Gender-based Violence against Children and Youth with Disabilities: A Toolkit for Child Protection Actors

Women's Refugee Commission
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WOMEN'S REFUGEE COMMISSION

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Child Fund ® International

February 2016

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ACKNOWLEDGEMENTS

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Childfund International is a child-focused, non-government organization whose mission is to help deprived, excluded and vulnerable children have the capacity to improve their lives, and have the opportunity to become young adults, parents and leaders in their communities. ChildFund also exists to promote societies whose individuals and institutions participate in valuing, protecting and advancing the worth and rights of children.

The Women's Refugee Commission (WRC) works to improve the lives and protect the rights of women, children and youth displaced by crisis and conflict. WRC researches their needs, identifies solutions and advocates for programs and policies to strengthen their resilience and drive change in humanitarian practice.

ChildFund commissioned the development of this Toolkit, which was designed and piloted in partnership with the Women's Refugee Commission. This toolkit was researched and written by Emma Pearce, Senior Disability Program Officer at the WRC, with contributions and feedback from: Kathryn Paik, Adolescent Girls Program Officer, WRC; Danielle Roth, Technical Specialist, Gender and Youth, ChildFund; Jessica Izquierdo, Health Technical Advisor, ChildFund; Carmen Madrincin, Senior Child Protection Advisor, ChildFund; Tigist Tarekegn, Child and Women Development Program Officer, ChildFund Ethiopia; and Dale Buscher, Senior Director of Programs, WRC. The report was designed by Diana Quick and Joshua Julian.

Thank you to Childfund Ethiopia and their local partners for their participation in this project. Special thanks is extended to the staff of Sheger CFDCS who played a central role in the piloting of the child- and youth-led participatory tools, and to Elena Jenkin, Research Fellow at the Alfred Deakin Institute for Citizenship and Globalization for sharing tools and resources that were adapted for this project. For more information about involving children with disabilities in research, please go to Voices of children with disability: Inclusive practice for research.

Finally, ChildFund International and WRC are deeply grateful to the girls, boys, young women and men with disabilities and their families who shared their valuable time, perspectives and ideas for change throughout this project.

© 2016

ChildFund International

2821 Emerywood Parkway

Richmond, Virginia 23294-3725 USA

global@childfund.org

www.childfund.org

Women's Refugee Commission

122 East 42nd Street, New York, NY 10168-1289

t. 212.551.3115

info@wrcommission.org

womensrefuaeecommission.org

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TABLE OF CONTENTS

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INTRODUCTION

Children with disabilities are those who have “long-term physical, mental, intellectual or sensory impairments which in interaction with various barriers may hinder their full and effective participation in society on an equal basis with others,” 1 Studies suggest that children with disabilities are at a greater risk of experiencing physical and sexual violence than children without disabilities. 2 They may be hidden in communities due to stigma and discrimination, and excluded from school and other educational opportunities. Adolescent girls and boys with disabilities, particularly those with intellectual disabilities, may be excluded from activities that increase their knowledge about violence, sex and healthy relationships, as well as from peer networks that might protect them from violence. 3 Girls, boys, young women and young men with disabilities have unique insights into critical issues that shape their daily lives and the obstacles they face. They also have a variety of skills and capacities to contribute to programming for children and youth, but are rarely consulted in program design and planning.

To address this gap, ChildFund International commissioned the development of this Toolkit, entitled Gender-based Violence against Children and Youth with Disabilities: A Toolkit for Child Protection Actors. ChildFund and Women's Refugee Commission worked together to design and pilot participatory tools primarily for use by ChildFund staff and partners. They may also be useful to a wide range of actors engaged in child protection, GBV prevention and response, and for youth engagement programs in both development and humanitarian contexts.This toolkit was developed in Ethiopia, where the tools were piloted, with input and participation of ChildFund staff and partners, as well as children and youth with and without disabilities.

This toolkit was designed to reflect on and address capacity development needs of staff on disability inclusion; identify gender-based violence (GBV) prevention and response needs of children and youth 4 with disabilities; and foster their participation in both planning and implementation of activities to prevent and reduce the risks of violence. Please see Annex 1: Pilot Methodology 5 for a summary of the methodology used to design, pilot and evaluate the tools.

The toolkit consists of three parts:

These tools are designed to complement existing ChildFund guidelines and tools on participatory program planning and GBV prevention and response, including:

ChildFund staff, its partners and other actors are encouraged to adapt these tools to their individual programs and contexts, and to integrate elements into standard capacity development and participatory program planning on GBV.

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PART 1: PRINCIPLES AND GUIDELINES FOR THE INCLUSION OF CHILDREN AND YOUTH WITH DISABILITIES IN GBV PROGRAMMING

ChildFund International has a particular interest in promoting the rights of the most deprived, excluded and vulnerable children, and this requires it to ensure that girls, boys, young women and young men with disabilities are adequately represented in all programs and activities, including those addressing child protection and GBV. ChildFund's framework for development places child and youth agency as a key element throughout the program cycle, from assessment, design and implementation through monitoring and evaluation. Similarly, the Women's Refugee Commission puts children and youth with disabilities at the center of humanitarian programs and advocacy, working with them as partners to identify protection concerns and risks, as well as to explore their ideas for change. Operational and participatory research is used to build bridges between children and youth with and without disabilities, their communities and humanitarian actors, strengthening their capacity and creating space where the most marginalized have a voice on issues that affect them.

In GBV prevention and response programming for children and youth, it is critical to understand the gendered nature of violence against children. Gender norms and inequality, social structures and age all intersect with other sources of social disadvantage to influence the vulnerability of girls and boys to different forms of violence. When gender and age intersect with disability, it becomes even more critical for program staff to understand and adopt inclusive programming approaches in child protection and GBV programs and activities, fostering the participation of children and youth with disabilities, who are routinely exposed to multiple kinds of violence, abuse and exploitation.

In the principles and guidelines below, particular attention is given to girls, who are disproportionately affected by GBV due to their intersecting identities as both young and female. The forms of GBV that they are exposed to may include, but are not limited to sex-selective abortion, child sexual abuse, 7 rape, trafficking, forced prostitution, child marriage, dowry-related violence and female genital mutilation. When disability is also part of girls' identity, they may also be exposed to differential forms of violence and human rights violations, which have both disability- and gender-related dimensions, such as forced or coerced sterilization, withholding of assistive devices for mobility and/or communication, and denial of assistance for personal hygiene and or daily tasks. 8

The following principles are proposed to foster the participation of children and youth with disabilities, and those affected by disability, in community-based child protection and GBV programs, strengthening their foundational assets 9 to in turn mitigate their risk of violence, abuse and exploitation across different life stages.

PRINCIPLES FOR INCLUSION OF CHILDREN AND YOUTH WITH DISABILITIES

GUIDELINES FOR PROGRAM STAFF

Girls, boys, young women and young men with disabilities should have the opportunity to participate in the same programs and activities as other children and young people. It is critical to identify and remove barriers to existing programs and activities, and avoid setting up separate programs and activities that may further marginalize children and youth with disabilities from their peers and communities.

Following are practical steps that program staff can take to support implementation of the above principle, and to ensure that existing child protection and GBV programs are accessible to and inclusive of children and youth with disabilities and those affected by disability.

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PART 2: CAPACITY DEVELOPMENT TOOLS ON DISABILITY INCLUSION IN GBV PROGRAMMING

This section of the toolkit provides tools to strengthen the capacity of staff to include children and youth with disabilities in GBV programming. These tools seek not only to improve the knowledge of staff on GBV against children and youth with disabilities, but also to foster reflection on how attitudes might influence their work in this field. While child protection and GBV actors are particularly aware of age- and gender-based power dynamics in their work with children, they may require further support to reflect on their own attitudes, and the attitudes of others, relating to disability, and how these may compound inequality, discrimination and exclusion in relationships, households and the community. As disability inclusion is often an evolving area of work for many organizations, it is also critical to support staff in reflecting on progress, highlighting successes and exploring challenges, so that they can define their own capacity development goals. Hence, the tools in this section facilitate reflective and experiential learning processes.

It is recommended that the activities and content presented in these tools be integrated and mainstreamed throughout core child protection and GBV training packages, including through case studies and examples centered on children and youth with disabilities. Over time, staff will increasingly recognize that responding to the needs of children and youth with disabilities is a core part of their work and that they have the skills to do this effectively throughout their daily work.

There are three tools to support the capacity development of staff and partners:

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TOOL 1: INCLUDING CHILDREN AND YOUTH WITH DISABILITIES IN GBV PROGRAMMING — A SELF-ASSESSMENT TOOL

How to use this tool

To supervisor or manager: Please share this form with each member of your team, so that each has time to reflect on their own individual competency. You can then have a meeting as a team to share everyone's reflections on the self-assessment, and to identify the common strengths and gaps across the team. As a supervisor or manager, you should complete one form that reflects the current competency and progress of your wider team as a whole. There is no need to identify individual staff members. You may also want to encourage your staff to keep their own forms, as they can use them to reflect on their own individual progress over time.

For each statement given in the questionnaire, you can evaluate your team's performance by giving scores according to the scale below. The written responses/reflections box are designed to provide examples, and to prompt reflection about where on the scale you and your staff are currently located.

It is OK if you do not understand some of the questions. This tool is simply meant to help you identify additional follow-up, knowledge and skills that might be needed in relation to this subject. It can also help you to track changes in knowledge and understanding over time.

Scoring scale

KNOWLEDGE OR COMPETENCY NOT STARTED JUST BEGUN HALFWAY THERE GOOD EXCELLENT WRITTEN RESPONSE/REFLECTION
1. We can identify the barriers that prevent children and young people with disabilities from participating in our activities.

Please list these barriers faced by:

How are barriers different for children with physical, sensory and intellectual disabilities?

2. We know the root causes of gender-based violence against children and young people with disabilities. Name these root causes of violence:
3. We recognize the different factors that make girls and young women with disabilities more vulnerable to gender- based violence Please list these factors:
• At individual levels
• At family or household levels
• At societal levels
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4. Children and young people with disabilities who are most vulnerable to violence are being reached with our activities

Please list the groups of children with disabilities who you believe are most vulnerable to violence:

How are they involved in your activities?

5. We have strategies and approaches to: Please list the strategies or approaches that you use:
• ensure the dignity of children with disabilities
• promote self-reliance of children with disabilities
• facilitate active participation of children with disabilities in the community
6. We use the Convention on the Rights of Persons with Disabilities in our GBV work with children with disabilities. Give an example of how a certain article in the Convention applies to your work:
7. We use different approaches and strategies with children with disabilities of different ages: Please list the strategies or approaches that you use:
• as infants and young children
• as children and adolescents
• as young people
8. We are able to communicate with children and young people with different types of disabilities.

Please describe how you might communicate with a child who is unable to move or speak:

Please describe one challenge that you continue to face:

9. We have the knowledge and skills to work with families and caregivers of children and young people with disabilities.

Please describe one strategy or approach that you already use:

Please describe one challenge that you continue to face:

10. We are able to support children with disabilities who are survivors of violence to access appropriate services and support. Please describe the referral linkages, networking and partnerships that you draw on when supporting child survivors of violence with disabilities:

Our strengths and capacities — What we are good at:

Our gaps and weaknesses — What we need to get better at:

Capacity development goals — In the next 12 months, we would like to improve...

  1. 1.
  2. 2.
  3. 3.
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TOOL 1 ATTACHMENT 1: INCLUDING CHILDREN AND YOUTH WITH DISABILITIES IN GBV PROGRAMMING — A SELF-ASSESSMENT TOOL

KNOWLEDGE OR COMPETENCY NOT STARTED JUST BEGUN HALFWAY THERE GOOD EXCELLENT WRITTEN RESPONSE/REFLECTION
1. We can identify the barriers that prevent children and young people with disabilities from participating in our activities.

Please list these barriers faced by:

How are barriers different for children with physical, sensory and intellectual disabilities?

2. We know the root causes of gender-based violence against children and young people with disabilities. Name these root causes of violence:
3. We recognize the different factors that make girls and young women with disabilities more vulnerable to gender-based violence Please list these factors:
• At individual levels
• At family or household levels
• At societal levels
4. Children and young people with disabilities who are most vulnerable to violence are being reached with our activities

Please list the groups of children with disabilities who you believe are most vulnerable to violence:

How are they involved in your activities?

5. We have strategies and approaches to: Please list the strategies or approaches that you use:
• ensure the dignity of children with disabilities
• promote self-reliance of children with disabilities
• facilitate active participation of children with disabilities in the community
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6. We use the Convention on the Rights of Persons with Disabilities in our GBV work with children with disabilities. Give an example of how a certain article in the Convention applies to your work:
7. We use different approaches and strategies with children with disabilities of different ages: Please list the strategies or approaches that you use:
• as infants and young children
• as children and adolescents
• as young people
8. We are able to communicate with children and young people with different types of disabilities.

Please describe how you might communicate with a child who is unable to move or speak:

Please describe one challenge that you continue to face:

9. We have the knowledge and skills to work with families and caregivers of children and young people with disabilities.

Please describe one strategy or approach that you already use:

Please describe one challenge that you continue to face:

10. We are able to support children with disabilities who are survivors of violence to access appropriate services and support. Please describe the referral linkages, networking and partnerships that you draw on when supporting child survivors of violence with disabilities:

Our strengths and capacities — What we are good at:

Our gaps and weaknesses — What we need to get better at:

Capacity development goals — In the next 12 months, we would like to improve...

  1. 1.
  2. 2.
  3. 3.
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TOOL 2: GENDER-BASED VIOLENCE AND CHILDREN WITH DISABILITIES — A TRAINING MODULE

How the training module should be implemented

This training module is designed to strengthen the capacity of staff and partners to incorporate disability inclusion into their work. It assumes that participants already have a basic understanding of gender-based violence, as well as the standards and principles for working with children. It is meant to be used in conjunction with any wider training on child protection and GBV that your organization conducts.

Additional ChildFund International resources on GBV include:

The training module is built around participatory activities, and takes approximately 5 hours to complete. The objectives, activities and suggested time allocation are summarized in the table below. Some additional tools, including images and sample case studies, are provided to assist in the facilitation of activities. Facilitators are encouraged to adapt these according to local contexts and to integrate activities from this module into other trainings on GBV and child protection.

Table 1: Contents of the training module

ACTIVITY PURPOSE TIME REQUIRED
Activity 1: Vote with your feet To reflect on how personal experi- ences and values impact upon our work with children and youth with disabilities 30 minutes
Activity 2: Understanding disability To develop a common understanding of disability 45 minutes
Activity 3: Act like a man/Act like a woman To identify how social norms and inequality relating to gender affects women, men, girls and boys with disabilities 60 minutes
Activity 4: Who has the power? To reflect on power dynamics between girls, boys, young women and young men with disabilities and others — including family members, peers, community members and service providers 60 minutes
Activity 5: Vulnerability to and resilience against GBV

To identify the factors that make children and youth with disabilities more vulnerable to GBV

To identify the factors that protect children and youth with disabilities from GBV

45 minutes
Activity 6: Fostering, inclusion in community- based child protection mechanisms

To identify barriers to access and participation of children with disabilities in community-based activities

To develop strategies that promote access and inclusion of children and youth with disabilities in community-based activities

60 minutes
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TOOL 2, ACTIVITY 1: VOTE WITH YOUR FEET

Statements

Read these statements, and ask participants to move to the sign or hold up the sign that reflects their own perspective on each statement.

Statement 1: It is OK to restrain a child with disabilities, if it is for their own safety.

Children with disabilities have a right to freedom from violence, abuse and exploitation. Families may sometimes resort to negative coping strategies, such as tying a child with disabilities up, locking them inside and even using medicine to keep them “calm.” There are many factors that may lead families to use restraint: perhaps they lack the skills to communicate effectively with their child; they may feel “shame” at having a child with disabilities; or have fears that the child will be harmed if they go outside the home. Often families will restrain adolescent girls with disabilities because of the risk of rape or sexual abuse that they face in the community. It is our job to work with families and the community to ensure a protective environment for girls, boys, young women and young men with disabilities both inside and outside the home.

Statement 2: Young people with intellectual disabilities need information about GBV, so that they can engage in healthy, consensual relationships.

Young people with disabilities, including those with intellectual disabilities, have the same sexual desires as those without disabilities. Many will want to have relationships, marriage and children in the future. Stigma and discrimination mean that they do not have the same opportunity as other young people to learn about sex, relationships and violence, through both formal and informal information networks. GBV education is particularly important for children and young people with intellectual disabilities, as studies show that they are 3.6 times more likely to experience sexual abuse than their non-disabled peers. 12 It is therefore critical that we provide opportunities for them to acquire the knowledge and skills to engage in healthy relationships, and to recognize and report violence if it does occur.

Statement 3: Children and young people with disabilities cannot make their own decisions.

Children and young people with disabilities have a right to be involved in decisions that affect them. While it is important to engage with the parents and guardians of persons with disabilities under the age of 18 years, they should still be involved in decisions, so that their interests and evolving capacities are recognized and highlighted through our work with them and the wider community. Persons with disabilities over the age of 18 years are adults, and therefore have a right to make their own decisions. Individuals do not lose their legal capacity to make decisions simply because they have a disability, 13 and we should take measures to ensure that decisions are made in a way that reflects the rights, will and preferences of the individual, are tailored and appropriate to the person's circumstances, and reviewed on a regular basis to ensure that all opportunities to participate in decisions are optimized. 14

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Statement 4: Children and youth with disabilities can contribute to GBV programs and activities.

Children and youth with disabilities are the best people to advise us on the barriers they experience, and to make suggestions for how we can address those barriers. We must include young women and girls with disabilities in our activities if we want to strengthen the agency of children in their communities, promote gender equality and end violence.

TOOL 2, ACTIVITY 2: UNDERSTANDING DISABILITY

Purpose of activity

To develop a common understanding of disability.

TOOL 2, ACTIVITY 3: ACT LIKE A MAN/ACT LIKE A WOMAN

Purpose of activity

To identify how social norms and inequality relating to gender affect women, men, girls and boys with disabilities.

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Activity description

Timing: 60 minutes

Introduce the activity by asking participants if they have ever been told to “act like a man” or “act like a woman” based on their gender. This activity will encourage participants to look more closely at these two phrases, what is means to be a man or a woman in society and how this affects women, men, girls and boys with disabilities.

Separate participants into two groups. One group will focus on “Act like a man” and the other will focus on “Act like a woman.”

On one side of the flipchart paper the groups should write how society expects a man or a woman to act. This can include their behaviors and how they should look, as well as what they should feel and say. Some responses for Act Like A Man might include “physically strong” and “a protector,” whereas Act Like A Woman may include “homemaker” and “pretty or attractive.”

On the other side of the flip chart paper, ask participants to write down how society perceives a man or a woman with disabilities. Some responses for men with disabilities might include “weak” or “unproductive,” and responses for women with disabilities might include “undesirable” and “unfit as wives and mothers.”

Ask each group to present on their responses and facilitate a full group discussion on the following questions:

TOOL 2, ACTIVITY 4: WHO HAS THE POWER?

Purpose of activity

To reflect on power dynamics between girls, boys, young women and young men with disabilities and others, including family members, peers, community members and service providers.

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Activity description

Timing: 60 minutes

Separate participants into four groups. Give each group a quote from the list below. They should discuss:

Ask each group to share their perspectives. The following notes in purple can assist in facilitating a large group reflection on each scenario.

Group 1:

“My daughter with intellectual disabilities is safer if she stays inside the house. So I don't let her go out — I keep the door locked.”

— Mother of a girl with intellectual disabilities

In this scenario, the mother has the power. Sometimes parents, families and communities take actions based on the charitable model of disability. They believe that that they are acting in the best interest of the child, but instead this approach may reduce their access to the same opportunities as other children. We must engage with family members to explore the interests of the child, and at the same time as addressing their concerns about safety in the community. In this way we can foster more healthy power interactions between the mother and her daughter.

Group 2:

We would like to meet with some girls at a café or a place for just girls with and without disabilities — just girls, no adults. We need a space where we can meet. A place just for girls, no adults,”

— Group of deaf girls presenting at an NGO planning workshop

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In this example, the Deaf girls — often considered a subordinate group — have power to express their opinions and contribute to decision-making. We often run activities with just girls or just boys, so that they have a safe space to explore gender-related concerns. This also provides them with an opportunity to collectively mobilize around an issue or a topic that is important to them — we call this child and youth agency. Agency is a form of collective power to change things, and is an important goal for much of our work with marginalized groups. We want the most marginalized and excluded to have a voice over issues that affect them, and the space to share these views with others. In this case, the NGOs created space for the girls to have a voice — they have shared some of their power with the girls.

Group 3:

“The females who have intellectual disability also need education, because they have relationships.”

— Group discussion with young deaf men

The young deaf men have an opportunity to share their opinion and to have a voice — they have some power.They are using their power to advocate for the rights of others. This is a positive sign. They are, however, talking about women, rather than supporting women to speak for themselves, which might be the next step moving forward.

Group 4:

“When I was talking to her mother about making a referral for a medical examination, Inaam became upset and started yelling. I think she may have behavioral problems.”

— GBV counsellor

“We can't include him in other children activities. He will be teased and won't succeed like others”

— Facilitator of a child friendly space

Child protection and GBV actors also have power and are often in a dominant group when engaging with children and youth with disabilities. They may not realize that sometimes they are making decisions which further marginalize and subordinate someone with a disability. In these examples, the counsellor and facilitator are setting rules about what is considered “normal” behavior, defining standards about what type of participation is appropriate and even denying opportunities from the children and young people with disabilities.

Full group:

Close this activity by asking participants to reflect on their own experiences and interactions with girls, boys, young women and young men with disabilities:

TOOL 2, ACTIVITY 5: VULNERABILITY AND RESILIENCE TO GBV

Purpose of activity

To identify the factors that make children and youth with disabilities more vulnerable to GBV.

To identify the factors that protect children and youth with disabilities from GBV.

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Option 2: Power Walk 15 — Activity description

Timing: 45 minutes

Attachment 4: Power walk (page 26)

Two volunteers are each given a character — Abeba, a girl with a disability, and Aster, a girl without a disability. The rest of the group will read out different scenarios experienced by each character. The volunteers take steps forward or a step backwards according to how the scenario increases or decreases the risk of violence for the individual and their family members at different stages in their lives. Each girl may have both positive and negative things happening in a single scenario, and so they may take multiple steps forward or backwards accordingly. There may also be events that affect the other women and girls in the family, and this may have additional impact on the individual.

As the activity is being conducted, write up the factors that make girls with and without disabilities more vulnerable to GBV, and the factors that protect them from GBV at different stages in their life. Write the factors for Abeba and Aster in different colors, as this will help to compare in the discussion later. The following table may be a useful way to record this information during the activity.

RISK FACTORS PROTECTIVE FACTORS
As infants and young children (Life stage 1:0–5 years)
As children and young adolescents (Life stage II: 6–14 years)
As adolescents and young adults (Life stage III: 15–24 years)

Summarize the activity by asking the group to reflect on:

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TOOL 2, ACTIVITY 6: FOSTERING INCLUSION IN COMMUNITY-BASED CHILD PROTECTION MECHANISMS

Purpose of activity

To identify barriers to access and participation of children and youth with disabilities in community-based activities.

To develop strategies that promote access and inclusion of children and youth with disabilities in community-based activities.

Activity description

Timing: 45 minutes

Attachment 3: Case studies (page 25)

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TOOL 2 ATTACHMENT 1: TYPES OF DISIBILITIES

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TOOL 2 ATTACHMENT 2: QUOTES — MODELS OF DISABILITY

SITUATION CHARITABLE MODEL MEDICAL MODEL SOCIAL MODEL RIGHTS-BASED MODEL
A girl using a wheelchair attending an adolescent girls, safe space “She can't come to our safe space. The other girls might tease her. It would be better if we had a special place for her and other girls like her.” “She can't participate in the activities in the safe space. Once she learns to walk, then she will be able to participate.” “We can think of some different activities in the safe space — activities that don't require moving around.” “This is a safe space for ALL girls! We will ask her about what changes need to be made.”
Young man with an intellectual disabilities attending sexual and reproductive health training “It is no use inviting him as he can't learn new things, and he will never get married or have children anyway. His family should take good care of him and make sure that no one abuses him.” “He needs a specialist doctor — these are the only people who can help him.” “Maybe he can come to the training with his brother, so that they can discuss the topics in more detail later.” “Let's ask him what he thinks of our training — it is important for us to know his opinion and ideas on how to improve it.”
Mother of a child with disabilities who is isolated in her home “It must be very sad having a child with disabilities. We should prioritize them for material assistance to help their situation at home.” “This child needs a therapist. Maybe we can refer her to one in the capital city.” “Let's run a GBV session in their home. This way the mother can still get information and also meet her neighbors.” “This child has a right to be in the same activities as the other children. Let's discuss this with her mother, and start exploring what activities might interest her the most.”

Adapted from Making PRSP Inclusive. http://www.moking-prsp-inclusive.0rg/en/6-disobilitv/61-whot-is-disobilitv/611-the-four-models.html

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TOOL 2 ATTACHMENT 3: CASE STUDIES

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TOOL 2 ATTACHMENT 4: POWERWALK 1

✂____________________________________________________________________________

1. ABEBA

Abeba was born with her disability — she has difficulty moving, and was slow to develop her speech. The doctors said that Abeba would never go to school, and so she spent most of her childhood inside the house.

✂____________________________________________________________________________

2. ABEBA

Abeba's mother helps her with daily care, like washing and going to the toilet. Her father recently left the family, and now Abeba's mother must find a way to get income for the family. Abeba's younger sister must stay at home to help her with things when their mother goes out for meetings.

✂____________________________________________________________________________

3. ABEBA

Abeba's mother now has a job. Abeba is home alone most of the day, but different relatives come throughout the day to help her go to the toilet or have lunch. Sometimes her cousin is late, and when Abeba complains, her cousin gets angry with her and refuses to take her outside. Abeba likes being outside in her wheelchair, and will talk to anyone who stops to say “hello.”

✂____________________________________________________________________________

4. ABEBA

Abeba's sister and another neighbor have started attending a group at the local women's center. They brought a social workers to the house to talk to Abeba. Abeba gets to know the staff, and then decides that she would like to go to the center. The staff organize transportation so the three girls can travel together to the center. Abeba looks forward to these days being around the other girls, and is hoping to learn more about computers.

✂____________________________________________________________________________

5. ABEBA (FINAL)

One day you meet with the girls to identify the activities they would like to do at the center. Abeba doesn't speak at this meeting and all the other girls want to do hairdressing. They all say that Abeba will enjoy this, as they can all do her hair for her — she can be the client, because she doesn't need to stand up to do that.

What power dynamics are happening here? How will you address these dynamics?

✂____________________________________________________________________________

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✂____________________________________________________________________________

1. ASTER

When Aster was a baby, the doctor and nurses gave her mother information about development, and she had the opportunity to play with other children when her mother was visiting neighbors and friends. She finished her primary school education, but is now missing classes, as she has to undertake different chores in the home.

✂____________________________________________________________________________

2. ASTER

As a teenager, Aster is still in touch with her friends that she met at school. They meet sometimes in the shops and talk a lot on the phone. Some of her friends are now going to a community center to learn about accounting, and Aster would like to join them. Her friends give her lots of information that she shares with her parents. They say it is OK for her to go, as long as she is able to continue her other housework.

✂____________________________________________________________________________

3. ASTER

Aster has learned a lot in her accounting course and has made many new friends. Her brothers sometimes take away her phone to prevent her from talking to these friends, especially her friends who are boys. The other girls at the center sometimes have the same thing happen, and they discuss different ideas about how to talk to their families about this.

✂____________________________________________________________________________

4. ASTER (FINAL)

Aster has passed her accounting course and wants to find work. The teachers at the center give her some ideas of places to look for work and how the recruitment processes work. Aster talks to her aunty — she also has a job and has a lot of experience. Aster's aunty supports Aster when she discusses this idea with her family.

✂____________________________________________________________________________

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TOOL 3: REFLECTION TOOL FOR STAFF 16

Discussion questions and participatory activities

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PART 3: CHILD-AND YOUTH-LED PARTICIPATORY ASSESSMENT ON GENDER-BASED VIOLENCE AND DISABILITY

This section of the toolkit includes guidance and activities to facilitate child- and youth-led participatory assessments on gender-based violence (GBV) and disability. These tools will help staff and partners to gather information about the GBV-related needs of girls, boys, young women and young men with disabilities, as well as to identify community-led strategies to prevent or reduce the risk of violence. The tools seek to foster the participation of children and youth with and without disabilities in the design of protection and empowerment activities, and to foster protective peer networks through child- and youth-led activities.

The following table summarizes the participatory process and accompanying tools for each step:

Table 1: Summary of participatory process and accompanying tools

GETTING READY FOR PARTICIPATION
Step 1: Raise awareness in the community Objective: To inform people about your organization, the assessment and your desire to work with children and youth with disabilities Tool 1: Awareness-raising messages for the community
Step 2: Information session for potential participants Objective: To help parents, children and youth to better understand the topic and objectives of the assessment. They can meet you and ask questions, and also get to know each other and the different options for participation. Tool 2: Information session
COLLECTING INFORMATION ON GBV AND DISABILITY
Step 3: Group discussions with parents and caregivers of children with disabilities Objective: To gather information on GBV and disability from parents and caregivers. This step can also facilitate consent from parents of persons under 18 years. Tool 3: Group discussions with parents and caregivers of children with disabilities
Step 4: Participatory activities with children and youth with and without disabilities Objective: To support children and youth with and without disabilities to collect information on GBV and disability, and to develop recommendations for programming.

Tool 4: Disability inclusive participatory activities

Step 5: Home visits Objective: To reach more isolated children and youth with disabilities, get a sense of the environment in which they live and explore communication preferences.

Tool 5: Individual interviews and observation checklist

Note: Communication toolbox can also be used during these interviews

CHILD-AND YOUTH-CENTERED ACTION PLANNING
Step 6: Community action planning workshop Objective: Provide space for children and youth to share findings and recommendations on GBV and disability with parents and other stakeholders, and then to plan actions that will foster inclusion in existing programs and activities.

Tool 6: Community workshop

WHAT CHANGE MATTERS THE MOST TO CHILDREN AND YOUTH WITH DISABILITIES?
Evaluation: Collect “stories of change” from children and youth with disabilities Objective: To involve children and youth with disabilities in evaluating how access and inclusion in GBV programs has changed. Tool 7: Evaluation — Stories of Change
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GENERAL GUIDANCE ON INCLUDING CHILDREN AND YOUTH WITH DISABILITIES IN GBV ASSESSMENTS

Who do we want to include in GBV assessments?

“Persons with disabilities include those who have long-term physical mental intellectual or sensory impairments which in interaction with various barriers may hinder their full and effective participation in society on an equal basis with others.”

— Convention on the Rights of Persons with Disabilities (2006)

ChildFund International is especially interested in learning about the ideas of poor and/or other marginalized groups of children who are not normally heard and whose voices are important to building a strong community development and community-based GBV prevention program. 4 Children with disabilities are a diverse group — they come from a variety of backgrounds, all with different life experiences, skills and capacities. We are interested in the perspectives of girls and boys of different ages and with different types of disabilities, including:

In GBV program assessments, it is particularly important to consult with women and girls, including those with disabilities and those who are caregivers, to understand their needs, perspectives and priorities. Women and girls often take on the role of caregiver for family members with disabilities, in addition to their other roles and responsibilities. In some situations, adolescent girls with disabilities may be unable to access education and other opportunities, because they are caring for a person with disabilities in their household. As such, caregivers may be isolated and at greater risk of violence, both inside and outside the home.

How do we include children with disabilities in GBV assessments?

ChildFund International uses a participatory action research approach to program planning, promoting the development of community-driven and community-owned actions, and the strengthening of child and youth agency. 7 This approach is particularly important when working with communities that are not used to engaging children and youth with disabilities in community development processes and activities. In these settings, many children with disabilities may initially not feel confident to participate in an assessment or to share their opinions, or their parents, community leaders and peers may think they are not capable of participating. The participatory process also helps us to identify and mitigate potential risks, while concurrently promoting non-discrimination and fostering empowerment of marginalized groups. [See Table 2 for more information about risk identification and mitigation]

This approach provides opportunities for different levels of participation, which is also important to facilitate empowerment processes. By providing multiple opportunities for different levels of participation, we provide options and choice for children and youth with disabilities to both exercise and strengthen their self-agency. By recognizing and valuing all the different types of contributions they make — from just listening to sharing to expressing opinions, and even representing or supporting others — we promote change in the attitudes of others, including parents, community members and staff. Confidence is also built by providing different options for communicating concerns and ideas, and multiple opportunities to practice sharing these with others. The following process also provides opportunity for contributions from the wider community, promoting ownership and ongoing collaboration between stakeholders.

Step 3: Group discussions with parents and caregivers of children with disabilities

Group discussions with parents and caregivers of children with disabilities can be used to collect information about infants with disabilities and children with disabilities who are under 5 years old; to better understand family-level factors that affect risk and protection from GBV; and to facilitate the participation of children and youth with disabilities in assessment activities, as parents become more aware of assessment objectives.

Each group discussion should have 8–10 people participating. Depending on time, potential parent and caregiver group discussions could include:

Parents and caregivers should be encouraged to attend with any children with disabilities who require caregiving. A concurrent play-based activity can be facilitated with the children, identifying their skills and capacities that could support their inclusion in other children's activities. Highlighting these to parents at the end of the group discussion promotes respect for the evolving capacities of children with disabilities, and may open opportunities for them to engage early in activities that strengthen their agency in later years. [See Tool 3: Group discussions with parents and caregivers of children with disabilities]

Step 4: Participatory activities with children and youth with and without disabilities

Children and youth with and without disabilities should be identified to conduct a participatory assessment in the community: Girls and young women, and boys and young men, who you can then separate into age groups of 6 — 14 years (young adolescents) and 15 — 24 years (older adolescents and youth) to conduct concurrent activities. Ideally each group should have 8–10 participants, and half should be children and youth with disabilities.

The “Communication Toolbox” provides a range of different ways that children and youth can identify and express protection concerns and risks in the community; how these are different between girls and boys, and those with and without disabilities; as well as their suggestions for ways to mitigate these risks. Ask each group to pick two activities from the “Communication Toolbox,” and then to discuss ways in which they might need to adapt these activities for those with different types of disabilities, including those who may be isolated in their homes.

A Discussion Guide is also included to facilitate discussions between the children and youth while undertaking activities — This will help them to identify and develop their needs, capacities, and ideas for programming.

Each group can also decide on how they want to share their concerns and ideas with others ( e.g. , through art work, story-telling or drama) and identify representatives that will come to the Community Workshop to share the opinions and ideas of the group. Depending on the scope and time available for the assessment, children and youth could conduct meet more than once to conduct the assessment and plan their messages for the Community Workshop. [See Tool 4: Participatory activities with children and youth with disabilities]

A note about informed consent

All ethical standards and consent processes for conducting GBV assessments also apply to assessments with children and youth with disabilities, and participation should be informed and voluntary. Individuals under the age of 18 years who are interested in participating (i.e., they assent to participate), should also have consent from parents or guardians. Three other considerations are important when getting informed consent/assent from girls, boys, young women and young men with disabilities:

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Risk identification and mitigation

The participatory process described above is critical to risk identification and mitigation in most communities. Some additional considerations, however, for children with disabilities include:

It may be helpful to document potential risks, the likelihood that these risks might occur and the impact on individuals, families, the community and your program, as well as strategies to mitigate these risks. Table 2 can be used to document this information and to prioritize which risks to which you should be responding.

Table 2: Risk register and mitigation plan

TYPE OF RISK CAUSES RISK ASSESSMENT RISK RESPONSE MITIGATION STRATEGY/DESCRIPTION OF CONTROLS
L I Total score

Example:

Girls, boys, young women and young men with disabilities might become further stigmatized because of their participation in the assessment.

GBV is already a sensitive topic in the community, and people may inaccurately assume that ALL girls, boys, young women and young men with disabilities are GBV survivors because of their participation in the assessment. 2 2 4 Mitigate

Community awareness-raising so there are no misunderstandings about the topic for the assessment.

Involve children both with and without disabilities together in the assessment.

Guide group discussions toward general, rather than personal conversations about risk of violence.

Legend

L stands for likelihood or probability of the risk happening. Numerical ratings are applied as descriptive categories. 3 means the risk will happen almost certainly; 2 means the risk is possible; and 1 means it is unlikely to occur.

I stands for impact. It refers to how severe the adverse effects of risks will be in achieving the objectives. Again, using conventions, it can be measured and rated in the following terms: 3 means high (catastrophic); 2 means moderate (disruptive); and 1 means low (bearable).

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PART 3: RISK IDENTIFICATION AND MITIGATION PLAN

TYPE OF RISK CAUSES RISK ASSESSMENT RISK RESPONSE MITIGATION STRATEGY/DESCRIPTION OF CONTROLS
L I Total score
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TOOL 1: AWARENESS-RAISING MESSAGES FOR THE COMMUNITY

Example: Key messages for the community

Introduce your organization and any partners that you will be working with on the assessment.

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TOOL 2: INFORMATION SESSION FOR POTENTIAL PARTICIPANTS

Example: Information session agenda

1. Introduce the organizations involved in the assessment and the child protection or GBV activities that you usually run in the community.

2. Explain the purpose of the assessment, and why you want to include girls, boys, young women and young men with disabilities — See Tool 1: Awareness-raising messages for the community (p. 50) for more detail.

3. Describe the different activities that will be conducted during the assessment. Use photos, as well as verbally describing this. See Annex 2: Sample PowerPoint Presentation. 10

4. Separate parents and children for an activity (preferably in the same room). Have one staff member sit with parents and caregivers to answer their questions, and then another one run an ice-breaker with the children and youth, so they can get to know each other.

5. Share examples of activities from the “Communication Toolbox”, including pictures, cameras and the Story in a Bag, so that children and young people with disabilities can start to explore what works best for them.

During this time, walk around to individuals who you may need to learn more about to facilitate their participation in the activities. These may include

6. Close the information session by bringing everyone back together as a large group, answer any further questions that children, young people and their caregivers may have, and clarify the next steps.

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TOOL 3: GROUP DISCUSSIONS WITH PARENTS AND CAREGIVERS OF CHILDREN WITH DISABILITIES

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GROUP DISCUSSION GUIDE 11

Activity 2: Intersection of disability and gender across life stages (30 minutes)

Purpose: This activity will help identify how the community perceives women, girls, men and boys with disabilities and how this affects their roles, responsibilities and opportunities in the community. It will also help to understand the expectations of women, girls, men and boys with disabilities and the reality of their daily life, including the support they may or may not receive from others in the community.

Facilitation: You can use pictures of girls and boys, young women and young men with disabilities undertaking different activities to stimulate the discussion.

Questions for discussion:

See Annex 3: Pictures for group discussion 13

Activity 3: Violence against children and youth with disabilities (30 minutes)

Purpose: This activity will help identify different risks faced by girls, boys, young women and young men with disabilities in the community and their access to social networks.

Facilitation:

Questions for discussion:

Activity 4: Support for child survivors with disabilities (15 minutes)

Purpose: This activity will help to identify barriers and facilitators to accessing services for children and youth with disabilities who have experienced violence.

Preparation: Develop short, contextually appropriate case studies about gender-based violence committed against children and youth with disabilities. Use these case studies to guide the questions below. It is important that these case studies are not linked to a specific story or child from the community. A few sample case studies are provided here, but should be adapted to your context.

Sample Case Study 1: A young girl who is deaf and can't speak left her home during the night to use the latrine. When she exited the latrine, a man grabbed her, pulled her behind the latrines and raped her.

Sample Case Study 2: A girl with intellectual disabilities is being tied up at home by her parents. Her mother says this is to stop her from running outside, where she might be abused. She can be very affectionate to strangers, and will do whatever other people tell her.

Sample Case Study 3: A young man with physical disabilities is living with his sister and brother-in-law. His sister frequently tells him that he is “useless” and a burden on the family. He tries to help by doing household chores, but other men sometimes tease him when they see him doing these activities.

Sample Case Study 4: A young woman who is blind — she has a boyfriend who keeps her a secret from his friends and family. When they argue about this, he says that she is “lucky” to have him and threatens to leave her.

Facilitation: Begin by explaining to the group, “We would like to ask you some questions about the services and assistance available for girls, boys, young women and young men with disabilities who experience violence. We are going to begin by sharing a fictional scenario with you, and we will ask you some questions.” You may want to share more than one case study.

Questions for discussion:

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TOOL 4: PARTICIPATORY ACTIVITIES WITH CHILDREN AND YOUTH WITH DISABILITIES

GROUP ACTIVITIES

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Activity 3: Introduce the “Communication Toolbox”

There are lots of ways to contribute to this discussion and for children and young people to document or record their concerns and ideas. Let the participants decide what the best way is for the different people in your group. Introduce the “Communication Toolbox” that they can use. These include:

Table: Using tools with children with different types of impairments 14

TOOL PHYSICAL IMPAIRMENT BLINDNESS AND LOW VISION DEAF AND HEARING IMPAIRMENT INTELLECTUAL IMPAIRMENT COMMENTS
Drawing and artwork

✗ Not suitable for children who are blind.

✓ May suit some children with low vision.

Tactile paint and colorful stickers may help children who are low vision to navigate a visual map.
The picture library

✗ Not suitable for children who are blind.

✓ May suit some children with low vision.

This is especially useful with children with hearing disabilities, as well as those with intellectual disabilities.
The sound library

✗ Not suitable for children who are Deaf.

✓ May suit some children who are hard of hearing, if used with a headset.

This is particularly useful with children who are blind. They may also want to record their own voice and reflections on places where they feel safe/unsafe.
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Photography

✗ Not suitable for children who are blind.

✓ May suit some children with low vision, as photographs can be easily enlarged.

Photography is a great way to capture the lived experiences of children with disabilities, both at home and in the public sphere. It may not be immediately apparent why a child has taken a certain photograph — explore this by looking for themes across photos, and asking questions of peers and siblings.
A guided tour ✓ Length of tour should be adapted to capacity of those in the group. All children have a right to move around their community — even those who require assistance can be included in this activity, as it will highlight the interaction of individual, relationship and community level factors that affect their access and inclusion.
Story in a bag This is especially useful with children with more profound communication difficulties and for those with vision impairments who can use objects that they can feel to document their own experiences.

DISCUSSION GUIDE

Prompting questions for discussion both during and after activities should include:

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TOOL 5: INDIVIDUAL INTERVIEWS AND OBSERVATION CHECKLIST 15

Interview guide

Interview questions

The following interview questions are written to be directed to the individual with disabilities, but could also be used with women and girls who are caregivers of persons with disabilities to better understand their experiences, access and inclusion in the community.

1. Tell me a bit about yourself.

Additional prompts: What kind of things do you enjoy doing? How long have you been living here? Who lives in your household?

2. What kind of community activities do you participate in?

Additional prompts: Ask about education, children's and girl's groups, health, and livelihoods activities, as appropriate. What things do you like about these activities? What things do you find difficult about these activities?

3. Are there any places or activities in the community where you feel most comfortable or most safe? What makes these places comfortable or safe for you?

4. Do you have contact with other women/girls/men/boys your age? If so, who provides you support? Where to you go to meet them? If not, what are the challenges to meeting and socializing with other women/girls/men/boys your age?

5. Are there any places or activities in the community where you feel uncomfortable or unsafe? What makes these places uncomfortable or unsafe for you?

Additional prompts: Are there places or activities where children and young people with disabilities may be at risk of different forms of violence, including sexual abuse or exploitation? Are some children and young people with certain types of disabilities (like intellectual disabilities) more at risk? Are girls, boys, young women and young men at risk of different forms of violence? How is it different?

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6. Where do you go or who do you talk to if you have problems and concerns?

Additional prompts: Have you heard about services for survivors who have experienced sexual violence? Do girls, boys, young women and young men with disabilities have difficulty accessing these services? If so, what are some of the barriers that they face in accessing these services?

7. Are there any programs or activities for women/girls/men/boys in the community that you would like to access or participate in? What has prevented you from accessing these services or activities in the past? How could we help you to participate in this activity or access this service?

Additional prompts: Ask about different GBV prevention activities that are running in the community, such as adolescent girls' groups, awareness-raising, campaigns and trainings.

Observation checklist

During an individual interview, it can be useful to make some notes about what you observe about the individual and their environment. This can help to determine other things in the child's home life and relationships that may affect their health, safety and well-being. It can also help to identify additional needs, concerns, and ways to support the child with a disability to participate in your program and access your services. The questions below may be useful for guiding your observations.

COMMUNICATION
How does the person communicate? Watch other family members to see how they interact with the person. Do they use speech, writing or gestures?
PHYSICAL
Describe the person's personal appearance and hygiene. Are they dressed in an appropriate way compared with girls and boys of a similar age in the household or community ( e.g. , Are they naked or partially clothed when others are fully clothed)? If not, ask caregivers for a blanket and/or clothing before continuing with the interview. Do they appear to have good hygiene ( e.g. , Are they more clean or less clean than other women or men in the household)? How are they moving around the room?
EMOTIONAL
How does the child express that they are happy, sad, comfortable or angry? Has there been any recent change in their behavior ( e.g. , mood swings; agitation; fear of other people; sleep and eating disturbances; withdrawal; changes in their usual communication; self-injury or inappropriate sexual behaviors)?
ENVIRONMENTAL
What is the current state of the individual's home? Is the home of the same quality and/or standard as nearby homes? What is the current state of their surrounding community? How close are they to important facilities ( e.g. , health centers, schools and community meeting points)?
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TOOL 5: OBSERVATION CHECKLIST

COMMUNICATION
How does the person communicate? Watch other family members to see how they interact with the person. Do they use speech, writing or gestures?
PHYSICAL
Describe the person's personal appearance and hygiene. Are they dressed in an appropriate way compared with girls and boys of a similar age in the household or community ( e.g. , Are they naked or partially clothed when others are fully clothed)? If not, ask caregivers for a blanket and/or clothing before continuing with the interview. Do they appear to have good hygiene ( e.g. , Are they more clean or less clean than other women or men in the household)? How are they moving around the room?
EMOTIONAL
How does the child express that they are happy, sad, comfortable or angry? Has there been any recent change in their behavior ( e.g. , mood swings; agitation; fear of other people; sleep and eating disturbances; withdrawal; changes in their usual communication; self-injury or inappropriate sexual behaviors)?
ENVIRONMENTAL
What is the current state of the individual's home? Is the home of the same quality and/or standard as nearby homes? What is the current state of their surrounding community? How close are they to important facilities ( e.g. , health centers, schools and community meeting points)?
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TOOL 6: COMMUNITY WORKSHOP

Example: Community workshop agenda

1. Introduce the organizations involved in the assessment and describe the child protection or GBV activities that you usually run in the community.

2. Explain the purpose of the workshop:

3. What did we do during the assessment?

Describe the different activities that were conducted during the assessment.You may like to use photos, as well as verbally describing this. You can also invite the children and young people to describe different activities and tools that were used, perhaps through “work stations” around the room that participants visit to learn about each of the activities.

4. What did we learn during the assessment?

Depending on the size of the group, this activity could be done in through group activities or a “Global Café” activity. Give representatives from each group from the assessment — female caregivers; male caregivers; girls with disabilities; boys with disabilities; young women with disabilities; and young men with disabilities — a space or location in the room. They can set up this space with tables and chairs, and place any posters or artwork on the walls that they developed during the assessment. Split the remaining participants into six groups who will spend 10 minutes with each participant group before rotating to the next one. Ask the workshop participants to record the main concerns and recommendations of each group, which they must share at the end of this activity to cross-check and validate with the representatives present.

5. What will we do next?

Summarize the recommendations from the representatives of each group and write these on flip chart paper so that everyone can see them and refer to them throughout this activity. Depending on the recommendations presented and the stakeholders present, you can divide participants in groups to develop actions to implement over the next 12 months. Examples of ways to divide the participants could be:

It is important to clarify with all participants that these actions should focus on ways to adapt existing child protection and GBV programs so children and youth with disabilities are being included, NOT to develop new and separate programs for this group.

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TOOL 6: COMMUNITY WORKSHOP DOCUMENTATION FORM

FEMALE CAREGIVERS MALE CAREGIVERS

Main GBV concerns ___

Recommendations ___

Main GBV concerns ___

Recommendations ___

YOUNG WOMEN WITH DISABILITIES YOUNG MEN WITH DISABILITIES

Main GBV concerns ___

Recommendations ___

Main GBV concerns ___

Recommendations ___

GIRLS WITH DISABILITIES BOYS WITH DISABILITIES

Main GBV concerns ___

Recommendations ___

Main GBV concerns ___

Recommendations ___

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TOOL 7: EVALUATION — STORIES OF CHANGE

Practice example

Story of Change: Sifo (16 years old)

“When I was in the Congo, I lost my leg. It was infected and they put me in the hospital. I remember overhearing conversations when I was there. They thought I was unconscious, but I could hear them talking, saying that I was a ‘lost cause’ and that it was not worth trying to save my life. I used to think about this often and it made me very upset.

When I first got connected with the International Rescue Committee (IRC) they advocated for me in many ways. First they ensured that I got a prosthetic leg. It was so important to me then. I remember that feeling when I could first start to walk around with ease, and it made me feel like I was part of the community again.

After that, the team from IRC made sure that I could start to go to school again. Since going back to school I have made many friends. I work hard in school. I am a good student and I really enjoy studying. In school, I can work hard and I can prove that despite what they said in the hospital in the Congo, I am not ‘worthless.’ Instead, I am a girl with a lot to share and to offer.

Over the past year, I have most enjoyed going to awareness sessions. It is important to me that the community sees me as not just a girl without a leg, but as a person with rights and a future. I also really appreciate the materials from IRC, especially sanitary napkins and supplies, because often people forget that girls our age need them. With my new leg and my chance to have an education, I feel safer, smarter and less likely to be taken advantage of.” 16

Instructions

For children and young people with limited communication abilities, ask caregivers: How does [state the name of the person] tell you that she/he is unhappy or uncomfortable with something? What makes her/him happy or sad? Use this information to facilitate the interview if verbal communication is not possible and respect any indications that the participant is not comfortable or willing to continue.

Questions to guide story documentation 17

TELL ME A BIT ABOUT YOURSELF. HOW LONG HAVE YOU BEEN LIVING HERE? WHO LIVES IN THIS HOUSEHOLD WITH YOU?
WHAT KIND OF COMMUNITY ACTIVITIES DO YOU AND YOUR FAMILY MEMBERS PARTICIPATE IN?
Ask probing questions relating to specific GBV activities that are running in the community.
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TELL ME A STORY THAT DESCRIBES THE MOST IMPORTANT CHANGE OR OUTCOME FOR YOU SINCE PARTICIPATING IN THESE ACTIVITIES.
Alternative phrasing: Tell me a story about the outcome of these activities for you. How have they helped you? What has been most important to you?
WHAT MAKES THIS STORY IMPORTANT OR SIGNIFICANT FOR YOU?
Alternative phrasing: What makes you want to share this story with other people? What do you want them to understand about you?
WHAT ARE SOME OF THE THINGS THAT HELPED YOU TO PARTICIPATE IN THESE ACTIVITIES? WHAT ARE SOME OF THE THINGS THAT MADE IT HARD TO PARTICIPATE IN THESE ACTIVITIES?
Alternative phrasing: What do you like about these activities? What don't you like about these activities?
HOW (IF AT ALL) DID ORGANIZATIONS WORKING WITH CHILDREN AND YOUTH CONTRIBUTE TO THESE CHANGES?
Ask probing questions. What did our programs and staff do to help these changes happen? Can you tell me more about this?
WHAT WOULD YOU LIKE TO DO NEXT?
What kinds of activities or programs are you interested in now? What kinds of things would you like to participate in? What prevents you from participating? How could we help you to participate in this activity?
RECOMMENDATIONS
What ideas or suggestions do you have for ways we can improve the GBV program in this community for girls, boys, young women and young men with disabilities? What are the three key messages you want to give to people running GBV programs?
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TOOL 7: STORY OF CHANGE: DOCUMENTATION FORM

Facilitator: ___

Note-taker (if applicable): ___

Date: ___ Location: ___

Translation: Yes ┚ No ┚

If yes, the translation was from ___ (language) to ___ (language)

Description: ___

( e.g. , adolescent girl with disabilities; female caregiver)

Instructions

For children and young people with limited communication abilities, ask caregivers: How does [state the name of the person] tell you that she/he is unhappy or uncomfortable with something? What makes her/him happy or sad? Use this information to facilitate the interview if verbal communication is not possible and respect any indications that the participant is not comfortable or willing to continue.

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Questions to guide story documentation 1

TELL ME A BIT ABOUT YOURSELF. HOW LONG HAVE YOU BEEN LIVING HERE? WHO LIVES IN THIS HOUSEHOLD WITH YOU?
WHAT KIND OF COMMUNITY ACTIVITIES DO YOU AND YOUR FAMILY MEMBERS PARTICIPATE IN?
Ask probing questions relating to specific GBV activities that are running in the community.
TELL ME A STORY THAT DESCRIBES THE MOST IMPORTANT CHANGE OR OUTCOME FOR YOU SINCE PARTICIPATING IN THESE ACTIVITIES.
Alternative phrasing: Tell me a story about the outcome of these activities for you. How have they helped you? What has been most important to you?
WHAT MAKES THIS STORY IMPORTANT OR SIGNIFICANT FOR YOU?
Alternative phrasing: What makes you want to share this story with other people? What do you want them to understand about you?
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WHAT ARE SOME OF THE THINGS THAT HELPED YOU TO PARTICIPATE IN THESE ACTIVITIES? WHAT ARE SOME OF THE THINGS THAT MADE IT HARD TO PARTICIPATE IN THESE ACTIVITIES?
Alternative phrasing: What do you like about these activities? What don't you like about these activities?
HOW (IF AT ALL) DID ORGANIZATIONS WORKING WITH CHILDREN AND YOUTH CONTRIBUTE TO THESE CHANGES?
Ask probing questions. What did our programs and staff do to help these changes happen? Can you tell me more about this?
WHAT WOULD YOU LIKE TO DO NEXT?
What kinds of activities or programs are you interested in now? What kinds of things would you like to participate in? What prevents you from participating? How could we help you to participate in this activity?
RECOMMENDATIONS
What ideas or suggestions do you have for ways we can improve the GBV program in this community for girls, boys, young women and young men with disabilities? What are the three key messages you want to give to people running GBV programs?
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COMMUNICATION TOOLBOX

DRAWING AND ARTWORK

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THE PICTURE LIBRARY

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Process

1. Lay out the photos and images in front of the children and young people — let them touch and look at the photos and talk about them with each other.

2. Go through each of the three key topics, asking the children to select a picture that applies to each one:

3. Use the Discussion Guide (p. 69) to further explore the pictures chosen by each child — ask them to tell you about each picture they have chosen, what it means to them and why they have chosen it.

4. Ask the children to then select a picture that makes them happy. Explore why they chose this picture and discuss what it might mean for programming on GBV prevention. Ask them as a large group to make recommendations about:

Do no harm: Images of violence may trigger additional emotional distress for survivors of GBV. Hence, it is important to always start with more general images of exclusion and marginalization, monitoring how individuals are interacting with these pictures, and watching for any signs of distress or withdrawal that may indicate that they are not ready to move onto more sensitive topics or discussions.

THE SOUND LIBRARY 3

Process

1. Explain that you are going to ask some questions and that the child might like to listen to the sounds to help answer them. Show them how the audio recorder/player works and demonstrate the headphones. Help them become comfortable with wearing headphones. Practice use of the audio player and headphones with clearly recognizable sounds or music.

2. Go through each of the three key topics, asking the children to select a sound that applies to each one:

3. Use the Discussion Guide (p. 69) to further explore the sounds chosen by each child — ask them to tell you about each sound they have chosen, what it means to them and why they have chosen it.

4. Ask the children to then select a sound that makes them happy. Explore why they chose this sound, and discuss what it might mean for programming on GBV prevention. Ask them as a large group to make recommendations about:

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PHOTOGRAPHY

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Process

1. Show the children how to use the camera and give them a chance to practice with an example question, such as “take a photo that describes one thing you like about this location” and “take a photo that describes one thing you don't like about this location.”

2. Discuss the importance of only taking pictures of people who give their permission. Get them to practice this with the staff and other children or young people in the current location.

3. Remind participants that we want to collect photos that describe three key topics:

4. Invite the group to split up into pairs or smaller groups to work together in collecting photographs around each of these topics.

5. Let the children take the cameras away to work on this project. This can be done independently by older children, or with adult supervision for younger children.

6. Collect the cameras and print the photos so that they are ready for your next session with the group.

7. Lay out the photos in front of the children and young people — let them touch and look at the photos and talk about them with each other.

8. Go through each of the three key topics, asking the children to select a photo that applies to each one.

9. Use the Discussion Guide (p. 69) to further explore the photos taken by each child — ask them to tell you about each photo they have chosen, what it means to them and why they have chosen it.

10. Ask the children to then select a photo that makes them happy. Explore why they chose this photo, and discuss what it might mean for programming on GBV prevention. Ask them as a large group to make recommendations about:

THE GUIDED TOUR 9

STORY IN A BAG 10

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ANNEXES

The annexes referred to in this toolkit are available online.

ANNEX 1: METHODOLOGY

Gender-based Violence against Children and Youth with Disabilities: A Toolkit for Child Protection Actors

ANNEX 1: PILOT METHODOLOGY

This document provides an overview of the methodology used for field piloting the tools with ChildFund staff and partners in Ethiopia. Tools and resources developed in this project are now available in the publication: Gender-based Violence against Children and Youth with Disabilities: A Toolkit for Child Protection Actors.

www.womensrefugeecommission.org/disabilities/resources/1290-youth-disabilities-toolkit-methodology

ANNEX 2: SAMPLE POWERPOINT PRESENTATION

Participatory Assessments with Children and Youth with Disabilities: What steps will we undertake?

www.womensrefugeecommission.org/disabilities/resources/1291-youthdisabilities-toolkit-presentation

ANNEX 3: PICTURES FOR GROUP DISCUSSION

www.womensrefugeecommission.org/disabilities/resources/1292-youth-disabilities-toolkit-pictures

ANNEX 4: SAMPLE PICTURE LIBRARY

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Notes

1 United Nations, Convention on the Rights of Persons with Disabilities (Geneva: United Nations, 2006).

2 UNICEF, State of the World's Children: Children with Disobilities (New York: UNICEF, 2013).

3 Women's Refugee Commission & International Rescue Committee, “I see that it is possible”: Building capacity for disability inclusion in gender-based violence programming (New York: WRC, 2015). http://wrc.ms/disability_GBV

4 Children are defined as those who are 0–18 years of age, and young people (or youth) as those who are 15–24 years of age.

5 https://www.womensrefugeecommission.org/disabilities/resources/1290-vouth-disabilities-toolkit-metho

6 To access these additional resources please contact ChildFund at global@childfund.org

7 Child sexual abuse is defined as “any form of sexual acfivify with a child by an adult or by another child who has power over the child.” International Rescue Committee, Coring for child survivors of sexual abuse: Guidelines for health and psychosocial service providers in humanitarian settings (New York: IRC, 2012), p. 15.

8 Human Rights Council, 20th Session, Thematic study of the issue of violence against women and girls with disabilities, A/HRC/20/5, 30 March 2012. http://www.ohchr.org/Documents/HRBodies/HRCouncil/RegularSession/Session20/A-HRC-20-5 en.pdf (accessed 2 November 2012).

9 Evidence suggests that supporting children and youth, particularly during adolescent years, to develop human, social, financial and physical assets, improves their health, reduces their risks and equips them with the skills to positively impact their families and communities. Education, communication skills, friendships and social networks, as well as having vocational skills and opportunities in older adolescence are considered the “building blocks of economic and social empowerment.” For more information about asset-based approaches, please refer to: Women's Refugee Commission, Strong girls, powerful women. Program planning and design for adolescent girls in humanitarian settings (New York: WRC, 2014). http://wrc.ms/StrongGirlsReport

10 United Nations, Convention on the Rights of Persons with Disabilities (Geneva: United Nations, 2006).

11 Women's Refugee Commission, Strong girls, powerful women. Program planning and design for adolescent girls in humanitarian settings (New York: WRC, 2014). http://wrc.ms/StrongGirlsReport

12 Lisa Jones, et. al. “Prevalence and risk of violence against children with disabilities: A systematic review and meta-analysis of observational studies,” The Lancet, vol. 380 no. 9845 (2012): pp. 899–907.

13 United Nations, From exclusion to equality. Realizing the Rights of Persons with Disabilities: Handbook for parliamentarians on the Convention on the Rights of Persons with Disabilities (Geneva: United Nations, 2007). http://www.un.org/disabilities/default.asp?id=212

14 Article 12: Equal recognition before the law. United Nations, Convention on the Rights of Persons with Disabilities (Geneva: United Nations, 2006).

15 Activity adapted from: Building capacity for disability inclusion in gender-based violence programming in humanitarian settings — A toolkit for GBV practitioners. https://womensrefugeecommission.org/?option=com zdocs&view=document&id=1173

16 This tool is adapted from Building capacity for disability inclusion in gender-based violence programming in humanitarian settings — A toolkit for GBV practitioners. https://womensrefugeecommission.org/?option=com zdocs&view=document&id=1173

1 Activity adapted from: Building capacity for disability inclusion in gender-based violence programming in humanitarian settings — A toolkit for GBV practitioners. https://womensrefugeecommission.org/?option=com zdocs&view=document&id=1173

2 ChildFund, We've got something to say! Promoting child and youth agency: A facilitator's guide (Richmond: ChildFund International, 2010).

3 ChildFund International, Conceptual framework on gender-based violence against children (2013).

4 See note 2.

5 Adapted from the Washington Group Short Set of Questions on Disability. http://www.cdc.gov/nchs/washington_group/wg_questions.htm

6 Elena Jenkin, Erin Wilson, Kevin Murfitt, Matthew Clarke, Robert Champain & Laine Stockman, nclusive practice for research with children with disability: A guide (Melbourne: Deakin University, 2015). http://www. voicesofchildrenwithdisabilitv.com

7 ChildFund, We've got something to say! Promoting child and youth agency: A facilitator's guide (Richmond: ChildFund International, 2010).

8 To access ChildFund guideline please contact global@childfund.org

9 Adapted from the Washington Group Short Set of Questions on Disability. http://www.cdc.gov/nchs/woshington_group/wg_questions.htm

10 https://www.womensrefugeecommission.org/disabilities/resources/1291-youth-disabilities-toolkit-presentation

11 Adapted from: “I see it is possible”: Gender-based violence and disability toolkit for GBV practitioners. https://womensrefugeecommission.org/?option=com_zdocs&view=document&id=1173

12 https://www.womensrefugeecommission.Org/disobilities/resources/1292-youth-disabilities-toolkit-pictures

13 Ibid.

14 Adapted from: Elena Jenkin, Erin Wilson, Kevin Murfitt, Matthew Clarke, Robert Champain & Laine Stock-man, Inclusive practice for research with children with disability: A guide (Melbourne: Deakin University, 2015). http://www.voicesofchildrenwithdisabilitv.com/

15 Adapted from: “I see it is possible”: Gender-based violence and disability toolkit for GBV practitioners https://womensrefugeecommission.org/?option=com_zdocs&view=document&id=1173

16 Stories of change: Building capacity for disability inclusion in GBV programming in humanitarian settings. https://womensrefugeecommission.org/programs/disabilities/research-andresources/1110-disabilities-stories-of-change

17 Adapted from: R.J. Davies & J. Dart, The ‘Most Significant Change’ Technique: A Guide to Its Use (2004). www.mande.co.uk/docs/MSCGuide.pdf

1 Adapted from: R.J. Davies & J. Dart, The ‘Most Significant Change’ Technique: A Guide to Its Use (2004). www,monde.co.uk/docs/MSCGuide.pdf

1 Inclusive practice for research with children with disability: A guide. http://www.voicesofchildrenwithdisability.com/

2 https://www.womensrefugeecommission.org/disabilities/resources/1293-youth-disabilities-toolkit-library

3 Adapted from: Elena Jenkin, Erin Wilson, Kevin Murfitt, Matthew Clarke, Robert Champain & Laine Stock-man, Inclusive practice for research with children with disability: A guide (Melbourne: Deakin University, 2015). http://www.voicesofchildrenwithdisabilitv.com

4 S. Lorenz, & B. Kolb, “Involving the public through participatory visual research methods,” Health Expectations, 12 (2009): pp. 262–274.

5 J.M. Jurkowski, “Photovoice as a participatory action research tool for engaging people with intellectual disabilities in research and program development,” Intellectual and Developmental Disabilities, vol. 46 no. 1 (2008): pp. 1–11. http://www.researchgate.net/publication/5579735_Photovoice_as_participatory_action_research_tool_for_engaging_people_with_intellectual_disabilities_in_research_and_program_development (accessed 12 August 2014).

6 M. Tijm, H. Cornielje, & A.K. Edusei, “‘Welcome to my life!’ Photovoice: Needs assessment of, and by, per-sons with physical disabilities in the Kumasi metropolis, Ghana,” Disability, CBR and Inclusive Development, vol. 22, no. 1 (2011): pp. 55–72. http://dcidj.org/article/view/12/28 (accessed 12 August 2014).

7 Elena Jenkin, Erin Wilson, Kevin Murfitt, Matthew Clarke, Robert Champain & Laine Stockman, Inclusive practice for research with children with disability: A guide (Melbourne: Deakin University, 2015). http://www.voicesofchildrenwithdisability.com/

8 For an example, please see the WRC photo-essay at: https://womensrefugeecommission.org/resources/photo-essays/87-creating-safespaces-and-strengthening-girls-social-assets-through-disability-inclusion

9 Adapted from: Elena Jenkin, Erin Wilson, Kevin Murfitt, Matthew Clarke, Robert Champain & Laine Stockman, Inclusive practice for research with children with disability: A guide (Melbourne: Deakin University, 2015). http://www.voicesofchildrenwithdisabilitv.com/

10 Adapted from: Elena Jenkin, Erin Wilson, Kevin Murfitt, Matthew Clarke, Robert Champain & Laine Stockman, Inclusive practice for research with children with disability: A guide (Melbourne: Deakin University. 2015). http://www.voicesofchildrenwithdisabilitv.com/

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