Child Protection Rapid Needs Assessment

The CPRA Toolkit

Child Protection Working Group (WWW.CPWG.net)

IDMVS-DU – 2019 September

 Picture by: Janet Ousley

Conducting a Child
Protection Rapid
Assessment
Training material developed by:
Hani Mansourian
 What is a CPRA?
• CPRA is meant to provide a snapshot of urgent
child protection related needs among the affected
population within an immediate post-emergency
context;
• CPRA will provide us with urgently required
information for programming and advocacy
purposes;
• CPRA also acts as a stepping-stone for a more
comprehensive process of assessing the impacts of
the emergency.
 Purpose

• To provide guidance on conducting Child Protection Rapid

Assessments in the immediate aftermath of rapid-onset
emergencies;
• To provide a series of easily adaptable sample stock tools that can
be used in different contexts (complex emergencies and natural
disasters);
• To make data management and analysis easier and more
accessible for non-specialists.
 History
• In response, the Inter Agency Standing Committee (IASC) created the Needs
Assessment Task Force (NATF) in 2009 to promote cross-sectoral needs
assessment initiatives and the holistic, consistent, reliable and timely collection
and analysis of data on humanitarian needs in complex emergencies and natural
disasters. To address calls for the cross-sectoral identification of key strategic
humanitarian priorities, the IASC NATF developed the Multi-Cluster/Sector Initial
Rapid Assessment (MIRA) Approach.
•
The 2012 MiRA guidance elaborated by the inter-Agency standing Committee
needs Assessment Task Force (iAsC/nATF) was developed by drawing from the
wealth of experience and knowledge gathered from united nations agencies,
non-governmental organizations (nGos), donors, academic institutions and other
technical bodies.

• The guidance has subsequently been revised in 2015 to incorporate lessons

learned from its application in new emergencies, further field practice and other
existing assessment tools and methodologies.
It reflects a common vision of what is methodologically sound and realistically
 What CPRA is not?
• CPRA is not a comprehensive assessment or
monitoring mechanism;
• CPRA is not meant to inform long-term
programming;
• CPRA will not provide information that is
generalize-able to the entire affected
population.
 Why Do We Need to Conduct a CPRA?
• Through the CPRA, we strive to determine:
– SCALE of needs and protection risks;
– PRIORITIES for required response – geographic and programmatic
areas of priority, according to which funding priorities can be
negotiated;
– HOW such a response should be configured – including what existing
capacities the response can build on;
 
• Depending on the context, the CPRA may also be useful for other
purposes, such as:
– Creating an evidence-base for advocacy with stakeholders (armed
groups, government etc);
– Providing some knowledge of where the main information gaps are.
 Principles guiding the Child Protection Rapid
Assessment
• The best interest of the child
• Non-discrimination
• Participation
• Universality
• Indivisibility
• “Do no harm”
• Recognition of children’s and communities’ capacities
• Consideration of age, ethnicity, disability and social status
• Completion of the tool must not delay urgent action
• Consideration of information already available
• Consideration for child developmental stage
• Consideration of children’s past experiences
 When is the Right Time?
• The CP Rapid Assessment may be conducted at
any time after the first week after the onset of an
emergency.
• It is recommended that a more comprehensive
assessment be conducted after the second
month after the onset;
• The CPRA process is expected to take 3-4 weeks
from start to finish.
 Needs Assessment Task Force (NATF)
The Inter Agency Standing Committee (IASC) Needs Assessment Task
Force (NATF) was established by the Inter-Agency Standing Committee in
2009 to improve coordinated assessment processes in humanitarian
disasters. NATF suggests a framework that identifies three phases in the
emergency assessment processes – these are generally applicable to all
emergencies, whether large- or smaller-scale. These are:

– Phase I – Preliminary Scenario Definition – first 72 hours;

 
– Phase II – Multi-Cluster/Sector joint assessment. first two weeks;
 
– Phase III – Cluster/Sector-specific Assessments. third and fourth week following the
onset of an emergency.
 MIRA OUTPUT
The Preliminary Scenario Definition (PSD) is the first output of the MIRA. It is
based on secondary data and any primary data available, although the latter
may be limited. The Preliminary Scenario Definition should be produced within
the first 72 hours following a disaster in order to inform initial response
planning and funding appeals, such as Flash Appeals and requests to the
Central Emergency Response Fund or to specific emergency response funds.
Any Flash Appeal produced at the same time should include the Preliminary
Scenario Definition to demonstrate
the evidence on which it is founded.
The second output is the MIRA Report. It should be produced within 2 weeks of
the disaster in order to inform in-depth response planning and revised appeals,
where applicable. The Report’s key findings should be captured in the
Humanitarian Dashboard and included in the revised Flash Appeal as evidence.
Assessments
 Coordinated assessment approach and phases
follow MIRA 2015 guide

• Phase 0 (pre crisis)Assessment preparedness or MIRA

preparedness
• phase 1 (0-3 days): initial assessment and Secondary data
review
• phase 2 (4 days to 2 weeks): Joint data collection and analysis
• Phase 3 and 4 (2 weeks to 6 months)Detailed harmonized
sectoral assessments, monitoring, etc.
 MIRA APPROACH
• The MIRA approach is articulated around three fundamental and
complementary components.

• 1 Focusing on the systematic collation and analysis of secondary

information, which plays a crucial role in the early stages of emergencies,
the secondary data analysis (SDA)
•
2 The community level assessment (CLA) is a standardized methodology
for the systematic collection, collation and analysis of primary
•
3 Underpinning each step of the approach, the MIRA Framework guides
the collation and analysis of secondary and community level assessment
data and information.
PART OF INITIAL ASSESSMENT
INITIAL ASSESSMENT
 CHILD PROTECTION ASSESSMENT
WV-16
What is rapid assessment?
Rapid assessment focuses on:
• gathering quickly information
on groups at risk • separated
children • children in
institutions • children with
disabilities • children of and on
the streets • general reactions
and needs.
What is in-depth assessment?
In-depth assessment focuses
on:
• reactions, attitudes, key
influencers, changes etc.
• listening to different
perceptions • girls, boys, men
and women • key leaders and
influencers in particular
communities.
Coordination
Coordination
and
and planning
planning

Sampling
Sampling

Data collection
collection
teams
teams

CPRA
Analysis
Analysis and
and
interpretation
interpretation

Short Guide to
Report
Report writing
writing

Desk
Desk Review
Review

Direct
Direct
Observation
Key
Key Informant
Interview
Interview

Site Report
Report
Sample Tools

Urgent
Urgent Action
Action
Form
Form

Data
Data entry
entry
Components of the CPRA toolkit

Frequency
Frequency
Introduction to the toolkit

Data

analysis
analysis

Graphs
Management Tool
 1 part
st

• SHORT GUIDE TO CPRA

• Cordination
• Planning
• Sampling
• Team development
• analysis guideline
• Report writing
Coordination,
Planning
and
Picture: Lindsay Stark

Preparation

Training material developed by:

Hani Mansourian

Inter-agency Child Protection Working Group

& Save the Children
 Step 1: Coordinate with Other Assessment
Processes to:
• ensure that child protection considerations are
integrated into any multi-cluster/sector
assessments;
• obtain the data and results from previous
assessments to use it as secondary data; and
• avoid duplication and unnecessary overlap of
assessment activities. explore the possibility of
piggy-backing Child Protection on other planned
sector-specific rapid assessments.
 CP Sub-Cluster Coordinator Training

The Role of the Coordinator in

Situational Assessments

CP Sub-Cluster Coordinator Training 2010

 Current Harmonization Efforts
• IASC Needs Assessment
Taskforce (NATF)
• Assessment Capacity Project
• Protection Rapid
Assessment Tool (PRAT)
• Interagency Emergency
Child Protection Assessment
Toolkit
IAECPAT
 Who Should Be in Charge?
• Whatever coordination mechanism for Child
Protection is in place should also be used as the
initial forum to discuss and coordinate rapid
assessment activities;
• Ideally, a Child Protection Rapid Assessment
Working Group (CPRAWG) should be formed;
• A lead agency, ideally with some Information
Management capacity, should be identified.
 Key Steps in Planning and Carrying-out a
CRPA
1. Establish CPRA Working Group using existing
coordination mechanisms;
2. Coordinate With Other Assessment Processes;
3. Sampling;
4. Develop an Assessment Plan;
5. Training of assessment teams;
6. Data management and analysis;
7. Agree on main parameters of the assessment report;
8. Commitment to programming for response.
 Step 2: Establish a Child Protection Rapid
Assessment Working Group (CPRAWG)
 Within the CPRAWG, role and responsibilities of
all actors should be clearly defined. This includes
the responsibilities of the lead agency, if any.
 If the cluster system is active within the context,
try to use it when establishing the CPRAWG
 Step 3: Sampling
• Random sampling (and other probability
sampling methods) allows for the production
of generalizable data, but it is costly and time-
consuming.
• Recommended sampling methodology in a
rapid assessment context is “purposive”
sampling.
Note: if we use purposive sampling, we will not be able to
generalize the findings to the entire affected population.
Step 3 (continued): Purposive sampling
is a sampling methodology whereby groups of
people or communities are purposefully
selected based on a set of defined criteria.
Through this purposeful selection, we are
striving to achieve a relatively complete
picture of the situation in the all affected area.
 Step 3: Sampling
• Random sampling (and other probability
sampling methods) allows for the production
of generalizable data, but it is costly and time-
consuming.
• Recommended sampling methodology in a
rapid assessment context is “purposive”
sampling.
Note: if we use purposive sampling, we will not be able to
generalize the findings to the entire affected population.
Step 3 (continued): Purposive sampling
is a sampling methodology whereby groups of
people or communities are purposefully
selected based on a set of defined criteria.
Through this purposeful selection, we are
striving to achieve a relatively complete
picture of the situation in the all affected area.
 Step 3 (continued): Key Steps for Sampling
1. Agree on the sampling methodology;
2. Define the “unit of measurement” or “site”;
3. Develop the Sample Frame;
4. Determine sampling scenarios (stratification)
as necessary;
5. Determine the list of sites that will be visited.
Step 3 (continued): When facing limited time or resources to
cover all the scenarios,
consider prioritizing:

• Severely affected areas - prioritize sites where secondary

sources of information or experience indicate the
humanitarian situation is the most serious;
• Accessible areas - where overall needs are urgent,
widespread and unmet, it’s justifiable to focus on
accessible areas or affected population;
• Where there are the most gaps in existing knowledge -
cover geographic locations or groups on which little
information is available.
 Step 4: Develop an Assessment Plan that includes:

• Number and composition of assessment teams;

• Clearly defined roles and responsibilities;
• Allocation of assessment teams to selected sites;
• List of targeted resource persons (key informants, local
authorities, etc.)
• Tentative interview schedule;
• Reporting lines, tentative plan for debriefing sessions,
and frequency of interim reporting from field teams;
• Logistics and security arrangements;
• Standard Operating Procedure for Urgent Action cases;
• Budget and Supply list
 Step 5: Training for Assessment Teams

The training of the assessment team will basically be a

shorter version of the current training with focus on:
some background information on the emergency and the child
protection context;
key child protection definitions and principles;
Confidentiality and ethical considerations;
an orientation on the assessment tools;
roles and responsibilities of team members,
reporting and debriefing requirements;
logistics of data collection.

Note: if on-the-site translation is being used, assessors and translators

should be trained on CPiE terminology through rigorous practices.
 Step 6: Data Management and Analysis

 One agency or person within

the CPRAWG should be
assigned to lead on data
management and analysis;
 Basic technical expertise
including knowledge of excel
and statistics is required;
 Data management tool should
be adapted upon the finalization
of the tools.

Picture: Janet Ousley

 Step 7: Main Parameters of the Report

Anecdotal evidence suggests one of the main

impediments to timely distribution and use of
assessment info is disagreement on the how to
share the results with others.

Therefore, it is important to:

1. Agree on the parameters of results sharing, including
sign off process, at the outset;
2. Assign a lead agency or person for report writing;
3. Define realizable deadlines for information sharing.
 Step 8: Commitment to Programming

As mentioned earlier, assessments are only

ethically acceptable if there is a commitment to
follow up actions, if necessary. Hence it is required
that participating organizations commit themselves
to programming based on the findings of the
assessment. This commitment starts with a
commitment to raise and/or earmark the necessary
funds for the response

Click here for

Group Excercise
 2 part
nd

•CPRA SAMPLE TOOLS

Data Collection Tools
1. List of Questions to consider during Desk Review (handout #4)
- Key Informant Interview Questionnaire (handout #2)
- Direct Observation Checklist (handout #3)
- Site Report (handout #5)
 Tools of Data collection
FOLLOW 2012 guideline

Secondary data Analysis

Primary Data
Rapid Medium Slow
Direct Key Mapping Househol Focus Infrastruc Monitori Surveillan
Observati Informant of d survey group tural ng ce
on Interview services discussio assessme
Preliminary n nt
Scenario
Definition

Desk Review
 Revision and Adaptation of the Tools (continued)
Desk Review
Undertaking a Desk Review (DR) is a key and necessary
component of the CP Rapid Assessment. Desk Review will
help in two ways:
1. Revising and adapting the tools to the local context, and
2. Triangulation and interpretation of data during and after
analysis.

Exercise: Please take 15 minutes to familiarize yourself with the

recommended questions in handout #4. If there are questions that you
believe are not a priority in the Eastern Libyan context, mark them. Then
the facilitator will go through the entire list with the team (1 minute per
question on average) and collectively decide on potential exclusions and
additions.
 Revision and Adaptation of the Tools (continued)
Translation
There are two stages in the process of translating the tools:
1. Actual translation to the target language;
This is the process of translating the original tool from English to the
target language. This can be done by an interpreter who has
knowledge of CP terminology.
2. Operationalization of key phrases.
This process requires in depth familiarity with the local context.
During this process, cultural, religious, and ethnic sensitivities need
to be taken into account. For example, in some cultures, if you ask
about someone’s “children”, they will understand that to mean
“boys”. Therefore the answer to that question will exclude all girls. In
such a context, the question should be change to specifically use the
terms “boys and girls” or “sons and daughters.”
 Revision and Adaptation of the Tools (continued)
Field Testing
Field testing will provide the assessment team with
invaluable information about the context that may not
be available otherwise. This will ensure an effective
adaptation of the tools that will in turn increase the
reliability of the information collected during the
assessment.
If time and resources do not allow for field testing it can
be replaced with mock-interviews with individuals who
have in-depth knowledge of the context.
 Desk Review

Undertaking a Desk Review (DR) is a key and

necessary component of the CP Rapid
Assessment. Desk Review will help in many ways,
including:

1. Collecting information on WWNKs;

2. Revising and adapting the tools to the local context, and
3. Triangulation and interpretation of data during and after
analysis.
4. This is something that should be completed before involving
assessors
 What We Need to Know
The basis of a CPRA is a series of
unknowns or little-knowns that we wish
to learn more about. These are called:
What We Need to Know, or the
“WWNKs”. The entire CPRA tool is
designed to inform the WWNKs.
A recommended list of WWNKs follows.
However, it is highly recommend that
these WWNKs are revised based on the
local context.
 What We Need to Know (continued)
• Patterns of separation;
• Types of care arrangements for separated children;
• Capacities in community to respond to child separation;
• Patterns and levels of institutionalization of children;
• Laws and policies on adoption (in and out of country);
• Nature and extent of any hazards for children in the
environment (i.e. open pit latrines, dangling electrical
wires, landmines or other explosives in the vicinity of the
residence, small arms etc) and risk to their safety as a
result;
 What We Need to Know (continued)
• Types and levels of violence towards children in the
community;
• Causes and level of risk of death and/or Injury to
children;
• Existence of active participation of children in acts of
violence;
• Past and current trends in involvement/association of
children in armed forces and groups;
• Specific risks of sexual violence for children;
• Risks of other forms of GBV for children;
 What We Need to Know (continued)
• Common community practices in response to sexual
violence against children.
• Availability of essential sexual violence response services
for children (specially health and psychosocial services);
• Existing patterns and scale of child labour; likely new risks
as a result of the emergency;
• Sources of stress for children and their caregivers;
• Children’s and parents’ coping mechanisms;
• Capacities for provision of people/resources at
community level to provide support for children.
 Group Work on WWNKs
• Form groups of 6;
• Each group will form 2 sub-groups of 3;
• Assign 9 WWNKs to each group;
• In each group, one sub-group will argue for and one sub-group will argue
against the inclusion of each of the WWNKs in the context of Eastern Libya;
• Sub-groups will alternate their position (for & against) on every WWNK.
• Then, the whole group will decide on WWNKs that they want to keep and
those they want to exclude. They may also suggest new WWNKs that are not
included in the larger list;
• Each group will present the result of their discussions to the larger group.

- See Handout #1 for the list of WWNKs;

- Approximate time: 45 min (depending on the number of groups and number of
WWNKs assigned to each group)
 Direct Observation

Large amounts of valuable information may be at our

disposal through mere observation. Through “listening”
and “seeing,” and without relying on other people’s
judgments, we can gain significant insight to the realities
of life in a given community.

1. Structured Observation (also known as “looking for”), and

2. Unstructured Observation (also known as “looking at”).

The CPRA combines these two methods.

Practical session: Familiarize Yourself with the Tool
Direct Observation

• Take 5 minutes to read the first page of Handout #3;

• The facilitator will go through questions in the stock tool
one by one and allow for concerns and questions to be
raised;
• Suggest omissions/additions or change in the language;
• Throughout this exercise, consider that all the issues
covered in the Direct Observation tool should be
“observable.” For example, stress is not observable. But
a hazardous items such as scrap metal or razor wires are
observable.
 Key Informant Interview

Key Informant Interview (KII) is a central part of the

CPRA methodology. The success of the CPRA is highly
dependent on quality of the information collected
during the KIIs. And the quality of the information
collected during a KII is highly dependent on the
quality of key informants. And the quality of key
informants is highly dependent on the manner in
which they are selected.
Therefore, selection of good key informants is extremely
crucial to the success of the CPRA.
 Arriving at the
Site
Upon arrival at the site,
the team is responsible to:
- Inform local authorities about the purpose of
the assessment;
- Select Key Informants (KIs);
- Identify an appropriate location for conducting
interviews;
- Inform KIs about the location and time of the
interview.
 Who is a Key Informants
- A Key Informant (KI) is anyone who can provide information
or opinion on a specific subject (or group of issues) based on
her/his experience and knowledge of the community we are
trying to assess;
- KIs should be identified based on their roles in community
and on whether we are confident they can provide a good-
enough representation of the views or situation of children
in the community/population in question;
- Key informants do not necessarily have to be in positions of
power.
 How to Select a Key Informant Interview
In choosing the key informants, consider whether:
• There is reason to believe that they have significant knowledge of
the situation of the population of interest; 
• They will be able to understand the questions;
• Their personal experience is representative of the community,
and if not whether this will affect their answers. (e.g. having a
higher level of education than other community members);
• key informants have an ‘agenda’ that significantly biases their
answers. While everyone might have a personal agenda, such
biases should be taken into consideration in the selection and
analysis.
• Teacher
• Religious leader
• Local member male-female
• Social welfare assistant
• Parents
• Care giver
• NGO worker
 How Many KIIs is Enough?
• The number of key informants interviewed for each site is
dependant on the number of sites in your sample; available
resources and time; and the homogeneity of each site. A minimum
of 3 key informants interviews are recommended for each site.
In addition:
• at least two of the KIs should be working directly with children in
some capacity on a day to day basis;
• gender balance should be considered. At least one of the Kis
should be a woman;
• at least one of the KIs should hold some overall responsibility for
the population. (e.g. a local chief, camp manager, religious leader,
etc.)
 Practical session :Familiarize Yourself with the Tool
KII tool—Question types and answer options

• There are two types of questions presented in this tool:

– Closed questions, and
– Open-ended questions
• Closed questions are generally easier to answer. They are also easy to
analyze. Yes/No questions are a typical example of closed questions.
• Open-ended questions typically require more thought. They are
relatively difficult to analyze as the answers can be rather unpredictable.
Therefore we try to close them by limiting the answer options. To do
this, two type of open-ended questions are constructed in the tool:
– Multiple-choice, and
– Coded-category
• Take 10 minutes to go through the first 2 pages of handout #2;
 Opening and Closing an Interview
• Introduce yourself and your organization to respondents, and
explain the purpose of the assessment;
• In case of displacement, make it clear that the questions are
about the situation of children where the KI currently lives (and
not his/her normal home).
• Do NOT make any promises or raise expectations for assistance;
• Obtain informed consent orally and if necessary in writing;
• Write clearly and briefly;
• Observe and respect cultural principles and norms;
• Respect interviewees’ time. KII should not go beyond one hour;
 Opening and Closing an Interview
(continued)

• ensure that your questions and the answers you are receiving are
not putting the interviewee in danger of negative repercussions.
Beware of types of information that may be socially or politically
sensitive (Do No Harm);
• Close the interview by thanking the interviewee for their time and
contribution;
• Repeat the purpose of the interview and clarify that the interview
does not mean that the interviewee or his/her community will
necessarily get any direct or indirect support. However, the result
of the assessment will help humanitarian organizations better
program in the area of child protection.
 Practical session:
Familiarize Yourself with the Tool
Key Informant Interview (role play)
• We need two volunteers to role play in front of the class. One will play
role of a Key Informant and the other will be an interviewer.
• The situation is described in handout #7
• In a role-play, the assessor will ask all the questions in the KI tool and the
Key Informant will respond. All participants are required to record the
answers based on what they understand. (max 60 min)
• The assessor together with the facilitator will then go through the
questions and verify if everyone marked the same answer options. (max
90 min)
• If you have any comments about the way questions are phrased, please
note them during the role play and raise them during the recap process.
 Site Report

Each site produces a single report that reflects all data

collected in that specific site. This report is a compilation
of information collected through KIIs and DO. The
compilation of data for each site takes place during daily
debriefing sessions.

Site report is an integral part of the methodology used

in CPRA toolkit.

Site report is not a repetition of Key Informant

Interview questionnaire.
Practical session :Familiarize Yourself with the Tool
Site Report

• The site report template is very similar to the KII stock

tool. But it includes some additional questions that
come from the DO tool;
• Supervisors/team leaders are responsible for filling out
site reports based on at least 3 KII questionnaires and 1
DO checklist during a debriefing session (more on this in
the following session);
• Take 10 minutes to review the first page of handout #5
and seek clarification if needed.
• Ethical consideration
 Confidentiality and Ethical Considerations

Confidentially can be defined as the restrictive

management of sensitive information (names,
incidents, locations, details, etc.) collected before,
during and after child protection assessments.
It is also our responsibility to ensure the
confidentiality of the information we have been
entrusted with.
 Confidentiality and Ethical Considerations

• Assessments are “interventions” in themselves;

• Assessments can be a positive experiences or a
disrupting one for the population. This is
especially the case during the immediate
aftermath of an emergency;
• Our guiding principle during any assessment
should be the two principles of “do no harm”
and “best interest of the child.”
 Confidentiality and Ethical Considerations
(Continued)
An ethical approach to rapid assessment requires:
• A commitment to follow-up action, as necessary;
• Identifying and finding ways to support community coping
mechanisms that are not violating basic rights of or harming
children;
• Considering potential negative effects of the assessment exercise,
such as stigmatization; attracting unnecessary attention to a
person or a group; or instilling unwarranted fear;
• Not creating false expectations through honest communication
with communities about the objectives of the assessment before
and during the assessment
 Confidentiality and Ethical Considerations
(Continued)
- Confidentially can be defined as the restrictive management of
sensitive information collected through assessments;
- It is also our responsibility to ensure the confidentiality of the
information we have been entrusted with and to use it only for the
purpose of the assessment;
- Revealing the source of information that has been given in
confidence could put informants in danger and is a violation of
research ethics.
- The research team should determine in advance how to handle
incidents where information requiring urgent action is revealed in
confidence but the informant does not want action taken.
Note: In cases where children may be in danger of severe harm, confidentiality
may need to be breached. However, this should be done in consultation with
senior child protection staff within Save the Children.
 Sensitive data

• Sensitive information It is your responsibility to ensure the confidentiality

of the information you have been entrusted with. Confidentially means
“the restrictive management of sensitive information (e.g. names,
incidents, locations, details, etc.) that has been collected before, during
and after child protection assessments.” Sensitive information must be
protected and shared only with those people (service providers, family,
etc.) who need the information for the best interest of the child. Shared
information should be stripped of any details of the source, unless
required to ensure appropriate action (with written consent from the
source).
• Interaction with children
and ensuring participation
 If You Decide to or Have to Directly Interact
with Children
•• Introduce
Record exactly
yourself
what children say
• Create yourself
Lower trust physically to the level of children, don't stand over them or
• sit
Useonsimple
a chair, sit with them on the floor
language
• Be self-critical,
patient reflect on your behaviour towards children
• Show
Make interest
sure youandhave respect for children's
adequate privacy opinions, knowledge and skills
• Let them do to
Be sensitive things for themselves,
children’s emotions in their own way
•• Use methods
Ask the thatforallow
children children to express their views, knowledge and
permission
• skills.
Keep children's views and answers confidential
• Be flexible and creative
• Listen to and respect children's views
 Children’s Participation

A right - under CRC and Sphere

How?
– planning assessment
– participating in assessment exercises
– analysis of data
– dissemination of information.
local partners can
build capacity in children
and agencies help
context specific
CPRA
• Deciding on context-specific WWNK is the foundation of any CPRA. The list
of WWNKs below was developed in a broad consultation with global and
field level CPWG members. Use this list to agree a context specific
WWNK with your CPRATF. Child Protection WWNKs in the rapid onset
or large-scale emergency phase:
a) Unaccompanied and separated children

• 1. Patterns of separation from usual caregivers of boys and girls

• 2. Types of care arrangements for separated and unaccompanied children
and existing gaps
• 3. Capacities and mechanisms in the community to respond to child
separation
• 4. Patterns and levels of institutionalization of children
• 5. Laws, policies and common practices on adoption (in and out of
country).
 b) Dangers and Injury

• 6. Nature and extent of any hazards for

children in the environment (i.e. open pit
latrines, dangling electrical wires, landmines
or other explosives in the vicinity of the
residence, small arms, camps close to roads,
etc.)
 c) Physical violence and other harmful
practices

• 7. Types and levels of violence towards girls and boys

in the community
• 8. Causes and level of risk of death and/or severe
injury to children resulting from violence and/or
harmful practices
• 9. Existence of active participation of children in acts
of violence
• 10. Existing scale of child marriage and likely new
risks as a result of the emergency.
 d) Sexual violence

• 11. Specific risks of sexual violence for girls and boys

• 12. How different forms of sexual violence are viewed by
families (including youth/children), community leaders and
government counterparts, and how this is normally dealt
with.
• 13. Availability and accessibility of essential sexual violence
response services for children (especially health and
psychosocial services)
• 14 Common harmful practices (domestic and/or societal).
 e) Psychosocial distress and mental
disorders
• 15. Sources of stress and signs of psychosocial
distress among girls and boys and their
caregivers
• 16. Children’s and their caregivers’ (positive
and negative) coping mechanisms
• 17. Capacities for provision of
people/resources at community level to
provide support for children.
 f) Protecting excluded children

• 18. Accessibility of basic services to children,

regardless of their age, sex, background and
their different abilities
• 19. Risks, and types, of discrimination against
specific groups of children.
 g) Information needs and communication
channels

• 20. Common information-sharing channels

(for children and adults) and child protection
information needs.
 h) Child labour

• 21. Existing patterns and scale of the worst

forms of child labour
• 22. Likely increase in children’s exposure to
worst forms of child labour as a result of the
emergency
• 23. Likely new worst forms of child labour that
could emerge as a result of the emergency
 i) Children associated with armed forces or
armed groups

• 24. Past and current trends in

involvement/association of children with
armed forces and groups.
 3 part
rd

DATA MANAGEMENT
TOOLS
- Data Entry Sheet
- Data Analysis Sheet
- Graphs Sheet
 Daily Debriefing and Site Report Compilation

• If possible, site reports should be transmitted via fax,

email or other available means to an agreed-upon data
entry site. Do you think this is possible?

• After compilation of site reports, attach all KII and DO

forms to their respective site report. Do not attach the
first page of the questionnaire to the site report before
leaving the site.
 Picture by: Janet Ousley
Daily Debriefing
Sessions
Daily debriefing sessions are one of the most important
tasks of a supervisor and are at the core of an efficient data
management process.
Daily debriefing sessions have three main objectives:
1. Clean the data;
2. Address logistical and technical problems;
3. Compile site reports.
 Daily de-Briefing Sessions
Checklist
• Review and discuss all filled questionnaires
– Detect potential error patters in filling the
questionnaires
– Address difficulties in answering questions/sensitive
topics
– Acknowledge and comment on innovations (if any)
and discuss their relevance to other contexts;
• Compile site reports (when all the KIIs and the DO forms
are filled out for the sites in question);
 Daily de-Briefing Sessions
Checklist (continued)
• Discuss logistical concerns/difficulties;
• Discuss and refer (if necessary) Urgent Action cases ;
• Detect potential inconsistencies in information provided
to different assessors (triangulation) and if necessary,
void certain questionnaires that present significant bias
on the part of the KI;
• Write detailed reports of all discussions and agreements
and share with the team the following day.
 Urgent Action
Definition
Urgent Action is deemed necessary in the
occasion when an individual case comes to the
attention of the assessor. The CPRAWG is
responsible for defining the criteria for urgent
action and establishing a well-defined procedure
for referral services.
Note: Cases are not to be actively sought during the
assessment.
 Urgent Action
Criteria
The criteria for what will constitute an ‘urgent
action’ case should be developed by the
CPRAWG – this must be based on the local
context/scenario, but could include things such
as: unaccompanied child with no care; active
recruitment or abduction; recent case of sexual
violence, etc;
- Please take 10 minutes to read through handout #6 and pose
questions if any.
 Urgent Action
Standard Operating Procedure
A clear referral pathway/standard operating procedure
(SOP) needs to be established by the CPRAWG. A
suggested SOP follows: 
Assessor encounters a case/urgent situation  assessor to call on
assessment team supervisor to consult  supervisor to complete
urgent action form  team supervisor to send/refer forms to
provincial assessment focal point  provincial assessment focal
point to refer case to relevant CP actors; provincial assessment
focal point to send/refer forms to national level  CPWG
coordinator to refer case to relevant CP actors  relevant CP
Actors to follow-up on case/situation….
 Urgent Action Procedures and Form

Before undertaking the assessment, the task force should

decide on a standard operating procedure to respond to
the urgent action cases encountered during the
assessment.

You have a copy of the urgent action form in front of you.

More details on the procedure will be presented to you
during the training.
 Data Entry

Ideally data entry should be done in parallel with data

collection.

Let us look at the data entry page now.

 Data Analysis and Interpretation

Data analysis is the process of making sense of the

collected data. It is through data analysis that we translate
the “raw” data from different sources into meaningful
information.

Interpretation is the process through which the data that

has been collected and analyzed is linked back to
programmatic objectives (and the WWNKs) of the
assessment.
Practical session :Familiarize Yourself with the Tool
Data Management Tool (group work)

• Form groups of 3;
• Each group should work with one computer;
• Open the Data Management tool on your assigned
computer;
• Each person should fully fill out at least 1 line of the data
entry sheet (feel free to do more if time allows);
 Interagency Emergency Child Pro tectio n Assessment
To o lkit

Checklist Assessment
1. Co o rd in atio n Mechanism Established

2. Lo catio ns fo r the assessment identified

3. Ad ap tatio n o f the to o l

Checklist 4.

5.
Metho d o lo gies d iscussed and agreed

Selectio n o f assesso rs

for 6.

7.
Id entificatio n o f Key Info rmants

Ap po intments w ith Key Info rmants sched uled

8. Training d esigned

Assessmen 9. Training o rgan ized and co nd ucted

10 . Lo gistic fo r assessment o rganized

t 11. Decid e w hich sectio n/s w ill be asked to w ho

12. Prio ritizatio n o f q uestio ns w ithin sectio ns

13. Fo cus Gro up s Discussio ns sched uled

14. Fo cus Gro up s Discussio ns co nd ucted

15. Key Info rman ts interview s co nd ucted

16. Analysis o f d ata

17. Rep o rt o f the assessment p ro d uced

18. Rep o rt shared w ith key p layers

19. Plann ing sessio n o rganized

2 0 . Pro gramming fo r the next 3 -6 m o n ths pro d uced

Interviewing children
Ethics and Management
Interviewing children
 
How to Response to a Disclosure?
 React calmly, appear relaxed
 Don’t stop the child speaking freely
 Keep responses short, gentle, neutral
 Don’t interrogate - listen!
 Tell child they are not to blame and have
done the right thing
 Be honest, say what will happen next and
that you will let her/him know what
happens.
 Make a note and report
1. Accept what the child says
2. Don’t panic
3. Don’t seek help while the child is talking to you
4. Look at the child directly
5. Do not appear shocked
6. Let them know that you need to tell someone else
7.Assure them that they are not to blame for the
abuse
8.Never ask leading questions
9.Try not to repeat the same questions to the
child
10.Never push for information
10. Do not fill in word, finish their sentences, or make
assumptions
11. Be aware that the child may have been
threatened.
12. Take proper steps to ensure the physical safety
and psychological well being of the child. This may
include referring them for medical treatment or to a
psychologist.
13. Make certain you distinguish between what the
child has actually said and the inferences you may
have made. Accuracy is paramount in this stage of the
procedure.
14. Do not permit personal doubt to prevent you from
reporting the allegation to the designated child
protection officer
Things to Say
 

1.‘I believe you’

2.‘I am going to try to help
you’
3.‘I will help you’
4.‘I am glad that you told me’
5.‘You are not to blame’
 
Things Not to Say

1. ‘You should have told someone

before’
2.‘I can’t believe it! I’m shocked!’
3.‘Oh that explains a lot’
4.‘No not….-he’s a friend of mine’
5.I won’t tell anyone else’
6.‘Why? How? When? Where?
Who?’
 
•Children will respond positively if:
–In secure, protected, research
environment
–Treated with respect
–Feel their views are important
–Interview techniques are
appropriate
•Interviewer & setting key in this
process
•Ethical requirements can contribute
to positive outcome
Merging ethical concerns & innovative research

•Lives & experiences of children/young people dynamic

•Rapidly changing world presenting vastly different experiences compared to older cohorts
•Researchers/ethical personnel may be constrained by experiences
•Researchers/ethical personnel need to ensure frames of understanding coincide with lives of children/young people
•Ethical approach needs review & development
 Conclusions

•Children must be protected from risk and

exploitation
•Children cannot be harmed by research
experience or exploited by researchers
•Research needs to develop ways of realistically
understanding the lives and experiences of
contemporary children
•Best achieved in context of complex studies
and liaison between researchers and those
involved in ethical supervision
Experience from Unicef
ULTIMATE GOAL
ULTIMATE GOAL
PG 16-50