Working with children in emergency –

adapted in light of COVID-19

Child protection and focused psychosocial support
2020

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Introduction

The aim of this toolkit is to guide Terre des Hommes Italy managers, coordinators and staff in planning,
developing, implementing and monitoring child protection, psychosocial support programming for
children in emergency contexts.

This document describes the main operation modalities used by Terre des Hommes Italy in different
contexts and includes practical examples of how general principles and activities transformed into practice
in the TDH-IT’s experience in Lebanon, while mentioning quotes from TDH-It’s front line workers and
animators.

The toolkit is organized in five sections:

1. The first section explores the key features of child development, developmental stages and the
effects of crisis on child development. It defines psychosocial wellbeing and how emergencies
affect children’s well-being on several levels.

2. The second section highlights the different layers of intervention in emergency contexts as well
as the different modalities of implementation in the different emergency contexts while
highlighting the criteria for each modality (e.g. face to face in emergency, remote
implementation). This section also provides some tips for parents to address the well-being of
their children when faced with stressful situation.

3. The third section provide an overview on the child protection guiding principles that TDH-IT’s
intervention as well as useful tips on positive communication skills and inclusiveness for the
organization’s front line workers.

4. The fourth section explores the different types of child protection cases, signs of identification
following the different modalities implemented as well as the do’s and don’ts essential for a safe
referral and communication in case of child protection case disclosures

5. The fifth section highlights the structure of the psychosocial programming in TDH-It. It illustrates
how to design activities with children and includes practical examples of games and exercises for
children of different age groups and of different modalities.

Along the text, you will be finding ‘boxes’ that describe real stories of children, testimonials of parents
and statements by Terre des Hommes Italy’s staff.

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Terre des Hommes Italy, as part of the Terre des Hommes Federation, the Child Protection Working-group
of the Global Protection Cluster, and the Keeping Children Safe network, recognizes the basic principles
and international standards in child protection and psychosocial support.

Developing this toolkit was only possible thanks to the valuable contribution, dedication and commitment
of Terre des Hommes Italy staff working with children in Lebanon.

Terre des Hommes Italy

September 2020

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 INDEX

1. Working with children

1.1 Age developmental stages
1.2 Children in emergencies and effects on children’s well-being
1.3 Children’s common reactions to stressful events

2. Psycho-social support
2.1 Different layers of intervention
2.2 Focused, remote and adapted modalities
2.3 Remote tips for parents in emergency context

3. Principles of working with children

3.1 Guiding child protection principles
3.2 Communication with children

4. Protecting children
4.1 different types of abuse
4.2 Signs and identification of child protection cases through the different modalities
4.3 Do’s and Don’ts in case of disclosure

5. Structure for a child protection and psychosocial programming

5.1 Levels and structure of intervention
5.2 Linking child protection and psychosocial support
5.3 Focused psychosocial activities (face to face and remotely)
5.4 Sample of activities

6. Annexes
a. Child Friendly Space checklist
b. List of pre-requisite trainings for front line workers and objectives
c. Child Progress Assessment
d. Focused Group Discussions and sample of FGD activities
e. Remote Satisfaction Survey
f. Endorsed remote monitoring tool
g. Child Consent Form
h. Internal Referral Form

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1 Working with children 1

1.1 What is child development?

Child development concerns the process of growth and maturation of the human individual from
conception to adulthood. Development is best understood within a lifespan perspective, with growth and
change beginning at conception and throughout the foetal stage, continuing throughout childhood and
adolescence and, in some respects, during adulthood and old age. During the whole period of his or her
development, the individual child will develop a mature body, brain and nervous system and progressively
acquire competence in a wide range of functions and skills which enable him or her to adapt and survive
in many different types of environments.

Areas of development are the following:

1. Physical development: this refers to the body

increasing in skill and performance and includes:
a. Gross motor development (using large muscles),
for example legs and arms
b. Fine motor development (precise use of
muscles), for example hands and fingers.
c. Brain development (progressive development of
the brain and establishment of neural
connection), for example pre-frontal brain
development in adolescence.

2. Social and emotional development: this is the

development of a child’s identity and self-image,
feelings about him or herself, the development of relationships with others and learning the skills to
live in society with other people.

3. Cognitive: this refers to the increase of mental abilities and includes:

a. Intellectual development: this is learning the skills of understanding, memory and
concentration.
b. Communication and speech development: this is learning to communicate with friends, family
and all others.

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This chapter is relevant for anyone who works with and for children.

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Children show different capacities and skills at different developmental stages.
The table below summarizes the main children’s capacities and characteristics in the three areas of
development at different stages:
Early years
(Birth to 5/6)
Most rapid period of the physical
growth
Developing motor skills – from
crawling to walking, running,
exploring the environment and
Physical
becoming accident-prone
Developing fine motor skills in
fingers that facilitate independence
and learning (e.g. dressing,
undressing, cutting, coloring, tying,
washing)
Developing from total dependency
on others to separation and
increasing levels of autonomy
Experiencing new and oftentimes
frightening emotions, likes and
dislikes
Evolving awareness of their own
and others’ emotions
Socio-emotional
Growing in understanding that
others think and feel differently
Playing with others, learning to
resolve very simple conflicts and to
cooperate
Showing signs of empathy, pro-
social and helping behaviors
Early experience of everything:
shapes, colors, people, animals,
capacities
Cognitive
sounds, rhythms, places
Developing language
Middle years
(from 6/7 to 11)
Gradually becoming more
independent in taking care of daily
needs such as personal hygiene,
feeding, taking care of possessions
Varied facial expressions
Developing balance
More sophisticated use of hands:
creativity, dance, sport, carrying
water, can sort objects, dominant
right/left hand
Increasing independence
Learning to follow rules of play and
interactions
Identity among peers, choice over
social relationships
Influenced by adults outside family
Increasing ability to express feelings
Starting to be able to control emotions
Understanding inner motivation of
characters and can put self in place of
others
Learning about right and wrong
and making moral choices
Taking more responsibility for
their own actions
Developing exclusionary and
stereotyping behaviors
Development of individual and cultural
identity
Better distinguishing between fantasy
and reality
Adolescent years
(from 12 to 18)
Physical and sexual maturation (e.g.
voice changes, appearance of beard for
the boys, hips becoming larger for the
girls, beginning of periods, etc.)
Experimenting with identity behaviors
related to gender,
race, religion, class, etc.
Interested in mastering physical
challenges
Experimenting with new behaviors,
including risky ones
Autonomy/independence, chooses
social interactions
Looking for a role model
Often influenced by peer culture
Less interaction between males &
females
Holding strong beliefs and
principles on moral dilemmas
Exhibiting rebellious behaviors against
authorities
Developing interest in romantic
relationships
Values participation and wants control
over own life
Capable of adult-like abstract and
logical thought
Emerging concern for, and exploration
of, options regarding future plans
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 Developing awareness and
sensitivity to differences in gender,
race, disability and early formation
of social attitudes
Difficulty in distinguishing fantasy
from reality and difficulty in
understanding causality (that one
thing/action leads to another)
Concentrating on the concrete
aspects of reality (what I can see,
hear and touch)
Understanding causality (that “one
thing leads to another”) and can see
things in “relational” terms
Begins logical thinking
Using more sophisticated language
Developing problem-solving and
critical thinking skills
Think in abstract terms
Reason by hypothesis and generalize
Interested in ideas, the future, political,
religious and social problems.
Literacy levels might not be consistent
with chronological age

Growing awareness of gender and

other “differences”

Developing curiosity and trying to

make a sense of the world (asking
“why questions”)

Child development is ecological. This means that the process of development is the result of the
interaction between the child and his or her physical and social environment over time, each having an
effect on and shaping the other.

Various physical, intellectual and

sensory disabilities can have an obvious
and possibly profound impact on the
development of the child. Arguably,
however, it is not so much the disability
itself, but the way disability is viewed
and children with disabilities are treated
that has the greatest detrimental effect.
The ecological nature of child
development is clearly visible: the child
who is slow to develop, for example,
may be unrewarding to his or her
caregiver and as a consequence may
receive less attention and stimulation.

There are some basic factors

influencing child development. These
are, in no specific order of importance:

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 • love
• protection and care
• food, shelter, water and other material needs
• a family and community
• self-expression and interaction with peers and adults
• opportunities for play
• healthcare
• education and opportunities to learn

Early childhood development is critically important for children, including children with disabilities. The
Convention on the Rights of the Child (CRC) and the Convention on the Rights of Persons with Disabilities
(CRPD) state that all children have the right to develop “to the maximum extent possible.” Considering
that family settings are generally the first learning and protective environments for any child , the role of
caregivers, and a child’s immediate family, in supporting their development and ensuring these basic
factors are provided for is crucially important. 2

1.2 What happens to child development in emergency?

Children living in emergency situations (whether conflict or natural disaster) risk experiencing a number
of threats to their development and wellbeing. These typically involve intense fear, witnessing the
destruction of property, possibly including their own homes, the necessity of fleeing in panic and
possible consequent displacement. The destruction of one’s home and sudden relocation can have a
huge negative impact on one’s life and sense of safety, as it may interrupt community connections,
destroy memories and impact financial assets since homes can be strongly associated to safety and
protection but also to geographical references (i.e. streets), and symbolic possessions (i.e. photographs,
games etc.), both serving as important reminders of their life and identity.

“At the time of the blast, my older son ran carrying his
younger sister outside the building where she lost the
shoes she had on. Since then, my daughter sleeps with her
shoes on afraid of losing them again”, a mother of a family
affected by the Beirut Blast on August 4th, 2020

2 UNICEF/WHO, “Early Childhood Development and Disability: A Discussion Paper.” 2012.

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In addition to the loss and grief experienced in relation to death, injuries and loss of material assets,
events of this kind can cause disruption in daily routines and can have a particularly negative effect on
children, as these situations are likely to be followed by long periods of instability for the family.
Furthermore, children living in a situation of prolonged conflict and instability may have to face the
constant anxiety of living the same situation on a daily basis, coping with the loss of any sense of control
they might have over their lives. Many of these experiences can have both immediate and longer-term
effects on children’s development and wellbeing. In particular, the security resulting from having a
disrupted routine makes children vulnerable and subject to distress.

In addition, emergencies and psychological traumas experienced by children with disabilities could
result in heightened effects and worsening of their well-being by exhibiting symptoms such as excessive
isolation and crying, speech inhibition and constant edginess over minor events.

“My daughter was born with a medical condition

and physical disability. After the Beirut Blast, she
has been showing signs of extreme isolation and she
is unable to express or talk like before”, a mother of
5 years old affected by Beirut Blast of August 4th,
2020.

The different reactions experienced by children after a traumatic event depend on several factors that
contribute to the child’s ability to overcome the effect of the incident and gain back the skills that would
allow the normalization of the daily routine that was once disrupted. Research has proven that
children’s wellbeing and resilience are impacted by their unique temperament, available sources of
support, age and cognitive ability, pre-existing stresses, and histories of dealing with adversity. Whereas
some children are highly resilient, others may be more vulnerable and less able to cope with stressors.
These children are considered of high vulnerability considering the below risks that contribute further to
the long-term effect of emergencies:

• Previous traumatic experiences including violence, separation, fear

• Lack of opportunities for education
• Lack of opportunities for play and recreation
• Absence of supportive adults
• Previous mental health history in the family
• The degree to which highly significant losses can be replaced
• The extent and quality of assistance, which the child and family receive

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1.3 Children’s common reactions to stressful events
Although reactions may be different from one child to another, and from one age group to another, it is
important to be sensitive to the child’s behavior and to his/her perception of the situation. In other words,
the developmental ages of children are characterized by normal reactions to stressors including traumatic
events. The below reactions, if left unattended and uncared for, might result in long term symptoms that
would require specialized assistance.

COMMON REACTIONS FOR 0-3 YEARS OLD CHILDREN

 Clinging to parents
 Worries that something bad will happen to you whenever you leave the room
 Changes in sleeping patterns: fear of the dark or sleeping alone
 Changes in eating pattern (eats too much or too little)
 Increase in crying and irritability: toddlers may have temper tantrums
 May have no interest in playing and become listless
 Afraid of things that did not frighten them before
 Hyperactivity and poor concentration
 Plays aggressively and in a violent way: fixated on disaster
 Stubborn and demanding in a controlling way
 Older ages in range might regress to younger behaviour or forget how to do things they were
previously able to do: e.g. bed-wetting, thumb sucking, stop talking, etc.

COMMON REACTIONS FOR 4-6-YEAR-OLD CHILDREN (PRE-SCHOOL CHILDREN)

 Inactive: unable to follow usual routines: helpless and submissive

 Does not play or plays repetitive games that re-enact the disaster
 Anxiety; fear of things and situations; afraid of losing or breaking objects
 Stops talking
 Sleeping problems (including nightmares)
 Eating problems
 Clinging behaviour or over independence
 Confusion or impaired concentration (may ask the same questions repetitively) and thinks that
danger is not over and will return
 Regression to younger behaviour or forget how to do things they previously were able to do:
resumption of bed-wetting, thumb sucking, or stops talking, etc
 Tries to comfort the parents/ siblings sometimes talking an adult role
 Physical symptoms like stomach aches
 Irritability – blames her/himself
 Little to no understanding that death is permanent (might keep asking when someone will return)
 “Magical thinking” may believe that what they wish for will come true.

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COMMON REACTIONS FOR 6-12-YEAR-OLD CHILDREN

 Swinging level of activity sometimes from passive to overactive,

 Confused with what happened,
 Withdraws from social contact with family or friends,
 Talks about the event in a repetitive way (keeps returning to details),
 Reluctant to go to school or underachieves,
 Fear, especially when he/she is reminded of the shocking events; maybe unwilling to recall the
event (triggered by sounds, smells, etc.),
 Fear of being overwhelmed by feelings; emotional confusion or mood swings,
 Impact on memory, concentration and attention,
 Sleep and appetite problems, Aggression, irritability or restless,
 Self-blame and guilt feelings
 Somatic complaints: or complaints that have no apparent cause (headaches, muscles, stomach,
etc.),
 Concerned about other survivors (as concrete reasoning begins and may lead to abstract thinking
for ages 9-11).

COMMON REACTIONS FOR 13-18-YEAR-OLD CHILDREN (ADOLESCENTS)

 Feels self-conscious, exposed, and different, guilt or shame,

 Sudden change in interpersonal relationships with family, friends,
 Major shift in view of world, philosophy, and attitude,
 Attempt to make major life changes to become an adult,
 Increase in risk-taking behaviour (feeling invincible or self-destructive),
 Substance abuse or other self-destructive behaviour,
 Avoids people, places or situations that remind him/her of the shocking events, fears reoccurrence,
 Aggression,
 Intense grief (understands the consequences of loss better than that of a younger child),
 Feeling hopeless,
 Defiant of authorities/parents,
 Concerned about other survivors; tries to be involved; re-establish a sense of mastery and control
over his/her life to be useful,
 May become self-absorbed and focus on how death has affected them with self-pity,
 Often rely quite heavily on peer groups in socializing, constructing views of the world and learning
new coping skills to deal with their needs.

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2. What is psycho-social support?

As the term implies, there is a close relationship between the psychological and social aspects of a
child’s development and wellbeing. Personal, social and environmental factors often influence the
wellbeing of children and families and their ability to recover from hardship and adversity. Terre des
Hommes Italy considers psychosocial support activities as one of the key means to protect children. The
aim of these activities is to strengthen resilience and coping mechanisms for children, their families and
their communities.

In line with IASC Mental Health and Psychosocial Support Guidelines, Terre des Hommes Italy addresses
psychosocial distress of children through consolidating the protective factors and responding to the risk
factors in the purpose of minimizing them following the below division
Psycho – refers to thoughts, feelings, desires, reactions, beliefs, and perceptions.

Social - relationships, family and community networks, social values and cultural practices

Psychosocial wellbeing is, therefore, the state of wellness deriving from a positive interaction of the self
with the social environment.

3
The IASC MHPSS Intervention Pyramid [source: UNICEF MHPSS Operational Guidelines, 2018]

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In times of distress and emergencies, Psychosocial Support refers to the actions that address both the
psychological and social needs of individuals and support them in recovering their state of psychosocial
wellbeing. This support is highlighted in different modalities:

 Face to face focused psycho-social activities

 Remote implementation of psycho-social activities
 Adapted implementation of the face to face focused psychosocial activities

Depending on the situation of the context and the restrictions entailed, specific considerations for the
delivery of psycho-social activities need to be in place.
The below graph illustrates the key considerations on the best modality of PSS activities’ implementation.

Is there any restriction of movement? Would the delivery of face to face activities
result in further harm to children or families?

Yes No
Move to remote modality where
activities are given through an online Move to face to face activities
platform

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 Can activities be held physically but with safety measures without causing further harm to
children and families?

Yes No
Move to the adapted modality of the focused
Keep the remote modality with the provision of
psychosocial activities, where activties are face to
psychosocial activities through an online platform
face but with protective measures in place

What is tailored, non-specialized psychosocial support?

Tailored psychosocial support to children are theme focused activities provided to children at medium
to high risk of CP violations which focus on emotional support and supports the outcomes of children in
case management with peer support, and children living in vulnerable communities.

Focused psychosocial support activities are provided in a safe space accessible to children where
transportation can be provided. Child-friendly spaces (CFS) play an important protective and supportive
function for children in adverse circumstances, ensuring children have a safe place to gather for play, for
self-expression and learning (Check Annex 1 for CFS checklist).

The content of focused PSS needs to be tailored to address psychosocial needs of children who are at
risk. This should focus on the emotional wellbeing of children and provide additional support for this
category in addition to providing them with the needed skills to identify their emotions, manage their
reactions, learn how to express and most importantly report any kind of abuse or violation they are
exposed to and at risk of exploitation.

Who are the vulnerable children benefiting from focused non-specialized PSS support?

 Children living in communities with high violence and/or conflict

 Children in institutional arrangement and needing alternative parental care
 Children living and working on the streets

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  Children engaged in WFCL (Guide of the Decree 8987 on WFCL)
 Children affected by armed conflicts (CAAC)
 UASC/Orphans survivors of abuse, exploitation and trafficking including minority groups
 Child headed households without adult support
 Children forced into early marriage
 Out-of-school children
 Children/ adolescents survivors of physical and sexual abuse and violence including domestic
violence
 Children exposed to severe emotional abuse and neglect
 Children in conflict with the law without adult support
 Children survivors of trauma, experiencing psychological distress and post-traumatic
symptoms
 Children/ adolescents engaged in substance abuse or alcohol
 Children living in medium to high risk families (domestic violence/GBV or substance abuse
occurring)
 Children with disability and survivors of abuse and exploitation
 Other children/adolescents exposed to harm or danger and identified needing specialized care
and appropriate intervention

“Medium to high risk” children with disabilities 4

Children with disability and survivors of abuse and exploitation
Parents of children with disabilities report that both girls and boys with intellectual disabilities are at risk of
sexual violence in the community.

Children forced into early marriage

There are reports that adolescent girls with disabilities are being married early, before their disabilities make
them “undesirable”.

1 4DISABILITY INCLUSION IN CHILD PROTECTION AND GENDER-BASED VIOLENCE PROGRAMS, Disability Inclusion in
Psychosocial Support Programs: Guidance for Psychosocial Support Facilitators, 2017

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 Children with high level of psychosocial distress
Some refugee children and young people with intellectual disabilities who have witnessed violence are
demonstrating a deterioration in their communication and social skills, as well as their ability to undertake
personal hygiene and daily care.
Adolescents and young people with new disabilities report feeling depressed, with some reporting suicidal
ideations and attempts.

Children engaged in the Worst Forms of Child Labor

Community workers and GBV actors report examples of adolescent girls with disabilities are being forced into
begging on the street, exposing them to added risks of sexual abuse and exploitation.

Who should provide focused non-specialized PSS support?

Focused PSS support is provided by facilitators who have the knowledge and capacities of implementing
activities with medium to high risk children. Terre des Hommes Italy follows the below criteria and
ensures the duties and responsibilities of their facilitators

Criteria: (to check with HR the needed requirements for PSS animators)

Duties and responsibilities

 To design PSS and CP activities targeting children with at risk.

 To develop and report in written a detailed weekly activity plan, indicating specifically the aim and
the objectives of the activities to closely monitor results achieved with the beneficiaries.
 To be in charge of developing, delivering and monitoring the activities’ implemented as well as to
train the community volunteers through “learning by doing” and “coaching” approach.
 To carry out with the community volunteers PSS activities in outreach using specific
methodologies to support the beneficiaries with at risk.
 To support the team leader to identify remote locations and involve beneficiaries living in these
areas.
 To support the team leader and the social worker to outreach and assess the beneficiaries through
home visits and phone calls.
 To keep the balance between social, mental and physical activities for children and adolescents.
 To plan the activity in order to ensure progressive steps from easier to more difficult activities.
 To ensure that the beneficiaries have the possibility to participate in designing the activity, to
express themselves and to be heard.
 To ensure that the beneficiaries are all involved in the activity and that there is possibility for boys
and girls to work both together and in gender based groups.

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  In dealing with difficult behaviors (conflict, aggressiveness, introversion), to understand the
reason behind the behavior and to try as much as possible to involve the others participants as a
resource to solve the problem.
 To monitor the beneficiaries’ participation to the activities.
 To monitor child progresses, identify children in need and refer special cases to the social workers
and the team leader as soon as identified.
 To participate in the preparation, execution and organization of awareness sessions for the
beneficiaries of all age groups.
 To report in case of any kind of abuse to the social worker and the team leader.
 To plan and request the material needed for the activities to the team leader.
 To be responsible for the proper use and basic maintenance of the PSS materials and the
location’s facility.
 To participate in the trainings provided by TDH IT or other partner Organization. (Check Annex 2
for pre-requisite child protection trainings)
 To participate in the meetings whenever necessary.
 To work in a close collaboration with the team in the drafting, implementation and follow-up of
the activities.
 To comply with the TDH IT Code of Conduct and Visibility standards.
 Any other task relevant to the position.

Monitoring tools

1. The focused PSS activities’ monitoring tool, the “Child Progress Assessment” aims at measuring the
impact of the activities on children’s psychosocial skills along three dimensions: (Check Annex 3)
a. Self-awareness
b. Interpersonal relations
c. Self-protection

2. The focused group discussions serve as a second monitoring tool, with a purpose of collecting
the qualitative feedback of children attending focused PSS activities at Terre des Hommes Italy’s
premises. This tool allows monitoring and evaluation staff to collect information that could
serve the facilitators in better shaping the program of activities and for better involvement of
children in the planning of the overall program of child protection. (Check Annex 4)

What is the remote modality for the provision of PSS activities?

In order to reach out to children and provide them with the needed psycho-social support in times of
emergencies and adversities when physical contact could create further harm (e.g. security constraints,
pandemic spread), and while following the ecological system of child protection, reaching out to primary
care providers for the support of their children is the main gateway Terre des Hommes Italy adopted for
the PSS support. Hence, technology seemed the best way to reach out to caregivers to prevent the

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increase of violence against children in a time where social distancing is required, as well as stigma,
discrimination and distress in most vulnerable children and caregivers.

What is REMOTE psychosocial support? 5

Remote psychosocial support is the provision of psychosocial services through a technological platform
whether through a hotline, WhatsApp, or any other similar platform where the specialized workers would
be able to provide psychological first aid and/or emotional support to adolescents as well as providing
caregivers with activities to implement at home with their children. The aim of this support would be as
following:

● Reduce stigma and social exclusion that may result from COVID-19.
● Decrease the level of stress on caregivers.
● Provide caregivers with positive discipline tools and home based activities to support with their
children.
● Provide focused psychosocial support for adolescents following a specific flow of themes
● Identification and referral of cases in need of additional support such as general referrals, COVID-
19 referrals, case management etc.

“Through the remote modality, we were able to reach families that were physically challenging to
reach because of the long distance. In addition, reaching remotely to caregivers, allowed TDH-It’s
team to connect with parents of children with disabilities, where the activities provided especially on
positive communication, enhanced the parents’ relationship with their children, and this is one of the
best successes of this modality”, as expressed by Souad, TDH-It’s North Bekaa child protection officer.

Who should provide the remote psychosocial support?

This should be delivered by staff in the organization who were already providing psychosocial support
for caregivers and/or provided the focused PSS for children. (Pre-requisite trainings in Annex 2).

Operational considerations:

In order to provide remote psychosocial support some considerations need to be taken on the best
modality. It is important to consider the following with the caregivers before initiating any support:

 It is preferable not to ask caregivers to be gathered physically together for hygiene precautions
(in case of a pandemic spread), but rather to have them gathered online or called based on their
preferences.

5
Guidelines for the Provision of Remote Psychosocial Support to caregivers during COVID-19, PSS Committee, 2019.

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  Check for the best modality with each caregiver whether they would rather be called or use an
online platform taking highly into consideration that the vulnerable population that Terre des
Hommes Italy is serving would be concerned to use their mobile data for that purpose.
 Agree beforehand with the caregiver on the best time to call and be punctual, to ensure privacy
and confidentiality.
 Agree beforehand on the length of the discussion and commit to it. Recommendation would be
to limit it to a maximum of 45 minutes to ensure the span of attention between participants.
 Follow the same guidance facilitators use with groups of children and caregivers in which all
participants are reminded of the rules of the session including confidentiality, providing a space
for each participant to express themselves, respect the opinions of others etc.

In case the remote modality was implemented directly with adolescents and not through their
caregivers, Terre des Hommes Italy’s facilitators should ensure the following:

 Check the best timing for adolescents to receive the PSS or life skills activities, as in high
vulnerable communities, most of the adolescents work during the day and do not have access to
mobile phones.
 Follow the same guidance used with face to face groups of children and caregivers in which all
participants are reminded of the rules of the session, including confidentiality, providing a space
for each participant to express themselves, respect the opinions of others etc.
 Always remind adolescents of the proper use of the internet and make sure to sensitize them on
how to protect themselves from cyber bullying or from fake accounts. (Check Annex 3 for
activities on cyber-bullying and internet safety)
 Make sure to get the adolescents’ preference in being part of a homogeneous or heterogeneous
groups. This could decrease the probability of drop outs throughout the cycle of activities. 6

Tips for parents on psychosocial activities to implement with their children at home:

Encourage caregivers to understand from their children their preferences and their means of expressing,
especially if there are children with disabilities in the household.

✔ Establishing a routine song or dance for the rituals taking place so children won’t perceive as a
duty (e.g. hygiene rituals, chores, etc.)
✔ Storytelling that would allow children to use their imagination and decrease the stress related to
the current situation. Adolescents can be involved in storytelling to their younger siblings which
would allow them in return to place their own touch.
✔ Prepare a dough with your children and play with them doing different forms and themes.

6
TOWARDS INCLUSION: Situation Analysis of Children and Families with Multiple Vulnerabilities in North Bekaa, November 2019.

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 ✔ Read a story together as a family and initiate a conversation. Ask them which character or what
part of the story they liked most and why. Offer your own opinions, too. You can afterwards ask
them to prepare the story and play it for you. (links to children videos on awareness below)
✔ Paint and color by asking them to paint different themes that they would like to draw about such
as family.
✔ Exercise with them through asking each member of the family to do a movement that all the
members would follow and then rotate to make sure all siblings got a turn.
✔ Engage with adolescents in age appropriate games such as card games

“After a couple of sessions where I was providing mothers with activities to implement
at home with their children, a mother stated that her 8 years old daughter who used to
be very shy and often isolated ad scared of loud noises, is now participating to the
activities at home with her siblings and always requests new topics and games”, states
Malak, TDH-IT’s Mount Lebanon FPSS animator.

“One of the sessions where caregivers were receiving activities for their children, there was a mother,
who was also a teacher, who was collecting and saving all the psychosocial activities given to her
children so she can implement them with her students once the scholastic year begins. She also
stated that these activities are very beneficial for a healthier learning environment”, narrates Hind,
TDH-IT’s community engagement supervisor when asked about the successes of the remote modality
and how the community can be engaged as a whole.

“As the mother stated, both of her children with disabilities, used to start clapping and laugh out loud
when the phone rang knowing that they will be receiving activities to implement at home”, narrates
Adel, TDH-It’s North Bekaa FPSS animator.

Monitoring tools

1. Satisfaction questionnaire explores the level of satisfaction of the caregivers with the activities
provided to them so they can implement at home with their children (Check annex 5 for tool)
2. Endorsed tool by UNICEF (Check annex 6 for tool)

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Adapted psychosocial support modality – Specific to the pandemic period

While Terre des Hommes Italy prioritize the safety of its front line workers and children of the targeted
communities by considering remote modalities when physical contact could create further harm (e.g.
pandemic spread), some of the moderation and compromising measures that were taken during the
month of July 2020, and especially in the area of North Bekaa where low numbers of COVID-19 cases were
reported and considering the high vulnerability level of the area, where it was apparent a much needed
opportunity for children and caregivers alike to better cope with the stressful times of confinement and
to express/share their thoughts, feelings, and experiences from the lockdown.

And while taking into consideration all the protective measures needed for the safety of the people and
children involved, Terre des Hommes Italy foresaw how the psychosocial activities would support children
to cope with adversity and regain a sense of control and the ability to function as before.
It is especially noted that during the lockdown, children’s ability to go outside and exercise the different
forms play with their peers was extremely limited. This means that PSS activities will address the specific
needs emerging from the lockdown while also maintaining a broad spectrum for self-expression and group
interaction. 7

Special safety considerations when implementing face to face activities during a pandemic spread:

 Restrict groups to a maximum of 8 children per group.

 Have at least two staff (one animator and one volunteer) running the session.
 Ensure the availability of hand sanitizers to be used by boys, girls, caregivers and frontlines upon
arrival at the session and during the session or as needed. (it is preferable for organizations to
have a specific box where sanitizers and masks are in place when needed).
 Post signs encouraging good hand and respiratory hygiene practices.
 Avoid touching eyes, nose and mouth
 Ensure that any child/caregiver who use a tissue throw it directly in the trash and not to keep it
on any surface.
 Ensure, as much as possible, that there is no handshaking and a distance of one to two meters
between each person within the seating and activities.

It is important to note that children with disabilities are exposed to the same risks as other children in
the community. The inclusion of children and youth with disabilities and those affected by disability in
PSS activities is critical to reducing their protection risks, and supporting their mental health and

7
Guidelines on adapted/face to face psychosocial activities for children and parents post Covid-19, July 2020

21
 psychosocial well-being8. Nevertheless, and while considering the pandemic spread, reaching for
children with disabilities should include close consultations with their caregivers whether they have
any health conditions that might increase their risk of infection, since assuming that their presence in
the activities might cause them further harm, is considered another form of exclusion.

Note: In case, and after the consultations with the caregivers of children with disabilities, it was
apparent that the children’s participation in adapted PSS activities would increase their risk of virus
infection, it is important to discuss the reasons with the concerned child and to provide remote PSS
activities in parallel, ensuring the support for their psycho-social well-being.

Guidance for carrying the session:

 Planning for activities that do not require children to hold hands and to ensure physical
distancing throughout the activity (one meter apart)
 Teaching children different techniques for mandatory handwashing (e.g. creating a sing or a
dance for the handwashing routine to make it fun, so children would perceive it as a duty and
refrain from doing it)
 Always remind children that it is in their power to protect themselves from any virus spread (e.g.
covering their mouths, coughing into elbow)
 The conducted activities capitalize on the capacity of children and caregivers and are inspired,
but not limited to, the following topics: what have we learned from the previous confinement
period, what are the strengths I have discovered, how do I express my feelings and dealing with
stigma.

Criteria for above activity selection:

- Activity do not require physical and personal (eye, noise and mouth) touching.
- Activity respect physical distancing.
- Activity is age appropriate to the relevant audience.
- Activity match related needed topic.
- Activity can be implemented with a small group of children/caregivers (5 to 8).

8DISABILITY INCLUSION IN CHILD PROTECTION AND GENDER-BASED VIOLENCE PROGRAMS, Disability Inclusion in Psychosocial
Support Programs: Guidance for Psychosocial Support Facilitators, 2017

22
3. Principles of working with children

Regardless of the modality of the implementation, be it remotely or face to face, there are guiding child
protection principles put in place for front line workers or volunteers to follow while being in contact
with children.

Principle 1: Children’s rights

In working with children we are committed to the respecting and contribute to realizing the rights spelled
out in the Convention on the Rights of the Child.

Principle 2: Protecting children

We are also committed to protecting the children from violence, from being forced or induced to act
against their will and from fear of such abuse.

Principle 3: Child Participation

Children have the right to express an opinion freely in all matters affecting them and to have that opinion
taken into account.

Principle 4: Do no harm
Activities with children are to be done in a way that wouldn’t be causing further harm to the child or
his/her family, including taking prior consent in case photographs of the activities are requested. (Check
Annex 7 for child consent form).

Principle 5: Inclusion and non-discrimination

All children should be able to participate in the activities and receive attention, care and assistance from
facilitators in a respectful and non – discriminatory way

“Following the remote modality, a 10 years’ old child had speech difficulty and wasn’t able to express
her needs to her caregivers. As narrated by the mother, and after receiving different ways of
communication and inclusive approach at a household level, the child started drawing and expressing
to her parents when she found it difficult to verbalize her needs with her constant stuttering”,
narrates Hala, TDH-It’s North Bekaa social worker.

3.1 Communication with children

23
 Whatever was the task to accomplish with children whether a simple demand, a whole psychosocial
activity or helping in protecting them, the lack of proper communication would fail in reaching the
objective and decrease any chance of providing any support needed, especially when communicating with
children with disabilities. In addition, creating a safe learning environment for children starts by having
the needed skills of communication that allow both ends to build the trust needed for any disclosure and
to acquire the skills for self-protection and sustainability of a healthy well-being.
The following communication principles allow facilitators to create the best atmosphere for children to
play, feel safe and disclose of any violation:

 Safety
It is essential for children to feel safe. This will make them more open, and give a good experience of
joining the group.

 Make sure that venue is physically safe /  Punish children

If on remote, make sure that all the
members of the group agree on being
joined together virtually.
 Make sure the venue is healthy and
hygienic
 Set ground rules / and keep on
reminding about them on each session
 Children have the right but not the
duty to speak. Everyone must listen.
 Smile, be interested
 Be kind
 Make sure that the children know what
you will do with the information and
know your purpose.
 Keep a light atmosphere
 Get consent before talking to children
 Be respectful when talking about
parents, communities and culture.
 Understand and interpret the nonverbal
communication
 Create an infectious environment
 Laugh at children or allow mockery
 Interrupt or allow interruptions
 Apply pressure for answers or for
participation
 Intimidate
 Pass personal judgement
 You can say “It was very wrong what
happened”
 Children should not experience this….”
Never say: “Your mother was bad to hit
you.”
 Pay attention to one of some children in
front of the others
 Tell the stories of the children outside
the CFS space with your friends or
community
 Cancel an online session without
informing the children

24
 Validation
Create an atmosphere in which all the participants are valued and that all statements are acceptable, as
long as they comply with the rules of mutual respect in the group. This is especially important to do with
children who communicate or understand in different ways (e.g. children with intellectual disabilities), as
their opinions and feeling may often be dismissed by others. Many children in difficult circumstances feel
shameful and have low self-confidence. Let them feel that they are valued and acknowledged.

 Let children finish their sentences  Let anyone feel silly or inferior
 If the discussion gets off track- sum up,  Try to argue or impose an adult
validate the statements (“thank you,” perspective - keep the child’s experience
“right now you are telling us about” …) in focus.
and bring the conversation back on
track.
 Be flexible. Some unexpected important
issues may turn up.
 Be prepared to follow the thinking of
the children, but make sure that the
whole group is following, and ask “is it
OK we talk about this now?”
 Validate the child’s perspective, as a
situation may be seen differently by
adults.

 Inclusiveness
In a group, everyone is a member, and should be allowed space. Children will share more with the group
if they feel included and the group atmosphere is better if you make sure to include everyone.

 Let anyone monopolize the situation

25
  Let children take turns and participate  Apply pressure
and contribute in ways that they feel  Show more interest in some children
comfortable. than in others
 Some children need to be “invited.”
 You can use concrete examples to get
the quiet children started.
 Let the group feel that you are equally
interested in everyone.

Inclusiveness is also using the proper language with children with disability. Below are some
considerations for a proper inclusion and do no harm approach:

Person with disability ‫ﺷﺨﺺ ذو إﻋﺎﻗﺔ‬

Person with physical disability ‫ﺷﺨﺺ ذو إﻋﺎﻗﺔ ﺣﺮﻛﯿﺔ‬

Person with intellectual disability ‫ﺷﺨﺺ ذو إﻋﺎﻗﺔ ذھﻨﯿﺔ‬

Person with mental/psychosocial disability ‫ﺷﺨﺺ ذو إﻋﺎﻗﺔ ﻓﻜﺮﯾﺔ‬

Person with hearing impairment ‫ذوي اﻻﻋﺎﻗﺔ اﻟﺴﻤﻌﯿﺔ‬

Down syndrome ‫ ﻣﺘﻼزﻣﺔ داون‬/۲۱ ‫ﺗﺜﻠﺚ اﻟﺼﺒﻐﯿﺔ‬

Autism ‫اﻟﺘﻮﺣﺪ‬

Person with autism ‫ﺷﺨﺺ ذو ﺗﻮﺣﺪ‬

Support person ‫اﻟﺸﺨﺺ اﻟﺪاﻋﻢ‬

Person with visual impairment ‫ﺷﺨﺺ ﻟﺪﯾﮫ إﻋﺎﻗﺔ ﺑﺼﺮﯾﺔ‬

Blind person ‫ﺷﺨﺺ ﻛﻔﯿﻒ أو ﻣﻜﻔﻮف‬

Person with low vision ‫ﺷﺨﺺ ﺿﻌﯿﻒ اﻟﻨﻈﺮ‬

 Purpose and confidentiality

26
State the purpose of the activities clearly and explain how are you going to use the information that you
may come across your purpose clearly.

4. Protecting children 9
Protecting children means preventing and responding to abuse, neglect, exploitation and violence
against children, and child abuse as any deliberate act of ill treatment /an omission that can harm/is
likely to cause harm to a child’s safety, well-being, dignity and development.

In its commitment to protecting children Terre des Hommes Italy considers Child Protection as the
prevention of and response to the different types of abuse and violence against children.

Critical issues in protecting children in emergencies are:

• Dangers and injuries
• Physical violence and harmful practices (including early marriage)
• Sexual violence
• Psychosocial distress and mental disorders
• Children associated with armed forces or armed groups
• Child labour
• Unaccompanied and separated children
• Justice for children
• Early marriage

Child abuse can be of different types. Below are the definitions of the types of abuse along with signs for
the identification of child protection cases through the different modalities implemented at Terre des
Hommes Italy.

1. Physical abuse: actual or potential physical harm perpetrated by another person, adult or child. it
may involve hitting, shaking, poisoning, drowning and burning. Physical harm may also be caused
when a parent or carer fabricates the symptoms of, or deliberately induces illness in a child.

Signs of physical abuse:

Identification through face to face activities:

• Unexplained bruises, welts, or cuts

• Edginess and irritability as if waiting for something bad to happen
• Sensitivity to touch, fear of sudden movements, or being afraid to go home (sign that the
perpetrator is the primary caregiver of the child)
• Wearing of inappropriate clothing to cover up injuries, such as long-sleeved shirts on hot days

9Global Protection Cluster Child Protection Working Group “Interagency Guidelines for Case Management and Child
Protection”, 2014

27
 • Immediate pain, suffering and medical problems.
• Emotional problems such as anger, hostility, fear, anxiety, humiliation, lowered self-esteem and
inability to express feelings.
• Behavioural problems such as aggression by the child towards others or self-destructive
behaviour, hyperactivity, truancy, inability to form friendships with peers and poor social skills.
• Poorer cognitive and language skills than non-abused children

Identification through remote modality:

• Hesitation in responding to activities

• Voice notes with disturbing background noise
• Existing the group suddenly, frequently and without prior notice to the facilitator
• Continuous absences from agreed sessions
• Fearful voice tone
• Incoherence with what is being provided in the sessions

“While giving the positive discipline tips for the caregivers, one mother was always opposing the tips
given, stating that nothing positive ever works at her household. This is where I felt that the children
were subject to physical violence”, narrates Ghadir, TDH-IT’s North Bekaa social worker.

2. Sexual abuse: forcing or enticing a child to take part in sexual activities that he or she does not fully
understand and has little choice in consenting to. This may include, but is not limited to, rape, oral
sex, penetration, or non-penetrative acts such as masturbation, kissing, rubbing and touching. It may
also include involving children in looking at, or producing sexual images, watching sexual activities
and encouraging children to behave in sexually inappropriate ways.

Signs of sexual abuse

Identification through face to face activities:

• Sudden/unexpected behavior change, isolation from friends

• Age inappropriate knowledge of sexual connotations and behaviors
• Stomach pain when walking and sitting
• Chronic itching, pain, discharge, bleeding from the sexual organs
• Sexually transmitted diseases, pregnancy
• Avoidance a specific person for no obvious reason
• Refusal to change clothes in front of others or participate in physical activities
• Running away from home (sign that the perpetrator is the primary caregiver of the child)
• Self-destructive behavior (more apparent with adolescents)

28
 Identification through remote modality:

• Hesitation in sent voice notes

• Shy participation in the sessions’ given
• Avoidance of topics related to self-protection
• Constant request for private talks besides the groups established
• Indirect reference of calling for help (e.g. sentences such as: “I cannot talk right now, my body
aches, they will know, what if they know, they told me not to share anything with the group)
• Age inappropriate sexual talks without abiding by the ground rules of the sessions

3. Exploiting a child in work or other activities for the benefit of others and to the
Child exploitation:
detriment of the child’s physical or mental health, education, moral or social-emotional
development.

Identification through face to face activities:

• Possession of money, gifts or expensive items not given by the parents (especially if the child was
sexually exploited and given gifts to keep the secrecy of the sexual exploitation)
• Tiredness, sleeping in school, absenteeism
• Physical impacts: bent back, weaker, damage to hands (especially in cases of child labor)
• Inability to trust strangers
• Offering gifts to other children in return to tasks requested to the younger age
• Social isolation from friends and family
• Decrease in academic level, high chance of dropping out of school

Identification through remote modality:

• Inability of the child to attend any session regardless of the timing

• Always asking for something in return for attending sessions
• Connotations on meeting new people of an older age
• Statements of having new gifts and edible items that are not within the financial range of the
family to purchase

4. Neglect and negligent treatment: allowing for context, resources and circumstances, neglect and
negligent treatment refers to a persistent failure to meet a child’s basic physical and /or psychological
needs, which is likely to result in serious impairment of a child’s healthy physical, spiritual, moral and
mental development. It includes the failure to properly supervise and protect children from harm

29
 and provide for nutrition, shelter and safe living/working conditions. It may also involve maternal
neglect during pregnancy as a result of drug or alcohol misuse and the neglect and ill treatment of a
disabled child. It is worth mentioning that the inability to provide a child with the needed support,
emotional or physical, is considered an act of neglect when done deliberately and with the
intention of harming, while the primary caregivers are physically, financially and emotionally able
to provide the support needed for the child.

Identification through face to face activities:

• Age Inappropriate clothing (e.g. too small clothes or shoes or too big for the child’s age)
• Weather inappropriate clothing (e.g. short sleeves in winter, inappropriate winter shoes)
• Bad hygiene (un-bathed, unwashed hair, body odor)
• Untreated illnesses and physical injuries
• Frequently unsupervised or left alone or allowed to play in unsafe environments
• Frequently late or missing school
• Constant tiredness
• Frequent hunger, stealing or hiding food, losing weight
Identification through remote modality:

• Child often asks for food in return of receiving activities

• Constant expression of sickness or hunger
• Expressions of body aches and when asked if being treated, the child denies or change the subject
• Child denies knowing anything about his/her caregivers

5. Emotional abuse: persistent emotional maltreatment that impacts on a child’s emotional

development. Emotionally abusive acts include restriction of movement, degrading, humiliating,
bullying (including cyber bullying), and threatening, scaring, discriminating, ridiculing or other non-
physical forms of hostile or rejecting treatment.

Identification through face to face activities:

• Withdrawal, fearfulness, and constant worry of doing something wrong

• Extremism in behaviour (extremely compliant, extremely demanding; extremely passive or
extremely aggressive)
• Lack of attachment to parent or caregiver
• Regressive behaviour (e.g. thumb sucking, bedwetting, excessive clinginess to adults besides
primary caregivers)
• Mild to severe developmental gaps
• Constant anxiety
• Self-destructive behaviour – self harming, suicide attempts, engaging in drug or alcohol abuse
• Apparent attention seeking behaviours or extreme inhibition in play
• When at play, behaviour may model or copy negative behaviour and language used at home

30
 • Decreased self-esteem and inability to make new friendships or talk to others of the same age
group
• Lack of trust and relationship difficulties
• Difficulty in expressing emotions

Identification through remote modality:

• Lack of participation or hesitation when participating in the group chat

• Constant expression that their opinion doesn’t matter
• Connotations of being less than others
• When given tasks to accomplish, there is often comparison to others’ achievements which often
results not doing any tasks
• Inability to make any decision or state any opinion without referring to caregivers
• References to possibilities of self-destructive behaviour (e.g. I don’t see the reason why to live,
hurting myself makes me alive, etc.)

Another way of identifying Child Protection cases is by disclosure. The trust relationship that the
facilitator creates with the children may lead to children disclosing abuses and asking for your help.

In case of disclosure:

 Miming, welcoming attitude, usage of eye  Ask too many questions

contact  Ask about the details of the incident
 Use the appropriate voice tone and pitch disclosed
 Push the child to talk
 Help the child feel understood
 Use blaming sentences
 Talk in a language the child understands
 Make false promises
 In case of disclosure, make sure it is in a
 Give your opinions to the situation
private place, not in front of others
 Tell your colleagues about the child’s
 Believe what the child is saying and take
disclosure
his fears into consideration
 Feel you have to try to solve all the
 Reassure the child that help will be asked
person’s problems for them
for (that you need to report in order to
help)

31
  Leave before telling the child your next
steps

Whenever, a child protection case is identified by an animator, it must be referred to Terre des Hommes
Italy’s social workers, by filling an internal referral form and sent password protected to the TDH-It’s case
management supervisor. (Check Annex 8 for TDH-IT’s Internal Referral Form and Annex 9 for TDH-IT’s
Internal Referral Pathway).

Once the case is referred to the relevant staff, the following procedures are taken based on the Juvenile
Child Protection case management, following two different paths:

1- When a risk is foreseen

2- When alarming signs are foreseen

 When a risk is foreseen

The risk should be reported directly to the judiciary in the event that the reporter observes, notices or
suspects:
 Risk arising from a family member or institution and that still exists
 Crime with or without specific evidence
 Case of emergency that requires immediate intervention from the judiciary

The reporter is obliged to contact (in the way he/she deems appropriate) the judicial police, the public
prosecution, the juvenile judge or any of the offices of the social representative mandated by the Ministry
of Justice in all governorates or the specialized protection unit within his/her working place, if any.
Accordingly, these authorities take notice, proceed with the course of action and take necessary judicial
or non-judicial actions.

 When Alarming Facts are foreseen

The information must be reported considering that the informant:
 suspects the existence of a risk
 considers that the act is not criminal but requires protection, quick assessment of the situation
and intervention, especially when the juvenile is at a young age.

Those who hold such information should contact (in the way he/she deems appropriate) the Directorate
of Social Services – Juvenile Protection Department through a phone call on 01-429384 or by sending an
email, password protected to mosacp@socialaffairs.gov.lb.

32
5. Structure for a Child Protection and Psychosocial Support Programming

Taking into consideration the ecological nature of child development (including psychosocial and
protection needs), a psychosocial – child protection programming should include working at all levels of
the ecological model, either directly as Terre des Hommes or indirectly by establishing synergies and
coordination as appropriate. This means working with children and adolescents, working with parents,
working with communities and with the society at large.

These different categories of targeted individuals can be reached through different type of activities
depending on:
a. The level of the context’s vulnerability.
b. The desired impact (short/medium/long terms impact)

Vulnerability of the context

In emergency contexts the situation changes rapidly, where the access to vulnerable families can become
challenging and their involvement in the face to face activities can change by the minute. This makes it
very difficult to have stable groups of caregivers or children involved in the activities if it was only
narrowed to their physical presence in the premises of implementation. In such circumstances it is
preferable to keep the option of remote modalities available for caregivers and children that can still
receive the support even when the environment is challenging.

Desired impact – of face to face activities

There are three levels of progressive impact that can be envisaged: experience, awareness and skills.

The level of experience includes activities aiming at providing the target group with immediate
“experience”. This can range from providing information, services, goods, to opportunities for socializing,
playing, gathering, re-establishing community links, etc.

The level of awareness build on the experience by supporting target groups in consciously realizing
dynamics, issues, problems and strengths emerging from the experience and providing knowledge to
complement the experience. This includes for example guided feedback sessions after recreational
activities, awareness sessions on parenting, etc.

The level of skills further build on the awareness by providing targets with capacities, behaviors and
practical ways to deal with child protection and psychosocial related challenges in different ways. This

33
includes for example providing targets with conflict resolution skills, self-protection skills, parenting skills,
Child Protection community mechanisms, ranges of skills that would allow Child Protection CBOs and
National NGOs to function, etc.

These three progressive levels of impact correspond to increasing levels of:

• Time needed to achieve the impact (while the level of experience could last few weeks, the level of
skills needs at least 4 months to be achieved, especially for children)
• Professional specialisation needed from the staff
• Need of working with a stabilised group of people within the target

34
5.1 Linking child protection and psychosocial support

The psychosocial well-being of a child develops by stimulating his or her capacity to realize his/her full
potential through the three fundamental needs: individual, social and existential. Both these “invisible”
needs as well as material needs for food and shelter must be regularly met. It is important not to forget
them, even, and especially, in situations which can sometimes prevent individuals from developing their
potential for a long or short period of time (natural disaster, poverty, famine, war, trauma, etc.)

35
Psychosocial intervention seeks to stimulate the child’s development:

 The desire to be (identity) by meeting individual needs. These are linked to their need for love,
recognition, security and protection. Stimulation of this emotional axis (unconditional) helps to build
the child’s confidence and self-esteem.
 The desire to do by meeting social needs. These are the needs for limits, rules, requirements, order,
authority, etc. Stimulation of this normative axis (conditional) helps to bring out social skills such as
cooperating, developing knowledge, managing frustration, understanding the law and learning a job.
 The desire to live by meeting existential needs. These are linked to the need for recognition of a project
in life, understanding the meaning of life, their role in the world. Stimulation of this axis of meaning
(belief) helps to develop a feeling of belonging and their responsibility to transmit universal values.

These three dimensions form the essential psychosocial nutrients for resilience and for the development
of a child’s well-being. Projects must be built on the basis of these needs. Consolidating them as quickly
as possible after a disaster will facilitate the child’s return to normal development. It is a question of giving
back to the children their desire to live, to do and to be in spite of the crises they encounter.
And as highlighted in Terre des Hommes Italy’s psychosocial needs assessment conducted after the Beirut
blast that took place on August 4th 2020, adolescents that have experienced the traumatic events, felt
that they have lost control of their lives and therefore were processing the event through resentment,
displayed in forms of anger and loss of interests. Hence, activities that restore normalcy to their lives
should also be offered to enable communities to meet their basic needs, as in many cases caregivers do
not have the capacity to cope with their children’s distress alone. 10

Terre des Hommes Italy believes that children are capable of developing resources and therefore their
own well-being, if they are accompanied by adults who know how to give the appropriate psychosocial
support. Caring for the psychosocial well-being of children is a key investment in human capital. It
reinforces all other processes for the development and stability of societies.

Whether recreational, structured recreational or psychosocial activities, Terre des Hommes Italy uses
activities with children with two main aims

1. As a way to support child development (through strengthening resilience and psychosocial support)

2. A key mean for child protection (through providing safe spaces and protective environment, be it
physical or virtual, and child protection monitoring)

10 Child Protection and Psychosocial Needs Assessment Report, September 2020.

36
 Terre des Hommes Italy’s standard approach to activities with children

FOCUSED ACTIVTIES
RECREATIONAL NON-
STRUCTURED ACTIVTIES
Step 1:
Identification and
engagement
(community based
approach) with the
most vulnerable
communities where
children most at risk
live
Step 2:
Activities for all children
(recreational; structured
recreational; psychosocial
support) with the aim of
CASE MANAGEMENT
•Providing a safe and
protective environment
•Strengthen children’s Step 3:
resilience trough
providing opportunities Specific support to
to develop essential child protection cases
mental, socio-emotional
and physical skills
identified
•Child protection (Through direct
monitoring support or referral)
(identification of child
protection cases and
children with specific
developmental and
psychosocial needs)

5.2 Focused psychosocial activities – face to face

Structured focused activities are activities that aim at contributing to psychosocial wellbeing of children
by providing opportunities for play, safe and inclusive interaction among children, building social skills and
positive interpersonal relations.

37
Key objectives of the focused psychosocial activities are to develop:
• Respect and acceptance for others
• Recognition of own and others’ strengths
• Recognition of one’s own feelings and the feelings of others
• Communication skills and understanding others, including empathy
• Cooperation abilities
• Negotiation skills
• Conflict resolution skills

Standard structure of a session includes the three following steps:

NOTE: Prior to each activity taking place, the facilitator needs to have a clear background of the children
attending the activities. if there were children with disabilities (physical, hearing, speech or others), the
facilitator needs to consult with the affected children on their preferences for the implementation of the
activity. The team should not assume what is the best interest of the children with disabilities, but rather
consult with them and have them involved in the planning and implementation.

1. Introduction and warming-up.

This is the beginning. The children are often very excited when they arrive. Getting started helps to
focus the group and prepare their minds and bodies for the activity, be it physical, creative or mental.
In this phase you will:
• Welcome the children – you may establish a ritual way of greetings each other and opening the
session, for example a song.
• Provide a short explanation on the topic and purpose of the activity
• Set out the rules of the interaction

Tip: For better emphasis on the concept highlighted during the session, you can prepare a warm up
activity that serves as an introduction to the main activity like the one described in this session.

Practical Warm up sessions

Example 1:

 HAVE children standing in a large circle.

 EXPLAIN that the group will be unwinding a ball of string by passing it back and forth across
the circle. When a child receives the ball of string he/she will introduce themselves by saying

38
 their name and one fact about themselves (for example, “My favorite color is…,” “My favorite
food is…,” or “My favorite book is….”).
 ASK children to say the name of the person to whom they are passing the ball of string to
practice each other’s names and so the receiver is prepared to catch the ball.
 REMIND children to keep hold of a portion of the string so a web is formed in the middle of
the circle.
Note:
• If there is any child using sign language and they feel comfortable, you can have them teach the
whole group how to sign their own name and then teach each other how to sign the next child’s
name in a circle.
• In case there were children with physical disability, ask the child with the disability if they
prefer to have everyone seated for the implementation of the activity.

Example 2:

 Have children sit in a circle with a bottle in the middle.

 Spin the bottle.
 When it stops spinning the child it is pointing to has to answer a question.
 If the answer is correct then that this child can spin the bottle.
 The spinning stops when all children have answered the questions proposed to them.
 Examples of questions to ask: What did you do yesterday? What is your favourite food? Who
woke you up today in the morning? Etc.…).
 This is an activity where children can share their activities done while having fun

Example 3:

 When the child outside knocks the inside group must guess who it is "Is that (Ali)?". The child
replies yes or no - if no, the inside group continues guessing until they guess the person
knocking.
 Each child can have a unique way of knocking on the door, developing knocking styles makes
this even more fun.
 Groups can switch once the outside group is all inside

Example 4:

 Ask the group to stand in a random cluster (children will be facing several different directions
and there will not be any definable order to their placement).
 The object of the game is for the children, as a group, to count to ten (or higher if they can)
without any two people speaking at the same time.
 Children are not allowed to discuss a plan or communicate verbally. If two people speak at the
same time, the group must start again at “one”.

Example 5:

39
  Every child gets a card and writes the name of a person or character on it that he will act out.
(Mouse, Batman, the facilitator, a tree, a car …).
 Then the child walks about the space acting out their character.
 Each child is only allowed to act out their character once for each person in the room,
answering YES or NO for each guess.
 The first person to correctly identify the character is the next person to go!

Note:

When the main activity involves emphasis on role playing:

• Include in the warm up an activity that involves imagination,
• Once children experience another role and build on it through creativity and imagination, role play
in the main part wouldn’t seem difficult for them!

Example 6:

 Have children standing in a circle

 Explain to them that in this session, they will be letting go of all the negative energy they are
holding
 Start by some breathing exercises, instructing them on how to do it effectively
 After the breathing techniques, have children revive their body parts by tapping on their heads,
arms, belly, legs….
 Once finished, tell participants to imagine that there is a bird in the middle of the circle and it
needs help to fly.
 The bird can only fly if enough air is blown onto it.
 Children will have the opportunity to blow all the negative energy out of their system onto the
bird helping it to fly away
 Trigger imagination of children by encouraging the virtual bird to move and fly through
supportive sentences such as: “come on birdy, you can do it, fly away….”
 Once done, ask children for brief feedback on how there are feeling.

2. Main part
The main part is frequently made up of various activities or progressive games that go into the
objective that is planned for the session.
The suggested methodology for running activities is inspired by a “learning through experience”
approach. For learning to take place, there needs to be a concrete experience, followed by verbal
reflection which takes place in a moment of discussion or correction.

In practice, this approach breaks activities into four consecutive key stages,

a. First experimentation: after giving instructions (clear and concise), the children discover and try
out the game.

40
 b. Discussion and corrections: after enough time playing, the animator stops the game, brings the
children together in a circle and asks them what they found difficult and how they can improve
the quality of the game. Suggestions are given for precise corrections and improvements, or in
other terms, other activities take place to strengthen the accomplishment of the objectives of
the theme in place.
c. Second experimentation/ Second activity: the children try out the game a second time, more
consciously this time because they have been made aware of certain important elements. This is
when the learning takes place and the quality of the game improves. And when the facilitator
chooses to conduct another exercise, he/she will make sure that children are the ones that
derive the main objectives of the exercise and come up with other ideas and games that fall
under the objectives of the day.
d. Feedback: the children talk about this second experience and their learning falls into place. The
facilitator pays attention to what happened during the game in terms of relationships and
discusses what he/she saw through questions and answers.
These pauses for feedback can take place as often as necessary or over several days, until the
set objective is achieved and the sought after behavior is obtained.
Repetition of the same activity or game is never boring for children; it is in fact a key part of the
learning process

3. Feedback and conclusion

As explained above this is the end of the session and the time when the learning take place.
There should always be a feedback moment with questions about the activity in general, how they
liked it, how they felt during the process, and what they discovered. This is the most important step in
order to make children learn from the activity. It should never be missed out! The facilitator should
make sure that the discussion is summarized well. This is also the moment when the children can share
their impressions or feelings, and when the facilitator recalls the objectives of the activity, the things
to be improved for the next time, the suggestions, and the compliments. and important learning
related to the objective of the session before leaving.

The facilitator should make sure, no matter what was the activity through which feedback is collected,
be it face to face or through an online platform, to gather information covering the below points/
questions:
• How did you find the activity?
• What did you like?
• What would you change?
• What did you find difficult?
• What is in your opinion the main key message behind this activity?
• How can you apply this concept in your environment?

41
Psychosocial Support activities are structured and interlinked sessions aiming at developing specific
psychosocial skills and strengthening resilience. This means working with children to develop abilities and
building capacities in three main dimensions:

1. Self-awareness: this includes supporting children in building their identity, positive image about
themselves, the ability of recognizing and managing their own emotions and emotional needs, and
self-confidence.

2. Interpersonal relations: this comprises promoting understanding and acceptance of others,

cooperation and teamwork, the ability of preventing and resolving conflicts, and the ability to
communicate.

3. Self-protection: this dimension entails developing awareness on child rights, developing

assertiveness, setting boundaries and abilities to ask for help, and strengthening the stress
management capacity.

The sessions are interlinked to gradually build the psychosocial skills of children in the three dimensions.
This process requires a minimum of 4 to 6 months (the ideal length is same as a school cycle, but given
the donor related requirement of targeted population, having 2 cycles of intervention can still covers the
quality of the intervention and the number needed on sector level) to result into consolidated skills.

Recommended features of a psychosocial support activities cycle:

 Duration of the cycle: from 4 to 6 months

 Number of sessions: minimum number of sessions 30

 Duration of a session: from 90 minutes up to 2 hours including 1 break (duration of the session and
number and duration of the breaks can be adjusted to age groups).

 Group of children: ideal size of the group is between 15 and 25.

 Professional skills required: advanced facilitation skills.

Psychosocial Support Activity cycle in Lebanon

42
 Dimensions of Skills Title of the session
psychosocial impact (objectives of the sessions)

1. Self-awareness Show empathy • Child’s rights

Awareness of own needs
Emotional awareness and
management of emotions
Responsibility in managing time and
priorities
Recognising own strengths
Improving self-confidence
• Empathy
• Empowerment of the self
• Stress management
• Time management
• Self-esteem
• Building confidence
• Personal appearance
• Conflict resolution
• Anger management
• Communication and active listening

2. Interpersonal Accepting others • Circle of friendship

relations Recognizing others’ strengths • You and I
Understanding others • Empowerment of the self
• Self esteem
Cooperation
• Building confidence
Negotiation • Personal appearance
Conflict resolution • Conflict resolution
Communication • Anger management
Active listening • Communication and active listening
• Peer pressure
• Coping with discrimination

3. Self-protection How to say no (being assertive) • Child’s rights

Managing reactions to stressors
Awareness of child’s rights
• Empowerment of the self
• Stress management
• Building confidence
• Peer pressure
• Coping with discrimination

5.3 Psycho-social activities- Remote modality

When reaching out to children physically is a source of additional harm to the child or the staff, the
remote modality for the provision of psychosocial support takes place. Children and their caregivers of
different age groups are reached out for, including children with disabilities, and provided with a set of
competencies that allow them to care for their well-being with the direct assistance of professional
staff.

For the children age 3-5, the activities are for the parent/caregiver to do with their child. For children age
6-14, the parent/caregiver, sibling, or other caring adult should engage and support in many of the
activities, thus the activities cater to the children, but can also indirectly support the parent/caregivers
also participating in the activities. For adolescents and youth age 15-18, the activities may not include

43
parents/caregivers. 11 When activities are provided for adolescents, and they receive theme based
activities that strengthen their self-confidence, strengths and empathy, these activities are to be
considered of focused nature, with closed groups of adolescents.

Note: Remote activities provided to adolescent groups should consist of multi approaches that ensure the
inclusion of adolescents of sensory disabilities. In other words, remote activities should be provided
through texts messages, videos for visual aid and voice messages that enable children’s participation
regardless of the disabilities that could hinder their inclusion in the community.

In addition, and to ensure the proper inclusion of children with disabilities, further one on one physical
follow up sessions should be taking place by TDH-IT’s facilitators or case management staff to better
guarantee the participation and inclusion of the children of multiple disabilities in the PSS programming.

The psychosocial support activities provided to children and caregivers follow a specific set of criteria that
enabled families to implement the activities with the minimal use of resources available at a household
level while taking into consideration the different economic and social statues of the targeted population.

Criteria for drafting or sharing any activity via remote modality:

 Drafted and shared in Arabic

 Age-appropriate to the relevant audience
 Do no harm when implemented by parents/caregivers or other family members, but also
encourage parents/caregivers to engage with their children when and where appropriate
relevant to the age group, while ensuring the engagement of their children with disabilities, if
any.
 Do not require trained or supervised workers to implement (i.e., in alignment with MHPSS
Intervention Pyramid Layer 2: Community and family supports)
 Use minimum resources at home – some basic stationary is acceptable (check list below for
items to include in any PSS kit, in case of distribution at a household level)
 Short in duration and include visuals to support where possible
 Do not require printing to conduct the activity
 Include simple, clear instructions for children and/or caregivers (do not require parent to deliver
a “lesson plan” that is more appropriate for educators)
 If a video: less than max. 3 min, to ensure limited data consumption

11
COVID-19 Short-Term Emergency Education Response: Remote Non-Formal Education for Out-of-school Children

44
Note: Sharing videos, ideas and activities with caregivers via a remote platform allow further outreach
and engagement of children with disabilities while ensuring the dissemination of inclusive visuals and
activities.

List of items/ stationary to include in PSS kits to be distributed at a household level.

Note: Items are age appropriate and gender-neutral. Special considerations should be taken into
account with a pandemic spread.

Item Detailed specifications

Basic Stationary

Whiteboard Wall mounted white board, Plastic frame. A3 Size

(30x40cm) approx.

White board markers White board markers, PAC-4, assorted colours, round tip-
4.5mm (write smoothly, wipe off easily). Set of three fine
point markers: Black, Green, Blue and Red.

White board mope Duster/wiper for Whiteboard Dry ink eraser. Packed in
plastic bag (soft dry porcelain plastic wool felt with dry
erase cleaning cloth) for easy removal.

Coloring pencils 12 colored pencils in a Carton Box. The length of the

pencil should be 175 mm. The lead should be strong,
should not break off during sharpening and should be
centered along the length of the pencil. The lead should
be coated to avoid breakage. The pencil should be
comfortable to hold and use by children. The composition
of the lead should ensure fine, smooth and consistent
writing. The pencil should be suitable for the safe and
extended use by children.

Notebook/sketch book subject copy book. 80 GSM. Size A5. spiral bidding.
Square backsplash line.

Papers Ream of A4 80 GSM paper cut and packaged in reams of

500 sheets.

Pencils Wooden hexagonal pencils. PAC-12. Pencil, black lead

core (3 mm core), grade HB, quality wood casing,
painted, hexagonal in shape, suitable for use on paper
and plastic slate surfaces. The pen should be suitable for
the safe and extended use by children.

Ruler Ruler, plastic, length 20cm, recycled high impact

polystyrene, shatterproof

45
 Erasers Eraser, soft, white, synthetic or natural rubber, non-toxic
for pencil. The eraser should be able to remove pencil
marks without staining and should erode without
breakage.
Sharpeners Pencil sharpener, metal with a screw-retained steel
blade, should have a plastic cover. The dimensions of the
opening must permit HB and colouring pencils to be
sharpened cleanly, smoothly, consistently and uniformly.

Glue Stick Glue stick, 20g, non-toxic. Glue spreads easily and sticks
immediately. Applies smoothly with no clumps on paper,
cardboard, photos or fabric.

The below items are optional to add for more fun, motor and cognitive activities (including COVID-19
safety measures)

Hand or finger puppets Animals (Duck, Chicken, Dog, …) Two friendly animals
except for wolfs and to be easily cleaned. Therefore, not
with cloth. Material: rubber.

Board game Family, age and Gender-Neutral appropriate game.

(Snake Ladder Game, UNO, …) To consider copyrights.

Skipping rope Jump rope with long handles for a strong hold, an easy
length adjustment system and a slower PVC cord.
Handles made of unbreakable plastic polymer and low
profile handle grip tape.
Rope: Solid core PVC rope that is durable on both indoor
and outdoor surfaces.

Colouring book Gender neutral and age appropriate colouring book. Ex:
Mandala..

Story book Gender neutral and age appropriate story book, not more
than 50 pages. Ex: My Hero is you,….

Small cloth Assorted scrap of cloth in distinct colours. Size 30cm

length and 30cm width. Fabric: Cotton

Spray disinfectant Disinfectant alcohol, 1L, > 70% spray

Masks Cloth Masks of different sizes

Sequence of the themes followed through the remote modality

46
 Week Competency

Week 1 Understanding my emotions and coping skills

Week 2 Planning and organizing my time (setting a schedule)

Week 3 Recognizing others' emotions (theme: reducing stigma)

Week 4 Understanding and coping with isolation

Week 5 Positive communication (with siblings and parents)

Week 6 Recognizing my strengths, what I have done well (self-efficacy)

Week 7 Online Safety

Week 8 Strengthening my motivation

Recommended features of a remote modality of psychosocial support activities:

 Duration of the cycle: as long as reaching out to children is critical and might cause further harm-

 Number of sessions: minimum number of sessions: 15 (each topic can be given over a series of
several sessions making sure the objectives of the topic have been reached)

 Duration of a session: from 45 to 60 minutes while taking into consideration the internet
consumption of targeted families

 Group of children: ideal size of the group is between 8 to 10 children

 Professional skills required: advanced facilitation skills.

NOTE: Recommendation of the continuation of the remote modality in parallel to the face to face focused
psychosocial support activities. The remote modality proved effective in reaching out to distance
challenging families, families of children with disabilities and in enhancing the relationship between
parents and their children through the provision of the psychosocial activities.

5.4 Sample of activities:

47
  Samples of adapted psychosocial support activities (Post COVID-19 pandemic
spread)
 Samples of focused psychosocial activities
 Samples of remote psychosocial activities

Samples of adapted psychosocial support activities (Post COVID-19

pandemic spread)

Title of the session: Expressing my feelings

Duration: one hour and 15 minutes

Age group: 6- 11 and 12 to 17 years old

N. of children: 6 to 8 children

Objective:
 The activity aims at allowing children to talk about their experience throughout their stay at home

Equipement and preparation:

 Coloring pencils, blank A4 papers

Other items that might be useful during the session:
 Hand Puppets
 Smiley faces props
 Music
Introduction and warming-up. (while taking into consideration the safety measures – refer to the
guidelines)
 As children have been used to the usual warm up activity at the beginning of each session, and
whatever the warm up and the opening set was for each group, be it a dance, a song, a sport’s
exercise, etc…, starting this session with the same warm up would allow children to re-gain the
routine back.

 Ask for volunteers from children in the group to take lead on the warm up phase, as a peer to
peer reminder of what used to take place previously. Let most of the children take turn in the
warm up part.

Main Part/ Activity:

48
 Once children have been reminded of how their sessions used to be, and once they have prepared
their minds and bodies for the rest of the session, it is time for the main part of the session.

 Acknowledge and allow children to understand that you, as a facilitator, recognize that the weekly
routine for the children have changed and that you are aware that they have been through some
experiences that you would to hear about throughout this session.

Note for facilitator: As you go through the below questions with children, take part in answering and
sharing back your own experience with them as this would give children a sense of security and safety
that they were not the only ones who have experienced changed, distress and maybe anxiety.

 Inform children that you will be discussing with them what they have experienced in the past
months but in a structured way and through certain activities where everyone will have the
chance to express their thoughts and feelings in various ways.

The questions that will be covered throughout the session are the following:

 How did they feel staying at home this whole period?

 What did they like and dislike about the situation they found themselves in?
 How did they spend their time and what new things have they tried to do during this
stay? (this point can be elaborated in another activity)
 How would they have wished things to be?

Options through which these questions can be covered:

A) Prepare 2 big drawings of smiley faces (Sad, Happy) and hang them over the wall or place
them on the ground in case the activity was taking place in an open space and ask children to
stand beneath the smiley face that most represent their answer to the first question. Allow 10
minutes to discuss why some of the children have chosen one particular representation of
feeling over the other.

49
Note for facilitator: For older groups of children, propose them to enact their feelings through a body
movement or a gesture that could represent their current state of mind and feelings. After each
child/adolescent have represented themselves in a gesture, the whole group (standing in a circle will
have to repeat it, until everyone has taken turn)

B) Allow children to draw freely their thoughts throughout the past period and of what they
have spent their time at home with the feelings associated with these thoughts. After
allowing 10 to 15 minutes of drawing, give space to those who wish to share their drawings
with the group.

50
 C) Divide the group into groups of 2. Give each group 3 or 4 hand puppets (if available, if not,
some stick figures can work- make sure that each child takes one puppet without sharing it
with others for hygiene considerations) and inform groups that these puppets/figures have
the chance of some wishful thinking and will be proposing how would they have wished
things to be instead of the current situation. In this manner, you would be tackling not just
the reality of what children have experienced, but also allowing for some hope and
encouragement in the midst of it all.

After covering the above points, inform children that you would be trying your best to resume to
usual weekly schedule and give some examples of the topics that you be covering in the next period.

Note for facilitator: at the end of the session, discuss with the group the key messages that they
should keep in mind throughout this period, and remind them of the safety measures they should
always consider everywhere they go.

Feedback and conclusion

HAVE children sit in a circle and ask them about their feedback of the session that took place.

As the opening ritual, have volunteers from the group to remind you of the closure ritual.
Thank the children for their participation and remind when the next session will take place

51
 ‫ﻋﻨﻮان اﻟﺠﻠﺴﺔ‪ :‬ﻣﺎ ﻗﻤﺖ بﻪ �ﺸكﻞ ﺟ�ﺪ ‪/‬اﻟ�ﻔﺎءة اﻟﺬاﺗ�ﺔ ض� ت‬
‫اﻟﻔ�ة اﻟﻤﺎﺿ�ﺔ‬ ‫ي‬

‫اﻟﻤﺪة‪ :‬ﺳﺎﻋﺔ و‪ 15‬دﻗ�ﻘﺔ‬

‫اﻟﻔﺌﺔ اﻟﻌﻤ��ﺔ‪ :‬ﻣﻦ ‪ 6‬إ� ‪ 12 – 11‬إ� ‪17‬‬

‫ﻋﺪد اﻷﻃﻔﺎل‪ :‬ي ن‬

‫ﺑن ‪ 6‬و ‪ 8‬ﻃﻔﻞ‬

‫اﻟﻬﺪف‪:‬‬
‫فف‬ ‫ف‬ ‫ت‬ ‫ت‬
‫اﻟى ﺳﺎﻋﺪﺗﻌﻪ ﻃﻮال ﻓ�ة إﻗﺎﻣﺘﻬﻢ ي� اﻟﻤ�ل‪.‬‬
‫‪ ‬ﻳﻬﺪف اﻟنﺸﺎط إ� اﻟﺴﻤﺎح ﻟﻸﻃﻔﺎل بﺎﻟﺘﺤﺪث ﻋﻦ ﺗﺠ��ﺘﻬﻢ‪ ،‬ﻣﺎ ﻗﺎﻣﻮا بﺎﻧﺠﺎزە و�ﺘﺤﺪ�ﺪ ﻧﻘﺎط اﻟﻘﻮة ي‬

‫واﻟﺘﺤﻀ�‪:‬‬
‫ي‬ ‫اﻟﻤﻌﺪات‬
‫‪ ‬وﺟﻮە ﻣﺒتﺴﻤﺔ‪ ،‬د� )إذا كﺎﻧﺖ ﻣﺘﺎﺣﺔ(‪ ،‬ورﻗﺔ وأﻗﻼم اﻟﺘﻠ��ﻦ‪ ،‬أ�ﻮاب بﻼﺳت�ﻜ�ﺔ‪.‬‬

‫ﺗﺪاﺑ� اﻟﺴﻼﻣﺔ واﻟﻤﺴﺎﻓﺔ اﻻﺟﺘﻤﺎﻋ�ﺔ اﻟﻼزﻣﺔ ي ف‬

‫ﺑن اﻷﻃﻔﺎل‪ .‬اﻟﺮﺟ�ع إ� اﻹرﺷﺎدات‬ ‫ي‬ ‫ﻣﻘﺪﻣﺔ واﻟﺘﺤﻤ�ﺔ‪) :‬ﻣﻊ ﻣﺮاﻋﺎة‬

‫كﻤﺎ اﻋﺘﺎد اﻷﻃﻔﺎل ﻋ� �ﺸﺎط اﻟﺘﺤﻤ�ﺔ اﻟﻤﻌﺘﺎد ف ي� بﺪا�ﺔ كﻞ دورة‪ ،‬وأ�ﺎ كﺎﻧﺖ اﻟﺘﺤﻤ�ﺔ واﻟنﺸﺎﻃﺎت اﻻﻓﺘﺘﺎﺣ�ﺔ كﺎﻧﺖ ﻟ�ﻞ ﻣﺠﻤﻮﻋﺔ‪ ،‬و�ﻜﻮن ذﻟﻚ اﻟﺮﻗﺺ‪ ،‬أﻏﻨ�ﺔ‪ ،‬ﻣﻤﺎرﺳﺔ اﻟ��ﺎﺿﺔ‪ ،‬اﻟﺦ‪،...‬‬
‫يف‬
‫اﻟﺮوﺗن ﻣﺮة أﺧﺮى‪.‬‬ ‫بﺪءا ﻣﻦ ﻫﺬە اﻟﺘﺤﻤ�ﺔ‪ ،‬ﻓﻬﻮ ﻣﻦ ﺷﺄﻧﻪ أن �ﺴﻤﺢ ﻟﻸﻃﻔﺎل ﻹﻋﺎدة اﻟﺤﺼﻮل ﻋ�‬
‫ﻣﺘﻄﻮﻋن ﻣﻦ اﻷﻃﻔﺎل ف ي� اﻟﻤﺠﻤﻮﻋﺔ ﻟﻘ�ﺎدة ﻣﺮﺣﻠﺔ اﻻﺣﻤﺎء‪ .‬دع ﻣﻌﻈﻢ اﻷﻃﻔﺎل �ﺪورون ف ي� اﻟﺠﺰء اﻟﻤﺨﺼﺺ ﻟﻠﺘﺤﻤ�ﺔ‪.‬‬
‫يف‬ ‫اﻃﻠﺐ‬

‫‪52‬‬
 ‫ن‬
‫اﻟﺰﻣي‪:‬‬ ‫�ﺸﺎط اﻟﺤبﻞ‬
‫ي‬
‫ﻟﻠﻔ�ة اﻟﻤﺎﺿ�ﺔ ﺣ�ﺚ كﺎن اﻷﻃﻔﺎل ض� ض ض‬
‫اﻟﺰﻣى ت‬
‫ض‬ ‫�‬
‫وﻏ� ﻗﺎدر�ﻦ ﻋ� ﺣﻀﻮر اﻟﺠﻠﺴﺎت‪.‬‬
‫اﻟﻤ�ل ي‬ ‫ي‬ ‫ي‬ ‫�ﻤﻜﻦ وﺿﻊ ﺧﻂ بﺎﺳﺘﺨﺪام ﺣبﻞ ﻋ� ﻃﻮل اﻷرض أو ارﺳﻢ ﻋ� اﻷرض ﺧﻄﺎ �ﻤﺜﻞ اﻟﺠﺪول‬

‫اﻟﺰﻣى اﻟﺬي اﺧﺘﺎرە اﻟﻄﻔﻞ و�ﻤﻜﻦ أن �ﻌﻮد إ� أول ﻣﻬﺎم ﺗﺬﻛﺮ اﻟﻘ�ﺎم بﻪ وﻧﺠﺢ ف ي� ﺗﺤﻘ�ﻘﻪ‪ .‬ﻋﻨﺪﻣﺎ �ﻘﻒ اﻟﻄﻔﻞ ﻋ� ﺣﺎﻓﺔ اﻟﺤبﻞ أو اﻟﺨﻂ اﻟﻤﺮﺳﻮم ﻋ� اﻷرض‪،‬‬
‫ي‬
‫ف‬ ‫اﻟﺤبﻞ �ﻤﺜﻞ اﻟﺠﺪول‬

‫ت‬
‫اﻟى ﺳﺎﻋﺪﺗﻪ ﻋ� ﺗﺤﻘﻴﻖ ﻫﺬە اﻟﻤﻬﻤﺔ )اﻟﺠﺎﻧﺐ اﻷ��(‪� .‬ﻤﻜﻦ ﻟﻠﻤ��‪/‬ة ﻣﺴﺎﻋﺪة اﻟﻄﻔﻞ ﻋ� ﺗﺬﻛﺮ‬
‫�ﻤﺜﻞ أول ﺟﺎﻧﺐ اﻟﻤﻬﻤﺔ اﻟﻤﺤﻘﻘﺔ )اﻟﺠﺎﻧﺐ اﻷ�ﻤﻦ( ‪ ،‬و�ﻤﺜﻞ اﻟﺠﺎﻧﺐ اﻵﺧﺮ اﻟﻘﻮة ي‬
‫اﻷﺷ�ﺎء بﺎﻋﻄﺎﺋﻪ‪/‬ﻫﺎ أﻣﺜﻠﺔ ﻗﺎم‪/‬ت ﺑﻬﺎ ﻃﻮال ت‬
‫ﻓ�ة اﻟﺤﺠﺮ‪.‬‬

‫ف‬
‫و� اﻟﻬﺘﺎف ﻟﻪ ﻛﺘﻌ��ﺰ‪� .‬ﻤﻜﻦ ﻟﻠﻤ�� ﻧﻤﺬﺟﺔ ﻫﺬا اﻟﺴﻠﻮك‪.‬‬ ‫� ف‬
‫�ﻤﻜﻦ ﻟﻸﻃﻔﺎل اﻟﺬﻳﻦ ﻳنﺘﻈﺮون دورﻫﻢ أن �ﻠﻌﺒﻮا دورا ي� �ﺸﺠﻴﻊ اﻟﻄﻔﻞ اﻟﺬي �ﻌﺪ ﻧﻘﺎط اﻟﻘﻮة ي‬

‫اﻟي �ﻤﻜﻦ اﻟﻌﺜﻮر ﻋﻠﻴﻬﺎ ف ي� اﻟﻤﺮﻛﺰ ﻟﺘﺼﻮر أﻓﻀﻞ ﻟﻠنﺸﺎط‪) .‬ﻋ� ﺳب�ﻞ اﻟﻤﺜﺎل �ﻤﻜﻦ ﺗﺼﻮر اﻟﻤﺴﺎﻋﺪة ض ي�‬
‫ت‬ ‫ت‬
‫ﻣﻼﺣﻈﺔ‪� :‬ﻤﻜﻦ ﺗﻤﺜ�ﻞ اﻟﻤﻬﺎم ي‬
‫اﻟي ﺗﺤﻘﻘﺖ وﻧﻘﺎط اﻟﻘﻮة ﻣﻦ ﺧﻼل اﻷﺷ�ﺎء ي‬
‫اﻟﻤ�ﻟ�ﺔ ﻋﻦ ﻃ��ﻖ ﻛﻮب ‪ ،‬و�ﻤﻜﻦ ﺗﺼﻮر ﺗﻨﻈ�ﻢ اﻟﻮﻗﺖ ﻣﻦ ﺧﻼل ﺳﺎﻋﺔ أو ّ‬
‫ﻣﻨبﻪ(‪.‬‬ ‫اﻷﻋﻤﺎل نن‬

‫‪53‬‬
 ‫ﻧﻘطﺔ ﻗوﺗﻲ‪ :‬اﻟﻘدرة ﻋﻠﻰ اﻟﺗﻌﺑﯾر‬ ‫ﻧﻘطﺔ ﻗوﺗﻲ‪:‬اﻟﻘدرة ﻋﻠﻰ‬
‫واﻟﺳﯾطرة ﻋﻠﻰ اﻟﻣﺷﺎﻋر‬ ‫ﺗوﺿﯾب ﻏرﻓﺗﻲ ﺑﻣﻌدل‬
‫زﻣﻧﻲ ﻗﺻﯾر‬

‫ﻧﻘطﺔ ﻗوﺗﻲ‪:‬‬
‫اﻟﻘدرة واﻟذﻛﺎء ﻟﺗﻧظﯾم وﻗﺗﻲ‬

‫�‬ ‫ض‬
‫أﻣﻀ�ﺖ ﻧﻬﺎري ﺗﺰاﻣﻨﺎ ﻣﻊ اﻟﺠﺪول‬ ‫اي ﻏﺎﺿﺐ‬
‫اﺳﺘﻄﻌﺖ اﻟﻘﻮل ي‬ ‫ﺳﺎﻋﺪت اﻟﻤﺎﻣﺎ بﺎﻟﺒ�ﺖ‬

‫‪54‬‬
Title of the session: Addressing stigma around COVID-19 and its implications

Duration: 60 minutes

Age group: 6 to 12 years old

N. of children: 6 to 8 children

Objective:
 Raise awarness of children on Stigma around COVID-19 and its implication

Equipement and preparation:

 3 to 4 hand puppets,
 A drawing of a silhouette,
 Printed handout of the below activity

Introduction and warming-up. (while taking into consideration the safety measures – refer to the
guidelines)

 Welcome children to the session and ask them about their day and how their feel.
 Remind them of the ground rules of working together. (- raising hand before talking,
respect each other opinions, confidentiality….).
 Remind them of the safety measurements related to COVID-19. (Social/Physical
distancing, washing their hands regularly, not touching their Mouth, Nose and eyes….)
 Implement your session ritual (Warm up phase such as Song, exercise and introduction.
Main activity and closure routine)
 Remind them with the key learnings of the last session.
 Evaluate if children acquired new skills from the session
 Explain to them “Today we are going to discuss stigma and do some activities to learn
more about it and how to address it”.

Main Part/ Activity:

 Start by asking children if they know what does the word stigma mean? Hear the answer
from them and ask them to recall if they have ever experienced stigma at some moment in
their lives.

 Advise them that you will be conducting a series of activities today with them to understand
it further.

55
Activity 1 (10 minutes): Introducing Stigma

 Advise children that you will be watching a scene using hand puppets. One puppet that has
fever and is coughing a lot (A) and one puppet that is well dressed who is completely
healthy (B), and other two puppets that are in the background.
 Start the scenario with the healthy looking puppet making fun of the one coughing (A) and
telling all the others not to talk to A because he/she is sick.
 Continue the scenario by having the other two puppets in the background intervening and
stating that being sick doesn’t define if a person is a good person or no.
 Allow children at this point to continue the exercise while creating different scenarios that
address stigma.
 Open a discussion with children covering the following questions:
o What are the three key messages that the puppets are trying to tell us?
o Did anyone in your neighbourhood faced any challenges mentioned by the
puppets? Tell us about it and how did you or your parents react?
o Now that you watched seen how the puppets reacted towards each other, and we
discussed it further, would you react differently? If yes, How?

Activity 2 (20 minutes): Bullying/stigma and its effect on others

 Before starting the activity, prepare on a flipchart paper an outline/a silhouette of a full
body person.
 Place the silhouette of the person in front of children. Then ask them to write/draw on a
small piece of paper a word they received or told another person that they feel might be a
form of bullying or placing a stigma. Once they write the word, let children go and pin the
card on the silhouette’s body.
 Once all children have pinned their cards onto the silhouette, ask them about what they
see. Try to guide answers in the following direction:
 The silhouette is covered by bad words
 Bad words represent the image of the person
 The true self of the silhouette is not appearing anymore
 After a discussion has taken place and most of the children have shared their thoughts on
the exercise that took place, remove the cards from the silhouette and ask children to share
what they see.
 Explain to participants that even when a word is removed, it has left a mark and a hole
inside the person, where the effect of the words is sometimes irreversible just like when
we stigmatize people for who they are or for what they have.

56
  Optional if time allows: Repeat the same exercise while replacing the previous words with
positive ones so to enhance the image of the silhouette and to practice with children
expressing positive comments instead of ones that represent bullying and stigma.

Activity 3 (15 minutes): Identification of emotions that might result from stigma

 In order to better evaluate if children associated stigma with the emotions provoked in
others, provide children with Annex 1 handout and read each statement to them, and
inform them that each sentence is associated with an emotion.
 Give them time to put the appropriate face emoji to it.
 Discuss the answers further with them.
 Optional: for the sentences that are represented with negative emojis, elaborate with
children the possible/ alternative actions that can change the sad face into a happy one.

Closure (5 minutes)

 Have children sitting in circle, while respecting the physical distancing among them.
 Discuss with them what they have learned today from the session and give each one of
them time to express herself/himself.
 Wrap up by saying: “Each one of us have a role to stop stigma and the stigma
behaviours. Let support each other for this not to happen and to defend each other’s”.
 Close with your regular ritual.
 Thanks, children, for their participation.

ANNEX 1

Draw next to each sentence the corresponding face of emotions

How would a virus infected person feel when they get bullied by others?

My friend who got COVID-19 infected was refused by our other friends of
the same community

What could two different emotions of a person who is quarantined?

How would a person feel after healing from the virus?

57
How would a person feel when he/she is infected by the virus and yet
accepted by family and friends?

How would a person feel if he/she has all the symptoms related to the virus,
but refuse to go and get tested because they are afraid of the family and
friends’ reaction?
How would students feel if they have received their psychosocial and
educational activities through online platforms?

How are you feeling now that you know that we shouldn’t bully or refuse
persons that have the virus?

58
 Sample of focused psychosocial activities

Moving the mountains

DURATION: 70 minutes

N. OF PARTICIPANTS: 15- 20 participants

AGE GROUP: 6-11 and 12- 17 years’ old

OBJECTIVES ACTIVITY: This activity aims at stimulating cooperation, interaction, and group problem
solving. It also aims at recognizing the positive qualities of each participant in the group

EQUIPMENT AND PREPARATION

 Papers with each child’s name on it (for the warm up phase) stuck on the wall, or in other visible places
in the room.
 Sticky notes and pencils.
 Small objects (ball, plastic cups, plastic bottles…).

DESCRIPTION OF THE ACTIVITY

Warm up (20 minutes)

• Then, children are asked to write or draw on a sticky note a positive attribute for all the kids in the
circle.
• Each child at a time, will have to stand up and do the following: after having been read out loud by
the other children, he or she will have to collect the compliments (written on the sticky note), one by
one, and stick them on the drawings that are hanged on the wall.
• After all children have taken a turn, the drawings with the positive compliments would be chained
together and hanged on the wall as a symbol of friendship circle created.

Main part (30 minutes)

• Spread many light objects (balls, plastic cups, etc.) away from the safe zone (identified by children).
In this activity, these objects represent something heavy (use your imagination; this example we
use a Mountain).
• The object of the game is for the children to gather all of the objects and bring them back to the safe
zone without being tagged by the group leader.
• In this game, the objects are so heavy that to move one object, two children must be carrying it at
the same time. If two children are both carrying the same object, they are safe and can bring it back
to the safe zone freely.
• If only one child is holding the object, they cannot move it and they are not safe.
• If a child gets tagged by the facilitator, he/she must sit down and wait for a teammate to tag them.
Once they are tagged by a teammate, they are rescued and free to continue playing.
• The game is over when all of the cones and children are gathered together in the safe zone.
• This game is an excellent way to stimulate cooperation, interaction, and group problem solving. In
order to increase interaction, you can modify the rules so that three people are required to move an
object
Use your imagination and the imagination of the group to create fun fantasies.

Feedback and conclusion (20 minutes)

Gather children in a circle, and ask them the following questions.
• How did you find the activity?
• What did you like?
• What would you change?
• What did you find difficult?
• What is in your opinion the main key message behind this activity?

59
• How can you apply this concept in your environment?

The Magic Box

DURATION: 70 minutes
N. OF PARTICIPANTS: 15- 20 participants
AGE GROUP: 6-11 years old
OBJECTIVES ACTIVITY: This activity aims at strengthening self-confidence through helping children
recognizing their own qualities and think positively about themselves.

EQUIPMENT AND PREPARATION

 Box
 Cardboard
 Mirror
 Papers
 Coloring pens

DESCRIPTION OF THE ACTIVITY

Warm up (20 minutes)

• The facilitator explains to children that the box should be docorated by them.
• Cardboards of different colors are distributed to children.
• Children would have to draw and color on these carboards.
• The facilitator gather children around the box and collect the cardboards to form one decoration
for the box.
• After decorating the box, the facilitator complements in front of the children the importance of the
box in the activity that follows.
• The facilitator places the mirror inside the box without children noticing.

Main part (30 minutes)

Begin the activity by asking, “Who do you think is the most special person in the whole world?” After
allowing the child to respond, you may continue, “Well, I have a magic box with me, and you can look
inside and discover the most special person in the world.”

Give the child a chance to look into the box after you ask who they think they will see. Some children may
have to be persuaded because they may not believe what they will see.
Be ready with some of the following comments:

 “Are you surprised?”

 “How does it feel to see that you are the special person?”
 “You smiled so big, like you’re happy to see that you’re the special person.”

Explain that the box is valuable because it shows that each of us is special. You might then want to ask
how it is possible for each of us to be the special one. A discussion about each individual’s uniqueness may
follow.

Feedback and conclusion (20 minutes)

Gather children in a circle, and ask them the following questions.
• How did you find the activity?
• What did you like?
• What would you change?
• What did you find difficult?

60
• What is in your opinion the main key message behind this activity?

“Put yourself in my shoes”

DURATION: 70 minutes
N. OF PARTICIPANTS: 10- 15 participants
AGE GROUP: 12-17 years old
OBJECTIVES ACTIVITY: This activity aims at strengthening the concept of empathy in children by
recognizing how the other person feels with negative comments or positive compliments.

EQUIPMENT AND PREPARATION:

 a piece of cardboard cut in a silhouette shape
 small pieces of papers
 pencils and coloring pencils
 drawing pin

DESCRIPTION OF THE ACTIVITY

Warm up (20 minutes)
• The facilitator brainstroms with children the concept of empathy and how they think it can be
applied in daily life.
• The facilitator then explains to children that the silhouette figure is a child their age and asks them
to name it.
• Children are asked to decide how the silhouette should be dressed and a brief description of the
lifestyle “X” is living.
• The facilitator distributes the small pieces of paper to children.

Main part (30 minutes)

• The facilitator asks children to write on the small pieces of paper negative comments they once
said to a person or heard from someone.
• After everyone has thought of and wrote what they had in mind on the papers, children are then
handed drawing pins.
• In turn, the facilitator asks each child to go and pin the piece of paper on the body of the silhouette.
• After all children had pinned their comments on the silhouette, the facilitator asks children about
their thoughts on the feelings that “X” is having after being covered with negative connotations.

• The facilitator then removes the papers from the body figure and portrays to children how the pin
left a mark on the body of “X” and elaborates with children how is it like to be in “X’’s shoes.
• After children have shared their thoughts, they are then asked to think of positive comments they
would like to give “X” in order for him to feel better.
• The positive sentences are then taken by children to cover the silhouette of “X”.
• The facilitator brainstorms with children the new generated feelings that the figure has after being
covered with encouraging and positive suggestions.
• Children are then asked to brainstorm how it felt like, to put themselves in the other person’s shoes
and relate it to real life examples.

Feedback and conclusion (20 minutes)

Gather children in a circle, and ask them the following questions.
• How did you find the activity?

61
• What did you like?
• What would you change?
• What did you find difficult?
• What is in your opinion the main key message behind this activity?

“My space”
DURATION: 70 minutes
N. OF PARTICIPANTS: 10- 15 participants
AGE GROUP: 6-11 years old
OBJECTIVES ACTIVITY: This activity aims at strengthening the child’s protection of his/her own space,
assertiveness of saying no as well as respect of other people’s personal space.

EQUIPMENT AND PREPARATION:

 Ropes

DESCRIPTION OF THE ACTIVITY

Warm up (20 minutes)

• The facilitator brainstroms with children the concept of personal space and with whom usually this
space is more flexible than others.
• The facilitator then asks children how is it possible in their opinion to respect someone’s own space
and the other’s.

Main part (30 minutes)

• The facilitator divides children into two big groups.
• The first group of children are placed on one side of the room where the facilitator uses the ropes
to indicate in a circle shape their space and where the other children should not pass.
• After the first group of children are placed inside the circle, the other group are instructed to try
to cross the rope into the personal space of their peers.
• The first group are instructed to defend their spaces without using their bodies but with verbal
defence and while saying “NO”.
• After the first group of children have defended their spaces with verbal assertiveness, the facilitator
switches groups so that every child has the chance to protect his/her own space.
• As a next step, the ropes are removed. Children are then asked to walk around the room protecting
their spaces as if there is a bubble all around them. Imagination is the key here!
• The activity ends when all the children have taken turns in saying “NO” for the protection of
themselves and their spaces.

Feedback and conclusion (20 minutes)

Gather children in a circle, and ask them the following questions.
• How did you find the activity?
• What did you like?
• What would you change?
• What did you find difficult?
• What is in your opinion the main key message behind this activity?

62
 ‫‪Sample of remote psychosocial activities‬‬

‫ﻓﮭم ﻣﺷﺎﻋري وﻣﮭﺎرات اﻟﺗﻛﯾف‬

‫ﻛﻠﻣﺎ ﻛﺎن طﻔﻠك ﻏﺎرﻗًﺎ ﻓﻲ اﻟﻌواطف ﺧﺎﺻﺔ اﻟﺧوف واﻟﻘﻠﻖ واﻟﻐﺿب ‪ ،‬اطﻠب ﻣن اﻟطﻔل أن ﯾﺻف ﺑﺎﻟﻛﻠﻣﺎت أو ﻓﻲ‬
‫اﻟرﺳوﻣﺎت اﻟﻣﺷﺎﻋر اﻟﺗﻲ ﯾﻌﺎﻧﻲ ﻣﻧﮭﺎ‪ .‬ﺗﺟﺳﯾد اﻟﻌواطف ﺗﺳﻣﺢ ﻟﻠطﻔل ﻣن اﻟوﻋﻲ اﻟذاﺗﻲ وﺑﺎﻟﺗﺎﻟﻲ ﻣن اﻟﺗﻧظﯾم اﻟذاﺗﻲ‬
‫وﻓﻲ ﺗﺣدﯾد ﺗﻧظﯾم اﻟﻌواطف‪.‬‬

‫اﻟﻣواد اﻟﺗﻲ ﺳﺗﺳﺗﺧدم‪ :‬ﻗطﻌﺔ ﻣن اﻟورق وﻗﻠم رﺻﺎص‬

‫ارﺳم ﻋﻠﻰ ﻗطﻌﺔ ﻣن اﻟورق ‪ 4‬وﺟوه ﻣﺑﺗﺳﻣﺔ اﻟﺗﻲ ﯾﻣﻛن أن ﺗﺗراوح ﺑﯾن ﺣزﯾن ﺟدا ﻟﺳﻌﯾد ﺟدا)ﻛﻣﺎ ھو ﻣﻣﺛل ﻓﻲ‬
‫اﻟﺷﻛل أدﻧﺎه( ‪.‬ﻋﻧدﻣﺎ ﯾﺷﻌر ﻣﻘدم اﻟرﻋﺎﯾﺔ أن اﻟطﻔل ﻏﺎرق ﻓﻲ ﻋﺎطﻔﺔ ﺳﻠﺑﯾﺔ‪ ،‬دﻋﮫ ﯾﺷﯾر إﻟﻰ اﻟوﺟﮫ اﻟذي ﯾﻣﺛل‬
‫ً‬
‫ﺗﻣﺛﯾﻼ ﻟﮭذه اﻟﻌﺎطﻔﺔ ‪ .‬ﻋﻧد اﻟﻘﯾﺎم ﺑذﻟك‪،‬‬ ‫وﺿﻌﮫ‪ /‬ﺣﺎﻟﺗﮫ اﻟﺣﺎﻟﯾﺔ‪ .‬ﻋﻧدھﺎ‪ ،‬اطﻠب ﻣن اﻟطﻔل أن ﯾرﺳم ﺑﺟﺎﻧب اﻟوﺟﮫ‬
‫اﺳﺄل اﻟطﻔل ﻣﺎ ﯾﻣﻛن اﻟﻘﯾﺎم ﺑﮫ ﻟﺗﺣرﯾك ھذا اﻟوﺟﮫ اﻟﻌﺎطﻔﺔ ﻣن أﺟل اﻟوﺻول إﻟﻰ وﺟﮫ أﻛﺛر ﺳﻌﺎدة‪.‬‬

‫ﯾﺟب أن ﯾرﺣب ﻣﻘدم اﻟرﻋﺎﯾﺔ ﺑﺄي ﺷﻛل ﻣن أﺷﻛﺎل اﻟﺗﻌﺑﯾر اﻟذي ﯾﻘدﻣﮫ اﻟطﻔل وﻋدم اﻟﺗﻘﯾد ﺑﺷﻛل ﻣﻌﯾن ﻣن أﺷﻛﺎل‬
‫اﻟﺗﻌﺑﯾر‪.‬‬

‫اﻟﻣﺳﺗوى اﻟﻌﺎطﻔﻲ‬ ‫أﺷﻌر ﺑﮭذه اﻟطرﯾﻘﺔ ﻋﻧدﻣﺎ‬

‫ﻋﻧدﻣﺎ ﯾﺣدد اﻟطﻔل اﻟرﺳم اﻟذي ﯾﻣﺛﻠﮫ‬

‫وﯾﺣدد اﻟﻣوﻗف اﻟذي ﻧﺗﺟت ﻋﻧﮫ ھذه‬
‫اﻟﻣﺷﺎﻋر‪ ،‬أﻋطﻲ اﻟطﻔل ﺣﺎﻻت اﻓﺗراﺿﯾﺔ‬
‫ﻋن ﻛﯾﻔﯾﺔ ﺗﺣوﯾل أﻟﺷﻌور وﻣﺎرس ھذه‬
‫اﻟﺳﺗراﺗﯾﺟﯾﺎت ﻣن ﺧﻼل ﻟﻌب أدوار ﺣﯾث‬
‫ﯾﻣﻛن ﻟﻣﻘدم اﻟرﻋﺎﯾﺔ ﻣﻣﺎرﺳﺔ ﻛوﻧﮫ اﻟطﻔل‬
‫واﻟواﻟدﯾن ﻣن أﺟل ﺗطﺑﯾﻖ ھذه‬
‫اﻻﺳﺗراﺗﯾﺟﯾﺎت وﺗﺟﺳﯾدھﺎ ﻋﻧد اﻟطﻔل ‪.‬‬

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 ‫ﺗﺣدﯾد وﻓﮭم ﻣﺷﺎﻋر اﻵﺧرﯾن )اﺑﺗداءا ﻣن ‪ 6‬ﺳﻧوات ﺣﺗﻰ اﻟﻣراھﻘﺔ(‬

‫ﻏﺎﻟﺑﺎ ً ﻣﺎ ﯾﺗم ﺗﺣدﯾد ﻣﺷﺎﻋر اﻵﺧرﯾن ﻣن ﺧﻼل ﻣﻣﺎرﺳﺔ اﻟﺗﻌﺎطف‪ .‬وﻣن اﻟﻣﮭم ﺟدا ﻣﻊ اﻷطﻔﺎل ﻟﻔﮭم وﺟود ﻣﺷﺎﻋر‬
‫اﻵﺧرﯾن وﺧﺎﺻﺔ ﺑﻌد اﻷﻋﻣﺎر ﻋﻧدﻣﺎ ﺗﺗرﻛز ﻋﻠﻰ ﺗﺣدﯾد وﻓﮭم ﻣﺷﺎﻋرھم اﻟﺧﺎﺻﺔ‪.‬‬
‫ﻣﻼﺣظﺔ‪ :‬اﻟﺗﻣرﯾن اﻟﺗﺎﻟﻲ ﯾﺗﺿﻣن اﺳﺗﻌﻣﺎل اﻷطﻔﺎل ﻷﺟﺳﺎدھم وﺣرﻛﺎﺗﮭم ﻟﻠﺗﻌﺑﯾر ﻋن أﻓﻛﺎرھم وﻣﺷﺎﻋرھم‪ ،‬وھذا ﻗد‬
‫ﯾﻌزز ﻣن اﻟﺗﻌﺎطف وأﺷراك اﻷطﻔﺎل ذوي اﻹﻋﺎﻗﺔ ﺣﯾث اﻟﺗﻌﺑﯾر اﻟﻠﻐوي ﻗد ﯾﻛون ﻋﺎﺋﻖ ﻓﻲ ﺗوﺻﯾل أﻓﻛﺎرھم‬
‫وﻣﺷﺎﻋرھم‪.‬‬
‫ﻧﺷﺎطﺎت ﻣﺧﺗﻠﻔﺔ ﺗﺳﺎﻋد ﻣﻘدﻣﻲ اﻟرﻋﺎﯾﺔ ﻟﺗﺣﻔﯾز أطﻔﺎﻟﮭم ﺑﺎﻟﺗﻌﺑﯾر ﻋن ﻣﺷﺎﻋرھم وﺗﺣدﯾد ﻣﺷﺎﻋر اﻵﺧر‪:‬‬
‫ﺗرﺟﻣﺔ اﻟﻣﺷﺎﻋر‪ :‬ﯾطﻠب ﻣﻘدﻣو اﻟرﻋﺎﯾﺔ ﻣن أطﻔﺎﻟﮭم اﻟﺟﻠوس ﺑﺟﺎﻧب ﺑﻌﺿﮭم اﻟﺑﻌض‪ .‬وﻣن أﺟل إظﮭﺎر ﻛﯾﻔﯾﺔ اﻟﻘﯾﺎم‬
‫ﺑﺎﻟﺗﻣرﯾن‪ ،‬ﻓﺈن ﻣﻘدم اﻟرﻋﺎﯾﺔ ﯾﻘوم ﺑﺈﺧﺑﺎر اﻷطﻔﺎل أﻧﮫ ‪ /‬اﻧﮭﺎ ﺳوف ﺗﻌﺑر ﻋن ﻋﺎطﻔﺔ ﻣﻌﯾﻧﺔ أو ﻓﻛرة وﻟﻛن دون‬
‫اﻟﺗﻛﻠم‪ .‬ﯾﺗوﺟب ﻋﻠﯾﮭم اﺳﺗﺧدام اﻹﯾﻣﺎءات وﻟﻐﺔ اﻟﺟﺳد ﻟﻠﺗﻌﺑﯾر ﻋن ﻣﺎ ﻟدﯾﮭم‪ .‬ﻓﻲ اﻟﻣﻘﺎﺑل ‪ ،‬وﺑﻌد اﻻﺳﺗﻣﺎع اﻟﻧﺷط اﻟذي‬
‫ﻛﺎن اﻷطﻔﺎل ﯾﻣﺎرﺳوﻧﮫ ‪ ،‬ﺳﯾﺗﻌﯾن ﻋﻠﯾﮭم ﺗرﺟﻣﺔ اﻟﻛﻠﻣﺎت وﺣرﻛﺔ اﻟﺟﺳم إﻟﻰ ﻣﺎ ﻛﺎن اﻟﺷﺧص ﯾﺣﺎول ﻧﻘﻠﮫ ‪ ،‬وﺗﺣدﯾدًا‬
‫ﻋن اﻟﻌﺎطﻔﺔ اﻟﺗﻲ ﺗم اﻟﺗﻌﺑﯾر ﻋﻧﮭﺎ ﻣن ﺧﻼل ﺗﻌﺑﯾرات اﻟوﺟﮫ‪.‬‬
‫ﻋﻧدﻣﺎ ﯾﻛون اﻷطﻔﺎل اﻵن ﻗﺎدرﯾن ﻋﻠﻰ ﺗﺣدﯾد اﻟﻌﺎطﻔﺔ اﻟﺗﻲ ﺗم ﺗﻘدﯾﻣﮭﺎ ﻓﻲ ﺗﻌﺑﯾرات اﻟوﺟﮫ وﻟﻐﺔ اﻟﺟﺳد ‪ ،‬ﯾطﻠب ﻣﻧﮭم‬
‫ﻣﻘدم اﻟرﻋﺎﯾﺔ اﻟﺑدء ﻓﻲ اﺗﺧﺎذ دور ﻓﻲ اﻟﺳﻣﺎح ﻟﻶﺧرﯾن ﺑﺗﺣدﯾد اﻟﻌﺎطﻔﺔ اﻟﺗﻲ ﯾﺣﺎوﻟون اﻟﺗﻌﺑﯾر ﻋﻧﮭﺎ دون ﻛﻠﻣﺎت‪.‬‬
‫ﺑﻌد أن ﻗﺎم ﺟﻣﯾﻊ اﻷطﻔﺎل ﺑدورھم ﻓﻲ اﻟﺗﺣدﯾد واﻟﺗﻌﺑﯾر ﺑﺎﺳﺗﺧدام اﻟﺗﻌزﯾز اﻹﯾﺟﺎﺑﻲ واﻟﺗﺷﺟﯾﻊ‪ ،‬ﯾﻣﻛن ﻟﻣﻘدم اﻟرﻋﺎﯾﺔ‬
‫طرح اﻷﺳﺋﻠﺔ اﻟﺗﺎﻟﯾﺔ ﻣﻊ اﻷطﻔﺎل‪:‬‬
‫ﻣﺎ اﻟذي ﻧظرت إﻟﯾﮫ ﻟﺗﻔﮭم ﻣﺎ ﻛﺎن اﻟﺷﺧص اﻵﺧر ﯾﺣﺎول ﻗوﻟﮫ؟‬ ‫‪-‬‬
‫ھل ﻣن اﻟﺻﻌب ﻓﮭم ﻣﺎ ﯾﺷﻌر ﺑﮫ اﻟﺷﺧص اﻵﺧر دون أن ﯾﺳﺗﺧدم ھذا اﻟﺷﺧص ﻛﻠﻣﺎت ﻟذﻟك؟‬ ‫‪-‬‬
‫ﻛﯿﻒ ﺷﻌﺮﺗﻢ ﻋﻨﺪ طﻤﺄﻧﺔ اﻟﺸﺨﺺ اﻵﺧﺮ ّ‬
‫أن رﺳﺎﻟﺘﮫ ﻛﺎﻧﺖ واﺿﺤﺔ وﻣﻔﮭﻮﻣﺔ؟‬ ‫‪-‬‬

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 ‫أﯾن وﻣﺗﻰ؟ ﺑﻌد أن ﻛﺎن اﻷطﻔﺎل ﻗﺎدرﯾن ﻋﻠﻰ اﻟﺗﻌرف ﻣن ﺧﻼل ﺗﻌﺑﯾرات اﻟوﺟﮫ وﻟﻐﺔ اﻟﺟﺳد ﻣﺎ ھﻲ اﻟﻌﺎطﻔﺔ اﻟﺗﻲ‬
‫ﯾﺣﺎول اﻟﺷﺧص اﻵﺧر اﻟﺗﻌﺑﯾر ﻋﻧﮭﺎ ‪ ،‬ﯾﻣﻛن ﻟﻣﻘدﻣﻲ اﻟرﻋﺎﯾﺔ اﻟﻘﯾﺎم ﺑﮭذا اﻟﺗﻣرﯾن ﻟﻣﺳﺎﻋدة اﻷطﻔﺎل ﻋﻠﻰ رﺑط‬
‫اﻟﻌواطف ﺑﺎﻟﻣواﻗف اﻟﺗﻲ ﺣدﺛت ﻣن ﻗﺑل أو ﻗد ﺗﺣدث‪ .‬ﯾﻣﻛن ﻟﻣﻘدم اﻟرﻋﺎﯾﺔ ﺑدء اﻟﺟوﻟﺔ اﻷوﻟﻰ‪ .‬ﯾﺗم اﻟﺗﻌﺑﯾر ﻋن‬
‫اﻟﻌﺎطﻔﺔ ﻏﯾر ﻟﻔظﯾﺎ واﻷطﻔﺎل ﺳوف ﯾﺣزرون اﻟوﺿﻊ اﻟذي أﺛﺎر أو ﻗد ﯾﺛﯾر ھذه اﻟﻌﺎطﻔﺔ‪ .‬وﺑﮭذه اﻟطرﯾﻘﺔ‪ ،‬ﺳوف ﯾﻔﮭم‬
‫اﻷطﻔﺎل ﻛﯾف ﯾﻣﻛن أن ﺗؤدي ﺑﻌض اﻟﻣواﻗف إﻟﻰ ﻣﺷﺎﻋر ﻣﻌﯾﻧﺔ‪ ،‬وﻣﺣﺎوﻟﺔ ﺗﺟﻧب اﻟﺗﺳﺑب ﻓﻲ اﻟﻣﺷﺎﻋر اﻟﺳﻠﺑﯾﺔ ﻋن‬
‫طرﯾﻖ اﻟﺗﻌﺎطف ﻣﻊ اﻵﺧر‪.‬‬

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 ‫اﻟطرق اﻟﻣﺧﺗﻠﻔﺔ ﻟﻠﺗﻛﯾف )‪ 3‬ﺳﻧوات اﻟﻰ ‪ 10‬ﺳﻧوات(‬

‫ﻋﻧدﻣﺎ ﯾﺣدد اﻟطﻔل ﻣﺷﺎﻋره‪ ،‬وﯾﺷﯾر إﻟﻰ اﻟوﺟﮫ اﻟذي ﯾﻣﺛل ﺣﺎﻟﺗﮫ اﻟﺣﺎﻟﯾﺔ)ﻧﺷﺎط ﺗﺣدﯾد اﻟﻣﺷﺎﻋر(‪ ،‬ﻋﻧدھﺎ ﯾﻛون ﻣﻘدم‬
‫اﻟرﻋﺎﯾﺔ ﻗﺎدرا ﻋﻠﻰ ﺗزوﯾد اﻟطﻔل ﻣﻊ اﺳﺗراﺗﯾﺟﯾﺎت اﻟﺗﻛﯾف اﻟﻼزﻣﺔ‪.‬‬
‫ﻣﻼﺣظﺔ‪ :‬ﻻ ﺗﺑدأ ﺑﺗﻘدﯾم اﻟﻣﻼﺣظﺎت ﺣﺗﻰ ﯾﻛون طﻔﻠك ھﺎدﺋًﺎ‪ .‬ﻟن ﯾﺳﺎﻋد أي ﺷﺧص إذا ﺣﺎوﻟت ﺗدرﯾب ﻋﻠﻰ اﻟﻔور‬
‫وإﻋطﺎء ردود اﻟﻔﻌل ﻋﻧدﻣﺎ ﯾﻛون طﻔﻠك ﻣﺳﺗﺎء وﻟﯾس ﻓﻲ اﻟﺳﯾطرة‪ .‬ﺑﻣﺟرد اﻟﮭدوء‪ ،‬ﺳﯾﺗﻣﻛن طﻔﻠك ﻣن اﻟﺗﻔﻛﯾر‬
‫ﻗﺎدرا ﻋﻠﻰ ﺗرﺷﯾد ﻣﺎ ﻛﺎن ﯾﻣﻛن أن ﯾﻛون طرﯾﻘﺔ أﻛﺛر ﻣﻼءﻣﺔ ﻟﻠﺗﻌﺎﻣل ﻣﻊ اﻟوﺿﻊ‪.‬‬
‫ﺑﺷﻛل أﻛﺛر وﺿو ًﺣﺎ وﺳﯾﻛون ً‬
‫ﺗﺄﻛد ﻣن طﻔﻠك ﺗﻔﺿﯾﻼﺗﮫ وطرق اﻟﺗﻌﺑﯾر ﻋﻧﮫ‪ ،‬ﺧﺎﺻﺔ ﻋﻧدﻣﺎ ﯾﻛون اﻟطﻔل ﻟدﯾﮫ إﻋﺎﻗﺔ ﻣﻌﯾﻧﺔ ﺣﯾث ﻛل طﻔل ﻣﺧﺗﻠف‬
‫وﺳﯾﺣﺗﺎج إﻟﻰ ﺗﻘﻧﯾﺎت ﻣﺧﺗﻠﻔﺔ ﻟﻣﺳﺎﻋدﺗﮭم ﻋﻠﻰ اﻟﮭدوء‪.‬‬
‫طرق ﻣﺧﺗﻠﻔﺔ ﻟﻠﺗﻛﯾف ﻣﻊ اﻻﺟﮭﺎد اﻟذي ﯾﻌﯾﺷوﻧﮫ اﻟﻸطﻔﺎل ﻓﻲ ﻓﺗرة اﻟﺣﺟر اﻟﻣﻧزﻟﻲ‪:‬‬
‫رواﯾﺔ ﻗﺻﺔ‪) :‬اﺑﺗداﺋﺎ ﻣن ‪ 3‬ﺳﻧوات( اﺳرد ﻟطﻔﻠك ﻗﺻﺔ ﺷﺧﺻﯾﺔ ﺧﯾﺎﻟﯾﺔ ﻟدﯾﮭﺎ ﻗوى ﻋظﻣﻰ ﻓﻲ ﺣل اﻟﻣﺷﺎﻛل )إﺛﺎرة‬
‫اﻟﺧﯾﺎل ﻟدى اﻷطﻔﺎل ﯾﺳﺎﻋدھم ﻋﻠﻰ اﻻﺑﺗﻌﺎد ﻋن اﻟوﺿﻊ اﻟﺣﺎﻟﻲ اﻟﻣزﻋﺞ(‪ .‬اﻟﺷﺧﺻﯾﺔ اﻟﺧﯾﺎﻟﯾﺔ ﻓﻲ اﻟﻘﺻﺔ ﺳوف‬
‫ﺗواﺟﮫ ﺣﺎﻻت ﻣزﻋﺟﺔ ﻣﻣﺎﺛﻠﺔ وﻣﺷﺎﻋر ﻏﯾر ﺳﺎرة اﻟﺗﻲ ﻣن ﺷﺄﻧﮭﺎ أن ﺗﺟﻌل ﻣﻧﮫ أن ﯾﺗﺻرف ﺑطرﯾﻘﺔ ﻣﻌﯾﻧﺔ‪ .‬ﯾﻣﻛﻧك‬
‫اﺧﺗﯾﺎر اﻟﺳﻣﺎح ﻟﻠطﻔل أن ﯾروي ﻧﮭﺎﯾﺔ ﻟﻠﻘﺻﺔ ﺗﻌﻛس اﻟطرﯾﻘﺔ اﻟﺗﻲ ﻗد ﯾﻧظر ﻓﯾﮭﺎ إﻟﻰ اﻟﺷﺧﺻﯾﺔ اﻟﺧﯾﺎﻟﯾﺔ اﻟﺗﻲ ﺗﺗﺣﻠﻰ‬
‫ﺑﺎﻟﻘوى اﻟﻌظﻣﻰ‪ .‬ﯾﻣﻛﻧك أﯾﺿﺎ إﻋطﺎء طﻔﻠك ﺑﻌض اﻷﻣﺛﻠﺔ ﻋﻠﻰ ﻛﯾﻔﯾﺔ ﻋﻣل ھذه اﻟﺷﺧﺻﯾﺔ وإظﮭﺎر ﻓﻲ ﻟﻌب دور‬
‫ﻛﯾف ﯾﻣﻛن ﻟﮭذه اﻟﻘوى اﻹﯾﺟﺎﺑﯾﺔ أن ﺗﺄﺗﻲ ﻓﻲ ﻣﻛﺎﻧﮭﺎ وﺗﻘﻠل ﻣن ﺗﺄﺛﯾر اﻟﻣواﻗف اﻟﺳﻠﺑﯾﺔ واﻟﻌواطف ﻏﯾر اﻟﺳﺎرة‪.‬‬

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‫اﻟﺗﻔﺎوض‪) :‬اﺑﺗداﺋﺎ ﻣن ‪ 6‬ﺳﻧوات( إذا ﻛﺎن طﻔﻠك ﯾظﮭر ﻋﻼﻣﺎت ﻧوﺑﺎت اﻟﻐﺿب واﻹﺟﮭﺎد اﻟﻣﺗﻌﻠﻘﺔ ﺑﺎﻟوﺿﻊ اﻟﺣﺎﻟﻲ‪،‬‬
‫ﺗﺄﻛد ﻣن راﺣﺔ طﻔﻠك ﻣن ﺧﻼل اﻟﺗﺄﻛﯾد ﻋﻠﻰ أن اﻟوﺿﻊ اﻟﺣﺎﻟﻲ ﻟن ﯾدوم إﻟﻰ اﻷﺑد‪ .‬ﻋﻧدھﺎ‪ ،‬ﯾﻣﻛﻧك أن ﺗﻘوم ﺑﻌﺻف‬
‫اﻟذھﻧﻲ ﺣول ﻣﺎ ﯾرﻏﺑون ﻓﻲ اﻟﻘﯾﺎم ﺑﮫ وﻛﯾف ﯾﻣﻛن ﺗﻛﯾﯾف ھذه اﻷﺷﯾﺎء داﺧل اﻟﻣﻧزل‪ .‬ﺑﮭذه اﻟطرﯾﻘﺔ‪ ،‬وﺑﻌد اﻟﺗﺄﻛد ﻣن‬
‫أن اﻟطﻔل ﻻ ﺗطﻐﻰ ﻋﻠﯾﮫ ﻓﻛرة أن ھذا ھو وﺿﻊ ﻻ ﯾﻧﺗﮭﻲ أﺑدا‪ ،‬ﺗﻛون ﻗد ﻗﻣت ﺑﺗﻌﻠﯾم طﻔﻠك ﻣﮭﺎرات اﻟﺗﻔﺎوض‬
‫واﻟﺗوﺻل إﻟﻰ ﺣل وﺳط ﺣﯾث ﯾﺗم ﺗﺣﻘﯾﻖ ﺣﺎﺟﺎﺗﮫ وﻟﻛن ﻣﻊ ﺑﻧﯾﺔ ﻣﺧﺗﻠﻔﺔ‪.‬‬
‫ﻋﻠﻰ ﺳﺑﯾل اﻟﻣﺛﺎل‪ :‬إن ﻛﺎن اﻟطﻔل ﯾرﯾد اﻟﻠﻌب ﻣﻊ اﻟﺟﯾران أو ﻣﻊ اﺻدﻗﺎﺋﮫ ﺑﺎﻟورق اﻟطﺎﺋر‪ ،‬اطﻠب ﻣن اﻟطﻔل ﺗﻌﻠﯾﻣك‬
‫ﻛﯾﻔﯾﺔ ﺻﻧﻊ اﻟطﺎﺋرة وﻟﻌﺑﮭﺎ داﺧل اﻟﻣﻧزل‪.‬‬

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‫اﻟﻣﻛﺎن اﻻّﻣن‪) :‬اﺑﺗداﺋﺎ ﻣن ‪ 3‬ﺳﻧوات( اطﻠب ﻣن طﻔﻠك ﺗﺣدﯾد اﻟﻣﻛﺎن اﻟﻣﻔﺿل ﻟدﯾﮫ ﻓﻲ اﻟﻣﻧزل‪ .‬أﺧﺑر طﻔﻠك أن ھذا‬
‫ھو اﻟﻣﻛﺎن اﻟذي ﯾﻣﻛن أن ﯾﻌﺑر دون أي ﺣﻛم ﻣن أي ﺷﺧص )ﺑﻌض اﻷطﻔﺎل ﻗد ﯾﻌﺑرون ﻋن اﻻﺟﮭﺎد ﻣن ﺧﻼل‬
‫ﺗﺻرﻓﺎت ﻏﺎﺿﺑﺔ ﻋﻠﻰ اﻓﺗراض أﻧﮫ ﺳﯾﺗم اﻟﺣﻛم ﻋﻠﯾﮭم ﻋﻠﻰ ﻣﺎ ﺳﯾﻘوﻟوﻧﮫ(‪ .‬ﻋﻧدﻣﺎ ﯾﺣدد طﻔﻠك اﻟﻣﻛﺎن ﻓﻲ اﻟﻣﻧزل )ﻗد‬
‫ﺳﺣر‬
‫ٌ‬ ‫ﯾﻛون زاوﯾﺔ إذا ﻛﺎﻧت اﻷﺳرة ﺗﻌﯾش ﻓﻲ ﺑﻧﯾﺔ ﺳﻛﻧﯾﺔ ﺻﻐﯾرة(‪ ،‬أوﺿﺢ أن ھذه اﻟﻣﺳﺎﺣﺔ آﻣﻧﺔ واﻟﻣﻛﺎن ﻟدﯾﮫ‬
‫ﺧﺎص ﺑﮫ ﺣﯾث ﻻ ﯾﻣﻛن ﻷﺣد أن ﯾﺗﺳﺑب ﺑﺄذى‪ ،‬وﻛل ﺷﻲء ﯾﺑدو ھﺎدﺋﺎ ً‪ .‬اﻋطﻲ طﻔﻠك اﻟوﻗت اﻟﻼزم ﻓﻲ ھذا اﻟﻣﻛﺎن‬
‫واﺳﺄل إذا ﻛﺎﻧوا ﯾرﻏﺑون ﻓﻲ اﻟﺑﻘﺎء ﻣﻌﮭم‪.‬‬

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 ‫ﺗﻧظﯾم وﻗﺗﻲ )اﺑﺗداءا ﻣن ‪ 6‬ﺳﻧوات ﺣﺗﻰ اﻟﻣراھﻘﺔ(‬

‫ﺗﻧظﯾم وﻗت اﻷطﻔﺎل ﻓﻲ اﻟﻣﻧزل ھو ﺟزء ﻣن وﺿﻊ روﺗﯾن وھﯾﻛﻠﺔ ﻟﻠوﻗت اﻟذي ﯾﻘﺿﯾﮫ اﻟطﻔل ﻓﻲ اﻟﻣﻧزل‪ .‬إﻋﺎدة‬
‫اﻟروﺗﯾن ﯾﺳﻣﺢ ﻟﻸطﻔﺎل ﺑﺎﻟﺷﻌور ﺑﺎﻷﻣﺎن واﻟﺷﻌور ﺑﺄﻧﮭم ﯾﺳﯾطرون ﻋﻠﻰ ﯾوﻣﮭم واﻟذي ﯾﺳﺎھم ﺑﺗﻘﻠﯾل ﻣﺳﺗوى‬
‫اﻹﺟﮭﺎد اﻟذي أﻧﺗﺟﮫ اﻟوﺿﻊ اﻟﺣﺎﻟﻲ‪.‬‬

‫ﻣﻼﺣظﺔ‪ :‬ﻻ ﯾﻧﺑﻐﻲ أن ﯾﻛون إﻧﺷﺎء ﺗﻧظﯾم ﻟﻠوﻗت ﻣﮭﻣﺔ ﻣﻔروﺿﺔ ﻋﻠﻰ اﻷطﻔﺎل‪ ،‬ﺑل ﯾﻧﺑﻐﻲ أن ﯾﻛون ﻧﺷﺎ ً‬
‫طﺎ ﺗﺷﺎرﻛﯾًﺎ‬
‫ﺣﯾث ﯾﻣﻛن ﻟﻸطﻔﺎل اﻗﺗراح ﻣﮭﺎم ﯾﻔﺿﻠون اﻟﻘﯾﺎم ﺑﮭﺎ وﯾﺷﻌرون ﺑﺎﻟراﺣﺔ ﻋﻧد اﻟﻘﯾﺎم ﺑﮭﺎ‪.‬‬

‫ﺟدول ﻧﮭﺎري‪ :‬ﯾﺧﺑر ﻣﻘدم اﻟرﻋﺎﯾﺔ اﻷطﻔﺎل ﺑﺄﻧﮭم ﺳﯾﻧظﻣون اﻟﯾوم وﯾﺣﺗﺎﺟون إﻟﻰ اﻗﺗراح اﻟﻣﮭﺎم اﻟﺗﻲ ﯾرﻏﺑون ﻓﻲ‬
‫اﻟﻘﯾﺎم ﺑﮭﺎ‪ .‬ﺑطرﯾﻘﺔ ﺗﺷﺎرﻛﯾﺔ ‪ ،‬ﯾﺟﻠس ﻣﻘدم اﻟرﻋﺎﯾﺔ ﻣﻊ اﻷطﻔﺎل وﯾﻘﺗرﺣون اﻟﺟدول اﻟزﻣﻧﻲ اﻟﺗﺎﻟﻲ‪:‬‬

‫ﻣﯾن اﻟﻣﺳؤول‬
‫اﻟﯾوم؟‬

‫ﺷو ﺑدو ﯾﻌﻣل؟‬

‫ﻣﯾن اﻟﻣﺳؤول‬
‫اﻟﯾوم؟‬

‫ﺷو ﺑدو ﯾﻌﻣل؟‬

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 ‫ﻣﯾن اﻟﻣﺳؤول‬
‫اﻟﯾوم؟‬

‫ﺷو ﺑدو ﯾﻌﻣل؟‬

‫ﻣﯾن اﻟﻣﺳؤول‬
‫اﻟﯾوم؟‬

‫ﺷو ﺑدو ﯾﻌﻣل؟‬

‫ﺑﻌض اﻻﻗﺗراﺣﺎت اﻟﺗﻲ ﯾﻣﻛن وﺿﻌﮭﺎ ﻓﻲ اﻟﺟدول اﻟزﻣﻧﻲ‪:‬‬

‫‪ -‬إﻋداد اﻟﺳرﯾر‬
‫‪ -‬إﻋداد وﺟﺑﺔ اﻹﻓطﺎر‬
‫‪ -‬ﺗﻧظﯾف اﻷطﺑﺎق‬
‫‪ -‬إﻋداد اﻟطﺎوﻟﺔ ﻟﺗﻧﺎول اﻟﻐداء‬
‫‪ -‬إﻋداد ﻧﺷﺎط ﻟﻠﻌب ﻣﻌﺎ‬
‫‪ -‬ﻟﻠﻣراھﻘﯾن‪ :‬رواﯾﺔ اﻟﻘﺻص ﻟﻸﺷﻘﺎء اﻷﺻﻐر ﺳﻧﺎ‬
‫‪ -‬اﻟﺗواﺻل ﻣﻊ اﻷﺻدﻗﺎء ﻋﺑر وﺳﺎﺋل اﻟﺗواﺻل اﻻﺟﺗﻣﺎﻋﻲ‬
‫‪ -‬اﻻﺳﺗﻌداد ﻟﻠذھﺎب إﻟﻰ اﻟﺳرﯾر‬
‫ﻣﻼﺣظﺔ‪ :‬ﻣن اﻟﻣﮭم ﺟدا اﻟﺣﻔﺎظ ﻋﻠﻰ اﻟﺟدول اﻟزﻣﻧﻲ ﻟﻼﺳﺗﯾﻘﺎظ واﻟﻧوم ﻟﻸطﻔﺎل ﺣﯾث ﻓﻲ اﻟوﺿﻊ اﻟﺣﺎﻟﻲ دورات اﻟﻧوم ﻗد‬
‫ﺗﺗﻐﯾر واﻷطﻔﺎل ﯾﻣﯾﻠون إﻟﻰ اﻟﻧوم ﻓﻲ وﻗت ﻣﺗﺄﺧر ﺟدا واﻻﺳﺗﯾﻘﺎظ ﺧﻼل ﺳﺎﻋﺎت اﻟظﮭر‪.‬‬

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 ‫اﻻﻋﺗراف ﺑﻧﻘﺎط ﻗوﺗﻲ ‪ ،‬ﻣﺎ ﻗﻣت ﺑﮫ ﺑﺷﻛل ﺟﯾد )اﻟﻛﻔﺎءة اﻟذاﺗﯾﺔ(‬

‫اﻟﻧﺷﺎط أدﻧﺎه ﯾﺳﺎﻋد اﻷطﻔﺎل ﻓﻲ ﺗﺣدﯾد ﻧﻘﺎط ﻗوﺗﮭم وﺗﺣﻘﯾﻘﺎﺗﮭم طوال ﻓﺗرة اﻟﺣﺟر اﻟﺻﺣﻲ وﻗﺑﻠﮭﺎ‪.‬‬

‫ﯾﻣﻛن ﻟﻣﻘدم اﻟرﻋﺎﯾﺔ ﻟﻸطﻔﺎل اﻟﺻﻐﺎر )‪ 3‬إﻟﻰ ‪ 5‬ﺳﻧوات( أو اﻷطﻔﺎل ﻓوق ھذه اﻟﺳن إﻛﻣﺎل اﻟﻧﺷﺎط أدﻧﺎه‪.‬‬

‫ﻧﺷﺎط اﻟﺣﺑل اﻟزﻣﻧﻲ‪:‬‬

‫ﯾﻣﻛن وﺿﻊ ﺧط ﺑﺎﺳﺗﺧدام ﺣﺑل ﻋﻠﻰ طول اﻷرض‪ .‬اﻟﺣﺑل ﯾﻣﺛل اﻟﺟدول اﻟزﻣﻧﻲ اﻟذي اﺧﺗﺎره اﻟطﻔل وﯾﻣﻛن أن ﯾﻌود إﻟﻰ أول‬

‫ﻣﮭﺎم ﺗذﻛر اﻟﻘﯾﺎم ﺑﮫ وﻧﺟﺢ ﻓﻲ ﺗﺣﻘﯾﻘﮫ‪ .‬ﻋﻧدﻣﺎ ﯾﻘف اﻟطﻔل ﻋﻠﻰ ﺣﺎﻓﺔ اﻟﺣﺑل ‪ ،‬ﯾﻣﺛل أول ﺟﺎﻧب اﻟﻣﮭﻣﺔ اﻟﻣﺣﻘﻘﺔ )اﻟﺟﺎﻧب اﻷﯾﻣن( ‪،‬‬

‫وﯾﻣﺛل اﻟﺟﺎﻧب اﻵﺧر اﻟﻘوة اﻟﺗﻲ ﺳﺎﻋدﺗﮫ ﻋﻠﻰ ﺗﺣﻘﯾﻖ ھذه اﻟﻣﮭﻣﺔ )اﻟﺟﺎﻧب اﻷﯾﺳر(‪ .‬ﯾﻣﻛن ﻟﻣﻘدم اﻟرﻋﺎﯾﺔ ﻣﺳﺎﻋدة اﻟطﻔل ﻋﻠﻰ ﺗذﻛر‬

‫اﻷﺷﯾﺎء اﻟﺗﻲ ﻗﺎﻣوا ﺑﮭﺎ ﻣﻌًﺎ )ﻣﺛل اﻷﻋﻣﺎل اﻟﻣﻧزﻟﯾﺔ ‪ ،‬واﻟﻣﺳﺎﻋدة ﻓﻲ اﻟطﻌﺎم ‪ ،‬واﻟﺗﻌﺑﯾر ﻋن اﻟﻣﺷﺎﻋر(‪.‬‬

‫ﻣﻼﺣظﺔ‪ :‬ﯾﻣﻛن ﺗﻣﺛﯾل اﻟﻣﮭﺎم اﻟﺗﻲ ﺗﺣﻘﻘت وﻧﻘﺎط اﻟﻘوة ﻣن ﺧﻼل اﻷﺷﯾﺎء اﻟﺗﻲ ﯾﻣﻛن اﻟﻌﺛور ﻋﻠﯾﮭﺎ ﻓﻲ اﻟﻣﻧزل ﻟﺗﺻور أﻓﺿل‬

‫ﻟﻠﻧﺷﺎط‪) .‬ﻋﻠﻰ ﺳﺑﯾل اﻟﻣﺛﺎل ﯾﻣﻛن ﺗﺻور اﻟﻣﺳﺎﻋدة ﻓﻲ اﻷﻋﻣﺎل اﻟﻣﻧزﻟﯾﺔ ﻋن طرﯾﻖ ﻛوب ‪ ،‬وﯾﻣﻛن ﺗﺻور ﺗﻧظﯾم اﻟوﻗت ﻣن‬

‫ﺧﻼل ﺳﺎﻋﺔ أو ﻣﻧﺑّﮫ(‪.‬‬

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 ‫ﻧﻘطﺔ ﻗوﺗﻲ‪ :‬اﻟﻘدرة ﻋﻠﻰ اﻟﺗﻌﺑﯾر‬ ‫ﻧﻘطﺔ ﻗوﺗﻲ‪:‬اﻟﻘدرة ﻋﻠﻰ‬
‫واﻟﺳﯾطرة ﻋﻠﻰ اﻟﻣﺷﺎﻋر‬ ‫ﺗوﺿﯾب ﻏرﻓﺗﻲ ﺑﻣﻌدل‬
‫زﻣﻧﻲ ﻗﺻﯾر‬

‫ﻧﻘطﺔ ﻗوﺗﻲ‪:‬‬
‫اﻟﻘدرة واﻟذﻛﺎء ﻟﺗﻧظﯾم وﻗﺗﻲ‬

‫�‬ ‫ض‬
‫أﻣﻀ�ﺖ ﻧﻬﺎري ﺗﺰاﻣﻨﺎ ﻣﻊ اﻟﺠﺪول‬ ‫اي ﻏﺎﺿﺐ‬
‫اﺳﺘﻄﻌﺖ اﻟﻘﻮل ي‬ ‫ﺳﺎﻋﺪت اﻟﻤﺎﻣﺎ بﺎﻟﺒ�ﺖ‬

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 ‫اﻟﻔﮭم واﻟﺗﻛﯾف ﻣﻊ اﻟﺗﺑﺎﻋد اﻻﺟﺗﻣﺎﻋﻲ‬

‫ﺧﻼل اﻟوﺿﻊ اﻟﺣﺎﻟﻲ‪ ،‬ﻣن اﻟﻣﮭم ﺟدا أن ﯾﻔﮭم اﻷطﻔﺎل ﻟﻣﺎذا ھﻧﺎك اﻟﺗﺑﺎﻋد اﻻﺟﺗﻣﺎﻋﻲ واﻟطرق اﻟﻣﻣﻛﻧﺔ ﻟﻠﺗﻌﺎﻣل ﻣﻌﮭﺎ‬
‫ﻻ ﺳﯾﻣﺎ أﻧﮭم ﻣﺿطرون ﻟﻠﺑﻘﺎء داﺧل اﻟﻣﻧزل وﻟﯾﺳوا ﻗﺎدرون ﻟﻠﻌب ورؤﯾﺔ أﺻدﻗﺎﺋﮭم ﻓﻲ اﻟﺧﺎرج‪.‬‬
‫ﻓﮭم اﻟﺗﺑﺎﻋد اﻻﺟﺗﻣﺎﻋﻲ‪:‬‬
‫اﺷرح ﻟﻠطﻔل أن اﻟﺗﺑﺎﻋد اﻻﺟﺗﻣﺎﻋﻲ ﻻ ﯾﻌﻧﻲ أن أﺻدﻗﺎﺋﮭم ﻻ ﯾﻔﻛرون ﺑﮭم أو أﻧﮭم ﻻ ﯾﺳﺗطﯾﻌون اﻟﻌودة إﻟﻰ اﻟﻠﻌب‬
‫ﻣﻊ أﺻدﻗﺎﺋﮭم ﻛﻣﺎ ﻛﺎﻧوا ﻣن ﻗﺑل‪ .‬اﻻﺑﺗﻌﺎد اﻻﺟﺗﻣﺎﻋﻲ ھو ﻟﺣﻣﺎﯾﺔ اﻟﻧﻔس وأﺻدﻗﺎﺋﮭم ﺿد اﻟﻔﯾروس ‪ ،‬واﻻﺑﺗﻌﺎد اﻵن‬
‫أﻣر ﺿروري ﻟﯾﻛوﻧوا ﻗﺎدرﯾن ﻋﻠﻰ اﻟﻠﻌب ﻣﻊ أﺻدﻗﺎﺋﮭم ﻓﻲ وﻗت ﻻﺣﻖ‪.‬‬

‫ﻧﺷﺎط اﻟﺷﺟرة‪:‬‬
‫أرﺳم ﻣﻊ اﻟطﻔل ﺷﺟرة ﻣﻊ أوراق أو اﻟرﺟوع إﻟﻰ اﻟﺻورة أدﻧﺎه‪ .‬أﺧﺑر اﻟطﻔل أن اﻷوراق ﺗﻣﺛﻠﮫ‪/‬ھﺎ وأﺻدﻗﺎﺋﮭم ‪ ،‬وﺟذع‬
‫اﻟﺷﺟرة واﻟزھور ﺣول اﻟﺷﺟرة ﺗﻣﺛل اﻷﺷﯾﺎء اﻟﺗﻲ ﻛﺎﻧوا ﯾﻔﻌﻠوﻧﮭﺎ ﻣﻌﺎ ً‪.‬‬
‫ﻧﺎﻗش ﻣﻊ اﻟطﻔل اﻷﻓﻛﺎر اﻟﺗﺎﻟﯾﺔ ﺣﺗﻰ ﯾﺗﻣﻛن اﻟطﻔل ﻣن اﻟﺗﻌﺎﻣل ﺑﺷﻛل أﻓﺿل ﻣﻊ اﻻﺑﺗﻌﺎد اﻻﺟﺗﻣﺎﻋﻲ ﻣن ﺧﻼل ﺗذﻛر ﻣﺎ ھﻲ‬
‫ﺧﺻﺎﺋص أﺻدﻗﺎﺋﮭم وﻣﺎ ھﻲ اﻷﺷﯾﺎء اﻟﺗﻲ ﻛﺎﻧوا ﯾﻔﻌﻠوﻧﮭﺎ ﺳوﯾﺎ ً‪.‬‬
‫ﻣﺎ ھﻲ اﻷﺷﯾﺎء اﻟﻣﺷﺗرﻛﺔ ﺣول اﻷوراق؟ )ﻣﺷﯾرا ً داﺋﻣﺎ ً إﻟﻰ أن اﻷوراق ﺗﻣﺛل اﻟطﻔل وأﺻدﻗﺎﺋﮫ(‬ ‫‪-‬‬
‫ﻣﺎ ھﻲ اﻻﺧﺗﻼﻓﺎت ﺑﯾن ھذه اﻷوراق‪ /‬ﻣﺎ ھﻲ اﻻﺧﺗﻼﻓﺎت ﺑﯾﻧك وﺑﯾن أﺻدﻗﺎﺋك؟‬ ‫‪-‬‬
‫ﻣﺎ ھو اﻟطﻌﺎم اﻟﻣﻔﺿل ﻟﮭذه اﻷوراق‪ /‬ﻣﺎ ھو اﻟطﻌﺎم اﻟﻣﻔﺿل ﻟدﯾك وﻟدى أﺻدﻗﺎﺋك؟‬ ‫‪-‬‬
‫ﻣﺎ ھو ﺷﻲء ﻻ ﻧﻌرﻓﮫ ﻋن ھذه اﻷوراق‪ /‬ﻣﺎ ھو ﺷﻲء ﻻ ﻧﻌرﻓﮫ ﻋﻧك وﻋن أﺻدﻗﺎﺋك؟‬ ‫‪-‬‬

‫‪74‬‬
 ‫أﻧﺎ‬

‫ﻣرﯾم‬

‫ﻣﺣﻣد‬

‫ﻛﻧﺎ ﻧﺻﻧﻊ‬
‫طﻠﺋرة ﻣن‬
‫ورق‬

‫‪75‬‬
 ‫ﻓﮭم اﻟﺗﺑﺎﻋد اﻻﺟﺗﻣﺎﻋﻲ وطرق اﻟﺗﻛﯾف‬

‫ﻧﺷﺎط ﻛﯾف أﺗذﻛر أﺻدﻗﺎﺋﻲ‪:‬‬

‫إظﮭﺎر اﻟرﺳم أدﻧﺎه ﻟﻠطﻔل‪ .‬أﺧﺑر اﻟطﻔل أن اﻟدواﺋر ﺗﻣﺛل اﻟطﺑﻘﺎت اﻟﻣﺧﺗﻠﻔﺔ ﻣن ﺑﯾﺋﺗﮫ وﻋﻠﻰ ﻛل طﺑﻘﺔ ‪ ،‬ﯾﺣﺗﺎج إﻟﻰ‬
‫ﺗﺣدﯾد ﺻدﯾﻖ ‪ ،‬أو ﺷﺧص ﯾﺛﻖ ﺑﮫ ‪ ،‬أو ﻣﻛﺎن ﻛﺎن ﯾﺣب أن ﯾﺗﺳﻛﻊ ﻣﻊ اﻵﺧرﯾن )ﻋﻠﻰ ﺳﺑﯾل اﻟﻣﺛﺎل اﻟﺣﻲ ‪ ،‬اﻟﻣدرﺳﺔ‬
‫‪ ،‬اﻟﺣدﯾﻘﺔ اﻟﻣﺟﺎورة ‪ ،‬إﻟﺦ( ﯾﻣﻛن ﻟﻠطﻔل ﻛﺗﺎﺑﺔ اﺳم ھذا اﻟﺷﺧص أو اﻟﻣﻛﺎن ‪ ،‬ﺣﺗﻰ ﯾﻣﻛن رﺳم اﻟرﻣز اﻟذي ﯾﻣﺛل‬
‫اﻟﺷﺧص أو اﻟﻣﻛﺎن‪.‬‬
‫ﻣﻼﺣظﺔ‪ :‬ﻓﻲ ﺣﺎﻟﺔ ﻋدم وﺟود ﻣواد رﺳم‪ ،‬ﯾﻣﻛن ﺗﻣﺛﯾل اﻟطﺑﻘﺎت ﺑﻣواد ﻣن اﻟﻣﻧزل‪ ،‬وﯾﻣﻛن ﻟﻠطﻔل ﺗﺣدﯾد اﻟﺷﺧص أو‬
‫اﻟﻣﻛﺎن ﻋﻠﻰ ﻛل طﺑﻘﺔ ﺑواﺳطﺔ أداة ﻣن اﻟﻣﻧزل ﺗذﻛره ﺑﺎﻟﺷﺧص أو اﻟﻣﻛﺎن‪.‬‬

‫أﻧﺎ‬

‫‪76‬‬
 ‫ﻓﮭم اﻟﺗﺑﺎﻋد اﻻﺟﺗﻣﺎﻋﻲ وطرق اﻟﺗﻛﯾف‬

‫ﻧﺷﺎط رﺳم ﺗذﻛﺎر ﻟﻸﺻدﻗﺎء‬

‫اطﻠب ﻣن طﻔﻠك رﺳم ﻛل ﻣﺎ ﯾذﻛره ﺑﺄﺻدﻗﺎﺋﮫ أو ﺷﻲء ﯾود أن ﯾﻌطﯾﮭم اﯾﺎه ﻋﻧد اﻹﻏﻼق‪ .‬اﺳﻣﺢ ﻟطﻔﻠك ﺑﺗﻌﻠﯾﻖ ﺟﻣﯾﻊ‬
‫اﻟرﺳوﻣﺎت ﻓﻲ ﻣﻛﺎن ﻣﻔﺿل ﻟﮫ )ﻋﻠﻰ ﺳﺑﯾل اﻟﻣﺛﺎل ﻓوق ﺳرﯾره‪ ،‬أواﻻﺣﺗﻔﺎظ ﺑﮭﺎ ﺗﺣت اﻟوﺳﺎدة(‪.‬‬

‫أﺧﺑر طﻔﻠك أن ھذه ھﻲ اﻟرﺳوﻣﺎت اﻟﺗذﻛﺎرﯾﺔ اﻟﺗﻲ ﯾﻣﻛن أن ﯾﻘدﻣﮭﺎ ﻷﺻدﻗﺎﺋﮫ‪/‬ھﺎ ﻹﻋﻼﻣﮭم ﻋن ﻣدى اﺷﺗﯾﺎﻗﮫ‪/‬ھﺎ ﺧﻼل‬
‫ﻓﺗرة اﻟﺗﺑﺎﻋد اﻻﺟﺗﻣﺎﻋﻲ‪.‬‬

‫‪77‬‬
 Annex I

Field visit report

Date of the visit

Name and title of the person

conducting the visit
Name of the location/
community center
Children attending the activities Number of Children expected Number of children present

Group 1 Age group Girls Boys Age Girls Boys

group
Group 2

Group 3

Group 4

Group 1 Group 2 Group 3 Group 4

Where the classes empty or Empty

overcrowded? Put a thick in the
appropriate box. If yes, specify In line
the number of children present

78
during the activities and, if Crowded
possible, the reason why in the
comments box.
Facilities Yes No Comments

The CFS is enclosed on all sides and has a specific

entrance through which people can enter and exit.
There is enough indoor space for the number of children
attending sessions to do the full range of activities
scheduled
All measures have been taken to ensure access for
children with physical disabilities
Indoor spaces are provided with the following Yes No Comments

a space for staff separate from that used by children

where administrative tasks can be done and private
discussions can take place
a space parents and other visitors separate from that
used by children where private discussions can take
place
play areas with proper ventilation/air circulation

organized play areas so that children can choose and

access play materials with minimal assistance
There is enough outdoor space for the number of
children attending sessions to do the full range of
activities scheduled
Children’s artwork and crafts are on display

79
 Transportation Yes No Comments

Is the driver being polite?

Are the buses overcrowded?

Are the children accompanied in

the buses by TDH IT staff?
Are the buses on time?

Is the TDH IT staff being polite?

Visibility Yes No Comments

Is there visibility on the entrance of the center / space?

Is there visibility on the buses ?

Does the staff wear ID/vests with visibility?

Safety, Water, Sanitation, Health and Hygiene Yes No Comments

The environment is safe, free from hazards, clean and

tidy
A fire extinguisher is available

Sharp material are out of children’s reach

80
Electricity plugs are well secured

Documents on display Yes No Comments

TDH-IT and project visibility are present at the entrance

of the center

Child Friendly Protection Policy is printed and on display

Code of Conduct printed out and on display

Complaint box is visible and reachable for beneficiaries

Drawing and pictures are on display at the entrance of

the center
Rooms are identified for which age group/ category each

Children’s work on display

Animators' rooms (sessions rooms) Yes No Comments

Child Protection Policy is printed and on display

Code of Conduct printed out and on display in both

word an picture form
Rules have been agreed between children and
facilitators and are on display
The facilitators remind the children the policies and
procedures that they agreed on.

81
Child Protection Messages appropriate for children are
on display
The schedule of the week is on display

The session’s division (in drawing) is on display

The different themes of the cycle associated with

children’s work are on display
Children’s work on display

Labels on the equipment of the room

Equipment and resources Yes No Comments

Suit the full range of ages of children attending the CFS

Are available and suitable to both girls and boys

Monitoring, Evaluation and Accountability

Confidentiality of data collected on children is ensured

Other Observation (If any)

82
 Annex 2
List of pre-requisite trainings needed for animators and staff implementing focused psychosocial
support and remote psychosocial support:
TRAINING
Psychological First Aid
Basic Child protection and Safe Identification and
Referral (SIR)
Child Protection Policy and Code of Conduct
OBJECTIVES
 Acquire a set of skills and knowledge that
can be used to help people who are in
distress.
 Gain skills to help people to feel calm and
able to cope in a difficult situation.
 Know how to assess a situation
 familiarity with common patterns of
reactions to crises
 How to approach someone in distress and
how to calm them if needed
 How to provide emotional support and
practical help
 Acquire knowledge in child’s developmental
stages and how emergency contexts affect
children’s well-being
 Identify the child protection possible signs of
abuse
 Obtain the know-how on safely referring
identified child protection cases to relevant
entities
 Develop positive communication skills
needed for a safe and inclusive approach
with children
 Acquire knowledge in translating the main
principle of child protection in a child
friendly manner
 Understand the roles of responsibilities of
Terre des Hommes – Italy’s staff towards
children and affected populations
83
  Understand the difference of modalities in
providing psychosocial support to children
 Distinguish the effect of emergencies on the
different aspects of children’s well-being
 Acquire the skills needed to plan, develop
Working with children in emergencies TDH-It’s
and implement focused psychosocial
toolkit
support
 Obtain the knowledge in monitoring the
impact of the activities developed and
implemented

Annex 3
CHILD PROGRESS ASSESSMENT FORM FOR PSYCHOSOCIAL SUPPORT ACTIVITIES IN LEBANON

The Child Progress Assessment is a monitoring tool developed to assess the impact (psychosocial change) of the psychosocial
support activities on the children’s psychosocial skills along three dimensions:

3. Self-awareness: building identity, positive image about themselves, the ability of recognising and managing their own
emotions and emotional needs, and self-confidence (items from 1 to 5).
4. Interpersonal relations: promoting understanding and acceptance of others, cooperation and teamwork, the ability of
preventing and resolving conflicts, and the ability to communicate (items from 6 to 9).
5. Self-protection: awareness on child abuse and child rights, developing assertiveness and abilities to asking for help,
and strengthening the stress management capacity (items from 10 to 12).

The Child Progress Assessment should be filled by animators individually for each child at the end of the PSS cycle of activities
or, in case of longer cycle, every three months of FPSS delivering.

Rate the improvement 12 of the child in the following areas:

SELF AWARENESS Never Rarely Sometimes Often Always

1. Showing empathy
Example of improvement:
the child shows an increased understanding of other’s feelings and
demonstrate empathy to other children

12
The improvement should be rated by assessing the development of the child within the cycle of PSS activities in the skills that
PSS activities aim at building (i.e. comparing the child’s interpersonal behavior on the beginning of the cycle and at the end)

84
2. Awareness of own needs
Example of improvement:
the child is more able to recognise his/her needs, explain those
and act to fulfil them (e.g. the child can explain what s/he likes or
dislikes, and can talk about it).

3. Emotional awareness and management of emotions

Example of improvement:
the child is more able to verbalise his/her feelings, wishes and
fears when asked about. S/he is more able to control his/her
reactions to those feelings and knows how to calm down (e.g. if
the child said s/he is angry, s/he wouldn’t start yelling or throwing
things on the floor).

4. Responsibility in managing time and priorities

Example of improvement:
the child is more able to take responsibility for the tasks s/he is
given, perseveres when facing difficulties, manage the task
independently and on time.

5. Recognising own strengths and self-confidence

Example of improvement:
the child shows an increased awareness of what s/he is good at
and feels at ease with others.

INTERPERSONAL RELATIONS Never Rarely Sometimes Often Always

6. Accepting and understanding others, and recognizing

others’ strengths
Examples of improvement:

the child is increasingly able to respect others and is not physically

neither verbally aggressive.

7. Cooperation
Example of improvement:

the child is more able to work collaboratively and helps other

children in the groups
S/He increasingly:
- takes into consideration other children’s needs and
requests
- Shares tools and material
- Keeps other children involved
If someone needs help, s/he will go and help the other without
being asked to do it or seeks an adult to help them

85
8. Conflict resolution and negotiation skills
Example of improvement:
the child is more able to express disagreement in a non-violent
way and can accept a compromise in a dispute

9. Communication and active listening

Example of improvement:

the child is more able to express her/himself clearly and

can speak out in front of a group

SELF-PROTECTION Never Rarely Sometimes Often Always

10. How to say no (being assertive)

Example of improvement:
the child is more able to be assertive in defending him/herself
(i.e. when something annoying or hurtful happens to the child (e.g.
is asked to do an act he is not comfortable in doing), s/he can say
no without fearing the reaction of the other person)

11. Managing reactions to stressors

Example of improvement:
the child is more able to protect him/herself from external
stressors (i.e. if something in the environment annoyed the child,
s/he can defend him/herself by speaking out and not being
excessively upset

12. Awareness of child’s rights

Example of improvement:
the child shows an increased awareness of his/her rights

86
 Annex 4
Focus Group Discussions for children
INTRODUCTORY ACTIVITIES FOR FOCUS GROUP DISCUSSIONS WITH CHILDREN

Age Group: 6-11

Name of the Activity Feeling’s cube
Objective from the activity Identifying and expression of feelings and emotions

Materials needed Feeling’s cube

Duration 20 minutes

Description The facilitator asks the children to sit in a circle. The facilitator will have the feeling’s cube
that each center has, and then will ask each one to choose the side of the cube that best
describe his/her feeling at the moment.
Allow some time for children to identify their emotions and put words to it.
Respect the choice of children who do not want to express at the moment and encourage
them to try in a different round.

Once done, have a brief feedback about the exercise and move into the FGD’s questions
through probing.

Note: the facilitator can model the first round if children seemed hesitant.

Name of the Activity Different Games

Objective from the activity To identify what are the activities that attracted children’s attention the most and to be
able to recognize whether or not they have grasped the objective and what could be the
skills they acquired

Materials needed The materials that we will use for this activity should be in the center

Duration 25 minutes

Description Tell the children that you will be using a time machine that will take you back to the
sessions that used to take place during the program. They will have the choice to:
- Re-create an activity as a simulation with the whole group
- Re-do an activity that has the same objectives they were taught but where they
can alternate the instructions.

Children can work in groups.

87
 Note: in group divisions, make sure that all children are placed in groups where they feel
comfortable and no one is left out. In addition, tell children that there is no winning or
losing in this activity, but rather collecting memories.

Once done, have a brief feedback about the exercise and move into the FGD’s questions
through probing.

Name of the Activity Free Drawing (can do done as well for the 12- 17 y.o)

Objective from the activity To allow children to express their journey throughout the project through drawing which
can allow them to concretely represent their thoughts.

Materials needed A4 papers – pencils and coloring pencils.

Duration 25 minutes

Description Instruct children that you will be giving each one of them 3 different A4 papers, where
each one would be representing a drawing that reflects:
- Their state before they knew about the sessions,
- While attending the sessions of the project
- And now that they know the project has come to an end. On this one, emphasize
to children the importance of drawing or mentioning what they will take with
them from the sessions to the community where they live. (e.g. skill, an idea,
etc.)

Note: for young children, the drawing can simply be a symbol or colors put together.
Encourage and reinforce every type of participation.
Allow 15 minutes for the drawing and open space for sharing and discussion about the
exercise and move into the FGD’s questions through probing.

Age Group: 12-17

Ice Breaker
Name of the Activity

Objective from the activity To ease up the ice between the facilitator and the adolescents
To identify whether children are able to express without using words, and through their
body movements and gestures

Materials needed No materials needed

88
Duration 20 minutes

Description Ask adolescents to be placed in a circle, be it seated or standing (let them choose their
preference).
Instruct children that you will be communicating without using language, and each one
will have to express using their body language something they like and something they
dislike.
Model the exercise at the beginning and try to represent more than one thought or
emotion so that adolescents have a clearer idea of the exercise.
Once all adolescents have taken turn, have a brief feedback about the exercise and
move into the FGD’s questions through probing.
Note: Respect the choice of some adolescents in refraining from expressing, and
encourage them to take a turn when they feel like it.

Name of the Activity Role play

Objective from the activity Providing adolescents with the chance to change whatever they felt they wanted to
change throughout the previous session and to express whatever they wished to say
Materials needed No materials needed

Duration 25 minutes

Description Ask for volunteers to do the first simulation. The facilitator can play a part in the
exercise to encourage adolescents in taking roles such as:
1: animator
2: Volunteer
3: kid (or it can be the whole group)

Ask them to act this role play twice the way things were going during the sessions, and
the way they would like it to be done.
Once done, have a brief feedback about the exercise and move into the FGD’s questions
through probing.

89
 Children’s Focus Group Discussion Form

Location: Beneficiaries (info, number, gender, ages):

:‫اﻟﻤكﺎن‬ :(‫ ﻋﻤﺮ‬,‫ ﺟنﺲ‬,‫ ﻋﺪد‬,‫ )ﻣﻌﻠﻮﻣﺎت‬:‫اﻟﻤﺴﺘﻔ�ﺪﻳﻦ‬
Date: Time:
:‫اﻟﺘﺎر� ــﺦ‬ :‫اﻟﻮﻗﺖ‬
Facilitator (Name and position)
(‫ )اﻻﺳﻢ و اﻟﻤﻨﺼﺐ‬:‫اﻟﻤﺴﻬﻞ‬

Introduction

A sample of children is selected randomly by the facilitator of the FGD in order to conduct the discussion
with them. The focus group should include a maximum of 8 children.

:‫اﻟﻤﻘﺪﻣﺔ‬
‫ئ‬
�‫ اﻃﻔﺎل ﻛﺤﺪ اﻗ‬8 ‫ �ﺠﺐ ﻋ� ﺟﻠﺴﺔ اﻟﻤﻨﺎﻗﺸﺔ ان ﺗﺘﻀﻤﻦ‬.‫ﻋﺸﻮائ ﺑﻬﺪف اﺟﺮاء ﻣﻨﺎﻗﺸﺔ ﻣﻌﻬﻢ‬ ‫ﺗﺨﺘﺎر اﻟﻤﺴﻬﻠﺔ ﻣﺠﻤﻮﻋﺔ اﻃﻔﺎل �ﺸكﻞ‬
‫ي‬

 Topics to be investigated through an activity. (Check activities)

ّ
‫ﺗﻘﺪم اﻟﻤﻮاﺿﻴﻊ ﻣﻦ ﺧﻼل ا�ﺸﻄﺔ‬

 Aim: to have an idea on the point of view of the children on their own changes/experience.
‫ف‬
‫ﺧ�اﺗﻬﻢ‬ ‫ اﺧﺬ ﻓﻜﺮة ﻋﻦ اراء اﻻﻃﻔﺎل ي� ي‬:‫اﻟﻬﺪف‬
‫ ب‬⁄ ‫ﺗﻐ�اﺗﻬﻢ‬

Experience

Through the questions tackled below, children would be expressing their thoughts on the activities
implemented in the center and how they experienced them differently, as well as discussing their
relationships with the animators, the CFS staff and the center as a whole.

Note: these questions are not to be asked directly to children (young and adolescents); they are a guidance
to reach the purpose and to be probed through the activity described in the beginning, corresponding to
the age group.

‫اﻟﺘﺠ��ﺔ‬

‫اﻟئ ﻧﻔﺬت ف ي� اﻟﻤﺮﻛﺰ و ﻛ�ﻒ ﺗﻢ اﺧﺘبﺎر ﻫﺬە‬

‫ت‬
‫ﺳ�ﻌ� اﻻﻃﻔﺎل ﻋﻦ اﻓكﺎرﻫﻢ بﻤﺎ ﻳﺘﻌﻠﻖ بﺎﻻ�ﺸﻄﺔ في‬
‫ب‬ ,‫ﻣﻦ ﺧﻼل ﻣﺠﻤﻮﻋﺔ اﻻﺳﺌﻠﺔ اﻟﻤﺘﻨﺎوﻟﺔ ادﻧﺎە‬
.‫ كﻤﺎ و اﻧﻪ ﺳيﺘﻢ ﻣﻨﺎﻗﺸﺔ ﻋﻼﻗﺘﻬﻢ بﺎﻟﻤنﺸﻄﺎت و ﻓ��ﻖ اﻟﻌﻤﻞ اﻟﻤﻮﺟﻮد ي� اﻟﻤﺮﻛﺰ‬,‫اﻻ�ﺸﻄﺔ بﻄ��ﻘﺔ ﻣﺨﺘﻠﻔﺔ‬

90
 �‫ بﻞ اﻧﻬﺎ اﺳﺌﻠﺔ ﺗﻮﺟﻴﻬ�ﺔ ﻟﻠﻮﺻﻮل ا‬.(‫ﻣبﺎ�ة ﻋ� اﻻﻃﻔﺎل )اﻟﻤﺮاﻫﻘﻮن و اﻟﺼﻐﺎر‬ ‫ ﻫﺬە اﻻﺳﺌﻠﺔ ﻻ �ﺠﺐ ان ُﺗﻄ�ح بﻄ��ﻘﺔ ش‬:‫ﻣﻼﺣﻈﺔ‬
.‫ بﻤﺎ ﻳﺘﻮاﻓﻖ ﻣﻊ اﻟﻔﺌﺔ اﻟﻌﻤ��ﺔ‬,‫اﻟﻬﺪف و �ﺠﺐ ان ﺗﻜﻮن ﻣﺪروﺳﺔ ﻣﻦ ﺧﻼل اﻟنﺸﺎط اﻟﻤﺬﻛﻮر ف ي� اﻟبﺪا�ﺔ‬

How did you find the activity? What did you like? What would you change? What did you find
difficult?
‫اﻟي واﺟﻬﺘﻤﻮﻫﺎ ف ي� ﺗﻄﺒﻴﻖ ا�ﺸﻄﺔ اﻟﻤﻨﺎﻗﺸﺔ‬
‫ت‬
‫� اﻟﺼﻌ��ﺔ ي‬
‫ﺗﻐ�وا؟ ﻣﺎ ي‬
‫ﻛ�ﻒ وﺟﺪﺗﻢ اﻟنﺸﺎط؟ ﻣﺎذا اﺣﺒبﺘﻢ؟ ﻣﺎذا ﺗﻮدون ان ي‬
‫اﻟﺠﻤﺎﻋ�ﺔ؟‬

In the cycle of activities, did you have an opportunity to tell the animators/facilitators what
activities you liked and what activities you did not like?
ّ ‫ اﻟﻤﺴﻬﻠﺔ‬⁄ ‫ﻫﻞ ﺗﻮﻓﺮت ﻟﺪ�كﻢ اﻟﻔﺮﺻﺔ ﻻﺧبﺎر اﻟﻤنﺸﻄﺔ‬,‫ﻣﻦ ﺧﻼل ﺗﻨﻔ�ﺬ اﻟنﺸﺎﻃﺎت‬
‫اي �ﺸﺎط اﺣﺒبﺘﻢ و اي �ﺸﺎط ﻟﻢ ﺗﺮﻏﺒﻮا بﺎﻟﻘ�ﺎم‬
‫بﻪ؟‬

In the cycle of activities, did you have an opportunity to participate in making decisions regarding
the activities?
‫ ﻫﻞ ﺗﻮﻓﺮت ﻟﺪ�كﻢ اﻟﻔﺮﺻﺔ ﻟﻠﻤﺸﺎرﻛﺔ ف ي� ﻗﺮارات ﻣﺘﻌﻠﻘﺔ بﺎﻻ�ﺸﻄﺔ؟‬,‫ﻣﻦ ﺧﻼل ﺗﻨﻔ�ﺬ اﻟنﺸﺎﻃﺎت‬

How did you find the space/equipment?

‫يف‬
‫اﻟﺘﺠﻬ�ات و اﻟﻌﺪة؟‬ ‫ﻛ�ﻒ ﺗﺠﺪون اﻟﻤكﺎن و‬

How is your relationship with the staff at the CFS/of the MU?
‫ﻛ�ﻒ ﺗﺼﻔﻮن ﻋﻼﻗﺘكﻢ بﺎﻟﻔ��ﻖ اﻟﻤﻮﺟﻮد ف ي� اﻟﻤﺮﻛﺰ؟‬

You feel safe at the CFS/ where the activities are held (for the MU)?
‫ﻫﻞ �ﺸﻌﺮون بﺎﻻﻣﺎن ف ي� اﻟﻤﺮﻛﺰ؟‬

You feel comfortable to talk openly with the animators?

‫ين‬
‫اﻟﻤنﺸﻄن؟‬ ‫ﻫﻞ �ﺸﻌﺮون بﺎﻟﺮاﺣﺔ ﻟﻠﺘكﻠﻢ ب�اﺣﺔ ﻣﻊ‬

Awareness

Through the questions tackled below, children would be talking about the materials and concepts they
received during the sessions (center based or mobile unit). They would also discuss linking these concepts
with their surrounding or environment and whether or not they were able to relate.

Note: these questions are not to be asked directly to children (young and adolescents); they are a guidance
to reach the purpose and to be probed through the activity described in the beginning, corresponding to
the age group.

91
 �‫اﻟﻮ‬
‫ي‬

‫ ﺳيﺘكﻠﻢ اﻻﻃﻔﺎل ﻋﻦ اﻻدوات و اﻟﻤﻔﺎﻫ�ﻢ اﻟﻤﺘﻠﻘﺎة ﻣﻦ ﺧﻼل اﻟﺠﻠﺴﺎت ) ف ي� اﻟﻤﺮﻛﺰ و‬,‫ﻣﻦ ﺧﻼل ﻣﺠﻤﻮﻋﺔ اﻻﺳﺌﻠﺔ اﻟﻤﺘﻨﺎوﻟﺔ ادﻧﺎە‬
‫ و ﺳيﺘﻤﻜﻨﻮن ا�ﻀﺎ ﻣﻦ ﻣﻨﺎﻗﺸﺔ ﻛ�ﻔ�ﺔ ر�ﻂ ﻫﺬە اﻟﻤﻔﺎﻫ�ﻢ ﻣﻊ ﻣﺤ�ﻄﻬﻢ او ﺑيﺌﺘﻬﻢ ﺳﻮاء كﺎﻧﻮا ﻗﺎدر�ﻦ ﻋ� اﻟ��ﻂ ام‬.(‫اﻟﻮﺣﺪات اﻟﻤﺘﻨﻘﻠﺔ‬
.‫ﻻ‬

�‫ بﻞ اﻧﻬﺎ اﺳﺌﻠﺔ ﺗﻮﺟﻴﻬ�ﺔ ﻟﻠﻮﺻﻮل ا‬.(‫ﻣبﺎ�ة ﻋ� اﻻﻃﻔﺎل )اﻟﻤﺮاﻫﻘﻮن و اﻟﺼﻐﺎر‬ ‫ ﻫﺬە اﻻﺳﺌﻠﺔ ﻻ �ﺠﺐ ان ُﺗﻄ�ح بﻄ��ﻘﺔ ش‬:‫ﻣﻼﺣﻈﺔ‬
‫ بﻤﺎ ﻳﺘﻮاﻓﻖ ﻣﻊ اﻟﻔﺌﺔ اﻟﻌﻤ��ﺔ‬,‫اﻟﻬﺪف و �ﺠﺐ ان ﺗﻜﻮن ﻣﺪروﺳﺔ ﻣﻦ ﺧﻼل اﻟنﺸﺎط اﻟﻤﺬﻛﻮر ف ي� اﻟبﺪا�ﺔ‬

Did you ever speak about what you do/learn inside the center with friends that do not come?
‫ﻫﻞ ﺗﺘكﻠﻤﻮن ﻋﻦ ﻣﺎ ﺗﻔﻌﻠﻮن او ﻋﻦ ﻣﺎ ﺗﺘﻌﻠﻤﻮن ض� اﻟﻤﺮﻛﺰ ﻣﻊ اﺻﺪﻗﺎء ﻻ ض‬
‫�ﺤ�ون ا� اﻟﻤﺮﻛﺰ؟‬ ‫ي‬

As a result of attending the CFS you have learned new information?

‫ﻛﻨت�ﺠﺔ ﻟﻠﺤﻀﻮر ا� اﻟﻤﺮﻛﺰ ﻫﻞ ا�تﺴبﺘﻢ ﻣﻌﻠﻮﻣﺎت ﺟﺪ�ﺪة؟‬

Can you relate things you have learnt in the CFS to your environment?
‫ﻫﻞ بﺎﻣكﺎﻧﻚ ان ﺗ��ﻂ ﻣﺎ ﺗﺘﻌﻠﻤﻪ ف ي� اﻟﻤﺮﻛﺰ ﻣﻊ ﻣﺠﺘﻤﻌﻚ؟‬

Are there things in your environment you wish to talk about in the CFS that haven’t been tackled?
ّ
‫ﻫﻞ ﻣﻦ ﻣﻮاﺿﻴﻊ ﺗﻮد اﻟﺘكﻠﻢ ﻋﻨﻬﺎ و ﻟﻢ ﻳﺘﻢ ﺗﻨﺎوﻟﻬﺎ ض ي� اﻟﻤﺮﻛﺰ؟‬

Skills

Through the questions tackled below, children’s discussion would be focusing on skills gained and changes
perceived in their own daily lives, such as their relationships with their peers and parents, as well as their
refuge outside the safe space that was provided for them throughout the sessions.

Note: these questions are not to be asked directly to children (young and adolescents); they are a guidance
to reach the purpose and to be probed through the activity described in the beginning, corresponding to
the age group.

‫اﻟﻤﻬﺎرات‬

‫اﻟﺘﻐ�ات اﻟﻤﻠﻤﻮﺳﺔ ف ي� ﺣ�ﺎﺗﻬﻢ‬

‫ ﻣﻨﺎﻗﺸﺔ اﻻﻃﻔﺎل ﺳﺘﻜﻮن ﻣﺮﻛﺰة ﻋ� اﻟﻤﻬﺎرات اﻟﻤﻜتﺴبﺔ و ي‬,‫ﻣﻦ ﺧﻼل ﻣﺠﻤﻮﻋﺔ اﻻﺳﺌﻠﺔ اﻟﻤﺘﻨﺎوﻟﺔ ادﻧﺎە‬
‫ت‬
.‫اﻟي ﺗﻮﻓﺮت ﻟﻬﻢ ﺧﻼل اﻟﺠﻠﺴﺎت‬
‫ﻓﻀﻼ ﻋﻦ ﻣﻠﺠﺄﻫﻢ ﺧﺎرج اﻟﻤﺴﺎﺣﺔ اﻻﻣﻨﺔ ي‬,‫ ﻣﺜﻞ ﻋﻼﻗﺎﺗﻬﻢ ﻣﻊ اﻻﻗﺮان و اﻻﻫﻞ‬,‫اﻟﻴﻮﻣ�ﺔ‬

92
 ُ
�‫ بﻞ اﻧﻬﺎ اﺳﺌﻠﺔ ﺗﻮﺟﻴﻬ�ﺔ ﻟﻠﻮﺻﻮل ا‬.(‫ ﻫﺬە اﻻﺳﺌﻠﺔ ﻻ �ﺠﺐ ان ﺗﻄ�ح بﻄ��ﻘﺔ ﻣبﺎ ش�ة ﻋ� اﻻﻃﻔﺎل )اﻟﻤﺮاﻫﻘﻮن و اﻟﺼﻐﺎر‬:‫ﻣﻼﺣﻈﺔ‬
‫ بﻤﺎ ﻳﺘﻮاﻓﻖ ﻣﻊ اﻟﻔﺌﺔ اﻟﻌﻤ��ﺔ‬,‫اﻟﻬﺪف و �ﺠﺐ ان ﺗﻜﻮن ﻣﺪروﺳﺔ ﻣﻦ ﺧﻼل اﻟنﺸﺎط اﻟﻤﺬﻛﻮر ف ي� اﻟبﺪا�ﺔ‬

As a result of attending the CFS/sessions of the MU, you have learned new skills?
‫ﻛﻨت�ﺠﺔ ﻟﻠﺤﻀﻮر ا� اﻟﻤﺮﻛﺰ ﻫﻞ ا�تﺴبﺘﻢ ﻣﻬﺎرات ﺟﺪ�ﺪة؟‬

Have your relations changed between you and your peers?

‫ﺗﻐ�ت اﻟﻌﻼﻗﺎت ﺑيﻨكﻢ و ي ن‬
‫ﺑن اﻗﺮاﻧكﻢ؟‬ ‫ﻫﻞ ي‬

At the CFS/ sessions of the MU you have made new friends?

‫ﻫﻞ ﻛﻮﻧﺖ ﺻﺪاﻗﺎت ﺟﺪ�ﺪة ف ي� اﻟﻤﺮﻛﺰ؟‬

Have your relations changed between you and your parents?

‫ﺗﻐ�ت اﻟﻌﻼﻗﺎت ﺑيﻨكﻢ و ي ن‬
‫ﺑن اﻫﻠ�ﻢ؟‬ ‫ﻫﻞ ي‬

What will you do when you will face a problem outside the CFS/in your environment?
‫ﻣﺎذا ﺳﺘﻔﻌﻠﻮن ف ي� ﺣﺎل واﺟﻬﺘكﻢ ﻣﺸكﻠﺔ ﺧﺎرج اﻟﻤﺮﻛﺰ أو ف ي� ﻣﺠﺘﻤﻌكﻢ؟‬

Did you know who you could go to for help if you had a problem outside the CFS/safe space?
‫ﻫﻞ ﺗﻌﻠﻤﻮن ﻟﻤﻦ ﺗﻠﺠﺄون ﻟﻄﻠﺐ اﻟﻤﺴﺎﻋﺪة ﺧﺎرج اﻟﻤﺮﻛﺰ؟‬

Well-being

Through the questions tackled below, the facilitator would be probing into a discussion on the children’s
overall well-being, their ability of problem solving as well as their overall satisfaction after they received
the sessions.

Note: these questions are not to be asked directly to children (young and adolescents); they are a guidance
to reach the purpose and to be probed through the activity described in the beginning, corresponding to
the age group.

‫اﻟﺮﻓﺎﻫ�ﺔ‬

‫ ﻗﺪرﺗﻬﻢ ﻋ� ﺣﻞ‬,‫ ﺳﺘﺤﻘﻖ اﻟﻤنﺸﻄﺔ ﻋﻦ ﻃ��ﻖ اﻟﻤﻨﺎﻗﺸﺔ ﻋﻦ رﻓﺎە اﻻﻃﻔﺎل بﺼﻮرة ﺷﺎﻣﻠﺔ‬,‫ﻣﻦ ﺧﻼل ﻣﺠﻤﻮﻋﺔ اﻻﺳﺌﻠﺔ اﻟﻤﺘﻨﺎوﻟﺔ ادﻧﺎە‬
.‫اﻟﻤﺸﺎ�ﻞ و ا�ﺘﻔﺎﺋﻬﻢ بﻌﺪ ﺗﻠﻘﻴﻬﻢ اﻟﺠﻠﺴﺎت‬

�‫ بﻞ اﻧﻬﺎ اﺳﺌﻠﺔ ﺗﻮﺟﻴﻬ�ﺔ ﻟﻠﻮﺻﻮل ا‬.(‫ﻣبﺎ�ة ﻋ� اﻻﻃﻔﺎل )اﻟﻤﺮاﻫﻘﻮن و اﻟﺼﻐﺎر‬ ‫ ﻫﺬە اﻻﺳﺌﻠﺔ ﻻ �ﺠﺐ ان ُﺗﻄ�ح بﻄ��ﻘﺔ ش‬:‫ﻣﻼﺣﻈﺔ‬
‫ بﻤﺎ ﻳﺘﻮاﻓﻖ ﻣﻊ اﻟﻔﺌﺔ اﻟﻌﻤ��ﺔ‬,‫اﻟﻬﺪف و �ﺠﺐ ان ﺗﻜﻮن ﻣﺪروﺳﺔ ﻣﻦ ﺧﻼل اﻟنﺸﺎط اﻟﻤﺬﻛﻮر ف ي� اﻟبﺪا�ﺔ‬

93
You feel happier since you have started participating in the CFS?
‫ا�� ﻣﻨﺬ ان بﺪأت بﺎﻟﺤﻀﻮر ا� اﻟﻤﺮﻛﺰ؟‬
‫ﻫﻞ �ﺸﻌﺮ �ﺴﻌﺎدة ب‬

What kind of changes do you wish to happen in your environment/home to feel more at ease and
able to express?
‫اﻟﺘﻌﺒ�؟‬
‫ي‬ �‫ا�� واﻧﻚ ﻗﺎدر ﻋ‬ ‫ فف‬⁄ ‫ﺗﻐ�ات ﺗﺘﻤئف ان ﺗﺤﺼﻞ ف� ﺑيﺌﺘﻚ‬
‫ﻣ�ﻟﻚ ﻟتﺸﻌﺮ ﺑﺮاﺣﺔ ب‬ ‫اي ﻧ�ع ي‬
‫ي‬

Do you feel that you are able to make clearer decisions since you started attending the CFS?
� ‫ﻫﻞ �ﺸﻌﺮ بﺎﻧﻚ ﻗﺎدر ﻋ� اﺗﺨﺎذ ﻗﺮارات‬
‫ا�� وﺿﻮﺣﺎ ﻣﻨﺬ ان بﺪأت بﺎﻟﺤﻀﻮر ا� اﻟﻤﺮﻛﺰ؟‬

Do you feel you are enjoying more the daily activities that you have been doing lately?
‫ا�� ﻣﻦ ت‬
‫اﻟﻔ�ة اﻟﺴﺎبﻘﺔ؟‬ � ‫ﻫﻞ �ﺸﻌﺮ بﺎﻧﻚ �ﺴﺘﻤﺘﻊ بﺎﻟنﺸﺎﻃﺎت اﻟﻴﻮﻣ�ﺔ‬

Conclusions
‫اﺳتﻨﺘﺎج‬

Annex 5
Satisfaction Questionnaire for PSS Activities Through CG

1. My child welcomed the remote sessions

Strongly agree ⃝ Agree ⃝ Neutral ⃝ Disagree⃝ Strongly Disagree⃝

2. My child interacted well with the activities implemented at home

Strongly agree ⃝ Agree ⃝ Neutral ⃝ Disagree⃝ Strongly Disagree⃝

3. The tools used in the sessions ( Videos, pictures ...) were helpful

Strongly agree ⃝ Agree ⃝ Neutral ⃝ Disagree⃝ Strongly Disagree⃝

94
 4. The activities affected positively my child's behavior

Strongly agree ⃝ Agree ⃝ Neutral ⃝ Disagree⃝ Strongly Disagree⃝

5. The activities affected positively the communication between my family members

Strongly agree ⃝ Agree ⃝ Neutral ⃝ Disagree⃝ Strongly Disagree⃝

6. Although the sessions were held remotely, but it helped my child relieve stress

Strongly agree ⃝ Agree ⃝ Neutral ⃝ Disagree⃝ Strongly Disagree⃝

7. As a mother, I have acquired new ways to spend quality time with my children
Yes ⃝ No ⃝

8. I want to involve my child in similar activities in the future

Yes ⃝ No ⃝

95
 Annex 7
Terre des Hommes Italy - Child Consent form - photography and use of the photos

96
97
 Annex 8
Terre des Hommes Italy’s internal referral form (to be updated with the localities indicated with every new
project)

1- PERSONAL INFORMATION – ‫اﻟﻣﻌﻠوﻣﺎت اﻟﺷﺧﺻﯾﺔ‬

Priority - ‫اﻷوﻟوﯾﺔ‬ NO RISK (only referral to services)- (‫ﻻ وﺟود ﻷي ﺧطر )ﻓﻘط اﺣﺎﻟﺔ ﻟﻠﺧدﻣﺎت‬
High (Follow up requested within 24- 48 hours) – ‫ ﺳﺎﻋﺔ‬48-24 ‫ﻣرﺗﻔﻌﺔ ﯾﺟب اﻟﻣﺗﺎﺑﻌﺔ ﺧﻼل‬
Medium (Follow up within 3-5 days) – ‫ أﯾﺎم‬3 ‫ﻣﺗوﺳطﺔ ﯾﺟب اﻟﻣﺗﺎﺑﻌﺔ ﺧﻼل‬
Low (Follow up within 10 days) - ‫ أﯾﺎم‬10 ‫ﻣﻧﺧﻔﺿﺔ ﯾﺟب اﻟﻣﺗﺎﺑﻌﺔ ﺧﻼل‬

Referral date – ‫ﺗﺎرﯾﺦ اﻹﺣﺎﻟﺔ‬ …………………………………………………………

Name of the child – ‫اﺳم اﻟطﻔل‬ ......................................................................................................

Date of birth – ‫ﺗﺎرﯾﺦ ﻣﯾﻼده‬ …………………….... Sex - ‫اﻟﺟﻧس‬ Male- ‫ذﻛر‬ Female- ‫أﻧﺛﻰ‬

Registered in UNHCR – ‫ﻣﺳﺟل ﻓﻲ؟‬ Yes- ‫ﻧﻌم‬ No- ‫ﻻ‬ Yes, UNHCR number: ………….……

Nationality - ‫اﻟﺟﻧﺳﯾﺔ‬ ……………… Marital status – ‫اﻟوﺿﻊ اﻟﻌﺎﺋﻠﻲ‬ ………………………………..

Address of the beneficiary

(‫ﻋﻧوان اﻟﻣﺳﺗﻔﯾد )ﺑﺎﻟﺗﻔﺻﯾل‬

Phone number – ‫رﻗم اﻟﮭﺎﺗف‬ ……………………………………………..

- IF BENEFICIARY IS A MINOR – ً ‫اذا ﻛﺎن اﻟﻣﺳﺗﻔﯾد ﻗﺎﺻرا‬

Name of primary caregiver – ‫اﺳم ﻣﻘدم اﻟرﻋﺎﯾﺔ اﻷول‬ ……………………………………………………

Sex - ‫اﻟﺟﻧس‬ Male- ‫ذﻛر‬ Female- ‫أﻧﺛﻰ‬ Nationality - ‫اﻟﺟﻧﺳﯾﺔ‬ ..............................................

Contact details (if different than above)

‫ﺗﻔﺎﺻﯾل اﻟﺗواﺻل اذا ﻛﺎﻧت ﻣﺧﺗﻠﻔﺔ ﻋن اﻟﺗﻲ ذﻛرت أﻋﻼه‬
The number of ITs or P-code
(if applicable)
‫رﻣز اﻟﻣﺧﯾم‬

98
Relationship to child – ‫اﻟﻌﻼﻗﺔ ﺑﺎﻟطﻔل‬ ………………………………………………………………………

Caregiver is informed of referral – ‫ﺗم اﻋﻼم ﻣﻘدم اﻟرﻋﺎﯾﺔ ﺑﺎﻹﺣﺎﻟﺔ‬ Yes- ‫ﻧﻌم‬ No- ‫ﻻ‬

If, No please clarify – ‫ رﺟﺎءا ً وﺿﺢ‬،‫اذا ﻛﺎﻧت اﻻﺟﺎﺑﺔ ﻻ‬ .....................................................................................

2- INTERNAL REFERRAL – ‫إﺣﺎﻟﺔ داﺧﻠﯾﺔ‬

Referred from Child protection team – ML (Lower Chouf_ Barja, Chhim and Choueifat)
‫ﻣﺣول ﻣن‬ ‫ ﺟﺑل ﻟﺑﻧﺎن‬-‫ﻓرﯾﻖ ﺣﻣﺎﯾﺔ اﻟطﻔل‬
Child protection team – Community based – MU, ‫ اﻟﻔرﯾﻖ اﻟﻧﻘﺎل‬-‫اﻟﻘﺎﺋم ﻓﻲ اﻟﻣﺟﺗﻣﻊ‬
Child protection – Case management team – ‫ﺣﻣﺎﯾﺔ اﻟطﻔل ﻓرﯾﻖ إدارة اﻟﺣﺎﻟﺔ‬
Child protection team – Bekaa (Arsal, Qaser, Hermel, Machariaa Al Kaa) ‫ﻓرﯾﻖ‬
‫ اﻟﺑﻘﺎع‬- ‫ﺣﻣﺎﯾﺔ اﻟطﻔل‬
Education team UNICEF – Mount Lebanon - ‫ ﺟﺑل ﻟﺑﻧﺎن‬- ‫ﻓرﯾﻖ اﻟﺗﻌﻠﯾم‬
Education team UNICEF – North Bekaa - ‫ﻓرﯾﻖ اﻟﺗﻌﻠﯾم – اﻟﺑﻘﺎع‬

Staff name and title – ‫اﺳم اﻟﻣوظف ودوره‬ …………………………………………………………………

Contact details – ‫ﺗﻔﺎﺻﯾل ﻣﻌﻠوﻣﺎت اﻟﺗواﺻل‬ …………………………………………………………………

Referred to Child protection team – ML (Lower Chouf_ Barja, Chhim and Choueifat)
‫ﻣﺣول إﻟﻰ‬ ‫ ﺟﺑل ﻟﺑﻧﺎن‬-‫ﻓرﯾﻖ ﺣﻣﺎﯾﺔ اﻟطﻔل‬
Child protection team – Community based – MU, ‫ اﻟﻔرﯾﻖ اﻟﻧﻘﺎل‬-‫اﻟﻘﺎﺋم ﻓﻲ اﻟﻣﺟﺗﻣﻊ‬
Child protection – Case management team – ‫ﺣﻣﺎﯾﺔ اﻟطﻔل ﻓرﯾﻖ إدارة اﻟﺣﺎﻟﺔ‬
Child protection team – Bekaa (Arsal, Qaser, Hermel, Machariaa Al Kaa) ‫ﻓرﯾﻖ‬
‫ اﻟﺑﻘﺎع‬- ‫ﺣﻣﺎﯾﺔ اﻟطﻔل‬
Education team UNICEF – Mount Lebanon - ‫ ﺟﺑل ﻟﺑﻧﺎن‬- ‫ﻓرﯾﻖ اﻟﺗﻌﻠﯾم‬
Education team UNICEF – North Bekaa - ‫ اﻟﺑﻘﺎع‬- ‫ﻓرﯾﻖ اﻟﺗﻌﻠﯾم‬

Staff name and title – ‫اﺳم اﻟﻣوظف ودوره‬ …………………………………………………………………

Contact details – ‫ﺗﻔﺎﺻﯾل ﻣﻌﻠوﻣﺎت اﻟﺗواﺻل‬ …………………………………………………………………

3- CASE INFORMATION – ‫ﻣﻌﻠوﻣﺎت ﻋن اﻟﺣﺎﻟﺔ‬

Type of case Child out of school – ‫طﻔل ﺧﺎرج اﻟﻣدرﺳﺔ‬
‫ﻧوع اﻟﺣﺎﻟﺔ‬ Child Labor- ‫ﻋﻣﺎﻟﺔ اﻟطﻔل‬
Worst form of child labor – ‫أﺳوأ أﺷﻛﺎل ﻋﻣﺎﻟﺔ اﻟطﻔل‬
Child associated with armed forces and groups – ‫طﻔل ﻣﻧﺧرط ﺿﻣن ﻣﺟﻣوﻋﺎت ﻣﺳﻠﺣﺔ‬
Child survivors of GBV – ‫طﻔل ﻧﺎﺟﻲ ﻣن ﻋﻧف ﻣﺑﻧﻲ ﻋﻠﻰ اﻟﻧوع اﻻﺟﺗﻣﺎﻋﻲ‬

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 Child subjected or at risk of violence and abuse (neglect, exploitation in home, in
school, in streets…) – ‫ ﻓﻲ‬،‫ ﻓﻲ اﻟﺑﯾت‬،‫ اﺳﺗﻐﺎﻻل‬،‫طﻔل ﺑﺧطر أو ﻣﻌرض ﻟﻠﻌﻧف او اﻻﺳﺎءة )اھﻣﺎل‬
(... ‫ ﻓﻲ اﻟﺷﺎرع‬،‫اﻟﻣدرﺳﺔ‬
Unaccompanied child - ‫طﻔل ﻏﯾر ﻣﺻﺣوب‬
Separated child – ‫طﻔل ﻣﻧﻔﺻل‬
Orphan child – ‫طﻔل ﯾﺗﯾم‬
Child headed household – ‫طﻔل ﻣﻌﯾل‬
Early marriage/ Engaged/ Pregnant – ‫ ﺣﺎﻣل‬/ ‫ ﻣﺧطوﺑﺔ‬/‫زواج ﻣﺑﻛر‬
Child with Psychosocial distress – ‫طﻔل ﻟدﯾﮫ ﺿﻐط ﻧﻔﺳﻲ اﺟﺗﻣﺎﻋﻲ‬
Child with disability at risk of exclusion – ‫طﻔل ذو اﻋﺎﻗﺔ ﺑﺧطر اﻻﻗﺻﺎء‬
Serious medical condition (including mental illness mental health) ‫ﻣﺷﻛﻠﺔ ﻣرﺿﯾﺔ‬
(‫ﺧطرة )ﯾﺗﺿﻣن ذﻟك اﻟﺻﺣﺔ اﻟﻌﻘﻠﯾﺔ واﻟﺟﺳدﯾﺔ‬
Specific legal and protection issues – ‫ﻗﺿﺎﯾﺎ ﻗﺎﻧوﻧﯾﺔ وﺣﻣﺎﯾﺔ ﻣﺣددة‬
Child survivor of torture – ‫طﻔل ﻧﺎﺟﻲ ﻣن اﻟﺗﻌذﯾب‬
Child with specific medical condition, specify – ‫ ﺣدد‬،‫طﻔل ﺑﺣﺎﺟﺎت طﺑﯾﺔ ﺧﺎﺻﺔ‬
……………………………………………………………………………………….

Background
information/
Reason for referral
‫ﻣﻌﻠوﻣﺎت ﻋﺎﻣﺔ ﻋن‬
‫ ﺳﺑب اﻹﺣﺎﻟﺔ‬/ ‫اﻟﺣﺎﻟﺔ‬

4- CONSENT TO RELEASE INFORMATION (Read ‫اﻟﻣواﻓﻘﺔ ﻟﻺﻓﺻﺎح ﻋن اﻟﻣﻌﻠوﻣﺎت ) إﻗرأ ﻣﻊ اﻟﺷﺧص اﻟﻣﻌﻧﻲ وأﺟب‬
with person of concern and answer any (‫ﻋﻠﻰ أي ﺳؤال ﻗﺑل اﻹﻣﺿﺎء أدﻧﺎه‬
questions before s/he signed below)

I, … (person of concern name), understand that the purpose of the referral and of disclosing this
information to… is to ensure the safety and continuity of care among service providers seeking to serve this
family. The …has clearly explained the procedure of the referral to me and has listed the exact information
that is to be disclosed. By signing this form, I authorize this exchange of information.

Signature of Responsible Party: (Person of Concern or Caregiver if a minor)

Date: D/M/Year
‫ ( ھو ﻟﺿﻣﺎن اﻟﺣﻣﺎﯾﺔ واﻟرﻋﺎﯾﺔ اﻟﻣﺳﺗﻣرة ﺑﯾن‬... )‫ أﻓﮭم أن اﻟﮭدف ﻣن اﻹﺣﺎﻟﺔ واﻹﻓﺻﺎح ﻋن اﻟﻣﻌﻠوﻣﺎت ل‬، (‫ )إﺳم ﺻﺎﺣب اﻟﻌﻼﻗﺔ‬...‫أﻧﺎ‬
.‫( ) اﺳم اﻟﻣﻧظﻣﺔ( ﻗد ﺷرﺣوا إﺟراءات اﻹﺣﺎﻟﺔ ﻟﻲ وﻗد ذﻛروا اﻟﻣﻌﻠوﻣﺎت اﻟﺗﻲ ﺳﯾﺗم اﻹﻓﺻﺎح ﻋﻧﮭﺎ‬...) .‫ﻣﻘدﻣﻲ اﻟرﻋﺎﯾﺔ اﻟﺑﺎﺣﺛﯾن ﻟﺧدﻣﺔ اﻟﻌﺎﺋﻠﺔ‬
.‫ أﻧﺎ أﻋطﻲ اﻟﺻﻼﺣﯾﺔ ﻟﺗﺑﺎدل ھذه اﻟﻣﻌﻠوﻣﺎت‬،‫ﻣن ﺧﻼل إﻣﺿﺎء ھذه اﻟﺻﯾﻐﺔ‬

(‫ )ﺻﺎﺣب اﻟﻌﻼﻗﺔ أو ﻣﻘدم اﻟرﻋﺎﯾﺔ ﻟﻠطﻔل إذا ﻛﺎن ﻗﺎﺻرا‬.... :‫إﻣﺿﺎء اﻷﺷﺧﺎص اﻟﻣﺳؤوﻟﯾن‬

‫ اﻟﺳﻧﺔ‬/‫اﻟﺷﮭر‬/‫ اﻟﯾوم‬: ‫اﻟﺗﺎرﯾﺦ‬

5- FOLLOW UP (should be filled by department ‫اﻟﻣﺗﺎﺑﻌﺔ )ﯾﺟب ﻣﻸھﺎ ﻣن ﻗﺑل اﻟﻔرﯾﻖ اﻟذي اﺳﺗﻠم اﻹﺣﺎﻟﺔ وﻓﻘﺎ ﻟﺣﺎﻟﺔ‬
that received the referral based on the urgency (‫اﻟﺧطورة ﻟﻠﺣﺎﻟﺔ اﻟﻣﺣددة أﻋﻼه‬
of the case identified above)

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Received by (name and title) – (‫اﺳﺗﻠﻣت ﻣن )اﻻﺳم واﻟدور‬ ………………………………………………….

Response provided
(Date, service provided and potential
recommendations i.e. for further
external referrals)

‫اﻻﺳﺗﺟﺎﺑﺔ اﻟﺗﻲ ﺗم ﺗﻘدﯾﻣﮭﺎ‬

‫ اﻟﺧدﻣﺔ اﻟﻣﻘدﻣﺔ واﻟﻣﻘﺗرﺣﺎت اﻟﻼﺣﻘﺔ‬،‫)ﺗﺎرﯾﺦ‬
(‫ﻟﻠﺗﻘوﯾﺔ ﻣﺛﻼ ﻟﻠﻘﯾﺎم ﺑﺎﻟﺗﺣوﯾل ﻟﻠﻣﻧظﻣﺎت اﻟﺧﺎرﺟﻲ‬
Any other notes – ‫ﻣﻼﺣظﺎت أﺧرى‬

Date - ‫اﻟﺗﺎرﯾﺦ‬ ………………… Name and title – ‫اﻻﺳم واﻟدور‬ ………………………………….

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Annex 9

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