Starting Up Child Centered Spaces in Emergencies: A Field Manual

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Knowledge, attitudes and practices (KAP) are pivotal to assessment information collectionand intervention design and implementation. An intervention or assessmentthat identifies needs or takes care of the technical issues but does not take KAP intoaccount is unlikely to achieve optimal impact. Good KAP information is critical tounderstanding why people do what they do, and to involve people in designingacceptable interventions. KAP is not a data-collection method. rather it is an area ofenquiry to be approached by various methods.Source: Save UKSuggested Methodology Approaches (The following was taken from ConsortiumAfghanistan and Angolan assessments, and in keeping with/drawing frommethodologies set out in Save UK draft emergency assessment manual, UNdocuments, the World Bank Watching Brief for Social Sectors in Iraq proposaland other assessment resource materials)Framed by the U. N. Convention on the Rights of the Child, the following suggestedmethodology reflects inter-agency dialogue and collaboration, both immediateand extended. The methodology also utilizes an integrated and holisticframework of child well-being and protection. This includes a wide variety ofissues and sectors ranging from those that impact a child’s basic survival tothose affecting the normal emotional, social, physical and psychological developmentof children and adolescents. This includes cultural, traditional andemerging practices and beliefs, along with existing and affected coping mechanisms.In addition, the situation of particular vulnerable group should be investigatedin each location. (A sample list of vulnerable groups drawn from variousassessments and resources is provided in a subsequent section for review andfinalization by the assessment teams. See page 75.)As set out in the proposal outline, the assessment should attempt to collectquantitative information gathered during the assessment interviews and througha review of existing data and information collected by other agencies working inthe area. A review of existing data will identify gaps, which will then guide thecollection of new data.KEY REMINDER: All data should be desegregated by age and gender to facilitatethe mapping of trends and to identify potential or differing patterns or risks amongchildren.The assessment will also collect qualitative data. The use of multiple methods isrecommended. For example: structured and semi-structured interviews with keyinformants and randomly selected groups of women, children and gender segregatedadolescents; smaller focus group discussions with elders, women, parents,children and young people; transect walks; observations and descriptionsof local conditions and case studies.A suggested and frequently used approach to widen child protection assessmentsis to collect information using a funneling strategy. The essential first step68
of collecting existing information involves meetings and dialogues with diverseagencies. This means that teams must work their way through local networksand following leads established through contacts with each agency. Throughdialogue with the Iraq government representatives (where appropriate), UNICEF,UNHCR and other agencies, including local agencies and international NGOs,various at-risk groups of children could be identified in particular areas. Thisinformation is then used to define gaps in understanding that guides thecollection of new data. This strategy entails moving from the general to the particular,using existing data and avoiding duplication of effort and filling in gaps ofinformation.Sampling should include a mixture of rural and urban areas and of gender- andage-specific groups. Within a particular village or area, multiple group discussionsare best conducted for purposes of triangulation and to develop a morecomprehensive understanding of the context, issues and situation of particulargroups. Visits to villages typically begin with meetings with elders, teachers andother key informants to obtain a broad overview of the situation of children, andthese are then followed by more focused discussions with particular targetedand/or at-risk groups.Purposive sampling is suggested to collect information from key informants suchas elders/leaders, health workers, teachers and field-based staff or volunteers.Opportunistic and random samplings are also suggested to build on and verifythe information collected during group discussions, and to collect data in unexpectedsituations. Also, snowball sampling can be used to build the informationthrough networks suggested by participants.Criterion-based, cluster sampling is suggested to focus on key vulnerabilitygroups (e.g., IDPs and/or refugees, separated children, orphans, street/workingchildren, etc.) and to explore specific issues identified in a particular area as criticaland in need of additional investigation. (For example, in Afghanistan if discussionswith key informants indicated that disabled street children werenumerous and faced high risks, but no written reports on their situation wereavailable, then discussions with groups of disabled street children became apriority. Similarly, no data was available on children in detention, which raisedthe priority of collecting new data on that issue.)Next, interviews and focus group discussions are recommended with membersof the relevant groups, such as women, adolescents, children and specificallyidentified vulnerable or at-risk groups. Throughout the assessment, it is recommendedthat the teams take an ecological approach that recognizes the interdependenceof children’s well-being with that of their primary caretakers. For thisreason, vulnerable groups can be defined broadly to include not only groups ofat-risk children, but also to include groups such as war widows, many of whomoften live in abject poverty and are rearing children. In some cases, village eldersor government officials can bring together a group of at-risk people such aswidows, which does potentially introduce associated risks of bias. To reducesuch bias, the interviewers can also construct their own focus groups, talkingwith randomly selected focus group members in urban areas and villages.69
Page 2 and 3:
Starting Up Child Centered Spacesin
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Table of ContentsIntroduction .....
Page 7 and 8:
IntroductionEmergencies, such as ar
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Research in northern Uganda and in
Page 11 and 12:
Deprivation, Exclusion and Vulnerab
Page 13 and 14:
What Are Child Centered Spaces?Purp
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• 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: Assessment ScopeGenerally the purpo
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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