COMPREHENSIVE COMMUNITY-BASED DISASTER RISK REDUCTION

AND MANAGEMENT TRAINING

2
Module 2:

CHILD-CENTERED DISASTER RISK REDUCTION AND

MANAGEMENT/CLIMATE CHANGE ADAPTATION
(DRRM/CCA) PROGRAMMING
 MODULE 2
Child-Centered Disaster Risk Reduction and
Management/Climate Change
Adaptation (DRRM/CCA) Programming

COMPREHENSIVE COMMUNITY-BASED
DISASTER RISK REDUCTION AND MANAGEMENT TRAINING
 MODULE 2
Module 2: Child-Centered Disaster Risk Reduction and Management/Climate Change
Adaptation (DRRM/CCA) Programming

Duration: 2 hours

Objectives:
At the end of the module, the participants must be able to:
1. Describe the child -his/her intrinsic characteristics and vulnerabilities.
2. Explain the basic rights of a child anchored on the United Nations Convention on the Rights
of a Child (UNCRC) and how these can be protected and violated during disasters
3. Identify ways to ensure protection and promotion of children’s rights, particularly in the
planning and implementation of a DRRM/CCA Program
4. Enumerate potential roles of children in DRRM/CCA Program

Content:
1. The Child---
2. Protecting the Rights of a Child
3. The child’s rights in DRR/CCA programming
 Potential Roles of Children in DRRM/CCA Program

MODULE 2
Child-centered DRRM/CCA Programming
49
 MODULE 2
Session Duration Objectives Contents Materials Methodology

Session 2-1: 30 minutes At the end of the session, Definition of a Metacards with Game: Bahay, Bata,
the participants are child age groups Bagyo
The Child expected to be able to:
Intrinsic Plenary discussion
Define what a child is characteristics of a
child
 Describe the child -his/
her intrinsic Vulnerabilities of a
characteristics and child

Session 2-2: 30 minutes At the end of the session, The four rights of Metacards with Game
the participants are a child: categories:
Protecting the expected to be able to: FAMILY, Video Presentation
rights of a child The Right to SCHOOL,
 To identify ways by Survival COMMUNITY
which children’s rights
are violated and The Right to Video: Bisipising
protected Development Gumalaw

The Right for

Participation

MODULE 2
Child-centered DRRM/CCA Programming
50
 MODULE 2
Session Duration Objectives Contents Materials Methodology

Session 2-3: 60 minutes At the end of the session, Child’s Rights and Art materials, Workshop/Creative
the participants are DRRM/CCA other props Presentation

The Child’s expected to be able to: program that the groups

Rights in may need for
DRRM/CCA  To explain the basic The phases of a their
Program rights of a child and how disaster and how presentation
they are threatened by improper DRRM/
disasters & ineffective CCA affects
DRRM/CCA program. children

 To identify ways by Roles of children

which children can in effective and
participate in the proper DRRM/
planning and CCA program
implementation of an
effective DRR/CCA
program

MODULE 2
Child-centered DRRM/CCA Programming
51
 MODULE 2 SESSION 2-1: THE CHILD
Session Duration Objectives Contents Materials Methodology

Session 2-1: 30 minutes At the end of the session, Definition of a child Game: Bahay, Bata,
the participants are Metacards with age Bagyo
The Child  15 minutes expected to be able to: Intrinsic groups
game characteristics of a Plenary discussion
 Describe the child -his/ child
 10 minutes her intrinsic
plenary characteristics and Vulnerabilities of a
vulnerabilities child
 5 minutes
synthesis

MODULE 2
Child-centered DRRM/CCA Programming
52
 MODULE 2 SESSION 2-1: THE CHILD
Process Flow and Key Messages:
1. Introductory statement: “In the first module, we discussed the basic concepts of DRRM and
specifically the importance of community-based DRRM and how it ensures that preparedness
begins in the community. Now, let us discuss how CBDRRM can become child-centered and
why it is important to be so.”
2. TF starts the discussion by asking the participants to define a child. TF affirms or adds to the
answers to come up with the official definition. (5 minutes)

Definition of a child

The United Nations Convention on the Rights of Children (UNCRC) defines a 'child' as a
person below the age of 18, unless the laws of a particular country set the legal age for
adulthood younger. The Committee on the Rights of the Child, the monitoring body for the
Convention, has encouraged States to review the age of majority if it is set below 18 and to
increase the level of protection for all children under 18.

Republic Act No. 7610 or the Special Protection of Children Against Abuse, Exploitation and
Discrimination Act" signed on June 17, 1992 defines children as follows:

"Children" refers to persons below eighteen (18) years of age or those over but are unable
to fully take care of themselves or protect themselves from abuse, neglect, cruelty,
exploitation or discrimination because of a physical or mental disability or condition;

MODULE 2
Child-centered DRRM/CCA Programming
53
 MODULE 2 SESSION 2-1: THE CHILD
3. Exercise 2-1: Characteristics of a Child (15 minutes). TF posts the different age groups of
children on the board. TF introduces the game ‘Bahay, Bata, Bagyo’. The objective of the
game is for all participants to be part of a group of 3. Whoever gets left out will have to
answer the key question to be given by the TF. Participants will form groups of 3 with 2
people forming a circle with the third person in the middle. If the total number of participants
is not divisible by 3, the TF (or his/her assistant) will join the game. The TF will shout ‘bahay,
bata, bagyo’ repeatedly. The following actions will be taken by the participants depending on
the last word that the TF will shout out:
a. if ‘BATA’: the person in the middle will have to find another group to join
b. if ‘BAHAY’: the 2 persons forming the circle will have to find another group to join
c. if ‘BAGYO’: all 3 will have to find another group to join

For every round, the person who remains without a group will answer the key question:
a. What are the characteristics of children in this (specify) age group?

The TF or her/his assistant will write down the responses on a metacard and post it under the
appropriate age group.

4. TF affirms the responses and processes them, citing the characteristics of children that render
them vulnerable. These areas of weakness/vulnerabilities should be related to the rights of a
child. TF gives additional inputs as necessary (using powerpoint presentation) (10 minutes)
5. TF synthesizes the key points. (5 minutes)

MODULE 2
Child-centered DRRM/CCA Programming
54
 MODULE 2 SESSION 2-1: THE CHILD
Table 2-1

Age Group Characteristics

• 0-5  Unable to feed themselves

 Totally dependent on adults for care and survival

• 6-9  Short attention span

 Curious
 Dependent
 Self-absorbed

• 10-12  Very active

 Needs guidance from adults in doing tasks
 Admires and imitates older boys and girls
 Extremely curious
 Have limited decision making ability
 Are interested in activities involving boys and girls.
 Are interested in sports and active games
 Want to explore

• 13-18  Concerned about acceptance by peers, about belonging

 Self-conscious
 Still require parental guidance but beginning to seek independence
 Peer pressure mounts, first from same sex, then from opposite sex.
 Need freedom from parental control to make decisions.
 Want adult leadership roles.
 Strong desire for status in peer group

MODULE 2
Child-centered DRRM/CCA Programming
55
 SESSION 2-2: PROTECTING
MODULE 2 THE RIGHTS OF A CHILD
Session Duration Objectives Contents Materials Methodology

Session 2-2: 30 minutes At the end of the session, The four rights of Metacards with Game
the participants are a child: categories:
Protecting the Game (15 expected to be able to: FAMILY, Video
rights of a child minutes) The Right to SCHOOL, Presentation
 To identify ways by Survival COMMUNITY
Discussion/ which children’s rights Lecture/
PPT are violated and The Right to Video: BCPCing Discussion
presentation protected Development Gumagalaw
(10 minutes)
The Right to PPT
Video (5 Protection presentation
minutes)
The Right for
Participation

MODULE 2
Child-centered DRRM/CCA Programming
56
 SESSION 2-2: PROTECTING
MODULE 2 THE RIGHTS OF A CHILD
Process flow and Key Messages:

1. Exercise 2-2. Protecting the Rights of a Child: TF will ask the participants to form 2
groups (by counting off). Both groups will discuss different ways that children’s rights are
violated and how they can be protected within the family, school, and community. (5
minutes)

2. TF posts the first category (family) on the board and a representative of the first group
will give an example of a violation, and a representative of the second group will give a
corresponding way to protect the child’s rights. The second group will then give an
example of a violation and the first group will counter with a protection measure. This
will go on for the other categories until one group runs out of answers. The winning group
will be the one who still has answers to post on the board. (10 minutes)

3. TF discusses the rights of a child (10 minutes). A video presentation (BCPCing

Gumagalaw) will supplement the discussion (5 minutes)

Rights of a child

All human beings enjoy certain fundamental rights, including civil, political, economic, social
and cultural rights. People are born with these rights, and these rights cannot be taken away
from them. However, since children are more vulnerable than most other age groups, they
are given special rights to ensure their protection and wellbeing. The United Nations
Convention on the Rights of the Child (UNCRC) includes specific rights of children during
emergencies and crises.

The UNCRC contains the civil, political, economic, social and cultural rights of all persons

MODULE 2
Child-centered DRRM/CCA Programming
57
 SESSION 2-2: PROTECTING
MODULE 2 THE RIGHTS OF A CHILD
under 18, which are anchored on four general principles: (1) the right to life, survival and
development; (2) the right to be heard; (3) nondiscrimination and (4) best interests of the
child. These principles are the primary consideration in fulfilling children’s rights at all times.
The following sections present how these principles are played out in the context of
emergencies and disasters.

Universal, non-discriminatory and inclusive

Human rights are universal (non-discrimination), inalienable (not taken nor given away),
indivisible and interdependent (loss of one impacts on all).

No one should be discriminated against because of one’s age, gender, race, religion, or socio-
economic standing. It is important to ensure that all children have access to services and
programs.

Survival and development: Children have the right to live. Governments should ensure
that children survive and develop healthily.

Protection from all forms of violence: Children have the right to be protected from
being hurt and mistreated, physically or mentally.
 Governments should ensure that children are properly cared for and protected
from violence, abuse and neglect by their parents, or anyone else who looks after
them.
PROTECTION FROM ALL FORMS OF VIOLENCE
 In terms of discipline, the Convention does not specify what forms of punishment
parents should use. However, any form of discipline involving violence is
unacceptable.
https://i0.wp.com/imageshack.com/a/img607/6955/wn8d.jpg

 There are ways to discipline children that are effective in helping children learn Children have the right to be protected from being
hurt and mistreated, physically or mentally.
CHILD-CENTERED COMMUNITY-BASED DISASTER RISK REDUCTION AND MANAGEMENT TRAINING

MODULE 2
Child-centered DRRM/CCA Programming
58
 SESSION 2-2: PROTECTING
MODULE 2 THE RIGHTS OF A CHILD

about family and social expectations for their behaviour – ones that are non-
violent, are appropriate to the child's level of development and take the best
interests of the child into consideration. In most countries, laws already define
what sorts of punishments are considered excessive or abusive. It is up to each
government to review these laws in light of the Convention.

Health and health services: Children have the right to good quality health care – the best
health care possible – to safe drinking water, nutritious food, a clean and safe environment,
and information to help them stay healthy.

Child labour: The government should protect children from work that is dangerous or might
harm their health or disrupt their education.
 While the Convention protects children from harmful and exploitative work,
there is nothing in it that prohibits parents from expecting their children to help PROTECTION FROM ALL FORMS OF VIOLENCE

out at home in ways that are safe and appropriate to their age. Child labour

The government
should protect children
from:

 If children help out in a family farm or business, the tasks they should do be safe • being forced to
work

and suited to their level of development and comply with national labour laws. • work that is
dangerous or might

Children's work should not jeopardize any of their other rights, including the
http://assets.rappler.com/612F469A6EA84F6BAE882D2B94A4B421/img/E5B85E4D0
harm their health or 8B14C739CE97C92403D70EA/childlabor-
_E5B85E4D08B14C739CE97C92403D70EA.jpg
disrupt education
CHILD-CENTERED COMMUNITY-BASED DISASTER RISK REDUCTION AND MANAGEMENT TRAINING

right to education, or the right to relaxation and play.

Other forms of exploitation: Children should be protected from any activity that takes
advantage of them or could harm their welfare and development.

Participation

Respect for the views of the child: When adults are making decisions that affect children,
children have the right to say what they think should happen and have their opinions taken
into account.

MODULE 2
Child-centered DRRM/CCA Programming
59
 SESSION 2-2: PROTECTING
MODULE 2 THE RIGHTS OF A CHILD

 This does not mean that children can now tell their parents what to do.
 This Convention encourages adults to listen to the opinions of children and
involve them in decision-making -- not give children authority over adults.
 The parents retain their right and responsibility to express their views on matters
affecting their children. The level of a child’s participation in decisions must be
appropriate to the child's level of maturity.
 Children's ability to form and express their opinions develops with age and most
adults will naturally give the views of teenagers greater weight than those of a
preschooler, whether in family, legal or administrative decisions.

Freedom of expression
Children have the right to get and share information, as long as the information is not
damaging to them or others. In exercising the right to freedom of expression, children have
the responsibility to also respect the rights, freedoms and reputations of others.
The freedom of expression includes the right to share information in any way they choose,
including by talking, drawing or writing.

Access to information; mass media: Children have the right to get information that is important
to their health and well-being.

Governments should encourage mass media – radio, television, newspapers and Internet
content sources – to provide information that children can understand and to not promote
materials that could harm children.

Mass media should particularly be encouraged to supply information in languages that

minority and indigenous children can understand.
Children should also have access to children’s books.

MODULE 2
Child-centered DRRM/CCA Programming
60
 SESSION 2-2: PROTECTING
MODULE 2 THE RIGHTS OF A CHILD

Freedom of association: Children have the right to meet together and to join groups and
organizations, as long as it does not stop other people from enjoying their rights

The best interests of children must be the primary concern in making decisions that may
affect them. All adults should do what is best for children. When adults make decisions,
they should think about how their decisions will affect children. This particularly applies to
budget, policy and law making.

MODULE 2
Child-centered DRRM/CCA Programming
61
 SESSION 2-2: PROTECTING
MODULE 2 THE RIGHTS OF A CHILD
Areas of a
Violation Protection
Child’s Life

Family  Verbal abuse  Proper communication

 Sexual abuse  Separation from the abusive family
 Corporal punishment (physical member
and humiliating punishment)  Positive discipline
 Neglect (i.e. food, health needs,  Counseling and psychosocial
basic needs) support
 Not sent to school  Enroll in public school or
 Being made to do heavy chores alternative learning system
 Not allowed to express herself/  Allow child to express herself/
himself himself; listen to them
 Being made to work to earn a  Awareness raising
living in support of the family  Child safeguarding
(child labor)  Reporting of violations
 Trafficking  Enforce child protection-related
laws
 Separation from the family  Family reunification plan
during a disaster  Family DRR plan

* See Annex 2-1 for details on these child protection-related laws

MODULE 2
Child-centered DRRM/CCA Programming
62
 SESSION 2-2: PROTECTING
MODULE 2 THE RIGHTS OF A CHILD
School  Verbal abuse  Report the abusive teacher/school
 Sexual abuse staff
 Bullying  Report the abusive schoolmate
 Corporal punishment  Enforce RA 10627 (Anti-bullying
 Not allowed to express herself/ Act of 2013)
himself  Enforce child protection-related laws
 Being made to do heavy tasks/ (RA 7610, 9344, 9231, 9208)
chores  Ensure access to information
 Being made to handle (particularly on child rights)
hazardous waste  Education in emergencies
 Public ridicule/humiliation programming
 Discrimination  Setting up of temporary learning
 Denying access to education spaces (TLS) and child friendly
and information spaces (CFS) immediately after a
 Interrupted education (i.e. disaster
HOW A CHILDREN’S RIGHTS ARE VIOLATED AND
HOW THEY CAN BE PROTECTED

when schools are set up as  Provision of self-learning kit Areas of

a Child’s
Life
Violation
Protection

evacuation centers, or are  Comprehensive school safety School

• Unsafe school facilities, location
and environment
• Comprehensive school safety
• Hazard, vulnerability and capacity
assessment

damaged during disaster)

• Safe school facilities; employ

 Hazard, vulnerability and capacity adaptive measures

• DRRM/CCA programming

 Unsafe school facilities, location assessment

and environment  Safe school facilities; employ CHILD-CENTERED COMMUNITY-BASED DISASTER RISK REDUCTION AND MANAGEMENT TRAINING

adaptive measures
 DRRM/CCA programming

Community  Verbal abuse  Report abusive party to the

 Sexual abuse authorities (LGU, DSWD)
 Child labor  Do not allow the abusive party to
 Corporal punishment (physical have access to the child
and humiliating punishment)  Enforce child protection-related
laws (RA 7610, 9344, 10627, 9231,
9208)

MODULE 2
63
 SESSION 2-2: PROTECTING
MODULE 2 THE RIGHTS OF A CHILD
 Being made to handle  Advocate for and monitor
hazardous waste enforcement of these laws
 Public ridicule or bullying  Report to the media and other
 Discrimination cause-oriented groups
 Denying access to information  Activate /reactive Barangay
and services (particularly Council for the Protection of
during disaster or armed Children (BCPC)
conflict)  Provide access to information and
 Recruitment for illegal acts or services
into the armed forces  DRRM/CCA plan
 Trafficking (particularly during
disaster)

MODULE 2
Child-centered DRRM/CCA Programming
64
 SESSION 2-3: THE CHILD’S RIGHTS
MODULE 2 IN DRRM/CCA PROGRAM
Session Duration Objectives Contents Materials Methodology

Session 2-3: 60 minutes At the end of the session, the Child’s Rights and Art materials, Workshop/
participants are expected to be able DRR/CCA program other props Creative
The Child’s Preparation to: that the Presentation
Rights in DRRM/ of The phases of a groups may
CCA Program presentation  To explain the basic rights of a disaster and how need for their
(15 minutes) child and how they are improper DRRM/ presentation
threatened by disasters & CCA affects children
Creative ineffective DRR/CCA program.
presentation Roles of children in
(40 minutes)  To identify ways by which effective and proper
children can participate in the DRR/CCA program
Discussion/ planning and implementation of
Synthesis (5 an effective DRR/CCA program
minutes)

MODULE 2
Child-centered DRRM/CCA Programming
65
 SESSION 2-3: THE CHILD’S RIGHTS
MODULE 2 IN DRRM/CCA PROGRAM
Process flow and Key Messages:

1. Exercise 2-3. The Child’s Rights in DRR/CCA Programming: TF groups the participants
according to the phases of DRR/CCA program. Each group will be given a scenario
depicting the different phases of disaster management. They will discuss the following (15
minutes):
 How children are affected by disasters or ineffective implementation of the
DRR/CCA program (particularly the phase assigned to them)
 What can be done to address this and
 How children can participate in the formulation and implementation of
solutions

2. The groups will present their discussion in a creative manner. Suggested methods of
presentation (10 minutes per group = 40 minutes):
a. Skit/Drama
b. News casting
c. Commercial
d. Song and dance

3. TF writes down key points on the board and uses them during the synthesis at the end
of the presentations (5 minutes).

MODULE 2
Child-centered DRRM/CCA Programming
66
 SESSION 2-3: THE CHILD’S RIGHTS
MODULE 2 IN DRRM/CCA PROGRAM
The negative effects of emergency and disaster are most likely to impact on young children
in the 0-8 age group because of their physical and psychological dependency and their unique
vulnerabilities (UNICEF, 2010).
How are children affected by disasters and climate change?
• Education:
 They are unable to go to school when classes are suspended during
disasters;
 They need to make up for lost days;
 Schools are used as evacuation centers so they still can’t resume classes;
 Damage to school supplies, books, and the school itself further prevent
the resumption/continuation of learning
 May need to relocate or even drop out of school (increase number in
drop-outs)
 Decreased learning/loss of learning

• Health:
 Malnutrition which in turn affects learning and development
 Exposure to elements render them vulnerable to diseases and injury
 Psychological effects: traumatic experience, less playing time - deprived of
pleasant childhood
 Poor health, neurological damage, antisocial behaviours, violence, and
cognitive regression can result from acute stress and distress during the
early years (Shonkoff, Boyce & McEwen, 2009)

• Protection
 Injury/death
 Separation from family
 Prone to abuse and exploitation (in evacuation center; no privacy) –
sexual, physical, emotional

MODULE 2
Child-centered DRRM/CCA Programming
67
 SESSION 2-3: THE CHILD’S RIGHTS
MODULE 2 IN DRRM/CCA PROGRAM
 Trafficking
 Loss of documents : birth certificate, school records

Why is it important to listen to and consider children’s views on DRR/CCA?

 Children have the right to express their opinions and to be heard, particularly on
matters that would affect their health, safety and general well-being.
 Children can participate in DRR/CCA program and contribute to development
 They have a say in what would help them be protected from the negative effects
of an ineffective DRRM/CCA program.
 They are vulnerable to the negative effects of disaster and climate change, and an
improperly managed DRR/CCA program.
 It is important to inculcate a culture of safety and resilience at a very young age.

What can be done to protect children’s rights before, during and after a disaster
and to ensure their participation in the different phases of CBDRRM?

Prevention, Mitigation and Preparedness

The government, public and private institutions, agencies and adult individuals are
responsible for guaranteeing children’s protection against all threats to their survival and
development and the availability of resources for children. To grow and develop to their full
potential.
PREVENTION, MITIGATION AND PREPAREDNESS

In planning on how to prevent disasters, mitigate the risks and to prepare for their effects,
local governments, communities and other responsible persons must identify appropriate
measures to ensure children’s safety, health and wellbeing.
• Raise their awareness

Raising their awareness through appropriate child-friendly information materials

• Let them attend community meetings and share
 their ideas, concerns, viewpoints and suggestions
CHILD-CENTERED COMMUNITY-BASED DISASTER RISK REDUCTION AND MANAGEMENT TRAINING

MODULE 2
Child-centered DRRM/CCA Programming
68
 SESSION 2-3: THE CHILD’S RIGHTS
MODULE 2 IN DRRM/CCA PROGRAM
PREVENTION, MITIGATION AND PREPAREDNESS

and education activities on disaster risk reduction; Engaging them in disaster

preparedness activities, such as

 Having them attend community meetings and share their ideas, concerns, evacuation drills, hazard and risk
identification and mapping, and

viewpoints and suggestions with community leaders and members; contingency planning for schools and
barangays;

 Engaging them in disaster preparedness planning and implementation of activities, Participation in

Youth/Student/OSY/CWD groups that

such as evacuation drills, hazard and risk identification and mapping, and will be mobilized in DRR/CCA
programs

contingency planning for schools and barangays;

CHILD-CENTERED COMMUNITY-BASED DISASTER RISK REDUCTION AND MANAGEMENT TRAINING

 Having children represent their classmates by taking on leadership roles in school PREVENTION, MITIGATION AND PREPAREDNESS
and in the community, for example, as elected officers of the Youth/CWD/Student/ • Act as peer facilitators in literacy and play

OSY groups
sessions

• Contribute stories, photographs/drawings

 Having children act as peer facilitators and peer support during literacy and play regarding their DRR/CCA experiences

sessions with younger children, forming and facilitating peer support groups • Conducting community and outreach
campaigns

among older children for sharing experiences and feelings, and planning collective • Participating in monitoring and assessing
DRR/CCA programs and activities

action CHILD-CENTERED COMMUNITY-BASED DISASTER RISK REDUCTION AND MANAGEMENT TRAINING

 Having children contribute, to local newspapers, stories, artwork or pictures

about disaster preparedness activities they are undertaking in their school or
community;
 Conducting community outreach campaigns about the dangers posed by hazards,
safety measures and disaster preparedness and response activities.
 Involving children in monitoring and assessing DRR/CCA programs and activities
in their schools and communities

Response
During emergencies, local governments, communities and other responsible persons must
provide timely and appropriate response to ensure children’s safety, health and wellbeing.
Measures must be taken to avoid or at least minimize any interruption to their educational
as well as social, psychological, emotional and mental development.

The following must be made available to children:

MODULE 2
Child-centered DRRM/CCA Programming
69
 SESSION 2-3: THE CHILD’S RIGHTS
MODULE 2 IN DRRM/CCA PROGRAM
 Proper care and support in a loving family environment. Children have the right to
be known, accounted for and cared for at all times, including during emergencies.
They have the right to a name, an identity, a nationality and a family unit.
 Food and nutrition. Children must be given three nutritious meals a day, while
infants must have continuous and sufficient supply of breast milk or an acceptable
substitute. Malnourished and undernourished children need special care and
attention.
 Clean water and sanitation. Children need safe water for drinking, clean water for
bathing, private toilet spaces and proper hygiene items to keep them clean and
groomed.
 Housing. Children are entitled to safe and secure housing. For children displaced RESPONSE
Healthcare
by disasters, evacuation centers must provide adequate space, secure sleeping Organized recreational

quarters and bathrooms, and clothing, blankets and other basic household items. activities in evacuation camps

Healthcare. Children have the right to the best healthcare available, especially
Ensuring continuing education
 during disasters

when they are injured, sick or malnourished. They deserve to be given medicines, Preservation of children's local
culture and heritage even

vaccines, vitamins, first aid and other life-saving medical treatments. during times of emergency
CHILD-CENTERED COMMUNITY-BASED DISASTER RISK REDUCTION AND MANAGEMENT TRAINING

 Provision of organized recreational activities in evacuation camps provide children

with much needed opportunities to exercise, express themselves, relate to others
and cope with their present situation. Games constitute a stimulating physical
activity that helps energize, motivate and activities for children regularly in a
supportive and encouraging environment.
 Ensuring continuing education during disasters— whether in an evacuation center,
temporary shelter or another school. Attending classes is one of the most
positive ways of reestablishing normalcy in their lives after a disruptive event. The
opportunity to learn must be made available to children even in the midst of a
crisis.
 Preservation of children's local culture and heritage even during times of
emergency; children must be encouraged to share and participate in cultural

MODULE 2
Child-centered DRRM/CCA Programming
70
 SESSION 2-3: THE CHILD’S RIGHTS
MODULE 2 IN DRRM/CCA PROGRAM
events such as holidays and fiestas.
 Creation of children friendly spaces for children to learn, grow and pursue playful
activities in evacuation camps or in temporary spaces.
Protection from all forms of abuse, neglect, exploitation and violence. Specifically, children RESPONSE

must be protected from the following harmful conditions in the event of a disaster: Creation of child-friendly spaces

 Physical abuse, corporal punishment or torture. Children should never be subject Protection from all forms of abuse, neglect, exploitation, and
violence.
• Physical abuse, corporal punishment or torture
to cruel, harsh or humiliating and degrading treatment or the threat of bodily • Forced labor or hazardous work conditions
• Recruitment into armed forces

injury, including physical abuse or punishment of any kind. • Sexual abuse or exploitation
• Neglect, emotional or verbal abuse

Forced labor or hazardous work conditions. Children may not be forced to work
• Separation from family
 CHILD-CENTERED COMMUNITY-BASED DISASTER RISK REDUCTION AND MANAGEMENT TRAINING

against their will. Those who choose to work must meet the minimum age for
employment and be given appropriate working hours and conditions.
 Recruitment into armed forces. No child under 15 should be recruited into any
armed forces. Those below 18 are not to be allowed to engage in direct hostilities.
 Sexual abuse or exploitation. Children must be kept safe from all forms of sexual
abuse or exploitation, including unlawful sexual activity, prostitution or
pornography.
 Neglect, emotional or verbal abuse. Governments must take measures to protect
children from all forms of emotional or verbal abuse, maltreatment or neglect
while in the care of parents, legal guardians or any other caretakers.
 Separation from family. Steps must be taken to reunite lost children with their
parents as soon as possible. If a child has been orphaned, all efforts must be made
to find close relatives who can assume guardianship of the child.

Rehabilitation and recovery

The impact of disaster on children should be carefully assessed and recommendations for
moving forward toward recovery and rehabilitation should be based on a comprehensive
analysis of these impacts.

MODULE 2
Child-centered DRRM/CCA Programming
71
 SESSION 2-3: THE CHILD’S RIGHTS
MODULE 2 IN DRRM/CCA PROGRAM
Children should also be involved in discussions concerning recovery and rehabilitation.
REHABILITATION AND RECOVERY
Restoration and continuation of basic services are just as important as implementation of
rehabilitation programs.
 Assessment of the impact of the disaster on children; identification of immediate
and long-term needs for recovery
 Involvement of children in discussions on planning for rehabilitation and recovery
Repair and/or reconstruction of schools; immediate resumption of classes
http://1-ps.googleusercontent.com/h/globalnation.inquirer.net/files/2014/11/620x411xyolanda.jpg.pagespeed.ic.bCFYXkP_tG.jpg

 CHILD-CENTERED COMMUNITY-BASED DISASTER RISK REDUCTION AND MANAGEMENT TRAINING

REHABILITATION AND RECOVERY

The rights of the child are integrated and interrelated. DRR programs should therefore be Assessment of the impact of the

integrated and holistic, looking at the child as a whole person and ensuring that his or her disaster on children; identification of
immediate and long-term needs for

needs are met and rights fulfilled.

recovery

Involvement of children in discussions

 They are vulnerable to the negative effects of disasters and climate change and on planning for rehabilitation and
recovery

improper management of DRRM/CCA programs. Repair and/or reconstruction of schools;

It is important to inculcate a culture of safety and resilience at a young age.

immediate resumption of classes
 CHILD-CENTERED COMMUNITY-BASED DISASTER RISK REDUCTION AND MANAGEMENT TRAINING

MODULE 2
Child-centered DRRM/CCA Programming
72
 SESSION 2-3: THE CHILD’S RIGHTS
MODULE 2 IN DRRM/CCA PROGRAM
Child-centered DRR/CCA Programming:

 In the assessment phase and the development of the DRRM plan, there should be
disaggregation of data according to age, sex, ethnic group, abilities and geographical
location. This allows the assessment of the differing impacts of disaster and crises
among various groups of children. Planners and decision makers can identify specific
needs of particular groups of children and develop programs accordingly.

 Assessment, planning, implementation and monitoring and evaluation of DRRM

programs should ensure that marginalized groups receive the proper support. These
groups include younger children, girl children, children with impairment, out-of-school
children, and children from indigenous communities, poor families and remote areas.

 The entire DRRM cycle should adopt processes that will facilitate the participation of
children who are often excluded or whose participation is hindered by various factors,
such as different abilities or capacities, language or dialect, economic status, geographic
distance and access to transportation, and social status.

 Inviting children to take part in planning and decision-making activities allows them to
perform a positive and valued role in the community. When children are provided with
spaces for participation, they are able to express their views freely about issues relating
to them, which adults in turn must consider and take seriously. Some examples of the
ways children can participate are:
 Raise their awareness through appropriate child-friendly information
materials and education activities on disaster risk reduction
 Have them attend community meetings and share their ideas, concerns,
viewpoints and suggestions with community leaders and members
 Engage them in disaster preparedness activities, such as evacuation drills,
hazard and risk identification and mapping, and contingency planning for

MODULE 2
Child-centered DRRM/CCA Programming
73
 SESSION 2-3: THE CHILD’S RIGHTS
MODULE 2 IN DRRM/CCA PROGRAM
schools and barangays
 Have children represent their classmates by taking on leadership roles in
school and in the community, for example, as elected officers of the Bulilit
Emergency Response Team, or BERT, or student DRR group
 Have children act as peer facilitators and peer support during literacy and
play sessions with younger children, forming and facilitating peer support
groups among older children for sharing experiences and feelings, and
planning collective action
 Have children contribute to local newspapers, stories, artwork or pictures
about disaster preparedness activities they are undertaking in their school
or community
 Have children interview local residents about their experiences before,
during, and after a disaster event, and expressing these concerns to
community leaders
 Conduct community outreach campaigns about the dangers posed by
hazards, safety measures, and disaster preparedness and response activities

MODULE 2
Child-centered DRRM/CCA Programming
74
 MODULE 2 SUMMARY
Summary
For this module, we were able to:

 Describe the child --his/her intrinsic characteristics and vulnerabilities; we saw that
because of these characteristics that render children vulnerable, it is critical to ensure
that their rights are protected.

 Explain the basic rights of a child and how these can be protected and violated during
disasters and in DRRM/CCA

 Identify ways to ensure protection and promotion of children’s rights, particularly in

the planning and implementation of a DRRM/CCA Program

 Enumerate potential roles of children in DRRM/CCA Program

MODULE 2
Child-centered DRRM/CCA Programming
75
 MODULE 2
CHILD-CENTERED DISASTER RISK REDUCTION
AND MANAGEMENT/CLIMATE CHANGE
ADAPTATION (DRRM/CCA) PROGRAMMING

COMPREHENSIVE COMMUNITY-BASED
DISASTER RISK REDUCTION AND MANAGEMENT TRAINING
 OBJECTIVES
At the end of module 2, the participants must be able to:

1 Describe the child -- his/her intrinsic characteristics and

vulnerabilities

Explain the basic rights of a child anchored on the

United Nations Convention on the Rights of a Child
(UNCRC) and how these can be protected and violated
during disasters

CHILD-CENTERED DRRM/CCA PROGRAMMING

 OBJECTIVES

3 Identify ways to ensure protection and promotion of

children’s rights, particularly in the planning and
implementation of a DRRM/CCA Program

4 Enumerate potential roles of children in DRRM/CCA

Programming

CHILD-CENTERED DRRM/CCA PROGRAMMING

 TOPICS TO BE DISCUSSED

THE CHILD

PROTECTING THE RIGHTS OF A CHILD

THE CHILD’S RIGHTS IN DRR/CCA PROGRAMMING

CHILD-CENTERED DRRM/CCA PROGRAMMING

 SESSION 2.1

THE CHILD

PROTECTING THE RIGHTS OF A CHILD

THE CHILD’S RIGHTS IN DRR/CCA PROGRAMMING

CHILD-CENTERED DRRM/CCA PROGRAMMING

 THE CHILD

A person below the age

of 18, unless the laws of a
particular country set the
legal age for adulthood
younger

- United Nations Convention

on the Rights of Children
(UNCRC)

CHILD-CENTERED DRRM/CCA PROGRAMMING

 THE CHILD

"Children" refers to persons

below eighteen (18) years of age or
those over but are unable to fully
take care of themselves or protect
themselves from abuse, neglect,
cruelty, exploitation or
discrimination because of a physical
or mental disability or condition;
-Special Protection of Children
Against Abuse, Exploitation and
Discrimination Act
CHILD-CENTERED DRRM/CCA PROGRAMMING
 EXERCISE 2-1. CHARACTERISTICS OF A CHILD

What are the characteristics of children in this

(specify) age group?

CHILD-CENTERED DRRM/CCA PROGRAMMING

 CHARACTERISTICS OF A CHILD
Age Group Characteristics

• Unable to feed themselves

• Totally dependent on adults for care and
0-5 survival

CHILD-CENTERED DRRM/CCA PROGRAMMING

 CHARACTERISTICS OF A CHILD
Age Group Characteristics

• Short attention span

• Curious
6-9 • Dependent
• Self-absorbed

CHILD-CENTERED DRRM/CCA PROGRAMMING

 CHARACTERISTICS OF A CHILD
Age Group Characteristics

• Very active
• Needs guidance from adults in doing tasks
• Admires and imitates older boys and girls
• Extremely curious
• Have limited decision making ability
• Are interested in activities involving boys
and girls
• Are interested in sports and active games
• Want to explore
10-12

CHILD-CENTERED DRRM/CCA PROGRAMMING

 CHARACTERISTICS OF A CHILD
Age Group Characteristics
• Concerned about acceptance by peers, about
belonging
• Self-conscious
• Still require parental guidance but beginning to
seek independence
• Peer pressure mounts, first from same sex,
then from opposite sex.
• Need freedom from parental control to make
13 to less than 18 decisions.
years old • Want adult leadership roles.
• Strong desire for status in peer group
CHILD-CENTERED DRRM/CCA PROGRAMMING
 SESSION 2.2

THE CHILD

PROTECTING THE RIGHTS OF A CHILD

THE CHILD’S RIGHTS IN DRR/CCA PROGRAMMING

CHILD-CENTERED DRRM/CCA PROGRAMMING

 EXERCISE 2-2: Protecting the Rights of a Child

• How are children’s rights violated within the FAMILY,

SCHOOL and COMMUNITY?

CHILD-CENTERED DRRM/CCA PROGRAMMING

 VIDEO ON BCPCing GUMAGALAW

CHILD-CENTERED DRRM/CCA PROGRAMMING

 RIGHTS OF A CHILD

• The right to life, survival and development;

• The right to be heard;

• Nondiscrimination and

• Best interests of the child

CHILD-CENTERED DRRM/CCA PROGRAMMING

 UNIVERSAL, NON-DISCRIMINATORY AND INCLUSIVE

• universal
• inalienable
• Indivisible and
interdependent

No one should be discriminated against because of one’s age, gender, race,

religion, or socio-economic standing.
CHILD-CENTERED DRRM/CCA PROGRAMMING
 SURVIVAL AND DEVELOPMENT

Children have the right to live.

Governments should ensure
that children survive and
develop.

Children must also be treated

with dignity and respect.

CHILD-CENTERED DRRM/CCA PROGRAMMING

 PROTECTION FROM ALL FORMS OF VIOLENCE

https://i0.wp.com/imageshack.com/a/img607/6955/wn8d.jpg

Children have the right to be protected from being

hurt and mistreated, physically or mentally.
CHILD-CENTERED DRRM/CCA PROGRAMMING
 PROTECTION FROM ALL FORMS OF VIOLENCE
Health and health services

….the right to good quality

health care – the best
health care possible – to
safe drinking water,
nutritious food, a clean
and safe environment,
and information to help
them stay healthy.

CHILD-CENTERED DRRM/CCA PROGRAMMING

 PROTECTION FROM ALL FORMS OF VIOLENCE
Child labour

The government
should protect children
from:
• being forced to
work
• work that is
dangerous or might
http://assets.rappler.com/612F469A6EA84F6BAE882D2B94A4B421/img/E5B85E4D0
harm their health or 8B14C739CE97C92403D70EA/childlabor-
_E5B85E4D08B14C739CE97C92403D70EA.jpg
disrupt education
CHILD-CENTERED DRRM/CCA PROGRAMMING
 PROTECTION FROM ALL FORMS OF VIOLENCE

Other forms of exploitation

Children should be
protected from any activity
that takes advantage of them
or could harm their welfare
and development
https://jajajajamby.files.wordpress.com/2013/02/child-pornography.jpg

CHILD-CENTERED DRRM/CCA PROGRAMMING

 PARTICIPATION

Respect the views of

the child

Children have the

right to say what they
think should happen
and have their
opinions taken into
account

CHILD-CENTERED DRRM/CCA PROGRAMMING

 PARTICIPATION
Listen to the
opinions of
children and
involve them in
decision-making -
- not give
children authority
over adults.

Children's ability to form and express their opinions develops with age

CHILD-CENTERED DRRM/CCA PROGRAMMING

 PARTICIPATION

Freedom of expression

Right to get and share information,

as long as the information is not
damaging to them or others.

Children have the responsibility to

also respect the rights, freedoms
and reputations of others.

CHILD-CENTERED DRRM/CCA PROGRAMMING

 PARTICIPATION

Access to information;
mass media

Right to information
that is important to
their
health and well-being.

CHILD-CENTERED DRRM/CCA PROGRAMMING

 PARTICIPATION

Freedom of association

The right to meet

together and to join
groups and
organizations, as long as
it does not stop other
people from enjoying
their rights.

VOLUNTARY, INCLUSIVE and SAFE.

CHILD-CENTERED DRRM/CCA PROGRAMMING
 BEST INTEREST

The best
interests of the
children must
be the primary
concern in
making decisions
that may affect
them.

CHILD-CENTERED DRRM/CCA PROGRAMMING

 HOW A CHILD’S RIGHTS ARE VIOLATED AND
HOW THEY CAN BE PROTECTED

Areas of
a Child’s Violation Protection
Life
• Verbal abuse • Proper communication
• Sexual abuse • Separation from the abusive family
member
• Corporal punishment (physical • Positive discipline
and humiliating punishment) • Counseling and psychosocial support
• Neglect (food, health needs, • Provision of basic services (i.e. food,
basic needs) immunization, medical consultation)
Family
• Integrated management of
malnutrition
• Not sent to school • Enroll in public school or alternative
learning system
• Not allowed to express • Allow child to express herself/himself;
herself/himself listen to them
• Being made to do heavy chores • Awareness raising
CHILD-CENTERED DRRM/CCA PROGRAMMING
 HOW A CHILD’S RIGHTS ARE VIOLATED AND
HOW THEY CAN BE PROTECTED

Areas of
a Child’s Violation Protection
Life
• Being made to work to earn a • Child safeguarding
living in support of the family (child • Livelihood/food security
labor)
• Trafficking • Reporting of violations
• Enforce child protection-related
laws (RA 7610, 9344, 10627 , 9231,
Family
9208)
• Separation from the family during a • Family reunification plan
disaster • Family DRR plan

CHILD-CENTERED DRRM/CCA PROGRAMMING

 HOW A CHILD’S RIGHTS ARE VIOLATED AND
HOW THEY CAN BE PROTECTED
Areas of
a Child’s Violation Protection
Life
• Verbal abuse • Report the abusive
• Sexual abuse teacher/school staff
• Bullying • Report the abusive schoolmate
• Corporal punishment • Enforce RA 10627 (Anti-bullying
• Not allowed to express Act of 2013)
herself/himself • Enforce child-protection-related
School
• Being made to do heavy laws (RA 7610, 9344, 9231, 9208)
tasks/chores
• Being made to handle hazardous
waste
• Public ridicule/humiliation
• Discrimination

CHILD-CENTERED DRRM/CCA PROGRAMMING

 HOW A CHILD’S RIGHTS ARE VIOLATED AND
HOW THEY CAN BE PROTECTED

Areas of
Violation
a Child’s Protection
Life
• Denying access to education and • Ensure access to information
information (particularly on child rights)
• Interrupted education (i.e. when • Education in emergencies
schools are set up as evacuation programming
School centers, or are damaged during • Setting up of temporary learning
disaster) spaces (TLS) and child friendly
spaces (CFS) immediately after a
disaster
• Provision of self-learning kit

CHILD-CENTERED DRRM/CCA PROGRAMMING

 HOW CHILD’S RIGHTS ARE VIOLATED AND
HOW THEY CAN BE PROTECTED

Areas of
Violation
a Child’s Protection
Life
• Unsafe school facilities, location • Comprehensive school safety
and environment • Hazard, vulnerability and capacity
assessment
School
• Safe school facilities; employ
adaptive measures
• DRRM/CCA programming

CHILD-CENTERED DRRM/CCA PROGRAMMING

 HOW A CHILD’S RIGHTS ARE VIOLATED AND
HOW THEY CAN BE PROTECTED

Areas of a
Child’s Violation Protection
Life
• Verbal abuse • Report abusive party to the
• Sexual abuse authorities (LGU, DSWD)
• Child labor • Do not allow the abusive party to
• Corporal punishment (physical have access to the child
and humiliating punishment) • Enforce child protection-related
Community
laws (RA 7610, 9344, 10627 ,
9231, 9208)
• Advocate for and monitor
enforcement of these laws

CHILD-CENTERED DRRM/CCA PROGRAMMING

 HOW A CHILD’S RIGHTS ARE VIOLATED AND
HOW THEY CAN BE PROTECTED

Areas of a
Child’s Violation Protection
Life
• Being made to handle hazardous • Report to the media and other
waste cause-oriented groups
• Public ridicule or bullying • Activate /reactivate Barangay
• Discrimination Council for the Protection of
• Denying access to information Children (BCPC)
Community
and services • Provide access to information and
• Recruitment for illegal acts or services
into the armed forces • DRRM/CCA plan
• Trafficking

CHILD-CENTERED DRRM/CCA PROGRAMMING

 SESSION 2.3

THE CHILD

PROTECTING THE RIGHTS OF A CHILD

THE CHILD’S RIGHTS IN DRR/CCA PROGRAMMING

CHILD-CENTERED DRRM/CCA PROGRAMMING

 EXERCISE 2-3 THE CHILD’S RIGHTS
IN DRR/CCA PROGRAMMING

• How children are affected by disasters or ineffective

implementation of the DRR/CCA program

• What can be done to address this; and

• How children can participate in the formulation and

implementation of solutions

CHILD-CENTERED DRRM/CCA PROGRAMMING

 HOW ARE CHILDREN AFFECTED BY
DISASTERS AND CLIMATE CHANGE?

Education:
• They are unable to go to
school when classes are
suspended during disasters;

• They need to make up for

lost days;

• Schools are used as

evacuation centers so they
still can’t resume classes;
CHILD-CENTERED DRRM/CCA PROGRAMMING
 HOW ARE CHILDREN AFFECTED BY
DISASTERS AND CLIMATE CHANGE?

Education:
• Schools are used as evacuation centers so they still
can’t resume classes;

• Damage to school supplies, books, and the school itself

further prevent the resumption/continuation of
learning;

• May need to relocate or even drop out of school;

• Decreased learning/loss of learning

CHILD-CENTERED DRRM/CCA PROGRAMMING
 HOW ARE CHILDREN AFFECTED BY
DISASTERS AND CLIMATE CHANGE?

Health:
• Malnutrition which in turn affects learning and development

• Exposure to elements render them vulnerable to diseases and

injury

• Psychological effects: traumatic experience, less playing time -

deprived of pleasant childhood

CHILD-CENTERED DRRM/CCA PROGRAMMING

 HOW ARE CHILDREN AFFECTED BY
DISASTERS AND CLIMATE CHANGE?

• Poor health,
neurological damage,
antisocial behaviours,
violence, and cognitive
regression can result
from acute stress and
distress during the
early years (Shonkoff,
Boyce & McEwen, http://www.handsofmercyph.org/images/20080601.jpg

2009)
CHILD-CENTERED DRRM/CCA PROGRAMMING
 HOW ARE CHILDREN AFFECTED BY
DISASTERS AND CLIMATE CHANGES?

Protection
• Injury/death

• Separation from family

• Prone to abuse and

exploitation (in evacuation
center; no privacy) – sexual,
physical, emotional

CHILD-CENTERED DRRM/CCA PROGRAMMING

 HOW ARE CHILDREN AFFECTED BY
DISASTERS AND CLIMATE CHANGES?

Protection
• Trafficking

• Loss of important documents such as birth certificates,

school records

CHILD-CENTERED DRRM/CCA PROGRAMMING

 IMPORTANCE OF LISTENING TO AND CONSIDERING
CHILDREN’S VIEWS ON DRR/CCA

Children have the right

to express their
opinions and to be
heard, particularly on
matters that would
affect their health, safety
and general well-being.

Children can participate in DRR/CCA program &

contribute to development
CHILD-CENTERED DRRM/CCA PROGRAMMING
 IMPORTANCE OF LISTENING TO AND CONSIDERING
CHILDREN’S VIEWS ON DRR/CCA

• They are vulnerable to

the negative effects of
disaster and climate
change, and an
improperly managed
DRR/CCA program.

• It is important to
• They have a say in what would help
inculcate a culture of
them be protected from the negative
safety and resilience at a
effects of an ineffective DRRM/CCA
very young age.
program.
CHILD-CENTERED DRRM/CCA PROGRAMMING
 PREVENTION, MITIGATION AND PREPAREDNESS

• Raise their awareness

• Let them attend community meetings and share
their ideas, concerns, viewpoints and suggestions
CHILD-CENTERED DRRM/CCA PROGRAMMING
 PREVENTION, MITIGATION AND PREPAREDNESS

Engaging them in disaster

preparedness activities, such as
evacuation drills, hazard and risk
identification and mapping, and
contingency planning for schools and
barangays;

Participation in
Youth/Student/OSY/CWD groups that
will be mobilized in DRR/CCA
programs
CHILD-CENTERED DRRM/CCA PROGRAMMING
 PREVENTION, MITIGATION AND PREPAREDNESS
• Act as peer facilitators in literacy and play
sessions

• Contribute stories, photographs/drawings

regarding their DRR/CCA experiences

• Conducting community and outreach

campaigns

• Participating in monitoring and assessing

DRR/CCA programs and activities
CHILD-CENTERED DRRM/CCA PROGRAMMING
 RESPONSE
• Proper care and support
in a loving family
environment.

• Food and nutrition

• Clean water and

sanitation

• Housing

CHILD-CENTERED DRRM/CCA PROGRAMMING

 RESPONSE
• Healthcare

• Organized recreational
activities in evacuation camps

• Ensuring continuing education

during disasters

• Preservation of children's local

culture and heritage even
during times of emergency
CHILD-CENTERED DRRM/CCA PROGRAMMING
 RESPONSE
• Creation of child-friendly spaces

• Protection from all forms of abuse, neglect, exploitation, and

violence.
o Physical abuse, corporal punishment or torture
o Forced labor or hazardous work conditions
o Recruitment into armed forces
o Sexual abuse or exploitation
o Neglect, emotional or verbal abuse
o Separation from family

CHILD-CENTERED DRRM/CCA PROGRAMMING

 REHABILITATION AND RECOVERY

http://1-ps.googleusercontent.com/h/globalnation.inquirer.net/files/2014/11/620x411xyolanda.jpg.pagespeed.ic.bCFYXkP_tG.jpg

CHILD-CENTERED DRRM/CCA PROGRAMMING

 REHABILITATION AND RECOVERY
• Assessment of the impact of the
disaster on children; identification of
immediate and long-term needs for
recovery

• Involvement of children in discussions

on planning for rehabilitation and
recovery

• Repair and/or reconstruction of

schools; immediate resumption of
classes
CHILD-CENTERED DRRM/CCA PROGRAMMING
 CHILD-CENTERED DRR/CCA PROGRAMMING

• In the assessment phase and the development of the DRRM

plan, there should be disaggregation of data according to
age, sex, ethnic group, abilities and geographical location

• Assessment, planning, implementation and monitoring and

evaluation of DRRM programs should ensure that
marginalized groups receive the proper support.

CHILD-CENTERED DRRM/CCA PROGRAMMING

 CHILD-CENTERED DRR/CCA PROGRAMMING

• The entire DRRM cycle should adopt processes that will

facilitate the participation of children who are often
excluded or whose participation is hindered by various
factors, such as different abilities or capacities, language or
dialect, economic status, geographic distance and access to
transportation, and social status.

CHILD-CENTERED DRRM/CCA PROGRAMMING

 CHILD-CENTERED DRR/CCA PROGRAMMING

Inviting children to
take part in planning
and decision-making
activities follows
them to perform a
positive and valued
role in the
community. When children are provided with spaces for
participation, they are able to express their views
freely about issues relating to them, which adults in
turn must consider and take seriously.
CHILD-CENTERED DRRM/CCA PROGRAMMING
 SUMMARY

• Describe the child --his/her intrinsic characteristics and

vulnerabilities; we saw that because of these
characteristics that render children vulnerable, it is critical
to ensure to their rights are protected.

• Explain the basic rights of a child anchored on the United

Nations Convention on the Rights of a Child (UNCRC)
and how these can be protected and violated during
disasters in DRRM/CCA

CHILD-CENTERED DRRM/CCA PROGRAMMING

 SUMMARY

• Identify ways to ensure protection and promotion of

children’s rights, particularly in the planning and
implementation of a DRRM/CCA Program

• Enumerate potential roles of children in DRRM/CCA

Program

CHILD-CENTERED DRRM/CCA PROGRAMMING