Child Friendly Spaces in Humanitarian Settings: A training workshop for CFS Implementers

1. Child Friendly Spaces in Humanitarian Settings: A training workshop for CFS Implementers A Toolkit for Child Friendly Spaces in Humanitarian Settings

2. Day one, session 1 Welcome and introductions

3. Overview of session 1 • Welcome and introductions • Do an icebreaker to get to know one another • Check participants’ expectations of the training • Introduce the training workshop • Introduce the CFS Toolkit • Agree ground rules for the training

4. Icebreaker: Hello shuffle • The task is to meet three different people in three minutes, one minute per person. • Facilitators will keep you to time. • In plenary, introduce the people you have met to the whole group.

5. Expectations Write three expectations on post-it notes, one expectation per note. You have five minutes to do this. Put the post-it notes onto a flipchart. Discuss in plenary.

6. Learning objectives • To strengthen the mainstreaming of child protection minimum standards and mechanisms in the management and implementation of quality CFS • To strengthen the programming of activities in CFS, promoting the psychosocial well-being of children • To promote best practice that is gender, age and ability-appropriate in the diverse settings in which CFS are located • To enable participants to experience mutual learning in a safe environment.

7. Training programme – day one

8. Training programme – day two

9. Training programme – day three

10. The Toolkit for Child Friendly Spaces in Humanitarian Settings The toolkit has three resources: • Operational Guidance for CFS in Humanitarian Settings • An Activity Catalogue for CFS in Humanitarian Settings • This Training for Implementers of CFS in Humanitarian Settings

11. Putting children first: Fundamentals of a quality CFS Day one, session 2

12. Introduction to session 2 Children in humanitarian settings face a huge range of threats to their safety and well-being with potentially devastating impacts to their development. Child Friendly Spaces (CFS) is an intervention used by humanitarian agencies to increase children’s access to safe environments and promote their psychosocial well-being.

13. Session 2: Exercise Work individually and then in pairs: • Spend 5 minutes working individually • Think about the fundamentals or core characteristics of a CFS • Draw a circle and divide it into segments • Write each fundamental into each segment • Spend 15 minutes sharing in pairs

14. Session 2: Key resources (1) From the UN Convention on the Rights of the Child (1989) Article 19: “Children have the right to be protected from being mistreated, physically and mentally.” Article 31: “Every child has the right to rest and leisure, to engage in play and recreational activities appropriate to the age of the child and to participate freely in cultural life and the arts.”

15. Session 2: Key resources (2) From Minimum Standards for Child Protection in Humanitarian Action (2012) Child Protection Working Group. “All children and young people can go to community-supported CFS that provide structured activities that are carried out in a safe, child friendly, inclusive and stimulating environment.”

16. Session 2: Key resources (3) From IFRC (2017) CFS in Emergencies: Lessons Learned Review. “CFS often address one or more of the following three specific objectives: • Protection from risk • Promotion of psychosocial well-being • Strengthening of community child protection capacities.”

17. Setting up a child friendly space Day one, session 3

18. Session 3: Exercise Divide into three small groups. Take 15 minutes to prepare a five minute presentation on your topic, as follows: • Group 1 prepares their presentation to explain WHAT a CFS is. • Group 2 prepares their presentation to explain WHEN a CFS is implemented. • Group 3 prepares their presentation to explain WHO is likely to use a CFS.

19. Session 3: Group 1 presentation Try to write in one sentence what a CFS is. What kind of aims does a CFS usually have? What kind of activities does a CFS usually provide? What are some of the issues in selecting and equipping a site for a CFS?

20. Session 3: Group 2 presentation Try to write in one sentence when a CFS is used. CFS are used to respond to humanitarian crises at various points. Describe how CFS are used at different points in the response. What are some of the issues for the type of site selected and the equipment needed?

21. Session 3: Group 3 presentation Try to write in one sentence to describe who uses a CFS. Describe the different groups of vulnerable children who may attend a CFS. Which community members might use a CFS? What are some of the issues for selecting and equipping a site that is suitable for the children and community members that use the CFS?

25. Capacity building Day one, session 4

26. Session 4: Six stations in the carousel Form six groups for this session. Go to each of the stations in turn and take five minutes to discuss the question on the flipchart and write down your responses. Facilitators will keep you to time. When everyone has been round the carousel, take turns to read out the final list of responses at each station.

27. Session 4: Discussing the realities of capacity building in the field • What is the reality of capacity building in your own working experience? What would you ideally like to do and what is actually possible in the field?

28. Introduction to the case studies Day one, session 5

29. Session 5: The case studies Case study 1: On-going – this is a temporary or static CFS in a protracted crisis such as a natural disaster, where children may attend a CFS for a longer period of time. Case study 2: Short-term – this is a temporary or static CFS in a humanitarian crisis where children may be on the move, such as in a natural disaster. Case study 3: Mobile – this is a mobile CFS in a setting where there may be limited space to set up a CFS, or where there are many children to reach.

30. CFS are secure and safe environments for children Day one, session 6

31. Session 6: Group work (1) In this session: Group A will discuss case study 1. Group B will discuss case study 2. Group C will discuss case study 3.

32. Session 6: Group work (2) • Answer the following questions in your small groups: • How would you keep children safe and secure as a CFS manager in the situation described in your case study? Make a list of key actions. • What are the challenges for you in this case study in keeping children safe and secure? Record the list of challenges.

33. Session 6: Keeping children safe and secure . All staff and volunteers and children attending a CFS understand children’s rights, as in the UN Convention on the Rights of the Child. All staff know the minimum standards for child protection. There is a child protection policy and code of conduct for the CFS which everyone adheres to. There is a complaints mechanism for any concerns that may arise. All staff know how to identify and respond to child protection risks. All staff and volunteers are aware of factors to consider about children in relation to gender, age and disability.

34. Challenges Identify the challenges listed on the ‘Challenges’ flipchart that everyone wants to discuss Discuss possible solutions to those challenges Day one, session 7

35. Review and wrap up Day one, session 8

36. Overview of review and wrap up • Do a review exercise from the CFS Activity Catalogue • Invite a small group to prepare an activity of their choice from the CFS Activity Catalogue for facilitation tomorrow at the start of day two • Invite participants to give their comments or ask questions about day one Thank you

37. Child Friendly Spaces in Humanitarian Settings: A training workshop for CFS Implementers • Day two, session 9 Welcome back

38. Training programme – day two

39. CFS provide a stimulating and supportive environment Group work discussion of selected activities from the CFS Activity Catalogue in relation to the three case studies Feedback from each group Presentation on how to ensure activities are stimulating and supportive Day two, session 10

40. Session 10: Group work • Group A to look at ‘1.6 Group song,’ ‘2.5 Mirror game,’ and ‘3.2 The energy within’ in relation to case study 1. • Group B to look at ‘3.3 Tree in the wind,’ ‘4.3 Working together,’ and ‘5.5 Just listen’ in relation to case study 2. • Group C to look at ‘5.9 Lean on me,’ ‘6.3 Protecting myself,’ and ‘7.1 Nobody knows what I can do’ discuss case study 3

41. Session 10: Questions for the group work How well would each activity work in the situation described in your case study? Focus on how well they might stimulate or support children a CFS. What would be the challenges for you as a CFS manager or coordinator?

42. Session 10: Ensuring activities are stimulating and supportive Use different kinds of play to stimulate qualities such as creativity in children, or to build skills like problem-solving, good communication and cooperation. Include a range of activities from active and dynamic to still and calming, as needed. This helps children to learn to identify different feelings and regulate their emotional state. Use interactiveactivities to encourage on child-to-child interaction. Choose activities which are fun and that everyone can participate in. Competitive games are not necessarily fun for everyone, since there are always winners and losers. Cooperative games have the benefit of bringing children together. This means the children learn how to work better together, solve problems collectively and build trusting relationships.

43. CFS build on existing structures and capacities Day two, session 11

44. Session 11: Group work overview Begin with the same groups A, B and C, but using different case studies Work together in a large group to make a plan of action Presentation on building on existing structures and capacities

45. Session 11: Group work Group A will discuss case study 2. Group B will discuss case study 3. Group C will discuss case study 1.

46. Session 11: Questions for group work • How could registration and attendance records best be set up to enable CFS staff to identify and contact caregivers? Are there other ways too of contacting caregivers? • What methods of engaging with caregivers would work well in this context? • What activities could realistically be implemented by CFS staff with caregivers to promote children’s care and protection?

47. Session 111: Key actions Ensure the registration process collects accurate contact information about caregivers, as well as children. Recruit dedicated volunteers to focus on outreach to caregivers and other community members. Plan awareness-building activities with caregivers and community members. This includes community-focused child protection activities. Approach mothers and fathers separately to take account of their distinct needs. Include caregivers in CFS management committees. Invite caregivers to be directly involved in CFS activities with children. Arrange caregiver workshops to provide psychosocial support. Include the costs of community engagement in budgets for CFS. Include tasks related to community engagement in job descriptions and training of managers, coordinators and facilitators.

48. Session 11: Ensuring that CFS build on existing structures and capacities (1) • It takes time, skill, trust and good judgment to build up relationships with caregivers. • It’s hard to maintain consistency and accountability over time in humanitarian response. • Enabling caregivers to be engaged may require a lot of preparation, such as awareness-building activities so that they understand why it is in their interest to be involved. This includes community-focused child protection activities.

49. Session 11: Ensuring that CFS build on existing structures and capacities (2) • Communitiesmay be severely disrupted making it hard to locate caregivers. • Mothers and fathers may need to be approached in different ways in order to engage with them. • Children without caregivers should be welcomed but also supported to access local protection services. • Caregivers may have other priorities, and no time or motivation to engage.

50. CFS use a fully participatory approach in CFS design and implementation BEST and WORST experiences of working in CFS A brief overview of Article 12 of the UN CRC Group work about ways children and young people can participate in all aspects of CFS delivery Plenarydiscussion Day two, session 12