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Network HPN Paper: The role of education in protecting children in conflict
Susan Nicolai and Carl Triplehorn
Humanitarian Practice Network (HPN); Overseas Development Institute (ODI)
(2003)
C1
Education in emergencies is a young area; the evidence of its impact is often anecdotal, and although its status as a humanitarian concern has gained legitimacy
...
in recent years, it has yet to be accepted across the humanitarian community. Much more needs to be done to enhance our understanding of the links between education and child protection in emergency situations.
more
India | The ‘Standard Operating Procedures for Care, Protection and Rehabilitation of Children in Street Situations’, is a unique endeavour to streamline the processes and interventions regardin
...
g Children in Street Situations, based on the prevailing legal and policy framework.
more
This document is designed to provide UNICEF staff and UNICEF partner staff with principles and concepts that can assist them to respond to the psychosocial needs of children in natural disasters and
...
social emergencies such as armed conflict and other forms of violence. It aims to introduce humanitarian workers to psychosocial principles and UNICEF’s position on these principles. It also provides a number of examples from field work of how these principles have been turned into concrete actions. These psychosocial principles and concepts inform both emergency responses and subsequent programmatic responses post-emergency.
more
‘Psychosocial Support of Children in Emergencies’ is a reference document for humanitarian workers who want to increase their understanding of
...
the experiences of children in emergency situations and how to support them in mitigating the negative effects of these experiences and how to prevent further harm. While the book is not designed to be a day-to-day programming tool, it outlines UNICEF’s orientation to the psychosocial principles integral to any work with children and provides a number of examples from field work of how these principles can be turned into concrete actions.
more
Guidance | Preparedness - Response and early recovery - Recovery and reconstruction
Interagency Task Team HIV in Humanitarian Emergencies PMTCT in humanitarian settings (Part I: Lessons Learned and Recommendations)
H. Becher
Children & AIDS; Inter-Agency Task Team to Address HIV in Humanitarian Emergencies
(2015)
C2
Guidance | Preparedness - Response and early recovery - Recovery and reconstruction
The report provides the much-needed evidence to design interventions for children in Kenya and as such we urge partners to use this report as a document for planning for
...
children.
more
EVALUATION REPORT. This report is a synthesis of the evaluation of UNICEF's response to the 2004 Indian Ocean tsunami in Indonesia that was undertaken in August 2008 to July 2009. The evaluation ass
...
essed UNICEF's response in four sectors where it had major involvement: child protection; basic education; water, sanitation and hygiene; and child and maternal health and nutrition.
more
Guidance | Preparedness - Response and early recovery - Recovery and reconstruction
The CB MHPSS operational guidelines were developed in response to emerging evidence on the determinants of children’s resilience, lessons learned from the evaluation of existing approaches, and th
...
e unique challenges that today’s crises pose for children’s safety, wellbeing and optimal development.
more
This guide focuses on the evaluation of psychosocial programs that are aligned with two main goals: - To promote psychosocial wellbeing by promoting an environment that provides appropriate care, opportunities for development and protects children f
...
rom exposure to situations that are harmful to their psychosocial wellbeing, and - To respond to psychosocial problems by strengthening social and psychological supports for children who have been exposed to situations that affect their psychological development.
more
front cover © Hannah Maule-Ffinch/Save the Children
War Child put forward a specific request for comparative study, addressing the following questions: •What are the key types of intervention for psychosocial assistance that are being applied to children
...
in war-affected areas? •What are the results of (scientific) research into the effects of the most relevant programmes? •Which NGOs operate in this sector and what is their practical experience with specific methods? •How does the War Child methodology relate to developments in the sector; what is known about the effects of War Child’s programme and how can these be measured? How will War Child work towards the development of additional evidence?
more
Growing Up in Conflict: The Impact on Children's Mental Health and Psychosocial Well-being
Maria Bray, Sabine Rakotomalala, Leslie Snider, Saji Thomas
UNICEF, Wendy Ager, Pierette James
(2015)
Report on the symposium 26–28 May 2015, New Babylon Meeting Center, The Hague
Psychosocial Support and Social and Emotional Learning for Children and Youth in Emergency Settings
recommended
The purpose of this paper is to clarify relevant terminologies and approaches relating to psychosocial well-being and social and emotional learning (SEL) in education in crisis affected contexts, an
...
d to explore how psychosocial support (PSS) and social and emotional learning relate to one another.
more
Prioritise education in conflict-affected areas:
Across the world 28 million1 primary school-age children living in conflict-affected countries ar
...
e
out-of-school, and they form half of the world’s total out-of-school population. During conflict,
infrastructure assets such as schools are damaged or completely destroyed during fighting. Children
may choose to stay away from school due to their and their family’s safety fears in the midst of
conflict, or the need to supplement their family’s income amidst conflict-related financial loss.
Children who are internally displaced by conflict face a particularly challenging task accessing
education due to the specific conditions created by their displacement, such as loss of livelihoods
making school fees hard to find, and discrimination from host communities. Children caught in
conflict are being deprived of their right to education2 and denied the opportunity to benefit from the
protective and life-sustaining mechanisms of education.
more
