Training on Child Protection Rapid Assessment the Libya Crisis Cairo, 9-11 April 2011

1. Training material developed by: Hani Mansourian Training on Child Protection Rapid Assessmentthe Libya CrisisCairo, 9-11 April 2011 Inter-agency Child Protection Working Group & Save the Children Picture: Eduardo Garcia Rolland

2. Overview of the Training

3. Learning Objectives At the end of this training, you will be able to: • Identify situations in which a CPRA should be conducted; • Articulate at least 3 confidentiality and ethical considerations during a CPRA process - List the components of the CPRA tool; • Describe what a WWNK is; and • Explain fully at least 5 of the key steps in planning and carrying out a CPRA.

4. Training material developed by: Hani Mansourian Introduction & Background Picture: Lindsay Stark

5. What is a CPRA? • CPRA is meant to provide a snapshot of urgent child protection related needs among the affected population within an immediate post-emergency context; • CPRA will provide us with urgently required information for programming and advocacy purposes; • CPRA also acts as a stepping-stone for a more comprehensive process of assessing the impacts of the emergency.

6. What CPRA is not? • CPRA is not a comprehensive assessment or monitoring mechanism; • CPRA is not meant to inform long-term programming; • CPRA will not provide information that is generalize-able to the entire affected population.

7. Why Do We Need to Conduct a CPRA? • Through the CPRA, we strive to determine: • SCALE of needs and protection risks; • PRIORITIES for required response – geographic and programmatic areas of priority, according to which funding priorities can be negotiated; • HOW such a response should be configured – including what existing capacities the response can build on; • Depending on the context, the CPRA may also be useful for other purposes, such as: • Creating an evidence-base for advocacy with stakeholders (armed groups, government etc); • Providing some knowledge of where the main information gaps are.

8. Principles guiding the Child Protection Rapid Assessment • The best interest of the child • Non-discrimination • Participation • Universality • Indivisibility • “Do no harm” • Recognition of children’s and communities’ capacities • Consideration of age, ethnicity, disability and social status • Completion of the tool must not delay urgent action • Consideration of information already available • Consideration for child developmental stage • Consideration of children’s past experiences

9. When is the Right Time? • The CP Rapid Assessment may be conducted at any time after the first week after the onset of an emergency. • It is recommended that a more comprehensive assessment be conducted after the second month after the onset; • The CPRA process is expected to take 3-4 weeks from start to finish.

10. Needs Assessment Task Force (NATF) The Inter Agency Standing Committee (IASC) Needs Assessment Task Force (NATF) was established by the Inter-Agency Standing Committee in 2009 to improve coordinated assessment processes in humanitarian disasters. NATF suggests a framework that identifies three phases in the emergency assessment processes – these are generally applicable to all emergencies, whether large- or smaller-scale. These are: • Phase I – Preliminary Scenario Definition – first 72 hours; • Phase II – Multi-Cluster/Sector joint assessment. first two weeks; • Phase III – Cluster/Sector-specific Assessments. third and fourth week following the onset of an emergency.

11. What We Need to Know The basis of a CPRA is a series of unknowns or little-knowns that we wish to learn more about. These are called: What We Need to Know, or the “WWNKs”. The entire CPRA tool is designed to inform the WWNKs. A recommended list of WWNKs follows. However, it is highly recommend that these WWNKs are revised based on the local context.

12. What We Need to Know (continued) • Patterns of separation; • Types of care arrangements for separated children; • Capacities in community to respond to child separation; • Patterns and levels of institutionalization of children; • Laws and policies on adoption (in and out of country); • Nature and extent of any hazards for children in the environment (i.e. open pit latrines, dangling electrical wires, landmines or other explosives in the vicinity of the residence, small arms etc) and risk to their safety as a result;

13. What We Need to Know (continued) • Types and levels of violence towards children in the community; • Causes and level of risk of death and/or Injury to children; • Existence of active participation of children in acts of violence; • Past and current trends in involvement/association of children in armed forces and groups; • Specific risks of sexual violence for children; • Risks of other forms of GBV for children;

14. What We Need to Know (continued) • Common community practices in response to sexual violence against children. • Availability of essential sexual violence response services for children (specially health and psychosocial services); • Existing patterns and scale of child labour; likely new risks as a result of the emergency; • Sources of stress for children and their caregivers; • Children’s and parents’ coping mechanisms; • Capacities for provision of people/resources at community level to provide support for children.

15. Confidentiality and Ethical Considerations Confidentially can be defined as the restrictive management of sensitive information (names, incidents, locations, details, etc.) collected before, during and after child protection assessments. It is also our responsibility to ensure the confidentiality of the information we have been entrusted with. Note: more on Confidentiality and Ethical Considerations will follow in upcoming sessions

16. Group Work on WWNKs • Form groups of 6; • Each group will form 2 sub-groups of 3; • Assign 9 WWNKs to each group; • In each group, one sub-group will argue for and one sub-group will argue against the inclusion of each of the WWNKs in the context of Eastern Libya; • Sub-groups will alternate their position (for & against) on every WWNK. • Then, the whole group will decide on WWNKs that they want to keep and those they want to exclude. They may also suggest new WWNKs that are not included in the larger list; • Each group will present the result of their discussions to the larger group. - See Handout #1 for the list of WWNKs; - Approximate time: 45 min (depending on the number of groups and number of WWNKs assigned to each group)