Project Title Here

Organization Logo Project Title Here

Promotion and protection of the Rights of Children with Disability

Reporting Period July 1st ‐31st 2010 Date Report is submitted August 10th 2010 Organization Name Bethlehem Arab Society for Rehabilitation (BASR) Author of the report Ghada Farraj, program officer

Section I: Organization General Information

Name of Organization Bethlehem Arab Society For Rehabilitation (BASR) Mailing Address PO Box 100 Bethlehem – West bank Palestinian Territories Physical Location Cremisan Street – Beit‐Jala Bethlehem district Phone 2744052 & 2749793/4 Fax 2744053 & 2749001 Email [email protected] [email protected] Organization’s Contact Person Rima Canawati Director of program Development Grants Tracking Number 0103 Title of Activity Promotion and protection of the Rights of Children with Disability Start Date of Reporting Period July 1st 2010 End Date of Reporting Period July 31st 2010 Date Report is Submitted August 10th 2010

Section II: Reporting Period Background: (Please provide a brief summary on the reporting period including: background, a summary of planned activities, implementation location, number of beneficiaries, and the staff responsible for overseeing the implementation of each activity)

1.1 The psychologist and social workers administer 100 individual counseling sessions for 50 children with and without disability during July.

1.2 The social workers organize 3 therapeutic group activities for 18 children with and without disability during July.

1.3 The community physiotherapist and occupational therapist evaluate the rehabilitative needs of 12 children with disability during July to identify those in need of technical devices.

2.1 500 children with and without disability play freely at the four toy libraries during July.

2.2 The education officer and the animators of the toy libraries organize 12 integrated internal pedagogical / recreational activities for 80 children with and without disability inside the four toy libraries during July.

2.3e Th animators of the toy libraries organize9 integrated external pedagogical / recreational activities in different neighborhoods of El‐Khader, Nahalin and Deheisheh for180 children with and without disability during July.

2.4 The animators of the toy libraries organize 22 activities for 200 children from Nahalin, EL‐ Khader and Deheisheh during the summer camps.

3.1 The psychologist and social workers conduct 2 training days on "Basic Behavioral and Cognitive intervention techniques" for 14 CBR workers in July.

Page 2 of 34 3.2 The social workers conduct 8 case discussions for the animators of the toy libraries and their assistants in El‐Khader, Nahalin and Deheisheh during July for capacity building purposes.

4.1 The social workers organize 17 awareness raising sessions on child rights and child protection issues for160 children from Nahalin, El‐Khader, Deheisheh and Diabetes Society during July.

4.3 The education officer organizes 3 awareness activities on child rights for 20 children (2 activities for 10 children at Nahalin Center and 1 activity for 10 children at El‐Khader Center during July.

5.1 The psychologist organizes 2 case discussions about children with disability for the program social workers during July.

5.2 The social workers receive 2 individual supervision sessions each during July.

Section III: Outputs Achieved during this Reporting Period (Please provide a detailed account of each output achieved during this reporting period)

. Output 1:

A. 87 children 54 males, 33 females) received psychosocial intervention services provided by the program psychologist and social workers as follows:

* 69 children (43 males, 26 females) received 134 individual counseling sessions.

4‐6 7‐9 10‐12 13‐15 16‐18 Total: 10 Total:21 Total:24 Total: 10 Total: 4 Males:6 Males: 14 Males:16 Males:5 Males: 2 Females: 4 Females: 7 Females: 8 Females: 5 Females: 2

* 18 children (11 males, 7 females) were involved in 3 psychosocial group activities.

4‐6 7‐9 10‐12 13‐15 16‐18

Total: 0 Total:3 Total:15 Total: 0 Total: 0

Males:0 Males: 1 Males: 10 Males: 0 Males: 0

Females: 0 Females: 2 Females:5 Females: 0 Females: 0

* Total Number of children with disability involved: 56, 35 males & 21 females.

4‐6 7‐9 10‐12 13‐15 16‐18 Total:8 Total: 17 Total: 20 Total: 9 Total: 2 Males: 6 Males: 10 Males: 14 Males: 5 Males: 0 Females: 2 Females: 7 Females: 6 Females: 4 Females: 2

Page 3 of 34 B. 17 children with disability (4 males, 13 females) were evaluated by BASR’s part time physiotherapist and occupational therapist (5 from Beit‐Awwa, 3 from Dura, 2 from Hebron, 1 from Suier, 2 from Teqooa', 1 from Hindaza, 1 from El‐Khader, 2 from Marah‐Rabah.

0‐3 4‐6 7‐9 10‐12 13‐15 16‐18

Males: 1 Males: 1 Males:1 Males: 1 Males: 0 Males: 0

Females: 4 Females: 3 Females: 1 Females: 4 Females: 1 Females: 0

 4 of the children assessed in the field were referred to BASR for physiotherapy to improve functional activities, standing balance, dynamic sitting balance, head control and gait – audiology and vision assessment, feeding and speech evaluation.

 11 children need technical devices (normal wheelchairs, bilateral ankle foot orthoses, bilateral knee support, cast seating device, bilateral hand splints, bilateral‐ Torsion splints, serial casting (long leg) and surgical (orthopedic) shoes.

 9 children (4 males and 5 females) received 27 physiotherapy sessions

Output 2:

*. 596 children with and without disability (291 males, 305 females) had access to free play at the four toy libraries of El‐Khader, Nahalin, Obeidieh and Deheisheh during July, through a total of 1734 visits to the toy libraries.

3‐6 7‐9 10‐12

151 209 236

*82 children (35 males, 47 females) participated in 12 integrated internal pedagogical / recreational activities organized by the education officer and the animators inside the toy libraries.

* 184 children (93 males, 91 females) participated in 9 integrated external pedagogical / recreational activities organized by the animators of the toy libraries in different neighborhoods of El‐Khader, Nahalin and Deheisheh.

Page 4 of 34 The presence of the groups was as follows:

 Internal activities:

Location Number of Number of Number Type of Numbers children children of activity of the distributed distributed disabled activities by gender by age children, group m and f.

El‐Khader Total :20 3‐6:3 Total:4 Drama 4

M:8 7‐9:7 M:3 Games competitions F:12 10‐12:10 F:1 Free play

Nahalin Total :30 3‐6:8 Total: 0 Drama 4

M:16 7‐9:10 M: 0 Games competitions F:14 10‐12:12 F: 0 Free play

Dehiesheh Total :32 3‐6:9 Total :9 Music 4

M:11 7‐9:11 M:6 games

F:21 10‐12:12 F:3 competitions

Free play

Total: 82 3‐6: 20 13 / 12

Total M:35 7‐9:28 M:9

F:47 10‐12:34 F:4

*External activities:

Location Number of children Number of Type of Numbers of distributed by children activity the gender distributed activities by age group

El‐Khader Total: 40 3‐6:10 Games 2 competitions M: 25 7‐9:15 Free play F:15 10‐12:15

Page 5 of 34 Nahalin Total :34 3‐6:16 Drama 3

M:6 7‐9:0 Games competitions F:28 10‐12:18 Free play

Dehiesheh Total :110 3‐6:25 games 4

M:62 7‐9:39 competitions

F:48 10‐12:46 Free play

Total : 184 3‐6:51 / 9

M: 93 7‐9:54

F:91 10‐12:79

*230 children (127 males, 103 females) participated in 22 pedagogical / recreational activities organized by the animators during the integrated summer camps in Nahalin, El‐ Khader and Deheisheh.

Location Number of Number of Number Type of children children of activity distributed distributed disabled by gender by age children, group m and f.

El‐Khader Total: 76 3‐6:18 Total:27 Drama music M:36 7‐9:5 M:19 storytelling F:40 10‐12:53 F:8

Nahalin Total: 58 3‐6:9 / Drama music M: 39 7‐9:25 storytelling F: 19 10‐12:24

Dehiesheh Total:96 3‐6:19 / Drama

Page 6 of 34 M: 52 7‐9:31 music

F: 44 10‐12:46 storytelling

. Output 3:

. *A 2 day training was conducted by the psychologist and one of the social workers for 14 CBR workers during July.

. * 8 case discussions were conducted by the social workers for 3 female animators and 3 female assistant animators of the toy libraries in El‐Khader, Nahalin and Deheisheh for capacity building purposes.

‐ Output 4: A. 17 awareness raising sessions on child rights and child protection issues were organized by the social workers for 167 children (males: 101, females: 66) in El‐Khader , Nahalin, Deheisheh and Diabetes Society.

4‐6 7‐9 10‐12 13‐15 16‐18

Total: 27 Total: 52 Total: 59 Total:29 Total: 0

Males: 14 Males: 37 Males:33 Males:17 Males: 0

Females: 13 Females: 15 Females: 26 Females:12 Females: 0

B. 3 awareness activities on child rights were organized by the education officer for 20 children with and without disability (16 males, 4 females), 2 in Nahalin for 10 children and 1 in El‐Khader for 10 children.

Location Number of Number of Number of type of Activity children children disabled distributed by distributed by children, m and gender age group f.

Nahalin Total :10 3‐6: / Child rights awareness M:9 7‐9:4

F:1 10‐12:6

Elkader Total :10 3‐6: Child rights

Page 7 of 34 M:7 7‐9:4 / awareness

F:3 10‐12:6

Output 5:

A. The psychologist organized two case discussions about children with disability for the social workers during July.

B. The social workers receive 2 individual supervision sessions each during July given by the consultant clinical psychologist.

Section IV: Summary of Major Accomplishments (Please provide a summary of major accomplishments during the quarter as well as unexpected or unplanned outputs/activities during this quarter)

During July 2010, the psychosocial team continued implementing their planned activities, providing children with and without disability with psychosocial intervention through individual counseling and psychosocial group activities, in order to guide them into a more balanced psychological well being. They also conducted awareness sessions on child protection issues and the rights of children with disability for children in community centers and Diabetes Society during the summer camps. It is noted that the number of activities and number of beneficiaries was less than previous months, due to the summer vacation in public schools and community centers.

Individual counseling sessions were administered by the psychologist and social workers in July for children with and without disability; Good commitment was noted among the majority of the beneficiaries and there was good cooperation on the part of parents who were satisfied with the noticeable improvement in their children's attitudes and well being as the sessions continued. One adolescent girl with physical disability was able to move in her wheelchair during the session; she then stood up and looked through the window. She did that to feel that she can do something in a safe place; she can explore the environment around her and was happy while doing that. One mother was able to understand her son and accept him as he is; at the beginning, she was previously saying "my son doesn’t love me", but now she says "he doesn’t love me because I don’t express my feelings toward him". This mother is more in peace with herself; she is doing more positive things to herself. 6 wne beneficiaries enrolled in the psychosocial program during this month and 30 individual files were closed upon terminating the individual intervention, since the children made obvious progress and became more self‐ confident and their parents' understanding and ability to meet their needs noticeably improved.

It was generally noted that most children involved in psychosocial group activities this month were able to communicate with each other verbally and physically by sharing tools, stories and feelings, reflecting their emotions through drawings expressing their repressed

Page 8 of 34 emotions; each one had his/her own space during the painting time and respected each other and also during the time of speaking about the drawing. It is striking that they had agreed among themselves on how to arrange the rounds to talk about their drawings and it has been a successful agreement and everyone contributed to it. Two new therapeutic groups for children attending the toy library at Nahalin Center were formed , where the social workers introduced our methodology of work to the children and implemented many ice braking activities that aimed at introducing the children to each other and increasing the interaction among the group members. Group rules were decided by the children themselves who wrote these rules on paper and colored it. It is important to note that there was a clear improvement in the children’s behaviors and psychological well being especially children with disability at El‐Khader Center, where the social worker will finish the intervention with them.

The psychologist and a social worker from the psychosocial program conducted a two day training on July 28th 29th, 2010 regarding Basic Behavioral and Cognitive intervention techniques to 14 community based rehabilitation (CBR) workers. The training was intensive comprising both theoretical and practical aspects, including group work with actual case presentations and role plays as to ensure adequate and effective implementation of the skills gained. It focused on Behavioral intervention models, cognitive intervention models, when to use, how to implement and discussing specific uses for their target group.

During the training, the participants exhibited visible positive interactions with the trainers as well as with each other, especially during their work in groups. They showed obvious interest in the material presented and were very eager to express themselves. It is important to emphasize that the majority of the examples presented during their practical work was from personal experiences they encountered in their work, which is realistic and they can feel it more deeply. They relayed that the information they acquired during this training upgraded their skills and expertise and will noticeably benefit them in their work with their clients, which was a priority for organizing this training.

The social workers also conducted 8 case discussions for the animators of the toy libraries and their assistants in El‐Khader, Nahalin and Deheisheh for capacity building purposes. Discussing some children behaviors during library times and suggesting some solutions to deal with these behaviors were raised during the meetings. More over the social workers discussed theoretical material about the hyperactive children with the animator of Deheisheh toy library and her assistant. In general, they showed good interest, good participation and progress, especially in their observations and detection skills at the toy library, which was clear from their notes.

Upon coordination with the directors of the centers of Elkader, Nahalin, Deheisheh and the diabetes society, the social workers administered awareness sessions for children participating in their summer camps, dealing with issues related to emotional and verbal abuse, neglect of children with disability as well as sexual abuse using the 3 T.V spots that we previously produced in cooperation with Al‐Harah theatre for children between 12‐15 years, and cartoon movie titled "very important" for children between 5‐9 years. Overall, the

Page 9 of 34 children actively participated in the discussions; they admitted that they were often verbally abused and verbally abused their younger siblings. They well understood the negative effects of emotional abuse and inquired about the positive way of alternatively dealing with others.

Asma’ said: “the child who suffers from emotional abuse will abuse his children when he becomes a parent.” Bayan said: “ but perhaps the child who suffers from abuse will deal differently with his children and be very kind to them and meet all their needs”. The children also gave examples of how people abuse children with disability and neglect them. Some of the children showed their human feelings toward the issue. Ahmad said "I feel sad when I see someone hurting my disabled brother". The cartoon movie titled “very important” was screened for several groups of children, ages 5‐9 years. The focal point of this film is to educate children on sexual harassment and provide some suggestions and solutions to deal with situations those children may be exposed to. The children were watching the movie with high attention.

Generally speaking, there was variation in children’s understanding of the movie content due to some children’s cognitive delay. During the discussion, children were repeating some words from the movie which indicated their ability to distinguish between the comfortable and uncomfortable touches and looks. The discussions helped the children to learn how to react in similar situations and the importance of telling the parents about everything, and not allowing anyone to touch their bodies. Mona said: "once I was walking in the camp and a man came too close; he tried to touch me, so I shouted and ran home immediately". Adham said: "yes it’s important to tell someone what happens with us so as not to let anyone hurt us". Fida' said "it is important to look into the eyes of the man".

During July, the education officer continued implementing awareness sessions on the right to education, through storytelling and drama with El‐Khader and Nahalin children's groups. The story was discussed with the children to present the children's right to education and its importance in their lives. The children also discussed efficiently their right and duties. For example, Masra said: "It is my right to be educated and it is my duty to study and get good grades". The children immensely enjoyed the activities and played many roles that reflected their right to education.

During July, children with and without disability had access to the toy libraries as individuals and as groups playing freely and also participating in internal and external pedagogical activities with their friends. Some of the internal and external groups of children participating in the summer camps at Nahalin, El‐Khader and Deheisheh liked to play in the corner of the rule games in the toy library sharing the same game together competing with one another. Others liked to be in the symbolic corner and enjoyed wearing animals and

Page 10 of 34 bride dresses and played the role of bride by making a wedding party. The children had a lot of fun and felt free to play what they liked in the various corners of the toy library. It is so clear that the children's attendance at Nahalin toy library in July was similar to the previous month; yet there was an improvement in children's registration, where 7 new children registered at the toy library and two renewed their registration. But children in Obeidieh were not able to attend the toy library due to construction work at the center in order to ensure their safety. On the other hand, the children attending Deheisheh toy library increased compared to the previous month. It was noted that most children who attended El‐Khader toy library were relatives and came as one group as The majority live near the toy library.

Integrated internal and external recreational activities were organized by the animators to boost children's attendance at the toy libraries and reach out to vulnerable children who do not have access to the toy libraries for different reasons. This gave children with and without disability the opportunity to play and benefit from the toy libraries and their services. The activities varied according to children's age group and tendencies, comprising drama, story telling, contests, painting and symbolic play, in addition to free play. It is important to mention that children’s attendance stopped at Obiedieh toy library due to construction work at the center.

During July, children with and without disability participated in the integrated summer camps of the community centers and enjoyed the varied activities organized by the animators and their assistants and had the opportunity to play and benefit from the toy libraries. The activities varied according to the children's age group and tendencies encompassing: drama, storytelling, arts, competition games, music and dancing, etc.

During July, the Director of operations, program officer of the psychosocial program and program development officer participated in a workshop organized by Flagship project team at BASR, to review the most important achievements to‐date. 8 organizations attended the workshop and presented their achievements during the last period.

Page 11 of 34 Section V: Comparison of Actual vs. Planned Activities (Please compare actual work accomplish vs. planned activities, noting that any deviation between implementation and the agreement must be approved by Flagship Grants Manager)

Activity Activity Title Planned Accomplished Reason behind discrepancy No. 1 Psychosocial A. 100 individual counseling sessions for A.69 children received 134 individual The team received more referrals than expected and was able to serve more intervention 50 children. counseling sessions. beneficiaries than planned, as their case load allowed it.

B.3 psychosocial group activities for 18 B. 18 children were involved in 3 children. psychosocial group activities.

2 Individual supervision 2 individual supervision sessions for Each social worker received 2 individual N.A each social worker in July. supervision sessions in July.

3 Play & pedagogical A. 500 children play freely at the four A. 596 children had access to free play More children attended the toy libraries and participated in the internal and activities toy libraries. at the four toy libraries through a total external activities, as they enjoyed play. of 1734 visits. B. Organizing 12 integrated internal pedagogical activities for 80 children. B. 82 children participated in12 integrated internal pedagogical C. Organizing 9 integrated external activities. pedagogical activities for 180 children. C. 184 children participated in 9 integrated external pedagogical activities in different neighborhoods of El‐Khader, Nahalin and Deheisheh.

D. organizing 22 activities for 200 D. 230 children participated in 22 children during summer camps. activities during summer camps.

4 Provision of technical The community PT & OT evaluate 12 17 children with disability were More beneficiaries were reached by the PT & OT in the field, as we expected the devices children with disability to identify those served by PT & OT. minimum. in need of technical devices. . 5 Capacity building for A. Conducting 2 training days A. 2 training days were N.A. child professionals for 14 CBR workers. conducted for 14 CBR workers. B. Conducting 8 case discussions for the animators B. 8 case discussions were of the four toy libraries of El‐ conducted for 3 animators Khader, Nahalin and and 3 assistant of animators Deheisheh. of the toy libraries in El‐ Khader, Nahalin and Deheisheh.

6 Awareness on child A. Organizing 17 awareness sessions for A. 17 awareness sessions were A. N.A rights and child 160 children in Nahalin, Elkader, organized for 167 children in Nahalin, protection Deheisheh and Diabetes Society. ELKhader, Deheisheh and Diabetes B. N.A Society. B. Organizing 3 awareness activities on child rights for 20 children at El‐Khader, B. 3 awareness activities on child rights and Nahalin centers. were organized for 10 children at Nahalin and 10 at El‐Khader centers.

Section VI: Monitoring and Evaluation Tracker

Objective Result Indicator Output/Outc Data Freque Responsible Baseline Target Value Actual Value Disaggreg ome Source ncy Person/Tea Value and and Date and Date ated by m Date To promote A. The most A. Number of A.69 children134 Database – Psychologist – A. 0 A. 50 children in A. 69 children in the rights of vulnerable had children with and sessions. Individual Monthly social workers B. 0 100 sessions. 134 sessions persons been accessed to without disability files – See output 1 affected by provide quality involved in PT & OT

Page 13 of 34 the ongoing psychosocial individual reports C. 0 violence, services that would counseling sessions especially promote their well D. 0 B. 50 families B. 69 families in children and being, resilience B. Number of involved in 100 I.C 134 sessions young people and effective children’s families B. 69 families in sessions. including integration. The involved in 134 sessions. those with needed individual disability to counseling sessions access B .rehabilitation C. 18Children in 3 rehabilitation services and C. Number of Activities C. 18 children in 3 and technical devices to children with & activities psychosocial children with without disability C. 18 children support disability had been involved in participated in 3 services provisioned to psychosocial group activities. D. 12 children adapted to improve their living activities. evaluated by PT & D. 17 children their needs. conditions and OT. evaluated by PT & promote their full D. Number of OT participation in children with D. 17 children 01‐31/07/2010 society which will in disability evaluated evaluated by PT & turn promote social and followed up by OT. and community PT & OT – number 01/06/2010 development of technical devices * 9 children provided . received 27 PT 01‐31/07/2010 sessions at BASR.

To promote 1.2 Children with A. Number of A. 596 children, Database – Monthly Education A. 0 A. 500 Children A. 596 children See output 2 the right of disability, had children with and total of 1734 visits Individual officer B. 0 children with increased without disability to the toy files – C. 0 disability to opportunities for benefit from free libraries. reports access free and structured play and 01‐31/07/2010 integrated play, expression pedagogical and

Page 14 of 34 play and and interaction with recreational pedagogical peers in a safe and activities organized services in a enriching at four toy libraries Animators and safe and environment, which in El‐Khader, their assistants enriching will promote their Nahalin, Obeidieh environment. optimal and Deheisheh development and well being B. Number of B. 80 children in 12 B. 80 children in children with and B.82 children internal activities 12 internal without disability participated in 12 activities per center internal activities participates in one‐ C. 180 children in 9 C. 184 children in off integrated C. 184 children external activities 9 external activities, such as participated in 9 activities community external activities celebrations and fun D. 200 children in D. 230 children in days at the D. 230 children 22 activities during 22 activities community centers participated in 22 summer camps. during summer of El‐Khader, activities during camps. Nahalin, Obeidieh summer camps. and Deheisheh 01‐31/07/2010

01‐31/07/2010

To improve The skills and A. Number of A. 14 CBR workers Database – Monthly Psychologist ‐ A. 0 See output 3 the capacity of capacities of child teachers, animators, participated in 2 Reports social workers – B. 0 child professionals in CBR workers and days training. education C. 0 20 child 20 Child professionals promoting other child officer D. 0 professionals professionals to implement children's well professionals activities being and rights benefited from 01‐31/07/2010 contributing were developed training, guidance to the which would lead to and support protection and the sustainability of services provided by promotion of the action and to BASR's psychosocial the well being the empowerment team and rights of of vulnerable children with children to disability. understand and defend their rights B. Number of B.8 case training sessions discussions for 3 animators and 3 assistants of

Page 15 of 34 animators .

75% of the child 93% of the child professionals were professionals were C. Percentages of 93% of the child satisfied with the satisfied with the the child professionals were training training professionals were satisfied with the satisfied with the training training 01‐31/07/2010 01‐31/07/2010

To raise the The awareness had A. Number of A. 20 awareness Database – Monthly Social workers A. 0 A. 20 awareness A. 20awareness See output 4 awareness of been increased as & education B. 0 sessions sessions

Page 16 of 34 young people, well as the awareness sessions sessions Reports officer C. 0 parents common 0 B. 0. teachers and understanding of B. Number of B.0 community child rights, theatre shows 01‐ C. 180 children. C. 187 children. members on disability rights and C. 187 children. 31/07/2010 child rights child protection at C. Number of 01‐31/07/2010 and child different levels in children involved in protection the community. awareness activities issues.

Page 17 of 34 Section VII: Outstanding Issues and Solutions (Please indicate any outstanding issues and implementations problems faced during the implementation periods and options for resolving these issues and problems)

Activity Challenges/Issues/Problems Factors that contributed to challenges/issues/problems Possible Solutions Psychosocial intervention N.A N.A N.A

Play & pedagogical activities Lack of appropriate space for children's play when organizing Crowded neighborhoods & lack of play spaces The animators had to manage the external activities in the neighborhoods activities as effectively as possible Capacity building Training cancelled USAID vetting regulations. We send the trainees’ names & Ids to be vetted and had to wait for USAID response. Awareness raising Lack of the needed equipment for presenting the TV spots in Lack of funds to purchase the needed equipment (LCD The social workers had to rotate in centers as well as lack of sufficient ones at BASR projector & screen, laptop or DVD) using the only portable LCD projector pertaining to BASR and organized their field schedule accordingly.

Section VIII: Sustainability of Efforts (Please indicate how your organization plans on sustaining the efforts achieved during this project and the status towards achieving sustainability)

This type of intervention is basically almost totally focused on social aspects. The development of social or cultural beliefs is a quite long term process, which demands an integrated approach. In this case, BASR's intervention, even though with a different connotation, has started a long time ago and will continue as long as the need requires it. Increased awareness and common understanding of child rights, disability rights and child protection at different levels in the community will promote the socio‐cultural sustainability of the action, since capacity building for child professionals as well as awareness raising for children's care givers and the public on child protection issues and the rights of children with disability supports the community and families to expand the protective sphere for children with disability, fosters positive attitudes towards them, promotes their effective integration in all aspects of community life and helps these adults develop alternative forms of behavior to physical and emotional violence and abuse, which in turn contributes to the strengthening of the network of care around these children and improves their quality of life in the long run.

At the end of the funding period, BASR will ensure the functional sustainability of the outreach program; as through the initiation of the organizational development process at BASR, it will be developing a realizable Fundraising Plan based on a number of donors and various revenue generating models, ensuring core funding sources are secured through diversification strategy.

As for the technical sustainability of the program, it will be ensured through the continuous education / training of the psychosocial intervention and rehabilitation team and other child professionals, which will guarantee the development of local capacities and sustainability of the actions.

As for the tools used for measuring the impact of these activities on the beneficiaries, we focused at this stage on the team members' observations and reports which demonstrated the progress made by beneficiaries against their intervention plan and objectives. At the end of the project, focus groups and surveys will be administered inr orde to evaluate the satisfaction level of the beneficiaries.

Section IX: Beneficiaries (Please use the below format to list direct beneficiaries) Activity Title Number of beneficiaries according to Name of town, village, or refugee camp gender

Psychosocial intervention : ‐ 87 children (54 males,33 females): Aida refugee camp, Al‐Doha, Azza camp, Beit‐Jala, Beit‐Sahour, Beit‐Fajar, Bethlehem, Deheisheh camp, El‐Khader, Gazza, Hebron, Husan, Irtas, ‐ Individual counseling sessions ‐ 69 children (43 males, 26 females) Jericho, Khalayel El Loz, Nablus, Nahalin, Obeidieh, Tekooa, Tul‐Karem, Wad Fukin, Zatara.

‐ Psychosocial group activities 18 ( 11 males, 7 females) El‐Khader and Nahalin centers.

Beit‐Awwa, Dura, Hebron, Sueir, Tuquo', 17 children ( 4 males, 13 females) ‐ Evaluation and follow up by PT & OT Hindaza,EL‐Khader and Marah‐ Rabah.

‐ Play & pedagogical activities ‐ 596 children (291 males,305 females) El‐Khader, Nahalin, Deheisheh camp & Bethlehem. ‐ Integrated internal activities ‐ 82 (35 males, 47 females)

‐ Integrated external activities

‐ fun days ‐ 184 (93 males, 91 females)

‐ Awareness raising sessions on child rights ‐N.A and child protection issues in public schools ‐ N.A ‐ Deheisheh, Nahalin & El‐Khader ‐ Awareness raising sessions on child rights and child protection issues for parents ‐ 20children with & without disability (16 ‐ Nahalin, Obeidieh &El‐Khader males, 4 females) ‐ Awareness activities on child rights for children ‐ Nahalin, EL‐Khader, Deheiesheh and ‐ Awareness raising sessions on child rights ‐ 167 children with and without disability Bethlehem . and child protection issues for children from (101Males, 66 females) Nahalin, EL‐Khader centersd an Diabetes Society.

‐ Awareness through theatre shows

Individual supervision for the 5 social workers (0 males, 5 females) ‐‐BASR social workers

Section X: Impact on participants/beneficiaries (Please assess the impact these implemented activities have had on the participants/beneficiaries and the tools used for their measurement.)

The children receiving psychosocial intervention were making noticeable progress and became more self confident and their parents' understanding and ability to meet their needs was noticeably improving. One adolescent girl with physical disability was able to move in her wheelchair; she then stood up and looked through the window. She did that to feel that she can do something in a safe place; she can explore the environment around her and was happy while doing that. One mother was able to understand her son and accept him as he is. At the beginning, she was saying "my son doesn’t love me"; butw no she says "he doesn’t love me because I don’t express my feelings toward him". This mother is more in peace with herself; she is doing more positive things to herself. Most children involved in psychosocial group activities this month showed positive social interaction which was built as the sessions continued, were able to communicate with each other verbally and physically by sharing tools, stories and feelings, reflecting their emotions through drawings expressing their repressed emotions. Each one had his/her own space during the painting time and respected each other and also during the time of speaking about the drawing. It is striking that they had agreed among themselves on how to arrange the rounds to talk about their drawings and it has been a successful agreement as everyone participated in it. a clear improvement in the children’s behaviors and psychological well being was noted especially children with disability at El‐Khader Center where the social worker will finish the intervention with them.

During the training sessions for CBR workers, the participants exhibited visible positive interactions with the trainers as well as with each other, especially during their work in

Page 20 of 34 groups. They showed obvious interest in the material presented and were very eager to express themselves. It is important to emphasize that the majority of the examples presented during their practical work was from personal experiences they encountered in their work, which is realistic and they can l fee it more deeply. They relayed that the information they acquired during this training upgraded their skills and expertise and will noticeably benefit them in their work with their clients, which was a priority for organizing this training

During July, children with and without disability had access to the toy libraries as individuals and as groups playing freely and also participating in internal and external pedagogical activities with their friends. Some of the internal and external groups of children at Nahalin, El‐Khader and Deheisheh, during the integrated summer camps, liked to Share play in the corner of the rule games competing with the others; others liked to be in the symbolic corner and were interested in wearing animals and bride dresses and played the role of bride by making a wedding party, the children interested a lot, and each child feels free to play what he or she likes in the in the various corner of the toy library.

During July, the education officer continued implementing awareness sessions on the right to education, through storytelling and drama with El‐Khader and Nahalin children's groups. The story was discussed with the children to present children's right to education and its importance in their lives. The children also discussed efficiently their right and duties. For example, Masra said: "It is my right to be educated and it is my duty to study and get good grades". The children enjoyed the activities and played many roles that reflected their right to education.

During July, the social workers implemented awareness raising sessions for children participating in the integrated summer camps at Nahalin, El‐Khader, Deheisheh centers and Diabetes Society, dealing with issues related to emotional and verbal abuse, neglect of children with disability as well as sexual abuse using the 3 T.V spots and cartoon movie titled “very important”.

Overall, the children actively participated in the discussions; they admitted that they were often verbally abused and verbally abused their younger siblings. They well understood the negative effects of emotional abuse and inquired about the positive way of alternatively dealing with others. Asma’ said: “the child who suffers from emotional abuse will abuse his children when he becomes a parent". Bayan said: “but perhaps the child who suffers from abuse will deal with his children in a different way and will be very kind to them and meet all their needs”. They also gave examples of how people abuse children with disability and

Page 21 of 34 neglect them. Some of the children showed their human feelings toward the issue. Ahmad said "I feel sad when I see someone hurting my disabled brother.

The cartoon movie titled “very important” was screened for several groups of children. The children were watching the movie with high attention and during the discussion children were repeating some words from the movie which indicated their ability to distinguish between the comfortable and uncomfortable touches and looks. The discussions helped the children learn how to react in similar situations and the importance of telling the parents about everything, and not allowing anyone to touch their bodies. Mona said: "once I was walking in the camp and a man came too close; he tried to touch me so I shouted and ran home immediately". Amal said: "yes it’s important to tell someone what happens with us so as not to let anyone hurt us". Fida' said "it is important to look into the eyes of the man.

Section XI: Beneficiaries Reaction Please describe the reaction of beneficiaries and include quotes

The children receiving psychosocial intervention were making noticeable progress and became more self confident and their parents' understanding and ability to meet their needs was noticeably improving. One adolescent girl with physical disability was able to move in her wheelchair; she then stood up and looked through the window. She did that to feel that she can do something in a safe place; she can explore the environment around her and was happy while doing that. One mother was able to understand her son and accept him as he is. At the beginning, she was saying "my son doesn’t love me"; butw no she says "he doesn’t love me because I don’t express my feelings toward him. This mother is more in peace with herself; she is doing more positive things to herself. Most children involved in psychosocial group activities this month showed positive social interaction which was built as the sessions continued, were able to communicate with each other verbally and physically by sharing tools, stories and feelings, reflecting their emotions through drawings expressing their repressed emotions, each one had his/her own space during the painting time and respected each other and also during the time of speaking about the drawing. It is striking that they had agreed among themselves on how to arrange the rounds to talk about their drawings and it has been a successful agreement and everyone share in it. a clear improvement in the children’s behaviors and psychological well being; of El‐Khader group especially those with disability, where the social worker will finish the intervention with them.

It was noted that the CBR workers who participated in the training of Basic Behavioral and Cognitive intervention techniques, exhibited visible positive interactions with the trainers as well as with each other, especially during their work in groups. They showed obvious interest in the material presented and were very eager to express themselves. It is important to emphasize that the majority of the examples presented during their practical work was from personal experiences they encountered in their work, which is realistic and they can feel it more deeply. They relayed that the information they acquired during this

Page 22 of 34 training upgraded their skills and expertise and will noticeably benefit them in their work with their clients, which was a priority for organizing this training

children with and without disability had access to the toy libraries as individuals and as groups playing freely and also participating in internal and external pedagogical activities with their friends during the summer camps at Nahalin, El‐Khader and Deheisheh. some of them liked to Share play in the corner of the rule games competing with one another. Others liked to be in the symbolic corner and enjoyed wearing animals and bride dresses and played the bride's role by making a wedding party. The children had a lot of fun and felt free to play what they liked in the various corners of the toy library.

The children actively participated in the discussions in the awareness sessions; they admitted that they were often verbally abused and verbally abused their younger siblings. They well understood the negative effects of emotional abuse and inquired about the positive way of alternatively dealing with others. Asma’ said: “the child who suffers from emotional abuse will abuse his children when he becomes a parent". Bayan said: “but perhaps the child who suffers from abuse will deal differently with his children and be very kind to them and meet all their needs". They also gave examples of how people abuse children with disability and neglect them. Some of the children showed their human feelings toward the issue. Ahmad said "I feel sad when I see someone hurting my disabled brother. The cartoon movie titled “very important” was screened for several groups of children, ages 5‐9 years. The focal point of this film is to educate children on sexual harassment and provide some suggestions and solutions to deal with situations those children may be exposed to. The children were watching the movie with high attention.

Generally speaking, there was variation in children’s understanding of the movie content due to some children’s cognitive delay. During the discussion children were repeating some words from the movie which indicated their ability to distinguish between the comfortable and uncomfortable touches and looks. The discussions helped the children learn how to react in similar situations and the importance of telling the parents about everything, and not allowing anyone to touch their bodies. Mona said: "once I was walking in the camp and a man came too close and tried to touch me so I shouted and ran home immediately. Amal said: "yes it’s important to tell someone what happens with us so as not to let anyone hurt us". Fida' said "it is important to look into the eyes of the man.

During July, the education officer continued implementing awareness sessions on the right to education, through storytelling and drama with El‐Khader and Nahalin children's groups. The story was discussed with the children to present the right to education and its importance in their lives. The children also discussed efficiently their right and duties. For

Page 23 of 34 example, Masra said: "It is my right to be educated and it is my duty to study and get good grades". The children enjoyed the activities and played many roles that reflected their right to education.

Page 24 of 34 Quote1: Mahmoud said" I like the toy library because I can play what I like, I like to wear bride dress"

Quote 2: Asma said:"the child who suffers from emotional abuse will abuse his children when he becomes a parent".

Quote 3: Fida' said "it is important to look into the eyes of the man".

Page 25 of 34

Page 26 of 34 Quote 4. Amal said: "yes it’s important to tell someone what happens with us so as not to let anyone hurt us".

Page 27 of 34

Section XIII: Impact Story Tracker

(This tracker is to be used by the grantee staff to track potential written, video and multimedia impact stories that will show the positive affect that project interventions are having on our beneficiaries. This tracker should be submitted to the Flagship Project)

Project Activity Story Description Key Messages Key Communication Interviewees/Contact Tools information (e.g. written success story, video, radio, press release, etc)

The child Muhammad , 12 Raising the Muhammad Written Outreach years old, and his sister Najwa awareness of 12 years old success rehabilitation , 10 years old, are both families of children and Najwa 10 story services suffering from Cerebral Palsy with disabilities of years old from Field visits since birth, which led to their children's Marah Rabah‐ spastic quadraparesis and condition and Bethlehem severe cognitive disorders. needs promotes district. Their Muhammad and Najwa began the acceptance of contact receiving rehabilitation children with information is services at Bethlehem Arab disability within confidential Society for rehabilitation the family and but can be (BASR) at a young age, community which provided if Mohammad as outpatient and in turn improves needed. Najwa as inpatient. At the quality of their present, both siblings live with life. their parents as well as three other siblings in one bedroom The provision of in the extended family’s appropriate home. technical devices The family’s financial situation to children with is noticeably poor, the father disabilities works as a laborer on an facilitates their irregular basis and earns inclusion and approximately 500 NIS per participation into month. In fact, they are living society. mainly on donations from community members. Every child, no Therefore, Mohammad and matter where he Najwa received rehabilitation is, has the right to services free of charge at live a peaceful, BASR over the years. healthy and happy

Page 28 of 34 The two siblings are still being life free of followed up by BASR's complications as community physiotherapist much as possible. and occupational therapist within the Flagship Project supported by USAID. Outreach rehabilitation services within this project are rendered to Mohammad and Najwa by the community physiotherapist and occupational therapist through periodic home visits, during which the mother is trained in various aspects, including chest physiotherapy and proper feeding positions for the children concerned, which greatly reduced the recurrence of chest infections. Furthermore, Through the financial support of a third party, BASR provided Muhammad with a high back pediatric wheelchair and Najwa with a standard wheelchair with a cast supporting device as well as bilateral ankle foot orthoses, in addition to a commode chair to be used for both siblings. It is important to note that the family had difficulty accepting their children’s situation and BASR's outreach rehabilitation team made intensive efforts for supporting the family and raising their awareness of their disabled children's needs and capabilities. Muhammad and Najwa are now well accepted at least by their parents and siblings and are leading a better life, free of medical complications as much as possible with the

Page 29 of 34 help of BASR and USAID. The provision of the technical devices mentioned above has also noticeably improved the quality of those children's life, as they are now well fed, better positioned and able to go out of their room and integrate with the extended family members and their neighborhood for the first time in their life.

Mahmoud 12 years following by BASR's rehabilitation team.

Page 30 of 34

Najwa, 10 years following by BASR's rehabilitation team

Page 31 of 34 Section XIII: Media Coverage (Please include a summary of any press articles, radio, or TV interviews) N.A

Annexes (Please note that a minimum of five copies of any publication must be included, publications constitute books, brochures, newsletters, bulletins, video cassettes,; and single copies must be included for other products such as newspaper clippings, project announcement, and audited financial statements)

1. Trainer Reports

PSYCHOSOCIAL PROGRAM

COMMUNITY BASED REHABILITATION TRAINING REPORT

The psychologist and a social worker from the psychosocial program conducted a two day training on July 28th 29th, 2010 regarding Basic Behavioral and Cognitive intervention techniques to 14 community based rehabilitation (CBR) workers.

The training was intensive comprising both theoretical and practical aspects, including group work with actual case presentations and role plays as to ensure adequate and effective implementation of the skills gained. It focused on Behavioral intervention models, cognitive intervention models, when to use, how to implement and discussing specific uses for their target group.

During the training, the participants exhibited visible positive interactions with the trainers as well as with each other, especially during their work in groups. They showed obvious interest in the material presented and were very eager to express themselves. It is important to emphasize that the majority of the examples presented during their practical work was from personal experiences they encountered in their work, which is realistic and they can feel it more deeply. They relayed that the information they acquired during this training upgraded their skills and expertise and will noticeably benefit them in their work with their clients, which was a priority for organizing this training.

The participants expressed certain issues that they felt could promote the quality of the training, expressing the need for going deeper into the topic eof cognitiv behavioral therapy through the implementation of more trainings.

Overall, the training was successful in achieving its goals and empowered the participants to be more effective in performing their work, thus contributing to creating better life for their clients.

Page 32 of 34 The following tables show the evaluation results of the participants who undertook the training:

Table1. Illustrates the evaluation results related to the trainer's capabilities:

# Item Excellent V.Good Good Acceptable Weak

1. The trainer's 29% 57% 14% ‐ ‐ professional qualification and knowledge of the training topics

2. The trainer's 50% 29% 21% ‐ ‐ teaching and presentation style

3. the trainer 's 36% 36% 28% ‐ ‐ interaction with and responsiveness to the participants

Page 33 of 34 Table2. Illustrates the evaluation results related to the training content.

# Item Excellent V.Good Good Accepted Weak

1. The level of Coherence 14% 65% 14% 7% ‐ and consistency of the training topics

2. The acquired skills & 50% 29% 14% 7% ‐ knowledge

3 The extent to which the 50% 29% 14% 7% ‐ training topics are related to the participants' work

4 The possibility of 14% 72% 14% ‐ ‐ applying the acquired knowledge & skills in the participants' work

5. Duration of the training 14% 29% 21% 36% ‐

2. Training Manuals

3. Printed Material (ex: brochures, posters, flyers)

4. Pictures

5. News Paper Articles

6. Other : questionnaires, tools, etc

Page 34 of 34