Starting Up Child Centered Spaces in Emergencies: A Field Manual

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7.1• Help school staff such as administrators, counselors, teachers and healthworkers understand where to refer children with severe mental health andpsychosocial difficulties (this may include children who are not directlyaffected by the emergency but who may have pre-existing difficulties) toappropriate mental health, social services and psychosocial supports in thecommunity (see Action Sheet 5.2) and to health services, when appropriate(see Action Sheet 6.2, including the criteria for referral of severe mentalhealth problems). Ensure that learners, parents and community membersunderstand how to use this system of referral.Key Resources1. Active Learning Network for Accountability and Performance (ALNAP)(2003). Participation by Affected Populations in Humanitarian Action: AHandbook for Practitioners. Chapter 12, ‘Participation and Education’, pp.331-342. http://www.globalstudyparticipation.org/index.htm2. Annan J., Castelli L., Devreux A. and Locatelli E. (2003). Training Manual forTeachers. http://www.forcedmigration.org/psychosocial/papers/WiderPapers/Widerpapers.htm3. Crisp J., Talbot C. and Cipollone D. (eds.) (2001). Learning for a Future:Refugee Education in Developing Countries. Geneva: UNHCR.http://www.unhcr.org/pubs/epau/learningfuture/prelims.pdf4. Danish Red Cross (2004). Framework for School-Based PsychosocialSupport Programmes: Guidelines for Initiation of Programmes.http://psp.drk.dk/graphics/2003referencecenter/Docman/Documents/2Children-armed/PSPC.Final.Report.pdf5. IASC (2005). Guidelines on Gender-Based Violence Interventions inHumanitarian Settings.http://www.humanitarianinfo.org/iasc/content/subsidi/tf_gender/gbv.asp6. Inter-Agency Network on Education in Emergencies (INEE) (2004).INEE Minimum Standards for Education in Emergencies, Chronic Crises and EarlyReconstruction. http://www.ineesite.org/minimum_standards/MSEE_report.pdf7. Inter-Agency Network on Education in Emergencies (INEE) (2005). PromotingINEE Good Practice Guides – Educational Content and Methodology.http://www.ineesite.org/page.asp?pid=1238, then the following links:http://www.ineesite.org/page.asp?pid=1134http://www.ineesite.org/page.asp?pid=1137http://www.ineesite.org/page.asp?pid=11468. Macksoud M. (1993). Helping Children Cope with the Stresses of War: AManual for Parents and Teachers. UNICEF.http://www.unicef.org/publications/index_4398.html9. Nicolai S. (2003). Education in Emergencies: A Tool Kit for Starting andManaging Education in Emergencies. Save the Children UK.http://www.ineesite.org/core_references/EducationEmertoolkit.pdf10. Save the Children (1996). Psychosocial Well-Being Among ChildrenAffected by Armed Conflict and Displacement: Principles and Approaches.Geneva. http://www.savethechildren.org/publications/technicalresources/emergencies-protection/psychosocwellbeing2.pdf11. Sinclair M. (2002). Planning Education In and After Emergencies. UNESCO:International Institute for Educational Planning (IIEP).http://www.unesco.org/iiep/eng/focus/emergency/emergency_4.htmIASC Guidelines: Strengthen Access to Safe and Supportive Education: Action Sheet 7.196
Sample Process Indicators• Percentage of learners who have access to formal education.• Nonformal education venues are open and accessible to girls and boys ofdifferent ages.• Percentage of teachers trained in and receiving follow-up support on how tosupport learners’ psychosocial well-being.• Teachers and other educational workers refer children with severe mentalhealth and psychosocial difficulties to available specialized services orsupporst.97IASC 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
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• 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: • Integrating topics related to t
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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Starting Up Child Centered Spaces in Emergencies: A Field Manual

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