CHILD PROTECTION

IN EMERGENCIES
CHILD PROTECTION
IN EMERGENCIES
© 2015 UNICEF

This publication may be reproduced, as a whole or in part, provided that

acknowledgement of the source is made. Notification of such would be
appreciated.

Published by: UNICEF Pacific

February 2015

For further information and requests for copies, please contact:

Child Protection Programme

UNICEF Pacific Multi Country Office
United Nations Children’s Fund
3rd Floor, FDB Building
360 Victoria Parade
Suva, Fiji
Tel: (679) 330 0439
Fax: (679) 330 1667
E-mail: [email protected]

The project partners are grateful to the Australian Government Department

of Foreign Affairs and Trade (DFAT) for their financial support of this project.

Cover photograph © UNICEF/2015/Dan McGarry

A mother and child stand next to their devastated garden. They are thankful that the water
supply has been reconnected and that they still have pigs and chickens with which to survive.
CONTENTS

Statement of Commitment v
Foreword vi
Preface vii

INTRODUCTION 1
I What is child protection in emergencies? 3
II The legal and normative framework 4

PART 1 CHILD PROTECTION RISKS 15

1 Unintentional injuries 17
2 Displacement 19
3 Family separation 21
4 Physical violence and abuse 24
5 Sexual violence and abuse 27
6 Emotional and psychosocial distress 29
7 Gender-based violence 33
8 Child labour 35

PART 2 PREPAREDNESS 37
9 Coordination 39
10 Communication and building awareness 41
11 Child protection monitoring 43
12 Engaging children in preparedness 45
13 Staffing and human resources 47
14 Information management 49

PART 3 RESPONSE 51
15 Rapid assessment 53
16 Shelters and emergency centres 56
17 Distribution and relief items 58
 18 Mental health and psychosocial support 60
19 Child-friendly spaces 63
20 Justice for children 65
21 Mainstreaming child protection into other sectors 68
22 Monitoring and evaluation 70

PART 4 EARLY RECOVERY 73

23 Child protection and early recovery 75

ANNEXES 79
Annex 1 Pacific Islands Commitment to Child Protection in 81
Emergencies
Annex 2 Communication strategy and key messages 86
Annex 3 Sample Child Protection Rapid Assessment form 90
Annex 4 Rapid Assessment ‘What We Need to Know’ sheet 92
Annex 5 Staff Code of Conduct Agreement 94
Annex 6 Generic ToR for a coordinating body 95
Annex 7 Contents of a child’s relief package 99
Annex 8 Interview structure and technique 100
Annex 9 Activities in child-friendly spaces 102
STATEMENT OF COMMITMENT

Recognizing the importance of protecting children in emergencies, Pacific island

countries gathered during two sub-regional meetings, in Fiji (2013) and Palau
(2014), to express their firm commitment to establishing stronger child protection
systems, which can cope with regional emergencies.

During these two meetings, eight governments signed the ‘Pacific Island
Commitment to Child Protection in Emergencies’ agreement, pledging to provide
the best level of protection to children affected by disasters.

Government representatives, as well as local and international organizations,

pledged to establish functional and reliable national child protection systems that
can prevent and respond to child protection concerns at all phases of
humanitarian action. In particular, to establish effective mechanisms to prevent
and respond to child abuse, neglect, exploitation, and violence during
emergencies.

Specific focus during the discussions was on strengthening efforts in five core
areas including coordination, communication, prevention, and response,
mainstreaming CPiE in other sectors, and monitoring and evaluation.

Pledges included assurances to prioritize CPiE in national agendas, and to

advocate for, and mobilize funds for child protection programmes. They
emphasized the importance of raising awareness among children themselves,
getting them to participate in programme planning and implementation, and on
strengthening their resilience and coping skills to mitigate the effect that
emergencies may have on them.

Furthermore, they promised to address the needs of the most vulnerable

children, including children with disabilities and their families, and mitigate the
effect of disasters on the community at large.

Signing the ‘Pacific Island Commitment to Child Protection in Emergencies’

agreement is an important milestone on the path towards establishing stronger
child protection systems in the region, and ensuring the safety and well-being of
Pacific families and communities.

CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries v

FOREWORD

Pacific island nations have suffered in recent years, as a result of the devastating
effects of climate change. They went through many natural disasters including
frequent droughts, floods, and cyclones. Children, who represent more than half
of the population, are among those who suffered the most during those
emergencies.

Experience shows that displacement, separation from family, injuries and

diseases are all conditions that threaten the safety and well-being of children
in emergencies. More critically, incidences of violence, exploitation, abuse, and
neglect increase in the aftermath of a disaster because of weakened child
protection systems. Therefore, child protection in emergencies becomes
imperative and an absolute priority.

Considering this, UNICEF Pacific continues to support and assist host countries
and partners in their endeavours to lessen the impact of disasters on the
region’s children. The urgency of this matter dictates that we work together
towards creating stronger child protection national systems that can withstand
the strains of emergencies, and provide adequate protection at a time when
children need it the most.

Advocating for child protection in emergencies, and ensuring priority in

humanitarian action, is an important first step. We need to integrate child
protection in all areas of humanitarian work in the region, and ensure that children
are at the centre of all emergency preparedness, response, and recovery efforts.

This toolkit aims to set new standards for CPiE service delivery in our region, and
hopes to inspire all those working in this area. We hope you will find it useful,
and that it will pave the way for stronger cooperation and partnerships in child
protection in the Pacific. We look forward to working together and collaborating
on implementing it and to collectively providing the best service we can to the
children of the Pacific.

Karen Allen
UNICEF Pacific Representative

vi CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries

PREFACE

This toolkit is written as a quick reference guide to all those working in child
protection in emergencies in the pacific. It aims to provide practical tips and
operational guidance to those working in the social service sector, the security
and justice sectors, as well as those working in humanitarian assistance including
camp managers, relief workers, and others.

The toolkit focuses on various child protection priorities in emergencies, taking

into account the three stages of humanitarian action: preparedness, response,
and recovery. It is based on, and guided by, the knowledge introduced in the
newly published Minimum Standards for Child Protection in Humanitarian
Standards (2014). It also relies on the valuable experience of staff in the field who
served in several large-scale emergencies around the world.

The toolkit adopts a more holistic systems approach to child protection in

emergencies, considering all elements, concerns, and priorities. It is composed
of four parts, and opens with an introduction to CPiE and the normative and legal
framework around child protection. The first part identifies some of the
potential dangers to children in emergencies. The second part addresses child
protection priorities at the preparedness phase. It focuses on specific areas of
importance in preparing for emergencies, including: coordination, communication,
and awareness building, engaging children in preparedness, human resources,
and information management. The third part of the kit covers, in chronological
order, important responses to child protection in emergencies. The fourth section
specifies some important child protection considerations during the recovery
phase. It encourages readers to think of opportunities and ways to create
effective child protection systems to respond to future emergencies.

Each chapter has an introduction, a goal to achieve, and an implementation list

consisting of steps on how to achieve the goal. All chapters end with a list of
suggested readings, helpful and practical tools are found in the Annexes at the
end of the kit. We hope that readers will find this toolkit to be user-friendly,
reliable, and flexible for application in various emergencies.

CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries vii
 INTRODUCTION
INTRODUCTION
© UNICEF/2012/Hing
After Cyclone Mick in Fiji, a family looks on as the Rewa River rises into their home.
INTRODUCTION
I WHAT IS CHILD PROTECTION IN EMERGENCIES?
Child protection in emergencies (CPiE) refers to all efforts to prevent and respond
to abuse, neglect, exploitation, and violence against children in the aftermath of
a disaster. It includes, as a first step, guaranteeing that children receive all the
necessary humanitarian assistance that is required for their safety and wellbeing.
CPiE prioritizes the fulfilment of certain rights for children in emergencies,
namely those that protect children against maltreatment and ensures their
survival and wellbeing.

As duty-bearers, governments have the primary responsibility of ensuring that

children are protected at all times, especially during emergencies. Local aid
organizations, international organizations, communities, families and parents all
share the responsibility of caring for and protecting the child. The primary
obligation, however, lies with local authorities, which bear the responsibility of
making sure that services and assistance are available to children.

Emergencies are situations or events that threaten the health, safety, security,
or wellbeing of a community and especially of children. They demand immediate
and urgent action, especially during the first few hours of a disaster. Emergencies
often escalate into full-fledged humanitarian situations if we do not respond
to them in a timely and effective manner. They can be caused by either natural
or man-made hazards. In the case of the Pacific region, tsunamis, cyclones,
earthquakes, floods, and other natural hazards are the primary cause of
emergencies.

CPiE is an area of critical concern for many reasons. Children are a very
vulnerable group. Their dependence on adults and their need for care make them
even more vulnerable. In emergencies, so many factors increase a child’s
vulnerability. Displacement, separation from family and community, losing a
parent or a loved one, and losing home and possessions are all factors that can
endanger a child’s life. The lack of safety and security, and reliance on
humanitarian assistance also means they become exposed to violence,
exploitation, abuse and other injustices. In general, weakened child protection
services, including security, justice, and social services in an emergency can
result in an environment rife with violations against children.

Assisting children in the context of an emergency has to be done through careful

interventions, which address both their immediate needs and protects them from
long-term harm. CPiE is a multi-sectoral area of work involving many actors, as
such we all need to be prepared to act, and equipped with the necessary
resources that enable us to provide an effective and a well-rounded response.

CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries 3

INTRODUCTION

Want to learn more?

Check out:
CPWG (2014) Minimum Standards for Child Protection in
Humanitarian Action. http://cpwg.net/minimum-standards/
Free e-Learning Course. Inter-agency Child Protection Learning
Center: Child Protection in Emergencies.http://www.cplearning.org/
UNICEF (2005) Child Protection Policies and Procedures Toolkit
Visit: http://www.unicef.org/protection/57929_62178.html

II LEGAL AND NORMATIVE FRAMEWORK

Children’s rights have been enshrined in various general and specialized
international legal instruments, starting with The Universal Declaration of Human
Rights (UDHR) 1948. The UDHR provides the basic provisions for the protection
of children as well as adults, safeguarding their right to life, nationality, education,
health, and the full development of [the human] personality. The Convention on
the Rights of the Child (CRC), which took effect in 1990 is the primary guiding
legal instrument in child protection. The CRC outlines and establishes the civil,
political, economic, social, health and cultural rights of children. Other
instruments, designed to guarantee children’s and women’s rights and welfare in
emergencies, also complement the CRC. The Convention on the Elimination of
All Forms of Discrimination Against Women (CEDAW), 1979, the Convention on
the Rights of Persons with Disabilities and Optional Protocol (CRPD), 2008, the
Convention Relating to the Status of Refugees, 1951, the Geneva Conventions
and their supplementary protocols, and the United Nations Convention against
Transnational Organized Crime, 2000, are among them. Regional and national
laws play a crucial role in providing protection to children in times of
emergencies, international protection laws must be translated into national laws
if we are to guarantee the effective protection of women and children.

Motherhood and childhood are entitled to special care and assistance.

All children, whether born in or out of wedlock, shall enjoy the same
social protection.
UDHR, Article 25 (2)

4 CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries

 INTRODUCTION

Quick tidbit…
Many countries in the world have child protection standards enshrined in their
constitutions. In the Pacific region, the Constitution of the Republic of Fiji guarantees
children’s rights by stating:
41.1) Every child has the right a) to be registered at or soon after birth, and to
have a name and nationality; b) to basic nutrition, clothing, shelter, sanitation and
health care; c) to family care, protection and guidance, which includes the equal
responsibility of the child’s parents to provide for the child i) whether or not the
parents are, or have ever been, married to each other; and ii) whether or not the
parents are living together, have lived together, or are separated; d) to be
protected from abuse, neglect, harmful cultural practices, any form of violence,
inhumane treatment and punishment, and hazardous or exploitative labour; and
e) not to be detained, except as a measure of last resort, and when detained, to
be held i) only for such period of time as is necessary; and ii) separate from
adults, and in conditions that take account of the child’s sex and age. 2) The best
interests of a child are the primary consideration in every matter concerning
the child.

PRINCIPLES GUIDING THE WORK FOR THE PROTECTION OF CHILDREN

IN EMERGENCIES:
The following are the basic principles
in providing protection to children in What is a “Principle”?
emergencies. These principles derive
A principle is a truth, a rule, or a
primarily from the Convention on the
belief, that guides our behaviour.
Rights of the Child (CRC), humanitarian
law, and lessons learnt from Oxford English Dictionary
past emergencies.

Principle 1 Avoid exposing people to further harm as a result of your actions

It stipulates that, those involved in humanitarian responses must do all they can
to avoid exposing people affected by disaster, particularly children, to further
harm during the provision of relief and assistance.

Principle 2 Ensure people’s access to impartial assistance

Meaning that, humanitarian assistance must be available to all those in need
without any discrimination or exclusion on political or other grounds. This
principle ensures that we assist everyone equally, regardless of preferences.
Favouritism has to be avoided at all cost; aid has to be given to everyone, starting
with those who need it the most, such as women, girls and boys, and children
with disabilities.

CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries 5

INTRODUCTION

Certain internally displaced persons, such as children, especially

unaccompanied minors, expectant mothers, mothers with young children,
female heads of household, persons with disabilities and elderly persons, shall
be entitled to protection and assistance required by their condition and to
treatment which takes into account their special needs.
The Guiding Principles on Internal Displacement, Principle 4 (2)

Principle 3 Protect people from physical and psychological harm arising

from violence and coercion
Children must be protected from “violence, being forced or induced to act
against their will,” and from fear of such abuse. It stresses that protection in
emergencies should be carried out in a way that makes children more secure,
facilitate children’s and families’ own efforts to stay safe, and reduce
children’s exposure to risks.

Principle 4 Assist people to claim their rights, access available remedies

and recover from the effects of abuse
This principle reminds us that children are rights-holders, and that we have the
obligation of assisting them and their caretakers to claim their rights. It also
affirms children’s rights to legal redress and remedies, as well as to social and
legal services that will help them move past their experiences of abuse.

Principle 5 Strengthen child protection systems

In humanitarian settings, the child protection system may have become
weakened or ineffective, however the emergency phase may provide an
opportunity to develop and strengthen national child protection systems,
including community-based mechanisms of protection.

Principle 6 Strengthen children’s resilience in humanitarian action

This principle is based on the notion that all children have internal strengths and
capacities that should be harnessed and encouraged. Services in emergencies
have to aim at increasing support for children and reducing risks around them.
All efforts must be done to strengthen children’s skills and coping mechanisms.

Principle 7 Neutrality
This is applicable especially in armed conflict situations, it is a commitment not
to take sides in hostilities or in controversies based on political, racial, religious, or
ideological identity.

Principle 8 Accountability
Humanitarian agencies should hold themselves accountable to affected
populations, national partners, and donors.

6 CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries

 INTRODUCTION

Principle 9 Participation of affected populations

As one of the most important principles, it urges us to build on existing capacities
and promote participation. Affected populations have to be consulted at every
stage of planning and service delivery.

Principle 10 Respect for culture and custom

Most interventions require particular sensitivity to the local environment.
Responses should be grounded on a thorough understanding of the traditional
and cultural dynamics.

STANDARDS GUIDING THE WORK FOR THE PROTECTION OF CHILDREN

IN EMERGENCIES:
In 2012, the UNICEF-led Child
Protection Working Group (CPWG), What is a “Standard”?
comprised of more than 500 child
An agreed universal benchmark
protection international experts from
(or target) to be achieved or
14 organizations, launched the Child
aspired to; or
Protection Minimum Standards in
Humanitarian Action (CPMS). A common agreement of what
needs to be achieved.
This document sets forth Introductory CPMS Presentation, CPMS
comprehensive standards and Roll out Pack, available at: http://cpwg.
guidance on child protection services net/minimum-standards/
in emergencies. It combines
knowledge from years of experience in
working with children in emergencies.
It is an invaluable tool meant to support governments and agencies responsible
for emergency response, and helps them improve the quality of their
programmes. The CPMS identify 26 standards in core child protection and
humanitarian areas. A summarized list of the standards is available below as
a quick reference and introduction to the CPMS:

SUMMARY LIST OF CPMS

Standard 1 Coordination
Relevant and responsible authorities, humanitarian agencies, civil society
organizations and representatives of affected populations coordinate
their child protection efforts in order to ensure a full, efficient and
timely response.
Coordination allows everyone involved in child protection to agree on a shared
set of objectives and division of labour. It can help create an inter-agency or
multi-sectoral response that strengthens child protection systems in the long run.

CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries 7

INTRODUCTION

Standard 2 Human resources

Child protection services are delivered by staff with proven competence in
their areas of work. Recruitment processes and human resource policies
include measures to protect girls and boys from exploitation and abuse by
humanitarian workers.
This does not aim to replace standards developed by humanitarian agencies
elsewhere, but rather provides a focus for human resources when mobilizing
child protection staff and implementing safeguarding requirements.

Standard 3 Communication, advocacy and media

Child protection issues are communicated and advocated for with respect
for girls’ and boys’ dignity, best interests and safety.
Humanitarian organizations communicate and advocate on child protection
issues, thereby bringing children’s images and stories to the general public.
When used in a careful and strategic manner, communication concerning children
can lead to advances in child protection. However, if used wrongly,
communication and advocacy can negatively affect the way children are
perceived, and may cause further danger to children and their families.

Standard 4 Programme cycle management

All child protection programmes build on existing capacities, resources and
structures and address the evolving child protection risks and needs
identified by girls, boys and adults affected by the emergency.
Child protection programmes must build on pre-existing information together
with assessments (if needed). Children and their communities should be
engaged in the situation analysis, programme design and monitoring and
evaluation. Analysis and considerations of existing child protection systems,
and how these can be strengthened, should always be integrated into
the programme.

Standard 5 Information Management

Up-to-date information necessary for effective child protection
programming is collected, used, stored and shared, with full respect for
confidentiality, and in accordance with the ‘do no harm’ principle and the
best interests of the child.
Information about a specific child for case management purposes may need to
be stored and shared if and when necessary. Information about the overall
situation of children and of the response should be consolidated, analysed,
summarized and used to inform programmatic decisions for the protection
of children.

8 CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries

 INTRODUCTION

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.
Systematic monitoring of child protection concerns should be carried out from
the first stages of an emergency. Monitoring refers to the on-going collection
of information indicating levels and patterns of violence, exploitation, abuse and
neglect. Monitoring should always be combined with response.

Standard 7 Dangers and injuries

Girls and boys are protected from harm, injury and disability caused by
physical dangers in their environment and the physical and psychosocial
needs of injured children are responded to in a timely and efficient way.
After the age of one, unintentional injuries are a leading cause of death among
children and adolescents. Children with existing disabilities can be at particular
risk. This risk is heightened in an emergency. Displacement can also put children
closer to previously unfamiliar risks, such as road traffic, rivers and floodwaters,
unstable debris and explosive remnants of war. Injuries should be treated quickly
and appropriately to avoid a greater chance of long-term or permanent injury.

Standard 8 Physical violence and other harmful practices

Girls and boys are protected from physical violence and other harmful
practices, and survivors have access to age-specific and culturally
appropriate responses.
Patterns of violence are heightened in humanitarian settings and children are
more at risk of domestic violence, physical and sexual abuse and corporal
punishment. Families and other sources of protection are often put under
immense strain and the weakened protective environment around the child may
result in family or community members abusing children. Families may also
resort to harmful practices as a coping mechanism in the aftermath of
an emergency.

Standard 9 Sexual violence

Girls and boys are protected from sexual violence and survivors of sexual
violence have access to age-appropriate information as well as a safe,
responsive and holistic response.
In the chaos that can follow an emergency, children of all ages are at a
heightened risk of sexual violence, and are more easily exploited and coerced
than adults. Sexual violence is present in all emergencies, but is often hidden.
Prevention and response to sexual violence against children should be addressed
in all emergencies.

CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries 9

INTRODUCTION

Standard 10 Psychosocial distress and mental disorders

Girls’ and boys’ coping mechanisms and resilience are strengthened and
severely affected children are receiving appropriate support.
Most children who have experienced stressful situations will initially show
changes in social relations, behaviour, physical reactions, emotions and
spirituality. Mental health and psychosocial support brings together diverse,
complementary approaches to providing appropriate care.

Standard 11 Children associated with armed forces or armed groups

Girls and boys are protected from recruitment and use in hostilities by
armed forces or armed groups, and are released and provided with effective
reintegration services.
Children continue to be recruited and used by armed forces or armed groups
across the world. Boys and girls are used in a number of ways, including as
combatants, spies, porters and informants, or for sexual purposes.

Standard 12 Child labour

Girls and boys are protected from the worst forms of child labour, in
particular those related to or made worse by the emergency.
In emergency contexts, with the possible loss of livelihoods, breadwinners and
access to education, children become particularly vulnerable to child labour.
While the child protection response in an emergency should be as thorough as
possible, the response should prioritize the worst forms of child labour, starting
with those related to or made worse by the emergency.

Standard 13 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.
Children separated from their parents and families are at increased risk of
violence, abuse, exploitation and neglect in an emergency. Prevention and
response need to include actions to address the separation itself (prevention of
separation, family tracing and reunification) as well as interim or alternative care.

Standard 14 Justice for children

All girls and boys who come into contact with the justice systems as
victims, witnesses or alleged offenders are treated in line with
international standards.
Emergency situations often increase the exposure of children to the justice
system as alleged offenders, victims or witnesses, or in a combination of these
roles. For children in conflict with the law, detention should be a last resort, and
where possible, diversion and alternative measures involving families and
communities should be used.

10 CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries

 INTRODUCTION

Standard 15 Case management

Girls and boys with urgent child protection needs are identified and they
receive age and culturally appropriate information as well as an effective,
multi-sectoral and child-friendly response from relevant providers working
in a coordinated and accountable manner.
Case management is the process of helping individual children and families
through social services. Children should be appropriately involved throughout the
process, and their best interests should be considered.

Standard 16 Community-based mechanisms

Girls and boys are protected from abuse, violence, exploitation, and neglect
through community-based mechanisms and processes.
A community-based child protection mechanism is a network of individuals at
community level who work toward child protection goals. Effective mechanisms
include local structures and processes that promote or support the wellbeing
of children.

Standard 17 Child-friendly spaces

All children and young people can go to community-supported
child-friendly spaces that provide structured activities that are carried out in
a safe, child-friendly, inclusive and stimulating environment.
Child-friendly spaces are nurturing environments in which children can access
free and structured play, recreation, and learning activities, to regain a sense of
normality and continuity. They require collaboration among sectors and should be
designed and operated in a participatory manner.

Standard 18 Protecting excluded children

All girls and boys in humanitarian settings have access to basic services
and protection, and the causes and means of exclusion are identified
and addressed.
Exclusion is commonly associated with stigmatized social status such as
disability, belonging to an ethnic or religious minority, gender, or economic
standing. Humanitarian crises can make exclusion worse, but may also offer
opportunities for change.

Standard 19 Economic recovery and child protection

Child protection concerns are reflected in the assessment, design,
monitoring, and evaluation of economic recovery programmes.
Working-age boys and girls and their caregivers will have access to
adequate support to strengthen their livelihoods.
Economic recovery interventions should reach those households where child
protection concerns are most pressing and should maximize children’s chances
to remain with their families, access education, and avoid hazardous labour or
other forms of exploitation.

CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries 11

INTRODUCTION

Standard 20 Education and child protection

Child protection concerns are reflected in the assessment, design,
monitoring and evaluation of education programmes. Boys and girls of all
ages can access safe, high-quality, child-friendly, flexible, relevant and
protective learning opportunities in a protective environment.
Quality education contributes to the safety and wellbeing of children before,
during and after emergencies. It requires close collaboration between education
and child protection actors on a range of issues including child-friendly spaces
and child protection prevention measures.

Standard 21 Health and child protection

Child protection concerns are reflected in the assessment, design,
monitoring and evaluation of health programmes. Girls and boys have
access to quality health services delivered in a protective way that takes into
account their age and developmental needs.
Health intervention is a central part of an overall approach to support services in
response to major child protection risks in emergencies. Health activities must
reduce child protection risks, and generally be carried out in a protective way.

Standard 22 Nutrition and child protection

Child protection concerns are reflected in the assessment, design,
monitoring and evaluation of nutrition programmes. Girls and boys of all
ages and their caregivers, especially pregnant and breastfeeding women
and girls, have access to safe, adequate and appropriate nutrition services
and food.
Children are particularly vulnerable to all forms of under-nutrition in times of
instability and crisis. Risk-prevention measures should be included within
nutrition activities.

Standard 23 Water, sanitation and hygiene (WASH) and child protection

Child protection concerns are reflected in the assessment, design,
monitoring and evaluation of WASH programmes. All girls and boys have
access to appropriate WASH services that minimize the risks of physical and
sexual violence.
Child protection workers have an important role to play in making sure that child
protection activities contribute to and maintain safe and appropriate WASH
practices for and by children. Similarly, WASH workers should make sure that
their interventions are carried out in a way that protects children and
their caregivers.

12 CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries

 INTRODUCTION

Standard 24 Shelter and child protection

Child protection concerns are reflected in the assessment, design,
monitoring and evaluation of shelter programmes. All girls and boys and
their caregivers have appropriate shelter provided that meets basic needs,
including protection and disability access, and which facilitate
longer-term solutions.
Shelter is a complex sector with many implications for child protection.
Vulnerability for children can increase during and after disasters, when children
may be living with new, reduced or altered family units, or alone.

Standard 25 Camp management and child protection

Child protection concerns are reflected in the assessment, design,
monitoring and evaluation of camp management programmes. The safety
and wellbeing of girls and boys of all ages living in camps is safeguarded
through camp management structures.
The aim of managing camps is to create the space needed to deliver protection
and help effectively. This affects child protection in several ways – for example,
through the way the camp is physically planned, the way support is distributed,
or the way decisions are made that affect children’s lives. Camp managers need
to make sure children are not exposed to risks in the camps, and respond when
these are identified.

Standard 26 Distribution and child protection

Children access humanitarian assistance through efficient and well-planned
distribution systems that safeguard girls and boys from violence,
exploitation, abuse and neglect.
Distribution of immediate, life-saving assistance is one of the most urgent actions
to be taken in an emergency response, and one that can significantly improve the
safety and wellbeing of children. The way in which food and other relief items
are distributed has a significant effect on the threats experienced by women and
children. Any kind of distribution needs to incorporate a child protection approach.
It should be timely, comprehensive and extremely well planned.

CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries 13

INTRODUCTION

Want to learn more?

Check out:
CPWG (2014) Minimum Standards for Child Protection in
Humanitarian Action. http://cpwg.net/minimum-standards/
CPWG (2014) Child Protection in Emergencies Face to Face Training.
http://cpwg.net/resource-topics/training-packages/
UNICEF (1998) Core Commitments for Children in Humanitarian Action.
http://www.unicef.org/publications/index_21835.html

Also visit
www.cpwg.net
www.unicef.org
www.humanitarianinfo.org

14 CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries

 1
CHILD
PROTECTION
RISKS

1 RISKS
UNDP Fiji – Inoke Bainimarama
Gizo Hospital compound, Solomon Islands, in ruins after tsunami and earthquake in 2007.
PART 1 CHILD PROTECTION
RISKS
1 UNINTENTIONAL INJURIES
GOAL
To protect children from harm, injury and disability, and
to respond to the needs of injured children in an
efficient manner
CPMS Standard 7

In the aftermath of an emergency,

large numbers of children suffer Symptom checklist
because of accidents. In natural Injuries can be immediate or can show up
disasters, children can experience after a few hours or days. Look out for signs
drowning, falling, and severe burns. like light headedness, unconsciousness and
fainting, disturbance in speech or vision,
If not treated promptly, injuries can lead
appearance of confusion, rapid breathing,
to permanent disability and sometimes
being disconnected and not connecting
death. Physical injuries can be easier cognitively with people around, skin
to detect as they are visible, but some discoloration, and swelling of the abdomen
types of injuries can be hidden, like or other parts of the body.
head injuries or internal bleeding.
Professional medical staff can easily
detect hidden injuries, so it is very
important to provide medical attention
immediately to a child after an accident.

Implementation list
1 Identify and collect information on risks and possible
physical dangers to children: The rapid assessment form in
Part 2 provides an example of the type of information to collect
and how to organize it. Data has to be segregated by age, sex,
geographic location, special needs or disabilities, and the specific
risks that each child group may face.

2 Share this information with children, families, and service providers,

including shelter and camp managers, social service and distribution
teams: Educate children on risks and how to avoid them. Information on
risks will empower them and allow them to share their concerns with you.
To ensure that they are aware of the specific dangers around them, you can

CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries 17

1 CHILD PROTECTION RISKS

conduct practical exercises and drills where children go through scenarios and
identify risks together. Make sure to clearly inform them of what to do, and
who to contact, in case of an accident.

3 Identify injured children and ensure they have access to medical

assistance: Medical teams deploy rapidly after a disaster happens, they are
on the ground providing medical support to victims within the first 24 hours.
Liaise with them to get information on the types of injuries they see among
children, how to avoid them, and if there is anything to keep in mind while
designing/building settlements, schools and shelters for injured children. Make
sure they have access to counselling and mental health services and prioritize
them in services. This is necessary for their rehabilitation and reintegration into
the community.

4 Design targeted awareness messages to prevent injury: Messages have to

identify the risks, give instructions on how to avoid them, and offer direction
on what to do in case of injury. Disseminate messages among children and
families through the wider media, as well as smaller channels like face-to-face
sessions in schools, child-friendly spaces, and community gatherings.
(See chapter on Communication and awareness building)

5 Create safe community spaces for children: Create Child-Friendly Spaces

(CFS) to make sure that children have a safe place to resort to in an
emergency. CFSs protect children from all kinds of harm by providing a safe
environment for them to stay. CFSs are an essential component of child
protection in emergencies (see chapter on Child-friendly spaces).

6 Make sure that children and community members are involved in all
of the above: One of the most important lessons we have learnt from past
emergencies is that a great response is one driven by the community and by
the children themselves. They are the main beneficiaries and their wisdom,
input, and knowledge have to guide us every step of the way.

Sample information to gather in assessing physical injury risks

Type of disaster: Tsunami, cyclone, earthquake, floods
Physical damages: Fallen buildings, landslides, mud pits and other
Where: Near the river, next to the church (use popular landmarks)
What can happen to children: Drowning, falling, or burning etc.
Who should we share this information with: Families/Community/Schools/
Police/military/health/legal/social services/water department/fire department etc.

18 CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries

 1 CHILD PROTECTION RISKS

Want to learn more?

Check out:
CPWG (2014) Minimum Standards for Child Protection in
Humanitarian Action.http://cpwg.net/minimum-standards/
CCF, IRC, ICRC, Terre des Hommes, Save the Children, UNHCR,
UNICEF (ECHO) (2009). Introduction to Child Protection in Emergencies Training
Package, Module on Children with Disabilities.
Centre for Disease Control and Prevention (CDC) and World Health Organization
(WHO) (2001). Injury Surveillance Guidelines.
UNICEF and WHO (2008), World Report on Child Injury Prevention.
U.S. Department of Health and Human Services (2009).Head Start Emergency
Preparedness Manual by Amanda Schwartz. See the “Community Hazard Risk
Assessment Worksheet”. http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/health/ep
U.S Department of State Health Services, Texas (2008) Emergency and Disaster
Planning for Children with Special Health Care Needs. http://www.dshs.state.
tx.us/preparedness/eprep_public.shtm#special
http://www.ready.gov/

2 DISPLACEMENT
GOALS
• Prevent displacement
• Provide timely assistance to displaced children
• Ensure rapid return to homes/lands after the emergency
UNICEF Pacific Standard

Displacement is one of the most common consequences of emergencies.

Families often find themselves having to leave their homes and relocate to safer
places to avoid danger. The lives of internally displaced children and their access
to services (health, education, safety, and security) are disrupted as they relocate
to other areas. They become vulnerable, more targeted and exposed to violence,
exploitation, abuse, and neglect. Special measures are always required to protect
children from the devastating effects of displacement. Avoiding displacement
is a necessary first step, and we should gear all our efforts towards this goal.
We must avoid relocation at all costs if dangers are no longer imminent. Victims
should be able to stay in their homes while they receive relief assistance. That
way vulnerable families can have the chance to return to their normal lives as

CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries 19

1 CHILD PROTECTION RISKS

services around them resume. In the event that relocation is an absolute

necessity, we must make sure that it is a voluntary process and no one leaves
against his or her will. We must guarantee victims’ legal rights to return, and to
their land and property at all times, especially during emergencies. Victims should
never lose ownership, access, or full control of their land or property because of
damages or dangers. Evacuation centres must be set-up immediately to shelter
victims, and they have to be equipped with special services for children. Once
the emergency starts coming to an end, permanent services should be restored
so that communities can return to their homes and pre-emergency routine.

Implementation list
1 Counsel victims on relocation and ensure a voluntary
process: If relocation has to happen, counsel victims on their
options before leaving, and make sure that it is a voluntary
process. During counselling, victims must be given assurances
and information on future reconstruction plans and return assistance.
Assure them that it is a temporary solution, and they will get full assistance
to rebuild their homes and return to them as soon as the emergency is over.
Land and property ownership must be preserved; no one should lose access
to his or her land, property, or area of previous residence.

2 Address immediate needs: Immediately provide food, health care, and

shelters for the first 48-72 hours. Conduct a rapid assessment to determine
needs prior to providing assistance. Rapid assessments do not have to be
lengthy or labour intensive. They can be as simple as asking victims basic
questions to determine what they need and how it can be provided.
Interacting with victims early on in the emergency is important, relief teams
have to reach out to children, and to all members of the family.

3 Set-up temporary evacuation centres for children and their families:

Keep in mind (while planning) to establish the centre and services for a
minimum period of three months. Include appropriate shelters, child-friendly
spaces, community service centres, clinics, and places of worship.

4 Provide critical government services to displaced persons: For example,

a birth and death registry, recovery of lost documents, national I.D. services,
work-related permits, and financial assistance if possible.

5 Begin rebuilding destroyed homes and communities: All reconstruction

efforts have to be closely coordinated with the community. They have to
decide on reconstruction priorities. Make sure to provide child-related services
in a way that is safest for children.

20 CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries

 1 CHILD PROTECTION RISKS

6 Return home at the end of the emergency: Ensuring people’s right to return
is one of the most important duties in an emergency. Families with children,
and especially single mother heads of household, must be given priority in
return efforts. Services for them have to be functioning before they return.

Want to learn more?

Check out:
CPWG (2014) Minimum Standards for Child Protection in
Humanitarian Action. http://cpwg.net/minimum-standards/
The Guiding Principles on Internal Displacement.
http://www.ohchr.org/EN/Issues/IDPersons/Pages/Standards.aspx
UNHCR (2008) Protecting Internally Displaced Persons: A Manual for Law
and Policymakers.
IDMC (2014) Born in displacement: Challenges in assisting and protecting
descendants of internally displaced people.
Oxford University (2014) The Oxford Handbook of Refugee and Forced Migration
Studies. http://www.rsc.ox.ac.uk/policy/oxford-handbook

3 FAMILY SEPARATION
GOALS
• Prevent family separation
• Respond to it appropriately if it occurs
• Ensure that unaccompanied and separated children are
cared for and protected according to their needs and
best interests
CPMS Standard 13

In emergencies, many children are involuntarily separated from their families,

and it becomes one of the most distressing events in a child’s life. We consider
separated children to be those separated from both parents, but not necessarily
from other relatives. Unaccompanied children (or unaccompanied minors) are
those separated from both parents and other relatives and not cared for by an
adult. Orphans are children whose parents, or at least one parent, is known to be
dead. The longer a child is separated from her or his family, the more difficult it
is to reunite them, and the more vulnerable a child becomes to violence, abuse,
and exploitation. Child protection efforts in emergencies focus significantly on
reuniting separated and unaccompanied children with their families. Tracing and
reunification programmes must be set-up immediately, in the interim, children

CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries 21

1 CHILD PROTECTION RISKS

should be placed in community-based care. In case the child is not able to unite
with his or her family, long-term stable care arrangements must be guaranteed
for the child. Permanent arrangements however, such as adoptions, should be
postponed entirely until all reunification efforts have been exhausted, and a
significant amount of time has passed giving parents a chance to return.

Implementation list
1 Avoid separation by ensuring children stay close to their
parents and caretakers during relocation: Make sure that
children do not loose their identity during mass movements.
Create wristbands for children with their names, parents’ names,
address, and school information. Include phone numbers if possible.
To avoid family separation in emergencies, make sure that every child‘s school
bag includes a laminated sheet with the following information:

My name is ………………………………………………, I am ……………… years old.

I live at (address) ………………………………………………………………………………
with my ………………………………………………………………………………………
(example: grandparents, siblings, pets, etc, + their names).

My mum’s name is ………………………… and her phone number is …………………

My dad’s name is ………………………….. and his phone number is …………………
I go to ……………………………………….. School. I am in class ………………………
…………………………………………………………………………………………………..

Important people in my life whom I love are: ……………………………………………..

(Add information on extended family or family friends)
1. (name) (address) (phone number)
2. (name) (address) (phone number)
3. (name) (address) (phone number)

Dear parent,
Please agree, in consultation with your child, on a safe place to meet in case of
an emergency. Decide on a particular time of day to meet, and designate an
out-of-state relative/friend who can be the focal point for communication.Please fill
out the following section with your child:

If we should ever get separated in an emergency, we will meet each other again at
……………………. We will always be there at ……… (hr) in the morning/afternoon.
And ……………………… is our out-of-state relative (or friend) who will always have
information about us and can tell us where the other one is. His/her phone number
is …………………………… and he/she lives at ……………………………………………

22 CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries

 1 CHILD PROTECTION RISKS

2 Device ways of finding separated children: For example, by visiting villages

asking around in churches, asking people in settlements if they know of any
separated children. Create a large network of people who can inform and help
identify separated children.

3 Collect preliminary information on separated children and risk factors:

Including numbers, locations, and reasons for separation. Once reasons for
separation are clearer, share them with children and communities, and create
awareness to prevent separation.

4 Begin reunification programme and efforts: Create a system for the

identification, documentation, tracing, and reunification (IDTR) of separated
children and families. Take advantage of the latest technology in mobile
services to help you reunite families. See CPMS STANDARD 13
Unaccompanied and Separated Children on detailed steps of how to set-up an
IDTR programme. CPMS can be found on: http://cpwg.net/
minimum-standards/

5 Agree with all government departments and rescue organizations on

standardized registration forms: Ensure that all the information needed by
all actors to trace parents or children are included in one form. Do not subject
parents and children to multiple rounds of interviews to get information.
Processing children and families more than once can be traumatic.

6 Set-up reunification centres: Use places that are familiar to the community.
Create meeting points where children and parents can either find each other,
or get information on where to find each other. Spread the news about these
centres so both parents and children can find them.

7 Make sure separated children have prioritized and expedited access to

emergency services: Including safe shelters, food packages, healthcare, and
mental health support.

8 Ensure legal accountability for children in interim care: If a child is reunited

or placed with a relative, ensure that the adult caretaker publicly commits to
protecting the child while in their care. Ask the caretaker to sign a form
accepting responsibility for the child, and arrange for one or more respected
local leaders to witness it, agreeing to monitor the child’s wellbeing and to
report any problems.

CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries 23

1 CHILD PROTECTION RISKS

Sample form

I (Name of caretaker or relative) acknowledge that on this day (Date and time),
have been given the responsibility of caring for (name of child), my (relationship,
example: niece, nephew, grandson, cousin’s daughter) temporarily and until a
permanent solution is found. I acknowledge that it is my duty and
responsibility to look after the child, and to provide them with the best care
and support they need.
Signature of caretaker: ………………………………………………………………………
Signature of authority: ……………………………………………………………………….
Signature of community leaders: …………………………………………………………..

Want to learn more?

Check out:
CPWG (2014) Minimum Standards for Child Protection in
Humanitarian Action. http://cpwg.net/minimum-standards/
ICRC, IRC, Save the Children, UNICEF, UNHCR, World Vision (2004)
Inter-agency Guiding Principles on Unaccompanied and separated Children.
UN (2010) United Nations guidelines for the alternative care of children.
http://www.unicef.org/protection/57929_57994.html
Inter-agency working group on unaccompanied and separated children
(Draft for Field testing 2011). Alternative Care Toolkit (ACE).
UNICEF (2007) THE LOST ONES: Emergency Care and Family Tracing for
Separated Children from Birth to Five Years. www.refworld.org/pdfid/
468e2f632.pdf

4 PHYSICAL ABUSE AND VIOLENCE

GOAL
To protect children from physical violence and harmful
practices, and to provide effective assistance to victims
CPMS Standard 8

Emergencies are a time when children become very susceptible to physical

abuse and violence. Physical abuse is the non-accidental physical injury of a child,
which causes him/her bruises, fractures, or severe physical damage. It includes

24 CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries

 1 CHILD PROTECTION RISKS

actions such as punching, beating, cutting, kicking, shaking, throwing, stabbing,

choking, hitting, burning, assaulting, or wounding a child. So many factors can
lead to abuse and violence against children, including pressures and stress that
emergencies often place on parents. Adults may resort to alcohol or drugs as a
way to cope with an emergency, consequently subjecting their children to
corporal punishment or domestic abuse. In addition, lack of security in evacuation
centres for example can lead to other forms of physical violence including torture,
rape, abduction, and killing by strangers or organized criminal groups.

It is important to recognize the signs

and symptoms of physical abuse and Symptom checklist
violence. In some cases, the child may Signs may include visible injuries, bruises,
directly report abuse by a parent or burns, bites, unease of movement, or
caregiver; they might share it with general expressions of pain and hurt.
friends or disclose it to a teacher or Sometimes a child may not have any visible
social worker. Children in most cases signs, but some behavioural indications will
be noticeable, like seclusion and a lack of
are not aware of the criminality of
interest in playing or mingling with others.
these acts, so it is the responsibility of
They might cry frequently and not want to
the childcare worker to identify and be around a parent or a specific adult,
recognize the signs and help the child or protest at going home. Frequently
address them. Parents’ attitudes and children who are victims of physical abuse
behaviours can be a good indicator; commit violence against themselves and
abusive parents sometimes exhibit against others. For example, they may
harsh treatment towards children. attack other children, destroy objects, or
They may pull or push a child, or be mistreat animals.
forceful with them. Alternatively, they
may complain too much about a child,
call them names, or describe them in
negative terms like cursed, evil, dumb,
useless, or worthless. If a child is ever
in this situation, it could mean that
they are at risk of abuse or violence.

Implementation list
1 Identify the risk factors for physical abuse and violence
against children within the context of an emergency:
Emergencies pose different stresses on the protection system
overall, and on caretakers specifically. Identify these stresses, for
example weak security in centres, caretakers’ loss of livelihood, harmful
cultural practices, etc. Examine the motivations behind child abuse and
violence in the specific emergency, and make detailed assessments that can
inform the response.

CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries 25

1 CHILD PROTECTION RISKS

2 Collect information and establish a strong case-referral system:

Share information on violence and abuse with the involved sectors and actors,
especially the police, healthcare system, and social services. Make sure that
the information shared in the referrals does not disclose sensitive information
and respects the privacy of child cases and their families.

3 Create community-based child protection groups: These groups usually

involve teams of community members like parents, teachers, and members
of faith groups. They form watch committees of three to four persons per
geographic area, who identify victims, draw up response plans, and create
ways of lowering violence against children in their villages or districts. They go
from door to door talking to families and children and give feedback to service
providers.

4 Provide care for child victims of physical abuse/violence and for their
families: Including psychosocial support, medical support, legal assistance,
and educational/vocational training opportunities. Ensure that all services
protect victims against stigmatization.

5 Establish Child Friendly Spaces (CFS): CFSs are safe venues where children
are protected against abuse and violence. They are also places where
professionals can identify cases and provide services to them. Establish safe
ways for children to report violence and abusers through safe activities or
counselling in the CFS. Make sure the reporting system does not put children
in additional danger.

6 Raise awareness on physical abuse and violence and educate

communities: Make sure that the community is involved in designing the
messages and conducting the awareness campaigns. Educate communities
on the signs and symptoms of abuse through TV, radio, and face-to-face during
social events.

7 Keep an eye on special cases: Such as children with disabilities, children in

residential care, children living and working on the street, and other
vulnerable sub-groups. Often these cases are easier targets since they are not
part of stronger protection networks. These cases must be prioritized by social
service teams.

8 Prevent physical abuse by staff who come into contact with children:
Make sure that all staff interacting with children sign a code of conduct
agreement (see Annex 6 for the sample form). Previous emergency
experience has shown that children have fallen prey to workers and staff
involved in the response. It is crucial that we ensure that only staff members
who have shown adherence to the highest ethical and moral standards are in
contact with children.

26 CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries

 1 CHILD PROTECTION RISKS

Want to learn more?

Check out:
CPWG (2014) Minimum Standards for Child Protection in
Humanitarian Action. http://cpwg.net/minimum-standards/
U.S. Department of Health and Human Services (2013). What Is Child Abuse and
Neglect? Recognizing the Signs and Symptoms. https://www.childwelfare.gov/
pubpdfs/whatiscan.pdf
U.S. Department of Health and Human Services (2014).The Prevention Resource
Guide: Making Meaningful Connections. https://www.childwelfare.gov/topics/
preventing/preventionmonth/resource-guide/?hasBeenRedirected=1
IRC, OHCHR, Save the Children, Terre des Hommes, UNHCR, UNICEF (2009)
Action for the Rights of Children.
NGO Advisory Council for Follow-Up to the UN Study on Violence Against
Children (2011). Five Years On: A Global Update on Violence Against Children.
United Nations Secretary-General’s Study on Violence against Children (2006)
http://www.unicef.org/violencestudy/reports.html
UNICEF (2010) Child Disciplinary Practices at Home: Evidence from a Range of
Low- and Middle-Income Countries. www.childinfo.org/files/report_Disipl_FIN.pdf

5 SEXUAL ABUSE AND VIOLENCE

GOAL
To protect children from sexual abuse and violence, and to
provide adequate assistance to victims
CPMS Standard 9

Lack of security and the chaos that ensues a disaster increases the risk of sexual
abuse and violence against children. Sexual violence has various legal definitions,
most of them include all forms of rape, demanding sex in return for favours,
sexual abuse of a disabled child, as well as activities related to child trafficking,
prostitution and pornography. Sexual abuse is any attempt to entice, persuade,
coerce, or engage a child in sexual activity. Examples include acts of indecent
exposure, any touching in a sexual way, intentionally exposing the child to sexual
acts, intercourse, and penetration, engaging the child in any form of prostitution
or pornographic activities.

CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries 27

1 CHILD PROTECTION RISKS

Recognizing the signs of sexual abuse can be challenging. Changes in behaviour

are a good indicator; a child may exhibit too much knowledge of sexual
behaviour, or become socially secluded and isolated from other children. They
may exhibit signs of anxiety or fear of a particular person or activity. If the child is
exposed to sexual violence then physical signs may show, like the inability to sit
or walk properly. Babies and younger children might experience nightmares or
bedwetting. There are also more serious signs like pregnancy and sexually
transmitted diseases for older children. Some groups who are more at risk
include girls perceived to be of a lower social status, separated children, and
children with disabilities. Older child victims of sexual abuse might resort to
alcohol and substance abuse, and they often run away from home if the parent
is an abuser. They may suffer from depression, be sad and cry easily, and some
more serious cases may attempt suicide.

Implementation list
1 Identify risk factors and share them with the involved
departments: Identify specific risk factors related to the
emergency like poor security at centres, overcrowded
accommodation, or unsafe roads to distribution sites. Share the
information with the police, health, and social services. Address the safety and
security concerns of girls, and engage them in dialogue about prevention.

2 Establish a case-identification and referral mechanism: After identifying

child victims of sexual abuse it is essential to immediately refer them to the
concerned authority i.e, social services. In managing and sharing information
about cases of sexual abuse, make sure to guard the confidentiality, safety,
and security of the victim. Manage sensitive information appropriately (see
chapter on Information management). Social services are trained on how to
address cases of sexual abuse in a sensitive manner and will involve other
authorities as needed.

3 Provide holistic care for children subjected to sexual abuse/violence and

their families: Including psychosocial support, medical support, legal
assistance, and educational/vocational training opportunities. Psychosocial
support is an important component of their rehabilitation. See the chapter on
Mental Health and Psychosocial Support for details.

4 Take legal action against perpetrators: Ensure legal redress for the victim
after sufficient counselling.

5 Establish Child-Friendly Spaces: Provide children with a safe haven to go to

and be safe from sexual abuse and violence (See chapter on CFS)

28 CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries

 1 CHILD PROTECTION RISKS

6 Raise awareness on sexual abuse and violence: Educate children, especially

young girls, and communities on sexual abuse. Empower them to prevent
sexual abuse from occurring and extend a helping hand to victims. In
designing messages try to shatter the stigma around sexual abuse and
encourage the community to address it in a healthy way.

7 Keep an eye on special cases: Such as children with disabilities, children in

residential care, street children, and other vulnerable sub-groups.

8 Prevent sexual abuse by staff who come into contact with children:
Ensure all staff sign the code of conduct agreement and are given adequate
training on detecting suspicious behaviour by other team members. Establish
effective systems of oversight and create safe ways for staff to report on
suspicious activities.

Want to learn more?

Check out:
CPWG (2014) Minimum Standards for Child Protection in
Humanitarian Action. http://cpwg.net/minimum-standards/
U.S. National Center for Missing and Exploited Children. Commercial Sexual
Exploitation of Children: A Fact Sheet, and the Social Services Indicator Card.
http://www.missingkids.com/CSTT
Handicap International and Save the Children (2011). Out from the Shadow.
Sexual violence against Children with disabilities.
IRC, UNICEF (2012) Caring for Child Survivors of Sexual Abuse, Guidelines for
Health and psychosocial service providers in Humanitarian settings.
International Rescue Committee, UNFPA and UNHCR (2010). Gender-based
Violence Information Management System User Guide.
International Rescue Committee and UNICEF (2012). Caring for Child Survivors
in Humanitarian Aid Settings: Guidelines for providing case management,
psychosocial interventions and health care to child survivors of sexual abuse.
WHO (2007). Ethical and Safety Recommendations for Researching,
Documenting and Monitoring Sexual Violence in Emergencies.
WHO and UNHCR (2002). Clinical management of survivors of rape: A guide to
the development of protocols for use in refugee and internally displaced
person situations.

CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries 29

1 CHILD PROTECTION RISKS

6 EMOTIONAL AND PSYCHOSOCIAL DISTRESS

GOAL
To strengthen children’s coping mechanisms and resilience,
and to provide appropriate assistance to affected children
CPMS Standard 10

Emergencies pose a tremendous threat to a child’s mental health and wellbeing.

Witnessing destruction, leaving home, separating from family, and losing a parent
or a loved one can traumatize a child. Trauma is a condition that happens to a
person when they become overwhelmed by their emotions and are unable to
process them. If not treated effectively, traumas can lead to more serious mental
health disorders, like post-traumatic stress disorder, anxiety disorder, depression
and other conditions.

Interventions for victims of disasters happen on so many levels. Medical

practitioners focus on psychiatric and clinical interventions, like psychotherapy
and specialized counselling, while emergency mental health care focuses on
providing adequate psychosocial support (PSS). Psychosocial support workers
use special approaches when dealing with children in emergencies like art
therapy, play therapy, music therapy, and dance/movement therapy.

States Parties shall take all appropriate measures to promote physical and
psychological recovery and social reintegration of a child victim of: any form of
neglect, exploitation, or abuse; torture or any other form of cruel, inhuman or
degrading treatment or punishment; or armed conflicts. Such recovery and
reintegration shall take place in an environment which fosters the health,
self-respect and dignity of the child.
CRC Article 39

In protection and humanitarian aid, we have to ensure both access to mental

health services as well as psychosocial support to the victims. Psychosocial
support (PSS) is a term exclusively used in reference to victims of disaster. PSS
is a type of intervention that strengthens the resilience of victims, and ensures
they receive the necessary support from their social surroundings. It surrounds
victims with care from family, friends, and peers, and ensures they have access
to the knowledge and services they need to deal with trauma, take charge of
their own recovery, and resume normal life.

Symptoms of trauma and mental distress are very challenging and can be very
subtle. Some children become fearful and anxious, which can translate into
becoming clingy, irritable, or sulky, among other behaviours that can indicate
there is a more serious problem. Some may experience difficulty concentrating,

30 CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries

 1 CHILD PROTECTION RISKS

getting flashbacks, reliving the event, or feeling very angry, sad, and hopeless.
Older children might experience a shift in religious opinion for example,
pondering deeper existential questions and showing signs of despair. They may
resort to alcohol or drugs, and in some cases may have suicidal thoughts. Some
exhibit physical symptoms like loss of appetite, rapid heartbeat, rapid breathing,
feeling chocked, difficulty sleeping, gastric problems, and stomach pain.

Implementation list
1 Create Child-Friendly Spaces: Establish a structure where
children can feel included and can receive tailored services such
as non-specialized counselling, therapy and rehabilitation activities.

2 Identify the emotional and social impacts of the emergency on children:

Map out some of the warning signs and symptoms that children may
exhibit such as seclusion, poor scholastic performance, sadness, or fear.
Talk to children and allow them to share their feelings. Set up a strong
psychosocial support programme (See chapter on Mental Health and
Psychosocial Support)

3 Identify children and families who are most in need of psychosocial

support: Recognizing the signs, teachers, parents and all those working with
children can help identify children and families who are struggling. Conduct
an assessment to determine the PSS needs of children and families in the
community. Information on PSS assessment can be found in the chapter on
Mental Health and Psychosocial Support.

4 Raise awareness on the impact of emergencies on survivors and workers:

Design messages to facilitate symptom identification, tell children and
caretakers what to do, and who to reach for support.

5 Strengthen networks of psychosocial support: Surround victims of disasters

with loved ones who can give them emotional support. Have the community
design activities for children like sports events, arts activities, and
opportunities to mingle and play. Ensure the resumption of child services,
especially school, so that children can resume their daily routines and regain a
sense of normalcy.

6 Ensure access to mental health services and create a confidential referral

system: For cases that require professional mental health interventions,
ensure that healthcare providers are informed, and can intervene. Referrals
can be done through the primary health care system.

7 Provide psychosocial support to aid workers: (See chapter on staffing and

human resources for how to take care of staff during emergencies)

CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries 31

1 CHILD PROTECTION RISKS

Quick tidbit…
Modern brain imaging techniques have enabled scientists to visualize the
effects of abuse and neglect on the developing brain.
Images taken show that violence, abuse and neglect early in life damages the
brain’s physical structure by impairing cell growth, interfering with the formation
of healthy circuitry, and altering the neural structure and function of the young
brain.
“These neurobiological findings explain some of the emotional, psychological
and behavioural difficulties as a result of violence, abuse and neglect in early
childhood”.
Check out:
Preventing and Responding to Violence, Abuse, and Neglect in Early Childhood:
A Technical Background Document

Available at: http://www.unicef.org/protection/files/Report_on_preventing_and_

responding_to_violence_in_early_childhood_2013_Cassie_Landers.pdf

Want to learn more?

Check out:
CPWG (2014) Minimum Standards for Child Protection in
Humanitarian Action. http://cpwg.net/minimum-standards/
IFRC (2014) Psychosocial Centre’s Lay Counselling: A trainer’s manual.
http://psp.drk.dk/sw40688.asp
IFRC (2014) Psychosocial Support: Towards safe and healthy living
Columbia University (2014) Methodologies and Tools for Measuring the Mental
Health and Psychosocial Wellbeing of Children in Humanitarian Contexts.
WHO (2013) Psychological First Aid: Guide for Field Workers whqlibdoc.who.int/
publications/2011/9789241548205_eng.pdf
IRC, OHCHR, Save the Children, Terre des Hommes, UNHCR, UNICEF (2009).
Action for the Rights of Children: Foundation module on psychosocial support.
UNICEF (2013) Inter Agency Guide to the Evaluation of Psychosocial
Programming in Emergencies.
NSW Institute of Psychiatry (2000). Disaster Mental Health Response Handbook.
IASC Refer Group on Mental Health and Psychosocial Support (2010). IASC
Guidelines on Mental Health and Psychosocial Support for Protection Workers.

32 CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries

 1 CHILD PROTECTION RISKS

7 GENDER-BASED VIOLENCE
GOAL
To protect women and girls from gender-based violence
in emergencies, and to ensure that victims receive
adequate care
UNICEF Pacific Standard

Gender-based violence (GBV) is very commonplace in emergencies. It refers to

acts that are systematic and harmful against a woman, a girl, or a child or adult
person because of their gender. Domestic violence, sexual harassment, rape,
female genital mutilation, forced marriage, honour crimes, human trafficking,
forced prostitution, and forced abortion are all examples of GBV and are all very
prevalent in emergencies. GBV increases in emergencies because of
displacement and loss of livelihood among other factors. Very common in these
circumstances is violence, abuse, and discrimination against women and girls in
humanitarian services and designing aid programmes.

Survivors of GBV suffer from deep psychological trauma, and experience

depression, terror, guilt, shame, and low self-esteem. Additionally, there is huge
stigma associated with GBV and some survivors commit suicide rather than bear
the burden of shame. Victims are unlikely to report incidents of GBV out of fear
of more abuse; consequently, they do not receive the necessary support services
they need. Very often, cases are only discovered when physical symptoms show,
like bruises, pregnancy, disease, or other visible clear signs. Most forms of GBV
are hidden and require investigating and probing into the deeper fabric of
social relations.

Implementation list
1 Collect information on at-risk populations: Identify vulnerable
sub-groups including women of certain ethnic backgrounds,
economically disenfranchised girls, or girls with disabilities.
Generate population-at-risk profiles, and gather information on
locations, conditions, and ways of reaching them.

2 Collect information on possible types of violations against them: For

example sexual abuse, physical violence, trafficking, killing, abduction, or other
forms of maltreatment.

3 Create awareness on risks among the identified groups and the general
community: Create targeted messages with the help of those who may be at
risk. Disseminate messages through various channels including mass media
outlets, like TV and radio, as well as smaller outlets like school assemblies,

CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries 33

1 CHILD PROTECTION RISKS

town meetings, and religious gatherings. Empower communities to protect

at-risk groups, to assist victims, and to prevent GBV from happening. All
efforts should be made to shatter the stigma around GBV.

4 Create a case-identification mechanism and referral system for GBV

victims: Ensure that all sectors agree on a way to share information on cases,
and that they prioritize services for vulnerable ones. Make sure that the
information shared in the referrals respects the privacy and confidentiality of
the child and the family.

5 Ensure access to services for child victims of GBV and their families:
Including mental health services, rehabilitation, reintegration services,
psychosocial support, healthcare, legal assistance, and safety/security service.

6 Ensure that staff involved in child protection and aid delivery are trained
on GBV: All staff who come into contact with children must be trained on GBV
and must sign the code of conduct agreement (See Annex 6)

Want to learn more?

Check out:
CPWG (2014) Minimum Standards for Child Protection in
Humanitarian Action. http://cpwg.net/minimum-standards/
Global Protection Cluster (2010). Handbook for Coordinating Gender-based
Violence Interventions in Humanitarian Settings.
Inter-Agency Standing Committee (2005) Guidelines for GBV Interventions in
Humanitarian Settings: Focusing on prevention of and response to sexual
violence in emergencies.
International Rescue Committee, UNFPA and UNHCR (2010). Gender-based
Violence Information Management System User Guide.
IASC (2006).Women, Girls, Boys and Men: Different needs –
Equal Opportunities.
IASC Gender Handbook in Humanitarian Action.
UC Berkeley Human Rights Center (2013). Safe Haven: Sheltering Displaced
Persons from Sexual and Gender-Based Violence.
Humanitarian Practice Network (2015). Special feature Gender-based violence
in emergencies.
Plan International (2013). In Double Jeopardy: Adolescent Girls and Disasters.

34 CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries

 1 CHILD PROTECTION RISKS

8 CHILD LABOUR
GOAL
To protect children against all forms of child labour
in emergencies
CPMS Standard 12

Emergencies are a period when children become especially vulnerable to the

worst forms of child labour (WFCL). Losing possessions, shelters, and the family
breadwinner in some cases forces children into economic roles they are not
prepared for and can expose them to exploitation and abuse. Child labour is work
that deprives children of their childhood, their potential, and dignity. It is work that
is harmful to their physical and mental development because it is physically,
socially, mentally, and morally dangerous to them. It deprives them of the
opportunity to attend school, and/or requires them to combine school attendance
with long and heavy work. Different forms of child labour in emergencies include
slavery and slavery-like practices, such as sexual trafficking, or illicit activities like
drug trafficking. The WFCL includes forced or bonded labour, sexual exploitation,
and illicit work.

Implementation list
1 Conduct assessment to determine WFCL risk factors:
The assessment should look at the number of children forced
into labour, as well as the reasons and motivations behind them.

2 Share information with all government enforcement units and create a

confidential referral system: Include labour inspectorates, the police, and the
social services. Create channels for exchanging information and coordination
on special cases.

3 Establish a community-based Child Labour Monitoring System (CLMS)

with the help of child protection organizations: CLMS empowers a
community to detect cases of children involved in WFCL, it refers them back
to school, and ensures they have access to service including economic
assistance.

4 Ensure access to services for victims: Including psychosocial support and

educational interventions. Make sure children have access to CFSs where
they can reintegrate back in society. Ensure access to mental health services
for more serious cases such as victims of human trafficking.

CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries 35

1 CHILD PROTECTION RISKS

5 Ensure the implementation of emergency livelihood activities for parents

and caretakers: Design and implement special economic assistance packages
for affected families with children in order to both prevent and respond to child
labour risk factors.

6 Create awareness within the community and educate children about

WFCL: Target at-risk groups within formation campaigns and special
messages at schools, CFSs and community events.

Want to learn more?

Check out:
CPWG (2014) Minimum Standards for Child Protection in
Humanitarian Action. http://cpwg.net/minimum-standards/
ILO (1999) Worst Forms of Child Labour Convention
UNICEF, ILO (2013). Manual on Child Labor Rapid Assessment Methodology
CPWG (2014) Responding to the Worst Forms of Child Labour in Emergencies
U.S Department of Labor (2013). Report: Findings on the Worst Forms of
Child Labour.
ILO (2012). The tripartite process of determining hazardous child labour:
Guide for facilitators.
ILO (2009). Safe Work for Youth Toolkit.
ILO (2005) Guidelines for Developing Child Labour Monitoring (CLM) processes.

36 CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries

 2 PREPAREDNESS
PREPAREDNESS
2
© UNICEF/2015/Dan McGarry
Residence of Mele village in Vanuatu making their way to the evacuation centres before Cyclone Pam made landfall.
PART 2 PREPAREDNESS
9 COORDINATION
GOAL
To coordinate all child protection activities in an emergency
in order to provide a full and efficient response
CPMS Standard 1

Child protection is a multi sectoral area of work, involving various actors from
social services, justice, law enforcement, health, and education sectors among
others. During an emergency, it is important that all actors work together in an
efficient manner to provide a comprehensive and all-inclusive response. Solitary
action should be avoided at all cost; organizing the work and activities of all actors
is one of the most important tasks to be done in an emergency. Collectively,
actors need to designate an agency or create a joint body which is in charge of
coordinating and orchestrating child protection activities. This involves planning,
guiding service delivery, and ensuring that all groups, especially community
members, local NGOs, and child protection organizations are involved in the
decision-making process. In addition, they enlist political support for child
protection, designate local CPiE focal points, make financial appeals, and
advocate/secure funding for services. It is a key responsibility of governments to
establish this coordinating body, to manage it, and most importantly to make sure
that it is well staffed and funded.

Implementation list
1 Create, identify, or designate a central government unit in
charge of coordinating all child protection activities in an
emergency: It should exist under the general (wider) emergency
coordination unit and be staffed and run by emergency management
government officials.

2 Ensure availability and participation of all relevant parties: Include

local NGOs and aid organizations, notify them of meetings, and follow up on
attendance. All staff present at the coordination meetings must be of a
higher/senior level and have the authority to make decisions on behalf of
their departments.

3 Appoint the national and sub-national coordinators: Make sure this

happens during the first or second meeting. Appoint coordinators at the
district, village, and community levels.

CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries 39

2 PREPAREDNESS

4 Create the terms of reference (TOR) for the coordinating body and its
staff: The coordinating body has to include staff from all sectors. (See Annex
7 for sample TOR)

5 Create sub-divisions within the unit to manage different child protection

areas: For example, create special desks for child labour, gender-based
violence, sexual exploitation, domestic abuse etc.

6 Prepare staff contact lists and disseminate widely: Include their areas of
responsibility and contacts.

7 Decide on communication channels: Identify and agree on ways to update

everyone on progress. Set-up email lists, a hotline, or a website to share the
latest information with staff in the field.

8 Gather all child protection related information: One of the most important
duties of the coordinating body is to gather, analyse, and share information
on CPiE. This information can be used to produce documents, reports, and
statistics to inform the child protection response (see chapter on
Information Management).

9 Agree on how to communicate, coordinate, and report during an

emergency: Since emergencies bring communications to a halt and destroy
many of the usual channels like mobile phones and landlines, it is very
important to agree on ways to get in touch with each other before the
emergency happens.

10 Plan and carry out joint needs assessments: Coordinate the CPiE rapid
assessment process and ensure a unified approach. Ensure that all actors
performing the child protection rapid assessment (CPRA) come together to
decide on the information they want and how to gather it prior to conducting
the assessment (see chapter on Rapid Assessment). Make sure actors
approach communities jointly. Avoid exposing children and victims to multiple
rounds of questioning.

11 Create a Joint Action Plan: Consider looking at the child protection work in
the emergency as a long-term project, with common goals and outcomes set
by everyone. Ensure the inclusion of all actors in the drafting of the action
plan as well as in service delivery. Make sure to incorporate lessons learnt
from previous emergencies. Repeating the same mistakes in emergencies
may cost lives.

12 Follow up with actors to ensure the implementation of plans:

Call frequent meetings to receive reports on progress and plan future steps.
At the beginning of the emergency daily meetings are necessary, as time
goes by coordination meetings twice a week are usually sufficient.

40 CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries

 2 PREPAREDNESS

Want to learn more?

Check out:
CPWG (2014) Minimum Standards for Child Protection in
Humanitarian Action. http://cpwg.net/minimum-standards/
Sphere Project (2014). Building a Better Response. Free e-learning course on
humanitarian coordination. http://www.sphereproject.org/blog/new-e-learning-
course-on-humanitarian-coordination/
CPWG (2009). Child Protection in Emergencies Coordinator’s Handbook.
OCHA (2013). United Nations Disaster Assessment and Coordination (UNDAC)
Field Handbook.
IASC WG (2012). Cluster coordination Reference Module (4). Transformative
Agenda Reference Document.
The Sphere Project (2011). The Sphere Handbook: Humanitarian Charter and
Minimum Standards in Humanitarian Response; Core standard 2: coordination
and collaboration.

10 COMMUNICATION AND BUILDING AWARENESS

GOAL
To raise awareness on child protection issues, and
empower communities to uphold the dignity, safety,
wellbeing, and best interest of the child
CPMS Standard 3

Awareness building is a key component of preventing violations and protecting

children from harm in emergencies. Government authorities, aid organizations,
local NGOs, and community members share the responsibility of raising
awareness on child protection. Conducting awareness campaigns through
various communication methods, using large-scale and small-scale media before
and during an emergency is very important. Large-scale media outlets like radio,
television, printed press, and digital methods like texting, Facebook and Twitter
are all important means of getting messages across. They can reach thousands
of people, spread awareness about CPiE, and enlist the support of children and
parents in preparedness and prevention. Smaller community information sharing
opportunities like town council meetings, social events and others are equally
important and can target specific at-risk groups. Schools, child-friendly spaces,
sports clubs and other places where children congregate are excellent venues to
educate children about violence, exploitation, abuse, and neglect, and teach them

CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries 41

2 PREPAREDNESS

how to protect themselves. Teachers play a vital role in raising awareness on

harms and dangers, identifying children at risk, and giving them all the necessary
information to protect themselves.

Implementation list
1 Identify child protection issues for awareness building:
Examine and analyse the risks that emergencies pose on children.

2 Identify your communication strategy: Including the channels

you will use, the actors you will involve, and the information you will share.

3 Design messages that are simple to convey, culturally sensitive, and

respectful of the image of the child: Always make sure that stories and
images used are accurate and sensitive. Do not exaggerate stories, and avoid
stereotyping children or portraying them as weak and powerless. Make sure
to promote gender equality and non-discrimination in every message
disseminated. (See Annex 3 for sample messages)

4 Ensure training/briefing of media staff, including journalists, TV and radio

hosts on child protection basics: Create a brochure on CPiE for members of
the media to inform them of current CPiE issues. Make sure to elaborate on
the confidentiality of child-related information. Members of the media should
never give any biographic/personal information of a child whose picture or
story is used. They should be careful not to mention names, addresses, school
names, or other information that could compromise the safety and security of
a child. They must always consider whether publishing a story is in the best
interests of the child, their family, and their community.

5 Share your tailored messages with the community, families, children,

and authorities: Ensure the widest circulation and make sure the messages
reach children.

Pacific example
In 2013 Fiji launched a national emergency preparedness awareness campaign. It featured
special messages for communities on how to keep children and families safe during
disasters. The campaign included TV advertisements and segments on emergency
preparedness, a special website (www.getready.gov.fj) disseminating important CPiE
information, and other materials like posters, brochures, and pocket guides. The information
was tailored towards children and their parents. Sample messages to children included:
• Know where your family members are at all times.
• Get your children immunized.
• Don’t leave anybody behind.
• Keep your family fed as best you can but don’t eat spoiled food.

42 CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries

 2 PREPAREDNESS

• Boil all drinking water.

• Dispose of waste safely.
• Seek medical attention for diarrhoea, high fevers or unusual GET
body pains.
• Help your children feel safe and loved.
READY.
Disasters Happen.
• Get your children back to school and into a routine as soon
Important things you need to know to keep your family

as possible. and children safe before, during and after disasters.

Our family is ready. Is yours?

• Work together and help your community recover. www.getready.gov.fj

Want to learn more?

Check out:
CPWG (2014) Minimum Standards for Child Protection in
Humanitarian Action. http://cpwg.net/minimum-standards/
UNICEF (2011). Communicating with Children: Principles and practices to
nurture, inspire, excite, educate and heal.
UNICEF (2006). Behaviour Change Communication In Emergencies: A Toolkit.
UNICEF (2010). Advocacy Toolkit: A Guide to Influencing Decisions that Improve
Children’s Lives.
Handicap International (2011). Using testimony: supporting our denunciation and
advocacy actions.

11 CHILD PROTECTION MONITORING

GOAL
To collect and analyse information on child protection
concerns prior to an emergency, and to use this
information to inform the response
CPMS Standard 6

Child protection monitoring is a critical step to designing and implementing a

successful emergency response. Monitoring child protection refers to gathering
information about violence, exploitation, abuse, and neglect, and analysing this
to come up with patterns and predictions. Collecting and analysing information
is very important because it aids in understanding the situation, prevents child
maltreatment from happening, and helps design the right responses.

CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries 43

2 PREPAREDNESS

It is necessary to have this information prior to an emergency, so that the

response can be informed by the information. Collecting material must start with
documenting individual cases and incidences of maltreatment and violations.
The information should be stratified by the type of maltreatment, for example
abductions, domestic violence, etc., as well as by age and gender. Make sure as
much information is collected as possible on the reasons and motivations behind
the violations, and the circumstances around each incident.

Implementation list
1 Start by mapping the general child protection system in the
country: A child protection system includes the laws, policies,
and agencies working on child protection in a country, as well as
the interplay between all of those. A comprehensive assessment
determines whether all of these elements are working together effectively to
protect children from violence, exploitation, abuse and neglect. For detailed
steps on how to conduct child protection system mapping see UNICEF Child
Protection Systems Mapping and Assessment Toolkit at: http://www.unicef.
org/protection/files/Mapping_and_Assessment_users_guide_Toolkit_En.pdf

2 Document violations and identify types of maltreatment and the reasons

behind them: Look at all types of dangers that can harm children; these can
include, for example, negative gender perceptions, domestic abuse, child
labour, and sexual violence among others.

3 Establish a multi-sectoral database which can house all child protection

information: See chapter on Information Management.

4 Come up with likely child protection in emergencies scenarios: Find out

about the type of disasters that may affect your country, its impact on child
protection, and identify different responses. Bring staff together from the
different sectors working on child protection, conduct joint workshops, and
ensure that everyone participates in the planning process.

5 Agree on what to do in case of emergency: Create departmental CPiE plans

and field-test them. Ensure that staff, at all levels, are trained on emergency
preparedness and child protection.

44 CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries

 2 PREPAREDNESS

Want to learn more?

Check out:
CPWG (2014) Minimum Standards for Child Protection in
Humanitarian Action. http://cpwg.net/minimum-standards/
UNICEF (2013). Child Protection System Comprehensive Mapping and
Assessment Toolkit. http://www.unicef.org/protection/57929_58020.html
Ager, Akesson and Schunk (2010). Mapping of Child Protection M&E Tools.
Bloom, Shelah (2008). Violence Against Women and Girls: A Compendium of
Monitoring and Evaluation Indicators.
O/SRSG-CAAC, UNICEF, DPKO (2010), MRM Guidelines, Field Manual and
Training Toolkit.

12 ENGAGING CHILDREN IN PREPAREDNESS

GOAL
To empower children to take part in emergency
preparedness and response
UNICEF Pacific Standard

Children are among the first to take action when a disaster strikes. They are
always keen on helping their communities and are active participants in relief
efforts. It is very important to engage children in disaster preparedness and
response. Educate children on emergencies, tell them how a disaster can affect
them, and how they can protect themselves. Prioritize empowering children,
make it a key component in emergency preparedness. Children can be of great
help if they know how to perform first aid, basic emergency assistance, and how
to rescue and assist other children. They can be supportive to friends in need,
help prepare their homes/schools against disasters, and help set up child-friendly
spaces. They can even take part in distributions and other aid work like taking
inventories or delivering food packages to the elderly. Children’s participation has
to be encouraged, and it can start by making sure they are present during
emergency planning meetings.

CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries 45

2 PREPAREDNESS

Implementation list
1 Provide information for children on emergencies, their
impact, and the special issues they may encounter: Make
sure the information provided is age-appropriate and geared
towards empowerment and reducing anxiety levels.

2 Involve children in planning and decision-making: Engage children in

discussions, ask them about their priorities, fears, and what they want to see
happen in emergencies. Ensure that their feedback is incorporated in all the
preparedness plans. Empower them to take small measures to prepare
themselves for an emergency, like creating a family emergency plan or
preparing a family emergency kit.

3 Develop children’s capacities and guide them on how they can be useful
in emergencies: Help children define their own roles and how they can assist
in an emergency. A sample list of activities and roles that children can play in
an emergency include:
• Making toys for younger children
• Organizing entertainment
• Playing with and cheering up children who lost family members
• Supporting friends who are sad
• Helping prepare food packs for distribution
• Clearing up after an emergency
• Helping to trace families
• Helping old people collect food packages
• Helping families with small children
• Cleaning and painting buildings
• Providing first aid

Want to learn more?

Check out:
UNICEF (2007). The Participation of Children and Young People
in Emergencies: A guide for relief agencies, based largely on
experiences in the Asian tsunami response.
U.S. Federal Emergency Management Administration Complete Resources for
Children in Emergencies (child-friendly website) http://www.ready.gov/kids

46 CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries

 2 PREPAREDNESS

13 STAFFING AND HUMAN RESOURCES

GOALS
• Build the skills and expertise of staff working on CPiE
• Protect children from exploitation and abuse by staff
• Ensure the health and well-being of staff
CPMS Standard 2

An organization’s most valuable asset is the people working for it. Staff
knowledge, competence, and dedication determine the quality of service they
provide. CPiE staff must possess a unique set of skills and competencies; they
must have a strong background in child protection as well as humanitarian aid
work. Well-trained staff who know what to do once an emergency starts are the
key to a successful response. In the first few hours of the emergency they
conduct rapid assessments and determine an appropriate course of action. It is
the role and responsibility of each department to make sure there is a pool of
CPiE experts and staff available and ready to respond in times of crisis.

Conducting frequent CPiE staff trainings are essential and should cover
important protection issues, like detection of cases, referral systems,
assisting special groups like unaccompanied minors, and specialized training
on the different types of violations. Staff must have updated knowledge and
information on all of these areas, be familiar with best practices, and learn how to
apply their knowledge and expertise within an emergency context. Staff training
can take many forms, participatory methods are better at preparing staff and
motivating them. Workshops, seminars, and other types of trainings are useful in
both educating staff and preparing them for the response. Remember that once
an emergency starts, it is too late to select and train staff. You must be cautious
of untrained staff, they can do more harm than good.

Staff wellbeing in emergencies

Staff members and volunteers working on child protection during emergencies
are exposed to many stressful events that can affect their mental health and
wellbeing. They work under extreme pressure for long hours in very emotionally
demanding situations. It is very important that staff are equipped with the
necessary knowledge and skills to perform in such an environment and to
prevent them from being psychologically affected. Some of the mental health
conditions that could affect them include depression, general anxiety disorder,
and post-traumatic stress disorder. It is important for managers to know the
symptoms of these conditions and to recognize them. Once a staff member
exhibits some signs it is essential to provide them with immediate counselling
to ensure they do not burn out. Employers and managers are responsible for
their staff’s safety and wellbeing in emergencies, and must facilitate access to

CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries 47

2 PREPAREDNESS

mental health support to their staff when necessary. Many organizations and
government departments include in their benefit packages to staff pre-paid free
counselling services.

Recognizing the symptoms

Anxiety, fear, grief, guilt, self-doubt, sadness, Irritability, anger, resentment,
increased conflicts with friends/family, nightmares. Feeling overwhelmed,
hopeless, despair, depressed. Anticipation of harm to self or others, social
withdrawal. Insomnia. Memory loss, difficulty naming objects or people,
decision making difficulties, having trouble concentrating. Fatigue, nausea,
dizziness, stomach pain and upset, heart palpitations, difficulty breathing.

Disaster Mental Health for Responders: Key Principles, Issues and Questions,
available at: http://emergency.cdc.gov/mentalhealth/responders.asp

Implementation list
1 Identify CPiE expertise needed in each department:
Make sure the staffing gaps are identified and filled at every
level including the sub-regional and community levels in the field.

2 Fill out positions with qualified staff and recruit new staff as necessary:
Make sure to include child protection experts on the selection panel. Provide
equal opportunities for men and women applying for positions. Provide
attractive salary packages with benefits to attract the most qualified
candidates and to motivate them to stay in their jobs.

3 Design CPiE training for staff and provide induction upon recruitment:
Make sure to translate and disseminate this toolkit to everyone working with
children in emergencies. Staff must be aware of the code of conduct for
working with children, and of the punishments related to abuse and
exploitation. All staff must sign a code of conduct agreement form (see Annex
6 for sample form).

4 Make sure staff understand their roles, responsibilities, and are

empowered and equipped to perform their duties: Ensure that all staff have
a plan of action to follow, perform drills, and coach/mentor them on how to
provide services in the best possible way.

5 Create a whistleblowing system to identify staff perpetrators and

violators: Colleagues and people working with a perpetrator should be given
the opportunity to come forward and report suspicious activities through
properly established confidential channels.

48 CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries

 2 PREPAREDNESS

Want to learn more?

Check out:
CPWG (2014) Minimum Standards for Child Protection in
Humanitarian Action. http://cpwg.net/minimum-standards/
IRC, OHCHR, Save the Children, Terre des Hommes, UNHCR, Unicef (2009).
Action for the Rights of Children
Keeping Children Safe Coalition (2011). Safeguarding children in emergencies.
The UN Secretary-General’s Bulletin (2003). Special Measures for Protection from
Sexual Exploitation and Sexual Abuse.

14 INFORMATION MANAGEMENT
GOALS
• To collect information that is useful to protecting children
• To use, share, and manage the information effectively
• Uphold information confidentially to avoid harming
children
CPMS Standard 5

In child protection, a lot of importance is given to information sharing and

management because of the important role it plays. The quality with which we
gather, share and analyse information could determine the safety or danger of a
child. There are three types of information that child protection actors rely on in
performing their duties: The first relates to case documentation, the second
relates to the effect of the disaster on children, and the third relates to risk
factors and types of violations children might face in an emergency. One of the
most important aspects of child-related information gathering and sharing is
confidentiality. Information must be handled with extreme caution and awareness
of its sensitivity. It is recommended to share child protection sensitive
information on a need-to-know basis only.

Implementation list
1 Assign competent CPiE information management staff in
each department: Ensure that staff on every level are trained
on information technology and management. Ensure that staff
who are managing CPiE information are aware of the sensitivity
and confidentiality of the information.

CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries 49

2 PREPAREDNESS

2 Develop information collection tools: In collaboration with all the involved

departments and humanitarian agencies, jointly create tools to capture the
data that is needed by actors. When making the rapid assessment make sure
all departments and actors use only one form. Information gathered should be
sufficient to allow for a response at every stage, including the early recovery
stage. Avoid exposing children and parents to multiple rounds of questioning
as it can have a detrimental effect on them.

3 Design and set up a central information management database:

Make sure to build on what is already available, such as local case databases.
Database design has to be done with the help of a capable Information
Technology (IT) expert. Child protection staff should determine what
information needs to be stored and what reports they need the database
to generate.

4 Train staff on how to use the database: Especially on how to generate

reports, graphs, and statistics.

5 Share information with the designated information management staff in

each department: Remember that confidentiality is of the utmost importance.
In order to safeguard information, establish a coding system. Use codes and
numbers instead of children’s names.

Note
• If working with paper files, keep the material/information safe by storing
them in locked cabinets.
• Secure computer files with passwords, and restrict database access to
a limited amount of staff.
• Ensure that when collecting information from children and parents that staff
are trained on how to interview children.
• Always seek consent from the child, parent, or caretaker prior to gathering
or using any information.

Want to learn more?

Check out:
CPWG (2014) Minimum Standards for Child Protection in
Humanitarian Action. http://cpwg.net/minimum-standards/
UNHCR and IRC (2011). Field Handbook for the implementation of UNHCR
BID Guidelines.
ICRC (2009). Professional Standards for Protection Work (Chapter on managing
sensitive protection information).

50 CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries

 3 RESPONSE
RESPONSE
3
© UNICEF/2015/Sokhin
Taufiso (9 years old) holds his bicycle as he goes through the water that flooded
the island of Niu in Tuvalu, which was hit by Cyclone Pam in March 2015.
PART 3 RESPONSE
15 RAPID ASSESSMENT
GOAL
To conduct a thorough rapid assessment to determine
child protection needs and inform the response
UNICEF Pacific standard

Child protection rapid assessment (CPRA) is the process of gathering and

analysing information about the protection needs of children in the aftermath of a
disaster. CPRA also measures the impact of the disaster on children, child-related
services, and identifies needs. Conducting a CPRA is of the utmost importance,
as it provides a chance to gather all the necessary information required to inform
the response.

CPRA should ideally be initialized within the first few weeks of an emergency
and usually takes about two to five weeks to complete. Child protection in
emergencies programmes and activities heavily rely on a strong CPRA document
that identifies the dangers, affected child groups, their locations and needs, and
opinions of the community on how to deliver the assistance. Children, parents,
nurses, teachers, construction workers, police officers and others can tell us
about the specific kinds of risks to children and how to mitigate them. The
objective of a CPiE rapid assessment is to collect, analyse, and manage data in
an effective way, allowing us to design comprehensive short-term and long-term
interventions. It is an investigative process to find out:
a The scale of the disaster (How many children/families are affected? Where?
How have they been affected?)
b Vulnerabilities and risks (the type of danger they face, for example physical
injuries, physical or sexual abuse, abduction, WFCL, etc.)
c Priorities for action (What services do we have to provide?
What programmes/activities can we carry out?)
d Designing the response (How will we carry out these activities?)

Although rapid assessments are designed primarily to determine the

immediate needs in an emergency, they should be designed in such a way to
capture information that can be used in the long-term rebuilding of the child
protection system as a whole. Information gathered should be varied and ample
to allow for a more thorough examination of the child protection system deficits
and needs in the long run.

CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries 53

3 RESPONSE

Implementation list
1 Create/identify/designate a group of child protection experts
to perform the assessment: Usually called a Child Protection
Assessment Task-Force, in most cases they fall under the larger
national emergency response body.

2 Develop your assessment plan to determine what information to collect

and how: This is a joint process. Use the ‘What We Need to Know Method’
to identify different dangers facing each vulnerable sub-group. (See Annex 4
for a sample Rapid Assessment form, and Annex 5 for details on the WWNK
method and a sample sheet)

3 Conduct a desk review to collect data, from before and after the
disaster: Include previous child protection reports, system maps, laws, cases
etc. Situation analysis reports conducted by UNICEF and other partners for
each country are very useful tools. They identify the strengths and deficits in
child protection systems, information within can be useful in designing
responses that take into account both the short and long-term needs of
children and the child protection system as a whole.

4 Recruit information-gathering teams and identify Key Informants:

Key Informants (KIs) are persons from the community who are familiar with
children’s issues and can give you pertinent information on their condition.
Examples include teachers, caregivers, nurses and doctors, local chiefs, camp
managers, religious leaders etc. It is important to identify at least three KIs per
site or per community. When choosing KIs, make sure to include people who
directly work with children, as well as those who are in a position of authority.
KI groups should include both men and women equally. Watch out for biases
and discriminatory opinions.

5 Train teams on investigation and interviewing techniques: When designing

interview questions, make sure to frame the questions in a simple way.
Questions need to be sensitive to the culture, as well as the ordeal that the
victims have gone through.

6 Design/adapt the CPRA tools and forms: There are many samples of CPRA
forms that you can translate and use. For reference see Annexes 4 and 5.

7 Dispatch teams to collect information: Make sure your information teams

spread out, and find hard to reach children and interview them.

8 Upon return, enter the information into a database and begin analysis:
There are many approaches to analysing the information you collect.
Traditional emergency data analysis methods included applying the ‘needs

54 CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries

 3 RESPONSE

analysis’ approach to primary information gathered from the field. This

approach considers the hierarchy of needs of individuals (i.e. shelter, security,
food and other) and builds on this model to determine the needs and prioritize
delivery. While this approach is suitable for rapid response purposes, CPiE
methods include a combination of the systems analysis approach, the early
recovery approach, and the human rights-based approach to analysing
information. It looks at long-term and short-term survival needs, mechanisms
of delivering child protection services, and strengthening capacity to fulfil
children’s rights concurrently.

9 Write your final report: The final report must include all the information
collected using the WWNK method, highlighting child protection needs, and
identifying the appropriate response. Make sure to include recommendations
and information that can tie into the efforts in the recovery phase (see chapter
on Early Recovery).

Want to learn more?

Check out:
CPWG (2014) Minimum Standards for Child Protection in
Humanitarian Action. http://cpwg.net/minimum-standards/
CPWG (2012) Child Protection Rapid Assessment Toolkit.
http://cpwg.net/resource-topics/cpra-toolkit/
CPWG (2012) Information Sheet: Child Protection Rapid Needs Assessment
(CPRA) Toolkit.
Inter-Agency Standing Committee (2012).Multi-Cluster/Sector Initial Rapid
Assessment (MIRA). http://www.unocha.org/what-we-do/coordination-tools/
needs-assessment
CPC, SC (2013) Research Brief: Measuring Violence Against Children in
Humanitarian Settings.
CPWG (2013) CPIE Desk Review Template.

CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries 55

3 RESPONSE

16 SHELTERS AND EMERGENCY CENTRES

GOALS
• To provide shelters for children and their families
which meet minimum standards
• To incorporate child protection needs and concerns in
all shelter activities, especially the needs of children
with disabilities
CPMS standard 24

One of the priorities in any emergency is to ensure that families have a safe place
to resort to. Emergency centres are commonly used as temporary shelters
(or evacuation sites) for families both prior to a disaster, and/or in the aftermath of
it. They are pre-existing buildings and structures used for protecting communities
against cyclones, tornadoes, earthquake, tsunamis or other types of disasters.
Building types vary widely and may include religious buildings, schools, hotels,
community centres, sport infrastructures, hospitals, factories, police posts,
military barracks, etc. The shelters and emergency centres have to be safe for
children. It is important to consider specific child protection needs when
designing and creating the centres, such as the needs of children with disabilities
and those who are more at risk of violence and abuse. Make sure that all site
arrangement and construction is geared towards catering for the needs of
children and their families.

Implementation list
1 Determine shelter needs: Assign community members the
task of collecting information for designing shelters and centres
including: Numbers and details of families with children, single
parents heads of households, unaccompanied minors, children
with health concerns or special needs etc.

2 Ensure communities have access to shelters and safe centres that meet
minimum standards: The Sphere Handbook is the companion of the CPMS
and is the primary resource on relief assistance. Make sure all shelter activities
abide by the Sphere Standards.

3 Encourage communities to participate in shelter/centre design: Rely on

the wisdom and knowledge of the local community in designing the shelters.
Inquire about their preferred materials and structure specifications. Children
have to take part in deciding on the location and design of their spaces,
including schools and CFSs.

56 CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries

 3 RESPONSE

Sphere Guidelines on Shelter Provision

ü In a disaster, all affected populations must be given covered living space
consisting of a floor area of (at least) 3.5 m2 per person, and a floor-to-ceiling
height of 2 meters.
ü Climate has to be taken into consideration. In hot climates, heavyweight material
should be used to withstand heat. If using lightweight material, make sure there is
adequate insulation to allow for temperature changes inside the structure.
ü Proper ventilation has to be provided and is essential to healthy living.
ü Choose materials that are environmentally friendly.
ü Ensure safe separation of families for privacy purposes.
ü Cultural practices have to be considered, especially in building cooking areas and
making sleeping arrangements.
ü Keep in mind separation of the sexes within the house if culturally required.

4 Prioritize children and families in shelter distribution: Make sure children

and families are the first to move into shelters. Assist families in moving in,
and place them within easy access of community service centres, hospitals,
schools, and food distribution points.

5 Guarantee family unity by placing families together: Never separate

families when distributing shelters. Place vulnerable groups like single parents,
families with children, and unaccompanied minors close to their extended
families, relatives, or friends. They need their social support network around
them at all times. Avoid family separation, uprooting, and removing people
from their support groups at all cost. See the chapter on Displacement.

Want to learn more?

Check out:
CPWG (2014) Minimum Standards for Child Protection in
Humanitarian Action. http://cpwg.net/minimum-standards/
The Sphere Project (2011). The Sphere Handbook: Humanitarian Charter and
Minimum Standards in Humanitarian Response.
IASC (2005) Guidelines for Gender-based Violence Interventions in Humanitarian
Settings. Chap. 4.7: Shelter and site planning and non-food items.
UNHCR and IOM (2010). Collective Centre Guidelines.
IFRC and UN-Habitat (2009). Shelter Projects 2009.

CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries 57

3 RESPONSE

17 DISTRIBUTION AND RELIEF ITEMS

GOAL
To facilitate children’s access to humanitarian assistance
and relief items in ways which protect them from violence,
exploitation, abuse, and neglect
CPMS standard 26

Distribution of relief items is one of the most important and urgent activities in an
emergency. It is the most crucial part of the immediate response and plays an
important role in children’s safety and wellbeing. Determining needs is the first
step in distribution, it is traditionally done through a needs assessment. Common
relief items are divided into two categories: Food Items (FIs) and Non-Food Items
(NFIs). Relief packages containing both are put together by responders and
distributed to address victims’ immediate needs.

Malnutrition increases dramatically, and kills most rapidly, in emergencies.

Most children do not die due to conflicts or natural disasters themselves,
but rather to resulting food shortages, lack of safe water, inadequate health care,
and poor sanitation and hygiene.
UNICEF http://www.unicef.org/nutrition/index_emergencies.html

There are so many considerations in distributing relief items for children. Staff
have to ensure that vulnerable sub-groups including street children, child heads
of households, and special needs children have equal and easy access to relief.
Distribution must be done in a way that is mindful of children and protects them
from harm, violence, neglect, abuse, and exploitation. For example, distribution
centres have to be close and accessible to children and their families, the routes
leading to them must be safe and clear.

Implementation list
1 Work closely with distribution teams and share information
gathered by the Child Protection Rapid Assessment (CPRA):
Share information on numbers, locations and special needs
of children.

2 Jointly work on determining the needs of special groups: These groups

include unaccompanied minors, children with disabilities, young girls, and
pregnant and breastfeeding women. Keep in mind the dietary needs of
children at different stages. Also ensure the supply of basic hygiene products
and first aid kits to women and children. See Annex 8 for the contents of relief
packages for children.

58 CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries

 3 RESPONSE

3 Take part in discussions and plans on distribution channels and methods:

Make sure distribution teams integrate protection priorities into their plans.
Highlight issues such as family unity, discrimination in distribution,
maltreatment by staff, and prioritizing children among others (See below for
a list of child protection priorities in distribution)

4 Observe the distribution process and report on any violations:

Ensure protection staff are present during distributions to monitor process and
report on any amendments needed in the distribution process.

5 Create a distribution complaints mechanism for the community:

Make sure children have a safe and confidential way to report on violations in
the distribution process. Complaints must be received and addressed by
senior management.

Child Protection Priorities in Distribution

• Girls and boys have to be treated equally and provided with equal access to
distribution items.
• Prioritizing families with children, single parents, child heads of households and
unaccompanied minors in distribution.
• Accompanying and assisting children during distribution. Consider delivering relief
items to their homes.
• Children’s access to information on distribution especially distribution sites and
times.
• Never ask children to grant favours in return for goods or services given.
• Children may participate in distribution in a voluntary capacity but should never be
forced into any work.
• Distribution to children should be swift and fast, allowing them to resume their
community activities.
• Setting up a confidential complaints mechanism for people to report concerns,
including incidents of intimidation, violence, and sexual exploitation committed
by community members and/or humanitarian personnel.
• Training distribution staff on working with children and having them sign the code
of conduct agreement.

Want to learn more?

Check out:
CPWG (2014) Minimum Standards for Child Protection in
Humanitarian Action. http://cpwg.net/minimum-standards/
U.S. Federal Emergency Management Agency (2013) Emergency Supply List.
www.ready.gov/sites/default/files/documents/files/checklist3.pdf

CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries 59

3 RESPONSE

The Sphere Project (2011). The Sphere Handbook: Humanitarian Charter and
Minimum Standards in Humanitarian Response: Minimum Standards in Food
Security and Nutrition.
UNICEF free on-line Nutrition in Emergencies Training Course. http://www.unicef.
org/nutrition/training/
IASC (2006).Women, Girls, Boys and Men: Different needs – Equal
Opportunities. IASC Gender Handbook in Humanitarian Action. Chaps: Gender
and Food Distribution in emergencies and Gender and Non-Food Items
in emergencies.

18 MENTAL HEALTH AND PSYCHOSOCIAL SUPPORT

GOAL
To strengthen the resilience and coping mechanisms of
children, and to ensure they receive adequate
psychosocial support
CPMS standard 10

Mental health and psychosocial problems are very prevalent in emergency

situations. Until recently, humanitarian interventions tended to focus on the
detection of particular types of severe mental health disorders among children,
such as post-traumatic stress disorder and depression. Research shows
however, that only a very small percentage (3-5 per cent) of children exposed to
disasters end up developing serious mental health disorders that require
professional intervention. The majority of children are resilient, and most require
a level of non-clinical intervention to prevent them from developing into more
serious mental health conditions.

Psychosocial support (PSS) in emergencies is of the utmost importance and

should be carried out immediately after a disaster strikes. PSS models of
intervention are varied, and will depend highly on the cultural context in which
the child lives. Designing psychosocial interventions for children in emergencies
must rely on knowledge of the existing mental health and protection
environment in the country. In the Pacific region, each island country has its
own unique culture and understanding of mental health and wellbeing. In most
Pacific island countries, mental well-being is tied to religious or spiritual wellness,
playing an active/positive role in the family, and maintaining a healthy work-life
balance. It is important to understand a population’s health beliefs and their
definition of wellness prior to deciding on psychosocial interventions.

60 CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries

 3 RESPONSE

Most psychosocial interventions for children and adolescents rely on one

fundamental principle, providing the necessary information and skills to children
that would empower them to overcome psychosocial problems. This includes
educating children, through play and other means, on stress and coping,
positive thinking, healthy behaviours, self-efficacy, and healthy social interactions.
There are many ways of achieving this goal, and it can be done through
community structured social activities, or basic PSS interventions and
non-specialized counselling.

Implementation list
1 Determine the type of psychosocial intervention required:
Gather as much information as possible, during the rapid
assessment process, on the mental health and psychosocial
impact of the disaster on children and families. Include local social
services or mental health organizations in the information gathering and
analysis process. Focus the assessment on gathering specific information on
return to normalcy and community wellbeing (See UNICEF EAPRO’s Field
action guide for psychosocial assessment of children and families
in emergencies)

2 Design multi-layered psychosocial support intervention: Based on the

assessment conducted, determine the type of intervention that can be most
effective in addressing the needs of children within the specific emergency
context. There are various levels of intervention that can be implemented
depending on the severity of the disaster and its effect on the community.
A traditional multi layered approach to psychosocial assistance includes
support in the following areas:
a Advocacy: Ensuring that all staff and service providers are aware of the
importance of mental health support to children, and can provide a positive
influence. It also involves integrating psychosocial support priorities into all
humanitarian aid sectors.
b Family and community wellness: At this level priority is given to
restoring and strengthening already existing relationships, and to building
stronger support networks. To create a sense of normalcy, and routine for
children and their families, through organizing social activities. For example
cultural and artistic events, youth sports events, and religious activities can
bring people together and provide a forum where they can share
experiences and connect with one another. Make sure to include children
who are separated, orphaned, or isolated to surround them with people
who can provide emotional and social support.

CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries 61

3 RESPONSE

c Focused, Non-Specialist Assistance: This is a third level of intervention

which is often necessary for children and families who have lost loved ones
and are dealing with grief. A useful tool to provide support to this group is
the Psychological First Aid (PFA). It is a type of intervention that is delivered
by case-managers, social workers, or PSS response staff. It is designed to
help victims of disasters in particular. It relies on establishing a humane and
compassionate connection with the survivor, providing emotional comfort,
and teaching them coping skills. (See below for PFA Manual).
d Referrals to Specialised Mental Health Services: This is the fourth level
of psychosocial support usually used for those suffering from previous
mental health conditions or those who exhibit more serious symptoms.
Warning signs for this group include significant social isolation, withdrawal,
changes in behaviour, mood swings, aggression, tearfulness, and sadness
among many other symptoms. In most cases referrals and linkages to
mental health professionals can be done through the primary health
care system.

3 Provide training on psychosocial support: Ensure that staff providing

psychosocial support to the community are fully aware and updated with the
latest standards and knowledge on mental health and psychosocial support
for children including the IASC Guidelines on Mental Health and Psychosocial
Support in Emergency Settings. It is imperative that only trained individuals,
including social or para-social workers, are the ones who come in direct
contact with children. MHPSS trained staff are aware of the ethical standards
for providing support, and will ensure that the interventions do not cause
any harm.

Want to learn more?

Check out:
www.mhpss.net
Mental Health and Psychosocial support Network.
National Child Traumatic Stress Network (2012).The Psychological First Aid Field
Manual, available at: http://www.nctsn.org/content/psychological-first-aid
UNICEF EAPRO (2005), Field action guide for psychosocial assessment of
children and families in emergencies. http://www.unicef.org/eapro/activities_
3693.html
IASC (2007), Guidelines on Mental health and Psychosocial support in emergency
setting. http://mhpss.net/iasc-guidelines-on-mental-health-and-psychosocial-
support-in-emergency-settings/

62 CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries

 3 RESPONSE

Government of South Sudan (2013), Life Skills and Psychosocial Support for
Children and Youth in Emergencies. http://mhpss.net/?get=261/TrainerGuide1.pdf
National Child Traumatic Stress Network (2009), Psychological First Aid
For Schools Field Operations Guide, 2nd Edition. http://mhpss.net/?get=49/
PFA-for-Schools.pdf

19 CHILD-FRIENDLY SPACES
GOAL
To set up community-based CFSs where children and
young adults gain access to support services and activities
in a safe and stimulating environment
CPMS standard 17

CFSs can be established quickly to respond to children’s protection needs

including psychosocial and non-formal education in an emergency. They are safe
areas where children can come together, play and enjoy other activities which
restore a sense of normalcy and protect them against the adverse effects of the
disaster. Child-Friendly Spaces (CFSs) are widely used in emergencies as a first
response to children’s needs and a first step in providing support to the
affected communities.

Broadly, the purpose of CFSs is to support the resilience and wellbeing of

children and young people through community-organized, structured activities
conducted in a safe, child-friendly, and stimulating environment. CFSs can be
made to cater of children of all ages, they may include a variety of age groups in
one area. Activities are divided by category, interest, or age. CFSs are meant to
be transitional places to host children until services, including schools, are up and
running again.

CFSs are not only places for children to play and take part in leisurely activities,
they are places where deeper protection concerns can be addressed. They are
great venues, for example, for the identification and detection of maltreatment
cases. They offer opportunities for children to share concerns they have about
violence, exploitation, abuse, and neglect, and to allow social workers and
protection staff to help them. In addition, they provide excellent opportunities
to educate children on potential risks and dangers, and to make sure they are
empowered and well equipped with the knowledge they need to
protect themselves.

CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries 63

3 RESPONSE

Implementation list
1 Determine the need for a CFS and identify beneficiaries:
Start by making a quick assessment involving the community as
to the need for a CFS. In some cases, CFSs may not be needed
if child services are not affected by the disaster, or if schools and
other services are running normally. It is very important to identify needs prior
to planning and implementation. Gather information on the number of girls
and boys that can benefit from a CFS, segregate the information by age. Find
out where they live, if they have any special needs to be considered, such as
health issues, mobility needs, learning needs, etc. Parents, caretakers, and
relatives have to be involved in designing the CFS. They must be interviewed,
and their opinions and feedbacks have to be considered.

2 Find a location: It is very important to find a suitable location to set-up the

CFS. In the event of torrential rain, it is important that the CFS structure be on
high ground with adequate water drainage channels to lower grounds. After
tsunamis it is important to abide by government stipulated safety distances
from the shore. Keep away from areas of contamination and from main roads
and hazardous traffic. Set it up close to schools and hospitals and to religious
and community buildings that are familiar to the child. The location has to be
agreed upon in consultation with the community. Make sure that it is safe for
a child to walk to and from the CFS without fear of harassment.

3 Choose a sound structure: Schools, community centres, and places of

worship like churches, mosques, and temples are all great locations to start
a CFS. In the aftermath of an earthquake, however it might be more suitable
to start a CFS in a tent where there is no fear of collapsing structures and
aftershocks. The structure of the CFS has to have adequate ventilation,
be clear of harmful objects, it has to have large storage space for toys and
supplies, provide shade and protection from the elements and take into
consideration the mobility needs of children with disabilities.

4 Organize integrated services and activities: Activities chosen will depend

on factors including the local culture, the type of emergency, volunteers and
resources available, community context and the needs of children. Activities
can be built around the five types of play: creative, imaginative, physical,
communicative and manipulative. (See Annex 10 for sample of activities.)

5 Provide ongoing support for animators and staff: Ensure that staff working
in CFSs have all the resources and knowledge they need. Conduct regular
trainings for them on how to provide psychosocial, educational, and protection
support for children. Make sure they are connected to child protection workers
in the area.

64 CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries

 3 RESPONSE

6 Phase out in a contextually appropriate manner: Once children are able

to return to their homes and normal activities (especially school), then all the
services they need must be provided through routine infrastructure and
routine services. CFSs are meant to be temporary solutions until normal
services resume.

Want to learn more?

Check out:
CPWG (2014) Minimum Standards for Child Protection in
Humanitarian Action. http://cpwg.net/minimum-standards/
UNICEF (2009) A Practical Guide for Developing Child Friendly Spaces.
Save the Children (2008) Child Friendly Spaces in Emergencies: A Handbook for
Save the Children Staff.
Terre des Hommes (2009). 20 Games With a Psychosocial Aim.
IASC, INEE, Global Protection Cluster, Global Education Cluster (2011).
Guidelines for Child-friendly Spaces in Emergencies.
Child Protection Sub-Sector for Sudan (2011). Minimum Standards for CFS and
Children’s Centres.
Christian Children’s Fund (2008). Starting Up Child Centered Spaces in
Emergencies: A Field Manual.
IFRC and Save the Children Denmark (2012). The Children’s Resilience
Programme – Psychosocial support in and out of school: Booklet 1 Understanding
Children’s Wellbeing. (2012).
Also visit: http://childfriendlyplaces.org/

20 JUSTICE FOR CHILDREN

GOAL
To prevent children from encountering the justice system,
and to treat those who do in accordance with
international standards
CPMS standard 24

A justice system consists of numerous actors, including the police, courts, and
corrections mechanism. Child protection seeks to ensure that all the above
actors, and their staff, policies and procedures, operate in a way that safeguards

CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries 65

3 RESPONSE

and promotes the best interests of the child. Children can encounter the justice
system in many ways, as witnesses, victims, or as part of proceedings.
Emergencies create special circumstances that can bring children into contact
with the justice system. For example, children can fall prey to organized criminal
groups taking advantage of the lack of security in emergencies. They may get
involved in illegal activities, such as stealing or begging, due to financial hardships
caused by the disaster. They may also be involved in legal proceedings, including
inheritance and custody issues, if they lose a parent or a loved one. It is
everyone’s responsibility to ensure that children who encounter the law are
protected, and treated in accordance with international human rights standards.

Children’s rights as they pertain to their encounters with the

justice system:
• The right to be protected from hardship in criminal proceedings,
• To be treated with dignity and compassion,
• To be protected from discrimination in all justice proceedings,
• The right to be informed, to be heard and to express their views and concerns
without fear,
• The right to effective assistance, the right to privacy, the right to safety, and the
right to reparation and to special preventive measures.

Implementation list
1 Process children who are victims of disaster through
child-friendly courts and police stations: Officers and judges
should consider creating modified child-friendly environments for
child proceedings during emergencies and after. This could include
size-appropriate chairs and tables, smaller microphones, decorated walls, and
access to toys. An informal atmosphere is less intimidating for a child, police
officers should conduct interviews outside of the police station, preferably at
a place that is familiar and comfortable for the child. Bear in mind the
traumatic effect that a disaster can have on a child.

2 Ensure that only trained staff come into contact with children, and ensure
access to both male and female officers: Police officers are the first line of
contact with children, they have to be sensitive in their communication and
ensure that children are given information in a systematic, age-sensitive, and
child-friendly manner. Officers have to create a safe environment for the child
to share their experience and be attentive to their views, concerns and needs.
All officers must undergo mandatory training on communicating with children.
(See Annex 9 on Interviewing Techniques)

66 CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries

 3 RESPONSE

3 Identify children in detention and monitor their conditions and treatment.

Consider diversion options: Make sure children in custody or detention are
released if the conditions are not suitable. For juvenile offenders in prison,
consider alternatives to detention. Emergency settings and transition into
recovery provide an opportunity to consider other options for children who
are in conflict with the law. Diversion programmes are beneficial to both the
child and the system. Community-based diversion programmes have been
implemented in so many countries around the world and have proven to work
effectively. They involve the establishment of community groups who can
perform mediation, case-management, psychosocial support, education, and
reporting to court on progress.

4 Identify cases of violations in the justice system and take measures to

stop them and prevent them from reoccurring: Create a team of experts
who can identify, manage, and address cases of violations against children
who encounter the law. The team should consist of lawyers, social workers,
medical and mental health practitioners, and human rights workers.

Want to learn more?

Check out:
CPWG (2014) Minimum Standards for Child Protection in
Humanitarian Action. http://cpwg.net/minimum-standards/
United Nations (2008). United Nations Common Approach to Justice for Children.
UNODC, UNICEF (2009). Justice in matters involving children as victims and
witnesses of crime (child-friendly version).
UNICEF, Innocenti Research Centre and Harvard Law School (2010). Children and
Transitional Justice.
OHCHR (2008). Human rights in the administration of justice, a manual on human
rights for judges, prosecutors and lawyers.
Harborview Center for Sexual Assault (2009) Child Interview Guide.
UNICEF’s Toolkit on Diversion and Alternatives to Detention, available at:
http://www.unicef.org/tdad/index_55653.html

CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries 67

3 RESPONSE

21 MAINSTREAMING CHILD PROTECTION IN

OTHER SECTORS

GOAL
To incorporate child protection priorities in all aspects of
humanitarian assistance
CPMS standard 19-26

Mainstreaming or integrating child protection in other areas refers to

incorporating child protection priorities into other sectors’ programming and
operations. While governments are the primary duty-bearers responsible for
protecting children during emergencies, it is the duty and responsibility of
everyone working with children to ensure their safety and wellbeing. If children
receive assistance in an efficient and sensitive manner then threats to their
safety and security will be prevented. Child protection teams rely on support
from other sectors to protect children against violence, abuse, exploitation, and
neglect. This can be achieved through working collaboratively to ensure that all
emergency programmes and services a) do not put children at risk of violence,
exploitation, abuse, or neglect, and b) improve the overall safety, security and
wellbeing of children. Specific child protection mainstreaming efforts will vary
widely depending on the type of emergency, actors’ capacity, and the priorities
for service delivery. All successful mainstreaming efforts start with
joint-programming and collaboration between the different government agencies.
Child protection priorities have to be highlighted and upheld at the highest levels
of government and prioritized in the work of the central emergency
management unit.

Implementation list
1 Identify other sectors and actors working in related areas:
Sectors working collaboratively on child protection in
emergencies include education, health, and water and sanitation
sectors among others. It is important to get to know staff working
in each of these departments, at all levels, and to establish strong
working relations.

2 Promote better collaboration between the sectors: Advocate for child

protection issues within other sectors. Acknowledge that each area has its
own unique knowledge, expertise, and wisdom that can contribute to better
protection for children. Stress on the importance of combining knowledge and
expertise in order to improve services.

68 CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries

 3 RESPONSE

3 Determine the method of integrating child protection in other sectors:

Child protection mainstreaming is most effective when special child protection
issues are incorporated into the programme designs and plans of other
sectors. Child protection staff should attend meetings in all areas and be
involved in joint planning sessions.

4 Identify common goals and areas of work: In close coordination with staff
in all sectors, define joint objectives, and prioritize activities and programmes
that can improve conditions for children. Determine common areas of
cooperation including: providing health and medical services to victims of
maltreatment, safe access to water and hygiene facilities for children, and
prevention of maltreatment and dangers to children through education in
schools and other areas.

5 Establish case referral systems and link victims to the services they need:
All staff working with children have the opportunity to identify those who are
at risk of maltreatment, and those who have been exposed to maltreatment.
In order to provide a well-rounded response to them, a strong case-referral
system should be established to link them to all the services they need.
Establishing case-referral mechanisms is an opportunity for different sectors
to work together and to build stronger partnerships.

6 Provide on-going capacity building and training for staff in other sectors:
Staff working with children in education, health, and other sectors need to be
updated on the latest knowledge and information in child protection. Provide
them with frequent training, educate them on special concerns and dangers
that children face in emergencies. Focus on the mitigation of risk factors,
identification of cases, and proper referral processes.

Guiding notes for actors in other sectors

ü Make sure child protection teams are invited to participate in planning and
coordination meetings.
ü Invite child protection teams to train your staff on child protection issues, code of
conduct for working with children, and how to detect and report cases of violence,
exploitation, abuse, and neglect.
ü Ensure that children are your primary beneficiaries in service provision, and consult
child protection teams on your methods of service delivery.
ü Always keep in mind vulnerable sub-groups such as children with disabilities,
minority children, victims of violence etc.
ü Establish open and continuous channels of communication with child protection
teams, and perform joint assessments and monitoring exercises to evaluate the
success of your programmes in protecting children.

CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries 69

3 RESPONSE

Want to learn more?

Check out:
UN Pacific. ‘What is Joint Programming?’
http://www.pacific.one.un.org/index.php?option=com_
content&task=view&id=117&Itemid=168
CPWG (2014) Minimum Standards for Child Protection in Humanitarian Action.
http://cpwg.net/minimum-standards/
UNDG (2015) Introduction to Transition Toolkit
http://toolkit.undg.org/overview
Education Cluster (2012). Protecting Education in Conflict Affected Countries.
INEE (2010). Child protection and education toolkit.
IRC (2008).Clinical Care for Sexual Assault Survivors: a Multimedia Training Tool.
Facilitator’s Guide
WHO (2008). Manual for the health care of children in humanitarian emergencies.
UNICEF (2011). Water, Sanitation and Hygiene for Schoolchildren in
Emergencies: A Guidebook for Teachers.

22 MONITORING AND EVALUATION

GOAL
To monitor and evaluate CPiE projects and programmes
and to incorporate lessons learnt
UNICEF Pacific standard

Monitoring and evaluation is an essential exercise to determine whether CPiE

programmes are leading towards the desired outcome of protecting children in
emergencies and after. It is a process through which we examine our programme
efforts and assess the extent to which they are relevant, efficient, and effective.
It is part of quality assurance and helps us improve services and strengthen the
impact of our work. It involves classifying our programme activities, and
gathering and analysing data about them in such a way that recognizes
achievements and identifies gaps. It helps us learn from past mistakes and
ensures we do not repeat them. The information generated through M&E is
essential for managers’ decision making. It is also used for reporting to donors
and providing forecasts for future funding.

70 CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries

 3 RESPONSE

Implementation list
1 Identify project/programme objectives: Define both the
broader goals and the sub-goals of a particular child protection
emergency project or programme. The objectives of a child
protection programme, for example, would typically be to
strengthen the overall child protection system in a country, to provide
psychosocial support to victims of maltreatment, to build awareness on child
abuse through advocacy and media, or to combat violence against children.
Programme objectives have to be clear and specify a goal to strive towards.

2 Assess whether or not your project is reaching its goals: This can be
achieved by creating indicators to measure performance and success in
reaching goals. Indicators are instruments used for measuring conditions that
are difficult to analyse or measure. For example, if we want to measure how
successful we are in raising awareness on dangers to children in emergencies,
we can look at the number of campaigns with key messages conducted as
one of the indicators to determine whether or not we are indeed reaching the
goal. Other indicators include the number of staff working on the campaigns,
the amount of communication material produced and disseminated, and the
number of children who can identify the dangers as a result of our messages.

3 Identify the type of information and tools needed for measurement:

Depending on the type of indicators used, you can either collect quantitative
data (i.e. number of cases referred, number of children aware of dangers,
number of campaigns held etc.), or qualitative data gathered through
interviews or surveys on knowledge, attitudes, and behaviour change towards
a particular issue.

4 Analyse the information and evaluate success: Consolidate the data and
compare it against the objectives and goals you have defined for the project.
Assess whether efforts are successful in reaching the desired outcomes.
Document, organize, and save all information for future reference.

CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries 71

3 RESPONSE

Want to learn more?

Check out:
UNICEF (2005) Child Protection Policies and Procedures Toolkit,
Stage 6 Monitoring and Evaluation.
UNDP (2009 ) Handbook on Planning, Monitoring and Evaluating for
Development Results.
World Bank (2007) Monitoring and Evaluation: Tips by Yumi Sera and
Susan Beaudry.
USAID (2004) Monitoring HIV/AIDS Programs: A Facilitator’s Training Guide.
Module 8: Monitoring and Evaluating Orphans and other Vulnerable Children
Program. https://www.globalhivmeinfo.org/DigitalLibrary/Digital%20Library/Core
%20Module%208%20Monitoring%20and%20Evaluating%20Orphans%2and%
20Other%20Vulnerable%20Children%20Programs.doc.

72 CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries

 4
EARLY
RECOVERY

4 RECOVERY
© UNICEF/2015/Dan McGarry
Ellen (13 year old) is a student at St Joseph’s College in Vanuatu.
She is attending class in a 72-square-meter tent provided by UNICEF.
PART 4 EARLY RECOVERY
23 CHILD PROTECTION AND EARLY RECOVERY
GOALS
• To adopt an early recovery approach to child protection
in emergencies
• To strengthen the national child protection system while
providing emergency assistance
UNICEF Pacific standard

Early recovery refers to shifting from the provision of short-term assistance to

focusing on long-term sustainable solutions. Traditionally, early recovery was
seen as a phase of humanitarian action that came after the initial emergency
response phase, to usher efforts into a phase of stability and reconstruction.
Recent thinking, however, shies away from looking at early recovery in a
time-frame manner, and encourages us to think of it as a new model of
providing humanitarian assistance from start to finish. The ‘early recovery’
approach to humanitarian assistance tells us that we need to adopt a long-term
vision from the first day of the emergency, and to provide assistance in such
a way that enables recovery and system rebuilding from the early stages. It
cautions us against creating a new layer of emergency services, rather rely on
the current national mechanisms of service delivery, refurbish them as quickly as
possible so they can resume normally.

The early recovery approach is a model which encourages us to balance our

response to immediate needs and efforts to rebuild the system and increase its
ability to cope with future disasters. Particularly in the area of child protection, the
early recovery approach is very useful, as it encourages us to regard emergency
situations as an opportunity to re-examine the child protection system and to
rebuild it while providing urgent needs. The early recovery approach is guided by
values which aim to assist countries in strengthening their own capacity, lessen
their reliance on foreign assistance, and support their overall political and
economic progress. Principles that guide the early recovery approach include:
a Fostering national ownership, and supporting national actors to assume
their responsibilities as duty bearers.
b Supporting long-term national and local capacities: To enable national
actors to develop their capacity for humanitarian action in order to effectively
be first resort providers. This includes working through local governance
structures to plan and implement all relief work.

CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries 75

4 EARLY RECOVERY

c Balancing response to immediate needs with planning for recovery:

To encourage humanitarian actors to begin assuming a longer-term planning
lens at the same time as working to save lives.
d Reducing risks and vulnerabilities: Making sure that while we rebuild, we do
it in such a way that strengthens systems’ resilience to future disasters.

Implementation list
1 Identify child protection concerns to integrate in early
recovery efforts: Determining child protection long-term
concerns will rely on an examination of the current system
and its effectiveness. For most countries in the region, a child
protection systems mapping has been done (See following page for links to
documents). These documents highlight the strengths of the child protection
national systems, as well as the areas in need of assistance. This information
can be extremely useful in designing emergency responses and early recovery
efforts. It is important to keep in mind that the rapid assessment process
conducted to determine immediate needs in an emergency should also collect
information on long-term needs and goals. The rapid assessment process
should consider pre-existing information on potential risks, harms, and dangers
to children for the short and long-term.

2 Build government, community, and child protection capacities and

systems: Early recovery provides an opportunity to revisit existing structures
and mechanisms and to improve on them. Start by advocating and planning
for a stronger child protection system and allocating funds and staff to work
on child protection in the different sectors. Focus on certain problem areas,
for example legislation or social welfare, and work on filling the gaps in these
areas while providing emergency needs.

3 Ensure integration of child protection priorities and fulfilment of

children’s rights in security and justice sector reform: Rebuilding the
security and justice systems is a prerequisite to a strong child protection
system. Ensure staff are well aware of risks, forms of maltreatment, and
ways to efficiently process cases of violence, exploitation, abuse, and neglect.
Build on and strengthen national birth registration capacities.

4 Strengthen the capacity of the existing child welfare system: Advocate

and strengthen community-based foster care systems for unaccompanied and
orphaned children. Advocate against premature adoption and continue family
tracing efforts.

76 CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries

 4 EARLY RECOVERY

5 Strengthen community-based mechanisms to prevent and combat child

maltreatment: Foster social and community networks and relationships to
ensure the protection of vulnerable children. Initiate educational and advocacy
activities on child protection risks, responses, and models of psychosocial
support.

6 Strengthen coordination mechanisms for child protection: Establish new

internal coordination mechanisms for effective communication and
collaboration on child protection cases. Create stronger case-referral systems
to ensure collective support for child survivors.

7 Initiate community-supported approaches to social reintegration and

livelihood for vulnerable women and children: Ensure that vulnerable
women and children affected by the disaster have a non-stigmatizing way
of rebuilding their lives and livelihoods. Educate communities on providing
psychosocial support for these groups. Ensure ease of access to services and
prioritization in all recovery programmes and efforts.

Want to learn more?

Check out:
For Baseline Reports and studies on the child protection
systems in the pacific region please go to the UNICEF Pacific
Publications page, under Child Protection Publications:
http://www.unicef.org/pacificislands/resources_10989.html
UNICEF (2011). Early Recovery Approach Technical Note.
http://www.unicefinemergencies.com/downloads/eresource/docs/DRR/ER%20
Techincal%20Note%20FINAL.docx
UNICEF (2010) Working Paper on Adapting a systems Approach to Child
Protcetion: Key Conceptes and Considerations.
http://www.unicef.org/protection/files/Adapting_Systems_Child_Protection_
Jan__2010.pdf
UNDG (2015) Introduction to Transition Toolkit.
http://toolkit.undg.org/overview
CPWG (2014) Minimum Standards for Child Protection in Humanitarian Action.
http://cpwg.net/minimum-standards/
CPWG (2013) IA CPiE Face to Face Training on Child Protection in Emergencies,
S-19, Early Recovery.http://cpwg.net/?s=early+recovery
UNDP Early recovery website: http://www.undp.org/content/undp/en/home/
ourwork/crisispreventionandrecovery/focus_areas/early-recovery.html

CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries 77

ANNEXES

ANNEXES
© UNICEF/2015/Sokhin
Parents and children waiting for the boat at the building remains at the wharf of Nui Island in Tuvalu, which was hit by
Cyclone Pam in March 2015. All 672 residents were affected, and roads and infrastructure were badly damaged. The cyclone
destroyed 12 houses and displaced 60 people. Many other houses as well as roads and infrastructure were badly damaged.
ANNEX 1 PACIFIC ISLANDS COMMITMENT TO
CHILD PROTECTION IN EMERGENCIES
DOCUMENTS

FIJI ISLANDS, SAMOA, SOLOMON ISLANDS AND VANUATU

Pacific Child Protection in Emergencies Workshop
9-13 December 2013, Nadi, Fiji Islands

We, the “Participants” from government, national and International organizations

to the Pacific Child Protection in Emergencies Workshop representing Fiji,
Samoa, Solomon Islands and Vanuatu recognize:
• Pacific Island Countries are extremely vulnerable to disasters and the effects
of climate change. The Pacific sub-region continues to rank extremely high in
world disaster risk assessments. Four Pacific Island Countries are within the
15 top countries with the highest World Risk Index. Recent years have seen
an increase in the frequency and the severity of disasters.
• Children represent a significant percentage of the affected populations in
emergencies. (Often between 40-60% of those affected are children).
Disasters pose to children in our countries new protection risks, exacerbate
existing ones and undermine protection mechanisms.

In response to above, we the “Participants” aim at establishing and

strengthening functional and reliable child protection systems able to prevent and
respond at all the phases of the humanitarian cycle, preparedness, response and
recovery. For the purpose, we make express and strong commitment towards
the following areas:

1 Coordination: Relevant and responsible authorities, humanitarian agencies,

civil society organizations and representatives of affected populations
coordinate their child protection efforts in order to ensure full, efficient and
timely response.

2 Communication: Messages on child protection risks and safety are used to

raise awareness amongst children themselves, their caregivers and
communities.
All modes of communication available are to be considered. Radio, written
media, social media, TV, etc. where relevant, functional and effective.
Communication efforts also need to include and consider traditional ways of
conveying messages within communities.

CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries 81

ANNEX 1

3 Prevention and response: All possible efforts to be made towards

effectively preventing and responding to child abuse, neglect, exploitation and
violence including physical and sexual violence against children.
• “Girls” and “boys” are protected from sexual violence and survivors have
access to services. Appreciating the links between gender-based violence
and child abuse, efforts are to be coordinated.
• Strengthening children, families, communities coping mechanisms and
resilience including provision of psychosocial support to “girls” and “boys”
and their families.
• Family separation is prevented and responded to especially when
displacement occurs. Unaccompanied and separated children need to be
cared and protected in accordance with their best interests.
• National legal frameworks and plans will increasingly incorporate and
adequately address child protection concerns, acknowledging the adverse
and often detrimental effects of emergencies on children. Additionally,
support children’s access to justice and when appropriate and relevant
consider community-based solutions when the formal system is not
accessible/functional in emergencies.
• Children have access to community supported child-friendly spaces with
age appropriate activities conducted in a safe, stimulating and
nondiscriminatory manner.
• Basic services and protection are inclusive of all children, delivered
impartially and addressing the needs of most vulnerable children, including
children with disabilities and their families.

4 Mainstreaming child protection in emergencies: Mainstreaming child

protection or ensuring that child protection considerations inform all aspects of
humanitarian action. This will maximize the child protection impact of the work
that humanitarian sectors/clusters undertake and further complies with the
“do no harm” principle. Adequate cross sectoral response contribute to the
effective rehabilitation and reintegration of children affected by violence.

5 Child protection monitoring and evaluation: Child protection interventions

will build on existing capacities and structures where possible and create new
ones where needed to address child protection concerns in emergencies.
Therefore we consider monitoring and evaluation as key to inform of any
needs for adjustments and development of plans as well as document
progress and extract lessons as part of the efforts in increasing preparedness
in subsequent seasons.

We the “Participants” declare that all actions and efforts are to be undertaken in
line with existing national legal instruments and plans as well as the international
legal framework, more specifically we make explicit commitment towards the

82 CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries

 ANNEX 1

four pillars of the Convention of the Rights of the Child: Best Interests of the
Child, Non Discrimination, Child Survival and Development and Child
Participation. We additionally reiterate our commitment towards the core
principles of humanitarian action.

We the “Participants” call on our Governments to recognize the importance of

Child Protection in emergencies and to advocate and mobilize adequate financial
and human resource to prioritize child protection in national agendas.

We the “Participants” are committed in our personal and professional capacity to

do our utmost for the advancement of the protection of children in our respective
Pacific Island Countries.

THE PALAU COMMITMENT 2014

Federated States of Micronesia, Republic of Palau, the Kingdom of
Tonga and the Republic of Marshall Islands
Palau Commitment to Child Protection in Emergencies 2014
North Pacific Child Protection in Emergencies Workshop
10-14 November 2014, Koror, Palau

We, the “Participants” from government, national and international organizations

to the North Pacific Child Protection in Emergencies Workshop representing
Federated States of Micronesia, Republic of Palau, the Kingdom of Tonga and
Republic of Marshall Islands recognize:
• Pacific Island Countries are extremely vulnerable to disasters and the effects
of climate change. Pacific islands continue to rank extremely high in world
disaster risk assessments. Four Pacific Island Countries are within the 15
top countries with the highest World Risk Index. Recent years have seen an
increase in the frequency and the severity of disasters.
• Children (up to the age of 18) represent a significant percentage of the
affected populations in emergencies. (Often between 40-60% of those
affected are children.) Disasters pose to children in our countries new
protection risks, exacerbate existing ones and undermine
protection mechanisms.

In response to above, we the “Participants” aim at establishing and

strengthening functional and reliable child protection systems able to prevent and
respond at all the phases of the humanitarian cycle, preparedness, response and
recovery. For the purpose, we strongly commit towards the following areas:

CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries 83

ANNEX 1

1 Coordination: Relevant and responsible authorities, governments,

humanitarian agencies, civil society organizations and representatives of
affected populations coordinate their child protection efforts in order to ensure
full, efficient and timely humanitarian action.

2 Communication and consultation: Messages on child protection risks and

safety are used to raise awareness amongst children themselves and for
caregivers, in schools, homes and communities. All modes of communication
available are to be considered and utilized – radio, written media, social media,
telephone, TV, etc. where relevant, functional and effective. Communication
efforts also need to include and consider traditional ways of conveying
messages within communities. Recognizing that children are best placed to
know the risks they face and the best mechanisms for response, we commit
to actively consulting them and to acting upon the information they provide.

3 Prevention and response: All possible efforts to be made towards

effectively preventing and responding to child abuse, neglect, exploitation and
violence including physical, emotional and sexual violence against children.
• National legal frameworks and plans will increasingly incorporate and
adequately address child protection concerns, acknowledging the adverse
and often detrimental effects of emergencies on children. Additionally, we
will support children’s access to justice as and when appropriate and
relevant, and considering community-based solutions when the formal
system is not accessible/functional in emergencies.
• “Girls” and “boys” are protected from sexual violence and survivors have
safe and confidential access to services. Appreciating the links between
gender-based violence and child abuse, efforts are to be coordinated.
• Strengthening children’s, families’ and communities’ coping mechanisms
and resilience will include provision of psychosocial support to “girls” and
“boys” and their families.
• Family separation is prevented and responded to especially when
dis-placement occurs, especially within informal and family networks.
Unaccompanied and separated children need to be cared and protected in
accordance with their best interests.
• Children have access to community supported child friendly spaces with
age appropriate activities conducted in a safe, stimulating and
non-discriminatory manner.
• Basic services and protection are to be inclusive of all children, delivered
impartially and addressing the needs of most vulnerable children: children
with disabilities, children living in poverty, children from ethnic/linguistic
minority groups, and their families.

84 CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries

 ANNEX 1

4 Mainstreaming child protection in emergencies: Mainstreaming child

protection, ensuring that child protection considerations inform all aspects
of humanitarian action. This will maximize the child protection impact of the
work that humanitarian sectors/clusters undertake and further comply with the
“do no harm” principle. Adequate cross-sectoral responses contribute to the
effective rehabilitation and reintegration of children affected in disasters.

5 Child protection monitoring and evaluation: Child protection interventions

will build on existing capacities and strengthen structures where possible to
address child protection concerns in emergencies. Monitoring and evaluation
are key to inform of any needs for adjustments and development of plans
as well as document progress and extract lessons as part of the efforts in
increasing preparedness in subsequent seasons. Participants commit to
consultative, inclusive, ethical and timely monitoring and evaluation, and to
acting upon any child protection concerns identified.

We the “Participants” declare that all actions and efforts are to be undertaken in
line with existing national legal instruments and plans as well as the
international legal framework. More specifically we make explicit commitment
towards the four overarching pillars of the Convention of the Rights of the Child:
Best Interests of the Child, Non Discrimination, Child Survival and Development
and Child Participation. We additionally reiterate our commitment towards the
core principles of humanitarian action.

We the “Participants” call on our Governments to recognize the importance of

Child Protection in emergencies and to advocate and mobilize adequate financial
and human resource to prioritize child protection in national agendas.

We the “Participants” are committed in our personal and professional capacity to

do our utmost for the advancement of the protection of children in our respective
Pacific Island Countries.

Palau, 13 November 2014

Participants North Pacific Child Protection in Emergencies Workshop
10-14 November 2014, Koror, Palau

CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries 85

ANNEX 2 COMMUNICATION STRATEGY AND
KEY MESSAGES

MESSAGES FOR CHILDREN

Some as Methods of
Messages for parent communication Indicators
• Know where your Immediate, 1 Raise awareness in camps 1 Number of awareness
family is if you are during 2 Disseminate through radio sessions and number of
not together emergency 3 Use IEC materials people reached
(Posters, pamphlets, 2 Messages are
flash cards) aired/broadcast
3 Number of IEC materials
4 Cases of children
responding to the message

• Know where your safe Before, 1 Raise awareness in camps 1 Number of awareness
places are in the during 2 Disseminate through radio sessions and number of
community (chapel, emergency 3 Use IEC materials people reached
schools, community (posters, pamphlets, flash 2 Messages are
halls) cards, maps) aired/broadcast
3 Number of IEC materials
4 Cases of children
responding to the message

• If you go out to school, Before, 1 Raise awareness in 1 Number of awareness

play or anywhere, tell during, after camps, schools, churches sessions and number of
your family where you emergency 2 Use IEC materials people reached
are going 2 Number of IEC materials

• If you are forced to flee, After 1 Raise awareness in 1 Number of awareness

stay with your families emergency camps, schools, churches sessions and number of
and hold on to your 2 Use IEC materials people reached
mum and dad, aunts, 2 Number of IEC materials
uncles, elder brothers
or sisters’ hand

• If you lose your family, Before, 1 Raise awareness in camps 1 Number of awareness
look for other parents or during, after 2 Disseminate through radio sessions and number of
someone you can trust emergency 3 Use IEC materials people reached
(posters, pamphlets, 2 Messages are
flash cards) aired/broadcast
3 Number of IEC materials
4 Cases of children
responding to the message

• Know your parents’ Before, after 1 Raise awareness in camps 1 Number of awareness
names and contact emergency 2 Disseminate through radio sessions and number of
numbers 3 Use IEC materials people reached
(posters, pamphlets, 2 Messages are
flash cards) aired/broadcast
3 Number of IEC materials
4 Cases of children
responding to the message

86 CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries

 ANNEX 2

MESSAGES FOR PARENT

Urgency of
dissemination Methods of
Messages (timing) communication Indicators
• Strive to keep the During 1 Raise awareness in 1 Number of awareness
family together emergency camps sessions and number of
2 Disseminate through radio people reached
3 Use IEC materials 2 Messages are
(posters, pamphlets, flash aired/broadcast
cards) 3 Number of IEC materials
4 Cases of children
responding to the message

• Try not to be After 1 Raise awareness in 1 Number of awareness

separated from your emergency camps sessions and number of
children for long 2 Disseminate through radio people reached
periods of time 3 Use IEC materials 2 Messages are
(posters, pamphlets, flash aired/broadcast
cards) 3 Number of IEC materials
4 Cases of children
responding to the message

• Know where your During, after 1 Raise awareness in 1 Number of awareness

children are at all emergency camps sessions and number of
times 2 Disseminate through radio people reached
3 Use IEC materials 2 Messages are
(posters, pamphlets, flash aired/broadcast
cards) 3 Number of IEC materials
4 Cases of children
responding to the message

• Do not promise After 1 Raise awareness in 1 Number of awareness

children things you emergency camps sessions and number of
cannot provide 2 Disseminate through radio people reached
3 Use IEC materials 2 Messages are
(posters, pamphlets, flash aired/broadcast
cards) 3 Number of IEC materials
4 Cases of children
responding to the message

• Promise that you will During, after 1 Raise awareness in 1 Number of awareness
do anything you can emergency camps sessions and number of
to protect them 2 Disseminate through radio people reached
3 Use IEC materials 2 Messages are
(posters, pamphlets, flash aired/broadcast
cards) 3 Number of IEC materials
4 Cases of children
responding to the message

CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries 87

ANNEX 2

MESSAGES FOR PARENT (continued)

Urgency of
dissemination Methods of
Messages (timing) communication Indicators
• Talk to the children, During, after 1 Raise awareness in 1 Number of awareness
pay attention to them, emergency camps sessions and number of
let them 2 Disseminate through radio people reached
explain their 3 Use IEC materials 2 Messages are
concerns and fears (posters, pamphlets, flash aired/broadcast
cards) 3 Number of IEC materials
4 Cases of children
responding to the message

• Give children Before, during, 1 Raise awareness in 1 Number of awareness

accurate after camps sessions and number of
information about emergency 2 Disseminate through radio people reached
what is happening 3 Use IEC materials 2 Messages are
(posters, pamphlets, flash aired/broadcast
cards) 3 No. of IEC materials
4 Cases of children
responding to the message

• Try to maintain After 1 Raise awareness in 1 Number of awareness

everyday routine like emergency camps sessions and number of
eating, bathing and 2 Disseminate through radio people reached
sleeping 3 Use IEC materials 2 Messages are
(posters, pamphlets, flash aired/broadcast
cards) 3 Number of IEC materials
4 Cases of children
responding to the message

• Continue During, after 1 Raise awareness in 1 Number of awareness

breastfeeding emergency camps sessions and number of
(always) 2 Disseminate through radio people reached
3 Use IEC materials 2 Messages are
(posters, pamphlets, flash aired/broadcast
cards) 3 Number of IEC materials
4 Cases of children
responding to the message

• Encourage children After 1 Raise awareness in 1 Number of awareness

to help, children cope emergency camps sessions and number of
better and recover 2 Disseminate through radio people reached
sooner when they 3 Use IEC materials 2 Messages are
help others (posters, pamphlets, flash aired/broadcast
cards) 3 Number of IEC materials
4 Cases of children
responding to the message

88 CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries

 ANNEX 2

MESSAGES FOR PARENT (continued)

Urgency of
dissemination Methods of
Messages (timing) communication Indicators
• Encourage children to After 1 Raise awareness in 1 Number of awareness
do school work even emergency camps sessions and number of
if there are no schools 2 Disseminate through radio people reached
3 Use IEC materials 2 Messages are
(posters, pamphlets, flash aired/broadcast
cards) 3 Number of IEC materials
4 Cases of children
responding to the message

• Caring for children During, after 1 Raise awareness in 1 Number of awareness

and telling them you emergency camps sessions and number of
love them will 2 Disseminate through radio people reached
reassure them 3 Use IEC materials 2 Messages are
(posters, pamphlets, flash aired/broadcast
cards) 3 Number of IEC materials
4 Cases of children
responding to the message

• Do not criticise During, after 1 Raise awareness in 1 Number of awareness

children for the emergency camps sessions and number of
changes in their 2 Disseminate through radio people reached
behaviour such as 3 Use IEC materials 2 Messages are
being ‘clingy’ to (posters, pamphlets, flash aired/broadcast
parents or caregivers, cards) 3 Number of IEC materials
bedwetting,
4 Cases of children
clumsiness or seeking
responding to the message
reassurance
frequently.

• Do not show anger or During, after 1 Raise awareness in 1 Number of awareness

aggression in front of emergency camps sessions and number of
your children 2 Disseminate through radio people reached
3 Use IEC materials 2 Messages are
(posters, pamphlets, flash aired/broadcast
cards) 3 Number of IEC materials
4 Cases of children
responding to the message

CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries 89

ANNEX 3 SAMPLE CHILD PROTECTION RAPID
ASSESSMENT FORM

This assessment form must be translated into the local language.

Introduce yourself: Introduce yourself and your organization to respondents, and

explain that the purpose of the assessment is to help organizations make good
decisions about how best to work with and support affected communities.

Don’t make promises of assistance: Make certain that interviewees know

that how, when and where protection assistance is provided will depend on
many factors.

Obtain consent: Gaining consent means making sure people know why you are
asking questions and also what the information will be used for. Emphasize that
participation in an interview is optional and that all information shared will be kept
confidential and secure. Interviewees may request to skip questions that they are
not comfortable answering.

Write clearly and concisely: Please write clearly and briefly, using the last
page for additional information.

Observe local cultural practices: Assessors must observe cultural principles,

for example women questioning women (where this is appropriate).

Respect interviewees time and needs: Use your judgment in carrying out the
assessment and consider the needs of interviewees. You do not need to
complete every question but rather focus on the questions that are most
relevant to the situation.

Do no harm: When gathering information on sensitive issues, there may be

difficult choices to make about whom to approach; the potential risks to
respondents of providing sensitive information; as well as whether, where and
how to approach them. Careful decision must be made to minimize any potential
risk to interviewees. In general, only seek information that respondents feel
comfortable and safe providing, but also consider the risks to children of not
obtaining information on immediate threats to their safety. Be sensitive to
information that may be socially or politically sensitive.

90 CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries

 ANNEX 3

CHILD PROTECTION RAPID ASSESSMENT (CPRA) FORM

Date of record: …………………………………………………………………………………
Location: Community ………………, Ward ………………, Province …………………..
Interviewee: …………………………………… Interviewer/organization: ………………
Period covered by the assessment: ……………………………………………………….

DEMOGRAPHIC INFORMATION
1 Number of children in the 5 Who currently look after these
community: children?
• Relative
Boys Girls
• Church
0-7 0-7
• Social Welfare Division
• Care Centre
7-12 7-12 • Local NGOs, Please indicate
• INGOs, Please indicate
• Other, Please indicate
12-18 12-18
6 Who currently provide support to
Don’t Know Don’t Know children?
• Relative
• Church
Source of information • Social Welfare Division
• Care Centre
• Police
2 Are there children with specific • Local NGOs, Please indicate
needs? Which?
• INGOs, Please indicate
• Disabled
• Other, Please indicate
• Orphaned
• Separated 7 Has anyone ever come to take
• Other children away from parents?
• No
3 Are there vulnerable households? • Yes, Please indicate
• Female headed • Who
• Child headed • When
• Elderly headed • Motivation
4 Are any children separated from their 8 What are the major threats and
parents/care givers? concerns for children’s security and
• No well-being?
• Yes, causes of separation
9 Are there safe spaces and activities
• Loss of parent/caregivers
where children can play freely?
• Death of parent
• No
• Relocation
• Yes, organized
• Other by …………………………………….

CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries 91

ANNEX 4 RAPID ASSESSMENT ‘WHAT WE NEED
TO KNOW’ SHEET

1 Unaccompanied and separated children

• Patterns of separation from usual caregivers of boys and girls
• Types of care arrangements for separated and unaccompanied children and
existing gaps
• Capacities and mechanisms in the community to respond to child
separation
• Patterns and levels of institutionalization of children
• Laws, policies and common practices on adoption (in and out of country)

2 Dangers and injury

• Nature and extent of any hazards for children in the environment (i.e. open
pit latrines, dangling electrical wires, landmines or other explosives in the
vicinity of the residence, small arms, camps close to roads, etc.)

3 Physical violence and other harmful practices

• Types and levels of violence towards girls and boys in the community
• Causes and level of risk of death and/or severe injury to children resulting
from violence and/or harmful practices
• Existence of active participation of children in acts of violence
• Existing scale of child marriage and likely new risks as a result of the
emergency

4 Sexual violence
• Specific risks of sexual violence for girls and boys
• How different forms of sexual violence are viewed by families
(including youth/children), community leaders and government
counterparts, and how this is normally dealt with
• Availability and accessibility of essential sexual violence response services
for children (especially health and psychosocial services)
• Common harmful practices (domestic and/or societal)

5. Psychosocial distress and mental disorders

• Sources of stress and signs of psychosocial distress among girls and boys
and their caregivers
• Children’s and their caregivers’ (positive and negative) coping mechanisms
• Capacities for provision of people/resources at the community level to
provide support for children

92 CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries

 ANNEX 4

6 Protecting excluded children

• Accessibility of basic services to children, regardless of their age, sex,
background and their different abilities
• Risks and types of discrimination against specific groups of children
• Information needs and communication channels
• Common information-sharing channels (for children and adults) and child
protection information needs

7 Child labour
• Existing patterns and scale of the worst forms of child labour
• Likely increase in children’s exposure to worst forms of child labour as a
result of the emergency
• Likely new worst forms of child labour that could emerge as a result of the
emergency

Adapted from the CPWG “Child Protection Rapid Assessment Toolkit, 2012”.

CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries 93

ANNEX 5 STAFF CODE OF CONDUCT AGREEMENT

CODE OF CONDUCT
In order to prevent sexual exploitation and abuse, the following core principles
have to be respected by anyone engaging in humanitarian assistance or taking
part in reconstruction activities in Pacific Island Countries:
• All humanitarian workers have to follow international humanitarian principles
including impartiality and neutrality.
• Sexual exploitation and abuse by humanitarian workers constitute acts of
gross misconduct and are therefore grounds for termination of employment.
• Sexual activity with children (persons under the age of 18) is prohibited
regardless of the age of majority or age of consent locally. Mistaken belief
regarding the age of a child is not a defence.
• Exchange of money, employment, goods, services or false promises for sex,
including sexual favours or other forms of humiliating, degrading or
exploitative behaviour is prohibited, including favouritism or procurement of
such services for third parties. This includes exchange of assistance that is
due to beneficiaries.
• Sexual relationships between humanitarian workers and beneficiaries are
strongly discouraged since they are based on inherently unequal power
dynamics. Such relationships undermine the credibility and integrity of
humanitarian aid work.
• Where a humanitarian worker develops concerns or suspicions regarding
sexual abuse or exploitation by a fellow worker, whether in the same agency
or not, he or she must report such concerns via established agency reporting
mechanisms.
• Humanitarian workers are obliged to create and maintain an environment
which prevents sexual exploitation and abuse and promotes the
implementation of this code of conduct. Managers at all levels have particular
responsibilities to support and develop systems which maintain this
environment, including referrals to counselling/rehabilitation services for
employees

Place and date: Name and signature:

……………………………………… ………………………………………

94 CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries

ANNEX 6 GENERIC TOR FOR COORDINATING BODY

TERMS OF REFERENCE
CHILD PROTECTION SUB-WORKING GROUP
Objective
The Child Protection Sub-working Group (CP SWG) is a coordinating body with
the objective to strengthen and harmonize emergency child protection (CP)
interventions for boys and girls affected by the crisis, with a particular focus on
unaccompanied and separated children (UASC), the worst forms of child labour,
children associated with armed forces and armed groups (CAAFAG), violence
against children and children in conflict with the law.

Child Protection Definitions

The CP SWG has adopted the definition of Child Protection in Emergencies as
‘the prevention of and response to abuse, neglect, exploitation of and violence
against children in emergencies’ as agreed by the Global Child Protection
Working Group (2014), the Minimum Standards for Child Protection in
Humanitarian Action (2012).

Structure of the CP SWG

The CP SWG is a Sub-working Group of the Protection Working Group.
The CPSWG will meet every second Tuesday of the month. Extraordinary
meetings and ad-hoc task forces are created by the chairs and at the request of
members of the CP SWG, when this is considered necessary to address an
urgent issue. These ad-hoc Task Forces and field-based Sub-Working Groups
report to the national CP SWG. A draft agenda is circulated to members of the CP
SWG not later than three days before the regular bimonthly meeting (i.e. every
two weeks), giving the members the opportunity to suggest additional items for
discussion. Draft minutes are circulated within three days of the meeting.

Key Tasks of the CP SWG

1 Improving coordination and information sharing
a Identify trends and emerging issues and coordination in interventions with
other sectors.
b Ensure that appropriate partners are continuously engaged in working
group meetings, activities and informationsharing.
c Develop and maintain a training information matrix.
d Maintain sector information contained on the data website, including by
ensuring the regular updating of matrices and the protection website, and
the development of other information management tools in accordance
with other inter-agency information management and reporting tools.

CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries 95

ANNEX 6

e Maintain sector-specific information on the website (guidelines and other

resource tools).
f Update the ToR on an annual basis, or when needed if there is a change in
the context.
g Develop a Strategy and a Work Plan and revise them once a year or when
needed.
h Coordinate monitoring and evaluation including sharing and harmonizing
tools and reporting on sector results.
i Conduct regular mapping of the key areas related to prevention and
response to CP issues.
j Update the CP Briefing Note quarterly.

2 Data collection and inter-agency case management systems

a Collect data on the incidence of reports of violence and neglect against girls
and boys and the responses, facilitated by the use of agreed upon
Information and Case Management Systems.
b Review and consolidate existing assessments on the CP situation and/or
work with relevant agencies and the refugee and host populations to
conduct relevant participatory assessments on CP.
c Distribute regular and consistent reports to all stakeholders to keep them
informed about the nature and extent of CP issues, activities undertaken
and results achieved.

3 Child protection funding

a Update mapping of partner activities with a view to identify gaps and
propose projects to address prioritized needs.
b Develop inter-agency fundraising appeals.
c Explore other sources of funding and follow up with identification, and
contact building with relevant donors.
d Represent the CP SWG in donor fora and inter-agency funding
mechanisms.
e Provide necessary information to CP partners about funding opportunities,
requirements and processes.
a Prioritize pooled funding proposals according to sector priorities as
appropriate.

4 Mainstreaming child protection into other sectors

a Regularly participate in various sector meetings to advocated for CP
concerns as appropriate, ensuring that assessments, strategies and work
plans include issues related to CP.

96 CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries

 ANNEX 6

b Enhance the participation of other sectors in the CP working group.

c Monitor and assess services provided to children to identify child protection
risks and provide recommendations accordingly.
d Make periodic presentations in various fora.

5 Building capacity of child protection partners and mainstreaming

a Promote the application of relevant national and international standards
(national protocols, existing policy guidance, etc.).
b Conduct trainings and workshops on CP for members of the CP SWG and
members of other working groups, including refugee and host
communities.
c Support the capacity building of relevant stakeholders and service providers
to undertake child protection in emergencies work consistent with the CP
SWG priorities, including through the exchange of information, expertise
and training on child protection.

6 Advocacy
a Support community mobilization, behaviour change activities and
develop/revise IEC materials.
b Sensitize and advocate for specific actions for CP with international bodies.
c Develop joint advocacy messages in coordination with other actors.

Responsibilities of members include:

a Coordinate planning and assessments with all other actors to avoid duplication
and address gaps, including geographical and programmatic gaps.
b Regularly attend meetings and share information about activities, trends in
violence against girls and boys, and challenges encountered in the field.
c Actively participate in the activities of the working group, including leading and
or participating in specific activities of the coordination group and development
of common tools and approaches.
d Designate focal points for managing communication from and to the group
(e.g. data request).
e Agree to follow guiding principles for ethical CP programming.

Leadership responsibilities:
a Ensure the smooth running of operations and support coordination efforts in
the field, and facilitate final endorsement on strategies and activities.
b Identify existing service gaps and opportunities for programming and funding.

CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries 97

ANNEX 6

c Promote close and effective collaboration with members and leadership of

other working groups by encouraging participation, convening regular
meetings, promoting coordination and information sharing among key actors.
d Coordinate activities with wider emergency coordination body.
e Participate in protection meetings and regularly report on all developments
related to CP issues.
f Provide updates on urgent national protection issues; networks, databases,
training and funding opportunities.
g Act as a link between the emergency and the protection teams.

Adapted from the document ‘Terms of Reference, Child Protection Sub-Working

Group, Jordan’, available at: https://data.unhcr.org/syrianrefugees/download.
php?id=5657

98 CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries

ANNEX 7 CONTENTS OF A CHILD’S RELIEF PACKAGE

Commonly non-food items (NFIs) for children are divided into categories of
beddings clothing, toiletries and hygiene supplies, and recreational and learning
materials. NFIs are often distributed in the form of relief packages (RPs), which
are prepared in warehouses and include all the necessary items. Special attention
has to be given to the age, sex, and special needs of persons in a household.
Girls and boys will require different items depending on their age, health and
needs. Pregnant and lactating mothers will require different items and must be
engaged in designing their own RPs.

ü Clothes including underwear, undershirts, t-shirts and trousers, sulu, skirts

for girls (take into account traditional attire), socks and shoes. Ensure good
materials, preferably high cotton content to avoid heat rashes. Depending
on the weather coats and water-proof jackets should be included during
colder weather.

ü Toiletries should include toothbrush and toothpaste, deodorant, body lotion,

wet wipes, toilet paper, tissue paper boxes, cotton balls, shampoo, hair brush,
liquid soap, bar soap, sponges, hand sanitizers, and disposal plastic bags.
Disinfectants, chlorine bleach and other cleaning supplies are necessary
as well. For girls and women sanitary pads should be provided in adequate
quantities, as well as hair bands. For boys shaving kits should be included
depending on the age. Families with babies have to be provided with adequate
supplies of diapers, wet wipes, baby talcum powder, diaper rash cream and
Vaseline or petroleum jelly.

ü Bedding including mattresses, a minimum of 2 bed sheets per person,

pillows, and a blanket.

ü First aid kit including sterile adhesive bandages in different sizes, safety pins,
cleansing agent and antiseptic, latex gloves, sunscreen, gauze pads, scissors,
tweezers, and a thermometer.

ü Recreation and learning equipment can include books, stationery kits,

a backpack, age-appropriate toys and games including colouring pads and
crayons, puzzles, kites, building blocks etc. For teenagers consider sports
equipment including Frisbees, footballs, badminton sets, chess or any other
culturally appropriate recreational items. Cards, dominoes and board games
can also be considered.

CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries 99

ANNEX 8 INTERVIEW STRUCTURE AND TECHNIQUE

1 Start by introducing yourself to the child, explain what you do, and the purpose
of this conversation. Depending on the age of the child you may wish to offer
them a pen and paper or colouring crayons to keep their hands busy.

2 Start the conversation with an ice-breaking exercise and some rapport

building. Ask the child questions about their hobbies, school, foods, games,
and activities they enjoy.
• Ask questions like: “So before we get started, tell me a little bit about
yourself”, “and Tell me what you like to do for fun?”
• During this stage it is very important to listen patiently and let the child
share as much as they want to. Pay attention to the child’s body language
and only proceed when the child seems comfortable and ready.

3 Ensure the child understands the difference between fact and fiction. Explain
to the child that it is important to talk about things that actually happened.
• You can say something like: “I talk with lots of children. It’s always
important that they tell me the truth and what really happened”.

4 Explain to the child that there are no right or wrong answers to their
questions. Say that because you were not there, you will rely on them to tell
you what happened.

5 Tell the child that it is OK to say ‘I don’t know’ when they are not sure of
something, or ‘I don’t understand’ when they would like some clarification,
and ‘I don’t remember’ when they cannot recall the particulars of a situation.

6. Transition to the more substantive part of the conversation when you feel
that the child is ready. Start by saying something like: “Now I want to talk to
you about why we are having this talk today, or why I came to see you today,
or why you came to see me today”. Or you can ask “Did anyone talk to you
about why we are having this conversation?” If the child answers in the
positive, then encourage them to tell you what they think. If the child answers
in the negative, then proceed to the next point.

7 Tell the child that you understand that something may have happened and ask
them to tell you about it.
• Simply say “I understand that something has happened, tell me about it”.
• If the child has any physical marks like cuts, bruises, burns etc. then you
can say “I see that you have a [cut, bruise, mark] over here. Tell me
everything about that”.

100 CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries
 ANNEX 8

• If the child is a bit reluctant, you can be more specific by saying

“I understand that someone has done something that has bothered you.
Tell me about that”.
• If you know the time or location of the incident then you can say,
“I heard that something might have happened in school, tell me about
that,” or “I heard that something happened yesterday, tell me about that”.
• Begin questions with “I heard that…” and follow up with “Tell me about
that,” or “Tell me what happened”.

8 Avoid asking the child about the violator immediately or mentioning their
names. Encourage them to recount the event and tell you who was involved
in it.

9 If the child is reluctant to talk and starts crying for example, say something
like “I can see that you are very upset, tell me why”, or “I can see that you
are very quiet, tell me why”.

10 To clarify, or confirm what a child has told you say, “You said that …… Tell me
again about that” or “You have told me a lot, and I want to make sure that I
understood correctly”. Give the child permission to correct you if you make
any mistakes in the course of re-capping what they have told you.

11 At this point, it is important to counsel the child, and give them information on
what to do and future steps. Do not ask a child to share their experiences if
you are not trained on how to handle cases of maltreatment. Make sure there
is a counsellor in the room who can manage this part of the conversation.
Make sure you involve your local child protection authorities and discuss
safety plans if there is potential risk to the child.

12 To wind down the conversation, bring the child back to a neutral subject.
Thank the child for trusting you enough to tell you about their experience.
Ask them if they have any fears or feelings to share before you end the
conversation.

Tips from the Washington State Child Interview Guide http://depts.washington.

edu/hcsats/pro_guidelines.html#)

CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries 101
ANNEX 9 ACTIVITIES IN CHILD-FRIENDLY SPACES

EQUIPMENT TO MAKE AVAILABLE AT A CHILD-FRIENDLY

SPACES INCLUDE
1 Play and game equipment such as:
ü Rope
ü Rubber bands for shooting game
ü Soccer balls
ü Tennis balls and rackets or
cricket bats
ü Volleyball set
ü Frisbee
ü Bingo games
ü Kites
ü Skipping ropes Sample of a UNICEF supported recreational
toolkit for emergencies
ü Hopscotch – chalk and
flat pebbles
ü Plastic flash cards with Child Protection messages
ü Shells/stones for knuckle bones or seeds, e.g. sago palm seeds
ü Puzzle
ü Snakes and Ladders game (or other boardgame)
ü Wooden toys for small children
ü Building blocks
2 Educational equipment
ü Crayons ü Dyes
ü Drawing pencils and paper ü Religious/cultural books
ü Drawing books ü Picture books
ü Chalk and black boards ü Musical instruments like
ü Basic readers about disasters a ukulele

ü Art and craft materials ü Tambourines

ü Weaving materials ü A guide for how to play traditional
games, and for activities that use
ü Country maps locally available materials
ü Tools for splitting pandanus
ü Sewing kits

102 CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries
 ANNEX 9

SUGGESTIONS FOR TRADITIONAL CONTEMPORARY GAMES

1 Kasikasi race (these are little crabs that can be numbered, placed in a circle on
the sand and made to race).
2 Hand eye coordination games such as stone knuckles, ‘sapui’ variations,
‘asita’, ‘fly, fly’, and more.
3 Story telling sessions of “Tukuni, UE!”.
4 Chinese whispers or coconut wireless.

CHILD PROTECTION IN EMERGENCIES A Toolkit for Practitioners in Pacific Island Countries 103
UNICEF Pacific Multi Country Office
United Nations Children’s Fund
3rd Floor, FDB Building
360 Victoria Parade
Suva, Fiji
Tel: (679) 330 0439
Fax: (679) 330 1667
E-mail: [email protected]
www.unicef.org/pacificislands/