The Children and Families Mental Health and Psychosocial Support Resource Collection

The Children's Resilience Programme

The Children’s Resilience Programme aims to: improve cooperation and peaceful interaction between children; improve the motivation to play, problem solving and positive attitude to others; enhance positive expectations to the future; enhance impulse control; and enhance capacity and awareness about self-protection and protection of peers. It uses a nonclinical psychosocial and protection methodology that focuses on children’s positive coping and resilience. It comprises 8-16 structured workshops for children aged 10-16 years old. The programme can be implemented for children in and out of school, during or after disasters, in situations of armed conflict, for children affected by HIV, or as part of preventative social work. It is designed to be implemented by the same one or two facilitators once or twice a week with the same group of children. This resource kit provides guidance for designing, implementing and evaluating the Children’s Resilience Programme and contains the following resources: 1. The booklet Understanding Children’s Wellbeing provides an introduction to psychosocial support, child protection and children’s reactions to difficult events. 2. The Programme Manager’s Handbook guides managers on how to plan, implement and evaluate Children’s Resilience Programmes. 3. The Facilitator Handbook 1: Getting Started consists of an introduction to the Children’s Resilience Programme, the first 5 workshops for the children, three additional workshops and two options to use to end a workshop track, as well as the guide for meetings with parents and caregivers. 4. The Facilitator Handbook 2: Workshop tracks consists of four workshop tracks that are concerned with Protection against abuse and exploitation, Children affected by armed conflict, Children affected by disaster and Children affected by HIV or AIDS. 5. The Children’s Resilience Programme Monitoring & Evaluation toolkit: These are guidelines for how to monitor and evaluate the Children’s Resilience Programme. They are designed for Project/Programme Managers and other involved and interested staff. To ensure appropriate delivery and quality of the Children’s Resilience Programme the Monitoring & Evaluation (M&E) System has two functions: 1) to monitor the progress and 2) to monitor and evaluate the outcome of the programme.

Caring for Child Survivors of Sexual Abuse: Guidelines for Health and Psychosocial Service Providers in Humanitarian Settings

The Caring for Child Survivors (CCS) of Sexual Abuse Guidelines is part of the CCS Resource Package developed to respond to the gap in global guidance for health and psychosocial staff providing care and treatment to child survivors of sexual abuse in humanitarian settings. It provides guidance on how to: (1) Build the capacity of health and psychosocial service providers on the foundational (or “core”) knowledge, attitudes and skills to work with child survivors of sexual abuse; (2) Adapt case management for child survivors; (3) Implement targeted psychosocial interventions; (4) Improve coordinated care across multiple sectors and service providers; and (5) Monitor the quality of service provision. The CCS Guidelines are based on global research and evidence-based field practice and bring a much-needed practical approach to helping child survivors and their families recover and heal from the often-times devastating impacts of sexual abuse.

I Support My Friends Resource Kit: Equipping Children and Adolescents

This resource kit contains a comprehensive package of tools and resources to best equip children and adolescents in safe and effective peer support, together with adult mentors. It provides guidance and tools for preparing, designing, and implementing training with children and adolescents about how to support a friend in distress building on PFA. The resource kit also includes guidance for appropriate adult supervision to ensure the physical and emotional safety of child and adolescent helpers and the friends they support. The resource kit is comprised of: 1. Theory and Implementation Guide This presents an overview of key concepts and the theoretical foundation of I Support My Friends. It describes the ethical considerations and child-safeguarding actions that need to be in place to protect children’s best interests and their physical and emotional safety. It also outlines the roles and responsibilities and expected skills and competencies of trusted adults who mentor child and adolescent peer supporters. 2. Training Manual This outlines a three-day, step-by-step training package, including case studies, stories and a list of required materials and tools to support the preparation and implementation of the training. 3. Participant’s Workbook This contains the worksheets to be used by participants in the training. 4. Manual for Training of Facilitators and Focal Points (forthcoming) This includes materials to build the capacity of the adult facilitators and Focal Point(s) who will implement the training for children and adolescents. Once field tested, the package will include a training manual, agenda, PowerPoint slides and other guiding materials.

Ukraine Key Care Recommendations (Responding to children's care in the context of the Ukraine Crisis)

"The Ukraine Key Care Recommendations (Responding to children's care in the context of the Ukraine Crisis) guidance document provides a framework to support child protection practitioners and policymakers working both inside Ukraine and in host countries to implement responses related to children’s care in the context of Ukraine in line with international standards and good practice on children’s care and the provision of alternative care. It includes key recommendations to inform strategic priorities, programme design, and priority interventions and advocacy efforts with policymakers, donors and other key stakeholders. The recommendations concern children without parental or family care, at risk of separation, in alternative care or who have recently left alternative care, including those who have been evacuated from residential care facilities either inside Ukraine or to host countries. Each section considers children in both refugee and internally displaced contexts, as well as children with existing intersecting vulnerabilities, such as children with disabilities and children from ethnic minorities, including Roma or third country nationals. "

The Toolkit for Child Friendly Spaces in Humanitarian Settings

The Toolkit for Child Friendly Spaces in Humanitarian Settings provides a set of materials to assist managers and facilitators/animators in setting up and implementing quality Child Friendly Spaces (CFS). These resources have at their core the protection of children from harm; the promotion of psychosocial well-being; and the engagement of community and caregiver capacities. The CFS Toolkit contains: 1. Operational Guidance for Child Friendly Spaces in Humanitarian Settings: It summarises key approaches in the protection of children and in the promotion of their psychosocial well-being. It is directed to CFS managers and facilitators/animators. It has four chapters, addressing the following aspects of setting up and implementing a quality CFS: introduction to CFS, setting up a CFS, information for CFS facilitators/animators and working with caregivers and community members. 2. The Activity Catalogue for Child Friendly Spaces in Humanitarian Settings: It provides materials for facilitators and animators responsible for implementing activities in a CFS. It features a wide range of easy-to-use resources, including sessions to open, close and review a programme of activities. It has a set of seven themed workshops which relate to key aspects of children’s psycho-social well-being. These resources provide structured activities that can be used in a sequence over a period of time, but are flexible too so that they can be used as standalone sessions if CFS modalities vary and/or attendance fluctuates. Activities are generally intended for children from 6 up to 18 years, with some additional resources provided in the annexes for activities targeted to younger children, older children and adolescents. 3. Training for Implementers of Child Friendly Spaces in Humanitarian Settings: This is a three-day training for CFS managers and coordinators that addresses the challenges of setting up and implementing quality CFS in diverse circumstances. Using various case scenarios, participants in the training are exposed to realistic demands and equipped to find practical solutions to challenges faced in the field. The training draws on resources from the Operational Guidance for Child Friendly Spaces in Humanitarian Settings and the Activity Catalogue for Child Friendly Spaces in Humanitarian Settings. 4. Training for Facilitators of Activities for Child Friendly Spaces in Humanitarian Settings: This training manual complements the Training for Implementers of Child Friendly Spaces in Humanitarian Settings. It provides practical training for facilitators on the Activity Catalogue to support the effective implementation of the structured activities for children in different contexts. Ideally, this should follow on directly from the three-day implementer training.

Conflict Management and Peace Building in Everyday Life: A resource kit for children and youth

The Conflict Management and Peacebuilding in Everyday Life resource kit contains a series of tools that have been collected, adapted and used with and by children and youth in diverse socio-cultural and political contexts. The tools may be used with and by children and youth to analyse conflict, to plan, implement and assess conflict management and peace building activities. They can also be used to develop and strengthen strategic plans for peace building in different settings, such as family and school, and at community, district and national levels. This kit will be useful for education programme managers, education advisors, and teachers.

Mental Health and Psychosocial Support in Children Associated with Armed Forces and Armed Groups: Programme Resource Package

The MHPSS in CAAFAG Programmes Resource Package (field-test version) is an inter-agency package of resources that aims to support the integration of MHPSS into programmes for the prevention, release, and reintegration of children associated with armed forces and armed groups (CAAFAG). It offers evidence-based guidance on how to support the mental health and well-being of children, families, and communities in emergency, humanitarian, and post-conflict settings through CAAFAG programming. The MHPSS in CAAFAG Programmes Resource Package includes a suite of four resources: • Operational Guidance for MHPSS in CAAFAG Programmes: The operational guidance includes an operational framework to guide the design and implementation of MHPSS services in CAAFAG programmes. The operational guidance is a complement to the CAAFAG Programme Development Toolkit Guide developed by the CAAFAG Task Force and aligns with the UNICEF Global Multisectoral Operational Framework for Mental Health and Psychosocial Support of Children, Adolescents and Caregivers Across Settings (Demonstration Version) with linkages to the MHPSS Minimum Services Package. The operational guidance consists of two sections: 1) Understanding Children’s MHPSS Assets and Needs and 2) Operational Framework for MHPSS for CAAFAG. • An Evidence Review of MHPSS programming relevant to CAAFAG: The evidence review defines key terms, offers an elaboration on key concepts and considerations for MHPSS among CAAFAG; describes approaches to delivering MHPSS, considers risk and protective factors, offer considerations around integrating MHPSS throughout the CAAFAG programming, describes MHPSS tools for use with CAAFAG programmes, and offers a discussion of evidence gaps and recommended areas for further research. • Contextualization Guidance for MHPSS delivery in CAAFAG programming: The contextualization guidance defines the key aspects of contextualisation for CAAFAG MHPSS programmes and highlights key steps for contextualising the MHPSS for CAAFAG Operational Framework. The guidance also offers information, tools, and illustrative case studies to inform the adaptation of components of the MHPSS for CAAFAG Operational Framework to cultures, contexts, and situations. • Advocacy and Dissemination Package on MHPSS delivery in CAAFAG programming to drive further development and research.

Field Handbook on Unaccompanied and Separated Children

This handbook provides operational guidance for child protection staff and other actors working on prevention and response to family separation in emergencies. It sets out to ensure that responses meet agreed inter-agency standards and are appropriate to the particular situation of individual unaccompanied and separated children, emphasizing the importance of working with affected communities, including children themselves. It accompanies the Toolkit (see Linked Resources section). The handbook is divided into a summary guidance section, which collates all the essential actions and tools covered in the handbook and acts as a quick reference guide for practitioners. Detailed guidance on each topic can be found within corresponding chapters in sections one and Two. Section one provides an overview of the legal framework and organizational mandates related to unaccompanied and separated children (UASC), characterizes family separation in emergencies, describes the causes of separation, outlines how to prepare for and prevent separation in emergencies, and how to undertake coordination and assessment. It also covers the basics of UASC programming, case management and information management. Section two provides detailed guidance on immediate needs in emergencies and detailed information on identification, documentation, alternative care, family tracing, verification, reunification, reintegration and cross-sector coordination.

Gender-Based Violence Against Children and Youth with Disabilities: A Toolkit for Child Protection Actors

The Gender-based Violence Against Children and Youth with Disabilities: A toolkit for Child Protection Actors was designed to invite reflection on and strengthening capacity of staff working with disability inclusion; identify gender-based violence (GBV) prevention and response needs of children and youth with disabilities; and foster their participation in both planning and implementation of activities to prevent and reduce the risks of violence. It can be useful to a wide range of actors engaged in child protection, GBV prevention and response, and for youth engagement programs in both development and humanitarian contexts.

Connect Tools

The CONNECT project aims to support actors involved in responding to the situation of unaccompanied children arriving in Europe. Key issues addressed by these actors include recognition as a child and access to reception services, legal representation and guardianship, the participation of children in procedures, access to education and health services. Other important issues are disappearances from centers, how to determine the best interest of the child and identification of possible child victims of trafficking. Each project country have through pilot projects developed practical tools which can be used by actors across the EU Member States. These tools address specific aspects of how actors address the situation of these children and can be used separately or together as a toolkit: 1. Who's responsible? A tool to strengthen cooperation between actors involved in the protection system for unaccompanied migrant children (Italy) 2. Local cooperation for unaccompanied children: A tool to assess and improve reception condition (Sweden) 3. Standards to esnure that unaccompanied migrant children are able to fully participate: A tool to assist actors in legal and judicial proceedings (The UK) 4. The right to be heard and participation of unaccompanied children: A tool to support the collection of children’s views on protection and reception services (The Netherlands) 5. Working with the unaccompanied child: A tool to support the collection of children’s views on protection and reception services (The Netherlands) 6. Evaluation sheet - End of guardianship form (to be filled in by child).

Inter Agency Guidelines for Case Management and Child Protection

"The Inter-agency Guidelines for Case Management and Child Protection have been developed at an inter-agency level through the Child Protection Working Group to complement the agreed standard 15 on Case Management in the Minimum Standards for Child Protection in Humanitarian Action. They aim to provide a common understanding and step-by-step guidance on how to do case management in emergencies. The primary focus of these guidelines is for use by agencies and practitioners in humanitarian settings. However, these guidelines can also be a useful resource for governments and agencies working in more stable or development situations. Likewise, these guidelines can be helpful additional guidance in refugee situations, but practices would need to take into account broader refugee case management including the specific Best Interest Procedure. The associated Child Protection Case Management Training Manual for Caseworkers, Supervisors and Managers is based upon and provides guidance for conducting training on these Guidelines.Included in the zip file is the facilitator’s guide/manual, PowerPoints, and Handouts. "

Toolkit on Unaccompanied and Separated Children

The toolkit was produced by the Inter-Agency Working Group on Unaccompanied and Separated Children (UASC) to provide technical guidance to support the implementation of the core principles for working with these children. It highlights key international instruments and guidelines relating to unaccompanied and separated children, including a series of tools and sample documents for use in programming. It accompanies the Field Handbook (see Linked Resources section).

Guidance Note for Teacher Wellbeing in Emergency Settings

The Guidance Note for Teacher Wellbeing in Emergency Settings provides information on how to support teacher wellbeing in the five domains of INEE’s (2010) Minimum Standards. It explains how to: promote mental health and psychosocial support (MHPSS) for teachers; create more enabling work environments for teachers; and enhance teacher voice, agency, and leadership in crises. ​The guidance note offers resources and tools and examples of these standards in action. The guidance note is for people who work in all humanitarian and development sectors that impact the lives of teachers both at work and out of work in their homes and communities. Elevating the importance of teacher wellbeing emphasizes the critical role it plays in strengthening humanitarian-development coherence and improving the resiliency of education systems.

INEE Background Paper on Psychosocial Support and Social and Emotional Learning for Children and Youth in Emergency Settings

The INEE Background Paper on Psychosocial Support and Social and Emotional Learning clarifies relevant terminologies and approaches relating to psychosocial well-being and social and emotional learning (SEL) in education in crisis-affected contexts, and explores how psychosocial support (PSS) and social and emotional learning relate to one another. The target audiences for this paper are education practitioners, academics, and policy-makers working in education in emergencies and protracted crises and the various sections highlight references to specific entry points for each. The paper includes various considerations for training, supervision, and well-being, as well as guidance on adopting a gender perspective, while also providing an overview of the impact of conflict and natural disasters on children’s well-being and the related risk factors and impact of stress on brain development.

Guidelines on Children's Reintegration

The Guidelines on children's reintegration provides practical guidance to help governments, donors, NGOs, faith-based organizations, and practitioners to design high quality programs, measure impact, train practitioners, and pursue national-level systemic change in support of integration. The Guidelines provide a framework for anyone seeking to ensure family care for children. They build upon a solid evidence base, developed through extensive desk-based research which explored good practice in the reintegration of separated children in emergencies, former child soldiers, street children, institutionalised children, migrant children, and children who have been trafficked. The guidelines call for: (1) support for children and families at all stages of the process for proper preparation and follow-up; (2) a holistic package including economic strengthening, access to basic services, therapeutic support, and efforts to address violence and abuse in families; (3) work to enable communities to monitor and assist reintegrating children, and to reduce stigma and discrimination and (4) strengthening of child protection systems to create an environment which promotes effective reintegration.

Helping Adolescents Thrive Toolkit

The Helping Adolescents Thrive toolkit, developed by the World Health Organization and UNICEF, provides programmatic guidance, based on evidence-based guidelines, for people working in the health, social services and education sectors on how to implement mental health promotive and preventive interventions that are appropriate to local needs and the contexts where adolescents live. The toolkit covers the legal foundations required for such programmes to succeed, the features of environments that are conducive to the well-being of adolescents, what support should be provided to parents and other caregivers, and psychosocial interventions that work.

Girl Safety Toolkit: A Resource for Practitioners

The Girl Safety Toolkit: A Resource for Practitioners is aimed to support organizations in creating and expanding safe opportunities for girls. It provides an array of tools for the programme designer on how to assess a situation, design the programme, implement the programme, and then monitor and evaluate. Each section provides tools, information, games, and checklists to ensure that those working to promote girl safety have a strong reserve to aid them in the field.

Child Protection in Humanitarian Action Frontliner Getting Started Learning Package

The CPHA (Child Protection in Humanitarian Action) Frontliners' Getting Started Learning Package is a resource package that has been developed to rapidly onboard new team members in the wake of a new emergency or crisis and aims to ensure that frontline workers are introduced to the minimum competencies to work in a safe, effective, accountable, and professional way with children, families, and communities. It includes a facilitator's guide, a participant handbook and a self-assessment tool and has been designed to be delivered in modules through both face-to-face and remote facilitation. In face-to-face settings, the content can be covered in three consecutive days or the modules can be split over more weeks depending on availability. In remotely facilitated settings, it is recommend to deliver the course in a series of half-day sessions. This learning package has been developed primarily for team managers/coordinators to be able to facilitate a learning process with their frontline teams. External facilitators might also deliver this training if they are adequately familiar with the organisation’s systems and programmes. It is envisioned for the learning package to go through a contextualisation process prior to its use.

Safe Healing and Learning Spaces Toolkit

The SHLS Toolkit provides frontline humanitarian staff with practical implementation guidance, adaptable sample tools, comprehensive training materials, and scripted instructional content needed to initiate an SHLS in an emergency setting. Resources are provided for a 9-month program, and applicable in both rural and urban areas, based on locally-defined needs and priorities. The content is holistic, including tools for social-emotional learning, reading and math, and parenting support. Materials are open source, user-friendly and designed for managers and facilitators in the form of structured yet adaptable training and learning content. The tools are evidence-based and practitioner-tested, developed bythe IRC’s in-house technical experts, field tested with displaced communitiesand frontline staff in Nigeria, Chad and Iraq, and refined through feedbackfrom academic and peer reviewers.

The Mental Health and Psychosocial Support Minimum Services Package

The MHPSS MSP is a resource for humanitarian actors who plan, support, coordinate, implement and evaluate activities within and across sectors. These include government actors, MHPSS Technical Working Groups (TWGs), national and international non-governmental organizations (NGOs), civil society and other advocacy groups, Red Cross and Red Crescent networks, UN agencies, coordinators of sectors/clusters/AoRs and donors. The MHPSS MSP informs the development and implementation of humanitarian response planning processes and documents including Humanitarian Needs Overviews, Humanitarian Response Plans, Refugee Response Plans, cluster strategy development and specific donor funding calls and mechanisms. The MSP builds on existing MHPSS standards and tools to create a single, easy-to-follow intersectoral package. It encompasses a wide range of activities that can be implemented by staff and volunteers with diverse backgrounds, qualifications and levels of experience. While standards, guidelines and tools for MHPSS have been developed, there is a recognized need for an intersectoral costed package to operationalize these guidelines and standards.

A Toolkit for Integrating Gender Equality and Social Inclusion in Design, Monitoring and Evaluation

The Toolkit for Integrating Gender Equality and Social Inclusion in Design, Monitoring and Evaluation provides guidance and tools to support staff in integrating the Gender Equality and Social Inclusio (GESI) perspectives in all stages of project. Gender Equality and Social Inclusion (GESI) is integral to achieving global sustainable development goals, and child well-being objectives. GESI advances World Vision’s core values to promote human transformation by reaching the most vulnerable children and adults and challenging the root causes of vulnerability that sustain gender inequality and social exclusion, such as restrictive socio-cultural norms, unequal power relations and disempowering systems. The toolkit is based on a review of existing DME tools and approaches. It can be relevant to all who collaborate on gender equality and social inclusion goals which lays in to achieve sustained, transformational change at individual, household, community and societal levels so that all persons can enjoy fullness of life. It may be a useful resource for implementing partners and government stakeholders, as they collaborate on gender equality and social inclusion goals. Both individuals and organizations can use this toolkit to apply a GESI lens in all stages of project Design, Monitoring and Evaluation (DME).

Engaged and Heard! Guidelines on Adolescent Participation and Civic Engagement

The ENGAGED AND HEARD! Guidelines on Adolescent Participation and Civic Engagement was developed to enhance systematic programming and advocacy to realize adolescents’ right to be heard in matters affecting them. The guidelines provide information on the ‘why’, ‘what’ and ‘how-to’ of participation and civic engagement, with a specific focus on adolescents. The main sections include guidance on: Conceptual understanding, Main strategies and key interventions , Organizational commitment and processes, and Monitoring and evaluation. The appendices provide sector-specific guidelines for adolescent participation in: Health, WASH, Nutrition and HIV; Education; Child protection, care and justice; Disaster risk reduction, climate change and environmental protection; and Peacebuilding and humanitarian response.

Including Children with Disabilities in Humanitarian Settings

The Including Children with Disabilities in Humanitarian Action pack consists of six guidance booklets that aim to strengthen the inclusion of children and women with disabilities, and their families, in emergency preparedness, response and early recovery, and recovery and reconstruction. This series of booklets provides insight into the situation of children with disabilities in humanitarian contexts, highlights the ways in which they are excluded from humanitarian action, and offers practical actions and tips to better include children and adolescents with disabilities in all stages of humanitarian action. The booklets were created in response to UNICEF colleagues in the field expressing a need for a practical resource to guide their work. The information and recommendations are based on evidence and good practices gathered from literature and field staff experiences. The six booklets on how to include children and adolescents with disabilities in humanitarian programmes focus on: 1) general guidance; 2) child protection; 3) education; 4) health and HIV/AIDS; 5) nutrition; 6) water, sanitation and hygiene (WASH).

Child Safe Programming and Safeguarding in Interim Centres

The Child Safe Programming and Safeguarding in Interim Centres outlines some of the potential safeguarding risks children face in Interim Care Centres. The guidance note identifies three main ways that children can be harmed: by people, by programmes and processes, and by the physical environment. The guidance note provides information on safeguarding from sexual exploitation abuse and harassment (SEAH), and other risks to children's well-being including neglect, emotional abuse and unsafe environments. There are also suggestions for how these risks can be mitigated to ensure that children are as safe as possible.

Global Multi Sectoral Operational Framework for Mental Health and Psychosocial Support of Children, Adolescents and Caregivers Across Settings [Field Demonstration version]

UNICEF’s Global Multi Sectoral Operational Framework for Mental Health and Psychosocial Support of Children, Adolescents and Caregivers Across Settings [Field Demonstration version] aims to guide MHPSS programme development and integration of MHPSS into all sectors that influence children, adolescents, families and caregivers mental health and psychosocial wellbeing. The framework can be used in development contexts, humanitarian contexts and within the humanitarian-development-peace nexus. There is emphasis on engaging actors in the health, social welfare and child protection and education sectors at all levels of society to design, implement and evaluate MHPSS strategies that are locally relevant, comprehensive and sustainable. The framework can be used by all persons involved in assessing needs; designing, implementing, monitoring and evaluating programmes for children, adolescents and caregivers; and those involved in advocating for support children, adolescents and caregivers.

General Support Group Curriculum

The General Support Group Curriculum. developed by the Global Child Protection Area of Responsibility, is a guidance and orientation package focusing on support group interventions for children, adolescents, and families who require basic emotional and practical support to address psychosocial challenges that disrupt their sense of safety, security, and hope. Support groups can help group members to process difficult memories and grieve multiple losses as needed for full psychosocial recovery and stabilization. There is emphasis on encouraging mutual support among group members and linking with wider community supports. This guidance can be used as a basis for training and orienting resource persons who will work with children in small groups. The approach used integrates the IASC pyramid layer three of interventions into child protection activities.

Photovoice Guidance 10 Simple Steps to Involve Children in Needs Assessment

The Photovoice Guidance 10 Simple Steps to Involve Children in Needs Assessment is primarily aimed at country-level Save the Children staff and partners responsible for implementing development or humanitarian programmes. It brings together practical and tested ‘how-to’ guidance from colleagues in Bangladesh. Photovoice is a participatory action research methodology that was coined by Caroline Wang in the 1990s. She describes Photovoice as a methodology that enables people to identify, represent and enhance their community and life circumstances through photography. Photovoice projects aim to make voices heard and support the self-development of participants. Photovoice can be used as a needs assessment tool and to develop a more contextual understanding of the context in which a programme is embedded. In addition to understanding children’s needs, this might include an analysis of children’s coping strategies, giving you an insight into the innate resources and support structures that you will need to strengthen. Obtaining children’s voices at the planning stage, can effectively ensure a programme targets the articulated needs of children and resonates with their lived realities. Photovoice can also be used at to re-define what success and impact looks like, transforming monitoring and evaluation frameworks.

Working with Other Sectors to Enhance Outcomes of MHPSS of Child Protection: An Introductory Guide for Child Protection Practitioners (Field Test Version 1.0)

The Working with Other Sectors to Enhance Outcomes of MHPSS of Child Protection guide is intended to help child protection practitioners to advocate for the best interests of the child in all arenas and seek out ways in which all sectors can contribute to the protection and well-being of children. The guide is a helpful tool for facilitating productive conversations with colleagues from different sectors and may also be useful for case managers faced with the challenge of navigating between sectors to find the best solution for individual children and families. The guide links child protection to Camp Coordination and Camp Management, Education in Emergencies, Gender-based violence, Health, Mine Action, Nutrition and Water, Sanitation and Hygiene.

Manual on Community-Based Mental Health and Psychosocial Support (MHPSS) in Emergencies and Displacement

The Listen and Learn Participatory Assessment with Children and Adolescent tool presents an approach to participatory assessments for children and adolescents. It provides guidance on how to run participatory assessments ethically and inclusively. After tips on preparation, the tool describes a range of participatory workshop methods that can be used by humantarian actors, culminating in a sample workshop module. The tool encourages monitoring and evaluation teams to use varied activities, instead of only focus group discussions. The annex contains a number of practical tools to assist in planning and conducting participatory assessments. There is specific guidance on how to hold structured dialogues with refugee men and women, girls and boys of all ages and backgrounds about their particular protection needs and risks. The tool can be used to ensure that children are at the centre of decision-making concerning their protection and well-being.

Community-Based Mental Health and Psychosocial Support in Humanitarian Settings

The Guidelines for Community Based MHPSS in Humanitarian Settings: Three-tiered support for children and families aim to protect and promote children’s wellbeing and full participation within the family and community systems that surround and support them. The guidelines offer practical information and tools to implement a range of MHPSS interventions to rapidly address the protection and psychosocial support needs of children and families, in parallel with tailored mental health interventions for those most in need. They are intended for UNICEF staff, partners and other agencies in humanitarian settings to help effectively embed MHPSS programmes for child and family wellbeing in communities. They are especially relevant for partners working in child protection, health and nutrition, education, camp management and water, sanitation and hygiene (WASH) to better understand the MHPSS needs of people facing or recovering from adversity. A deeper understanding of the guidelines in the field will help to improve coordination across sectors, facilitate referrals to ensure that MHPSS needs are met, and enhance coordinated implementation of effective and culturally sound humanitarian interventions that reduce the potential for further harm. The compendium of resources supplements the global guidance through providing a set of resources that can be used in different field settings.

UNICEF Innovations: Adolescent Kit

Adolescent Kit for Expression and Innovation is a package of guidance, tools and supplies to support country programmes to reach and engage adolescents ages 10-18 affected by conflict and other crises. The Kit aims to bring about positive change in adolescents’ lives through arts and innovation. The activities offer adolescents the chance to express themselves, experiment, solve real problems, and explore new ideas. In the process, adolescent girls and boys develop key competencies and new skills that help them to cope with stressful circumstances, build healthy relationships, and engage positively with their communities. The Kit promotes the Adolescent Circles approach, which involves bringing groups of girls and boys ages 10-18 together in a safe space on a regular basis to have fun, cope with difficult experiences, learn, and work together. It draws from good programmatic approaches in psychosocial support, life skills education, child protection, social cohesion and peacebuilding. The Kit can be used by anyone involved in managing programmes or working directly with adolescents in humanitarian and vulnerable development contexts, including staff across different sectors, teachers, Child Friendly Space facilitators, youth facilitators and community volunteers. All or part of the Kit can be integrated into programmes for adolescents in areas such as child protection, education and youth development.

Listen and Learn Participatory Assessment with Children and Adolescents

The Listen and Learn Participatory Assessment with Children and Adolescent tool presents an approach to participatory assessments for children and adolescents. It provides guidance on how to run participatory assessments ethically and inclusively. After tips on preparation, the tool describes a range of participatory workshop methods that can be used by humantarian actors, culminating in a sample workshop module. The tool encourages monitoring and evaluation teams to use varied activities, instead of only focus group discussions. The annex contains a number of practical tools to assist in planning and conducting participatory assessments. There is specific guidance on how to hold structured dialogues with refugee men and women, girls and boys of all ages and backgrounds about their particular protection needs and risks. The tool can be used to ensure that children are at the centre of decision-making concerning their protection and well-being.

Mental Health and Psychosocial Technical Note

The Mental Health and Psychosocial Technical Note synthesizes information on UNICEF’s approach to MHPSS, and references existing MHPSS operational guidance and standards that are detailed across sectors. It has been developed for UNICEF staff and explains : • WHAT Mental Health and MHPSS is, • WHY MHPSS needs to be included and delivered across sectors, and • HOW to deliver effective, multi-sectoral MHPSS in both development and humanitarian contexts. It gives an overview of guidance, evidence-based interventions, standards, resources, and examples of successful MHPSS programs. It also provides practical suggestions to further strengthen UNICEF’s approach to inclusion for people of all ages, genders, abilities, ethnicities and living situations. Children and adolescents are particularly prioritized, and all sectors are encouraged to incorporate MHPSS approaches to support children and family’s mental health and well-being.

Manual For The Integration Of Child Care Practices And Mental Health Into Nutrition Programs

Manual For The Integration Of Child Care Practices And Mental Health Into Nutrition Programs was developed to promote the integration of mental health and child care practices within nutrition. This technical guide offers a set of concrete actions and practical orientations to combine focus on prevention and treatment of severe malnutrition with mental health and child care practices. Everyone are encouraged to apply these practices in the Therapeutic Feeding Centre (TFCs) during admissions, playtime or mealtime, and during outpatient treatment. This document can help nutrition program experts to implement child care practices through simple actions. It is presented as a step-by-step tool-kit.

The Resilience Programme for Young Men: A Psychosocial Handbook

The Resilience Programme for Young Men: A psychosocial handbook is a resource for programme managers and trainers in providing psychosocial support for young men living in vulnerable or unstable situations. The handbook provides guidance on managing psychosocial support programmes and sets out a two-day training workshop with psychosocial activities specifically designed for young men living in difficult conditions. The activity catalogue suggesting relevant activities can complement the handbook but also be used separately. It includes guidance for programme managers on integrating resilience building into a variety of youth programmes.

Mainstreaming Psychosocial Care and Support through Child Participation

The Mainstreaming Psychosocial Care and Support through Child Participation was developed for programmes working with children and families affected by HIV and AIDS, poverty and conflict. Child participation is an inspiring approach to addressing the needs of children and families affected by HIV and AIDS, conflict and poverty. It brings new perspectives, energy and creativity to development programmes, while contributing directly to the psychosocial wellbeing of all involved. These guidelines are written for individuals working in or funding programmes working with vulnerable children. This resources is useful for project managers, trainers/counsellors, fieldworkers, donors, children involved in a development projec. The guidelines may be used as a training tool for organisations wishing to increase their focus on child participation.

INEE Minimum Standards for Education: Preparedness, Response, Recovery

The INEE Minimum Standards Handbook contains 19 standards, each with accompanying key actions and guidance notes. The handbook aims to enhance the quality of educational preparedness, response and recovery, increase access to safe and relevant learning opportunities and ensure accountability in providing these services. The guidance in the INEE Minimum Standards Handbook is designed for use in crisis response in a range of situations, including disasters caused by natural hazards and conflict, slow- and rapid-onset situations and emergencies in rural and urban environments.

"Journey of Life" Community Workshops to Support Caregivers and Children in Need

The Journey of Life community workshops to support caregivers and children in need' is designed for communities wishing to support children in need and their caregivers. Using picture codes, personal testimonies and role plays, the workshops stimulate reflection, dialogue and action among participants. By taking them through their own life journey they are better able to understand the problems facing children in their care and in their community. Pictures and posters, a core feature of the resource, are designed to facilitate dialogue. Resource mapping and action plans provide communities with an opportunity to identify their capacities and begin to act on their collective responsibility towards these children. The Journey of Life comes with a variety of M&E tools, including forms for committee information, individual attitudinal changes, household changes, and workshop evaluations. GUIDES FOR PARTICIPANTS Main Workshop: Community Implementation Guide (includes Action Workshops 1, 2 and 3 on community parenting, supporting grieving children and teaching life skills to children) Action Workshops 4–7 at synergos.org Action Workshop 8: Ending human trafficking Action Workshop 9: Protecting our children from abuse GUIDES FOR FACILITATORS Main Workshop: Facilitator Training Guide (includes Action Workshops 1, 2 and 3 on community parenting, supporting grieving children and teaching life skills to children) Action Workshops 4-7 at synergos.org Action Workshop 8: Ending human trafficking Action Workshop 9: Protecting our children from abuse MONITORING AND EVALUATION CRS also aided in providing monitoring and evaluation (M&E) tools to help facilitators measure the change in attitudes and actions by the people who participated in their ""Journey of Life"" workshops. Though the workshops are designed for groups who work on child trafficking and child labor issues, the tools below can be adapted for other settings as well.

Young Children in Crisis Settings 6: Why Supporting Caregivers’ Mental Health in Crisis Settings is Essential for Young Children’s Holistic Development

The Young Children in Crisis Settings brief highlights the importance of supporting caregivers’ mental health in crisis settings to young children’s holistic development. It presents data on the severity of the global mental health crisis, which is being exacerbated by the lack of funding for psychosocial support for children, youth, and families. The brief focuses on why caregivers’ mental health matters in crisis settings and why it is critical to invest in and prioritize caregivers’ well-being and support in conflict and crisis-affected areas. It shares Illustrative examples of evidence-based interventions, that adopt a whole family approach to promote the mental health and psychosocial wellbeing of caregivers, responsive caregiving, and early learning; and how humanitarian workers promote and protect the mental health and psychosocial well-being of caregivers.

Integrating Mental Health and Psychosocial Support into Youth Programming: A Toolkit

The Integrating Mental Health and Psychosocial Support into Youth Programming: A Toolkit provides strategies and tools for designing, implementing, and evaluating mental health and psychosocial support (MHPSS) programs and activities for youth in low- and middle-income countries (LMICs) and conflict-affected contexts. The Toolkit is a resource for standalone youth MHPSS programs and MHPSS activities that are integrated into cross-sectoral youth-focused programs (e.g., health, gender, and gender-based violence or GBV, workforce development/youth employment, education, violence prevention, peace, and stability, etc.). The Toolkit includes guidance based on good practice for MHPSS, with recommendations for adapting program designs to community needs and the local context.

Global Recommendations on Physical Activity for Health

The Global Recommendations on Physical Activity for Health is focused on primary prevention of noncommunicable diseases (NCDs) through physical activity at population level, and the primary target audience for these recommendations are policy-makers at national level. The recommendations set out in this document address three age groups: 5–17 years old; 18–64 years old; and 65 years old and above. A section focusing on each age group includes a narrative summary of scientific evidence, the current physical activity recommendations, and the interpretation and justification for the recommendations made.

The Climate Crisis: A Children’s Crisis

The Climate Crisis: A children’s crisis, through case studies and community testimonials, highlights the voices of the communities most impacted by climate change in the Federal Member State of Puntland, Somalia, which is largely semi-arid with a warm climate and sparse and sparse variable rainfall. The Booklet describes Climat Change in Puntland, pressing issues on climate change, and the causes and impact of climate change in Puntland.

My body. My Decision. My Right. curriculum for married adolescent girls and their male partners

The My body, my Decision, my Right: Curriculum for married adolescent girls and their male partners is a curricular were thoughtfully developed from reviews of numerous relevant resources and results of a formative research from a sample of 4000 adolescent girls and boys in Sierra Leone. The curriculum is used by the trained community facilitators to moderate safe space sessions of very young , older adolescents girls and boys and married or adolescent mothers and their partners. The curriculum promotes improved life skills, sexual and reproductive health education and empowerment for SGBV prevention.

Prospects for Children in 2022: A Global Outlook

The Prospects for Children in 2022: a Global Outlook is a UNICEF report that provides an in-depth analysis of trends and events impacting the rights and wellbeing of children across the globe. The report produces an outlook assessment on child wellbeing for the year 2022, analyzing key trends and their implications for children, including the trajectory of the COVID-19 pandemic, political instability and conflict, growth of the digital economy, and the globalization of climate policies. The report finds that inequities brought on by the COVID-19 crisis, such as school closures, access to treatment, and learning losses, present growing challenges for children across the globe, and predict record global humanitarian needs in 2022, as the impacts of climate change increase. The report provides data and figures for each global trend impacting children and offers insight into the current state of child wellbeing, the implications, and mitigation strategies for ensuring wellbeing and survival for children in the future.

Road to Recovery: Responding to Children's Mental Health in Conflict

The briefing paper sets out the scale of mental health effects on children living in conflict zones and the role of education in responding to them. It reveals new data which shows millions of children living in war zones or forced to flee as refugees will require support to address mental illness caused by war. The new analysis contained in the paper reveals at least 24 million children require some form of mental health support to deal with conditions such as such as schizophrenia, bipolar disorder, severe depression or anxiety, and severe post-traumatic stress disorder. In the face of an epidemic linked to the trauma of war, the international community must rapidly scale-up its response or risk losing a generation to the War on Children. This briefing paper looks at the options available to donor governments to better allocate aid to address the problem.

Young People’s Participation and Mental Health: A Protocol for Practitioners

The Young People’s Participation and Mental Health: A Protocol for Practitioners supports individual and organizational capacities to safeguard the mental health and psychosocial well-being of young people in participation processes, to ensure young people’s meaningful participation across programming, research, advocacy and communications. Developed by UNICEF's Adolescent Development and Participation team, the resource is intended for use by all individuals (including young people themselves) who plan or implement participatory processes with young people -- not only those in the mental health field.

Child Protection in Emergency Shelters for Refugees: A checklist for temporary accommodation for children and families

The Child Protection in Emergency Shelters for Refugees: A checklist for temporary accommodation for children and families presents the most important protection requirements for refugee children, young people and their families and ensures these are met, based on tried and tested quality assessment tool, “the children’s rights check”. This checklist is intended to help operators and staff to determine the situation regarding children’s rights in a shelter, and if necessary, to quickly initiate measures to improve the situation. For this purpose, five quality areas were chosen: Protection, health, participation and the cross-cutting areas of human resources and infrastructure. To check how well you are positioned to meet the needs of children, young people and their families, we translated these categories into everyday observations. Tick off the things that are already going well and highlight the areas where you still need to make adjustments. This will allow you to recognise those areas that require further action. The check list is aimed at shelters where people stay for approximately 24 to 48 hours.

Child Protection Issue Brief: Mental health and psychosocial wellbeing of children

The Child Protection Issue Brief: Mental health and psychosocial wellbeing of children presents recommendations for strong collaboration between specialists and sectors to ensure a holistic and child-centered response that fosters the well-being of displaced and refugee children. It aims to preserve and improve the well-being of displaced and refugee children by mainstreaming psychosocial support in all aspects of its work and implementing specific psychosocial support programmes. The mitigation of immediate and long-term risks and consequences for the mental health and psychosocial well-being of individuals, families and communities is a core part of UNHCR’s protection mandate.

The Right of Children to Participate in Public Decision-Making Processes

The Right of Children to Participate in Public Decision-Making Processes is a report commissioned by the Child Rights Governance team at Save the Children and was undertaken by the Centre for Children’s Rights and Family Law at University College Cork and the Centre for Children’s Rights at Queen’s University Belfast. It brings together the research literature and the experience of civil society organisations working around the world to promote effective engagement with and participation by children and young people in decisions by national and local governments. Drawing on examples from a variety of countries representing diverse economic, social, political and cultural circumstances, it identifies the building blocks that are conducive to the effective participation of children in public decision-making.

Disability-inclusive Child Safeguarding Guidelines and Toolkit

The Disability-inclusive Child Safeguarding Guidelines and Toolkit have been developed to respond to an existing gap in child safeguarding practices, which often fail to recognize the specific requirements and adaptations needed to ensure the safety of children with disabilities. The guidelines build on consultations with children and youth with disabilities as well as experience from over 20 organisations. They serve to build knowledge and frame the rationale supporting the relevance and necessity of Disability-Inclusive Child Safeguarding. Through the guidelines, you will find information about best practices, as well as practical tools and helpful recommendations. The different chapters are useful for both organising for disability-inclusive child safeguarding and for making each step of the child safeguarding cycle disability-inclusive. The toolkit provides helpful solutions for organisations and practitioners working across development and humanitarian sectors on how to plan for disability-inclusive child safeguarding programmes. Each tool provided shows how to include children with disabilities within programmes, this is important as it is essential we identify, monitor, and build into our programme design risks that children with disabilities may experience as a result of engaging in activities or programmes.

Safeguarding in Sport and Sport for Development: A Practitioner’s Guide from Policy to Action

The Safeguarding in Sport and Sport for Development: A Practitioner’s Guide from Policy to Action provides a useful guide on how governments, sports confederations, organisations, clubs and individuals working in sport and Sport for Development can develop policies, guidelines and implement measures designed to safeguard children and vulnerable adults. The Safeguarding in Sport practitioner’s resource is a toolbox for organisations, facilitators - those who teach, coach or lead sporting activities, for parents and guardians and communities in Africa. It provides comprehensive guidance on developing safeguarding policies and practice in sport and sport for development contexts and is an important training resource for athletes, coaches and sports officials. Sport and Sport for Development is not just about the games. Sporting activities are used as a tool to engage target populations in programmes that work towards development goals such as peace promotion, gender equity, education, inclusion and health. To achieve this, effective safeguarding measures are essential to ensure that the right to participation in sport and physical activity in a safe and harm free environment for enjoyment – regardless of age, gender, origin or ability is fulfilled. This practitioner’s guide on Safeguarding in Sport and Sport for Development (S4D) Contexts is a product of an intensive and inclusive process that comprised a wide range of stakeholders. It has been developed in accordance with recognised best practice but with the African context in mind.

The Nine Basic Requirements for Meaningful and Ethical Children’s Participation

The Nine Basic Requirements for Meaningful and Ethical Child Participation provides guidance on how to have meaningful child participation safely and ethically. This is a key tool for ensuring quality child participation in any initiative with children. It is presented in an easy-to-read colorful format and includes checklists and simple tools for easy access and use. They help to improve quality across global programs, advocacy, and campaigns. Further, they help ensure children’s voices are heard and respected.