting Up Child Centered Spacesin
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: Step 9:Quick ChecklistImplement CCS
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
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