Operational Handbook for the Comprehensive Protection of Children in emergencies or disasters

Operational Handbook for the Comprehensive Protection of Children in emergencies or disasters

This guide has been produced by RET-Protecting Through Education according to the mandate of the Inter-American Children’s Institute – IIN of the Organization of American States - OAS, with funds donated by World Vision.

Authorities: DR. José Miguel Insulza - OAS Secretary General LIC. Gloria Lozano – President of the Directing Council of IIN LIC. Zaira Navas – Vice-President of the Directing Council of IIN MTRA. María de los Dolores Aguilar Marmolejo - Director General of IIN Development: Sussana Urbano Hanson - DRR Regional Coordinator for Latin America and the Caribbean – RET Coordination: Magda Pinilla - Coordinator of the Disaster Risk Management Area of IIN Ángela María Escobar C.- Deputy Director of RET in Latin America & the Caribbean.

Revision: Magda Pinilla - Coordinator of the Disaster Risk Management Area of IIN Esteban de la Torre - Legal Area Coordinator of IIN Ángela María Escobar C.- Deputy Director of RET in Latin America & the Caribbean Marina Anselme López - Chief Programme Development & Evaluation Officer – RET ISBN: 978-958-99335-6-5 Organismos responsables: Inter-American Children’s Institute - IIN, Av. 8 de Octubre 2904, Casilla de Correo 16212, Montevideo, Oriental Republic of Uruguay.

Oficina Regional para Latinoamérica y el Caribe de RET-Protecting Through Education, Edif. 230, Piso 3, Oficina D, Ciudad del Saber, Panama city, Republic of Panama..

CONTENTS

Introduction 6 Purpose 6 Structure and content – how to understand this guide 6 Abbreviations and Acronyms 8 Glossary of Terms 9 1. Disaster Risk Management Targeting Children. 12 1.1. Child Protection 13 1.2. The Effects of Emergencies and Disasters on Children’s Safety 15 1.3. Political and Legal Frame of reference in Child Protection.

16 2. Approach, Principles and Relevant Issues of Child Protection during Risk, or in Emergencies or Disasters.

17 2.1. The Rights Approach Focusing on Children and Youth 17 2.1.1. Gender equality 18 2.1.2. Equity and Inclusion.

19 2.1.3. Interculturalism.

19 2.2. Humanitarian Principles.

20 2.3. The Life Cycle.

21 3. Moments and Requirements for Child Protection Action in Emergencies or Disasters.

3.1. Preparedness, Response and Early Recovery / Definition 3.2. Planning Child Protection during Emergencies or Disasters.

3.3. Inter-Agency and Cross-Sectoral Coordination.

3.4. Handling Information: 3.4.1. Prior Assessment.

3.4.2. Rapid Assessment 3.4.3. Sectoral Initial Assessment 3.4.4. Damage Assessment and Needs Analysis Focusing on Child Protection 3.4.5. Continuous Monitoring and Assessment

22 22 24 24 25 26 26 26 27 27

4. From Humanitarian Aid to Risk Management Targeting Children.

29 4.1. Systematization of Experiences and Lessons Learned 29 4.2. Sustainability and Resilience.

29 APPENDIX Child Protection Actions based on the “Minimum Standards for Child Protection in Humanitarian Action” 30 4.3. Minimum Standards to Ensure Well-Targeted Child Protection Response 31 Standard 1. Coordination 31 Standard 2. Human Resources 33 Standard 3. Communication and Advocacy in relation to Children’s Issues 35

Standard 4. Project Cycle Management Standard 5. Information Management Standard 6. Child Protection Monitoring 4.4. Standards to Address Child Protection Needs Standard 7. Physical Risk Standard 8. Sexual Violence Standard 9. Psychosocial Distress and Mental Disorders.

Standard 10. Children Associated with Armed Forces or Armed Groups Standard 11. Child Labour Standard 12. Unaccompanied and Separated Children 4.5. Standards to Develop Adequate Child Protection Services Standard 13. Social Welfare Services and Case Management Standard 14. Justice for Children Standard 15. Community-Based Child Protection Mechanisms Standard 16. Child-Friendly Spaces 4.6. Standards to Mainstream Child Protection in other Sectors Standard 17. Economic Recovery and Child Protection Standard 18. Education and Child Protection Standard 19. Health and Child Protection Standard 20. Nutrition and Child Protection Standard 21. Water, Sanitation and Hygiene and Child Protection Standard 22. Shelter and Child Protection Standard 23. Camp Management and Child Protection Standard 24. Distribution (Logistics) and Child Protection

37 39 41 43 43 43 46 47 49 51 53 53 55 56 58 60 60 61 62 64 66 68 69 71

List of References 73

INTRODUCTION

Purpose The purpose of this guide is to provide practical advice for the protection of the rights of children affected by emergencies or disasters and who face abuse, neglect, exploitation and other forms of violence, according to the “Minimum Standards for Child Protection in Humanitarian Action”, produced by the Child Protection Working Group (CPWG) of the Global Protection Cluster

Structure and content – how to understand this guide The guide has been organized in four sections and an appendix, which introduce and provide guidance to processes involving the protection of children in the face of risk or emergencies and disasters.

The contents in this tool are practical actions to complement the contents of the guide on “Management and strategic coordination to protect the rights of children affected by emergencies or disasters: operating tools for public officials:”, within the structure of an institutional Action Plan for the comprehensive management of risk.

SECTION 1 Disaster Risk Management Targeting Children.

This section provides a conceptual framework to establish a common vision in keeping with a trend of thinking based on rights-based action. There is an overview of the terms used by stakeholders involved in disaster risk reduction and the action to be taken in relation to protection, the provision of care and the active participation of children in this development setting.

SECTION 2 Approach, Principles and Relevant Issues of Child Protection in the face of Risk, or in Emergencies and Disasters.

The elements of the rights-based approach focusing on children in relation to disaster risk reduction are described.

SECTION 3 Moments and Requirements for Child Protection Action in Emergencies or Disasters.

In this section there is a brief description of the minimum and indispensable elements to be included in the structure of an Action Plan for child protection in emergencies or disasters, when facing abuse, neglect, exploitation and other forms of violence. They should ensure timely and efficient response to protect children from the impact of a damage-generating event, in accordance with the “Minimum Standards for Child Protection in Humanitarian Action”.

SECTION 4 From Humanitarian Aid to Risk Management Targeting Children.

Section 4 offers some reflections on moving forward from an approach that focuses on response to an approach that focuses on prior management based on addressing the underlying factors of the risk to which children are permanently subjected, with a view to reducing the impact of events when they occur and help the process of building resilience.

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APPENDIX Child Protection Actions in Humanitarian Response.

This section lists preparedness, response and recovery actions, which are considered to be the minimum required for adequate and effective child protection in the face of an impact caused by an emergency or disaster, and which should be included in the Action Plan. They are arranged according to the lines of action suggested in the “Minimum Standards for Child Protection in Humanitarian Action”, produced by the Child Protection Working Group (CPWG) of the Global Protection Cluster1).

In its main body, this guide offers a methodological path to be followed and relevant information on the subject, but does not include technical information on the development and implementation of the actions required for its execution. Therefore, at the end of the guide, a list of documents and tools is provided, which can be used for this purpose, together with their Internet address.

Abbreviations and Acronyms ACPRA: Child Protection Rapid Assessment CPWG: Child Protection Working Group – Global Protection Cluster CRC: Convention on the Rights of the Child DRM: Disaster Risk Management DRR: Disaster Risk Reduction GBV: Gender-Based Violence HFA: Hyogo Framework for Action IASC: Inter-Agency Standing Committee ICRC: International Committee of the Red Cross IIN: Inter-American Children’s Institute IPCC: Intergovernmental Panel on Climate Change MIRA: Multi-Cluster Initial Rapid Assessment NGO: Non-Governmental Organization NNA: Children and adolescents (for documents in Spanish) OAS: Organization of American States RET: Refugee Education Trust UDHR: The Universal Declaration of Human Rights UN: United Nations UNDP: United Nations Development Programme UNHCR: United Nations High Commissioner for Refugees UNICEF: United Nations Children’s Fund UNISRD: United Nations International Strategy for Disaster Reduction UN-OCHA: Office for the Coordination of Humanitarian Affairs

Glossary of Terms Adaptation to climate change: Adjustment in natural or human systems in response to actual or expected climatic stimuli or their effects, which moderates harm or exploits beneficial opportunities (IPCC, 2000).

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http://cpwg.net/ 6

Capacity: The combination of all the strengths, attributes and resources available within a community, society or organization that can be used to achieve agreed goals (UNISDR, 2009).

Child Protection Working Group: The global level forum for coordination and collaboration on child protection in humanitarian settings. The group brings together NGOs, UN agencies, academics and other partners under the shared objective of ensuring more predictable, accountable and effective child protection responses in emergencies (CPWG, N/D) Civil Society: The wide array of non-governmental and not-for-profit organizations that have a presence in public life, expressing the interests and values of their members or others, based on ethical, cultural, political, scientific, religious or philanthropic considerations. Civil Society Organizations (CSOs) therefore refer to a wide of array of organizations: community groups, non-governmental organizations (NGOs), labour unions, indigenous groups, charitable organizations, faith-based organizations, professional associations, and foundations (World Bank, N/D).

Climate change: A variation in climate conditions which persists over a prolonged period (typically decades or longer), attributable to human activities or to natural causes (IPCC, 2000).

Disaster Risk Management: The systematic process of using administrative directives, organizations, and operational skills and capacities to implement strategies, policies and improved coping capacities in order to lessen the adverse impacts of hazards and the possibility of disaster (UNISDR-2009). It is the practice that leads to lessening the risk of disaster.

Disaster Risk Reduction Focusing on Childhood and Youth: Disaster risk reduction that places children and youth and the centre of its activities, recognizes children’s specific vulnerabilities to disasters, focuses on the needs and rights of children, supports and is based on child participation in order to identify and address their needs and rights (Save the Children, 2011).

Disaster Risk Reduction: The concept and practice of reducing disaster risks through systematic efforts to analyse and manage the causal factors of disasters, including through reduced exposure to hazards, lessened vulnerability of people and property, wise management of land and the environment, and improved preparedness for adverse events (UNISDR, 2009). Risk reduction is the political objective of disaster risk management.

Disaster Risk: The potential disaster losses, in lives, health status, livelihoods, assets and services, which could occur to a particular community or a society over some specified future time period (UNISDR, 2009).

Disaster: A serious disruption of the functioning of a community or a society involving widespread human, material, economic or environmental losses and impacts, which exceeds the ability of the affected community or society to cope using its own resources (UNISDR, 2009).

Early Recovery: The recovery task of rehabilitation and reconstruction begins soon after the emergency phase has ended, and should be based on pre-existing strategies and policies that facilitate clear institutional responsibilities for recovery action and enable public participation. Recovery programmes, coupled with the heightened public awareness and engagement after a disaster, afford a valuable opportunity to develop and implement disaster risk reduction measures and to apply the “build back better� principle (UNISDR, 2009).

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Early Warning System: The set of capacities needed to generate and disseminate timely and meaningful warning information to enable individuals, communities and organizations threatened by a hazard to prepare and to act appropriately and in sufficient time to reduce the possibility of harm or loss (UNISDR, 2009).

Exposure/degree of exposure: Measures of exposure can include the number of people or types of assets in an area. These can be combined with the specific vulnerability of the exposed elements to any particular hazard to estimate the quantitative risks associated with that hazard in the area of interest (UNISDR, 2009).

Gender Equality: Gender equality implies the full and universal right of men and women to enjoy their citizenship, not only in political terms, but including civic and social aspects as well. Equality does not mean that women and men will become the same but that women’s and men’s rights, responsibilities and opportunities will not depend on whether they are born male or female. The means to achieve equality is gender equity, which is understood as the fair treatment of women and men in keeping with their respective needs (UNDP, 2011).

Gender: Refers to the social attributes and opportunities associated with being male and female and the relationships between women and men and girls and boys, as well as the relations between women and those between men. These attributes, opportunities and relationships are socially constructed and are learned through socialization processes. They are context/ time-specific and changeable. Gender determines what is expected, allowed and valued in a women or a man in a given context (UN-WOMEN, 2002).

Global Protection Cluster: Established in 2005 as part of the humanitarian reform, the Global Protection Cluster (GPC) is the main inter-agency forum at the global level for standard and policy setting as well as collaboration and overall coordination of activities supporting the protection response in complex and natural disaster humanitarian emergencies (GPC, N/D).

Hazard: A dangerous phenomenon or condition that may cause loss of life, injury or other health impacts, property damage, loss of livelihoods and services, social and economic disruption, or environmental damage. It may be attributable to human activities or to natural causes (UNISDR, 2009). An external Risk factor.

Mitigation (in relation to climate change): Measures for the reduction of greenhouse gas emissions (UNISDR, 2009).

Mitigation (in relation to disaster): The lessening or limitation of the adverse impacts of hazards and related disasters (UNISDR, 2009).

Preparedness: The knowledge and capacities developed by governments, professional response and recovery organizations, communities and individuals to effectively anticipate, respond to, and recover from, the impacts of likely, imminent or current hazard events or conditions (UNISDR, 2009). Note: Preparedness is an action that takes place in the context of disaster risk management. Its main objective is to develop capabilities to efficiently manage all types of emergencies and make methodical and orderly transitions from the response to a sustained recovery. Preparation is based on sensible disaster risk analysis and linkages with early warning systems. Preparation includes activities such as contingency planning, the reserve of equipment and supplies, the development of provisions for co-ordination, evacuation and public information and training and corresponding field exercises.

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Prevention: The outright avoidance of adverse impacts of hazards and related disasters (UNISDR, 2009).

Protection: All activities, aimed at obtaining full respect for the rights of the individual in accordance with the letter and the spirit of the relevant bodies of law (i.e. human rights, humanitarian and refugee law). Human rights and humanitarian actors shall conduct these activities impartially and not on the basis of race, national, national or ethnic origin, language or gender (ICRC, 1999).

Resilience: The ability of a system, community or society exposed to hazards to resist, absorb, accommodate to and recover from the effects of a hazard in a timely and efficient manner, including through the preservation and restoration of its essential basic structures and functions. Concept extended by UNISDR-2009.

Rights Approach: Framework that integrates the norms, principles, standards and goals of the international human rights system into the plans and processes of development. It is characterized by the methods and activities that link the human rights system and its inherent notion of power and struggle with development (Boesen and Martin, 2007).

Risk: The combination of the probability of an event occurring and its negative consequences (UNISDR, 2009). The result of a hazard coupled with vulnerability.

Sustainable development: Development that meets the needs of the present without compromising the ability of future generations to meet their own needs (UNISDR, 2009).

Vulnerability: The characteristics and circumstances of a community, system or asset that make it susceptible to the damaging effects of a hazard (UNISDR, 2009). An internal Risk factor.

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1. Disaster Risk Management Targeting Children

The growing vulnerability of populations in Latin America and the Caribbean, increasingly frequent natural disasters and social conflicts are leading to alarmingly larger numbers of persons affected, of whom children, because of their specific characteristics and psycho-affective, physical and social needs, represent a highly sensitive age group. Estimates show that in the next decade, approximately 175 million children will be affected by hydro-meteorological damage-generating events2.

The unexpected disruptions in the everyday dynamics of communities that are usually the result of these events, put the life, dignity and rights of persons affected at risk, as well as the development of these communities, particularly in the case of children.

Reducing the risk of disaster under the threat of which most of the population in the region lives is an unavoidable commitment. The region is not only affected by variability and climate change (which tend to increase the quantity, magnitude and recurrence of damage-generating events), or by its geotectonic features, but also by the steady increase of population in urban environments. This leads to an increase of risk-driving factors and, therefore, to the increase of poverty and marginalization as well as, consequently, the various forms of violence and conflict, with the resulting adverse impact on any positive projection of development plans and projects.

The search for strategies that will made a difference in this reality makes it necessary to increase understanding of internal (vulnerability) and external (hazards) factors and causes that give rise to disaster risk; seeking to transform the population’s perception, valuation, attitude and advocacy in their regard, in order to build a disaster-risk reducing culture. This should be based on the practice of disaster risk management (DRM), with the convergence of strengths and resources available within local, sub-national and national environments, to contribute to creating favourable conditions to build or develop resilience among the population.

It is indispensable to promote the development of social values such as cooperation, solidarity, peaceful coexistence, participation and respect for diversity, as well as building collective feelings of coherence, belonging, significance and a common purpose, which implies working on the rights-based approach.

Children and their family environments, within, of course, the setting of a community, should be the principal beneficiaries of any action, and this therefore implies adopting a rights-based approach focusing on children.

The Impact of Climate Change on Children. Save the Children UK (2007). [version in Spanish consulted, produced by Save the Children Spain, 2009].

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1.1.

Child Protection

Protection implies defending human rights and safeguarding life, dignity and integrity against the effects of violence, coercion and deprivation of liberty when an individual or collective is exposed to risk, crises or an impact caused by an adverse or damage-generating event.

According to this perspective, the role of both State and civil society stakeholders in the area or protection is to generate an understanding of rights, and assist rights-holders to claim their rights and duty-bearers to realize them, as well as to lend humanitarian aid in vulnerable situations.

The objective of child protection is to promote, protect and fulfil child rights and safeguard children’s physical and psychological integrity from violence, ill-treatment, neglect and exploitation.

This is in keeping with the provisions of the Convention on the Rights of the Child of the United Nations, and other humanitarian declarations, treaties and conventions, as well as the different national bodies of law3.

This includes prevention, mitigation and response activities undertaken with the purpose of confronting the specific experiences undergone by children. All of which entails the development and implementation of specific programmes to be executed by child protection specialists, community-based work and the coordinated action of government agencies at their various levels: local, sub-national (provincial, departmental or regions, as the case may be) and national. Similarly, it involves the work of humanitarian staff and includes the integrated action of all humanitarian sectors4.

Protection focusing on children should cross-cut any disaster risk management (DRM) action, which implies creating in communities an environment that promotes respect for child rights. At the same time, appropriate means should be developed to assess, monitor, mitigate and avoid abuse and violence in any of its forms, such as child smuggling and exploitation in circumstances arising as a result of exposure to risk and the effects of emergencies or disasters.

In addition, to provide the necessary psychosocial support, prevent separating children from their families and ensure that the right to identity is safeguarded in all circumstances.

To ensure the highest level of service and protection for children exposed to disaster risk, or the impact of damage-generating events, care areas based on key sectors linked to the well-being of children should be prioritized, and sufficient and adequate intra- and intergovernmental coordination should be generated at different levels in order to guide activities in the field, the efficient use of resources and advocacy activities, with the purpose of achieving systemic and sustainable change in the process of risk reduction and response.

Clearly, as well as their basic survival needs (such as food, water and sanitation, housing or shelter), children require assistance to help them overcome their traumatic experiences.

Children’s psycho-affective, recreational and play needs should be borne in mind as vitally important elements in the assistance procured for this group. Venues and strategies that are established for these purposes should be used as opportunities to build resilience.

Save the Children. (2007). Protección de la niñez y la adolescencia y la adolescencia en Emergencias [Protecting Children in Emergencies. Save the Children Spain.

4 CPWG. (2012).The Minimum Standards for Child Protection in Humanitarian Action Handbook.

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1.2.

The Effects of Emergencies and Disasters on Children’s Safety

Disasters have a serious and specific impact on children, who are a very high proportion of the people who are most vulnerable to such events5. This fact has been confirmed by a number of studies and analyses conducted on the effects of disasters on child development, as suggested by the 2011 Global Assessment Report on Disaster Risk Reduction6, and as indicated by UNICEF’s analysis of the effect of disasters on children’s well-being in Latin America7, which provides an overview of the effects on this age group in seven countries in the region between 1999 and 2010. These documents point out the fact that in emergencies or disasters, children are affected by: • Increasing disease, particularly among younger children. This is due to the vulnerability caused by limitations regarding shelter, clothing, food, safe water and sanitation, as well as by epidemic outbreaks that can occur immediately after an emergency or disaster.

• Psychological trauma, generated by the impact of emergencies or disasters, which interrupt their regular relationships and daily routines. This can lead to sequels that alter their emotional development, cognitive capacity and social inclusion.

• Separation from their families, their peers and their social surroundings, due to the death of their parents or caregivers, or to displacement caused by the emergency or disaster.

• Physical and psychological ill-treatment, child exploitation and sexual abuse, to which they may be exposed as a result of family separation, the loss of their homes and livelihoods, schools and other social factors that become more acute after an emergency or disaster.

• The loss of their educational venues, as a result of the impact of the emergency or disaster on the school infrastructure and educational system (or the lack of means to ensure rapid recovery in emergencies), as well as using schools as shelters, thus suspending children’s right to education.

The risks to which children are exposed during emergencies vary according to context and specific factors (demographic, social, cultural, economic and political, for example).

Furthermore, they also vary from child to child; that is, depending on factors such as gender, age, ethnic origin, vulnerability and capabilities11.

1.3.

Political and Legal Frame of reference in Child Protection

The Policy Framework for the Promotion and Protection of Child Rights in Disaster Risk Management9 mentions a number of different policy and legal instruments that constitute a frame of reference for DRM action targeting children undertaken by the States, according to the perspective of the Inter-American Children’s Institute. Among these documents are: Bartlett, Sheridan. (2008). Climate change and urban children: impacts and implications for adaptation in low- and middle-income countries. International Institute for Environment and Development. UK. 6 UNISDR et al. (2011). Global Assessment Report on Disaster Risk Reduction 2011-GAR2011. Geneva, Switzerland.

7 UNICEF. (2011). Análisis del efecto de los desastres en el bienestar de la niñez y la adolescencia en Latinoamérica [Analysis of the effect of disasters on children’s well-being in Latin America]. Panama, Panama.

8 UNICEF. 2008. Derechos de la niñez y la adolescencia en Emergencia o Desastre/ Compromisos de Todos [Child Rights in Emergencies or Disasters/ A Commitment for All]. 28p. Panama, Panama.

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• Convention on the Rights of the Child.

• Hyogo Framework for Action (HFA): Building the Resilience of Nations and Communities to Disasters.

• Children’s Charter for Disaster Risk Reduction • Millennium Development Goals (MDGs).

• Inter-American Democratic Charter.

• Minimum Standards for Child Protection in Humanitarian Action.

There are other documents that might be included in a frame of reference when designing policies, programmes and projects in risk management targeting children, such as: • Sphere Handbook: Humanitarian Charter and Minimum Standards in Disaster Response.

• Minimum Standards for Education: Preparedness, Response, Recovery10 published by INEE11.

• UNICEF’s Core Commitments for Children in Humanitarian Action.

• Actions for Children and Youth Resilience / Guide for Governments.

This Framework is based on the policy position paper and the case studies conducted by IIN-OAS to provide support to the States in promoting and protecting child rights in emergencies and disasters.

10 http://www.ineesite.org/eietrainingmodule/cases/learningistheirfuture/pdf/Minimum_Standards_English_2010.pdf 11 Inter-Agency Network for Education in Emergencies 9

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2. Approach, Principles and Relevant Issues of Child

Protection during Risk, or in Emergencies or Disasters

2.1. The Rights Approach Focusing on Children and Youth This is defined as a trend that incorporates child rights as the focal point in the development of strategies, policies, programmes and projects. It attempts to empower children not only as objects of care, but as holders of rights and individuals with the capacity to defend and demand their legally recognized rights.

Adopting this trend makes it possible for us to achieve such targets as: • Establishing long-term targets that are clearly defined for the realization of child rights in all circumstances, as well as a number of standards to measure progress and developments.

• Linking our established goals to the agreed international legal framework.

• Identifying the responsibilities of governments, organizations, civil society and the private sector, committing them to engage to fulfil them.

The rights-based approach focusing on children can be found both in the Universal Declaration of Human Rights (UDHR), in general terms, and in the Convention on the Rights of the Child (CRC), specifically. These two instruments provide a framework that enables us to establish three focal points for building resilience; namely: the right to protection, the right to provision and the right to participation.

These rights involve:: • • Protection: The right to life, the right to protection from violence, abuse and neglect and the right to be aware of one’s own culture and origin.

• • Provision: The right to provision and enjoying the best possible healthcare, social and legal security, education and recreation.

• • Participation: Rights that reaffirm the status of children as social subjects, with the right to be heard, and to jointly handle and participate in all matters that affect them.

The rights-based approach focusing on children includes gender equality, equity and inclusion and intercultural perspectives.

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Source: “Actions for Children and Youth Resilience / Guide for Governments”. This chart was produced on the basis of the resilience wheel originally suggested by Nan Henderson and which has been adopted by World Vision for its Community Resilience programme, and the paper produced jointly by Plan International and UNICEF, on Building strong bases: a programmatic guide for integrating early childhood development and DRR.

2.1.1. Gender equality Gender equality implies the full and universal right of men and women to enjoy their citizenship, not only in political terms, but including civic and social aspects as well. The means to achieve equality is gender equity, which is understood as the fair treatment of women and men in keeping with their respective needs12.

In this respect, action that targets building resilience to disasters must begin by informing and raising the awareness of all stakeholders regarding equal emotional and sexual relationships, existing gender roles and stereotypes, the importance of joint participation in the care and upbringing of children13. In addition, it must promote the equitable distribution of domestic and public labour in homes, temporary dwellings or shelters and other community venues before, during and after the impact of a damage-generating even14. Similarly, any intervention must avoid discrimination against any individual, whatever their social, physical or cultural characteristics.

United Nations Development Programme-UNDP. 2011. “Equality”. América Latina Genera. http://www.americalatinagenera. org/es/documentos/tematicas/tema_igualdad.pdf 13 UNICEF/RET (2013). Actions for Children and Youth Resilience / Guide for Governments. http://www.unicef.org/lac/Guia_ gobiernos_acciones_resiliencia_ninez_juventud_EN.pdf 14 UNICEF/PLAN (2012) Construyendo bases fuertes: Guía programática para la articulación del desarrollo de primera infancia y la RRD [A programmatic guide for connecting early childhood development and DRR].

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2.1.2. Equity and Inclusion Equity implies social connotations that originate in what is also understood as equality. It involves the constant pursuit of social justice, which ensures a full and equal life for all people, without making any distinction between them based on their social, sexual or gender status, among other aspects15.

DRM action focusing on children according to an equitable perspective should include the identification and lessening of gaps generated by disparities linked to such differences between children.

Inclusion is often conceived as a means to underpin equality of opportunities for minority or vulnerable groups and to offer an adequate response to diversity. Because of this, one of the strategies proposed to overcome identified gaps is to broaden or strengthen resilience, focusing on the more vulnerable groups or communities as a priority, and particularly on children, as their rights are more highly exposed to risk.

2.1.3. Interculturalism.

The practice of interculturalism implies ensuring attitudes of mutual respect among different persons and groups whose knowledge, values and traditions differ. Interculturalism is an experience in which relationships, communication and learning between different people and groups are mutually enriching.

Adopting an intercultural approach implies the need to determine that no cultural group is superior to another and to promote mutual acknowledgement, appreciation and coexistence between cultures.

In actions aimed at DRM and the development of resilience we should act accordingly and based on the strengths of each community’s cultural practices. For example, by promoting actions that give value to knowledge and practices that favour child and youth development, as well as alternatives based on negotiation, when attempting to modify cultural patterns that violate the rights of this particular group.

2.2.

Humanitarian Principles

Humanitarian principles are key to establishing and maintaining access to affected populations whether in the context of a natural disaster, social violence, armed conflict or a complex emergency.

These principles include: • Humanity

• Neutrality • Impartiality

Human suffering must be addressed wherever it is found. The purpose of humanitarian action is to protect life and health and ensure respect for human beings.

Humanitarian actors must not take sides in hostilities or engage in controversies of a political, racial, religious or ideological nature.

Humanitarian action must be carried out on the basis of need alone, giving priority to the most urgent cases of distress and making no distinctions on the basis of nationality, race, sex, religious beliefs, class or political opinions.

Inter-American Center for Social Security Studies - CIESS. 2010. “Social Security for All” [in Spanish] Module 2: Valores y principios [Values and Principles]. http://www.seguridadsocialparatodos.org/sites/default/files/modulo2.pdf 16 15

• Operative independence

Humanitarian action must be autonomous from political, economic, military or other objectives that any actor may hold with regard to areas where humanitarian action is being implemented.

According to the United Nations Office for the Coordination of Humanitarian Affairs (UN-OCHA)16 promoting compliance with basic humanitarian principles in humanitarian response is key to effective humanitarian coordination17.

It is particularly important for these principles to be upheld when children are involved, as they represent most of the affected population after a disaster. Children require to be provided with effective care, which makes it necessary to obtain disaggregated information by age, sex and specific socio-cultural status, in order to ensure the implementation of specific measures which will satisfy their needs and safeguard the realization of their rights.

2.3.

The Life Cycle

It is important for the implementation of an approach centred on children and youth to consider their life cycle. The capabilities and interests of this age group must be borne in mind, as well as the problems and vulnerabilities they face at different stages of their development when attempting to exercise their rights.

In general, children and youth are viewed as a homogeneous group, a simplistic way of analysing compliance with their rights which should be avoided. Each of the stages in their lives is characterized by its different skills, needs and expectations.

Taking this element or factor into consideration implies viewing life as a cycle constituted by stages that succeed each other throughout the process of children’s growth and development. Each of these stages is characterized by its different skills, needs and expectations.

Because of this, children’s life cycle should be addressed as a significant element in planning, implementing and monitoring actions related to DRM and resilience building. A different approach is necessary, depending on the developmental stage of the population involved, as each stage involves very distinct mechanisms and treatments.

Development Stages of Children and Youth*

Early Childhood

Childhood

Adolescence

From 0 to 5 years

From 6 to 11 years

From 12 to 18 years

* Strata mentioned in this table may vary according the law and conditions in each country. It has been provided as a reference to give an idea of the specific needs that may arise according to age differences within a group that is often viewed as a single and homogeneous group.

United Nations Office for the Coordination of Humanitarian Affairs (UN-OCHA) http://www.unocha.org/ UN-OCHA. 2010. “OCHA on Message: Humanitarian Principles” https://docs.unocha.org/sites/dms/Documents/OOM_HumPrinciple_English.pdf 16 17

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3. Moments and Requirements for Child Protection Action in Emergencies or Disasters.

3.1.

Preparedness, Response and Early Recovery / Definition

The response to the impact of a damage-generating event, be it an emergency or a disaster, should be provided in all circumstances.

This may occur in lesser-scale emergencies, disasters, unforeseen conflicts, ongoing conflicts or other types of crises.

Response time includes: • The first 72 hours: administrative and operational actions; • The first 8 weeks: actions related to critical response and early recovery; • After 8 weeks response and early recovery actions should be immediate and appropriate, and involve recovery and transition to regular programming.

Deterioration in the situation of children

Threshold

Early Recovery

Continued Response and Early Recovery

Preparedness

Recovery and regular Programming

Response Before trigger

First 8 weeks

Beyond 8 weeks

Time

Source: Adapted by UNICEF from IASC Working Group on Preparedness and Contingency Planning

The aim of the Minimum Standards for Child Protection in Humanitarian Action is to strengthen humanitarian response in emergencies with the participation of all the actors involved, from preparedness to all of the response steps in programme planning, implementation and evaluation. They suggest “preparedness actions” and “response and recovery actions”.

A description of each of the stages is provided below:

18

UNISDR (2009), Terminology on Disaster Risk Reduction. Geneva, Switzerland.

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Preparedness18: The knowledge and capacities developed by governments, professional response and recovery organizations, communities and individuals to effectively anticipate, respond to, and recover from, the impacts of likely, imminent or current hazard events or conditions (UNISDR, 2009).

Preparedness action is carried out within the context of disaster risk management and aims to build the capacities needed to efficiently manage all types of emergencies and achieve orderly transitions from response through to sustained recovery. Preparedness is based on a sound analysis of disaster risks and good linkages with early warning systems.

It includes such activities as contingency planning, stockpiling of equipment and supplies, the development of arrangements for coordination, evacuation and public information, and associated training and field exercises. These must be supported by formal institutional, legal and budgetary capacities.

Response19: The provision of emergency services and public assistance during or immediately after a disaster in order to save lives, reduce health impacts, ensure public safety and meet the basic subsistence needs of the people affected.

Disaster response is predominantly focused on immediate and short-term needs and is sometimes called “disaster relief”. The division between this response stage and the subsequent recovery stage is not clear-cut. Some response actions, such as the supply of temporary housing and water supplies, may extend well into the recovery stage.

Early Recovery20: The Cluster Working Group on Early Recovery defines early recovery as “recovery that begins early in a humanitarian setting. It is a multi-dimensional process, guided by development principles. It aims to generate self-sustaining nationally owned and resilient processes for post-crisis recovery. Early recovery encompasses the restoration of basic services, livelihoods, shelter, governance, security and the rule of law, environment and social dimensions, including the reintegration of displaced populations. It stabilizes human security and addresses underlying risks that contributed to the crisis.” Early recovery is a relatively new concept that fills the very significant gap existing between humanitarian aid and long-term recovery, between dependency and self-sufficiency.

While working in the context of humanitarian aid, early recovery teams are thinking about the future, assessing the damage caused to infrastructure, property, support systems and societies. Their aim is to facilitate a smooth transition towards long-term recovery, re-establish support systems, government capabilities and dwellings, and offer hope to crisis survivors21.

3.2.

Planning Child Protection during Emergencies or Disasters

Planning for preparedness, response and recovery in emergencies and disasters should be undertaken

by State agencies responsible for child protection and care, with the support and coordination of the country’s national disaster relief systems in their different settings (national, sub-national and local), communities and other governmental and technical cooperation agencies that may exist. It should be viewed as a priority to be undertaken before the occurrence of a new emergency or disaster.

This planning process should have a specific outcome; a child protection plan in case of emergency or disaster.

Ibid. http://wiki.salahumanitaria.co/index.php/Cluster_de_Recuperaci%C3%B3n_Temprana UNDP, 2008. Fast Facts. http://www.undp.org/content/dam/undp/library/corporate/fast-facts/spanish/FF-crisispreventionandrecovery-2008-SP 19 19 20 21

The plan should identify the target population based on data gathered from an evaluation conducted prior to the occurrence of the damage-generating event. It should also determine what activities should be launched when an emergency or disaster strikes, and what indicators should be used to monitor the activities, time frames, human talent and supplies required, estimated cost and funds available.

The plan should be subject to assessment, feedback and improvement, both through regular simulation and practice drills and after it has been set in motion in real situations, after the occurrence of an emergency or disaster.

3.3.

Inter-Agency and Cross-Sectoral Coordination

In the rights-based approach there are rights holders and duty bearers. Rights holders are those who enjoy rights and can demand their compliance. Duty bearers are those who must ensure the compliance of rights. The States at their various levels (national, departmental, provincial or state-wide, according to their administrative, political and local organization) and through their various development sectors are the principal bodies responsible for safeguarding the rights of their citizens.

It is imperative that all levels of government and their sectoral agencies involved in DRM actions should establish means and instruments of coordination, set clear objectives and priorities in keeping with the context, and avoid the unnecessary duplication of competencies and efforts, with the purpose of ensuring the effectiveness and efficacy of these actions and aiming to make them sustainable.

Building resilience according to the child rights-based approach demands the joint and coordinated work of the State’s executive and political bodies. Cross-sectoral and inter-ministerial coordination between development sectors for the planning, follow-up and evaluation of the State’s general administration activities is key to designing public policies targeting the appropriate care and promotion of child participation in DRM. As an essentially political function, but which entails operational and managerial responsibilities, cross-sectoral coordination increasingly demands an interdisciplinary approach in order to reinforce government action with a holistic and sustainable vision, thus ensuring compliance with child rights.

For coordination to be effective, prior to this process, the role and competence of every sector involved in DRM should be clear, in the understanding that each of them has a specific responsibility in its area of development, while contributing to the single process of building resilience.

3.4.

Handling Information:

A significant impediment to child protection is that emergencies often lack sufficient or accurate data (specific or detailed) regarding children’s prior vulnerability.

Accurate analyses of people at risk, including children in different age groups, often do not exist in internally displaced person, victim or refugee camps. This makes it difficult to assess needs accurately and to plan for the appropriate provision of services.

All stakeholders involved in response to emergencies or disasters should contribute to child protection by collecting and disaggregating data by age and sex, as part of any assessment.

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Regular sharing of such information will provide a more accurate outlook of the child protection situation. Compounding the lack of available data is the issue of accuracy or relevance, owing to the silence and sensitivity of many child protection issues, such as, for example, sexual violence, illegal fostering, trafficking and violence in the family.

Programmes must identify what information is necessary for their work and collect or request others to collect it, and then ensure that it is used adequately, updated and left in the custody of stakeholders with the jurisdiction and responsibilities established by the country’s legal framework.

It should be noted that child protection in emergencies or disasters is a relatively new field, compared to other sectors such as health or water, sanitation and hygiene (WASH).

There are various types of assessment to be conducted at certain moments, when it is particularly important to gather information: • Assessment before an emergency or disaster.

• Rapid assessment immediately after an emergency or disaster.

• Damage assessment and needs analysis.

• Continued assessment and supervision.

3.4.1. Prior Assessment Prior statistics should be available with regard to the risk area, including qualitative and quantitative information about every aspect related to child protection. Most information about conditions prior to the emergency or disaster should be available in the databases of agencies responsible, based on recent census data. Obtaining and compiling this information is simplified when the agencies responsible in the various areas, such as local authorities, have an information system based on updated and systematized documentation.

3.4.2. Rapid Assessment In order to be able to respond efficiently, it is necessary to be aware of post-disaster conditions in a relatively short period. Rapid assessment involves gathering accurate and detailed information about the risk to which children are exposed, in the field and with an appraisal of physical and human resources available. This assessment is conducted during the first 24 to 48 hours.

3.4.3. Sectoral Initial Assessment A sectoral initial assessment should be undertaken within the first 48 to 72 hours after a major upheaval (in coordination with other humanitarian aid sectors – education, protection, WASH or health), in order to provide preliminary and first-hand information on the consequences of the emergency or disaster in the area affected, thus offering senior national authorities a clear outlook of the magnitude of the impact.

National responsible bodies can gather information quickly from their representatives in sub-national areas (departmental, provincial or state, depending on the country’s territorial and political distribution), who, in turn, can compile it from their local stakeholders or representatives. By comparing the information obtained to the information derived from the assessment conducted prior to the emergency or disaster, it is be possible to obtain a first approximation of the effects.

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3.4.4. Damage Assessment and Needs Analysis Focusing on Child Protection After the sectoral initial assessment, bodies nationally responsible for childcare and protection should have a more accurate and detailed idea of the operational capacity of the protection services available.

These data will make it possible to make critical decisions leading to the activation of immediate response services and actions.

Damage assessment and needs analysis should be set in motion as soon as possible; however, it should be said that it is launched after a sectoral initial assessment.

3.4.5. Continuous Monitoring and Assessment Continuous data gathering and analysis, according to a monitoring and evaluation plan, are essential to obtain information that can help correct deviations from plans in execution and serve as input for recovery plans.

Both should focus specifically on the information needed to make decisions on programmatic response.

This includes the analysis of secondary data from other organizations, but will probably also be based on a synthesis of data obtained from activities in the field, as mentioned above.

NOTE: the periods established for rapid assessment, sectoral initial assessment and damage assessment and needs analysis may vary, mainly depending on: • Type of event • Magnitude of the event • Impact level or intensity • Local, sub-national or national capabilities, both at sectoral and multisectoral levels.

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4. From Humanitarian Aid to Risk Management Targeting Children.

Under the sustainable development perspective, response actions and recovery activities should contribute to improving the living conditions of children and their care givers, as well as of their communities affected by emergencies or disasters. They should also contribute to preparedness and response activities for the next possibly damage-generating events. For this reason, strategies should be devised in order to handle information and consider the lessons learned during the emergency or disaster.

To this end, it is recommended that, on the one hand, the experiences and lessons learned in each of the processes undertaken should be systematized and, on the other, that mechanisms should be developed in order to ensure the sustainability and continuity of these processes.

4.1.

Systematization of Experiences and Lessons Learned

When systematizing experiences and lessons learned, we should begin by making a reconstruction of everything that took place and organize the various objective and subjective elements that were included in the process, in order to understand, interpret and learn from our own practices.

The main focus of concern is transferred from the reconstruction of events and the organization of information, to a critical interpretation of these events, with a view to deriving useful lessons for the future and contribute to the process of building resilience.

4.2.

Sustainability and Resilience.

Once the recovery process has begun, the aim should be to achieve living conditions that ensure that the rights of children affected by the emergency or disaster can be demanded and complied with.

All of the factors that generated the various levels or types of effects should be analysed, in order to restart the design and implementation of prevention and mitigation measures and responses that are more in line with the needs identified, according to the information obtained from the systematized experiences. Otherwise, risk would be rebuilt and inequity gaps made more acute than those to which the more vulnerable children were already subjected.

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APPENDIX Child Protection Actions based on the “Minimum Standards for Child Protection in Humanitarian Action” In this section we describe the various actions proposed by the “Minimum Standards for Child Protection in Humanitarian Action” developed by the Global Protection Cluster’s Child Protection Working Group (CPWG).

It should be pointed out that these are guiding lines of action and that their implementation should be contextualized according to the characteristics of the environment where they are applied. They constitute a frame of reference with which to develop or strengthen actions for response. Below are the actions suggested by these standards, adapted to a country context, since in their original version, they are, on the whole, aimed at humanitarian aid agencies and organizations.

Minimum Standards for Child Protection in Humanitarian Action Standards to ensure a quality child protection response

Standards to adStandards to deve- Standards to mainsdress child protec- lop adequate child tream child protection needs protection strategies tion in other humanitarian sectors

STANDARD 1 Coordination

STANDARD 7 Dangers and injuries

STANDARD 15 Case management

STANDARD 19 Economic recovery

STANDARD 2 Human Resources

STANDARD 8 Physical violence

STANDARD 16 Community-based mechanisms

STANDARD 20 Education

STANDARD 3 Communication, advocacy and media

STANDARD 9 Sexual violence

STANDARD 4 Programme cycle management STANDARD 5 Information management

STANDARD 6 Child protection monitoring

STANDARD 17 Child-friendly spaces

STANDARD 10 Psychosocial distress and mental disorders

STANDARD 21 Health STANDARD 22 Nutrition

STANDARD 18 Protecting excluded children

STANDARD 11 Children associated with armed forces or armed groups

STANDARD 23 Water, sanitation and hygiene STANDARD 24 Shelter

STANDARD 12 Child labour

STANDARD 25 Camp management

STANDARD 13 Unaccompanied and separated children

STANDARD 26 Distribution

STANDARD 14 Justice for children 24

4.3. Minimum Standards to Ensure Well-Targeted Child Protection Response Standard 1. Coordination Relevant and responsible authorities, humanitarian agencies, civil society organizations and representatives of affected populations share information and work in close collaboration in order to protect children from abuse, violence, exploitation and neglect.

Preparedness Actions

Response and Recovery Actions

• Identify the relevant child protection coordination agency and pinpoint ways and means of coordination, capabilities and forms of communication.

• Set up communication and coordination mechanisms and protocols, establishing their leadership clearly, both in the child protection sector and in other sectors such as education and health.

• Ensure that emergency preparedness is established at both intra- and interinstitutional levels, as well as contingency plans and preparedness actions (staff training, responsibility allocation, procedure and supply planning and logistics, among others) and set up updated execution controls.

• Ensure that the rapid assessment of child protection has been adapted to the context.

• Ensure that all working plans and protocols are specific as to responsibilities and procedures, according to a recognized jurisdiction framework.

• Ensure that all intra- and interinstitutional means of communication and coordination are activated and updated.

• Ensure that the persons in charge of each agency involved (according to jurisdiction) are clearly aware of their roles and responsibilities and transmit them to their staff.

• Coordination with UN agencies and NGOs should be based on pre-existing coordination roles and the State’s resources.

• Determine the capacity required to handle information.

• Invite local civil society to participate.

• Develop objectives and terms of reference for the coordination of mechanisms.

• Ensure that a core group is set up in order to make strategic decisions, together with an input flow through which new stakeholders that emerge during response activities from the child protection or other sectors are provided with support and training.

• Organize/take part in joint or coordinated assessments.

• Enter into agreements regarding an interinstitutional, sectoral and cross-sectoral strategy or working plan.

• Make agreements regarding a shared information protocol, including to identify populations with no access to services, or other gaps in humanitarian response.

• Send updated information regularly to all of the agencies via the means and coordination mechanisms established in the plans.

• Adhere to the interinstitutional policies agreed as regards military actors and the media.

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Key Considerations and/or Indicators • # of representatives from agencies responsible for child protection active in coordination and mechanisms established to this end..

• # of agencies responsible for child protection that participate actively in coordination.

• Existence of an updated sectoral plan and/or protocol (child protection).

• Existence of an updated cross-sectoral working plan and/or protocol (education, health, WASH, shelters, etc.).

• % of members who share information on strategies, plans or protocols punctually.

• # of agencies responsible for child protection that lead coordination elements jointly, such as thematic sub-groups.

• % of child protection agencies that are familiar with the sectoral working plan and/or protocol.

• % of child protection agencies that have access to information from other sectors (education, health, WASH, shelters, etc.).

• Existence of updated information on the population that has no access to services, or other response gaps.

Standard 2. Human Resources Child protection services are delivered by staff with proven competence and capacity in their areas of work and recruitment processes and human resource policies include measures to protect girls and boys from abuse (Code of Conduct).

Preparedness Actions

Response and Recovery Actions

• Develop, implement and monitor a child protection policy that applies to all staff involved in delivering services or care to children (Code of Conduct). Include references to the Keeping Children Safe Standards and the IASC22 Six Core Principles Relating to Sexual Exploitation and Abuse.

• Ensure that all staff have signed and received orientation on the code of conduct, including the consequences if they violate it.

• Set up a pool of standby personnel and mechanisms for rapid deployment.

• Ensure due process and follow-up procedures for violations of the code of conduct.

• Ensure that all working plans and protocols are specific as to responsibilities, behaviour and knowledge, according to a recognized jurisdiction framework.

• Ensure that job vacancies for response actions are filled promptly.

• Ensure that leaders/managers/coordinators inform staff of their roles and responsibilities.

• Organize inductions for staff.

• Ensure that leaders/managers/coordinators have probationary reviews after activation or deployment in the field, and regular appraisal meetings at suitable intervals thereafter.

• Analyse salaries and individual and family security conditions for staff activated or deployed, and ensure that their working environments are satisfactory.

• At the end of staff contracts, carry out exit interviews.

The Inter-Agency Standing Committee (IASC) is the primary mechanism for inter-agency coordination of humanitarian assistance. It is a unique forum involving the key UN and non-UN humanitarian partners. http://www.humanitarianinfo.org/iasc/ 22

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Key Considerations and/or Indicators • Staff is recruited according to competencies relevant to their roles and responsibilities.

• Staff receive conditional offers and do not begin work until the relevant references have been submitted.

• % of staff that received job descriptions.

• % of staff that received the benefit of an induction or orientation on their role.

• Recognized competency frameworks, such as the Competencies for Child Protection Programming in Emergencies or the CBHA’s Core Humanitarian Competencies Framework are used to analyse the skills and behaviours required.

• % of programme/project staff receiving training; • All staff working directly or indirectly in child protection have accepted the code of conduct.

• All staff have signed and understood the code of conduct for members of the organization.

Standard 3. Communication and Advocacy in relation to Children’s Issues Child protection issues are communicated and advocated for with respect for girls’ and boys’ dignity and privacy, in order to ensure their protection from abuse, neglect, exploitation and violence.

Preparedness Actions

Response and Recovery Actions

• Ensure that agencies involved in delivering protection services have a policy and process for communicating on issues affecting children.

• Use transparent and honest methods to obtain images or videos of children.

• Inform children and their parents or caregivers of the purpose and use that images or videos will be put to.

• Ensure that child-friendly spaces depicted in publications do not used specific location markers that can help locate them.

• Make sure that the stories shared and images used that depict children are handled accurately and with sensitivity.

• Always consider whether a publication is in the best interests of the individual child.

• Avoid labelling children, exaggerating situations or depicting children as powerless.

• Avoid using images of boys and girls that could be viewed as sexual by others.

• Avoid exposing children to harm and discrimination or exclusion.

• Do not use the real name of the child unless official consent has been given.

• Never reveal the status and visual identity of current or former child combatants, survivors of physical or sexual abuse, perpetrators of abuse or children living with a disease that could foster discrimination or exclusion.

• Where possible, give children access to media to express their own opinions.

• Do not pay children for information or materials which will be used 27

Key Considerations and/or Indicators • Key child protection actors have easy access to orientation that provides them with information on child-related issues.

• Journalists or communicators have easy access to orientation that provides them with information on child-related issues.

• Informed consent forms are available in local languages.

• # of assessments conducted to ensure that advocacy material does not put children at risk.

• # of assessments conducted to ensure that media reports do not put children at risk.

• Status and visual identity are obscured in the case of current or former child combatants, survivors of physical or sexual abuse, perpetrators of physical or sexual abuse or children living with HIV or AIDS or who suffer from any disease that could lead to discrimination or exclusion.

• # of media reports that include opinions or quotes from children.

Standard 4. Project Cycle Management (Relevance of programmes and projects) All stages of child protection programmes and projects address the risks, needs and capabilities of the population they serve and their communities or groups specifically interested in child protection.

Preparedness Actions

Response and Recovery Actions

• Conduct studies and research to identify significant information on the context and situation of child protection.

• Conduct studies and research to identify significant information on the context and situation of child protection.

• Prioritize life-saving actions.

• Share information in a timely and accessible way.

• Ensure that child protection considerations are included in multi-sectoral assessments.

• Set up inter-agency assessment based on child protection within the established periods.

• Follow up with in-depth assessment, as time and the situation allow.

• Disaggregate population data at least by sex and age.

• Design programmes and projects to meet real needs.

• Design programmes and projects in compliance with the Convention on the Rights of the Child.

• Set up mechanisms to gather feedback, reports and complaints from beneficiaries.

• Monitor outcomes and, whenever possible, the impact of the response on child protection.

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Key Considerations and/or Indicators • A study or research conducted and shared with stakeholders or parties interested in child protection.

• Existence of lead coordination in the form of a team or individual.

• Cross-sectoral assessments include child protection considerations.

• # of assessments conducted within the established periods.

• # of assessments widely disseminated within a two-week period after publication.

• Assessments show the various impacts on and needs of children of different ages, and of marginalized or vulnerable groups.

• # of child protection projects.

• Percentage of places where the children surveyed are aware of the programme or project’s plans.

• Percentage of child protection programmes or projects with clear exit strategies in place from the start.

• Assessments conducted by agencies involved and their outcomes are shared with the principal interested parties.

• Programmes and projects adapt in response to complaints, assessment and the learning process.

Standard 5. Information Management Up-to-date information necessary for effective child protection programming to address children’s needs is collected, duly analysed, stored safely and shared responsibly, bearing in mind the best interests of children as well as respect for confidentiality.

Preparedness Actions

Response and Recovery Actions

• Develop standardized inter-agency tools and procedures (for example; registration forms, training sessions, information-sharing protocols).

On handling information with children: • Coordinate what data should be compiled.

• Design or identify a suitable information management system according to the context in which it is applied.

• Coordinate needs assessment between sectoral or multi-sectoral agencies.

• By means of data-gathering, identify all external factors that may entail additional risks for children.

On handling information: • Store written information carefully and restrict access to confidential information.

• Share information only “as needed”, once it has been discussed and agreed to by the child.

• Protect electronic data with passwords and only send it through the web as encrypted files.

• Ensure that group information is consolidated, analysed and shared with all relevant actors, including the community and children as most appropriate.

• Design an emergency or exit strategy in case it is necessary to evacuate the office or location where information is stored.

• Train all child protection staff on basic and secure information management.

• Develop information-sharing protocols.

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Key Considerations and/or Indicators • Security risks have been evaluated before beginning data-compilation on children.

• Informed consent is sought as part of the data-compilation process when confidential information is requested.

• Case management strategies and protocols are agreed by the interested parties.

• Information-sharing protocols are agreed by the interested parties within two weeks.

• Exit strategies are developed and agreed by all parties before beginning to compile data.

• # of staff dedicated to child protection who have received basic training in information management.

• Confidential case information is never discussed in coordination meetings.

• Information compiled is duly analysed and used to design an appropriate programmatic response.

Standard 6. Child Protection Monitoring Objective and timely information on child protection concerns is collected in an ethical manner and systematically triggers or informs prevention and response activities.

Preparedness Actions

Response and Recovery Actions

• Make sure that lead agencies and child protection staff involved in monitoring receive training specific to their roles.

• Ensure that existing means of coordination discuss how information is collected through child protection monitoring activities, and consider it.

• Agree on concerns to be monitored and on instant messaging systems (on paper and electronic).

• Agree on information-sharing protocols in harmony with other child protection monitoring systems.

• Identify, map, support and take advantage of existing child protection monitoring mechanisms.

• Include child protection concerns in rapid and long-term assessment processes.

• Ensure that assessment teams provide child-friendly spaces for children of both sexes.

• Provide appropriate responses to cases of infringement.

• Keep the best interest of the child as a primary consideration when gathering information.

• Involve the community and civil society groups in information-gathering when it is safe to do so.

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Key Considerations and/or Indicators • Existence of an inter-agency monitoring coordination body.

• Existence of an agreed information management system (on paper and electronic).

• Existence of monitoring capacity mapping.

• % of cases where information has been gathered and includes data according to agreed minimum standards.

• # of child protection cases that received response through referral services.

• # of child protection cases that were referred to monitoring and response systems.

• # and type of community outreach activities.

• Type of handbooks on information safety procedures and protocols set in motion.

4.4. Standards to Address Child Protection Needs Standard 7. Physical Risk Children are protected against physical harm caused by serious environmental or human-caused risk in their surroundings.

Preparedness Actions

Response and Recovery Actions

• Involve children in activities to identify measures to prevent risk of disaster in their communities.

• Ensure that children are included in disaster risk management processes at community, local and national levels, including in early warning systems.

• Involve children with disabilities, in activities to identify measures to prevent physical harm in emergencies or disasters.

• Collect information, with all relevant actors, on the principal risks existing in community, local and national environments.

• Establish safe areas in the community.

• Mobilize communities in order to disseminate messages on physical safety for children.

• Enable the participation of children and youth as community leaders in risk management.

• Include risk management education in formal and non-formal education programmes.

• Support the availability, use and quality of relief programmes for survivors.

• Make sure that child-related risks are taken into account in camp construction and/or management.

Key Considerations and/or Indicators • A contingency plan is in place which includes child-related risks.

• # of communities that have completed their mapping of physical risks in case of disaster..

• # and type of child-related risks identified.

• Places that shelter large numbers of children (schools, orphanages) are resistant to disasters.

• # of children working to educate communities on risks and how to prevent them.

• # of children who have received information on environmental or human-caused risks.

• # of survivor assistance programmes.

• # of construction projects that have taken physical danger to children into account.

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Standard 8. Sexual Violence Strategies are included to prevent and respond to sexual violence in child protection programmes.

Children who have suffered from sexual violence have access to age-appropriate information, as well as safe and responsible care.

Preparedness Actions

Response Actions

• Recruit and train social workers on caring for child survivors by handling specific cases and psychological services.

• Recruit and train healthcare providers on the clinical management of sexual violence with specific training on how to make medical care and treatment child-appropriate.

• Train health and psychological care providers on how to identify forms of sexual violence that affect children with disabilities or other forms of vulnerability.

• Increase the awareness of communities, families and children themselves with age-appropriate messages and information.

• Increase the awareness of communities, families and children regarding sexual violence, including risks, consequences, support services, and why sexual violence is not acceptable.

• Provide support services and care for child survivors (case handling, medical advice, legal aid and protection from further sexual abuse).

• Develop referral networks and protocols for safe and effective referrals and information-sharing practices through service providers.

• Provide support to children who require extra care, such as separated children, children on the streets, children (formerly or at present) associated with armed forces or groups, pregnant girls, children in residential care, children born as a result of rape, children with disabilities.

• Provide support for the families of child survivors (for example, through counselling) so that children are accepted and rejoin their families in child-friendly spaces.

• Ensure that programmes avoid stigmatizing child survivors and their families.

• Design a map of available services, including whether they are suitable for child survivors.

• Advocate with stakeholders on preventive measures such as protection for separated children, adequate lighting, safe areas, and avoiding housing children and unrelated adults together.

Key Considerations and/or Indicators • # of cases documented and referred by healthcare, social welfare and law enforcement authorities.

• # of programmes for adolescent girls.

• Age-appropriate case handling and psychological services available for child survivors..

• Measures are taken to ensure child protection within and around camps.

• # of male/female social workers who train in working with child survivors of sexual violence.

• # of men/women law enforcement personnel who train in working with child survivors.

• # of communities that disseminate information on prevention and services available.

• # of healthcare services that provide appropriate clinical care to survivors of sexual attacks.

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Standard 9. Psychosocial Distress and Mental Disorders Children’s coping mechanisms and resilience are strengthened and severely affected children are receiving appropriate support.

Preparedness Actions

Response and Recovery Actions

• Identify existing services in which psychological support can be included and/or strengthened.

• Identify appropriate human resources to deliver psychosocial services.

• Organize basic training programmes on health, education and staff protection guidelines, and specifically on how to adapt medical care and treatment to children.

• Train health and psychological care providers on how to identify forms of sexual violence that affect children with disabilities or other forms of vulnerability.

• Increase the awareness of communities, families and children themselves with age-appropriate messages and information.

• Increase the awareness of communities, families and children regarding sexual violence.

• Ensure there is psychosocial support for workers nationwide who have been affected by the emergency.

• Ensure coordination between education, protection, healthcare and psychosocial support providers.

• Support parents and caregivers to create family environments that promote psychosocial well-being (for example, through positive child-rearing).

• Strengthen pre-existing community networks and frameworks (for example, women and youth groups).

• Encourage the recreation of routines in children’s lives and help them express their feelings.

• Set up a referral system for children or caregivers who are emotionally overwhelmed.

• Develop the capacity of primary healthcare services for distressed patients or patients suffering from mental disorders.

• Facilitate training in psychological first aid for other sectors (for example: education, WASH, etc.) and members of the community (such as teachers and community leaders).

Key Considerations and/or Indicators • % of children with safe access to community socialization, play and learning areas.

• % of children with an enhanced sense of subjective well-being.

• Communities that have become stronger through the strengthening of local capabilities.

• Contacts are established with mental health and psychosocial support focal persons.

• # of sectors/groups (education, shelters, etc.) taking guidance from a psychological first aid guide.

• % of adults who participate in community activities or receive psychological first aid.

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Standard 10. Children Associated with Armed Forces or Armed Groups Children are protected from recruitment and use in hostilities by armed forces or armed groups, and are released and provided with effective reintegration services.

Preparedness Actions

Response and Recovery Actions

• Ensure that broader disarmament, demobilization and reintegration (DDR) processes and strategies are set up at the national level, and that they take into consideration children’s specific needs and establish programme approaches.

• Promote coordination and cooperation among all actors working on prevention of child recruitment and use, on release of children from armed forces or groups, and on providing assistance to their reintegration, in order to ensure all programmes complement each other.

• Advocate in support of national laws and action plans set up by State and non-State actors.

• Carry out public information campaigns, where appropriate, on the risks for children associated with armed forces or armed groups, the number of serious violations, and existing examples of better practices, and national and international laws and policies.

• Increase efforts to prevent family separation and the recruitment or use of children by armed forces or armed groups.

• Separate all children verified to be associated with an armed force or armed group, unconditionally and as quickly as possible to a safe, civilian location.

• Initiate the family tracing process, as well as reunification and resettlement in alternative locations whenever necessary.

• Enable as quickly as possible, children’s community reintegration after their return to community life.

Key Considerations and/or Indicators • Existence of national laws and policies that reflect the application of international standards.

• The presence of an inter-agency working group on child recruitment.

• # of groups receiving information on strategies to prevent and report family separation and child recruitment (such as local officials, women’s groups, traditional leaders, religious leaders, etc.)

• # of children identified as being vulnerable to recruitment.

• # of children identified for release by officials trained in child protection.

• Provisional care standards and procedures agreed and carried out by all relevant actors.

• % of children released and benefiting from alternative care appropriate to their age and sex.

• % of children released and benefiting from reintegration in the community within a three-month period.

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Standard 11. Child Labour Children are protected from the worst forms of child labour, in particular those related to or made worse by the emergency.

Preparedness Actions

Response and Recovery Actions

• Carry out a systematic compilation of information on the types and scale of the worst forms of child labour (WFCL) and efforts to address them.

• Advocate for the ratification of Convention No. 138 of the International Labour Organization (ILO) on the minimum age for admission to employment and No. 182 on the worst forms of child labour, or ensure that national legislation complies with these ratified conventions.

• Establish or strengthen inter-agency monitoring and response to child labour.

• Ensure that prevention and response to the worst forms of child labour are included in the design and implementation of response and social protection.

• Review the response to the new worst forms or hazardous forms of child labour.

• Train government staff in their various settings, NGOs and other civil society actors in the worst forms of child labour.

• Increase awareness in communities about the dangers associated with the worst forms of child labour.

• Ensure that labour inspectors are aware of and are trained in existing services for working children.

• Establish programmes to lessen the factors that lead to child labour, such as labour insertion and livelihood or subsistence programmes for adult family members, to increase the income of families at risk.

• Ensure that children engaged in the worst forms of child labour (or who are no longer involved in them) are given support and follow-up.

• Encourage children to return to school and facilitate their reintegration.

Key Considerations and/or Indicators • Assessments are conducted on the types and scale of the worst forms of child labour (WFCL), including disaggregated information by sex and age of the persons affected.

• # of children disaggregated by sex and age who were engaged in WFCL, other than hazardous work, and have been removed, rehabilitated and reintegrated.

• # of children disaggregated by sex and age who were engaged in hazardous work and are being protected from physical, emotional and moral risk.

• # of communities that have been made aware of WFCL. • The presence of an inter-agency working group on child recruitment.

• # of groups receiving information on strategies to prevent and report family separation and child recruitment (such as local officials, women’s groups, traditional leaders, religious leaders).

• # of children identified as being vulnerable to recruitment.

• # of children identified for release by officials trained in child protection.

• Provisional care standards and procedures agreed and carried out by all relevant actors.

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• % of children released from WFCL and are benefiting from alternative care appropriate to their age and sex.

• % of children released from WFCL and benefiting from reintegration in the community within a three-month period.

Standard 12. Unaccompanied and Separated Children Family separation is prevented and responded to, and unaccompanied and separated children are cared for and protected according to their specific needs and their best interests.

“Search and Reunification” Actions

“Alternative Care” Actions

• Train and guide staff on separated and unaccompanied children; translate and disseminate material.

• Set up working teams, procedures, protocols and information systems to handle and follow up cases and referrals.

• Jointly develop and share key messages on how to prevent separation; inform children, families and staff responsible on how to refer cases.

• Use assessments to locate places where unaccompanied and separated children have been identified and discover why they were separated.

• Rapidly set up places where separated children and parents of missing children can register, receive information and obtain access to services.

Inform communities and families about these services.

• Ensure that registration is carried out in a child-friendly manner.

• Start tracing immediately and make sure there is sufficient staff and relevant logistic equipment.

• Keep children, families and caregivers regularly updated on the progress of tracing.

• Review work and services jointly (healthcare, nutrition, WASH, shelters, etc.) to ensure that their respective programmes do not cause voluntary or accidental family separation.

• Ensure that persons in charge of evacuation (for medical or safety reasons) are aware of the rules for evacuating children.

• Organize immediate provisional care for separated and unaccompanied children. Only children who have nobody to care for them should be placed in care outside their homes, as long as it is in their best interest.

• Assess and prepare both parties prior to reuni-

• Within 48 hours, agree and share protocols and information systems within the child protection working team, to handle and follow-up cases and referrals.

• As part of the preparedness activities, recruit and train temporary caregivers, whenever possible, so that they can be called upon after an emergency, to respond to any increase in care needs.

• Encourage care facilities to comply with the UN Guidelines for the Alternative Care of Children and the Alternative Care in Emergencies Toolkit. Train staff, community volunteers and officials to apply these directives.

• Promote local responsibility, support and develop the capacity of key actors who can lead the planning, management and development of temporary and alternative care.

• Ensure that assessments include children’s living conditions and the variety of interim and alternative care available.

• Continually review care arrangements, such as foster care and residential care facilities, to make sure that they are not creating incentives for abandoning children.

• Regularly check to make sure that only those children who genuinely need alternative care are placed in interim care.

• Develop a care plan for each child in interim or alternative care as quickly as possible and in consultation with the child, his or her family and other important people in the child’s life.

• Systematically follow up all children in interim or alternative care at least once every 12 weeks.

• Ensure that no decisions regarding permanent alternative care are made within the first six months 36

fication to verify whether the child does in fact belong to that family and whether there is any potential risk.

• Make sure there is timely follow-up for reunited children within the first 12 weeks, in order to ensure that they are cared for and protected.

after tracing has begun, and preferably, within the first two years.

Key “Search and Reunification” Indicators

Key “Alternative Care” Indicators

• Staff and beneficiaries are clearly aware of child registration criteria and that children are registered as “unaccompanied” or “separated”.

• Forms and procedures are developed and shared with key actors within the first 48 hours.

• # of communities informed on how to prevent and report separation.

• # of assessments (multi-sectoral and child protection).

• # of children disaggregated by sex and age, benefiting from effective registration.

• Access to registration is equally available to children with special needs.

• Family tracing is initiated as soon as possible, both actively (such as going to the last known address) and passively (by means of posters, radio announcements, etc.).

• % of children benefiting from continuous follow-up during the family tracing period.

• % of children (and families) assessed and prepared prior to reunification.

• % of reunited children who receive follow-up within a 12-month period.

• # of local actors participating in planning and developing quality alternative and interim care.

• # of assessments that include living conditions and available alternative care options.

• Interim care procedures and protocols agreed within the first 12 weeks after coordination is set up.

• % of care centres (orphanages and residential care centres) adhering to the procedures and protocols established.

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4.5.

Standards to Develop Adequate Child Protection Services Standard 13. Social Welfare Services and Case Management

The care needs of vulnerable children are identified competently and effectively and are addressed by means of a cross-sectoral, coordinated and accountable case management system.

Preparedness Actions

Response and Recovery Actions

• Conduct a theoretical analysis of child protection issues and identify risks and protection factors.

• Map existing child protection services and analyse the capacity of existing organizations, civil society and other relevant actors to prevent and address child protection.

• Establish clear criteria to define who is a vulnerable child.

• Build links between social-welfare, education, health, livelihoods, law-enforcement and judicial systems to make sure that children receive coordinated and multi-disciplinary support.

• Building on existing coordination structures, develop standardized operational procedures and tools by defining criteria and processes for registration, referral and follow-up.

• In close coordination with other sectors, develop population assessment procedures, rapid registration processes and tools to identify children and families who are particularly at risk.

• Work closely with community means of protection for children in order to identify children and families who are particularly at risk, and refer them to the case management system, mobilize the support of the community and provide continuous follow-up.

• Develop a system to prioritize the most urgent cases for immediate follow-up.

• Include children and families in the development of action plans to address child protection risks.

• Ensure that all relevant actors are familiar with and understand the processes.

• Design and deliver a capacity development agenda to actors who are engaged in case management.

Key Considerations and/or Indicators • The case management system complies with national legal processes, where these exist.

• Case management operations in specific contexts, responsibilities, procedures and tools are adopted by governments, civil society and other actors involved in case management, within a month of the emergency.

• Clear criteria are identified to open and close cases.

• The number of cases assigned to each social worker should under no circumstances exceed 25 children..

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• Staff working on cases receive training regularly, about once every two months. Similarly, they are subject to supervision.

• Case study supervisors are competent to facilitate technical guidance and supervision.

• Agencies taking part in case management hold conferences on cases, at least once every two weeks.

• % of children and families who participate in case management decision-making.

Standard 14. Justice for Children All children who come into contact with the justice systems as survivors, witnesses or alleged offenders, or for other reasons related to their care, custody or protection are treated with dignity and respect, and the best interest of the child is the prime consideration.

Action • Identify all children in detention, including their whereabouts, status and treatment they receive; set up a monitoring system and take action in urgent cases.

• Document and analyse patterns of violations against children’s rights that occur within the justice system, and take action in urgent cases.

• Map the different organizations and people involved in programmes that can deliver justice for children in a child-friendly way (including informal structures) and set up an inter-disciplinary team of human rights, psychosocial, medical and legal front-line workers to monitor and respond to identified cases.

• Provide support in setting up (or strengthening) child-friendly courts and spaces in police stations, including expedited procedures for children deprived of liberty and children who are the beneficiaries of, for example, housing programmes, or inheritance or guardianship applications.

• Support capacity building of the police, judges and people within informal justice systems who act in child-protection issues or who regularly come into contact with children.

• Advocate to significant stakeholders to encourage them to adopt international justice standards for children, which includes children’s right to express their points of view freely and to be heard.

Key Considerations and/or Indicators • # of children in detention and percentage of these sentenced to imprisonment.

• # of children in detention and percentage of these withdrawn or removed from the judicial system to a child-friendly alternative.

• # of identified and documented violations.

• # of children whose cases are referred to other appropriate actors, with the support of the multidisciplinary team.

• # of children whose cases are being subjected to advocacy activities.

Standard 15. Community-Based Child Protection Mechanisms Children are protected from abuse, violence, exploitation and neglect through community-based child protection mechanisms (CBCPM) and processes.

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Preparedness Actions

Response and Recovery Actions

• Conduct a risk analysis and develop community response plans, including early warning and strengthening local capacity to implement these plans.

• Carry out assessments with female and male community members to identify native inhabitants and existing external methods of supporting children at risk.

• Build on existing processes, resources and capacities in effective CBCPMs. • Work with the community to include different subgroups, including women, girls, boys and highly vulnerable people in effective CBCPMs. • Map local service providers and support mechanisms (for example, women’s groups, community leaders, traditional authorities, police, teachers, religious leaders, etc.), and strengthen their capacity to provide child-friendly assistance and services.

• Identify projects that can be carried out by community groups, including children and young people, to deal with child protection concerns in the community. Provide support for these initiatives where necessary and appropriate.

• When appropriate, encourage existing or newly organized adolescent and youth groups to be involved in effective CBCPMs and child protection issues.

• Request effective CBCPMs to determine areas for capacity building and provide training as appropriate.

• Providing materials to CBCPMs can support their activities in the short term, but the benefits should be evaluated carefully against the risk of reducing the sense of community ownership and sustainability.

• Ensure effective community level messaging on preventing violence, exploitation and abuse of children, as well as dangers involving physical harm related to accidents.

• Build community capacities for identifying and referring children and families for the services needed. This should include referring children who have been severely affected for specialized help.

• Support CBCPMs to develop links with formal aspects of the national child protection system at local, regional and national levels.

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Key Considerations and/or Indicators • Assessments include information on native child support mechanisms.

• % of children disaggregated by sex, who know how to protect themselves from harm.

• Effective CBCPMs are linked to regional and national child protection mechanisms, as appropriate.

• # of existing collective CBCPM projects and initiatives • # operational CBCPMs per 750 children.

• # children referred to CBCPM services.

• % of children, disaggregated by sex, receiving follow-up from CBCPM services.

• # of children with disabilities who participate in CBCPMs. • % of Knowledge, Attitude and Practices (KAP) growth 23 among the child population.

Standard 16. Child-Friendly Spaces Children have access to “child-friendly spaces” (CFS) that provide structured activities that are carried out in a safe, child-friendly and stimulating environment.

Preparedness Actions

Response and Recovery Actions

• Train child protection and other relevant sector staff on the guidelines on child-friendly spaces.

• Carry out an assessment together with the community to decide whether CFSs are needed, safe and accessible to all children, and contextually appropriate.

• At the planning phase, fully involve boys, girls, women and men from the community in developing and supporting CFS activities.

• Recruit volunteer organizers from the community and link with other community-based initiatives.

• Set up a programme of activities that looks at the needs of children and communities overall.

• Coordinate with other agencies and sectors to provide support such as health and hygiene education, breastfeeding groups and spaces, information on humanitarian help, etc.

• Consider making use of child-focused structures that already exist (for example, tents, shelters, schools) to develop CFSs. • Set up clear guidelines, programmes and schedules for activities with children..

• Provide ongoing monitoring with feedback mechanisms that involve the participation of children and families.

• Early on, in close consultation with the community and others with an interest, develop a pha-

A KAP study is a behavioural analysis tool. It is used at both the diagnostic stage and the planning stage of a project. http:// www.actaf.co.cu/index.php?option=com_mtree&task=att_download&link_id=352&cf_id=24 23

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se-out or transition plan that links with broader recovery planning.

• Make sure that the community is aware from the beginning that a phase-out period or handover will take place. In addition, provide information as soon as possible about when the phase-out or transition will take place.

Key Considerations and/or Indicators • Existence of agreed indices or ratios (for example: children between 2 and 4, two community workers every 15 children; children 5 - 9, two community workers every 20; young people 10 - 18, two community workers every 40).

• Balance the number of male and female community workers.

• % of community children who attend CFSs at least 12 times a month, disaggregated by sex, age and disability.

• % of children older than five disaggregated by sex who know where to find information about key services available to their families.

• % of children disaggregated by sex, who know how to protect themselves from harm.

• Children who tend to be excluded and are outside the school system are encouraged to attend CFSs. • % of adults who participate actively in support of CFSs, disaggregated by sex and profession.

• Existence of a programme/handbook for structured activities.

• Existence of an exit strategy.

4.6. Standards to Mainstream Child Protection in other Sectors Standard 17. Economic Recovery and Child Protection Working-age children (including those at risk) and their caregivers will have access to adequate support to strengthen their livelihoods. Child protection concerns are reflected in the assessment, design, monitoring and evaluation of economic recovery programmes.

Actions for Child Protection Actors•

Actions for Economic Recovery Actors

• In cooperation with the communities, including children, lobby in support of economic recovery specialists to design livelihood interventions that specifically address child protection issues.

• Include economic-recovery personnel in training on child protection.

• Link and coordinate the efforts of child protection programmes with economic recovery activities.

• Ensure that child protection issues are taken into account in child-related assessments and interventions.

• Ensure that positive impacts for children as a result of the household’s economic strengthening are not taken for granted, but carefully monitored and evaluated.

• Design livelihood interventions that are flexible 42

• Identify the more vulnerable children who have need of economic recovery interventions.

and which can quickly accommodate new children and families. Coordinate with the local communities of other actors to obtain updated information about these children and their families.

• Provide, or help families access, cash grants and other emergency social-protection measures for those who cannot work.

• Include child protection specialists in planning economic recovery interventions.

Key Considerations and/or Indicators • Economic intervention monitoring includes child protection, well-being and economic empowerment indicators.

• An economic recovery programme is designed on the basis of market analysis and/or vulnerability analysis.

• All economic recovery programmes are designed with the active participation of personnel who are very familiar with the principles of child protection.

• All economic recovery programmes measure changes in the outcomes affecting the well-being of children in participating households (for example: food consumption, number of hours at school, hours devoted to work).

• % of economic recovery programmes with a child protection focal person.

Standard 18. Education and Child Protection Children can access safe, flexible and protective learning opportunities in compliance with INEE’s Minimum Standards for Education in Emergencies.

Actions for Child Protection Actors • Follow the INEE Minimum Standards for Education: preparedness, response and recovery in planning and putting education strategies into practice, with special attention to INEE Minimum Standard on Protection and Well-Being.

• Cooperate with child protection actors to ensure the safe and appropriate participation of children in evaluations, planning and implementation of education programmes.

• Coordinate with child protection workers to make sure education assessment information is disaggregated by sex and age, to facilitate child protection responses.

• Deliver a wide range of education opportunities in flexible child-friendly spaces; formal and non-formal.

• Rapidly organize child-friendly spaces or temporary learning spaces..

• Disseminate messages that establish that no individual or social group should be discriminated against and denied access to education and learning opportunities.

• Remove barriers to enrolment and retention such as lack of documents or other requirements.

• Work with child protection actors to find or move educational facilities away from protection threats such as military or militant zones or natural hazard areas, and establish them in safe areas and close to population centres.

• Introduce the teaching of skills that support positive living, acceptance and peace and include impor43

tant protective messages in education, to support children’s resilience and ability to deal with threats.

• Make sure that the periodic, relevant and structured training for teachers that is called for by the INEE Minimum Standards for Education: preparedness, response and recovery, also tackles wider child protection concerns.

• Make sure all sectors work together to improve school facilities for health, nutrition, water supply, sanitation and hygiene practices, and children’s learning content.

Key Considerations and/or Indicators • % of children disaggregated by age and sex who attend formal or non-formal education.

• % of educators who have received training in child protection practices.

• Children, youth and the local community take part in identifying protection concerns related to education and in developing school-based strategies to address them.

• Established mechanisms are coordinated between child protection staff and educators for the referral of the more vulnerable children among the sectors.

• The inequities of the education system and the curricula are addressed by setting up a clear review process with the participation of relevant authorities and education actors.

• Formal and non-formal education activities include support to meet protection needs in specific contexts.

• % of educational services that include teaching with a participatory, inclusive and student-centred approach.

Standard 19. Health and Child Protection

Children have access to quality health services delivered in a protective way that takes into account their age and developmental needs.

Actions for Child Protection Actors

Actions for Healthcare Actors

Actions for Protection Actors

• Develop links between the social welfare, law enforcement and judicial systems to ensure the multidisciplinary delivery of services to children.

• Link immunization campaigns with birth registration efforts, particularly in remote rural areas.

• Make sure that healthcare centres have the facilities and personnel to handle birth registration.

• Support healthcare facilities (including HIV/AIDS), services and providers to prevent and respond to cases of violence, neglect, abuse, and exploitation of children..

• Develop child-friendly procedures with the purpose of benefiting the admission, treatment and withdrawal of unaccompanied children.

• Promote the recruitment of social workers and child psychologists, at least during the peak of emergencies.

• Ensure that safe and confidential services are in place to prevent violence, abuse, exploitation and neglect (including gender violence) and respond to child victims/survivors.

• Train healthcare providers (women, where possible) and non-clinical staff (such as

• Make sure there are specific protocols so that caregivers can stay with children in case of medical evacuation and hospital admission.

• Ensure that psychological considerations are included in healthcare activities, in compliance with mental health and psychological support guidelines.

• Ensure that the community is aware of healthcare and HIV/ AIDS services available, including services in response to sexual violence (such as prevention of mother-to-child transmission).

• Identify and tackle the diffe-

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• Include relevant health messages in community-based child protection activities.

• Ensure systems are in place to identify and refer cases of HIV/ AIDS, illness, injury, disability and psychological distress safely and confidentiality to available and appropriate health and HIV services.

• Provide access to non-clinical psychological support for children and their caregivers and work with the health sector to establish an appropriate screening and referral system for children who need psychological or healthcare support.

guards, auxiliary staff, interpreters, information staff) on clinical care of child victims of sexual violence, and the provision of post-sexual violence care, appropriate to age and gender.

• Disseminate child protection messages through the work of health workers.

rent barriers preventing children from accessing health services, as well as the different health needs and healthcare search practices.

• Design outreach services for children, including children with disabilities or special needs, minority or marginalized children and adolescents, so they can access available health services (e.g. immunization, HIV-related services, family planning, etc.).

• Ensure specific child survival health strategies for children under five years of age are put in place (for example, vaccination campaigns, promotion of exclusive breastfeeding, etc.).

Key Considerations and/or Indicators • # and type of standard operational procedures and protocols for information management established between child protection and healthcare actors.

• # and type of messages on child protection disseminated through health activities and vice versa.

• # of healthcare and child protection staff trained in relevant cross-cutting issues and case referral.

• # of children referred to and from healthcare services, by child protection actors.

• Specific admission/medical evacuation protocols are in place to prevent separating children from their families.

• Quality healthcare services provided are child-centred, in compliance with procedures and protocols.

Standard 20. Nutrition and Child Protection Children and their caregivers have access to safe, adequate and appropriate nutrition services. Assistance interventions are conducted to provide food.

Actions for Child Protection Actors

Actions for Nutrition Actors

• Train people working with children in nutrition protection actions.

• Develop clear standard operating procedures including referral mechanisms between child protection and nutritional programmes.

• Find breastfeeding women and/or wet nurses for separated and unaccompanied babies.

• Identify patterns in household food consumption (according to age and sex) and those who make decisions about the type of food eaten and by whom it is eaten.

• Include socially and culturally appropriate mes-

• Train and raise awareness of nutrition staff and promoters on child protection issues, including the existence of protection services (such as healthcare services for sexual violence cases).

• Choose at least one trained staff member to act as a child protection focal point or social worker if there is a nutrition programme.

• Include prevention and response and meeting the special needs of separated or unaccompanied children in nutrition programmes.

• Include child protection messages, including on prevention and appropriate response, as well as 45

sages on nutrition and breastfeeding in the child protection community, in outreach programmes for caregivers and in awareness-raising activities.

• Include infant and young child feeding (IYCF) or therapeutic and supplementary feeding for vulnerable children or children at risk of malnutrition, in appropriate child protection activities.

• Whenever possible, provide appropriate space for women to breastfeed within or near centres where child protection and caregiver outreach programmes are carried out.

• P• Protect, promote and support exclusive breastfeeding for the first six months and then continued breastfeeding, along with age-appropriate nutritious complementary foods, through the second year of life and beyond.

referral mechanisms, in activities related to nutrition, community outreach and raising awareness.

• Include discussions related to protection, including psychosocial support, in mother-to-mother nutrition activities.

• Make sure that child beneficiaries receive appropriate information regarding the availability and purpose of nutrition programmes and how to access them.

• Ensure that nutrition programmes and activity centres have a trained breastfeeding counsellor, and an appropriate space for women to breastfeed. para que las madres lactantes puedan amamantar a sus infantes.

• Ensure that nutrition programmes and associated livelihood activities take into account the effect that they can have on childcare practices.

• Monitor the nutritional status of pregnant and breastfeeding women and children in general to ensure that their nutritional needs are being met.

Key Considerations and/or Indicators • Do procedures and protocols include mechanisms for referral between child protection programmes and nutritional programmes?

• % of separated or unaccompanied minors placed in care in agreement with breastfeeding mothers/ wet nurses.

• # of children suffering from malnutrition disaggregated by sex, identified through protection activities and referred to the appropriate nutritional programmes.

• # of cases allegedly involving separation, violence, abuse, exploitation or neglect identified through nutrition programmes and referred to protection actors.

• # of breastfeeding and younger children in supplementary and/or therapeutic food centres who are included appropriately in child protection activities.

• % of breastfeeding and younger children in supplementary and/or therapeutic food centres who have a focal point person trained in child protection activities.

• # of community outreach child protection activities that include nutrition and breastfeeding messages.

• # and type of child protection messages included in community and awareness-raising activities associated with nutrition.

• # and type of child protection activities that provide suitable spaces for mothers to breastfeed their babies.

• # and type of child protection activities that take place during nutritional programme activities.

Standard 21. Water, Sanitation and Hygiene and Child Protection All children have access to appropriate water, sanitation and hygiene (WASH) services that minimize risks of physical and sexual violence.

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Actions for Child Protection Actors

Actions for Water, Sanitation and Hygiene (WASH) Actors

• Set up coordination between child protection and the WASH working group.

• Provide advice to WASH coordination groups on areas where child-targeted services take place, where children live or where children are particularly vulnerable.

• Identify key child protection risks associated with WASH issues, and set up programmes and activities in consultation with the affected population and WASH actors.

• Make sure WASH services are provided at childcare centres.

• Ensure that training for child protection workers includes promoting appropriate healthy hygiene behaviours (for example, hygiene practices such as hand washing with soap, safe water treatment and storage, appropriate use of sanitation facilities and getting rid of faeces properly).

• Promote among children and their caregivers the appropriate use of sanitation facilities, hygiene practices (especially hand washing with soap) and safe water treatment and storage.

• Disseminate simple messages among children and their caregivers, targeted by age and gender, on specific sanitation issues and safe water treatment and storage.

• Encourage caregivers to get rid of children’s faeces properly and promote appropriate hand-washing practices.

• Bear in mind the needs of children and women when assessing, locating and designing water, sanitation and hygiene facilities and services (for example, water distribution points, toilets, bathing, and so on). Ensure that specific risks involving the protection and safety of women and girls are addressed.

• When distributing containers for collecting water, make sure that they do not constitute a risk if children must carry them (size, weight, etc.).

• Identify places where child-targeted services take place and provide sustainable access to safe water, sanitation and hygiene facilities that are separated by sex, designed for children’s needs, culturally appropriate, and accessible for children and adults with disabilities.

• Ensure women are fairly represented on WASH committees and help them take part in decision-making processes to find, design and maintain WASH facilities.

• Disseminate age- and gender-specific life-saving messages to help children understand the importance of the hygiene practices they have been instructed to adopt, thus leading to a sense of control and ability to adapt to new living circumstances.

• Make sure that hygiene promoters know where and how to refer child survivors, to appropriate services.

Key Considerations and/or Indicators • Appropriate WASH facilities present in 100% of the schools, care centres, shelters, camps and other areas where children stay for long periods.

• 100% of the children can prove to have assimilated at least three good hygiene behaviours.

• All hygiene promotion programmes targeting children address key behaviour practices among children and are designed with a view to achieving the best kind of communication with them.

• Evidence exists that 100% of babies’ and young children’s faeces are discarded safely by their caregivers.

• Group/cluster monitoring systems include child security and protection issues involving WASH services.

• # of younger children included in supplementary and/or therapeutic food activities who are included appropriately in child protection activities.

• % and # of younger children in supplementary and/or therapeutic food centres who have a focal point person trained in child protection activities.

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• # of community outreach child protection activities that include nutrition and breastfeeding messages.

• # and type of child protection messages included in community and awareness-raising activities associated with nutrition.

• # and type of child protection activities that provide suitable spaces for mothers to breastfeed their babies.

• # and type of child protection activities that take place during nutritional programme activities.

Standard 22. Shelter and Child Protection Children and their caregivers have appropriate shelter provided that meets basic needs, including protection and longer-term solutions.

Actions for Child Protection Actors

Actions for Shelter Actors

• Support shelter and settlement organizations in putting child protection actions into shelter and settlement services.

• Ensure that key issues related to shelters, settlements and child-friendly spaces are considered appropriately in child protection assessments.

• Include appropriate shelter- and settlement-related messages in community-based child protection activities • Ensure child protection workers are informed about where children and caregivers can find information and report any concerns about shelters and settlements.

• Ensure that child protection issues and child-friendly spaces are taken into account in shelter assessments.

• Design shelter interventions that respond to size variables and needs of a community’s families.

• Ensure that personnel working in shelter and settlement projects have adequate information and training on child protection issues.

Key Considerations and/or Indicators • # and type of procedures and information protocols established among child protection actors and shelter and settlement actors.

• # and type of joint activities and/or comprehensive advocacy to create awareness on child protection and shelter and settlement actors.

• % of child protection programmes that have assessed shelters and settlements from the point of view of child protection.

• % of programmes in which monitoring and evaluation of shelter interventions include child protection indicators.

• % of shelter and settlement staff who include the points of view of children, youth, men and the locality in their programme design.

Standard 23. Camp Management and Child Protection The basic needs, interests and safety concerns of children living in camps are adequately represented and safeguarded through effective camp management structures.

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Actions for Child Protection Actors

Actions for Camp Management Actors

• Analyse the affiliation and representativity of camp management structures and the implications of this for the different children who live there.

• Ensure there is a children’s focal person in the camp management structure and strengthen the capacity of all camp actors in relation to their responsibilities regarding children.

• Ensure that community-based and legal child protection actors are aware of and linked to camp management structures and that the roles and responsibilities of the camp management with regard to referral mechanisms are well defined.

• Promote the involvement of girls and boys in decision-making processes within the camp.

• Work with camp management to ensure that vulnerable children are identified through camp registration exercises.

• Support camp management in advocating for fair distribution of services and resources for children.

• Support camp management in creating a protective environment through planning, distribution and other camp activities.

• Ensure there is a balance of males and females and that social groups are equally represented in the camp management structures and mechanisms.

• Appoint a children’s focal person within the camp management structure, who can address this group’s issues.

• Involve community-based child protection mechanisms in the camp or general area and define roles and responsibilities in referral mechanisms.

• Make sure that children’s opinions and views are heard and considered in decisions that affect them.

• Use population-registration exercises to profile children in the camp and to identify children with specific vulnerabilities.

• Campaign to provide services for children within the camp.

• Coordinate site planning, distributions and other camp activities to make sure there is a protective environment for children.

• Ensure the presence of gender equality and equal representation for all social groups in the camp management’s structures and mechanisms.

Key Considerations and/or Indicators • Existence of a camp management structure that includes at least 50% of women and is representative of most of the social groups in the camp’s population.

• Existence of referral mechanisms for social welfare and child protection. These mechanisms should include clearly defined roles and responsibilities regarding camp management and child protection.

• % of decision-making processes in camp management where the points of view of children are sought, heard and taken into account.

• # of child protection or social welfare cases referred through or by camp management.

• # of child protection cases identified through the camp’s registration exercises and referred for follow-up to the appropriate agencies.

• % of children in the camp who have access to all the necessary basic services either within or near the camp.

• # of risks in the camp’s environment which were identified by children and resolved by camp management.

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Standard 24. Distribution (Logistics) and Child Protection Help is provided through safe, democratic, participatory and accessible distribution systems that safeguard children and their caregivers from the specific vulnerabilities they face during emergencies or disasters.

Actions for Child Protection Actors

Actions for Distribution Actors

• Work with distribution teams in charge of distribution to vulnerable groups to help them take part in surveys and distribution systems, identifying possible risks and gaps.

• Monitor the effects of distribution to ensure it reaches the intended beneficiaries and vulnerable groups (such as children on the street, injured children, child heads of households) and focus particularly on community-produced registration in order to identify the concerns of marginalized groups regarding protection.

• Support and supply distribution teams with the information needed to issue ration cards to unaccompanied and separated children and households where the oldest member is a child, so they can receive distributions of food and non-food items (NFIs) as necessary in a way that does not cause further separations.

• Suggest culturally appropriate NFI hygiene items for women and girls to distribution teams, along with specific items for children, such as child-sized clothing and footwear, enough bedding and blankets to allow for girls and boys to sleep separately, and mosquito nets that can also be used as privacy screens if necessary.

• Depending on the cultural context, cloth diapers and toys may also be considered.

• Serve as liaison with distribution teams to ensure that the physical capacity of children is considered when designing the distribution and its distribution points.

• Together with the distribution teams, support vulnerable children to ensure access to distribution points.

• Jointly design an accessible and confidential reporting mechanism for violations and abuses surrounding distributions, and make sure those who are benefiting are aware of their right to receive humanitarian aid for free.

• Work with distribution teams to ensure that re-

• Ensure women, girls and boys are involved in designing and developing distribution systems, and ensure women, adolescent girls and boys play a lead role in these systems and networks.

• Consult women, children and other at-risk groups regularly to identify possible protection deficiencies and risks in the distribution systems.

Women and girls should be consulted as a priority at all stages of design, implementation and monitoring, and separated from men and boys, particularly at distribution times and places, in order to lessen the risk of violence. Follow-up teams and their interpreters should include women.

• Monitor the full distribution pipeline of food and NFIs, as well as the nutritional status of women, girls, boys and other at-risk groups, to ensure that food and NFIs reach those for whom they are intended.

• If polygamy is practised, register adult women in all households (except single-male-headed households) as main recipients of help, so second wives and their children are not excluded.

• Ensure that child-headed households and unaccompanied and separated children are given ration cards in their own names, and that they receive distributions of food and NFIs as necessary, in a way that does not cause further separation.

• Ensure women and girls have supplies of sanitary products and hygiene products, and child-sized clothing for children, to prevent theft. Provide children with shoes or protective footwear to reduce their vulnerability to infectious disease and injury.

• Consider the physical capacity of children when designing the location of distribution points, which should be accessible and safe for children.

Items or containers should be of a size and shape that children can carry safely. Find out whether there are beneficiaries/families who cannot carry supplies even for short distances (for example, 50

gistration staff are briefed on child protection issues, any vulnerability criteria being considered, and how to deal with any at-risk cases they may encounter.

individuals with disabilities, the elderly, parents with very young children), so that they can receive community help.

• Help at-risk children to access distribution points (such as children in the street, injured children, or child heads of households).

• Ensure that an accessible and confidential reporting mechanism for violations and abuses surrounding distributions is in place, and make sure those who are benefiting are aware of their right to receive humanitarian aid for free.

• Set up separate waiting and entry lines at registrations, distributions and fairs so that vulnerable individuals such as pregnant women, people with infants, unaccompanied children and the elderly, sick, and those with disabilities are helped first.

• Ensure that vulnerability and child protection issues are included in the assessment and registration of distributions.

Key Considerations and/or Indicators • Distribution committees that include children’s representatives.

• Households headed by children receive food and hygiene supplies according to their needs (height, age, sex, etc.).

• Camps and community distribution committees regularly report on vulnerable children.

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4. List of References

Boesen, J.K.; Martin, T. (2007) Applying a Rights-based Approach: An Inspirational Guide for Civil Society. - Copenhagen, Denmark.

Child Protection Working Group – CPWG (2012) Mínimum estandards for child protection in humanitarian action. Global Protection Group. - Geneva, Switzerland.

Child Protection Working Group – CPWG (2012) Minimum standards for child protection in humanitarian action. Global Protection Cluster. - Geneva, Switzerland.

FAO. (2006). Rapid guide for missions. Analysing local institutions and livelihoods. - Rome, Italy.

ICRC (1999) ICRC Encomia Protection Seminars (1996-2000). - Geneva, Switzerland.

IIN-OAS (2010) Child participation in the Americas, 20 years after the adoption of the Convention on the Rights of the Child. 88 p, Montevideo, Uruguay.

IIN-OAS (2010) Menu of Indicators and Monitoring System for Children’s Right to Participation.

60p. Montevideo, Uruguay.

IIN-OAS (2011) A toolkit for the promotion and protection of child participation in the Americas / Participation as Creative Action. 74 p, Montevideo, Uruguay.

IPCC (2000). Glossary of Terms used in the IPCC Fourth Assessment Report WGII. - Geneva, Switzerland.

Save the Children International (2011) Reducing Risks, Saving Lives: Save the Children’s approach to Disaster Risk Reduction and Climate Change Adaptation. - London, UK. Save the Children International (2011) Reducing Risks, Saving Lives: Save the Children’s approach to Disaster Risk Reduction and Climate Change Adaptation. 6p. London, United Kingdom.

Save the Children UK. (2007) The Impact of Climate Change on Children. - United Kingdom [Spanish edition by Save the Children, Spain] (2009).

Save the Children. (2005). Practice Standards in Children’s Participation. - London, United Kingdom.

Turnbull, Marillise et al. (2013). Towards resilience: A Guide to Disaster Risk Reduction and Climate Change Adaptation. - London, UK. Twigg, John. (2007). Characteristics of a Disaster Resilient Community. Disaster Risk Reduction Interagency Coordination Group/UKAID. - London, UK. UNDP (1997). Governance for Sustainable Human Development. Division Bureau for Policy and Program Support. - New York, USA. UNDP (2011) Equality: América Latina genera. - New York, USA. UNICEF (2010) Core Commitments for Children in Humanitarian Action. - Geneva, Switzerland.

UNICEF/PLAN (2012) Construyendo bases fuertes: Guía programática para la articulación del desarrollo de primera infancia y la RRD [A programmatic guide for connecting early childhood development and DRR]. - Panama, Rep. of Panama.

UNICEF-RET (2013). Actions for Children and Youth Resilience. Panama City, Panama.

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UNISDR. (2005). Hyogo Framework for Action: Building the Resilience of Nations and Communities to Disasters. - Geneva, Switzerland.

UNISDR. (2009). Disaster Risk Reduction Terminology. - Geneva, Switzerland.

UN-WOMEN. (2002). Gender Mainstreaming: Strategy For Promoting Gender Equality. - New York, USA. WHO (1993). Global Initiative on Life Skills Education in Schools.

World Bank. (n.d.). Mainstreaming Adaptation to Climate Change in Agriculture and Natural Resources Management Projects: Guidance Notes. - Water, Sanitation and Hygiene. - Washington, D.C. USA. World Bank. (n.d.). Mainstreaming Adaptation to Climate Change in Agriculture and Natural Resources Management Projects: Guidance Notes. - Agua, saneamiento e hygiene. - Washington, D.C. USA.

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