protecting young children in during and after covid-19 ... 5_presentation slides deck.pdf · abuse...
TRANSCRIPT
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Protecting Young Children in During and After COVID-19: Risks, challenges and opportunities
Rachel Harvey, Regional Adviser Child ProtectionEast Asia and Pacific Regional Office21st May 2020
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Direct Impact
• Children have been directly impacted by the virus, but less than adults
• Children have suffered bereavement and loss
• The majority of children have been affected by the secondary impact of COVID-19
• Containment measures – school closures and movement restrictions
• Economic impact
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Secondary Impact of COVID-19: Family separation
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Secondary Impact of COVID-19: Mental health
Pre COVID-19:- 10-20% of children experience
mental health conditions- 1 in 4 children live with a parent
who had a mental health condition
COVID-19 and containment:- Increased stress- Limited support network and
services - Impacted capacity of parents to
provide supporting and nurturing care
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Secondary Impact of COVID-19: Violence and abusePre COVID-19:- 3 out 4 young children regularly
subjected to violent discipline- 1 in 4 young children live in a
household where their mother is subjected to domestic violence
COVID-19 and containment:- Increased use of physical
punishment and emotional aggression
- Increased violence- Increased risk of sexual abuse- Increased intimate partner violence
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Secondary Impact of COVID-19: Online risks
Pre COVID-19:- Increasing abuse and exploitation- Est 750,000 people looking to connect
with children for sexual purposes online at any one time
COVID-19 and containment:- Increased time online- Increasing numbers of young children
online- Increased opportunities and triggers for
offending- Increased vulnerability for abuse and
exploitation, including family perpetrated abuse (e.g. live streaming)
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Vulnerable Groups
Risks of COVID-19
Limited or no access to supportservices
Stigma and discrimination
Impact on migrant, refugee and IDP children and families
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Challenges in containment- Disruption or closure of services- Reduced opportunity to seek help- Reduced opportunity for signs of abuse to be identified- Data gaps
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Mitigating risks and reaching vulnerable children and families
• Continuation of critical services
• Support for front line workers – guidance for adaptive case management and triaging cases, training, equipment, supervision and support
• Helplines and hotlines
• Guidance and messaging
• Online safety
• Support for children in residential careand detention centres
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Child Protection Risks During Transition and Recovery
• Economic impact on families
• Increasing exploitation and harmful practices – erosion of gains
• Continuing mental health impact
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Challenges during recovery
- Reduced fiscal space – impact child protection system and services and strengthening efforts- Donor funding impacted- Gaps in critical community based services just as needs and demands are increasing-
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Opportunities during recovery
• Protect child protection and GBV services
• Utilise current COVID-19 funding strategically
• Ensure integration with social protection
• Ensure integration with Return to School
• Maintain dialogue, visibility and investment for mental health and PSS
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THANK YOU
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Pashe Achhi: Standing beside children, caregivers and front liners in refugee communities during COVID-19
Dr. Erum MariamSuhany Zaimah
Bangladesh
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COVID-19 in Bangladesh
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What is the status of caregivers and children?
• Loss of education during COVID-19; impacts much higher for childrenin marginalized contexts
• Financial burden from loss of work in host communities
• Children most vulnerable during any crisis
• Increased family and gender based violence
• Restricted mobility in constrained spaces
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Action: What are we doing to help?
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Foundations for a telecommunication model
• Tele-counseling to provide mental health support to health workers
• Mon er Jotno Mobile e (mental health support on the phone) MJM- Established hotline number for people suffering from anxiety, distress, etc due to COVID-19
• Foundational script for active listening and empathy during tele-conversation with beneficiaries
• MJM- conceptual framework, ethical and safeguarding policies
• Script and call anatomy provided structure for telecommunications model
• Iterations of messaging based on feedback and conversations
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• Remote learning mechanism
• Integration of psychosocial support with learning through playful approaches
• Curriculum developed by 37 psychologists and 37 play-based curriculum developers
• Training based on 1 hour script and audio file
• Front liners to place weekly 20-minute tele-conversationswith children and caregivers
• Base script integrated with healing and learning adjusted according to ages 0 to 8
“Pashe Achhi” (Beside You)A Telecommunication Model
Objective
Ensure that children, caregiver and front liners feel respected about the work they are doing and also enhance the skills related to child engagement
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Response
• Children excited to hear from Play Leaders
• Parents and caregivers feel safe and valued toreceive calls
• Frontline workers show growing dedicationto stay connected to families and support children
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Lessons Learned
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• Skilful combination of content, communication strategy and technology
• Detailed planning due to technical intricacies involved such as mobile data
• Pashe Achhi model’s expansion to include fathers
Findings
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Thank you!
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Collaboration and Co-Creation:Leveraging Sesame Street for COVID-19 Response in Cox's Bazar
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Sesame Workshop’s mission is to help children grow smarter, stronger, and kinder.
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Over the past 50 years, Sesame Street has become the longest Street in the world.
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Play to Learn Project Vision
Play to Learn’s bold vision is to establish play-based, early childhood development (ECD) programming as an essential component of every humanitarian response.
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Play to Learn Partner Roles
• Sesame Workshop: project management and content creation
• BRAC: direct services and content creation
• IRC: direct services and content creation
• NYU: program evaluation
• The LEGO Foundation: donor and thought partner
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Rohingya Refugee Camps- Cox’s Bazaar
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Play to Learn COVID-19
In response to the COVID-19 global pandemic, the Play to Learn partners are collaborating to reach target audiences in Cox’s Bazar with critical health and social-emotional support messages.
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Play to Learn COVID Response Messages for Cox’s Bazar
Topics Sample Learning Objectives
1. General Health Knowledge• Proper handwashing (children & caregivers)• Safe coughing and sneezing (children & caregivers)• Trust for healthcare professionals (children & caregivers)
2. COVID-Specific Health Knowledge
• Coronavirus facts (children & caregivers)• Social distancing (children & caregivers)• Caring for household members (caregivers)
3. Social-Emotional Learning• Techniques for coping (children & caregivers)• Gratitude & hopefulness (children)• Techniques for positive communication (caregivers)
4. Early Learning• Early literacy & numeracy (children)• Knowledge about early childhood development and learning
through play (caregivers)
5. Child Protection• Identifying safe adults (children)• Making safe choices (children)• Promoting children’s safety (caregivers)
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COVID Response Distribution Channels in Cox’s Bazar
• Audio
• Person-to-person
• Direct services
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Sample Content
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Next Steps
• Contextualize messaging: refine key messages so they resonate with and are actionable for the Rohingya refugee and Bangladeshi host community populations
• Create content: collaborative content development for COVID response audio and print materials
• Distribute materials: confirmation of distribution channels in Cox’s Bazar
• Iterate: seek feedback and track on-the-ground needs and priorities to guide ongoing response efforts
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Thank you!
For your interest-Talat MahmudProgram Director- Bangladesh Humanitarian Program Sesame Workshop
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Keeping children
safe online
during COVID-19
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Education and prevention
ResourcesResearch Training
Serious cyberbullying
materialIllegal and
harmful
content
Image-based
abuse
Investigation and removal
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COVID and
the eSafety
Commissioner40%
Total investigations
86%
Image-based
abuse reports
48%
Adult cyber
abuse reports
21%
Serious cyberbullying
reports targeting children
9 March – 31 March 2020
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esafety.gov.au/key-issues/covid-19
Child safety and
online learning
advice
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eSafety
resources for
families
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Setting
expectations
Appropriate attire
Appropriate home learning spaces
What is, and isn't appropriate
Using endorsed platforms only
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Responsibilities
and expectations
– organisation,
young person and
the parents
Keep
parents
and the
community
informed
Build online safety into regular communications
Provide critical information to support online safety at home
Monitoring
online activity
and learning at
home
Setting up
filters and
privacy settings
Advice on how to
‘start the chat’
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Safe online environment
The
Child
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Help children understand the connected world and how
and why they need to protect their personal information.
Be safe
Teach children to be kind and respectful online.
Be kind
Teach children to ask for help and let them know they
can come to you with any issue.
Ask for help
Help young children to think about the content they watch and how they spend their time online.
Make good choices
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Resources
Family Tech Agreement
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Resources
Family Tech Agreement
Online Safety for Under
5s Booklet
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Resources
Family Tech Agreement
Online Safety for Under
5s Booklet
Online professional
learning for educators
and Play School
episode
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Resources
Family Tech Agreement
Online Safety for Under
5s Booklet
Online professional
learning for educators
and Play School
episode
Teaching Posters
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Resources
Family Tech Agreement
Online Safety for Under
5s Booklet
Online professional
learning for educators
and Play School
episode
Teaching Posters
Play-based Activities
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eSafety
Early Years
Register to keep up to date
https://www.esafety.gov.au/
educators/early-years
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Impact of COVID-19 Movement Restrictions on
Child Protection in thePACIFIC REGION
MAY 2020
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CP Issues in PICTs
Problem:• Rates of VAC & DV in PICTs are amongst highest in the world
• Impact of IPV on children - nightmares, display aggressive behaviour, repeat a year of school or drop out of school (UNICEF Pacific Regional SitAn 2017)
• Pacific Region prone to natural disasters• TC Harold (Category 4/5) April 2020 – Vanuatu, Solomon Islands, Fiji &
Tonga
• COVID-19 measures begun end March, i.e. State of Emergency, lockdowns, curfews, movement restrictions
• Compounded Emergencies (COVID-19 & TC Harold)• Heightened risks of CP Issues - neglect, abuse and exploitation• Economic shocks* from COVID-19 - Tourism industry
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COVID-19 Measures in PICTs
12
3
13
2
11
1
7
10
7
4
0
2
4
6
8
10
12
14
16
State of Emergency Containment Measures(Partial/Full
Lockdown/Curfews)
Closed Borders Government CPServices disrupted
NGO CP Servicesdisrupted
Status, 16th May 2020
Yes NO NA
6
3
5
8
11
9
7
10
7
4
0
2
4
6
8
10
12
14
16
State of Emergency ContainmentMeasures
(Partial/FullLockdown/Curfews)
Closed Borders Government CPServices disrupted
NGO CP Servicesdisrupted
Status, 2nd April, 2020
Yes NO NA
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Child Helpline Comparison: Samoa
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Physical
Emotional
Sexual
Abandoned Children
SAMOACHL case comparison over 6 week period
(21 March to 1 May 2019/2020)
2019 2020
0
50
100
150
200
250
300
350
400
450
500
2019 2020
SAMOATotal # of requests over
6 week period
*includes helpline calls, Facebook, email
contacts, walk-ins
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Child Helpline Comparison: Fiji
0
5
10
15
20
25
Physical Emotional Sexual Neglect
FIJICHL case comparison Apr 2019 to Apr 2020
2019 2020
0
500
1000
1500
2000
2500
3000
Genuine calls Total Calls
FIJI Total # of calls comparison
Jan-Apr 2019 / 2020
2019 2020
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Actions1. Fiji (MWCPA, in partnership with UN agencies and NGOs from the protection cluster)
• Resource kit & training for GBV/CP helpline operators• COVID-19 Guidance for community response & referrals• Training for health workers to identify & refer CP cases
2. Samoa (MWCSD and Samoa Victims Support Group)
• Nationwide media campaign on family violence, self-care, parenting & PSS targeting parents & children
• CP Systems Building/Strengthening: CP Bill, Policy, Plan, IESG
3. Tonga (MIA, TC Harold & COVID19 Response)
• PSS/Counselling for children & parents (home-based/delivered through schools)
4. Pacific Region (Pacific Humanitarian Group)
• Advocacy note to recognize CP & GBV services as essential public health services in COVID-19 preparedness & response planning & operations
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Challenges/OpportunitiesChallenges:
• Broadband internet is relatively new & technology to operate fully remotely still lags in many countries*
• North PICTs do not have CP coordination mechanisms in place
• On-site in-country technical assistance (i.e. national or international experts/specialists) constrained due to border closings
• Government CP services exist in 7 out of 14 countries; where CP services exist, they are under-resourced, do not cover the whole country, and provide minimum response
• Routine administrative data collection on CP cases limited in most countries; disaggregation by age not always available
• Limited budget allocations to social services
Opportunities:
• Strengthening capacities of frontline social workers & other service providers on CP issues in context of COVID-19 & beyond
• Engagement of community networks in prevention, early intervention and response to CP issues
• In some countries, COVID-19 crises has lent momentum to building CP systems*
Results:
• Yet to be determined
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Module 1: Introduction to Child Protection
???
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Child Protection Response During COVID 19 Pandemic
Learning from Indonesia
Tata Sudrajat
Save the Children Indonesia
May 21, 2020ARNEC Webinar
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Risks of Children in COVID 19 Pandemic
2
Potential Violence Against Children
Children of infected parents
Children of
died parents by COVID+
HIGH RISK
MEDIUM RISK
LOW RISK
LESS RISKALL CHILDREN
Children
died/treat of COVID+
HIGHEST RISK 1,258 infected, 1.035 children hospitalized and 17 died – survival problem
1,221 died. With rate 5 members/family, at least one
child/total died become orphan, permanency of care, loss and grieving, stigmatized, or economic problems
79 million Indonesians aged 0-17 (35%) 27% are children under five 33% are at primary school age.
12,808 infected parents. With dead rate 7%, 846
children potential orphan, psychosocial, stigma and economic problems
By May 19 https://covid19.go.id/peta-sebaran
3 of 10 parent loss their job and 7 of 10 parent reduce income ---malnutrition, drop out school and child labor; learning from home by
internet --- abuse from parents; online violence and marginalized if have no access (4 of 10 parents do not control children). Break of immunization
put children at risk to disease (only 60% coverage in normal), 1 of 2 children have 2 or more feeling of hard to concentrate, difficult to sleep,
bored, stress, confused, tired and feeling lonely (SC, 2020)
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Actions Framework
3
AWARENESS BUILDING
PREVENTION
CASE MANAGEMENT
Much areas
response now
Area of
gap
• Hotline • Guidance• Social assistance
• Psychosocial • Rehabilitation• Counselling• Referral services• Social assistance
Potential Violence Against children
Children of suspect parents
Children of died parents by COVID+
High Risk
Medium Risk
Low Risk - SECONDARY
Less Risk - PRIMER
Children
died/treat of COVID+
Highest Risk
ALL CHILDREN• IEC• Guidance• Campaign
TERTIARI}
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Actions and Results (From April)
1 2 3
4
• Ask data of children – letter
to minister and Ops.ed –
presented since 23 April
• Protocols development (4
protocols)
• Help desk in ministry office
• Webinars on CP for
social workers and CP
staff
• Case Management online
training
• Parenting online training
• Social work supervision
• Hotlines (4,205) by direct call
and SMS/WA (9-14 May).
• Psychosocial First Aid or
psychosocial support.
• Activate: CP response activates
(59 districts), Family learning
centre (135 districts) and
Social work services across
provinces
AdvocacyTechnical
SupportServices
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Protocols on Child Protection
5
Protocols to manage children with COVID 19
• Key stakeholders and PIC in response (health,
child protection and social welfare)
• Stages and task for hospital, medical doctor,
nurse, midwife, etc)
• Stages and task for CP office and staff
• Stages and task for MOSA and social workers
• Stages and task for MOHA and health workers
Protocol to response VAC cases:
• Key stakeholders and PIC in response
• Mode of services: distance service, via
phone, video call, teleconference, face to
face.
• Stages: receipt of complaints; outreaching,
pick and delivery; case management,
• Service delivery: legal assistance,
psychology, health, education, mediation,
alternative care, shelter,