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Do No Harm (DNH) Tool: 101

Do No Harm (DNH) Tool: 101. Felicia Genet. “ Do No Harm” Tool Authority : The Do No Harm Handbook ( The Framework for Analyzing the Impact of Assistance on Conflict, Collaborative Development Action Inc,CDA. Learning Objectives : History DNA Approach Framework

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Do No Harm (DNH) Tool: 101

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  1. Do No Harm (DNH) Tool: 101 Felicia Genet

  2. “ Do No Harm” ToolAuthority: The Do No Harm Handbook ( The Framework for Analyzing the Impact of Assistance on Conflict, Collaborative Development Action Inc,CDA Learning Objectives: • History • DNA Approach • Framework • Understanding the Context of Conflict • Analyzing Dividers and Tensions • Analyzing Connectors and Local Capacities for Peace • Analyzing the Assistance Program • Analyzing the Assistance Program’s Impact on Dividers and Connectors • Resource Transfers and Implicit Ethical Messages • 6. Considering Program Options • Test Program Options and Redesign • Exercise • Resources

  3. Post Cold War Era Launched in early1990s – organized by the Local Capacities for Peace Project (now, CDA) – relationship of assistance in conflict settings Based on gathering and comparing experiences from the field • History of DNH .

  4. Assistance itself does not cause nor end conflict. Fundamental question: “How can we provide assistance without exacerbating tensions or conflict?” Context, helps us get a handle on the complexity of the conflict environments where we work. • History of DNH, continued .

  5. DNH Approach • Gathering the facts • Analyzing the facts • Programming Alternatives

  6. Framework: 7 Steps, a tool for mapping

  7. Step 5: Analyzing the Assistance Program’s Impact on Dividers and Connectors: Resource Transfers • Direct impact of assistance happens when resources are introduced into conflict settings Example: Distributional Effects When assistance is targeted to some groups and not others, these groups (or even partially) overlap with the divisions represented in the conflict, assistance can reinforce and exacerbate conflict. Assistance can also reinforce connectors by crossing and linking groups by the way it is distributed

  8. Step 5: Analyzing the Assistance Program’s Impact on Dividers and Connectors: Implicit Ethical Messages Refers to our actions and attitudes in the conflict setting. Example: Different Values for Different Lives When agencies or their staff adopt different policies for different groups, suggesting some lives are more valuable than others, they present a message that instigates division and conflict. • .

  9. Gender • Determine how gender roles and/or sex roles have in these interactions. • Sex Roles corresponds to biological roles of men and women. • Gender Roles correspond to a set of social and behavioral norms that are generally considered ‘appropriate’ for either a man or a woman. • Determine how gender roles affect Dividers And Connectors.

  10. Gender Example: Connectors • Muslim and Christian women in Liberia, documentary “Pray the Devil Back to Hell”. Dividers • Neighborhood credit group representing only one side of the conflict, using funds to rebuild those who ‘suffered the most’ representing only one side.

  11. Example: The River • What are the connectors and the dividers? • Connectors: What is it that binds the two groups? • Dividers: What is the source of tension? What can you as an aid worker do to reinforce the connectors and diminish the source/s of division? • What are our program options? • Develop water points? • Negotiate specific and agreed access to corridors? • What would be the best option from a DNH perspective? • Does the option exacerbate intergroup dividers? • Does the options support connectors that bring people together?

  12. Resources • Anderson, Mary. B. (ed.), Options for Aid in Conflict: Lessons From Field Experience, Cambridge: CDA Inc., 2000. It is a lessons-learned manual, written by aid workers in conflict areas. “Drawing on field experience, it is meant to help the field staff of international aid agencies to understand their working contexts better and to develop programming approaches that support peace rather than war”. http://www.swisspeace.ch/fileadmin/user_upload/Media/Topics/Peacebuilding_Analysis___Impact/Resources/Anderson__Mary_B._2000_Options_for_Aid_in_Confl.pdf • CDA website has a specific area on Do No Harm, at http://www.cdacollaborative.org • Do No Harm Handbook http://issat.dcaf.ch/content/download/950/7045/file/DoNoHarmHandbook.pdf

  13. Questions

  14. Contact Felicia Genet fgenet@usaid.gov

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