Toolkit Manual
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MOVING B FORWARD TOOLKIT A GUIDE FOR PRACTITIONERS IN THE FIELD OF SPORT FOR YOUTH IN EMERGENCIES Version 1 MOVING B FORWARD TOOLKIT CONTENTS MOVING B FORWARD TOOLKIT CONTENTS INTRODUCTION 4 PART I: DESIGNING A RESPONSE 14 I. Intention 5 1 Introduction 15 II. Acknowledgements 5 2 Preparation 16 2.1 Socio-political-cultural context 16 III. Purpose of the Toolkit 6 2.2 Sport and play profile 16 IV. Toolkit audience 6 2.3 Materials and equipment 17 2.4 Link to other programs 18 V. Target beneficiaries 6 2.5 Further reading 19 VI. The value of sport and play 6 3 Assessment 20 VI.a Health 9 3.1 Guiding principles 20 VI.b Psychosocial rehabilitation 9 3.2 Planning the Assessment 22 VI.c Education 10 3.3 Accountability 30 VI.d Community building 11 3.4 Further reading 31 VII. Further reading 12 4 Planning 32 4.1 Community sensitization and consultation 32 4.2 Selection of mentors 32 4.3 Selection of participants 33 4.4 Workshop 36 4.5 Further reading 39 5 Monitoring & evaluation 40 5.1 Objective 40 5.2 Guiding principles of M&E 40 5.3 Monitoring 42 5.4 Evaluation 43 5.5 Further reading 46 6 Transition 47 6.1 Looking toward the future – Sustainability 47 6.2 Curriculum development 47 6.3 Staff 48 6.4 Multi-sectoral approach 49 6.5 Further reading 49 7 Key Policies 50 7.1 Further reading 51 8 Glossary 52 3 MOVING B FORWARD TOOLKIT INTRODUCTION MOVING FORWARD TOOLKIT MOVING B FORWARD TOOLKIT INTRODUCTION I. INTENTION Although there are a number of key documents elaborating and promoting the rights of children in Time and the space to play are among the first humanitarian emergencies (for examples see ‘Fur- elements to disappear from the lives of young ther Reading’ at the end of each chapter), there is people in a natural disaster or emergency. In the limited agreement or discussion on the best ways immediate, often chaotic, aftermath, the focus is to support children’s healthy development follow- on the provision of food and essential items to ing a disaster. Interventions must be tailored to the ensure survival. However there is a growing rec- unique context and culture of the emergency situ- ognition that the psychological, social and mental ation while taking into account an affected com- growth of children and youth requires more than munity’s existing strengths, resources and coping proper nutrition, clean water and the prevention of mechanisms. Its relative infancy explains why best deadly diseases (Bragin, 2005, 79). practices from this field have yet to be specifically incorporated into international humanitarian stand- In an emergency, the material needs of children ards such as Sphere, INEE and IASC. For youth- and youth are often prioritized over interven- tailored sport and play programs to reach their tions that address cognitive, physical, social and potential, empirical evidence must be collected to emotional development. Yet sports, games and provide conclusive evidence about which sports- play-based interventions can support children and based practices best address the needs of young youth in recovering from the trauma of a disaster people in post-disaster and emergency situations. by strengthening resilience and restoring healthy Since this is the first manual of its type and one that coping strategies. Such psychosocial programs will no doubt necessitate continual enhancement, can help children and youth to recover from the the authors are thankful for feedback on first-hand effects of displacement, disaster and war—ad- experiences of the Moving Forward Toolkit along- dressing social, behavioral and psychological is- side any suggestions for improvement. sues in group contexts while reducing stress and re-establishing a sense of normalcy. II. ACKNOWLEDGEMENTS Psychosocial programming typically refers to non- biological interventions focused on restoring the This initiative would not have been possible with- mental health and social well-being of communi- out the support of three organizations: Nike, who ties. Therefore it should be clearly distinguished initiated the project and took on the role of primary from psychiatric and psychological interventions. financial sponsor; CARE and Mercy Corps, who both have a long term commitment to the development of In global emergency response programs, struc- sport programs in emergencies and devoted valu- tured sport and play activities are rapidly emerg- able resources to the advancement of this toolkit. ing as an effective way to mitigate the psycho- social impact of disasters and conflicts on young Acknowledgment is also due to the International people. Though it is a relatively new field, there is Council of Sport Science and Physical Education a growing body of evidence supporting the ap- whose Sport and Physical Activity in Post-Disaster proach as a valuable complement to traditional Intervention handbook (ICSSPE Manual, 2008) pro- relief programming (Schwery, 2008). While often vides information which complements this toolkit. regarded as a component of education or psy- Also to Kennesaw University whose contribution chosocial programs, the added value and po- to the above handbook provides valuable research tential of sport and play activities has yet to be on trauma. Last, but not least, the Swiss Academy mainstreamed and there are no broadly accepted for Development (SAD), who created a landscape models for using sport and play as a means to document together with Schwery Consulting (2007) help young people recover from various types of and is responsible for diverse publications relating humanitarian emergencies. to work in this field. 5 MOVING B FORWARD TOOLKIT INTRODUCTION III. PURPOSE OF THE TOOLKIT has their support, organizers of the program must work alongside parents and community members The goal is to help young people to recover from to plan and implement the project; for their input the traumatic effects of emergencies by providing and guidance is required on a range of aspects practical tools that support sport and play program- such as sourcing local materials, encouraging chil- ming thus promoting healthy physical, social, emo- dren’s participation in the program, identifying suit- tional and cognitive development. Such targeted able locations for activities, and so on. Involvement attention to youth is essential to the recovery and in a successful sport and play program can bring rebuilding of communities struck by disaster. significant psychosocial benefits to parents and community members. A final group of beneficiaries It is hoped that the application of these resources will exist under the ‘Tier 3’ category: other programs, provide further empirical evidence to support the use standards and practitioners that are involved in or of this methodology as an effective tool to strengthen concerned with this area of work. Lessons learned resilience in post-emergency settings. The toolkit has from sport and play programs should be published the added appeal of supporting mainstream approach- and shared with the international community in es to emergency response programming. order to develop good practices. Although the toolkit offers recommendations and guidelines for planning, implementing, monitoring VI. THE vaLUE OF sport AND PLay and evaluating sport and play programs in post- emergency settings, it is not a rigid programming Sport and play—from physical activity to organized model. The guidelines are intended to be flexible competitive sport—has an important role in all socie- enough to enable adaptation to the specific context ties. Access to, and participation in, sport and play in which sportbased programs will operate. is a human right that is important for individuals of all ages to lead healthy and fulfilling lives. The right to play and participate in sports has been embod- IV. TOOLKIT AUDIENCE ied in many UN conventions. In 2002, acknowledg- ment of sports inherent values led the UN to com- The toolkit is intended primarily as a reference mission a report examining the potential contribution guide for field practitioners (relief workers, emer- that sport can make towards achieving the UN gency response teams, project staff and partners) Millennium Development Goals (see Chapter 7). responsible for setting-up and managing sport programs for young people after emergencies. Sport for development programs can be used as: The toolkit materials may also be useful for overall emergency preparation planning, proposal devel- B A vehicle for disseminating educational messages opment, training planning, project evaluation, and such as safety (land mine education), health promo- other communication and information sharing. tion and disease prevention (hygiene, HIV / AIDS) B A tool for teaching positive values and life skills, V. TARGET BENEFICIARIES improving health and wellbeing, individual develop- ment, social integration and the development of The toolkit has a tri-tiered approach to target ben- social capital (increasing cohesion), peacebuilding eficiaries. It is primarily designed for the benefit of and conflict prevention and economic development ‘Tier 1’: children and youth affected by emergen- cies and the mentors that coordinate sport and play B A social inclusion tool: it can empower and promote activities. However, it is also expected to have a the inclusion of marginalized groups, especially positive impact on ‘Tier 2’: the families and commu- women / girls, refugees, and people with disabilities nities affected by an emergency. Once the program 6 MOVING B FORWARD TOOLKIT INTRODUCTION FIGURE 1 B THE CONTRIBUTION OF sport AND play