Transcript Document

STRATEGY PRESENTATION
MAKING SENSE OF CHILDREN &
CHILD PROTECTION
Project Introduction & Objectives
•
Following the success of its adoption community engagement
programme, the National Adoption Coalition of SA, with the support of
Adoption Centrum Sweden, decided to expand it into a more holistic
child protection programme with broad global relevance.
•
The objective of this programme is to improve the gatekeeping
functions of child protection systems in South Africa, Zambia and
Lesotho, ensuring that children, without adequate family care or at risk
of being abandoned, have their rights fulfilled.
•
Project goal:
– To develop a user friendly global community engagement programme that
can be used for capacity building of stakeholders within the child protection
system and community at large.
– To strengthen the knowledge, attitudes and skills of duty bearers to apply a
legally secure caretaking system for children without parental care or at risk
in SA, Lesotho and Zambia.
– To build NACSA as an organisation and promoter of children’s rights.
Target audience
Child
Protection
Service
Providers
Community
Members
Children & Youth
(especially those
at risk)
Indirect
Project Process
4. Implementation/Train the trainer
3. Community Engagement Pgm
5.
M&E
2. Strategy Development
1. Insight & Knowledge Gathering
SA – 11 Workshops
Zambia – 2 Day Workshop
Lesotho – 2 Day Workshop
Introduction & Train-the-Trainer
Trainiac – Instructional & Graphic
designer input & development
Pilot programme development
Testing and finalisation
Vision & Guiding Values
Globalization of engagement pgm
Rights based programme
Review of existing docs
Amendments to existing pgm
Country assessment
Child protection strategies
Global best practice
Trends
Project opportunities and challenges?
•
Many programmes already exist but are not being used?
•
The programme will need to fit into existing programs and
organisations.
•
The programme needs to be globally relevant (nb language).
•
We will need a range of inputs both professionally and from our end
users' perspective ie children, parents and communities.
•
We need to change the perspective from that of the child protection
experts to that of the end users.
•
It will need to be both proactive and reactive (prevention and problem
solving)
•
We will need to ensure complete stakeholder support and engagement.
•
We will need to position the programme so that it is relevant and
appealing.
Why are we doing this?
•
To uphold children’s rights and maintain public health and wellbeing.
•
To avert the severe and lasting consequences for psychological and
social development of children who have been abused, which is often
carried into adulthood, this includes:
– Depression, anxiety, post traumatic stress
– Substance abuse
– Suicide
– STDs/HIV/AIDS
– Unwanted pregnancy
– Learning difficulties and cognitive development
– Developmental delays and behavioural issues
– Neurological impact: toxic stress (extended living in violent environment)
– Poor self-regulation, hyper-vigilance and aggressive anti-social behaviour
– Violence perpetuates violence, lowered social cohesion and capital
Plotting a way forward
•
Three key focus areas:
Exploring the
ideal approach
to changing
behaviour
Exploring the
totality of child
protection
Exploring the
ideal approach
to positioning
& communicating
Process of change &
personal empowerment
Segmenting the Child
Protection Community
Project brand
development & positioning
The ideal approach to changing behaviours
•
Three key focus areas:
Where we have
come from
The importance
of empowerment
The way ideal
way forward
Where we have come from
•
NACSA developed an adoption community programme in 2012, with
the aim of creating the following awareness and understanding:
– A facilitator guide (how to run the workshop)
– Child protection and social challenges in communities (Community Map)
– The options available to someone experiencing a crisis pregnancy (Map)
– What to do if an abandoned child is found (Process Map)
– The process of adoption (Process Map)
– The values that should guide the adoption process (Workshop exercise)
The engagement plan
Holding on
Letting go
Moving on
1. Visioning a sustainable
community that puts its
children’s needs first?
7. Moving
forward
2. Denial
1. Shock2. Exploring our
communities and
scenarios (good and bad)
that could benefit from
adoption
3. Awareness
Focus on Awareness
3. Exploring how these
scenarios can be helped
through the process of
adoption and engagement
Focus on Understanding
& Testing
4. Acceptance
The Change Curve - Kubler Ross
4 Exploring the Values &
6. Testing
supporting
Behaviours
that will ensure more
positive and proactive
engagement
5.Focus
Understanding
on LOVE values
5. From theory into action –
What can you do to help?
Community
map still
central
Less adoption
More Child
Protection
Flexible tool
for different
environments
The ideal approach to changing behaviours
•
Three key focus areas:
Where we have
come from
The importance
of empowerment
The way ideal
way forward
SURVIVOR/
THRIVER
Effective child protection is about empowerment
CHILD PROTECTION
INDIVIDUAL/ORGANISATION
ENABLER
RESCUER
CHILD
PROTECTION
CHILD
DRAMA
TRIANGLE*
VICTIM
PERSECUTOR
* Karpman 1968
PERPETRATOR
PERSONAL
EMPOWERMENT
SURVIVOR/
THRIVER
ACCOUNTABLE
PERSON
Mind-shift
RESCUER
CHILD PROTECTION
INDIVIDUAL/ORGANISATION
Concern for victim
Help driven by guilt
Victim needs me
Solve problem for victim
VICTIM
Concern for vulnerable
Identifies need for change
Provide with choices
Empower to act
CHILD
Suffering
Helpless and disempowered
Feels trapped/Can’t solve
No choices
PERSECUTOR
Victim doesn’t matter
No empathy
No responsibility/blame others
Self centred
ENABLER
SURVIVOR/THRIVER
Identifies suffering as problem
I need to help myself
Identify choices
Act to change situation
PERPETRATOR
ACCOUNTABLE PARTY
Identifies right from wrong
Empathises with victim
Takes responsibility
Make amends
POSSIBILITY
VISION &
PURPOSE
Unconsciously
Empowered
Consciously
Empowered
Unconsciously
Disempowered
Consciously
Disempowered
LOW
SELF AWARENESS
VALUES &
BELIEFS
PARTNERSHIP &
COLLABORATION
scarcity
KNOWLEDGE &
INSIGHT
LOVE &
HARMONY
HIGH
abundance
PRESENCE
& ACTION
Creating Personal Empowerment
HIGH
SELF ESTEEM
& SELF WORTH
Tools for positive/proactive change?
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Moving from ‘change to survive’ to ‘change to flourish’!
KNOWLEDGE &
INSIGHT
PARTNERSHIP &
COLLABORATION
SOCIAL
CAPITAL
VALUES &
BELIEFS
LOVE &
HARMONY
SELF ESTEEM
& SELF WORTH
VISION &
PURPOSE
CREATIVE
CAPITAL
PRESENCE
& ACTION
The ideal approach to changing behaviours
•
Three key focus areas:
Where we have
come from
The importance
of empowerment
The way ideal
way forward
The ideal way forward
•
To ensure real and meaningful change, we need to help designated
individuals, organisations, families and communities to develop
meaningful child protections strategies that they can implement and
manage effectively.
•
Following the success of the original adoption training, we need to use
the Community Map as a central point of departure, something which
most people can related to.
•
We need to unpack the world of child protection to make it
understandable and easy to navigate.
•
We need to tap into the various elements of personal and
organisational empowerment to ensure that the strategy and plan
empowers all that it encompasses.
•
We need to ensure that each of these elements are flexible so that they
can be used and applied to fit a range of different and unique contexts.
The Recommended New Toolkit Components
+
Individual &
Organisational
Empowerment
Templates
•
•
•
•
•
•
•
Includes:
Vision template
Values exercise
Insight/Gap
analysis
template
Action planning
templates
Partnership
templates
Roles/
responsibilities
template
M&E Templates
+
Community Map
Community Member’s Icons
Social/Child Protection Challenges Icons
Flexible overview
of how to run a
workshop
+
Child Protection Strategy Icons
Child Rights/Needs Icons
Facilitator
Guide/
Manual
Child
Development
Rights &
Needs Cards
(WHO/WHEN/WHAT)
+
Child
Protection
Challenges
Cards
(WHAT/WHERE WHEN)
WHO/WHY)
+
Child
Protection
Strategies/
Process
Cards
(WHAT/HOW/WHO)
The New Toolkit Components
+
Individual &
Organisational
Empowerment
Templates
•
•
•
•
•
•
•
Includes:
Vision template
Values exercise
Insight/Gap
analysis
template
Action planning
templates
Partnership
templates
Roles/
responsibilities
template
M&E Templates
+
Community Map
Community Member’s Icons
Social/Child Protection Challenges Icons
Flexible overview
of how to run a
workshop
+
Child Protection Strategy Icons
Child Rights/Needs Icons
Facilitator
Guide/
Manual
Child
Development
Stage, Rights
& Needs
Cards
(WHO/WHEN/WHAT)
+
Child
Protection
Challenges
Cards
(WHAT/WHERE/WHEN/
WHO/WHY)
+
Child
Protection
Strategies/
Process
Cards
(WHAT/HOW/WHO)
Creating an empowering child protection strategy& plan
VISION & VALUES
(& LOVE)
INSIGHT
(GAP ANALYSIS)
Overarching
Vision & Values for your
Child Protection Plan
What do we want to
achieve
(Child Rights & Needs)
What is the reality
of our children?
(Child Protection Challenges)
PARTNERSHIP
SELF ESTEEM
ACTION
Action Plan
(What, Who, When,
Where, Why & How)
Partnership Plan
(Roles & Responsibilities)
Implementation &
Measurement/Evaluation
LOVE
Identify & Prioritise
Objectives/Goals
Plotting a way forward
•
Three key focus areas:
Exploring the
ideal approach
to changing
behaviour
Exploring the
totality of child
protection
Exploring the
ideal approach
to positioning
& communicating
Process of change &
personal empowerment
Segmenting the Child
Protection Community
Project brand
development & positioning
Introduction
•
In the process of trying to understand the child protection community,
its tools, practitioners and the recipients of its service, it became clear
that a concise model was required that could help to explain the
complex nature of this challenging world.
•
To achieve this goal, the business process of ‘segmentation’ was
employed as a means of creating a map of how this community works.
•
Segmentation is the process of dividing people into different groups or
segments, with similar characteristics and needs.
•
If you can clearly identify and target particular groups or people:
– You can increase your understanding of their needs and challenges.
– You can improve the delivery and usage of your services to them.
– You can increase their usage of your services if relevant and desired.
– You can influence and guide desired behaviours.
Benefits of a child protection segmentation
•
Just as the ultimate goal of market segmentation is to increase the
usage of a particular brand, product or service, so we hope that our
child protection segmentation will increase the protection of children at
a family, community and societal level.
•
A child protection segmentation model will enable us to:
1. Develop the most effective communications approach to influence and
change behaviour in support of child protection.
2. Focus our child protection resources behind the most important segments,
and structure the remainder accordingly (by country/community).
3. Develop relevant child protection interventions and innovations that are
based on sound insights, and that are relevant and useful to our
communities lives.
A practical toolkit that can be used every day in your family,
community, region or country to ensure the long term care and
protection of our children globally.
Segmentation Hypothesis
•
Segmentation is the process of dividing people into different groups or
segments, with similar characteristics and needs, if you can clearly
identify and target particular groups or people:
– You can increase your understanding of their needs and challenges.
– You can improve the delivery and usage of your services to them.
– You can increase their usage of your services if relevant and desired.
– You can influence and guide desired behaviours.
WHO
WHAT
HOW
Child?
Perpetrator?
Protector?
Child
Protection
Challenges?
Intervention?
Reason for
Challenge?
Intervention?
When do these
challenges
occur?
Where do these
challenges
occur?
WHY
WHEN
WHERE
ALL CHILDREN BELOW THE AGE OF 18 YEARS
Number of children*
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In country? (% of total)
In each province? (% of total)
In each community? (% of total)
By gender (% of total)
Number of child births per year?
Number of child deaths per year?
− Prematurity?
− Abandonment?
− Illness?
− Disease?
− Neglect?
− Abuse?
− Suicide?
Average child life expectancy?
Who they are living with*
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Birth mother and father?
Birth mother only?
Birth father only?
Grandparent/s?
Extended family?
Legal guardian?
On their own?
− On the street?
− In a home (Child Headed HH)?
Wards of the state?
− Institution/home?
− Foster care?
− Correctional facility?
Permanent legal adoption?
− Local vs international?
What is their living environment*
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Urban/Rural split?
Living in poverty? (% of total)
Social security support?
Formal home vs Informal home?
− Access to electricity?
− Access to clean water?
− Access to adequate sanitation?
Access to a family environment?
Access to a safe home/place to sleep?
Access to adequate nutrition?
Access to early childhood
development?
Access to adequate education?
Access to health care services?
Access to play/recreation?
Child protection overview*
Macro child protection challenges:
•
Registration & Citizenship?
•
Disease?
− HIV/AIDS?
− FASD?
− Other?
•
Disability?
− Premature birth?
− Physical disability?
− Mental disability?
•
Orphans?
•
Illegal immigrants/refugees/
unaccompanied minors?
Family related child protection
challenges:
•
Informal (illegal) adoption?
•
Parent drug or alcohol abuse?
•
Psychological maltreatment: ridiculing,
terrorizing, corrupting, denying love
and affection?
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Bullying (tangible & cyber)?
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Isolation and internment?
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Female circumcision?
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Harmful male circumcision?
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Virginity testing? (age/consent)
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Child/Teen crisis pregnancy?
Criminal child protection challenges:
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Late/illegal abortion?
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Child abandonment?
− Unsafe vs safe?
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Child neglect?
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Child living/working on street?
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Physical abuse/ill-treatment?
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Murder or Attempted murder
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Corporal punishment?
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Sexual abuse?
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Child trafficking?
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Child exploitation?
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Child labour?
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Child marriage?
* Each metric should be assessed by age, living environment e.g. may want to compare urban vs rural.
Exploring the WHO
•
Most people view human development in stages relating to their
physical, mental, emotional and social growth.
•
These stages relate to how we develop individually, but most
importantly, how we develop as part of a social environment.
•
There are many perspectives or theories on these stages, that help us
to make sense of how children grow and develop into adults.
IN-UTERO
17 – 32 Weeks
NEW BORN/INFANT
0 – 12 Months
TODDLER
1 – 2 Years
CHILD
3 – 11 Years
ADOLECENT
12 – 18 Years
Physical, Mental & Emotional/Social Stages
Central Nervous
System; Spine; Heart;
Ears; Eyes; Arms; Legs;
Teeth; Palate; Sex;
Vocal cords; Lungs
Baby can grasp, move,
kick and hiccup
Can feel pain;
Sucks its thumb;
Dreams
Recognises
mother’s voice
& reacts to her moods;
Uses sight, sound, taste
& touch to experience
its world
IN-UTERO
17 – 32 Weeks
PHYSICAL
MENTAL
EMOTIONAL
& SOCIAL
Dramatic physical
Walks; Runs
Massive growth (x3)
Taller & Thinner;
changes (child to adult);
Experiments by touch.
Eyes focus and follow
Toilet training completed; Puberty/Menstruation;
taste and smell;
Drinks from cup
Physical strength/ability; Sexually aware/active;
Teeth appear; Feeds self
Eats some solid food
Hand dominance;
Emotional rollercoaster;
Picks up, Stacks, Scribbles
From rolling to crawling
Longer attention span; Awkward growth stages;
Push’s, Pull’s, Dumps,
Starting to stand/walk
Good balance
Stress & Tension;
Starts toilet training
Hormones
Egocentric;
Explores with mouth
Simple stories;
Observes & imitates;
My way is only way;
Expresses emotions
2-3 word sentences;
Develops speech;
Everyone’s watching me;
through crying/babbling
Hums/basic singing;
Stories & Concepts;
Preoccupied with self;
First words; Dances;
Looks at books;
Reading/Writing/Numeracy; Approval of friends;
Likes Pictures; Claps; Points to eye’s, ears, nose; Interest in cause/effect;
“You don’t understand”
Waves; Plays;
Repeats words;
Planning & building;
Personal magic/protects;
Basic concentration
Explores everything
Achieve/Accomplish
Question values;
Experimental
Loves to be
touched and cuddled
Responds to name
Fear of heights
Anxious of strangers
Copies adults
Attached to carers
Expresses
displeasure
NEW BORN/INFANT
0 – 12 Months
Developing
Critical of family;
Family/Belonging;
own personality;
Emotional outbursts;
Friends/Enemies;
Independence;
12-14 Irritable, excited
Real life/Pretend;
Plays alongside others;
15 Moody, withdrawn
Rules & Rituals;
Shy with strangers;
16-18 Calmer, less moody
Wilful & Attention seeking;
Imitates; Easily frustrated;
Expect adult behaviour;
Solve problem/argument;
Affectionate; Humorous;
Socially acceptable;
Tries new/takes risks;
Simple make believe;
Anxiety (failure);
Self centred
Possessive-mine!
Depression
TODDLER
CHILD
ADOLECENT
1 – 2 Years
3 – 11 Years
12 – 18 Years
Children’s Rights review by lifestage
•
Review of 1) The Geneva Declaration on the Rights of the Child, 2) UNICEF’s Rights of the
Child, and 3) The African Charter on the Rights & Wellbeing of the Child:
1/A: Unique and privileged
position in (African) society
G3/2/A: Special, legal
protection
G1/A: To grow up in a
family environment in an
atmosphere of happiness
love and understanding
2/A: Freedom, dignity &
security
G5/A: To live a full and
harmonious life
G1/A: To develop
personality - physical,
mental, moral & social dev.
4: Social security of mother
& child (pre/post natal)
A5: A right to life (child)
7/A11/A14: Right to
education if pregnant
A19: Parental care &
responsibility (mothers)
A28: Protect from drug
abuse (in-utero)
IN-UTERO
17 – 32 Weeks
2/A4: Best interests of child
3/A6: Name, nationality &
registration
G3/8: First to receive relief
G4/9/A16: Protection from
neglect, cruelty, exploitation
5/A13: Handicapped &
special needs supported
A18: Protection of family
A20: Parental responsibility
A22: Armed conflict
A23: Refugees
G2/A24: Adoption
A25: Separation from family
into alternative care
A29: Not sold, trafficked or
abducted
NEW BORN/INFANT
0 – 12 Months
10/A3: Non discrimination
10/A9: Understanding,
tolerance and friendship
A12: Access to leisure,
recreation & cultural activities
A14: Health/Health Services
(physical, mental & spiritual)
G4/A16/A27: Protected from
abuse, torture, sexual abuse
or exploitation
TODDLER
1 – 2 Years
G5/10: Friendship, tolerance,
brotherhood, and service of
fellow man
G7/A11/A14: Right to
education
A14: Participation in
communities
A15: No forced labour
A26: Protect from Apartheid
& discrimination
CHILD
3 – 11 Years
A7: Freedom of expression
A8: Freedom of association
A9: Freedom of thought,
conscience & religion
A10: Right to privacy
A17: Juvenile justice
A28: Drug abuse
A21: Protect against harmful
cultural practices
(health/gender)
ADOLECENT
12 – 18 Years
Piaget’s theory of cognitive development (1920s)
4. FORMAL
OPERATIONS
Theoretical, hypothetical,
Counterfactual thinking
3. CONCRETE
Abstract logic/reasoning
OPERATIONAL
Strategy/Planning
Concepts attached to
Concepts learned &
concrete situations
applied to another
Time, space, quantity
(11+ yrs)
Understood & applied
Hierarchical
Classification
7 – 11 yrs)
2. PREOPERATINOAL
Language & ability to think
1. SENSORIMOTOR
Imagination & Intuition
Explore using senses & motor interactions
Symbolic thinking
Coordination of sensory input & motor response
Egocentric
Language for demands & cataloguing
(2 – 7 yrs)
Object permanence developed
(0 – 2 yrs)
IN-UTERO
17 – 32 Weeks
NEW BORN/INFANT
0 – 12 Months
TODDLER
1 – 2 Years
CHILD
3 – 11 Years
ADOLECENT
12 – 18 Years
Erickson’s stages of psychosocial development (1950s)
IDENTITY VS
ROLE CONFUSION
NB Social Relationships
Developing a sense of
INDUSTRY
Self & personal identity.
VS INFERIORITY True to self vs a weak
NB School
sense of self.
Coping with school &
(12 – 18 yrs)
academic demands.
Competence vs
failure/inferiority.
(6 – 11 yrs)
TRUST
VS MISTRUST
NB Feeding
Trust develops when
caregiver provides reliable
care and affection.
A lack of this leads
to mistrust.
IN-UTERO
17 – 32 Weeks
NEW BORN/INFANT
0 – 12 Months
INITIATIVE
VS GUILT
NB Exploration
To assert control & power
over environment.
A sense of purpose vs
disapproval/guilt
AUTONOMY
(3 – 5 yrs)
VS SHAME/DOUBT
NB Toilet Training
To develop personal
control over a physical
skill & independence.
Failure results in
shame & doubt.
TODDLER
1 – 2 Years
CHILD
3 – 11 Years
ADOLECENT
12 – 18 Years
Selman’s role taking theory (1970s)
SOCIETAL
ROLE TAKING
Other perspectives vs mine
(12 – 15+ yrs)
MUTUAL
ROLE TAKING
Lots of different ways
(10 – 12 yrs)
SELF REFLECTIVE
ROLE TAKING
My way versus your way
(8 – 10 yrs)
SOCIALINFORMATIONAL
ROLE TAKING
Other ways/other info
(6 – 8 yrs)
EGOCENTRIC &
UNDIFFERENTIATED
Mine is the only way
(3 – 6 yrs)
IN-UTERO
17 – 32 Weeks
NEW BORN/INFANT
0 – 12 Months
TODDLER
1 – 2 Years
CHILD
3 – 11 Years
ADOLECENT
12 – 18 Years
6. Universal ethical
principles for mutual respect
“I take full responsibility”
Mutual respect as universal
principle
Kohlberg’s stages of moral values
development (1970s)
5. Social contract &
building consciousness
“I act based on my principles”
Contractual perspective
4. Law & order Authority & social order
“I collaborate to maintain order”
Social systems perspective
3. Follow social norms,
interpersonal agreements
& conformity - “Good citizen”
Social relationships
perspective
2. Self orientation
“What’s in it for me?”
Instrumental egoism
IN-UTERO
17 – 32 Weeks
NEW BORN/INFANT
0 – 12 Months
1. Right & wrong
determined by
prohibition & punishment
“Can I avoid punishment?”
Blind egoism
TODDLER
CHILD
1 – 2 Years
3 – 11 Years
ADOLECENT
12 – 18 Years
Fowler’s stages of faith development (1980s)
SYNTHETICCONVENTIONAL FAITH
Conformity to religious
authority & development
MYTHIC-LITERAL
of personal identity FAITH
Fear conflicts of belief Believe in justice and
inconsistency
reciprocity of universe –
(12 yrs +)
Metaphors & symbols
taken literally
(School going yrs)
PRIMAL OR
UNDIFFERENTIATED
FAITH
Trust & safety about
universe & divine
(0 – 2 yrs)
IN-UTERO
17 – 32 Weeks
NEW BORN/INFANT
0 – 12 Months
TODDLER
1 – 2 Years
INTUITIVEPROJECTIVE FAITH
Unconscious & fluid
thoughts based on
experiences, stories,
Images, people
(3 – 7 yrs)
CHILD
3 – 11 Years
ADOLECENT
12 – 18 Years
The New Toolkit Components
+
Individual &
Organisational
Empowerment
Templates
•
•
•
•
•
•
•
Includes:
Vision template
Values exercise
Insight/Gap
analysis
template
Action planning
templates
Partnership
templates
Roles/
responsibilities
template
M&E Templates
+
Community Map
Community Member’s Icons
Social/Child Protection Challenges Icons
Flexible overview
of how to run a
workshop
+
Child Protection Strategy Icons
Child Rights/Needs Icons
Facilitator
Guide/
Manual
Child
Development
Stage, Rights
& Needs
Cards
(WHO/WHEN/WHAT)
+
Child
Protection
Challenges
Cards
(WHAT/WHEN/WHERE/
WHO/WHY)
+
Child
Protection
Strategies/
Process
Cards
(WHAT/HOW/WHO)
Summary of rights relevant to all
 Education
 Leisure & Recreation
 Participation in culture
& community
 Juvenile justice
 Fair & consistent discipline
 Freedom of thought, expression,
association & religion
LEARN
 Discrimination:
Race; Gender;
Age, Sex;
Culture
 To develop a unique
personality and identity
 Physical, mental,
moral and social
development
 To serve the
best interests of  Contribution to
the child
society
LIVE
 Love
 Parental
care
 Dignity
 Life
 Understanding
& tolerance
 Armed
Conflict
 Service to
fellow man
LEGACY
LOVE
 Family
 Privacy
 Refugee
 A full &
harmonious life
 Physical &
social security
 Special Needs
support & protect

 Neglect
 Physical
& mental
abuse or
cruelty
Special/legal
Protection
 Trafficking
 Registration,
name, identity,
nationality
 Physical,
Mental &
Medical
Health
 Harmful cultural
practices
 Drugs &
Alcohol
 Labour
 Sexual
abuse or
exploitation
17 to 32 WEEKS
Child Development & Needs Cards
PHYSICAL DEVELOPMENT & NEEDS
• Central nervous system; spine; heart; ears; eyes;
arms; legs; teeth; palate; sex; vocal cords; lungs
develop in utero
• Baby can grasp, move, kick and hiccup
• In utero nutrition through mother’s health eating
(additional vitamins and minerals are worthwhile)
• A healthy mother creates a healthy child
MENTAL DEVELOPMENT & NEEDS
•
•
•
•
EMOTIONAL/SOCIAL DEVELOPMENT & NEEDS
• Baby recognises mother’s voice
• Reacts to her moods
• Uses sight, sound, taste & touch to experience and
explore its world (sensory development)
• Positive in utero experiences affect the unborn child
(just as negative in utero experiences brought on
through the abuse of the mother)
IN-UTERO
Baby can feel pain
Sucks its thumb
Dreams
Nutrition important in foetal mental development
(balanced diet is crucial)
TIPS FOR MOTHER/FAMILY
•
•
•
•
•
Mother should get lots of rest
Mother must eat a healthy balanced diet
No drugs or alcohol throughout the pregnancy
Visit a doctor or local clinic regularly for check ups
A calm, anxiety free mother creates a calm anxiety
free child
• The mother must be emotionally supported by their
partner, family and community at this time
SPECIAL NEEDS
Child Development & Needs Cards
12 TO 18 YEARS
•
These cards can be used to
assist life skills workshops,
parenting workshops,
preparation for foster care
and adoption and much
more:
4 TO 5 YEARS
9 TO 11 YEARS
6 TO 8 YEARS
2 TO 3 YEARS
1 TO 2 YEARS
0 to 12 MONTHS
17 to 32 WEEKS
IN-UTERO
The New Toolkit Components
+
Individual &
Organisational
Empowerment
Templates
•
•
•
•
•
•
•
Includes:
Vision template
Values exercise
Insight/Gap
analysis
template
Action planning
templates
Partnership
templates
Roles/
responsibilities
template
M&E Templates
+
Community Map
Community Member’s Icons
Social/Child Protection Challenges Icons
Flexible overview
of how to run a
workshop
+
Child Protection Strategy Icons
Child Rights/Needs Icons
Facilitator
Guide/
Manual
Child
Development
Stage, Rights
& Needs
Cards
(WHO/WHEN/WHAT)
+
Child
Protection
Challenges
Cards
(WHAT/WHEN/WHERE/
WHO/WHY)
+
Child
Protection
Strategies/
Process
Cards
(WHAT/HOW/WHO)
Child protection challenges by life stage (WHAT/WHEN)
Late/failed abortion
- premature & special needs
Murder and attempted murder with intent to cause grievous bodily harm
Birth trauma
Physical & Emotional abuse
Physical abuse of
mother/child In-utero
Infant Shaking
Alcohol & drug abuse
In-utero FASD risk
Inadequate nutrition
in-utero (ante-natal)
Battered Toddlers
Neglect and lack of adequate care and protection (also in care/justice systems)
Addiction
Alcohol, drug, gaming etc
HIV & breastfeeding
Inadequate nutrition
Inadequate healthcare
in-utero (ante-natal)
Exposed to
mother’s depression
and stress
Corporal punishment in home or at school
Depression, self harm, eating
Disorders & suicide
Inadequate healthcare
(Immunisation etc)
HIV Infection
(No prevention administered
at time of birth)
Inadequate early
childhood development
Inadequate schooling, education & recreation
Physical, verbal and cyber bullying
Orphaned
No primary care giver- Attachment disorder
Exposure to Gangsterism
Abandoned
No name registration, birth certificates, identity documentation,
nationhood, citizenship (NB child refugees)
HIV Virgin Cleansing Rape
Sexual abuse, pornography, coercion & harassment
Teen crisis pregnancy
Child trafficking/exploitation (illegal adoption, slavery, labour, sex work, war/soldiers)
Child headed households, unaccompanied minors, street children
Child Marriage
IN-UTERO
17 – 32 Weeks
practices (muti, witchcraft accusations, virginity testing)
NEW BORN/INFANTHarmful cultural
TODDLER
CHILD
ADOLECENT
Female
circumcision
0 – 12 Months
1 – 2 Years
3 – 11 Years
12 male
– 18circumcision
Years
Harmful
WHO (Perpetrator) & WHEN (life stage/risk of child)
MOTHER (+ ACCOMPLICE)
FATHER (+ ACCOMPLICE)
PARENT’S PARTNER/STEP MOTHER OR FATHER
CARER
RELATIVE
FAMILY FRIEND
KNOWN PERSON (AUTHORITY FIGURE)
FRIEND/OTHER CHILDREN
STRANGER
INTIMATE PARTNER
IN-UTERO
17 – 32 Weeks
NEW BORN/INFANT
0 – 12 Months
TODDLER
1 – 2 Years
CHILD
3 – 11 Years
ADOLECENT
12 – 18 Years
WHERE & WHEN (life-stage/risk of child)
HOME
CARE & JUSTICE FACILIIES
NEIGHBOURHOOD/COMMUNITY
SCHOOL
SOCIETY
IN-UTERO
17 – 32 Weeks
NEW BORN/INFANT
0 – 12 Months
TODDLER
1 – 2 Years
CHILD
3 – 11 Years
ADOLECENT
12 – 18 Years
Exploration of the WHY (personal empowerment spectrum)
ACTION
Lack of or no
infrastructure,
resources or service
delivery
Lack of social
services and support
to those at risk
Lack of legislative
framework and
protection
Lack of convictions
or consequences for
perpetrators
Ongoing
urbanisation and
migration
INSIGHT
No insight,
measurement or
evaluation of child
protection challenges
No monitoring of the
quality or quantity of
child protection
solutions
Lack of reporting of
child protection
challenges (due to
fear or accessibility)
Lack of awareness
or agreement of what
constitutes child
protection challenges
Lack of education
and understanding of
what children
need/want
VISION
No leadership within
the family
(Absent mother,
father or both)
No role models or
inappropriate role
models & Group ID
(Gangsterism)
No shared vision on
the role of children
and societies need to
protect them
Problematic view on
right and wrong by
leadership (political,
soc, cult, religious)
No shard vision of
child rights, needs
and protection
(Best interests)
LOVE
Fragmented families
– lack of involvement
and supervision (no
sense of belonging)
Abuse
Parental conflict
Domestic violence
Inability to forgive
and the desire for
revenge
Children socialised
into violence as
primary means to
resolve conflict
Unable to empathise
with victim (Lack of
social attachment)
SELF ESTEEM
Low self esteem &
disempowerment
No internal locus of
control & deluded
view of children
Harsh and
inconsistent
discipline
Poor school
attachment
Impact of HIV &
AIDS
(Social stigma)
PARTNERSHIP
Break down in family
relations across &
between generations
Breakdown or lack of
communication
within family (close &
extended)
Community fear of
law enforcement
Lack of partnership
in communities
(working together to
solve problems)
Lack of partnership
in government (no
inter-sectorial
collaboration)
VALUES
Poverty & inequality
Drug & alcohol
abuse
Social, religious &
cultural norms and
practices
(patriarchy &
masculinity)
Discrimination:
•Gender/women
•Age/children
•Race (Apartheid)
•Nationality (Xeno)
•Sexual orientation
Tolerance of/ or
exposure to violence
in home, community,
society & easy
access to weapons
WHAT: Late abortion
INUTERO
WHAT:
INCLUDES:
• The wilful termination of a pregnancy contrary to
the laws governing abortion in your country or
residence.
• The foetus may survive the abortion, but may be
damaged as a result of it.
• Any termination of, or attempt to terminate a
pregnancy after 4 months/16 weeks (in second or
third trimester).
• Any termination conducted by an
illegal/unregistered medical practitioner, or using
illegal medical methods e.g. using poisonous
substances to induce premature labour.
• The foetus may live or die as a result of the
attempted abortion.
WHEN:
WHERE:
WHO:
WHY:
• Foetus/In-utero
• Home
• Neighbourhood/
Community
• School
• Broader society
•
•
•
•
•
•
•
•
•
•
Teen
Mother
Father
Family member
Family friend
Illegal health care
practitioner
• Traditional or
alternative healer
Teenage pregnancy.
Crisis pregnancy.
Fear wrath of parents.
Unaware of pregnancy
until it is too late to
abort legally.
• Rape or incest.
• Fear future will be
compromised.
ALL
CHILDREN
WHAT: Physical abuse
WHAT:
INCLUDES:
• A physical action that results in actual or potential
harm from an interaction or a lack of interaction,
which is reasonably within the control of a parent or
person in a position of responsibility, power or trust.
• Hitting a child with a hand
• Hitting a child with another object e.g. a belt, stick,
shoe, club etc.
• Kicking a child
• Burning a child
• Shaking a child excessively (shaken baby
syndrome: brain damage & spinal cord injury)
• Battered baby syndrome (multiple sites of injury)
• Allowing a child to be hurt when you could have
prevented it as a person in a position of
responsibility, power or trust.
WHEN:
WHERE:
WHO:
WHY:
•
•
•
•
• Home
• Care facilities
• Neighbourhood/
Community
• School
•
•
•
•
•
•
•
• Stress and
psychological
challenges related to
poverty.
• Previous abuse of
abuser.
• Any form of
discrimination (gender,
race, age, income etc.)
Infants (Shaken)
Toddlers (Battered)
Children
Adolescents
Mother
Father
Carer
Family member
Family friend
Known person
Other children
WHAT: Addiction (dugs, alcohol, gaming etc.)
ADOLECENTS
WHAT:
INCLUDES:
• Exposure to, or support of, addictive behaviour
including the use of drugs, alcohol and excessive
use of technology.
• Supplying a child with drugs, cigarettes (below the
age of 16 years) or alcohol.
• Providing a child with drugs or alcohol.
• Not preventing a child in your care from drinking
drugs or alcohol.
• Selling drugs or alcohol to a child.
• Not managing or supervising a child’s use of
technology with their best interests in mind e.g.
excessive screen time, lack of monitoring of access
to potentiall harmful or dangerous content.
WHEN:
WHERE:
WHO:
WHY:
• Toddlers
• Children
• Adolescents
• Home
• Care facilities
• Neighbourhood/
Community
• School
• Society at large
•
•
•
•
•
•
•
•
• Parental substance
abuse
• Marital problems
• Peer pressure
• Poor academic
achievement
• Problem parenting
Mother
Father
Carer
Family member
Family friend
Known person
Stranger
Other children
The New Toolkit Components
+
Individual &
Organisational
Empowerment
Templates
•
•
•
•
•
•
•
Includes:
Vision template
Values exercise
Insight/Gap
analysis
template
Action planning
templates
Partnership
templates
Roles/
responsibilities
template
M&E Templates
+
Community Map
Community Member’s Icons
Social/Child Protection Challenges Icons
Flexible overview
of how to run a
workshop
+
Child Protection Strategy Icons
Child Rights/Needs Icons
Facilitator
Guide/
Manual
Child
Development
Stage, Rights
& Needs
Cards
(WHO/WHEN/WHAT)
+
Child
Protection
Challenges
Cards
(WHAT/WHEN/WHERE/
WHO/WHY)
+
Child
Protection
Strategies/
Process
Cards
(WHAT/HOW/WHO)
Exploring the
•
Everyone has a role to play in child protection, including the children
themselves, this will be an important message to convey during the
programme: (Creating a filter of responsibility for child protection)
Child protection strategies
•
Four key phases of intervention:
PREVENTION
EARLY
INTERVENTION
STATUTORY
INTERVENTION
&
CHILD
PLACEMENT
ADOPTION
Prevention
CHILDREN
TARGETTED
INDIVIDUALS
FAMILIES
COMMUNITIES
Communication &
Awareness
• Life skills
• Child protection
awareness
• Sex & HIV
education
• Development
programmes
• Recreational
programmes
• Special needs
support
• Child protection
awareness
• Skills
development
• Substance
abuse
• HIV/AIDS
• Rehabilitation
• Option
counselling for
crisis pregnancy
• Planned
parenting
• Positive
parenting
• Positive
discipline
• Family
preservation
and support
• Child protection
awareness
• Community
partnership and
collaboration
• Development
programmes
• Recreational
programmes
• Safety and
security
• Child
protection
awareness
• Partnerships
and support
• Caring for
carers
Advocacy (Rights,
responsibilities
and services)
• Rights and
responsibilities?
• Social service
delivery?
• Social relief
• Rights and
responsibilities?
• Social service
delivery?
• Social relief
• Rights and
responsibilities?
• Social service
delivery?
• Mediation
• Rights and
responsibilities?
• Social service
delivery?
• Representation
• Rights and
responsibilities
?
• Social service
delivery?
Capacity Building
in Child Protection
• Referral to help
• Referral to help
• Referral to help
• Referral to help
• Training and
engagement
Life Skills and Child Protection Awareness are dealt with in the totality of the
programme. There will be a special focus in the ‘Prevention’ stage on
Sex/HIV/Pregnancy Awareness and Option counselling for crisis pregnancies.
ORGANISATIONS
OR DESIGNAGED
INDIVIDUALS
Sex, Contraception & Pregnancy Awareness
Birth at +- 40 weeks
Puberty
If you don’t want to
Say NO!
Sexual
attraction
12 Week
Cut off for a
legal abortion
Baby’s growth In-utero
Condoms
Safe Sex
Birth Control
Injection
Sex/Intercourse
Fertilization
Birth Control
Pills
Pregnancy Test &
Confirmation
Ejaculation
Menstruation stops
Option counselling for a crisis pregnancy
Parenting
Adoption
Abortion
Foster Care
Kinship
Care
Abandonment
Adoption Process:
Local
In Country
Match child with
adoptive parents
Application for
Canalization
International
Adoption Partners
Hague
Convention
National Adoption
Registry
Registration of
adoption
Place child with
adoptive parents
Finalization of
adoption
Post placement
Assessment
Registration of baby/
Birth certificate/ID docs
International adoptive
family fly home
Post adoption support
The New Toolkit Components
+
Individual &
Organisational
Empowerment
Templates
•
•
•
•
•
•
•
Includes:
Vision template
Values exercise
Insight/Gap
analysis
template
Action planning
templates
Partnership
templates
Roles/
responsibilities
template
M&E Templates
+
Community Map
Community Member’s Icons
Social/Child Protection Challenges Icons
Flexible overview
of how to run a
workshop
+
Child Protection Strategy Icons
Child Rights/Needs Icons
Facilitator
Guide/
Manual
Child
Development
Rights &
Needs Cards
(WHO/WHEN/WHAT)
+
Child
Protection
Challenges
Cards
(WHAT/WHERE WHEN)
WHO/WHY)
+
Child
Protection
Strategies/
Process
Cards
(WHAT/HOW/WHO)
Overview of new toolkit deliverables
CHILDREN
Child Protection
Awareness
Child Rights,
Needs (Life
Skills)
Sex Education
& Conception
Awareness
Option
Counselling for
Crisis
Pregnancy
Preparation &
Positive
Parenting
Personal
Empowerment
Programme
Child Protection
Strategies
ADOLECENTS
YOUNG
ADULTS
PARENTS
COMMUNTIES
DESIGNATED
CHILD
PROTECTION
Brand Propositions Exploration
EMOTIONAL
WE/US
AFFILIATIVE
ME/YOU
INDIVIDUALITY
FUNCTIONAL
Child Protection Brand Proposition Exploration
EMOTIONAL
Opportunity to
appeal to the
Heart?
WE/US
AFFILIATIVE
ME/YOU
INDIVIDUALITY
Unite for children
Together we can
prevent the sexual
abuse of children
Invest in childhood
Promoting child
rights to end
child poverty
Never leave a
child behind
FUNCTIONAL
Developing our ingredient brand proposition
Insight:
•Child protection is everyone’s responsibility, but often the challenges
seem too great, and the solutions too complex to effect real change.
Intent/Vision:
•To create a practical child protection toolkit that empowers individuals,
families and organizations to develop and implement a simple yet effective
child protection programme in any unique environment.
Proposition:
•Empowered Care
Brand Name Recommendation
•
It is important that the name of our programme can work as a simple
yet aspirational ‘ingredient’ in any organisation:
BRAND PROPOSITION
Empowered
Care
‘Courage’
Why this works?
‘Courage’
Noun:
The quality of mind or spirit that enables a person to face difficulty,
danger, pain, etc., without fear; bravery.
Idioms:
Have the courage of one's convictions, to act in accordance with
one's beliefs, especially in spite of criticism
Origin:
1250 to 1300; Middle English corage. Old French, equivalent to cuer heart
(Latin cor; see heart) + -age -age
Developing a global brand
CHILD PROTECTION
PROTECTION DE L’ENFANCE
PROTECCION DE LA INFANCIA
COMMUNITY PROGRAMME
PROGRAMME COMMUNAUTAIRE
PROGRAMA COMUNITARIO
French
Spanish
English
UKUVIKELWA KWENGANE
UMNTWANA KHUSELA
NGWANA KGOTSO
UHLELO WOMPHAKATHI
ABANTU INKQUBO
SECHABA MMAPA
Zulu
Xhosa
Southern Sotho
Easily accessible, relevant and engaging
•
Training toolkit & facilitators guide
•
Website
•
Online measurement and evaluation tool
THANK YOU