THE REPUBLIC OF UGANDA OFFICE OF THE PRIME MINISTER UGANDA DEVELOPMENT RESPONSE TO DISPLACEMENT IMPACTS PROJECT Violence Against Children PREVENTION AND RESPONSE Practical Guidance THE REPUBLIC OF UGANDA OFFICE OF THE PRIME MINISTER UGANDA DEVELOPMENT RESPONSE TO DISPLACEMENT IMPACTS PROJECT Violence Against Children PREVENTION AND RESPONSE Practical Guidance © 2020 International Bank for Reconstruction and Development/The World Bank 1818 H Street NW, Washington, DC 20433 202-473-1000 | www.worldbank.org Some rights reserved. The findings, interpretations, and conclusions expressed in this work do not necessarily reflect the views of The World Bank, its Board of Executive Directors, or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. Nothing herein shall constitute or be considered to be a limitation upon or waiver of the privileges and immunities of The World Bank, all of which are specifically reserved. 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Photo credits: Office of the Prime Minister, Uganda. ii Contents Acknowledgments ...................................................................................................................................iv Abbreviations and Acronyms.................................................................................................................v Key Concepts and Terms.........................................................................................................................vi 1 Introduction ..........................................................................................................................................1 2 Background ...........................................................................................................................................3 Forced Displacement in Uganda ......................................................................................................................3 VAC in the Displacement Context ...................................................................................................................4 The Intersection of Violence Against Children and Gender-based Violence ...............................................5 3 Understanding and Addressing Risks . ..........................................................................................7 Risks and Considerations for the DRDIP ........................................................................................................7 Addressing Risks of VAC in DRDIP ...............................................................................................................11 4 References ...........................................................................................................................................23 Appendix A. Questions and Prompts to Assess VAC-Related Issues in DRDIP.................... 24 Boxes 3.1 DRDIP Subprojects.............................................................................................................................................8 3.2 Guiding Principles............................................................................................................................................12 3.3 Protection Against Sexual Exploitation and Abuse......................................................................................13 Tables 2.1 Risk Factors for Violence Against Children in a Context of Forced Displacement......................................6 3.1 Considerations and Good Practices to Mainstream Child Protection........................................................15 3.2 Examples of Relevant Child Protection Indicators.......................................................................................21 iii Acknowledgments This practical guidance was led by Margarita Puerto Gomez, Response to Displacement Impacts Project under the leader- senior social development specialist, and Varalakshmi Vem- ship of Robert Limlim, project director; Charles Bafaki, project uru, lead social development specialist, Social Development manager; Michael Nsamba, social safeguards specialist; Caro GP, of the World Bank. The note was prepared by consultants Breda Lorika environmental and social specialist, and UNHCR Ismael Ddumba-Nyanzi and Pelucy Ntambirweki. Uganda. We gratefully acknowledge Jeanne Ward, international Funding for the preparation of the note was provided by GBV consultant; Birgithe Lund-Henriksen, Chief, Child Pro- the State and Peacebuilding Fund (SPF), a global fund sup- tection, UNICEF in Uganda; Elaine Chee, Social Development ported by Australia, Denmark, France, Germany, the Neth- Specialist, World Bank; and Michael Christian Mahrt, Senior erlands, Norway, Sweden, Switzerland, the United Kingdom, GBV Specialist, World Bank, for their further guidance, input, and the International Bank for Reconstruction and Develop- and comments; Damalie Evalyne Nyanja, program assistant, ment to finance critical development operations and analysis and Kate Kanye, consultant, for their logistical support; and in situations of fragility, conflict, and violence; and by and the Laura Johnson for editing and design. Disaster Risk Finance for Resilient Livelihoods, a global trust fund between the SIDA headquarters and the World Bank, Additional invaluable feedback was provided by the project which seeks to build resilience to the impacts of shocks among implementation support team for the Uganda Development vulnerable households, with a focus on gender. iv Abbreviations and Acronyms AAP accountability to affected populations DIST district implementation support team DRDIP Development Response to Displacement Impacts Project NDP II National Development Plan 2015/16–2019/20 PEP postexposure prophylaxis PSEA protection from sexual exploitation and sexual abuse SIST subcounty implementation support team UNCRC United Nations Convention on the Rights of the Child UNHCR United Nations High Commissioner for Refugees VAC violence against children WASH water, sanitation, and hygiene v Key Concepts and Terms Child. The United Nations Convention on the Rights of the Host communities. Communities that host large popula- Child defines a child as a human being younger than 18 years, tions of refugees and/or internally displaced persons, typically unless under the law applicable to the child the age of majority in camps, local settlements or integrated into households. is reached earlier. Mainstreaming child protection. Mainstreaming child Child protection. A broad term to describe efforts aimed protection means assessing specific child protection needs at keeping children safe from harm. The United Nations Chil- and risks associated with a project or intervention and under- dren’s Fund (UNICEF) uses the term “child protection” to taking appropriate measures to mitigate or address the iden- refer to preventing and responding to violence, exploitation, tified risks. neglect, and abuse against children. Sexual exploitation and abuse (SEA). Refers to forms of Child safeguarding. Refers to measures taken to promote GBV that have been reported in humanitarian contexts, spe- the welfare of children and protect them from harm. In the cifically alleged against humanitarian workers. Sexual exploita- context of the Development Response to Displacement tion is a facet of GBV that is defined as any actual or attempted Impacts Project (DRIDP), the broad obligation of staff and abuse of a position of vulnerability, differential power, or trust partners is to ensure DRDIP activities and project operations for sexual purposes, including but not limited to, profiting do not expose children to adverse impacts, including the risk monetarily, socially, or politically from the sexual exploitation of abuse and exploitation, and that any concerns about chil- of another. Sexual abuse is further defined as “the actual or dren’s safety within the communities where they work are threatened physical intrusion of a sexual nature, whether by appropriately reported. force or under unequal or coercive conditions (IASC 2015). In the context of World Bank-supported projects, SEA occurs Gender-based violence (GBV). GBV is an umbrella term against a beneficiary or member of the community. for any harmful act that is perpetrated against a person’s will and that is based on socially ascribed gender differences. GBV Violence against children (VAC). Violence against chil- includes acts that inflict physical, mental, or sexual harm or dren includes all forms of violence against people under the suffering; threats of such acts; and coercion and other depriva- age of 18, whether perpetrated by parents or other caregivers, tions of liberty, whether occurring in public or in private life. peers, or strangers. The Ugandan Children (Amendment) Act GBV disproportionately affects women and girls across their of 2016 defines VAC as: lifespan. “any form of physical, emotional or mental injury or abuse, Displacement. Forcible or voluntary uprooting of persons neglect, maltreatment and exploitation, including sexual from their homes by violent conflicts, gross violations of abuse, intentional use of physical force or power, threat- human rights and other traumatic events, or threats thereof. ened or actual against an individual which may result in or Persons who remain within the borders of their own country has a high likelihood of resulting in injury, death, psycho- are known as internally displaced persons. logical harm, mal-development or deprivation.” vi 1 Introduction This note provides practical guidance on how to effectively to basic social services, expand their economic opportunities, identify, assess, and manage the risk of violence against chil- and enhance environmental management. Anticipated sub- dren (VAC) in a context of a development response to forced projects under DRDIP will focus on: (1) social and economic displacement. It is intended to help government and nongov- services and infrastructure; (2)  environmental and natural ernment actors involved in the design, implementation, mon- resource management; and (3) livelihoods programs. itoring, and evaluation of the Uganda Development Response to Displacement Impacts Project (DRDIP) ensure that there Within and across each subproject, DRDIP is committed are effective mechanisms in place for the identification and to incorporating mechanisms to minimize the risk of VAC and response to risk of VAC. The note complements the DRDIP ensure an adequate and holistic response for child survivors guidance notes on integrating gender-based violence (GBV) of violence. Recognizing that VAC is a multifaceted problem prevention, risk mitigation, and response into DRDIP.1 that cannot be effectively addressed from a single vantage point, the project seeks to promote a broad-based approach DRDIP seeks to address the impacts of forced displace- that draws on the capacity and expertise of a variety of sec- ment in communities hosting refugees in 11  districts in tors. DRDIP is equally committed to ensuring that its subproj- Uganda: Arua, Adjumani, Kiryandongo, Isingiro, Kamwenge, ects support efforts to prevent and respond to GBV. To the Kyegegwa, Lamwo, Moyo, Yumbe, Koboko, and Hoima (GOU extent possible and without compromising efforts to meet and World Bank 2019). The project seeks to serve communi- the specific needs of each target group, DRDIP aims to sup- ties hosting refugees in target areas to increase their access port collaboration and coordination between VAC and GBV interventions and build on the significant overlaps in the roles 1. The guidance notes are available at: https://opm.go.ug/download/ drdip-understanding-and-addressing-gender-based-violence/. service providers play with regard to both. 1 The note does not include specific guidance on measures High Commissioner for Refugees’ 2012 Minimum Standards to prevent or provide protection against sexual exploitation for Child Protection in Humanitarian Action, which under- and abuse (SEA) by DRDIP staff, contractors, or consultants lines the need to ensure that child protection considerations (see box 3.3). Rather, it focuses on community-level efforts inform every aspect of all humanitarian actions in compliance to prevent, mitigate, and respond to any incident of VAC with the “do no harm” principle (Child Protection Working triggered by the project. It complements the United Nations Group 2012). 2 2 Background Forced Displacement in Uganda resource base. The continued influx of refugees in these areas Uganda is the largest refugee-hosting country in Africa and multiplies the enormous pressures on already-strained pub- the third-largest worldwide. Because of ongoing conflicts and lic services, natural resources, local infrastructure, and social instability in the Democratic Republic of Congo and South dynamics. It can also exacerbate existing vulnerabilities and Sudan, official statistics from the Office of the Prime Minis- render the population in refugee-hosting areas less resilient ter and the United Nations High Commissioner for Refugees to economic and environmental shocks (UNDP 2017). For (UNHCR) estimate that Uganda is hosting over 1.33 million example, studies show that the presence of refugees affects refugees and asylum seekers. Women and children comprise the coping abilities of host communities, especially where 82 percent of Uganda’s overall refugee population. The coun- such communities have limited social capital, less diverse live- try is likely to continue experiencing an influx of refugees as it lihoods, and low levels of assets (UNICEF 2018). continues to implement its open-door policy. Against this backdrop, refugee-hosting districts are The prolonged and steady influx of refugees has far-reach- now recognized under the vulnerability criteria of Uganda’s ing implications. Refugee-hosting areas are among the poor- National Development Plan 2015/16–2019/20 (NDP II), est and least-developed areas in the country. Most refugees making them a priority for development interventions that are therefore hosted by communities also struggling with target both refugee and host communities and that includes development challenges: poverty and unemployment, defi- multisectoral and coordinated services to prevent and respond cits in human capital development and social service delivery, to violence against children (VAC). limited access to basic infrastructure, and a degraded natural 3 4 Uganda Development Response to Displacement Impacts Project VAC in the Displacement Context 2006; Anda et al. 2006). The experience of violence in child- Protecting children from all forms of violence remains a global hood can also negatively affect cognitive development, which priority, as reflected in the Sustainable Development Goals. may result in educational underachievement. For instance, More than one billion children aged 2–17 are exposed to mul- children who are victims of violence are at higher risk of tiple forms of violence every year (Hillis et al. 2016). VAC has dropping out of school (WHO 2014; UNICEF 2014). Missing been shown to occur at significantly higher rates in low-and out on school further increases a child’s vulnerability to harm middle-income countries than in high-income countries. (Prickette et al. 2013). In addition, exposure to violence can also contribute to “toxic stress” (Moffitt and the Klaus-Grawe The effects of adverse childhood experiences over a per- 2012 Think Tank 2013). Children who experience early life son’s lifetime are well documented. Exposure to violence sub- toxic stress are at risk of long-term adverse health effects, stantially contributes to child mortality and morbidity and which might not be manifest until adulthood. These adverse can affect a child’s physical and mental health over the short health effects include maladaptive coping skills, poor stress and long term, impairing the ability to learn and socialize, management, unhealthy lifestyles, mental illness, and physi- and impacting the transition into adulthood, with adverse cal disease (Franke 2014). consequences later in life as well (UNICEF 2014; Pinheiro VIOLENCE AGAINST CHILDREN PREVENTION AND RESPONSE PRACTICAL GUIDANCE 5 VAC has important economic and social consequences The Intersection of Violence Against for nations. The consequences of such violence is often inter- Children and Gender-based Violence generational, with those who experienced violence as a child There is a growing body of evidence on the intersection being more likely to become violent as an adult. This cycle has between VAC and gender-based violence (GBV), which sug- long-term impacts on a family’s economic well-being. Glob- gests areas of potential synergy for VAC and GBV program- ally, the economic impact of physical, psychological, and sex- ming. A recent narrative review (Guedes et al. 2016) reveals ual violence against children is estimated to be as high as $7 several such intersections: trillion, or about 8 percent of global gross domestic product (Pereznieto et al. 2014). The immediate and long-term public n Shared risk factors of experiencing GBV or VAC include health consequences and economic costs of VAC can under- family breakdown, economic stress, and drug or alco- mine investments in education and health and erode the pro- hol abuse. ductive capacity of future generations. n Social norms often support GBV and VAC and dis- The risks to children of being exposed to violence are courage help-seeking, including the normalization complex, driven by several factors at the individual, family, of violence; the justification of physical violence as community, institutional and policy level. Evidence suggests an acceptable means of discipline; the low status of that forced displacement can increase a child’s risk to such women and girls; and the perception that violence is exposure. Displaced people are often fleeing high levels of vio- a “family” matter, discouraging survivors from seeking lence and are also experiencing violence during their transi- help. tion. Displacement and dependence on aid weakens families as well as any community-level social support mechanisms. n It is common that the maltreatment of a child and vio- Compounded by the absence of economic and social safety lence against a partner occur in the same household— nets, this increases a child’s vulnerability to abuse, violence, sometimes referred to as co-occurrence. For example, and exploitation. Further, access to basic social services, children in households where women experience inti- including education, health, water, and sanitation, can be mate partner violence are more likely to experience vio- severely hindered in displacement settings, making children lence, neglect, and maltreatment. vulnerable and exposing them to violence. The fragile reali- ties of the refugee experience leave families who have already n Both GBV and VAC have intergenerational effects. For undergone trauma, who are experiencing tremendous stress, example, a woman who reports physical or sexual abuse and who feel disempowered at higher risk of domestic abuse. in her childhood is more likely to experience intimate It has also been documented that difficulties in accessing basic partner violence as an adult. A man who experienced services, poverty, and lack of livelihood opportunities, includ- childhood abuse is more likely to become violent in his ing during the more prolonged phases of displacement, make personal relationships as an adult. it more likely that displaced children will engage in child labor, putting children—especially girls—at a greater risk of traf- n Many forms of VAC and GBV have common and com- ficking and sexual violence. Girls may also choose to engage pounding consequences across the lifespan. in transactional sex or be forced into child marriage, mak- ing them vulnerable to other forms of violence. Boys might n VAC and GBV intersect during adolescence, a time of engage in risky behaviors such as delinquency, gang activities, heightened vulnerability to certain kinds of violence. or drug or alcohol abuse, which can perpetuate the cycle of Both perpetration and victimization of some forms of violence. Table 2.1 provides a summary of some of the risks violence often begin or become elevated during this faced by children in the displacement context. time. 6 Uganda Development Response to Displacement Impacts Project Table 2.1. Risk Factors for Violence Against Children in a Context of Forced Displacement Separation of Children can become separated from their parents and caregivers before or during flight or children from while displaced. They can be sent away, abandoned, or encouraged to live alone (for example, caregivers because their caregivers believe they will receive more support that way). Unaccompanied and separated children are often at particular risk of experiencing violence or being exploited, abused, or neglected. In child-headed households, children are forced to assume adult responsibilities as they have to care for themselves and their siblings. Physical abuse In displacement settings, children are at increased risk of experiencing physical abuse. Multiple factors can lead to abuse or violence against children, including the pressures and stress that emergencies put on parents or caregivers who may themselves be burdened with their own experiences of violence. Adults may resort to alcohol or drugs to cope with an emergency, which sometimes leads to their subjecting their children to corporal punishment or other domestic abuse. Sexual abuse and Displaced children are at particular risk of experiencing SEA. A high proportion of survivors exploitation (SEA) of sexual violence are girls, but boys are also affected. Displaced children may be trafficked for exploitative work or sexual exploitation and engaged in illicit activities such as drug trade, smuggling good across borders. Child labor Child labor is work that deprives a person of their childhood, their potential, and their dignity. It is work that is harmful to a child’s physical and mental development because it is physically, socially, mentally, and morally dangerous to them. It deprives them of the opportunity to attend school or requires them to combine school attendance with long hours of demanding work. Children are more likely to become involved in child labor if their family has lost their income and assets, or if it is difficult for them to access a school, including the worst forms of child labor.a Neglect Displaced children are particularly at risk of neglect due to pressures on parents and caregivers to get on with their lives or because parents or caregivers are having difficulty coping with traumatic events they have experienced in addition to high levels of stress. VAC = violence against children. a. See article 3 of the 1999 International Labour Organization’s General Conference (No. 182) https://www.ilo.org/dyn/normlex/ en/f?p=NORMLEXPUB:12100:0::NO::P12100_ILO_CODE:C182. Recognition of these intersections is critical to effective services and services for women must be fostered. In addition, VAC programming. Evidence of common correlates also sug- common consequences and intergenerational effects suggest gests that specialized efforts to address shared risk factors a need for more integrated early intervention. For example, in may help prevent both forms of violence. The co-occurrence developing countries, home and community-based parenting has important implications for health, social services, and programs show promise for reducing harsh or abusive parent- legal responses to violence. In the DRDIP context, the signif- ing and could also help address other forms of family violence icant overlap in the role of service providers must be lever- (Guedes et al. 2016). aged and built on, and collaboration between child protection 3 Understanding and Addressing Risks Risks and Considerations for the DRDIP Education Programs The Development Response to Displacement Impacts Project Education is an essential component of a humanitarian (DRDIP) supports investments through three types of sub- response. Lack of access to education directly impacts a child’s projects: (1) social and economic services and infrastructure; safety and wellbeing. School can serve as a protective factor (2) sustainable environment and natural resources manage- for children by keeping them safe from negative influences ment, and (3) livelihoods program. Box 3.1 provides a short and engaging them in structured recreational and learning description of each type of subproject. activities, including how to recognize, refuse, and report unsafe or abusive situations, in addition to other skills related DRDIP expects to bring positive change and opportuni- to personal safety. For example, a child in a safe school is ties to communities, including children. Available evidence, less likely to engage in hazardous child labor or to be sexu- however, suggests that development interventions, depend- ally exploited. Access to safe, quality education can also help ing on their scope, can negatively affect children, directly or children and adolescents cope with adversity by giving them due to negative effects on their communities and families a sense of purpose, normalcy, stability, structure, hope, and during the lifecycle of operations. Risks to children may be improved future economic prospects. Conversely, the risk of inadvertently exacerbated by programs designed without being exposed to violence can prevent a child from accessing proper consideration to their safety and well-being, or if education. appropriate safeguards are not put in place during design and throughout implementation. 7 8 Uganda Development Response to Displacement Impacts Project Box 3.1. DRDIP Subprojects Social and economic services and infrastructure This category of subprojects support improved access to quality basic services by host communities. Key services include education, primary and secondary health, water supply, sanitation, and hygiene. Sustainable environment and natural resources management These subprojects focus on decreasing the environmental impacts of the protracted refugee presence, which has resulted in the deterioration of the natural resource base; deforestation resulting from the overexploitation of wood and other nontimber forest products for a variety of purposes, including shelter, firewood, charcoal, food, and med- icines; degradation of grazing lands; loss of wildlife; soil erosion; the open disposal of solid waste, particularly plas- tics; and uncontrolled extraction of groundwater for domestic and livestock consumption. Key interventions center on integrated natural resources management and access to energy. Livelihoods program These subprojects support interventions aimed at improving the productivity of livelihoods and strengthening the resilience of communities. Interventions center on support for traditional and nontraditional livelihoods and capac- ity building for community‐based organizations. Child protection concerns should therefore be reflected in reporting to authorities or connecting families to communi- the assessment, design, monitoring, and evaluation of educa- ty-based services. Teachers can play a role by identifying chil- tion programs, paying attention to aspects that may increase dren who have dropped out of school; referring such families the vulnerability of children to violence. For example, poorly to financial assistance, as needed; and further monitoring and designed education facilities can increase the risk of VAC in supervising the situation to help a child remain in school. schools. However, the risk of exposure to violence can be mit- igated with thoughtful, child-safe building design, such as Water, Sanitation, and Hygiene Programs designs that cater for children with disabilities and that include Water, sanitation, and hygiene (WASH) programming that is safe, hygienic, and inclusive child-only water and sanitation insensitive to the gender dynamics of a given social and cul- facilities located close to classrooms and separated by sex. tural context can exacerbate the risk of VAC. For example: Given their close and consistent contact with children, n Girls face increased risk of experiencing sexual assault teachers and other school staff are vital to prevention efforts and violence while traveling to WASH facilities such as in terms of early detection of the signs and symptoms of child water points, cooking facilities, and sanitation facili- abuse and appropriate response to prevent further harm. ties, that are limited in number, located far from their Teachers and educators must receive relevant training in child homes, or are in isolated locations. protection, available referral systems, and basic psychosocial support so they can identify and provide immediate assis- n Girls who must spend a great deal of time collecting tance to a child showing signs of distress. Select school staff water are at a higher risk of missing and/or not attend- representatives could undergo more specialized training to ing school, which limits their future opportunities. screen cases and assess the appropriate intervention, such as VIOLENCE AGAINST CHILDREN PREVENTION AND RESPONSE PRACTICAL GUIDANCE 9 n Schools that are not equipped with personal hygiene DRDIP partners have a duty to consider the VAC risks supplies may discourage girls from attending and stay- and incorporate protection considerations into interventions ing in school, especially if they are menstruating. aimed at strengthening access to health services in targeted communities. For example, when designing and construct- n Lack of lighting, locks, privacy, and/or sex-segregated ing a health facility, the physical safety of children should be sanitation facilities can increase the risk of harassment considered, including ensuring that there are open, well-lit, or assault against girls or boys. and highly visible spaces to reduce any opportunity for abuse. Health providers working in displacement contexts must be Child protection concerns should be reflected in the equipped to offer nondiscriminatory, quality health services assessment, design, monitoring, and evaluation of WASH for child survivors that operate according to the best interests interventions. Facilities and services should be designed and of the child. delivered in a way that does not lead to or perpetuate discrim- ination, abuse, exploitation, or violence against boys or girls. When health care programs are safe, confidential, effec- For example, all children should have access to child-friendly tively designed, sensitive, and accessible—both in terms of and gender-appropriate WASH services that minimize their location and physical access, as well as of good quality, they can: risk of experiencing physical or sexual violence. Measures must therefore be taken to ensure that WASH activities and n Facilitate the immediate care of child survivors; facilities are available, accessible, and adapted to the needs of children, including those with disabilities. Actions taken by the n Initiate a process of recovery—one that not only incurs WASH sector to prevent and mitigate the risk of VAC should physical and mental health benefits for individual child be done in coordination with child protection specialists. survivors but that can also provide wide-ranging bene- fits to families, communities, and society; and Children should also be consulted regarding the design and location of the facilities, including safety mapping and n Link survivors to additional services they may need. consultations with girls about privacy measures and how to better incorporate menstrual hygiene management consider- Sustainable Environment and Natural ations in WASH facility and services design. Resources Management Promoting sustainable use and management of natural Health Infrastructure and Services resources is essential to inclusive growth and the well-being Health interventions are central to the overall approach of of people. Conversely, mismanagement of the environment supporting services that prevent or respond to VAC. Health and natural resources can result in significant effects. For services are often the first—and sometimes only—point of example, in rural target districts served by DRDIP, the influx contact for survivors seeking assistance, and they provide an of refugees and reliance on firewood as a main source of fuel important entry point for further referrals. It is crucial to has dramatically accelerated deforestation, soil erosion, and ensure the safety and protection of the children and young loss of agricultural and grazing environments. Children and people who are accessing services. Health services must reduce women, who are usually responsible for the chore, must walk protection risks to the greatest extent possible and be deliv- long distances to collect firewood for cooking and household ered in a way that considers the age and developmental needs purposes, which exposes them to serious risks, including of of children. Services should be delivered in safe locations that being sexually assaulted. pose no threat of physical danger whenever possible. 10 Uganda Development Response to Displacement Impacts Project Beyond the immediate risk of assault, the lack of safe and to perform more productive economic roles in society and of efficient energy sources has indirect negative impacts. For children to receive an education. example, cooking and heating with traditional fuels can cause indoor air pollution, significantly contributing to ill health On the other hand, increasing access to cleaner and more among women and children, who typically do the cooking efficient energy, such as through the provision of clean and for the household.2 The use of wood means that women and efficient cookstoves or rural electrification, can protect the children spend a great deal of time and energy on firewood health and safety of women and children, reduce their risk of collection, which severely limits the opportunity of women being exposed to violence, and provide light so children can study in the evening. Replacing wood-fired stoves with clean 2. The World Health Organization estimates that 2.5 million women and young and efficient cookstoves eliminates the risks associated with children in developing countries die prematurely each year from breathing the fumes from indoor biomass stoves. Available at: http://lnweb18.worldbank.org/sar/ collecting wood for fuel and creates a healthier environment sa.nsf/0/95ee1c18873abcef852569d0004f83c2?OpenDocument. VIOLENCE AGAINST CHILDREN PREVENTION AND RESPONSE PRACTICAL GUIDANCE 11 within the dwelling. Eliminating kerosene stoves reduces the through various accessible forms such as community plays risk of injury and death to children due to fire and air pollution. and debates or screening videos. Such activities could include supporting community members to develop and disseminate Therefore, if access to clean energy is identified as a com- messages about risks and protective factors for children; to munity concern or a priority under DRDIP subproject financ- recognize symptoms and report abuse early, and to develop ing, the district implementation support team (DIST) and bottom-up referral systems and community-based care net- the subcounty implementation support team (SIST) should works that build on local culture in responding to protection explore in greater depth the needs, preferences, and challenges issues when they arise. of children living in the relevant communities that are linked to energy access and use, as well as to what energy interven- However, livelihoods programs can also increase the risk tions might improve safety, provide protection from VAC, and of being exposed to violence for children; if appropriate safe- empower girls. Relevant question prompts are included in guards are not in place. For example, children may be forced appendix A. to drop out of school to care for siblings, while parents/care- givers participate in livelihoods programs. Second, livelihoods Finally, it is important to consider that many displaced program that target women and adolescent girls without families rely on fuel as a key source of income as well as for attention to the community gender and cultural norms and/ cooking. Without alternative income generation activities, or the risks associated with shifting gender roles may increase therefore Clean Energy technologies/solutions may have their exposure to domestic violence or other forms of violence limited impact on the number and frequency of children and within the community. Research shows that parents who women collecting firewood. are violent with one another are at higher risk for physically abusing their children (Dong et al. 2004). In addition, chil- Livelihoods programs dren’s ‘witnessing’ or exposure to domestic violence has been Livelihoods programs often have protective effects on chil- increasingly recognized as a form of child abuse.3 dren, particularly when mothers benefit directly or when projects are used to provide livelihood opportunities for older adolescents. In addition, livelihood and economic empower- Addressing Risks of VAC in DRDIP ment programs can be leveraged to enhance prevention and Effective protection of children is increasingly viewed as a response to violence against children. For example, livelihood central concern in development practice. ‘Mainstreaming’ interventions provide a good opportunity to reach parents child protection or ensuring that child protection consider- and caregivers with critical positive parenting messages. ations inform development interventions can help minimize Interventions such as village savings and lending associa- the instances in which the risks to children are inadvertently tions or savings and internal lending community groups, for exacerbated by subprojects. In other words, mainstreaming example, can be used as a platform to foster discussion around child protection is part of compliance with the ‘do no harm’ positive parenting and discuss other child protection issues. principle’ that should guide all aspects of DRDIP. Supporting caregivers to process and cope with family trauma and stress from displacement, as well as learn positive parent- It is therefore imperative that DRDIP implementing part- ing practices can result in reducing harsh discipline practices, ners/organizations ensure children who may come in con- improving caregiver-child relationships, and preventing inci- tact with various subprojects are kept safe and protected; by dences of abuse. ensuring that subprojects are designed and implemented in a way that avoids any negative effects on children. Livelihoods programs also offer an avenue to sensitize refugee communities on their collective responsibility to 3. Recent research has proposed that the consequences of child abuse and domestic violence exposure are often similar and mimic one another. Children who are abused keep children in their community safe. This could be achieved and exposed to domestic violence exhibit emotional, psychological, and behavioral consequences that are almost identical to one another. 12 Uganda Development Response to Displacement Impacts Project Specifically, the different implementing partners should: n Facilitate the provision of assistance to survivors of VAC by making sure that project staff know how and n Incorporate strategies intended to mitigate any risk of where to refer children for safe and ethical care, accord- VAC that could result specifically from project activities ing to standards of confidentiality and the best inter- or that are already present in the community, ests of the child. n Integrate efforts to address social and cultural norms Overall, the principles outlined in box 3.2, anchored in that underpin violence against children and promote the United Nations Convention on the Rights of the Child more equitable gender norms as part of project design (UNCRC), must be considered in the design, implementation, and implementation; Box 3.2. Guiding Principles Do no harm This means ensuring development actions and interventions do not expose children to further harm; including the risk of danger or abuse of their rights. The concept of ‘do no harm’ means that organizations must strive to minimize as much as possible any unintended negative effects of any given intervention, which can increase children’s vulnerability to both physical and psychosocial risks. Such unintended negative consequences may be wide-ranging and extremely complex. In addition, measures should be undertaken to ensure children are more secure, facilitate children’s and fam- ilies’ own efforts to stay safe, and reduce children’s exposure to risk. Best interests of the child The “best interests of the child” encompass a child’s physical and emotional safety (their well-being) as well as their right to positive development. In line with Article 3 of the United Nations Convention on the Rights of the Child (CRC), the best interests of the child should provide the basis for all decisions and actions taken, and for the way in which service providers interact with children and their families. Nondiscrimination Adhering to the nondiscrimination principle means ensuring that all children are not discriminated against (treated poorly or denied services) because of their individual characteristics or a group they belong to (e.g. gender, age, socio- economic background, race, religion, ethnicity, disability, sexual orientation, or gender identity). Children in need of pro- tective services should receive assistance from agencies and caseworkers that are trained and skilled to form respectful, nondiscriminatory relationships with them, treating them with compassion, empathy, and care. This includes ensuring equal access to services for refugee and host community children. Respect confidentiality Confidentiality is linked to sharing information on a need-to-know basis. The term “need-to-know” describes the limiting of information that is considered sensitive and sharing it only with those individuals who require the infor- mation in order to protect the child. Any sensitive and identifying information collected on children should only be shared on a need-to-know basis with as few individuals as possible. Child participation This emphasizes children’s capacity to participate in their own protection. Assist children to claim their rights, access available remedies and recover from the effects of abuse. VIOLENCE AGAINST CHILDREN PREVENTION AND RESPONSE PRACTICAL GUIDANCE 13 monitoring, and evaluation of all activities under DRDIP. Community Mobilization and Village-level These core principles are inextricably linked to the overarching Community Development Plans responsibility to ensure no harm and to support responsible During planning phases, when helping communities identify development progress. priority needs and draft community plans with the support of district probation and social welfare officers and sub- Practical Steps county community development officers, DIST and SIST must This section outlines how the DRDIP implementers can assess, explore VAC-related risks that are linked to specific subproject address, and respond to risks of VAC that could directly result activities or interventions, prioritize them in terms of sever- from project activities and/or reduce the risk of exacerbating ity and scale, and identify potential measures to reduce the existing protection risks. While it is equally important for risk of exposure to violence and/or minimize its impacts on World Bank clients to ensure that appropriate mechanisms the safety and well-being of children. An analysis of how the are in place to meet their commitments and responsibilities subproject might exacerbate underlying risk factors for VAC to provide protection against sexual exploitation and abuse should be included in this effort. (SEA), these steps do not reference or include specific guid- ance on measures, tools, and processes to prevent and mit- If children are excluded from community consultations, igate SEA by DRDIP staff, contractors, or consultants (see their specific concerns and issues may not surface. Therefore, box 3.3). they should be consulted if feasible and safe and according to guidance on age-appropriate research with children and young people, including requirements for parental permis- sion and consent. While there is no recommended minimum Box 3.3. Protection Against Sexual Exploitation and Abuse As highlighted in the United Nations Secretary-General’s bulletin “Special Measures for Protection from Sexual Exploitation and Sexual Abuse” (ST/SGB/2003/13), protection against sexual exploitation and sexual abuse (PSEA) relates to certain responsibilities of international humanitarian and development actors, including: preventing incidents of sexual exploitation and abuse (SEA) committed by personnel of the organization or agency against a member of the affected population; setting up confidential reporting mechanisms; and taking safe and ethical action as quickly as possible in the event that an incident does occur. It is therefore a distinct subset under accountability to affected populations (AAP). As such, detailed guidance on PSEA is outside the authority of this practical guidance. Detailed guidance on PSEA is available on the Inter-Agency Standing Committee AAP/PSEA Task Force website.a In addition, the World Bank’s “Good Practice Note: Addressing Gender Based Violence in Investment Project Financ- ing Involving Major Civil Works” (World Bank 2018) provides good-practice guidance to task teams for identifying, assessing, and managing the risks associated with gender-based violence—particularly SEA and sexual harass- ment—in the context of World Bank-financed projects that involve major civil works—that is, civil works large enough to be carried out by a contractor rather than a small-scale project such as a community-driven development investment, which often involves self-construction by beneficiary communities. a. http://www.pseataskforce.org. 14 Uganda Development Response to Displacement Impacts Project age for research among children, we recommend conducting implementation, DIST, SIST, and safeguard specialists on the consultations with adolescents, aged 13 to 17, particularly for national-level project implementation support team should project interventions with direct implications for child pro- ensure that project descriptions include child-friendly con- tection, to ensure their concerns are embedded in the design siderations and/or embed measures or elements to mitigate and implementation of the project. A specifically trained risks of exposure to violence linked to specific subproject child protection facilitator should conduct any community interventions. consultation that involves children, and a safe environment should be established to minimize risk to participating chil- The plans should be reviewed by the relevant government dren. Child survivors should not be sought out or targeted as officers, DRDIP’s social safeguard specialists, social safeguard a specific group during assessments or any other community officers in districts, and the project implementation support consultations.4 team to ensure contextually relevant safeguarding measures for children and consistency of safe and ethical practices across Teams should be sensitive to the challenges involved in all project interventions, including the establishment of stan- places where it is not feasible to consult with children, deploy- dard referral pathways for care and support of survivors. The ing community consultation methods to sensitize community project implementation support team should include at least members, including local traditional and religious leaders and one dedicated child protection officer or assistant. para-social workers, on the importance of understanding spe- cific risks of VAC that could arise as a result of the intended Community facilitators, DIST, SIST, and subproject subproject activities. At a minimum, this means that DIST, reviewers should consider the following: SIST, and community facilitators must be trained and experi- enced in facilitating discussions with community members on n Does the community development plan articulate sensitive topics like VAC. the risks of VAC and the protection needs of children linked to specific subproject activities? A list of recommended VAC-related questions or “prompts” relevant to DRDIP subprojects are presented in n Is there a clear description of how the subproject’s appendix A. They highlight areas for investigation that can interventions will mitigate the risk of VAC? Are the be selectively incorporated into various assessments to help proposed safeguarding measures adequate and cultur- identify the relationship between VAC risks and subproject ally appropriate? interventions. n Does the plan outline safe and confidential procedures Based on assessment results, an action plan should be for receiving, managing, and responding to VAC-related developed outlining measures to mitigate any identified risks complaints throughout the subproject cycle? Are they of VAC that could result from specific project activities or that integrated and harmonized with existing formal and is already present within the community. informal child protection procedures and practices? Identification and Subproject Prioritization Subproject Implementation and Appraisal During the implementation phase, as part of the social safe- During the identification, prioritization, and appraisal guard screening process, community facilitators and techni- phase, when community development plans are aggregated cal staff should consider the VAC-related risks and protection at the district level and proposals are finalized for project needs of children that were raised during the preliminary com- munity consultations. If the issues are not clearly expressed 4. A VAC-specific assessment, which includes investigating incidents, interviewing in the community development plans or if they require elab- survivors about their experiences, and conducting research on the scope of VAC in the population, should only be conducted in collaboration with VAC specialists and/or a oration, technical staff should use the question prompts in partner or agency that specializes in VAC. VIOLENCE AGAINST CHILDREN PREVENTION AND RESPONSE PRACTICAL GUIDANCE 15 appendix A for further analysis. Technical staff should not n Direct programming to strengthen the child protection assume that because attention to VAC risks associated with system at the local level; subprojects is absent from the plan and project proposals, no concerns exist. To address questions and concerns, technical n Reporting or referral to and collaboration with agen- staff should connect with subcounty community develop- cies with specific expertise in quality care of children ment officers and other local leaders working on VAC in the exposed to violence, according to guiding principles. community as well as the probation and social welfare officers and the social safeguard specialists in the district. All suspected and actual cases of VAC should be reported to authorities as they arise during the implementation of the During the implementation of each subproject, appropri- various subprojects, keeping information on the child survi- ate and relevant risk mitigation and safeguarding measures vor and the reporting sources confidential and anonymous. should be implemented at various stages. This may require: Survivors should be linked to and supported in accessing essential services: health/medical care; psychosocial support; n Institutionalization of VAC prevention and responses legal/justice assistance; and social welfare, including appropri- at the organizational level, such as developing internal ate alternative care, in accordance with existing national laws, policies and procedures, adopting safe recruitment, standards, guidelines, and regulations. selection, and vetting procedures for staff who have direct or indirect contact with children, developing Table 3.1 highlights key considerations and good prac- code of conduct for workers that includes clear conse- tices to mainstream child protection across all interventions quences for breaching it and that is connected to disci- relevant to DRDIP. These considerations should be adapted plinary and grievance procedures, developing capacity to the specific context, always considering the essential and training staff, and establishing or strengthening rights, expressed needs, and identified resources of the target monitoring and reporting mechanisms); community. Table 3.1. Considerations and Good Practices to Mainstream Child Protection DRDIP subproject: Education Implement strategies n Where schools do not exist or are situated far away from communities, create new that maximize the schooling venues to provide safe spaces for students and avoid any discontinuation of accessibility of educational programs. educational programs n Consider implementing alternative, informal, or nontraditional education programs. for girls and other n Address logistical and cultural obstacles to the participation of girls and other at-risk at-risk children. children in education. n Ensure new buildings are constructed based on universal design, and ensure existing structures consider reasonable accommodations so they are accessible to people with disabilities. (continued) 16 Uganda Development Response to Displacement Impacts Project Table 3.1. Continued DRDIP subproject: Education (continued) Based on age- n Minimize potential VAC-related risks within the educational environment by, for example, appropriate providing private, child-friendly, and sex-segregated dormitories, toilets, and bathing consultations with girls facilities; locating schools that lack their own water and sanitation facilities close to and boys, implement existing water supplies; monitoring paths for safety; and providing adequate lighting and strategies that maximize safety evacuation pathways. physical safety in and n Ensure child-safe building design to prevent injury and abuse. around educational n Provide safe, hygienic, and inclusive child-only water and sanitation facilities, located close environments. to classrooms and segregated by sex, that incorporate menstrual hygiene management considerations. n Ensure that the lighting in buildings is adequate; that there are no hidden spaces; that the playground can be seen from the school’s buildings; that there are adequate and safe boundaries (fencing); that entry to the school is only through the administrative or reception area; that there is adequate outdoor shelter; and that designs cater to people with disabilities. n Ensure safe travel to and from school with safety patrols, by arranging for escorts, or by traveling home in groups. Enhance the capacity n Train teachers, parents, caregivers on alternative or positive discipline; disability of school personnel to inclusion; child rights; child protection, including detecting abuse and intervening mitigate the risk of VAC appropriately; and child development. in educational settings n Ensure all teachers and other school personnel understand and have signed a code of through ongoing conduct to prevent violence against children. Breaches of the code of conduct should be support and training. clearly linked to disciplinary and grievance procedures. n Engage school staff in discussions around creating a culture of nonviolence; challenging beliefs around masculinity that condone VAC; and the role they can take to create a safe and nonthreatening environment for all students and teachers. Consult with child n Provide all school personnel with written information about where to refer child survivors protection specialists for services, particularly female teachers who girl survivors may be more likely to to identify safe, approach. confidential, and n Develop a standard referral pathway for child survivors who disclose VAC to school staff, appropriate systems and ensure personnel have the basic skills and information necessary to provide safe, of care (i.e., referral ethical, and confidential referrals. pathways) for survivors, n Train all primary- and secondary-level school personnel how to recognize the many and ensure school staff varied and localized forms of VAC, including verbal harassment and bullying and sexual members have the basic exploitation. Ensure that they are also trained on how to respectfully and supportively skills needed to provide engage with and provide information to child survivors about their rights and options to information on where to report risk and access care in an ethical, safe, and confidential manner. get support. n If needed, provide more specialized child protection training for a select group of school staff members who could serve as focal points at their school to assess and manage child protection concerns and reports. (continued) VIOLENCE AGAINST CHILDREN PREVENTION AND RESPONSE PRACTICAL GUIDANCE 17 Table 3.1. Continued DRDIP subproject: Health Ensure that programs n Develop and implement robust and child-friendly complaint-handling mechanisms. that share information n Develop inter- and intra-agency information-sharing standards that do not reveal the about reports of identity of or pose a security risk to child survivors, their caretakers, or the broader VAC within the community. education sector or n Send school representatives to participate in multistakeholder meetings on child with partners in the protection to provide input on threats and cases, and work with other stakeholders to larger humanitarian address child protection issues in a holistic and coordinated manner. community abide by safety and ethical standards. Incorporate VAC- n Work with child protection specialists to integrate community awareness-raising on VAC related messaging into education outreach initiatives, such as community dialogues, workshops, meetings into education-related with community leaders, anti-VAC messaging, parent-teacher association meetings, and community outreach parent groups. and awareness-raising n Engage men and boys, particularly leaders in the community, as agents of change in activities. building a supportive environment for the education of girls. Develop self-protection n Ensure children are taught self-protection or personal safety skills, as well as how to skills. identify, stop, and disclose abuse. Involve women and n Employ women as clinical and nonclinical staff and in administrative and training adolescent girls in the positions to ensure a gender balance in all aspects of health programming and health care design and delivery of provision to survivors. health programming. Increase the accessibility n Maximize safety within and around health facilities. This can include, among other things, of health and installing adequate lighting; employing female guards at facilities; ensuring lockable, sex- reproductive health segregated latrines and washing facilities; and linking with community health workers facilities that integrate to provide child survivors with safe, supportive, and confidential escorts to and from child-friendly, VAC- facilities. related services. n Reduce or eliminate fees for VAC-related services. n Ensure facilities are universally accessible to child survivors, including those with disabilities. n Ensure the presence of same-sex, same-language health workers if possible. Provide translators and sign language interpreters who are trained in the guiding principles of child survivor care. n Introduce mobile clinics to remote areas with trained, child-friendly service providers. Ensure that adequate n Provide clear guidelines on one-on-one consultations with children and young people, policies and procedures including when another health worker should be present, such as during a physical are implemented. examination; obtaining consent from children and/or adults; and safe and secure storage of confidential and sensitive medical records of children. n Develop specific procedures for home visits and outreach services that include child protection standards. n Provide guidance to health workers on how to handle disclosures from children, and ensure they are aware of appropriate child-friendly referrals and responses. (continued) 18 Uganda Development Response to Displacement Impacts Project Table 3.1. Continued DRDIP subproject: Health (Continued) Enhance the capacity n Train health staff on child protection. of health providers n Designate and train specific providers with clear responsibilities related to the care of child to deliver quality care survivors, including triage, clinical care, mental health, and psychosocial support and to survivors through referral. training, support, and n Send representatives from health care providers to participate in multistakeholder supervision. meetings on child protection so they can provide input on threats and cases, working with other stakeholders to address child protection issues in a holistic and coordinated manner. Undertake safe n Screen and vet health staff who have contact with children. recruitment measures. n Ensure that the level of contact with children by staff who are not health workers, including security personnel, cleaners, drivers, caregivers, and volunteers is considered and that appropriate recruitment screening measures are undertaken. Implement strategies n Establish private, child-friendly consultation and examination rooms to ensure the that maximize the privacy and safety of child survivors seeking care. quality of care available n Equip health facilities with proper supplies to provide care for VAC. to survivors at health n Implement standardized data collection in health facilities, with safe and ethical facilities. documentation, including coding of case files to ensure confidentiality and secure storage of medical records. Other considerations n Ensure health supplies are accessible and adequately labeled. n Incorporate anti-VAC messaging into health-related community outreach and awareness- raising activities. n Develop a standard referral pathway for VAC survivors who may disclose to health staff, and ensure training for health personnel on how to provide safe, ethical, and confidential referrals. DRDIP subproject: WASH Implement strategies n Conduct age-appropriate consultations with adolescent girls and boys about WASH needs that maximize the and facilities. safety, privacy, and n In consultation with affected communities, locate WASH facilities in safe locations and dignity of WASH within safe distances from homes. facilities. n Construct culturally and age-appropriate toilets and bathing facilities that are sex-segregated. n Ensure adequate lighting, such as solar-powered or electrical lighting, lanterns, or torches, inside and outside WASH facilities, especially if they are communal or a distance from homes. n Ensure provision of locks to enhance safety. n Provide girls’ latrines with an external screen or wall to provide additional privacy near the entrance, and where appropriate, make Infrastructure adaptations, such as ramps and railings so children with disabilities can access and use the facilities in safety and with dignity. n Where children must travel some distance to reach WASH facilities, develop strategies to enhance safety along the routes, such as safety patrols along paths, escort systems, and community surveillance. (continued) VIOLENCE AGAINST CHILDREN PREVENTION AND RESPONSE PRACTICAL GUIDANCE 19 Table 3.1. Continued DRDIP subproject: WASH (Continued) Ensure dignified access n Distribute suitable material for the absorption and disposal of menstrual blood for girls of to personal hygiene reproductive age. materials. – Consult with girls to identify the most culturally appropriate materials. – Ensure that the timing and process of distributing these materials does not place girls at more risk of violence. n Include bins for disposable sanitary supplies in female toilets to prevent girls from having to dispose of their sanitary supplies in locations or at times that increase their risk of being assaulted or harassed. n Ensure adequate water and facilities to wash reusable pads in privacy n Provide information on menstrual hygiene, safety, and other issues at WASH facilities. Incorporate child n Ensure these awareness-raising efforts incorporate information on the rights of child protection messages survivors, including confidentiality at the service delivery and community level; where to into hygiene promotion report risk; and how to access care for VAC. and other WASH-related n Work with communities to discuss the importance of sex-segregated toilets and bathing community outreach facilities, particularly for shared or public facilities. Organize a community-based activities. mechanism to ensure that separate usage is respected. Other measures n Provide trainings for WASH staff on issues related to VAC and child rights. n Identify places where a child survivor who reports an instance of VAC to WASH staff can receive safe, confidential, and appropriate care; and provide WASH staff with the necessary basic skills and information to supportively respond to child survivors. n Monitor the safety and accessibility of WASH facilities for girls and boys. n Set up accessible, well-understood, and culturally appropriate mechanisms for suggestions and complaints. DRDIP subproject: Clean energy Assess risk of VAC. n Evaluate VAC risks related to clean energy technologies/solutions and consider ways to mitigate them before deciding on energy access interventions, especially regarding, type, scale, and sources of energy to promote. Mainstream child n Ensure clean energy technologies and solutions are designed in a way that includes the protection concerns into concerns of children. clean energy solutions. n Promote the use of fuel-efficient cooking techniques and fuel alternatives to reduce the risks faced by women and girls when they collect wood for fuel and to ensure a healthier environment in the home. n Train household members, including children, on clean energy efficiency and use. Offer income-generating n Develop opportunities for older out-of-school girls/young women to earn incomes and activities to older reduce their reliance on the collection and sale of firewood. out-of-school girls and young women. DRDIP subproject: Livelihoods Assess VAC-related n Design and conduct livelihood assessments that examine the risk of VAC in livelihoods risks. programs, and strategize with relevant actors about ways to mitigate risks. n Carefully assess the benefits (e.g., increased income) and risks (e.g., school drop-outs and exploitation) to adolescent girls and boys of any livelihood opportunity. (continued) 20 Uganda Development Response to Displacement Impacts Project Table 3.1. Continued DRDIP subproject: Livelihoods (Continued) Implement livelihoods n Ensure that age-, gender-, and culturally-sensitive protection standards for children programs that are and adolescents are incorporated into livelihood interventions. Where possible, provide accessible to those at support and flexible arrangements so that out-of-school children—particularly those risk for VAC. from child-headed households—can continue pursuing their education while accessing the livelihoods programs. n Address obstacles that prevent older out-of-school girls and young women from participating in planning meetings and livelihood activities. – Ensure locations and times meet the needs of older out-of-school adolescent girls who have family-related responsibilities. – Ensure physical access for people with disabilities. – Provide childcare for program participants. n Address cultural obstacles that prevent older out-of-school adolescent girls and other at-risk groups from participating in livelihoods programming. n Support local organizations, community groups, and businesses that provide older out-of-school girls and women as well as other at-risk groups, such as children who are orphaned, unaccompanied, or from child-headed households, opportunities to connect with one another in a safe space, to share resources and skills, and to communicate about important livelihood-related issues. n Design livelihoods programs to support the building of community strength, capacity, and cohesion so the community can serve as a strong protective factor for children, especially those without parents or extended family. Build on existing community mechanisms to support psychosocial programming for children, adolescents, and adults, tailored to address their specific issues, such as strengthening resilience, exploring identity and insecurity about the future, regaining a sense of individual agency, and building mutual support. Implement livelihoods n Consult with older out-of-school adolescent girls and women participating in livelihoods programs that minimize programs to identify any potential safety risks related to the program, including concerns possible VAC-related when traveling to and from the activities; support participants in managing and making risks as a result of empowered choices regarding such risks. participation. n Whenever possible, situate livelihood activities in safe locations and schedule them during times of the day and week that minimize the risk of VAC. Other considerations n Implement strategies that allow older out-of-school adolescents to control their assets in ways that mitigate the risk of theft or financial exploitation. n Consult with child protection specialists to identify safe, confidential, and appropriate systems of care (referral pathways) for child survivors, and ensure livelihood staff members have the basic skills they need to provide information on where to obtain support. n Incorporate anti-VAC messaging into livelihood-related community outreach and awareness-raising activities. n Conduct training and awareness-raising activities for the affected community on issues of child protection as it relates to livelihoods. VAC = violence against children; WASH = water, sanitation, and hygiene. VIOLENCE AGAINST CHILDREN PREVENTION AND RESPONSE PRACTICAL GUIDANCE 21 Monitoring and Evaluation of Subprojects Most can be incorporated into a project’s existing tools and Monitoring project implementation implies continuously processes for monitoring and evaluation to improve informa- verifying the subproject’s progress on outputs and outcomes tion collection and analysis without the need for additional based on specified indicators. This should include an assess- data collection. ment of measures being undertaken to mitigate the risk of VAC and/or to identify emerging risks that need to be The project implementation support team, in coordi- addressed. In some cases, this includes collecting information nation with DIST and SIST, should select indicators and set about specific incidents or violations and reporting them in appropriate targets prior to the start of an activity, adjusting line with safe and ethical practices. them as needed as the project progresses. It is vital that data not only be collected and reported but that they are also ana- Generally, monitoring whether child protection consid- lyzed with the goal of identifying where modifications might erations have been effectively integrated during subproject be beneficial. design and implementation requires concrete steps to assess the achievements of specific indicators. Table 3.2 presents The performance evaluation of the DRDIP should include sample indicators that can be used to monitor and assess an assessment of the extent to which child protection con- whether child-friendly considerations are mainstreamed into cerns were mainstreamed into the development and imple- the development and implementation of different subprojects. mentation of the various subprojects. The following list of suggested indicators is not exhaustive. Table 3.2. Examples of Relevant Child Protection Indicators Indicator Possible Data Subproject Type Indicator Definition Sources Education Output The ratio of female to male teachers in the affected area Outcome Percentage of schools considered safe for boys and girls of different ages Output Number of schools with WASH facilities segregated by sex and by Infrastructure adult versus child assessment of WASH in schools Output Percentage of children who report feeling safer in class and at school School surveys Output Percentage of active duty educators trained on child protection threats and strategies to tackle them Output Percentage of active educational sector staff who have signed a Organization records code of conduct Output Percentage of schools and learning sites with a reporting and Key informant referral mechanism for VAC survivors interviews (continued) 22 Uganda Development Response to Displacement Impacts Project Table 3.2. Continued Indicator Possible Data Subproject Type Indicator Definition Sources Health Output Percentage of health staff that has received training on identifying and providing referrals to children affected violence Output Percentage of health staff trained on clinical management of sexual violence against children Output Percentage of health facilities where child-appropriate WASH Facility survey facilities are in place Output Percentage of staff providing health services who are female Output Percentage of health facilities providing clinical care for survivors of sexual assault against children or another form of VAC at no cost Output Number and percentage of health facilities that can provide Health facility emergency contraceptive pills, postexposure prophylaxis, and questionnaire presumptive treatment for sexually transmitted infections to adolescent and young adult survivors of sexual violence Output Staff knowledge of safe and ethical referral pathway for VAC survivors Output Percentage of health sites with a standard referral pathway for Key informant VAC survivors interviews Output Number of facilities with child-friendly spaces for children WASH Output Existence of lockable, sex-segregated WASH facilities at the Direct observation, community level safety audit Output Presence of functional lighting at WASH facilities Direct observation, safety audit Outcome Inclusion of VAC referral information in WASH community Desk review, key outreach activities informant interviews, and survey (at agency or sector level) Livelihoods Output Existence of measures, including referral systems, to enable excluded children, excluded households, or at-risk children to access economic support Clean energy Output Number of households with access to clean energy Survey WASH = water, sanitation, and hygiene. 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Questions and Prompts to Assess VAC-Related Issues in DRDIP Potential Areas of Inquiry: Education Subprojects Participation and leadership – What cultural barriers do other at-risk groups of chil- dren face in accessing education (e.g., stigma, discrimi- n What is the ratio of male to female education staff, includ- nation, poverty, and norms around sexuality)? ing in positions of leadership? – Are there strategies in place for the reintegration and n Are systems in place for training and retaining female reenrollment of those who have dropped out? staff? n What is the situation regarding parental and community n Are the lead response actors in the education sector— involvement in education? school staff members, teachers, and related non-govern- mental organizations—aware of international standards n What are boys’ attitudes toward girls in educational set- and guidelines for mainstreaming VAC prevention and tings, and what are girls’ attitudes toward other girls? mitigation strategies into their activities? What are girls’ and boys’ attitudes toward boys? – Is there evidence of gender-inequitable attitudes or Cultural and community norms and practices practices? n How has displacement affected access to and availability – Are these attitudes or practices supported and/or inter- of education programs, particularly for girls and other nalized by girls, particularly adolescent females? at-risk groups? n What safety precautions are girls expected to take when n Which children and youths are not attending or face bar- attending or traveling to school? Are there any vio- riers to attending primary and/or secondary school (e.g., lence-related risks that boys face when going to school adolescent girls, child heads of household, girl-mothers, (whether gender-based or not)? sexual assault survivors, girls and boys with disabilities, and refugee children)? n What is normal help-seeking behavior for child survivors of VAC or other forms of violence? What are the risks – What cultural barriers do girls face in accessing educa- associated with reporting an incident (e.g., safety and tion (e.g., gender norms that prioritize the education of stigma)? boys over girls, gender-discriminatory attitudes toward girls in educational settings, child and/or forced mar- riage, and domestic responsibilities)? 24 VIOLENCE AGAINST CHILDREN PREVENTION AND RESPONSE PRACTICAL GUIDANCE 25 Infrastructure and safety – How to provide immediate referrals in an ethical, safe, and confidential manner? n Are schools and other learning environments located in areas that are safe and equally accessible to girls and other – How to best support child survivors to remain at or at-risk groups? return to school after an incident has been reported? – Are girls involved in decisions about the location of Teaching capacity and curricula safe learning environments? n Are teachers and administrators trained to address spe- – Are all levels of schooling equally accessible (not only cific topics related to health and the empowerment of the lower grades)? girls—especially adolescent females? – Are education centers built based on universal design – Do teacher training curricula explicitly integrate sexual- and/or reasonable accommodation to ensure accessi- ity education and other gender-related issues (e.g., gen- bility to all persons, including those with disabilities der-sensitive teaching methods and factors that affect (e.g., physical disabilities, injuries, and visual or other access, enrollment, and achievement levels among girls sensory impairments)? and boys)? n Are the distances and routes traveled to school safe for all – Are these trainings and curricula age-, gender-, and cul- students—particularly girls—and acceptable to parents? turally appropriate? – Are strategies in place to accompany students to learn- n Are learning materials inclusive of and relevant to girls ing environments as necessary? and other at-risk groups? – Has safety mapping been conducted with students and – Do they avoid gender stereotyping? teachers to identify at-risk zones in and around learn- ing environments? – Do primary and secondary school teaching methods respect girls as equals (e.g., are girls encouraged to ask – Are there safety patrols for potentially insecure areas? and answer as many questions as boys; are boys encour- n Are learning environments physically secure? Is there aged to avoid dominating group work; and are class- sufficient lighting? Are toilets accessible, private, safely room-related cleaning tasks divided equally between located, adequate in number, and sex-segregated? girls and boys)? n What are the common VAC-related risks faced by chil- n Do learning materials provide information on issues such dren while accessing education (e.g., sexual exploitation as gender equality, VAC, HIV/AIDS, human rights, and by teachers or staff; harassment or bullying on school relationship skills in a way that builds upon indigenous grounds; and students, especially girls, engaging in knowledge and practices? exploitative sexual relationships to cover school fees)? Areas related to education communications Reporting mechanisms and systems of care and information sharing (referral pathways) n Do education programs raise awareness within the com- n Are there referral pathways through which VAC survivors munity (e.g., through parent-teacher associations or com- can access appropriate care and support, and are these munity-parent school coalitions) about VAC risks and pathways linked to educational settings? protective factors related to education? n Has training been provided to educate staff on: – Do such awareness-raising activities include information on prevention, survivor rights (including to confidential- – How to respectfully and supportively engage with sur- ity at the service delivery and community levels), where vivors who may disclose incidents of VAC in a manner to report risk and how to access care for VAC? that is in line with guiding principles? – Is the information provided age-, gender-, and cultur- ally appropriate? 26 Uganda Development Response to Displacement Impacts Project Potential Areas of Inquiry: Health Subprojects Cultural and community perceptions, norms, n Has the mapping of child-friendly services been compiled and practices in a reference document (e.g., a directory of services) that n Are community members aware of: is available to communities, health staff, and other ser- vice providers (e.g., lawyers, police, and mental health – The physical and mental health consequences of sexual and psychosocial support providers specializing in the violence and other forms of VAC? care of child survivors)? – The benefits of seeking VAC-related health care? n Wherever possible, have services for child survivors been – Where VAC survivors can access child-friendly services? integrated into existing health care centers in a nonstig- n Do community members perceive the available VAC-re- matizing way (rather than created as standalone centers) lated health services to be safe, confidential, and so that child survivors and their families can seek care supportive? without being easily identified by the community? n What are the cultural, emotional, and other obstacles Services that child survivors face when seeking VAC-related health care (e.g., lack of child-specific and child-friendly services, n What is the range of health services provided to support stigma, lack of privacy or confidentiality, language and/or the medical needs of VAC survivors—e.g., Postexposure cultural issues, lack of knowledge about benefits and/or prophylaxis (PEP) to prevent HIV, emergency contracep- location of services, getting to and from the facility, and tion, treatment for sexually transmitted infections; preg- costs)? nancy care, safe access to abortion where it is legal, basic mental health care, psychiatric support, and psychologi- n Who/what are the existing community support sys- cal counseling? tems (e.g., para-social workers, child protection commit- tees, and local committees or community-based groups – How many health facilities provide clinical care and focused on child protection) capable of supporting child mental health support to child survivors of rape as well survivors who are seeking health care? as care, support, and referrals for other forms of VAC? Where are they located? Are they safe and accessible? Infrastructure – Are follow-up services available (e.g., ensuring adher- n What is the number, location, safety and accessibility ence to the full course of PEP, voluntary counseling and of health facilities that provide clinical care—including testing at prescribed intervals, provision of long-term mental health and psychosocial support—for child survi- mental health and psychosocial support as needed, and vors of rape and care/support for other forms of VAC? family counseling)? n Are the various health facilities located in areas that are – Is a trained caseworker available at the health facility safe and equally accessible to children? to provide care and support to survivors? n Are there private rooms in the health facilities where n Are there facility-specific policies and protocols for the child survivors can receive confidential treatment? clinical care of child survivors of sexual assault and other forms of VAC? n Are trained and child-friendly staff available 24 hours a day, 7 days a week? – Do these policies and protocols adhere to ethical and safety standards (privacy, confidentiality, respect, n What is the availability of medical drugs, equipment, and non-discrimination, best interest of the child, and— administrative supplies to support the care of survivors where appropriate—informed consent)? of child sexual assault and other forms of VAC? VIOLENCE AGAINST CHILDREN PREVENTION AND RESPONSE PRACTICAL GUIDANCE 27 n What are the attitudes of health care workers toward – Do the policies and protocols include medical history; survivors of VAC and the provided services (e.g., atti- examination; the collection of forensic evidence, if pos- tudes toward emergency contraception and abortion care sible; treatment; referral; reporting; pregnancy coun- for adolescent girls in settings where such services are seling; child survivor safety planning; mental health legal)? How is this reflected in the type and level of care and psychosocial support; record keeping; and coordi- provided? nation with other sectors and actors, particularly the n Have community health workers, including traditional police and judiciary? health providers, been trained on: – Can the policies and protocols be easily referenced or – The physical and mental health implications of differ- accessed? Are staff members aware of them? ent types of VAC? – Do the policies and protocols include information – How to immediately respond to child survivors? about providing care and support to boy child survivors of sexual violence? – Providing child-friendly, safe, and ethical referrals? – Are women, adolescent girls, and other at-risk groups Areas related to health communications and meaningfully engaged in the development of health information-sharing policies, standards, and guidelines that address the n Do health-related community outreach activities raise rights and needs of children, particularly as they relate awareness in the community about VAC risks and protec- to VAC? tive factors? n What referral pathways for VAC survivors are in place at – Do these awareness-raising activities include informa- health facilities (e.g., to security/police, safe shelter, men- tion about referral pathways for child survivors? tal health and psychosocial support, legal services, and community services)? – Is the information provided in an age-, gender-, and culturally appropriate way? n Are there options for mobile clinics or other community outreach efforts by health workers to rural populations and settlements? Potential Areas of Inquiry: WASH Subprojects Cultural and community norms and practices – Are children, especially girls, prevented from attending school due to WASH-related responsibilities (e.g., col- n What are the gender- and age-related responsibilities lecting water)? related to WASH (e.g., water collection, storage and treat- ment, and usage)? n What preferences and cultural habits should be consid- ered before determining the type of toilets, bathing facil- – Who collects water? How often do girls and boys collect ities, laundry facilities, kitchens, and water points to be water? At what times of day? constructed for children? – How many hours per day are spent by girls and by boys n How does displacement impact the access of children to traveling to and from WASH facilities? WASH facilities? – In what ways do these factors exacerbate risk exposure to VAC? 28 Uganda Development Response to Displacement Impacts Project Infrastructure – Does the timing and process of their distribution put children at higher risk of VAC? n What is the current source of water? Is it adequate in qual- ity and quantity in line with humanitarian standards? – Are there adequate and private mechanisms for the cleaning or disposing of sanitary supplies? n What means of transporting water are available, and who is given access to these means? n What types of sanitary supplies or personal hygiene materials do female and male survivors of sexual assault n What is the distance to water points, toilets, and other with injuries need? Are mechanisms in place to ensure WASH facilities? that they can be accessed and distributed in a confidential – Is the route traveled safe? and non-stigmatizing manner? – Is there a system of safety patrolling or a commu- nity surveillance system for areas that are potentially Areas related to WASH communications and insecure? information sharing n Are WASH facilities secure and child-friendly? n Has training been provided to WASH staff on: – Is there sufficient lighting? – Issues of VAC? – Do they provide adequate privacy? – How to supportively engage with survivors and provide information in an ethical, safe, and confidential man- – Are bathrooms and bathing facilities equipped with ner about their rights and options to report risk and doors that lock from the inside? access care? – Are there family latrines? n Do WASH-related community outreach activities raise – Are facilities designed and built based on universal awareness in the community about general safety and design and/or reasonable accommodation to ensure VAC risk reduction? accessibility for all persons, including children with dis- – Does this awareness-raising include information on abilities (e.g., physical disabilities, injuries, and visual child survivor rights (including to confidentiality at or other sensory impairments)? the service delivery and community levels), where to – If latrines are communally shared, are there separate report risk, and how to access care for VAC? facilities for boys and girls that are clearly marked, pri- – Is this information age-, gender-, and culturally vate, and separated by an appropriate distance? appropriate? n What types of sanitary supplies and personal hygiene n Are discussion forums on hygiene and sanitation age-, materials are culturally appropriate for distributing to gender-, and culturally sensitive? Are they accessible to girls, especially related to menstruation? boys and girls in a way that participants feel safe to raise – Are these materials regularly available, resupplied, and VAC issues? distributed? VIOLENCE AGAINST CHILDREN PREVENTION AND RESPONSE PRACTICAL GUIDANCE 29 Potential Areas of Inquiry: Clean Energy Subprojects Community norms and practices n Do any particular types of fuel or energy add to the bur- den of children, especially girls? If so, how? n What are the common sources of household fuel or energy for cooking, lighting, and power? n Which particular types of fuel or energy are less burden- some to children? How? n What are the roles of girls and boys in obtaining and using different sources of fuel? n Are there any VAC-related risks associated with getting access to energy? n For those who use firewood for cooking, who collects it, where from, and how often? At what times of day or n How does the threat to the wellbeing of the child affect a night? How long does it take to collect the firewood? Is household’s choice of sources of energy? safety a concern when it is being collected? Energy sources Types of energy and energy preferences n Have members of the community ever used nontradi- n Do community or household members prefer particular tional sources of energy, such as solar lamps, fuel-effi- types of fuel or energy over others? For cooking? For cient stoves, or efficient briquettes? lighting? For heating? For power? – If so, how did they learn about these energy sources? n What factors affect the choice of energy sources? (e.g., – Are these energy sources popular with women, girls, cost, physical security, weather, and availability of alter- men, and boys? Why or why not? native fuel or energy source)? n How are children likely to be affected by clean energy n Do these preferences change throughout the year, for access interventions? example, based on drought, rain, or cold weather? n How will providing access to sustainable energy or pro- posed energy solutions protect children’s health and safety? Potential Areas of Inquiry: Livelihood Subprojects Cultural and community norms and practices Areas related to livelihood communications n How does displacement impact a community’s economic and information sharing coping strategies? How are children affected? n Has training been provided to livelihood staff on: n What barriers prevent older out-of-school adolescent – Issues of VAC? girls from accessing livelihood opportunities? – How to supportively engage with child survivors and provide information in an ethical, safe, and confiden- Physical safety and risks of VAC tial manner about their rights and options to report n Are children forced to work? What kind of danger does risk and access care? that put them in? Are there ways to ensure that they do n Do livelihoods programs raise awareness in the commu- not have to work and that their families receive adequate nity about VAC risks and protective factors related to live- support? lihood activities? n What are the likely impacts of the livelihood intervention on the safety and well-being of children? Note: This list is not exhaustive. n How can the risks to the safety and well-being of children PEP = postexposure prophylaxis, VAC = violence against children; WASH = be mitigated in the proposed livelihood intervention? water, sanitation, and hygiene.