Starting Up Child Centered Spaces in Emergencies: A Field Manual

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• Support nonformal learning such as adult education and literacy, and vocationaltraining to provide learners with skills that are relevant for the currentand future economic environments and that are linked to employment opportunities.For children under 15, nonformal education should serve as a complementto, not a substitute for, formal education.• Use food-for-education programmes to promote mental health andpsychosocial well-being, where appropriate. Providing food (on-site or astake-home rations) in educational settings can be an effective strategy forincreasing attendance and retention, which in itself contributes to mentalhealth and psychosocial well-being (see Action Sheet 9.1). In addition, foodin education can directly benefit psychosocial well-being by increasing concentration,reducing social distinctions between ‘rich’ and ‘poor’, etc. Theprovision of food or feeding programs in educational settings shouldoccur only when this can be done efficiently, does not harm the nutritionalstatus of the learners and does not significantly undermine social traditions(e.g., the role of the family in providing appropriate nutrition for children).3. Strengthen access to education for all.• Rapidly increase access to formal and/or nonformal education. This mayrequire creative and flexible approaches, such as opening schools in phases,double-shifting or using alternative sites.• Temporarily ease documentation requirements for admission, and be flexibleabout enrollment. Emergency-affected populations may not have certificatesof citizenship, birth/age certificates, identity papers or school reports.Age limits should not be enforced for emergency-affected children and youth.• Support the specific needs of particular learners, e.g., provide child-careservices for teenage mothers and siblings tasked with caring for youngerchildren; provide school materials to learners in need.• Make educational spaces accessible to and appropriate for different groupsof children, especially marginalised children (e.g., disabled or economicallydisadvantaged children, or ethnic minorities). Develop separate activities foradolescents and youth, who often receive insufficient attention.• Where appropriate, provide catch-up courses and accelerated learning forolder children (e.g., those formerly associated with fighting forces or armedgroups) who have missed out on education.• When appropriate, conduct back-to-school campaigns in which communities,educational authorities and humanitarian workers promote access toeducation for all children.4. Prepare and encourage educators to support learners’ psychosocialwell-being.Educators can provide psychosocial support to learners both by adapting theway they interact with learners, creating a safe and supportive environment inwhich learners may express their emotions and experiences, and by includingspecific structured psychosocial activities in the teaching/learning process.However, they should not attempt to conduct therapy, which requires specialisedskills. Providing support for educators’ own psychosocial well-being isan essential component of supporting learners.• Adapt interaction with students by:IASC Guidelines: Strengthen Access to Safe and Supportive Education: Action Sheet 7.194
• Integrating topics related to the emergency in the learning process;• Addressing the cause of problem behaviours in the class (e.g.,aggressiveness);• Helping learners understand and support one another.• Provide educators with continuous learning opportunities, relevant trainingand professional support for the emergency, rather than through one-off orshort-term training without follow-up (see Action Sheet 4.3). Key topics mayinclude:• Encouraging community participation and creating safe, protectivelearning environments;• Effects of difficult experiences and situations on the psychosocial wellbeingand resilience of children, including girls and boys of different ages;ethics of psychosocial support (see Action Sheet 4.2);• Life skills relevant to the emergency (see Key Action 2 above forsuggestions);• Constructive classroom management methods that explain why corporalpunishment should not be used and that provide concrete alternatives tothe use of violence;• How to deal constructively with learners’ issues such as anger, fear andgrief;• How to conduct structured group activities such as art, cultural activities,sports, games and skills building;• How to work with parents and communities;• How to utilize referral mechanisms to provide additional support tolearners who exhibit severe mental health and psychosocial difficulties(see Key Action 5 below);• How to develop plans of action for implementing psychosocial support ineducators’ work;• Helping educators better cope with life during and following the emergency,including the effects of stress on educators, coping skills, supportivesupervision and peer group support;• Use participatory learning methods adapted to the local context andculture. Ensure that educators have opportunities to share their ownknowledge and experience of local child development and helping practicesand to practise new skills. The appropriateness and usefulness oftraining must be evaluated periodically. Ongoing support, including bothprofessional supervision and materials, should be provided to educators;• Activate available psychosocial support for educators. For instance, bringeducators together with a skilled facilitator to start talking about the past,present and future, or put in place a community support mechanism toassist educators in dealing with crisis situations.5. Strengthen the capacity of the education system to support learners experiencingpsychosocial and mental health difficulties.• Strengthen the capacity of educational institutions to support learners experiencingparticular mental health and psychosocial difficulties:• Designate focal points to monitor and follow up with individual children;• If school counselors exist, provide training on dealing with emergencyrelatedissues.95IASC Guidelines: Strengthen Access to Safe and Supportive Education: Action Sheet 7.1
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Starting Up Child Centered Spacesin
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Table of ContentsIntroduction .....
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IntroductionEmergencies, such as ar
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Research in northern Uganda and in
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Deprivation, Exclusion and Vulnerab
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What Are Child Centered Spaces?Purp
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• Children engage in cultural act
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Step 1: Coordinate with GovernmentS
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Step 2Quick ChecklistConduct a Prel
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19• The community also provides m
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Comments on Steps 4 - 6: Follow-upV
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In Sri Lanka, because different eth
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Example from the Field: ChadSetting
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Step 6: Recruit CCS AnimatorsIt is
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Schedule Training and CCS Activitie
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Step 8: Conduct Initial Training fo
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• CCSs provide a valuable platfor
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Have the animators create a list of
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CHILD CENTERED SPACES DOs and DON
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CODE OF CONDUCTIt is of utmost impo
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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: 93with nonformal education or commu
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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