Guidelines for CFS in Emergencies

8/7/2019 Guidelines for CFS in Emergencies

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PRINCIPLESFORCHILDFRIENDLYSPACESINEMERGENCIES 1

GUIDELINESFOR

CHILDFRIENDLYSPACES

INEMERGENCIES

Bala Cristian, Roumania Unicef, Madagascar

Fieldtestingversiondevelopedandreviewedby:

January2011


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INTRODUCTION

ChildFriendlySpaces(CFSs)arewidelyusedinemergenciesasafirstresponsetochildrensneedsand

an entrypoint forworkingwith affected communities.BecauseCFSs can be establishedquickly and

respondtochildrensrightstoprotection,psychosocialwellbeing,andnonformaleducation,CFSsare

typically used as temporary supports that contribute to the care and protection of children in

emergencies.However, they are used also as transitional structures that serve as a bridge to early

recoveryandlongtermsupportsforvulnerablechildren.AlthoughdifferentagenciescallCFSsdifferent

thingssafespaces,childcenteredspaces,childprotectioncentersoremergencyspacesforchildren

the interventions are all part of a common family of supports for children and young people.1For

purposesofconvenience,thispaperreferstotheserelatedinterventionsasChildFriendlySpaces.

Broadly,thepurposeofCFSs istosupporttheresilienceandwellbeingofchildrenandyoungpeople

throughcommunityorganized,structuredactivitiesconducted inasafe,childfriendly,andstimulating

environment.TheprimaryparticipantsinandbeneficiariesofCFSsarechildren(peopleunder18years

ofage),althoughinsomecontexts,CFSsmayalsoengageandbenefityoungpeoplewhoarebeyond18

yearsofage.Thespecificobjectivesareto:(1)mobilizecommunitiesaround theprotectionandwell

beingofallchildren,includinghighlyvulnerablechildren;(2)provideopportunitiesforchildrentoplay,

acquirecontextuallyrelevantskills,andreceivesocialsupport;and(3)offerintersectoralsupportforall

childrenintherealizationoftheirrights.Dependingonthecontext,CFSsarealsousedforavarietyof

other purposes such as laying a foundation for restarting formal education and supporting national

educationsystems,enablingwiderworkonissuessuchaschildprotectionandearlychilddevelopment,

stimulatingeffortsondisasterpreparednessanddisasterriskreduction.Someoftheseactivitiesextend

beyondtheemergencycontextintotheearlyrecoveryperiodorevenintolongertermdevelopment.

Thepurposeof theseprinciples is togivepracticalguidance to the field teams thatestablishCFSs in

different types of emergencies and contexts. They are also intended to guide advocacy efforts and

donor

practices

in

emergency

settings

where

protection

and

well

being

ought

to

be

high

priorities.

The process ofbuilding consensus amongdifferent stakeholders is as important as theproduct (the

Guidelinesthemselves).ThedevelopmentoftheGuidelineshashelpedtobuildconsensusacrossthree

different communities of practice: the IASC Reference Group on Mental Health and Psychosocial

Support inEmergency Settings, theglobalChildProtectionWorkingGroup,and theglobalEducation

Cluster.AsCFSsaddresstheeducational,protection,andpsychosocialneedsofchildren, it isessential

thatthesethreesectorshaveacommonapproachandcollaborateonCFSsintheemergencysettings.

InusingtheGuidelines,itisessentialtotakeanapproachthatiscontextualandculturallyappropriate.

TheseGuidelinesdefineaframeworkforactionbutarenotarecipeofidenticalstepstobeappliedin

everycontext.Forexample,armedconflictsandnaturaldisasterspresentdifferentchallenges,makingit

importanttoadaptCFSstoeachkindofemergency.Similarly,emergenciesdiffersignificantlyinregard

tohowstronglychildrenhavebeenaffectedandthelevelsofresourcesthatareavailableforsupport.In

addition, theGuidelines recognize that qualityCFSs arenot established overnight but evolve during

emergenciesthroughcontinuedreassessmentandadjustmentthatenrichandstrengthenthesupports

1Insomesituations,TemporaryLearningCentersmayperformthesamechildprotection,psychosocial,andemergencyeducationfunctionsas

CFSs.Insuchsituations,TemporaryLearningCentersmaybecategorizedaspartofChildFriendlySpaces.IfTemporaryLearningSpacesfocus

mostlyoneducation,itisbesttocategorizethemaseducationalsupportsratherthanCFSs.


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forchildren.SincethedevelopmentofCFSsisanongoingandevolvingprocess,theseGuidelinesshould

beusedonacontinuingbasistoenableCFSstoachievetheirfullpotential.

TheGuidelinesshouldalsobeimplementedwithsensitivitytochilddevelopmentandthedistinctneeds

ofgirlsandboys.Forexample,theparticularactivitiesortheway inwhichactivitiesare implemented

might be very different for a 16yearold girl than for an eightyearold boy. Skilled implementation

requires theadaptationofCFSactivitiesandmodesof implementation tochildrenandyoungpeople

whohavedifferentcompetenciesandneeds.Forallagegroups,carefulattentionshouldbegiven to

meetingthedistinctiveneedsofgirlsandenablingtheirfullparticipation.

The terminology of the Guidelines deserves comment. At present, there is no universally accepted

managementsystemforCFSs,ornamesforthevariousrolesandpositionsinvolvedinestablishingand

running CFSs. A common structure is to have a supervisor (international or national staff) with

expertise in child protection, emergency education, and/or psychosocial support who supervises

severalareamanagerswhooverseemultipleCFSsandalsonationalstaffwhotrainandsupportthe

people who implement particular CFSs. Usually, each CFS has a supervisor who oversees the CFS

operationsand thepeoplewhowork in it, including thepeople (staffor communityvolunteers)who

workspecificallywithchildren.Inthisdocument,thetermCFSworkersrefersbroadlytoallthepeople

who activelyorganizeactivities for children in theCFSsor visitCFSs regularly to support thepeople

working there. The term animators refers specifically to people (staff or volunteers)who conduct

activitieswithchildrenonaregularbasis,whilethetermactivityspecialistsreferstopeoplewhocome

inoccasionallytoconductaspecificactivitysuchastraditionaldancing.

Tohavepositiveeffectsandavoidcausingharm,CFSsshouldadheretotheUNConventionontheRights

oftheChild,theIASCGuidelinesonMentalHealthandPsychosocialSupportinEmergencySettingsandtheINEEMinimumStandardsforEducation:Preparedness,Response,Recovery,andtheyshouldfollowtheprinciplesandactionsoutlinedbelow,whicharetheproductofextensiveinteragencydialogueand

learningfromdifferentemergencies.

PRINCIPLESANDACTIONS

Thefollowingfiveprinciplesareessentialandshouldbebuiltintoalltheactionsoutlinedbelow:

1. Takeacoordinated,interagency,andmultisectoralapproach2. UseCFSsasameansofmobilizingthecommunity3. MakeCFSshighlyinclusiveandnondiscriminatory4. EnsurethatCFSsaresafeandsecure5. MakeCFSsstimulating,participatory,andsupportiveenvironmentsTheactionscoverthefollowing:

a. Conductanassessment

b. Organizeintegratedsupportsandservices

c. Provideongoingtrainingandfollowupsupportforanimatorsandstaff

d. MonitorandevaluateCFSprograms

e. Phaseoutortransitioninacontextuallyappropriatemanner


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PRINCIPLES

1. Takeacoordinated,interagency,andmultisectoralapproach

Acoordinated,interagency,andmultisectoralapproachtoCFSsisneededtoaddresstheneedsofthe

affectedpopulationandachieveprogramconsistency,quality,andsustainability.Effectivecoordination

is essential for avoiding duplications, gaps, and ineffective use of scarce resources. Coordination

betweentheprotection,education,mentalhealthandpsychosocialsector,andothersectors(suchas

campcoordination)shouldbeensuredattheveryfirststagesoftheemergencytoavoidduplicationof

assessmentsandactivities.Acoordinatedapproachisbasedonaspiritofcollaborationandoccurswhen

practitioners:

Establish and participate in coordination mechanisms for interagency collaboration on CFSs.CoordinationmechanismsshouldmapthelocationsofCFStoidentifyandaddressgapsandoverlap

incoverage,developcommon interagencyapproachesandstandardsforCFSs,coordinatetraining

andcapacitydevelopment,andshareandcollaborateonCFStools.

Share reports on assessments and interventions with other agencies, including GovernmentMinistriessuchastheMinistryofEducationandMinistryofSocialWelfare.

Useandsharewithotheragenciestoolsthatareconsistentwiththeseinteragencyprinciples. Coordinatewithbroaderchildprotectioneffortsandintegraterelevantchildprotectionworkwithin

CFSssuchaspreventionofseparationandgenderbasedviolence,informationaboutavailablechild

protectionsupport,andworkonchildprotectioncommittees.

Linkwith theeducationsector(includingeducationministriesand localauthorities),ensuring thatCFSssupportandcomplementexistingformaleducationandalsononformaleducationvenuessuch

asTemporaryLearningSpaces.Whereappropriate,integratenonformaleducation.

Linkandcollaboratewithothersectors,coordinationstructuresandgovernmentministriessuchashealth, nutrition, camp management, water and sanitation and youth. Integrate as appropriate

cross

sectoral

issues

such

as

HIV/AIDS

and

gender.

At the local level,coordinateCFSswith localcoordinationstructuressuchasgovernmentdisastermanagementcommittees,localcampmanagementstructuresorcommunitycommittees(e.g.jirgas,

villagecommittees,andcommunitygroupsinurbansettings).

IncollaborationwithexistingGovernmentstructures,developsystems for thereferralofchildrenandfamilies inneedofadditionalsupportsuchasseparatedchildren,childrenwithspecifichealth

ornutritional issues,orfamilies inneedofpolice, legalorsocialservices.Protectconfidentialityin

makingreferrals.

2. UseCFSsasameansofmobilizingthecommunity

Emergencies

usually

disrupt

the

community

routines,

services,

and

supports

for

children,

and

often

reducefamiliesabilitiestocareforandprotecttheirchildren.OrganizingCFSscanbeanimportantfirst

stepinenablingthecommunitytoprotectandsupportitschildren.Totheextentpossible,CFSsshould

beimplementedthroughthecommunitysownnetworks,people,andresources.Topdownapproaches

byoutsideagenciesshouldbeavoided.Parents,grandparents,religiousleaders,womensgroups,youth

groups,andotherscanbeencouragedtobecomeinvolved.


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It is essential for the community to take responsibility for childrens wellbeing at the earliest,

appropriatemoment.Ideally,thecommunitywillleadthedevelopmentofCFSsandexperienceasense

ofownershipof them,withexternalagenciesplayinga facilitative role.Thismaybe infeasibleat the

onset of the emergency, particularly if community resources have been disrupted or eroded, or if

externalpartnershavelimitedcapacitiesforfacilitatingcommunityownership.However,itispossibleto

buildcommunityownershipbyworkinginaphasedapproachinwhichcommunitiesassumeincreased

responsibilityforCFSsovertime.Forexample,CFSsmaybestartedinconsultationwithaffectedpeople

insituationsthatdonotpermithighlevelsofcommunityparticipation.Overtime,theresponsibilityfor

theCFSscanbehandedprogressivelyovertothecommunity.Buildingtheskillsofexternalagenciesin

promotingcommunityownershipmaybeakeypartofthisprocess.Asresponsibilityishandedoverto

the community, it is important to define clearly the roles, responsibilities, and contributions of the

communityandtheexternalagencies.

Engagewith localgovernmentofficials,maleand female community leaders, communitypeople,anddifferent subgroupson the ideabehindCFSs.Ensure theparticipationofgirlsandboysand

marginalizedpeoplewho seldom have a voice andwhomayofferdifferent views than thoseof

officialleaders.AskwhetherCFSsareappropriateorwhetherthecommunityprefersotheroptions

forsupportingchildren. IfCFSsareseenasappropriate,elicit ideasaboutactivities thatmightbe

involved.

Obtain community leaders and local authorities commitment, and askhow the communitywillhelptoorganizetheCFSs.Askwhetherthecommunitywillmaintainthesecurityoftheproposed

site and CFS materials (e.g., tents, recreational materials, instructional items). Suggest that the

communityidentifyfocalpointswhowillleadtheworkonCFSs.

Identify resources such as community networks and available suitable adults who can conductactivities.Thedesignofthelocationandactivitiesshouldalsobeinformedbyconsultationwiththe

widercommunityandchildrenthemselves.

Wherever possible, select animators and CFS staff from the affected group, identifying naturalhelpersbyaskingtowhomboysandgirlsgowhentheyneedhelpandsupport.

Enable

girls

and

boys

participation,

which

is

essential

for

promoting

inclusion

and

equity.

For

example,engage teenagegirlsandboysaspossible leadersanddecisionmakers indesigningand

implementingCFSs.

Involveparentsandcaregivers(includingfathersandyouths)byengagingtheminactivitiesforthechildren and conducting activities tohelp them. These activities could includediscussion groups,

trainingoncaringforchildren,andworkshopstomaketoysforthecenter.

MaketheCFSacenterforinformationexchangewherecommunitypeoplecangotolearnaboutthehumanitarian interventionandavailablesupportanda resourcewherehumanitarianworkerscan

learnaboutthecommunity.

Mobilize children to conductactivities suchaspeertopeereducation,awarenessraisingon childrights,childprotection issues,HIVandAIDSpreventionthroughartsandmedia,andmentoringof

younger childrenbyolder children. Inparallel, conduct similaractivitieson child rightsand child

protectionissueswithparentsinordertoavoidcreatinggapsandimbalancesbetweenparentsand

childrensperspectives.


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Considercommunitymobilization in thebudgetingofCFSs.Priorityshouldbegiven tohavingCFSworkers from the communities2, and somemoney should be included in the budget to support

communityinitiatives/action(e.g.supplies,incentives,smallgrantsetc.).

MakeCFSshubsofcommunitymobilizationandactivity.SomeactivitiescanbedonewithinatypicalCFS

(e.g. a tent),withother satellite activitiesbeing conducted in the community. From thebeginning,

encouragefamiliestoprovideresourcesfortheCFSs(e.g.,land,food,orothersupplies).

3. MakeCFSshighlyinclusiveandnondiscriminatory

CFSs provide an opportunity to support all children and to promote equity and inclusion. Inmany

contexts,however,highlyvulnerable childrenareunlikely toparticipatewithoutdeliberateefforts to

includethem.IfCFSsdiscriminateagainstparticularpeopleorareperceivedasexcludingparticularsub

groups,theCFSswilllikelyincreasetensionsatamomentwhensocialcohesionandunityareneeded.It

isessentialtotakestepstoreachouttoandincludehighlyvulnerablechildrenwithoutsinglingthemout

and stigmatizing them, and tomeet the distinctive needs of girls and boys of different age groups,

ethnicities,livingsituations,etc.

Organizeactivitiestomeetthespecificneedsofgirlsandboysofdifferentages. Reachouttoandincludechildrenwithdisabilities,workingchildren,outofschoolchildren,children

who are separated from their families, childrenwho are infected or affected by HIV and AIDS,

minority children, and other vulnerable children. Activities should enable the participation of

vulnerablechildrenaswellasrelativelyresilientchildrenfromallgroups.

When appropriate, locate CFS sites in or near places where there are significant numbers ofvulnerablechildren.Toavoidstigmatizingvulnerablechildren,includeother,lessvulnerablechildren.

TrainfemaleandmaleCFSanimatorsorstaffinchildfriendly,participatoryapproachesandhowtosupportandincludehighlyvulnerablechildren.

UseatransparentprocessfortheselectionofchildrenforCFSs.Ideally,CFSsareopentoallchildren.However, if limitationsofspaceandresourcesmaymake it impossibleto includeallchildren, it is

useful to develop a selection process based on clear criteria. These should be explained to

communitymembers toavoidperceptionsofCFSsasexclusive clubs (e.g. children livingwithina

specificneighborhoodorchildren512yrs).Encouragetheparticipatingchildrentosharewhatthey

hadlearnedwiththosewhohadnotparticipatedintheactivities.Effortsshouldbemadetoinclude

highlyaffectedchildren (e.g. those that sufferedattackor live inprecarious conditions)with less

affectedchildrentoavoidstigmatizationandpromotesocialintegrationandpeersupport.

Consider organizing activities during separate time periods for very young children (03 and 47years.)andtheircaretakers,schoolagedchildren(812yrs.),andteenagers(1318yrs.),respectively.

Organizedevelopmentallyappropriateactivitiesforeachsubgroup.

Iftherearevery largenumbersofchildren,considerprovidingshortersessions formorechildren,rotating

children

(e.g.

some

children

engage

in

center

based

activities

while

others

do

activities

in

thecommunity),andmobilizingcommunitymemberstoconductactivitiesinsatellitelocations.

Ensurethatchildrensreligiouspreferencesarerespectedby,forexample,enablinggirlsandboystodress in themanner that isappropriate to their religiousorientation. If theparticipating children

2Thismightincludegivingsmallstipendstosupportvolunteerworkers.Whethercommunitymembersarevolunteersorpaidstaff,itis

importanttocoordinatewiththepracticesofotheragenciesinthearea.


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comefrommultiplereligiousorethnicgroups,makesurethateachsubgrouphasitsownprayers

andactivitiesandthatCFSworkersshowrespectforallorientationsorethnicgroups.

Collaboratewithstaffororganizationsthatspecializeinworkingwithtraditionallyexcludedgroups,e.g.,adolescentgirls,peoplewithdisabilities,etc.Careshouldbetakentoensurethatthephysical

aspectsoftheCFS(e.g.,accessibilitytopeoplewithdisabilities)enabletheparticipationofexcluded

people.

4. EnsurethatCFSsaresafeandsecure

CFSsarepartof awider strategyof creating aprotective environment for children.Concerns about

safetyandsecuritythathadbeenprominentintheassessmentprocessshouldalsobehighprioritiesin

thedevelopmentandongoing implementationofCFSs.Key steps toensure safetyand securityboth

internallyandexternallyareto:

AdoptaCodeofConductorChildSafetyPolicy(asincludedinSphere)andtrainallCFSworkers. MakesurethatcleanwaterandseparatefemaleandmalelatrinesareavailableattheCFSsiteand

ensurethatchildrenlearntheimportanceofproperhygiene.

Remove from thephysicalspaceof theCFS itselfhazardssuchasbrokenglass,exposedelectricalwires,landminesandUXO,etc.

Keep the CFS free of violence, abuse, exploitation, and neglect, insuring that CFS staff andvolunteersdonotusephysicalpunishment,areawareofanduse positivediscipline techniques,

and work to reduce violence among children. Engage children in planning how to reduce and

addressviolence,andhowandwhendisciplinemeasuresshouldbeused.

Promotepositivebehaviorsamongadolescentgirlsandboysaroundissuesofgenderandsexualandreproductivehealth,usingmethodssuchasdramaandroleplaying.

Promote theprotection of children through awareness raising among children, families, and thecommunityonhowtoprotectchildren.

Establishandpostregularschedules,whichcontributetoasenseofpredictability. Considercreatingababyfriendlyarea,takingnoteofbabiesspecialneeds. Trainfemaleandmalestaffandanimatorshowtoidentify,talkwith,andreferanysuspectedcases

ofviolence,abuse,orexploitationamongchildrenparticipatingintheCFS.

TrainCFSworkersonhow to identify, talkwithand referany suspected casesof seriousmentaldisorder,developmentaldisability,orepilepsy.

TrainfemaleandmaleCFSworkersonhowtoidentify,talkwith,andreferanysuspectedcasesofseriousmentaldisorder,particularlyamongadolescentsandincludingseveredrugoralcoholabuse.

Buildlifeskillsforchildrenandyouth,therebyenablingthemtomoreeffectivelyprotectthemselvesandeachother.

5. MakeCFSsstimulating,participatory,andsupportiveenvironments

Todevelop inahealthymanner,childrenneedstimulationandplayonaregularbasis.Particularly in

very stressful environments, many children also need the psychosocial support gained through

participationinanengagingandsupportiveenvironment.

Organizediverseactivities,appropriate forgirlsandboys, includingsong,drama,dance,drawing,play, storytelling/reading, sports, and basic literacy and numeracy. Ensure that the toys and


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activitiesareculturallyappropriate.Useofculturallyinappropriateactivitiesandtoysmaydissuade

parentsfromsendingtheirchildrentotheCFS.

Establish a balancebetween structured group activities and freeplay.At a specific time, setupdifferentactivitiesinvariouslocationsandallowchildrentochoosetheiractivity.

MakeCFSsbright,engagingenvironmentsthatdisplaycolors,localtoys,playitemsmadebychildrenthemselves,artwork,andotherappealingitems.

Encourageadultstomotivatethechildrenandengagepositivelywithchildren,tolistentothemandvaluetheirviews.

Train staff to facilitate interactivegamesandactivitieswithchildren that focusmoreon childtochildorgroupinteractionthanonusingmaterialsortoys.

Treat childrenwith respectandencourage theparticipationofeach individual, including childrenwithadisabilityorotherspecialneeds.

Providepsychosocialsupportforallchildrenbytreatingthemwithkindness,respectingtheirdignity,enablingsocialintegration,andavoidingcompletelyverbalhumiliationorcorporalpunishment.

Usedifferentkindsofplaytostimulatequalitiessuchascreativityandbuildskillsofproblemsolving,criticalthinking,communication,cooperation,etc.

Referchildrenwhohavebeenseverelyaffectedforspecializedsupport,whenavailable.Topreventunintendedharm,onlytrainedprofessionalsshouldprovidetherapyorspecializedassistance.

Organizeoccasionalcommunityeventsthatallowchildrentodemonstratetheirskillstoparentsandcommunitiesandencouragesupportforchildren.

ACTIONS

A. Conductanassessment

Agencies that are considering the establishment of CFSs should conduct an initial assessment to

determinewhetherCFSs areneeded, safe,and contextuallyappropriate.CFSsmaynotbeneeded if

childrenhaveaccesstoothermeansofmeetingtheirneedsforeducation,protection,andpsychosocial

support. Insomesettings,CFSsmaybe inappropriatebecausetheywould likelybecomeplaceswhere

childrenareattackedorrecruitedbyarmedgroups,orwheregirlsarelikelytobesexuallyharassedor

attackedon thewayto theCFS. IfCFSsareneeded,then theassessmentshouldalsohelp to identify

howCFSscanbeestablished inaneffectivemanner. Thisassessmentshouldtake intoaccountwider

issuesthatinformbroaderstrategiesandprograms.

Where possible, questions relating to CFSs should be addressed through coordinated, interagency

assessments within or across clusters and sectors. Assessments should encourage community

participationandactivelyengagechildrenandyoungpeople,parents,womensgroups,youthgroups,

religiousandcommunity leaders,etc.Assessmentsshoulddisaggregatedataaccordingtogender,age,

and

other

relevant

dimensions

in

order

to

ensure

inclusivity.

They

should

also

address

issues

such

as:

SafetyandAppropriatenessofaCFS Whatare themainprotection threats (physicalandpsychosocial) tochildrenandyouth?Howdo

theyvaryfordiversegroups,e.g.,bysex,religion,ethnicity,sexualorientation,disability,etc.?

WouldaCFShelptopreventordiminishthesethreats,orcoulditincreasethesethreats(e.g.,arethereriskstochildreninaccessingtheCFS?)?


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Are thereotherprotectivepractices thatpeopledidbefore thecrisis that theyarentbeingdonenowandthatcouldberestarted?

Howarechildrenspendingtheirtime?Doesthisvaryforgirlsandboysoraccordingtoothersocialcategories?

WouldaCFSstrengthentheexistingsupportsforchildren,orwould itduplicateexistingactivitiesandsupports?

HowfeasibleandsafewouldCFSsbeinthepresentcontextforgirlsaswellasboys? Whatistheacceptanceoffamiliesandcommunitiesofthistypeofintervention? What types of play do girls and boys usually engage in within the culture and could these be

organizedintheCFSs?

CommunityEngagementandInclusivity Howdoes thecommunityview theestablishmentofaCFS? Is the community likely todevelopa

spiritofownershipindevelopingaCFS?

Isthecommunityorcampabletoorganizeitselftohelpchildren? Whoarethekeypeopleinthecommunityorcampwhosupportchildrenorthatchildgotowhen

theyneedhelporadvice?

WhoarethekeypeopleinthecommunityorcamptoinvolvewhensettingupaCFS? Whichgirlsandboysarehighlyvulnerableandmayneedadditionalsupport toparticipate inCFS

activities?Notethat theremaybe locallydefinedsocialcategoriesofvulnerablechildrenthatare

notapparenttooutsiders.

ArethereotherexcludedchildrenwhoshouldparticipateinCFSactivitiesthatwemayhavemissed? Haveappropriatestepsbeentakentosetupcomplaintsandfeedbackmechanismsthroughtheuse

of child protection committees, complaints boxes, etc. to ensure downward accountability to

beneficiaries?

SiteSelectionItisimportanttoengagewithgirlsandboysandyoungwomenandmenaswellasadults,asking:

Where

do

highly

vulnerable

children

congregate

and

could

these

places

be

possible

CFS

sites?

Isthepossiblesitehazardfree? Aretherehealthfacilitiesnearby? Doestheplacehaveaccessiblecleanwaterandchild andgenderfriendlytoiletsorlatrines? Isthesiteaccessibleforgirls,childrenwithdisabilities,andothervulnerablechildren? Howwill the site changeover seasonsand the calendar year?Does ithaveparticularownersor

usersatparticulartimesoftheyear?

Whoownsthelandorthepropertywherethechildfriendlyspaceislocated? DoestheCFSallowaccessfromunauthorized,inappropriateadults?Inconflictorrecentpostconflictsettings,dangercanarisefromsituatingCFSsclosetomilitarycampsor

placeswherefightingmighterupt.Insuchsettings,itisusefultoaskadditionalquestionssuchas:

Whatarethemainriskstochildrenduetotheconflictorfighting? HowcanonelimittheserisksforchildrenwhoparticipateintheCFSs? Havetherebeenrecentattacksonschoolsorpublicplaces? ArechildrensafeonthewaytoandgoinghomefromtheCFSs?Howcouldtheirsafetybeincreased?


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EarlyChildhoodDevelopmentactivitiessuchascaretakerdiscussiongroupsforpsychosocialsupport,andplayactivitiesthatareappropriateforbabies(andcaretakers)andchildrenunderthreeyearsof

age.

Specific, gender sensitive activities for adolescents girls and boys such as discussion groups forteenage girls and boys, awareness raising in regard to reproductive health and HIV and AIDS,

discussionsofgenderbasedviolence,skillsbuildingactivities,etc.

Nonformaleducationforoutofschoolchildrenandyoungpeople(insuringthatCFSsarenotpullingchildrenawayfromformaleducation),includingbasicliteracyandnumeracy.

Engage in activities anddiscussions around peace building and environmental education in bothconflictnaturaldisastersettings.

Establish a referral system to indentify, refer and follow up on children and familieswho needaccesstootherservicessuchashealth,HIVandAIDS,psychosocial,etc.

C. Provideongoingtrainingandfollowupsupportforanimatorsandstaff

Effective CFSworkers have both high levels ofmotivation and appropriate skills and competencies.

Everyonewhoworks inaCFSshouldreceivean initialtraining,which ispartofanongoingprocessof

capacitybuilding.Overtime,asCFSworkersdevelopnewskillsandcompetencies,theyareinabetter

positiontoenrichtheworkdoneinandthroughCFSs.

Toenablethisprogression:

Staffandvolunteersshouldbecarefullyselectedandtrainedonhowtodealwithchildren,includinghowtocommunicatewithandprotectchildren,andhowtoorganizegroupactivitieswithchildren.

SetupasystemofactivityspecialistswhocomeandgofortheiractivityandmoregeneralCFSsupervisorswho stay throughout the day and know the children in the center.Make sure that

activityspecialistsreceivetrainingandarecommittedtothesuccessoftheCFS.

HaveexperiencedCFSworkersmakeweekly followupvisits toCFSs toobserve thesituationandactivities,helpanimatorsandcommunitymembersreflectonwhatisorisnotworking,andadvise

onhowtostrengthenactivitiesandhandlechallenges.

RecognizethatCFSworkersmaythemselveshavebeenaffectedbytheemergencyandwillbenefitfromgroupdiscussions.

Organizeaprogressionoftrainingworkshopsthatprepareanimatorsandstafftofacilitateplayandrecreationalactivitiesandperformingartsactivitiessuchassong,dance,theatre,anddrawing;build

literacy, numeracy, and life skills for children; enrich animator or staff understandings of child

development;andaddress topics suchasemergingprotection threatsandhow toaddress them,

howchildrenandyouthhavebeenaffectedbytheconflict/emergency,andappropriatemeansof

providingpsychosocialsupport.

ArrangeformoreexperiencedCFSworkerstomentorlessexperiencedworkers. IfstipendsorpaymentsareprovidedforCFSworkers,theyshouldnotexceedteacherssalariesand

should

be

based

on

an

inter

agency

agreement

regarding

minimum

and

maximum

levels.

EstablishaCFSmanagerwhoprovidessupervisionandwhomCFSworkersknowandcangotoforadvicewhendifficultsituationsarise.

Buildupresourcessuchasbooksandtrainingmanualsthatenableongoinglearning.


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D.MonitorandevaluateCFSprograms

CFSsshouldbemonitoredonanongoingbasistotrackthedevelopmentoftheCFSandtoidentifygaps

inthelevelsofcommunitymobilization,qualityofactivities,safety,logisticalsupport,etc.CFSsshould

be evaluated periodically by peoplewho are experienced inmonitoring, to determinewhether the

activitiesareproducingmeaningfulimprovementsinthelivesofthechildren.Keystepsareto:

Developearlyintheprojectamonitoringandevaluationplan. TrainselectedCFSworkersandstaffhowtomonitorprogramactivitieseffectively. Monitorviaanimators the registrationofchildren,parentalconsent,childrens informedconsent,

attendance, behaviour during the activities, followup of children whomissed activities, activity

planningandwhetheractivitiesincludegirlsaswellasboysandhighlyvulnerablechildren.

Monitorviaagencystaffthequalityoftheactivities,animatorsskilllevels,adequacyofsuppliesandlogisticssupports,protectionthreatsinthearea,andtheimplementationofthecodeofconduct.

Evaluate not only process (output) indicators such as the number of children who participateregularly but also outcome indicators such as childrens psychosocial wellbeing that are

contextuallyrelevant,measurable,anddevelopmentallyappropriate.

Useparticipatorymethodsofmonitoringandevaluationthatengagechildrenandyouthandinvitecommunitymembersviews.

Whenever possible, collect sex and agedisaggregated baseline and endpoint measures ofoutcomesconcerningchanges inchildrens lives,andenablecomparisonswithother interventions

orsiteswherenoCFShadbeenimplemented3.Tomanagetheethicalissuesthatcanariseinmaking

comparisons, consider strategies such aswaitlist comparisons (e.g., comparegirlsandboyswho

participateinCFSswithchildrenwhohavenothadCFSsbutareabouttobeginparticipatinginCFSs).

When possible, conduct interagency, collaborative evaluations,which can improve coordinationandyieldconclusionsthatapplymorewidely.

E. Phaseoutortransitioninacontextuallyappropriatemanner

Developincloseconsultationwiththecommunityandotherstakeholdersaphaseoutortransitionplan that links with broader recovery planning. Use a bottomup approach that will support

ownershipandalso transitionof theCFS to thecommunity.Ensure that thecommunity isaware

fromtheoutsetthataphaseoutperiodand/orhandoverwilltakeplace,andprovideinformationas

soonaspossibleaboutwhenthephaseoutortransitionwilloccur.

Consider options such as closing down CFSs once schools reopen or transitioning CFSs intocommunityresourcessuchasearlychilddevelopmentcenters,womenfriendlyspaces,community

centers,spaces for childrens/youthclubs, literacy initiatives,orvocational trainingactivities. It is

appropriatetocallthesebynamesotherthanCFSsinordertoavoidconfusionandrecognizethat

emergencies require a distinctive way of working. These options should be decided with full

collaborationofcommunitystakeholders.

Includebudgetconsiderationsinplanningthephaseoutortransition. EnablecommunitiestomakekeydecisionsaboutthetransitionoftheCFSwheneverpossible. Engagechildrenandyouthinimplementingthestrategy. Adaptplansonthebasisofthechangingcontext.3AusefulreferenceonhowtomakecomparisonsinanethicalmannerandhowtodevelopeffectiveevaluationsistheInteragencyGuideto

theEvaluationofPsychosocialProgramminginHumanitarianCrises(UNICEF,2010),whichisavailableatwww.psychosocialnetwork.net


13/14


14/14


Provide ongoing training, followup, and capacity

buildingforanimatorsandstaff

Offer a oneoff training and assume that

animatorsandstaffarewellpreparedasaresult

Draw on existing assessment data, include

questions on CFSs in coordinated needs

assessments, and, where necessary, conduct a

dedicatedassessmentbeforeestablishingCFSs to

determine that they are needed, safe, and

appropriatetothecontext.

AssumethatCFSsareappropriateinterventionsin

allcontexts.

Organize psychosocial support for national and

localCFSworkerswhohavebeenaffectedby the

emergency.

Assume that all national and local workers or

children need counseling or therapy. Only

severely affected people, who are a small

minorityofthepopulation,needsuchspecialized

mentalhealthservices.

Monitor and evaluate CFSs, and use the

informationtolearnfromexperienceandimprove

programquality.

Neglectevaluationorconductanevaluationonly

topleasedonors.

Develop early onwith the community an exit or

transitionstrategy.

Continue CFSs indefinitely or allow CFSs to

competewithschools.

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Guidelines for CFS in Emergencies

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