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Child helplines exist in many countries around the world, offering a vital source of support to children and young people in distress. In many cases child helplines also represent an essential component of national child protection systems, bringing together a variety of actors to safeguard children in need. The COVID-19 pandemic has both heightened demand for child protection services and required organisations to adapt their work in order to continue to provide support to children, families and communities.
These Practitioner Guidance Papers share the approaches of five Family for Every…
As a result of COVID-19 face to face follow-up may not always be possible for all Child Protection Case Workers doing case management with children and their families. This guidance note is intended to support child guidance for remote child protection case management, including the key child protection principles of survival and development, non-discrimination and inclusion, child participation, and the best interest of the child. It focuses on:
- How case workers should provide remote support to children within their existing case load assessed to be at medium or high risk…
Children are particularly vulnerable during infectious disease outbreaks for three main reasons:
1. Children have specific susceptibilities to infection during infectious disease outbreaks;
2. Infectious diseases can disrupt the environments in which children grow and develop and
3. Measures used to prevent and control the spread of infectious diseases can expose children to protection risks.
This guidance provides an overview of the risks associated with disease outbreak that could cause children to be left without appropriate parental care, and provides scenarios for where…
Children are particularly vulnerable during infectious disease outbreaks for three main reasons: 1. Children have specific susceptibilities to infection during infectious disease outbreaks; 2. Infectious diseases can disrupt the environments in which children grow and develop and 3. Measures used to prevent and control the spread of infectious diseases can expose children to protection risks.
This guidance provides a short overview of the CP risks associated with disease outbreak. It also provides practical steps and…
This guidance note details the four priority areas that case management agencies will need to focus on in the coming days and months during COVID-19 for child protection.
Disability Inclusion in Psychosocial Support Programs in Lebanon: Guidance for Psychosocial Support Facilitators is designed to support PSS Facilitators to strengthen inclusion of children and adolescents with disabilities in a range of PSS activities, including community based and focused activities. It includes guidance, key actions and tools to improve outreach and identification of children with disabilities who are at medium to high risk of child protection concerns. The material presented in this resource can be adapted and integrated into organizational guidance, tools…
WHAT: A handbook that identifies and addresses issues of child protection in education in Southern Sudan, and mobilizes communities into action to make schools protective and nurturing learning environments. Covers safeguarding children from abuse, exploitation and violence, as well as identifying and responding to abuse.
WHO: Teachers, education authorities, parent-teacher associations, and social and community workers involved in the care, protection and education of children.
WHERE: While based upon …
WHAT: Practitioner guidance on communicating and recording children’s care history in order to increase their understanding of what happened to them and to help prepare children for moves
WHO: Social workers, caregivers, residential staff, and trainers.
WHERE: This training was based on experiences in a children’s home in Jordan. The case examples and guidance may need to be adapted to suit the local context.
WHY: Provides guidance and examples of how to gather information on the…
WHAT: Guidance and examples of group activities which promote development and self-esteem, and the role of the worker in providing activities on a regular basis.
WHO: Caregivers and residential staff, trainers. Social and community workers and trainers involved in psychosocial work.
WHERE: This training was based on experiences in a children’s home in Jordan. The case examples, child development norms, and activities may need to be adapted to suit the local context.
WHY: Gives…
WHAT: Guidance for caregivers and residential staff on how to assess behavior problems in children and to manage them positively.
WHO: Caregivers and residential staff, trainers, and those assessing the quality of care provision. Social and community workers and trainers involved in psychosocial work.
WHERE: This training was based on experiences in a children’s home in Jordan. The case examples and guidance may need to be adapted to suit the local context. …