WASH’ Nutrition

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A - Starting the project Gathering the children: projects using the Child-to-Child approach can happen wherever children can get together easily and frequently. This may be a school, a health clinic, or any special place agreed by the community, for example a feeding centre, a water collection point, or under a shady tree. Choosing activities: The planning committee, the project organizer, the children themselves, or a combination of these might choose the health topics and activities. All activities should be: important for the health of the children and their communities easy enough for children to understand simple for children to do well interesting and fun! B - Getting going Experience has shown that the Child-to-Child activities work best if they are introduced in a series of steps as shown on the following pages. Step 1 - Introduce `the idea’ and help children to understand it better For example: caring for children with diarrhea: Diarrhea is dangerous because it can kill and cause undernutrition. It can be prevented by keeping clean, using clean water, and by eating properly. Children who get diarrhea may die because they become dehydrated, that is, they lose too much liquid from their bodies. The liquid they lose must be put back into their bodies. Special drinks (ORS) can be prepared by children to help replace the lost water when a child has diarrhea, and can prevent dehydration. Use practical activities to reinforce the ideas like role play, puppets, storytelling, and games to understand how people feel and react. For example, the children describe their experiences of diarrhea, the words used to describe it in their family, and the treatment for it. Step 2 - Getting the children to find out more The children can find out things from other children, from parents, and from others in the camp. For example: the number of children in the group or family who have had diarrhea, and how it affected them. Step 3 - Discussing what the children found out and planning activities Discuss possible action, find out who else can help the children with practical actions, and make a plan of action. For example: what can I do to prevent diarrhea? What can we do if another child is affected? What can we do to teach others about the dangers? Step 4 - Taking actions Do practical activities at home. Share new ideas and messages with members of the family and friends. Do activities in the camp. For example: making, mixing, and tasting a special rehydration drink (ORS) giving the special drink to children who have diarrhea checking that people know about dehydration from diarrhea. Step 5 - Discussing the results of the activities Test knowledge and skills of children in the group and of others in the camp. Observe attitudes and practices of adults and children. For example: how many of us now know how to make the special drink? How many have passed on the ideas to others? Step 6 - Doing the activities better next time! 114 WASH’Nutrition A practical guidebook
Key messages on aligning WASH and Nutrition in emergency contexts KEY MESSAGES Unless adequate water and sanitation services are quickly provided and good hygiene is consistently practiced by emergency-affected people, the risk of diarrhea, cholera, measles, scurvy, and other hygiene-related diseases rapidly increases. This is true in all types of emergencies, from rapid onset natural disasters to long-term crises caused by a range of complex factors. Incorporation of nutrition-specific objectives into WASH humanitarian responses is essential. WASH emergency response should take into consideration the specific needs of infants, children under two, pregnant and lactating women and caregivers. WASH and IYCF promotion in emergencies have a critical link. Protecting and promoting safe and appropriate infant and young child feeding practices in emergencies is a life-saving intervention, essential for both the prevention and treatment of undernutrition. Agencies and programmes that provide humanitarian WASH, health and nutrition interventions could better integrate their programmes by focusing on children. This should not be seen as a ‘nice to do’ add on but as a fundamental part of all emergency WASH interventions. WASH’Nutrition A practical guidebook 115
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WASH’ Nutrition A practical guide
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WASH’Nutrition A practical guideb
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Table of Contents STATEMENT ON COPY
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ACKNOWLEDGEMENTS This guidebook has
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FOREWORD Undernutrition remains a s
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LIST OF BOXES BOX 1: Design charact
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NCD NGO NTD NTU ORS PEFSA V PHAST P
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The basics of undernutrition and WA
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1. DEFINING undernutrition Defined
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2. the main causes of undernutritio
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Chronic undernutrition impairs chil
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of undernutrition, the global probl
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The CMAM approach has four componen
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6. Global trends in undernutrition
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Today, the world’s attention is t
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Linking nutritional outcomes with t
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1. nutritional status and the WASH
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Figure 8: Median age-specific incid
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3. CONTRIBUTING WASH-related diseas
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Figure 12: The F-diagram - Fecal-or
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KEY MESSAGES Chapter 2 Despite not
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WASH’Nutrition strategy WASH’Nu
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1. Aligning WASH and Nutrition prog
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assessment, programme design and/or
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pile sorting 89 or focus group disc
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2.3. Formulation and financing of i
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Table 5: Common barriers and challe
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3.1. Why targetiNG children, pregna
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4. emphasis on behaviour change PIL
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4.2. Barrier analysis Barrier Analy
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4 Signing memorandum of understandi
Page 63 and 64: Table 8: WASH minimum package for h
Page 65 and 66: In remote regions, where infrastruc
Page 67 and 68: Table 10: WASH Minimum package for
Page 69 and 70: Better alignment and integration al
Page 71 and 72: integratING activities at different
Page 73 and 74: 1. at the individual and household
Page 75 and 76: Figure 17: Allocate a protected spa
Page 77 and 78: BOX 9: Five CRITICAL times for hand
Page 79 and 80: 1.7. Household water treatment and
Page 81 and 82: Food hygiene implies maintaining pr
Page 83 and 84: 1.10. monitoring of HOUSEHOLD WASH
Page 85 and 86: 2.1. Community access to WASH for i
Page 87 and 88: 2.3. Community engagement in safe e
Page 89 and 90: Sanitation marketing (SM) uses comm
Page 91 and 92: Table 12: WHO definition of environ
Page 93 and 94: BOX 13: Reducing animal waste conta
Page 95 and 96: 3. AT INSTITUTIONAL LEVEL (HEALTH C
Page 97 and 98: EXAMPLE FROM THE FIELD 14 Improvin
Page 99 and 100: EXAMPLE FROM THE FIELD 15 Improvin
Page 101 and 102: 3.4. WASH and nutrition in schools
Page 103 and 104: enefit when the main vectors for di
Page 105 and 106: Figure 23: Holistic approach to WAS
Page 107 and 108: 5. Integrating interventions in eme
Page 109 and 110: Figure 24: DRM cycle, continuum and
Page 111 and 112: Promoting breastfeeding (and other
Page 113: 3) Hygiene promotion Hygiene promot
Page 117 and 118: Monitoring and evaluation of integr
Page 119 and 120: 1. Monitoring integrated activities
Page 121 and 122: WASH Key indicators 1 Diarrhea prev
Page 123 and 124: © ACF Chad, 2016 Picture 11: Monit
Page 125 and 126: MOVING TOWARDS UPTAKE WASH’Nutrit
Page 127 and 128: 1. OPERATIONAL RESEARCH Beyond the
Page 129 and 130: Southampton University The Universi
Page 131 and 132: WASHplus Since 2010, the USAID-fund
Page 133 and 134: Table 16: Advocacy tools for promot
Page 135 and 136: LEARN MORE A follow-up document to
Page 137 and 138: Canada, the European Union, France,
Page 139 and 140: PROGRAMMATIC resources WASH’NUT A
Page 141 and 142: 1. PROGRAMMING EXAMPLE OF AN INTEGR
Page 143 and 144: 2. IDENTIFICATION MIRA (Multi-secto
Page 145 and 146: 3. FORMULATION EXAMPLE OF A WASH’
Page 147 and 148: EXAMPLE OF A WASH’Nutrition PROJE
Page 149 and 150: 4. FINANCING EXAMPLE OF A WASH’Nu
Page 151 and 152: 5. IMPLEMENTATION AND MONITORING ho
Page 153 and 154: 6. EVALUATION Examples of WASH’Nu
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