PFA for Parents Needing Extra Support

17th November 2014

Acronyms

CPMS / Minimum Standards for Child Protection in Humanitarian Action
CFS / Child Friendly Space
CPC / Child Protection Committee
PDEP / Positive Discipline in Everyday Parenting
PFA / Psychological First Aid
PHP / Physical and Humiliating Punishment
SCI / Save the Children International
UNCRC / United Nations Convention on the Rights of the Child

Author: Angie Bamgbose, SCS CPIE Technical Advisor

Contents

Acronyms

Section A: Introduction to the training

1.Introduction to the training

1.1.Background

1.2.Why is PFA for Parents in Need of Extra Support needed?

1.3.What is the focus of the training?

1.4.Who can provide PHP messages to parents and caregivers?

1.5.Where can PHP messages to parents and caregivers be given?

1.6.How does the training link to Child Rights?

1.7.Minimum Standards for Child Protection in Humanitarian Action

2.Introduction to the training manual

2.1.Training Schedule

2.2.Aim of training

2.3.How to use this manual

2.4.Introduction to the training

2.5.Participants

2.6.Training preparation

2.7.Timing

2.8.Venue

2.9.Materials Required

2.10.Investigation of child protection and referral systems

2.11.Evaluation and certificates

Section B: Training

Session 0

Welcome and Registration

Session 1

Introduction

Activity 1.1. Welcome, introductions and expectations

Activity 1.2. Introduction to the training

Activity 1.3. Objectives

Activity 1.4 Group Agreement

Session 2

Introduction to PHP in emergencies

Activity 2.1. Introduction to PHP in emergencies

Activity 2.2. Introduction to PDEP model

Session 3

Identifying parental stress and long term goals

Activity 3.1. Understanding the stress response

Activity 3.2

Session 4

Warmth and Structure

Activity 4.1. What is warmth?

Activity 4.2. What is structure?

Energiser

Invisible Football

Session 5

Understanding how children think and feel

Activity 5.1.Understanding how children think and feel

Session 6

Problem Solving and responding with positive discipline

Activity 6.1.

Activity 6.2

Session 7

Practice

Activity 7.1. Role Plays to respond to a child in distress using warmth and structure

Wrap Up

References

Recommended Resources

Section A: Introduction to the training

1.Introduction to the training

1.1.Background

What is PFA for Parents in Need of Extra Support?

This training module has been developed to respond to concerns that child practitioners have expressed that levels of violence against children increases during emergencies. It aims to act as a companion to the Save the Children Psychological First Aid (PFA) training recognising that during emergencies physical and humiliating punishment of children by parents and caregivers may increase and child practitioners need to be able to provide short, but important, key messages to support parents and caregivers to reduce PHP.

The PFA Training Manual “provides a set of skills and competencies that help staff to reduce the initial distress of children caused by accidents, natural disasters, conflicts and other critical incidents”[1] (2013:10).

The Save the Children Child Protection Strategy 2013-2015, ‘Prohibition and Elimination of Physical and Humiliating Punishment of Children’[2] uses the definition of physical and humiliating punishment from the United Nations Convention on the Rights of the Child (UNCRC) General Comment No 8 (2006):

“The Committee defines ‘corporal’ or ‘physical’ punishment as any punishment in which physical force is used and intended to cause some degree of pain or discomfort, however light. Most involves hitting (‘smacking’, ‘slapping’, ‘spanking’) children, with the hand or with an implement – a whip, stick, belt, shoe, wooden spoon, etc. But it can also involve, for example, kicking, shaking or throwing children, scratching, pinching, biting, pulling hair or boxing ears, forcing children to stay in uncomfortable positions, burning, scalding or forced ingestion (for example, washing children’s mouths out with soap or forcing them to swallow hot spices). In the view of the Committee, corporal punishment is invariably degrading. In addition, there are other non-physical forms of punishment that are also cruel and degrading and thus incompatible with the Convention. These include, for example, punishment which belittles, humiliates, denigrates, scapegoats, threatens, scares or ridicules the child.”

The PHP strategy focuses on four strategic areas:

  1. Advocacy for legal reform
  2. Awareness-raising for social change
  3. Training and promotion of positive discipline
  4. Child participation throughout the process

This training module contributes to the awareness raising component through increasing awareness of parents, caregivers and communities to reduce their tolerance of PHP. It also contributes to the promotion of positive discipline whereby child practitioners can identify parents and caregivers who may benefit from the full Positive Discipline in Everyday Parenting[3] (PDEP) workshops.

1.2.Why is PFA for Parents in Need of Extra Support needed?

In emergencies the prevalence of PHP is found to increase. This leaves staff working with children asking, how do I respond? What can I say to parents in a 5-10 minute interaction to help them to not to use PHP?

Child practitioners need to understand why parents and caregivers may use PHP when they and their children experience distress and provide key messages to parents, caregivers and any wider community networks. The training recognises the impact of emergencies on the stress levels of parents. It will also enable child practitioners to identify when a full Positive Discipline in Everyday Parenting program may be appropriate.

The Inter-Agency Standing Committee Guidelines on Mental Health and Psycho-social Support in Emergency Settings report that increases in stress can undermine mental health and psycho-social well-being, and it is vital to protect this during emergencies. Furthermore the Violence Against Children Study and the Five Years On reports show increased levels of violence against children in emergencies, as do numerous Child Protection Rapid Assessments.

1.3.What is the focus of the training?

The training is for child practitioners who have received the PFA training and are working with parents in emergency contexts. This training will provide them with an understanding of PHP in emergency contexts and key messages for parents that can be used during the LOOK, LISTEN and LINK action principles. The manual provides new information on PHP and parental stress and links with information on working with children in distress and child development provided in the PFA training manual.

1.4.Who can provide PHP messages to parents and caregivers?

Save the Children’s staff and their counterparts working directly with children, such as partner organisations, teachers, educators, health and social workers can provide PHP messages to parents and caregivers during emergencies.

1.5.Where can PHP messages to parents and caregivers be given?

You can give PHP messages to parents in any safe location, such as Save the Children Child Friendly Spaces (CFSs), Child Protection Committees (CPCs), distribution centres, health centres, refugee camps, or any emergency sites.

Wherever possible, helpers should find a quiet place where parents and caregivers can feel safe and comfortable to talk.

1.6.How does the training link to Child Rights?

As a rights based organisation, Save the Children’s work is guided by the United Nations Convention on the Rights of the Child (UNCRC;1989). The UNCRC defines a child as any human being under the age of 18(article 1). Furthermore the UNCRC states that all children shall attain all rights (article 2) and that the primary consideration is the best interests of the children (article 3). The CRC articles can only be met if parents’ needs are met.

Article 19 which states that all appropriate legislative and educational measures must be taken to protect children “from all forms of physical or mental violence, injury or abuse, neglect or negligent treatment, maltreatment or exploitation” and social programmes must be established to prevent and respond to child abuse.

The PFA for Parents in Need of Extra Support workshop enables child practitioners to support parents to care for their children in a non-violent way to prevent physical and psychological violence.

1.7.Minimum Standards for Child Protection in Humanitarian Action

The Minimum Standards for Child Protection in Humanitarian Action[4] (commonly known as CPMS) and the PFA for Parents in Need of Extra Support workshop have been developed to support child protection work in humanitarian settings. In such contexts the standards are intended to:

  • Establish common principles amongst those working in child protection and strengthen coordination
  • Improve the quality of child protection programming and impact for children
  • Provide accountability
  • Further define the professional field of child protection
  • Provide a synthesis of good practice
  • Enable better advocacy.

This orientation supports;

  1. The first principle of the CPMS, which is ‘Avoid Exposing People to Further Harm as a Result of your Actions’
  2. Standard 8 ‘Physical violence and harmful practices’
  3. Standard 11 ‘Psychosocial distress and mental disorders’.

2.Introduction to the training manual

This training toolkit provides input for a one day training workshop. The toolkit consists of this manual, one set of PowerPoint slides, handouts and appendices. Together they provide input for one day of PFA for Parents in Need of Extra Support focussing on child practitioners working with parents and caregivers in emergencies.

During the training, the participants will learn supportive things to say to parents and caregivers dealing with their child’s distress. They will also be able to support parents to handle their own distress with the aim of reducing PHP. The training also provides information on how to identify parents and caregivers who are ready for the full PDEP parent workshops.

2.1.Training Schedule

TRAINING SCHEDULE: PFA FOR PARENTS NEEDING EXTRA SUPPORT
8.30-9.00 / Session 0:Preparation / Welcome and registration
9.00-9.45 / Session 1: Introduction(if this is a continuation of the PFA training, then you only need 15 minutes for the day’s welcome and review of objectives and programme) /
  1. Welcome, introduction and expectations (if standalone training)
  2. Introduction to the day’s programme
  3. Objectives
  4. Group agreement (if standalone training)
  5. Introduction to Save the Children (optional)

9.45-10.30 / Session 2:Introduction to PFA for parents needing extra support /
  1. Introduction to PHP in emergencies
  2. Introduction to PDEP

10.30-10.45 / Tea/ coffee break
10.45-11.45 / Session 3: Identifying parental stress and long term goals /
  1. Understanding the stress response
  2. Long term goals

11.45- 12.30 / Session 4: Warmth and Structure /
  1. What is Warmth?
  2. What is Structure?

12.30-13.30 / Lunch break
13.30-13.45 / Energiser /
  1. Invisible Football

13.45-14.45 / Session 5: Understanding how children think and feel /
  1. Recap of child developmental stages

14.45-15.00 / Tea/ Coffee break
15.00-16.00 / Session 6: Problem Solving and responding with positive discipline /
  1. Problem Solving and responding with warmth and structure
  2. Positive Discipline advice for parents

16.00- 16.45 / Session 7: Practice /
  1. Role plays to respond to a child’s distress using warmth and structure
  2. De-brief

16.45- 17.30 / Wrap Up

2.2.Aim of training

This training is for Save the Children’s staff, partners, professionals like teachers, health workers etc., and volunteers working directly with children in emergencies or in the aftermath of conflicts, natural disasters and critical events.

Psychological First Aid Parents in Need of Extra Support is not limited to larger-scale events, but may also be used in smaller events or in chronic humanitarian contexts.

The aim of the training is to empower participants with knowledge of PHP in emergency contexts and to identify parents and caregivers for whom a full PDEP parent programme would be appropriate. It is expected that the PHP messages will be suitable for parents in any emergency situation but longer term PDEP interventions would be less suitable in a category 1 emergency situation. The full PDEP parent programme consists 8 two hour sessions and is best suited to an environment in which parents are able to attend all sessions and feel able to learn and reflect. This is less likely in the early onset of an emergency when parents’ energy is focussed on survival.

2.3.How to use this manual

Following this introduction, the trainer is given a step-by-step guide to facilitating the one-day training programme for PFA for Parents in Need of Extra Support for parents and caregivers in emergencies for those working with this target group.

2.4.Introduction to the training

This one day training consists of seven sessions. The first session introduces the training programmes and provides the objectives and schedule for the day. For those who conduct this training as a continuation of the PFA training this is all that needs to be done here and so more time can be spent on other sessions. For those who are conducting this as a standalone training there are also activities to get to know the participants and develop ground rules.

Session two provides an introduction to PHP in emergencies. The third session looks at a foundational concept of positive discipline and how to help parents can focus on their long term goals. The fourth session explores two more positive discipline concepts, warmth and structure. Session five builds on the PFA input on stages of child development, here exploring typical child development, whereas PFA looked at children in distress. In session six, the final concept of positive discipline is discussed, namely how to solve the everyday problems which can escalate to use of PHP. Finally session seven provides an opportunity for participants to practice providing key positive discipline messages to parents and caregivers in emergencies.

2.5.Participants

The participants in the training programme are people who will provide PHP messages to parents and caregivers in emergency settings. They have been chosen to take part because of their current or planned involvement with parents in emergency settings and whose children maybe in distress.

The participants may be staff working with child protection in Save the Children and its partner organisations, or from other sectors such as health, nutrition, water, sanitation and hygiene (WASH) or education.

Your job as facilitator is to draw on the participants’ experiences and skills during the training. You must remember to take time to discuss how different reactions to stress and parenting are influenced by the culture, traditions and religion in the country and context where the training takes place.

By finding out as much as possible about the participants ahead of the training, you can draw on the participants’ own expertise. Advance knowledge of the participants’ background also helps ensure that all the activities are appropriate for a specific group of participants.

Things to explore in advance are e.g.:

  1. Are the participants Save the Children staff, government officials, NGO partners, community representatives or others?
  2. How many people will participate?
  3. What do you expect the participants’ educational level and typical posts to be?
  4. What do you expect their attitudes, knowledge and skill levels to be concerning working with parents and address non-violent parenting?
  5. What, and how much, experience do the participants have of working with children and families in distress?
  6. Have the participants completed the PFA training?

You can gather this information through the application process and during the skills and knowledge assessment in the beginning of the training.

2.6.Training preparation

One facilitator may conduct the training, especially if s/he is an experienced facilitator with previous knowledge of the topics. However, as the training is very comprehensive, and as the issue may cause some participants to react emotionally, it is better if two facilitators carry out the training.

Good preparation is essential for the quality of the training. Facilitators should familiarise themselves thoroughly with the training manual and the materials required for the training.

All participants should be given a binder with all hand-outs to keep after the training.

The facilitators should prepare the binders ahead of the training.

2.7.Timing

Training in Psychological First Aid Parents in Need of Extra Support can be held as a part of disaster preparedness or as a response to a small or large-scale emergency situation or crisis event. It may also be used during long-standing situations that create continuous threats to children and their families’ well-being.

It can be undertaken as a third day as part of the PFA training, or as a follow up, or even a standalone awareness raising event.

2.8.Venue

The venue should have:

  1. Space for all the participants to sit comfortably in a half- or full-circle, so they can see each other and the screen or flip charts to be used for presentations
  2. Space for group work
  3. Privacy so the training can take place undisturbed
  4. AV facilities to show PowerPoint slides and You Tube Clips

2.9.Materials Required

Session 1:

  • Ball
  • Flipchart
  • Markers- 2 colours
  • PowerPoint Presentation and projector
  • Pre-training questionnaires (for standalone training)

Session 2:

  • Flipchart
  • Markers- 2 colours
  • PowerPoint Presentation and projector
  • Relevant regional PHP Prevalence Handout
  • Pictures- Positive Discipline Is/ Is Not
  • Positive Discipline Model Handout
  • You Tube clip Dr Joan Durrant

Session 3:

  • Flipchart for small groups
  • Markers- 2 colours for small groups
  • PowerPoint Presentation and projector
  • You Tube clip Dr Daniel Siegel
  • Balloon

Session 4:

  • Flipchart for small groups
  • Markers- 2 colours for small groups
  • Warmth definition handout
  • Structure definition handout
  • Warmth poster
  • Structure poster
  • PowerPoint Presentation and projector

Session 5:

  • PowerPoint Presentation and projector
  • Flipchart
  • Markers- 2 colours
  • Child Development Handout
  • PFA Handout 5 day 1&2
  • Understanding how children think and feel poster

Session 6:

  • PowerPoint Presentation and projector
  • Flipchart
  • Markers- 2 colours
  • PFA Handout 5 Day 1&2 adapted
  • Problem Solving Poster

Session 7: