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Promo&ngPosi&veEnvironmentsforWomenandGirls

GuidelinesforWomenandGirlsFriendlySpacesin

SouthSudan

©UNICEF

HealthtNetTPO & UNICEF South Sudan (2016), Promo%ng Posi%veEnvironments for Women and Girls: Guidelines for Women and GirlsFriendlySpacesinSouthSudan

CoverPhoto:UNICEFSouthSudan/2016/SilviaFinaurini

GraphicLayout:Pugacioff

ACKNOWLEDGMENTS:

ThecontentofthispublicaNonwasdevelopedbyHealthnetTPO(HNTPO).Theteamleadingitsdevelopmentincludes:

RebeccaHorn,OrsoMuneghina,BonifaceDuku,SabineHouwen

ThedevelopmentofthispublicaNonwasmanagedbyMasumiYamashina,Chris&neHeckmanandJenniferMelton(UNICEF)

Through consultaNon and peer-review this publicaNon has receivedvaluableinputsfromthefollowingorganizaNons:

InternaNonalMedical Corps (IMC); UNFPA; ProtecNon Cluster; GBV sub-cluster; Confident Children out of Conflict (CCC); InternaNonal RescueCommi[ee(IRC);NileHope;MinistryofGender,ChildandSocialWelfare;South SudanWidows & Orphans Charitable OrgansaNon (WOCO); HopeRestoraNon South Sudan (HRSS); Smile Again Africa DevelopmentOrganisaNon(SAADO);Samahi.

For communicaNon and to provide feedback on this publicaNon,[email protected]@unicef.org

PromoNngPosiNveEnvironmentsforWomenandGirls� 2

mailto:[email protected]

mailto:[email protected]


UNICEF/SouthSudan/2016/SilviaFinaurini

Foreward

ThoughWomen andGirls Friendly Spaces (WGFS) are now considered acentral component to gender-based violence preven%on and responseprogramminginSouthSudan,thishasonlybeenthecasesincethe2013crisis.Anumberoforganisa%onscurrentlyimplementWGFS–oQenunderthenameof“women’scentres”or“women’ssafespaces”–but,todate,there has been no commonly agreed understanding ofwhat aWGFS is,what the key aims and purpose are, or what ac%vi%es should beconducted.

UNICEF, on behalf of the GBV sub-cluster and with the support of keypartners, ini%ated the development of these WGFS Guidelines to helpcapture and agree upon some minimum standards and sharedexpecta%onsforWGFSinSouthSudan.Thoughsimilarprojectshavebeenundertaken in other emergency-affected countries, due to the uniquenatureoftheSouthSudancontext,allactorsinvolvedfeltitwasimportanttohaveasetofguidelinesspecificallytailoredtothispar%cularresponseinorder tomeet the realneedsofhumanitarianactorsopera%ngon thegroundandthecommuni%estheyserve.

Thecurrentversionofthedocument,completedinmid-2016,willserveasa working document to be piloted later in 2017. The content will becon%nually revisited for the first year to iden%fy any addi%ons and/ormodifica%onsthatmaybeneeded.

Listofabbrevia&ons

CFS=ChildFriendlySpaces

GBV=GenderBasedViolence

IASC=InterAgencyStandingCommi[ee

IDP=InternallyDisplacedPeople

MHPSS=MentalHealthandPsychosocialSupport

NFI=NonFoodItem

PoC=ProtecNonofCivilians

WGFS=WomenandGirlsFriendlySpaces


Contents

ListofabbreviaNons 4................................................................................................................................

Contents 5..................................................................................................................................................

Chapter1 7.....................................................................................................................................

IntroducNon 7............................................................................................................................................

1. WhatisaWomenandGirlsFriendlySpace? 8..............................................................................

2. WhyWomenandGirlsFriendlySpacesinSouthSudan? 9...........................................................

3. AMulN-layeredsupportsystem 10...............................................................................................

4. AimsofWomenandGirlsFriendlySpacesinSouthSudan 12......................................................

Chapter2 16...................................................................................................................................

GuidingPrinciplesforWomenandGirlsFriendlySpaces 16......................................................................

Chapter3 26...................................................................................................................................

HowtoEstablishandRunWomenandGirlsFriendlySpaces 26...............................................................

1. Assessment 26...............................................................................................................................

2. LocaNon,SpaceandOtherLogisNcs 30..........................................................................................

3. AcNviNesandServices 32..............................................................................................................

4. StaffingRequirementsandCapacityBuilding 37...........................................................................

5. MonitoringandEvaluaNon 41........................................................................................................

6. PhaseOut 43.................................................................................................................................

AddiNonalresources 46.............................................................................................................................

Annexes 49................................................................................................................................................



Chapter1Introduc&on

HNTPO/SouthSudan/2015/BrunoBierrenbachFeder

Chapter1Introduc&on

The creaNon of ‘friendly spaces’ for women and girls has been a keystrategyintheprotecNonandempowerment ofwomenandgirlsinSouth1

Sudan since conflict re-erupted in the country in December 2013. Thisdocumentprovidesguidanceontheaimsofthesespaces,andhowtheycanbestbeestablishedandmanagedintheSouthSudancontext.

Themethodologyfordramingtheguidelinesconsistedofadeskreviewofreports andguidance fromotherhumanitarian contexts aswell asfield-based data collecNon in South Sudan, including discussions withmanagers and staff of organisaNons involved in the protecNon andempowerment of women in South Sudan, parNcularly those managingwomen-friendly spaces and similar faciliNes in Juba (Central EquatoriaState),Akobo(JongleiState)andMalakal(UpperNileState).Theguidanceis also based on discussionswithwomen and adolescent girls in AkoboandMalakal,plusrepresentaNvesofmaleandfemaleleadershipinthoselocaNons,andgroupsofmalecommunitymembers.

TheguidelinesarepresentedinthreemainsecNons.

The guidelines are not meant to be rigid or prescripNve, but rather toprovide some broad guidance which is relevant to the South Sudancontext. The intenNon is to assist collaboraNon among agencies bybuildingaconsensusaroundthekeyaims,funcNonsandguidingprinciplesforWGFS,aswell as to strengthenexisNngWGFSandprovidea starNngpointfororganisaNonslookingtoestablishsuchservicesforthefirstNmeinSouthSudan.

EmpowermentcanbeunderstoodasaprocesswherebyindividualsandcommuniNes’abilitytoassumecontrolovertheirlivesandtheirenvironmentisfostered.Itisa1

coreprocessfortheestablishmentandrunningofanyWomenandGirlsFriendlySpaceanditdemandsidenNfyingandaddressingunequalpowerrelaNonships,granNngequal access to informaNonand serviceswhilealsoacNvelypromoNng the capacityof individuals andgroups to claim for rights and takeacNons toachievegoals. Anempoweringenvironmentshouldalwayspromoteasenseofownershipandbelonging,whileremaininganinclusivespacewhichisalsopartofthewidercommunitylife.


• Second,asetofGuidingPrinciplesareintroduced,whichareintendedtoserveasthefounda&onforallWGFSinorder toensure that theyare safeandbeneficial toallwomenandgirls.

• The third sec&on outlines the prac&cal tasks anddecisions involved in establishing and running WGFS,including conduc&ng an assessment, selec&ng anappropriateloca&on,staffingrequirementsandcapacitybuilding, designing an appropriate programme ofac&vi&es and services, and monitoring and evalua&ngtheeffec&venessoftheinterven&on.

• First, the Introduc&onoutlines the concept ofWomenandGirlsFriendlySpaces(herea]erWGFS)andhowitappliestotheSouthSudancontext.

1. WhatisaWomenandGirlsFriendlySpace?AWomenandGirls Friendly Space (WGFS) is a formal or informal placewherewomenandgirlsfeelphysicallyandemoNonallysafe,comfortable,and able to express themselves. Depending on the context, WGFS canprovide an opportunity for women and girls to gather and socializeinformally and/or can be used as a plaoorm for conducNng morestructuredgroupacNviNes.

InNepal, WGFSaredefinedasa“placewherefemalescangotoatanyNme to feel safe and empowered and have access to informaNon,educaNon, recreaNonal acNviNes, support and services. These are omen

integrated spaces offering a range of services including resources,informaNon, social networks, etc.WGFS are safe spaces forwomen andgirlsinthecommunity,culturally-appropriateandtailoredtothecontext.Themodel canalsobe knownasWomenFriendly Spaces (WFS) yet theconceptofWGFSisinclusiveoffemaleofallagesandstages.WGFScanbeused for various acNviNes such as: individual or group psychosocialsupport, awareness-raising, skills-building, NFI distribuNon and/orrecreaNonalacNviNes.InformaNononcriNcalissuescanbesharedinthesespaces such as where/how to access humanitarian services andinformaNon on awide range of life skills, including reproducNve health,legalrights,childcare,andprevenNonandresponsetoGBV.WGFSarealsosafe spaces that promote women’s protecNon and empowerment andthereforehelpmiNgateriskofGBV.” 2

AWGFS is not the same as a safe shelter (or safe house),which provides temporary overnight accommoda%on forthosewhohaveexperiencedorareatriskofviolence.

Source: Guidance on Female-friendly spaces (ffs)1_Nepal Earthquake Response (v.1) (https://www.humanitarianresponse.info/es/system/files/documents/files/2

brief_guidance_on_female-friendly_spaces_v1_05_12_15.pdf)


Physicalsafety

Womenandgirlsshouldbefreefromphysicalharmwithintheplacetheyaremeeting,andthespaceshouldbelocatedinanareawhichcanbeaccessedeasilyandsafely.Activities,staffing,schedulingandallotherlogisticalarrangementsmusttakeintoaccountthepotentialsafetyrisksforparticipants,staffandthecommunity.

EmotionalsafetyWomenandgirlsshouldfeelabletoparticipateinWGFSactivities,andtosharetheirthoughts,feelingsandexperienceswithoutjudgementorcriticism.Emotionalsafetycanbeestablishedthroughgroundrules,trust-buildingactivities,and,mostimportantly,bytheexamplesetbyWGFSstaff.

https://www.humanitarianresponse.info/es/system/files/documents/files/brief_guidance_on_female-friendly_spaces_v1_05_12_15.pdf

2. WhyWomenandGirlsFriendlySpacesinSouthSudan?

‘There are few places in theworldwhere it ismore dangerous ordisempoweringtogrowupfemalethaninSouthSudan’ .3

In South Sudan discriminatory social norms and power inequaliNesbetween men and women affect all aspects of social, economic andpoliNcallife.Moreover,communiNeshaveexperienceddecadesofconflictanddisplacement.WomenandgirlslackopportuniNestomovefreelyandsafely, partly because areas of South Sudan are sNll threatened byinsecurity and partly because public spaces culturally and tradiNonallybelongtomen.TherearefewopportuniNesforwomenandgirlstogathertogetherandsupportoneanother. WhilstSouthSudanhasahistoryofwomen’s associaNons,which have provided opportuniNes forwomen tomeet and share the issues affecNng them,many such associaNons havecollapsed due to conflict and displacement. OpportuniNes to generateincomehavereducedastheeconomicsituaNonhasbecomemoredifficultin SouthSudan,whichhas further increased the vulnerabilityofwomenand girls. Somewomenwhose husbands have been killed or who areawayfromhomehavehadtotakeupnewrolesasbreadwinners,withoutthe necessary skills to take them on. Many women and girls haveexperiencedphysicaland/orsexualassaultduringtheconflict,aswellasthe loss of loved ones, property and homes, resulNng in high levels ofdistress.

Innon-campsesngs,womenomenhavebeenabletomaintainandorre-establish theirownsupportnetworks (e.g.women’sassociaNons),whichmayhavenotbeendisruptedinthesamewayasthosewhoarestayingincamp sesngs. Herewomen also have a higher level of leadership andownership of these associaNons, girlsmight have good social networks,and opportuniNes to spend Nme together in evenings chasng, singing,dancing and enjoying themselves. However, both women and girlsconNnue to face serious challenges such as the lack of resources,pervasivegenderbasedviolence,early/forcedmarriages,lackofaccesstoservices such as health and educaNon, and someNmes struggle tomeetthebasicneedsoftheirfamilies.

Women and girls living in displacement sesngs, such as ProtecNon ofCivilians (PoC) sites, Internally Displaced People (IDP) sites or refugeecamps, face addiNonal challenges. Many of these sites are extremelycrowded,sowithoutaWGFStherewouldbenospaceforwomenandgirlstomeetandsocialise.There isan increased riskofharmtowomenandgirlsinthesesesngsduetocongesNonandthedisintegraNonofformerlysupporNvecommunity-basedsystemsandnetworks.InaddiNon,theymayfind it difficult to idenNfy and access the services they need in anunfamiliarenvironment.WGFScan thusprovidewomenandgirlswithasafeplacetogatherinordertoaccessservicesandinformaNon.Theycanalsoprovidemuchneededpsychosocialandpeersupport.‘Safegatheringpoints also offer them an opportunity to engage with each other,exchangeinformaNon,andrebuildcommunitynetworksandsupport’ .4

CARE (2014) ’The Girl Has No Rights’: Gender-Based Violence in South Sudan3

DFID (2013) Violence against Women and Girls in Humanitarian Emergencies (p15) (https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/271932/4

VAWG-humanitarian-emergencies.pdf)


https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/271932/VAWG-humanitarian-emergencies.pdf

3. AMul&-layeredsupportsystem

Figure1:WGFSIntervenNonPyramid,basedonIASC(2007)MHPSSGuidelines 5

Although a key component of comprehensive service provision, services that fall within the top level of this pyramid generally are not part of WGFS. 5

However, all staff should be able to identify, refer and appropriately follow up those in need of such support. Depending on the resources and staffing available, some combination of the other three levels of the pyramid could instead be directly covered by a WGFS.


{

{

Womenandgirls inSouthSudanhavebeenaffectedindifferentwaysbytheir experiences of conflict, displacement and associated stresses;therefore, they need different types of support. In line with the IASCguidelines on GBV (the ‘Systems Approach’ principle) and guidelines onMental Health and Psychosocial Support (MHPSS), aWGFS should existwithin a layered system of complementary supports which meet theneedsofdifferentgroups,asillustratedinthepyramidinFigure1.

The two lower levels apply to the majority of women and girls, whorequirebasic services (e.g. food, shelter,water) and security, and strongsupport networks consisNng of family and community members. HereWGFSmayserveasaplaoorm,allowingwomenandgirlstoadvocateforbasic servicesand improvedsecurity,andmaybeaplacewherewomenandgirlscanspeakdirectlytorepresentaNvesofserviceprovidersand/orkey decision makers. WGFS can also play a key role in strengtheningwomen’s community support networks through the core acNvity ofstrengthening social relaNonships between women, and facilitaNngwomen’s access to other support networks and services within thecommunity.InaddiNon,theoutreachacNviNesconductedbyWGFSservetoraisecommunityawarenessofissuesaffecNngwomenandgirls.

A smaller proporNon of women and girls may have higher levels ofdistress, which cannot bemanaged by community and family supports,and some WGFS may have the capacity to provide focused, non-specialised supports such as psychological first aid, basic individual PSS,casemanagementand/orsupportgroupsessionsandreferraltoeconomicacNviNes. Inothercases,theWGFSstaffcanserveasareferralpointtoconnectwomenandgirlswithotherorganisaNonswhichcanprovidesuchsupport.

A minority of women and girls in any sesng will require the types ofspecialist mental health services provided by psychiatrists orpsychologists. WGFS will never operate at this level of the pyramid. Insome locaNons, itmaybepossible foraWGFS tomakereferrals tosuchservices,butattheNmeofpublicaNon,mostlocaNonsinSouthSudanlacksuchservices.

Although availability and quality of service provision will differ acrosssesngs,anditwillnotalwaysbepossibletomeettheneedsofallwomenandgirls,a“mulN-layeredsupportsystems”isimportanttoensureafocuson both prevenNon and response, and to encourage coordinaNonbetweenthevarietyofservicesandsystemsavailabletosupportwomenandgirls.Toenablewomenandgirlstobeawareofavailableservicesandtoaccessthematotherlevels,effortsshouldbemadetoseekoutopNonsforreferral.Wherereferralisnotpossible,WGFSstaffshouldhelpwomen,girlsandtheirfamiliesidenNfystrategiestocopewiththechallengestheyface,whilesimultaneouslyadvocaNngfortheestablishmentofnecessaryservices.


4. AimsofWomenandGirlsFriendlySpacesinSouthSudan

In South Sudan, WGFS funcNon in various contexts, includingdisplacement sesngs (PoC and IDP sites and refugee camps) andmoreestablished,stablecommuniNes.

SincetheissuesaffecNngwomenandgirlsvaryacrossthevarioussesngs,WGFS need to funcNon differently depending on the context. However,coreaimsforallWGFSinSouthSudanare:

Figure2:WomenandGirlsFriendlySpacesKeyAims

�

WGFSaimtocreateanempoweringandinclusiveenvironmentwherewomenandgirlsattendingfeelsafe,supported,connected,empoweredandbetterinformedabouttheirrightsandopportunities.


• To be located in an accessible environmentwherewomen and girlshaveprivacyandcanfeelsafe

• Tobeaplacewherewomenandgirls canobtain informa&onaboutavailableservices,includinggender-basedviolence(GBV)servicesandreceivesupport(eitherthroughtheWGFSorthroughreferrals)

• To reduce emo&onal distress, mainly through developingrela&onshipsandsharingexperienceswitheachother.

• Toprovideinforma&ononissuesrelevanttothelivesofwomenandgirlsinthatcontext.

• To connectwomenandgirls toother services (suchas livelihoodormedicalservices)

• To develop or strengthenwomen’s and girls’ social networks, buildrela&onshipsandcreateopportuni&esforexperiencesharing.

• To empower women and girls so they are more able to iden&fysolu&onsandstrategiestoaddressconcernsandtoactandadvocateforthemselves


WhattocallWGFSinSouthSudan?

InSouthSudan,placesforwomentogatherhavedifferentnames,including‘women’scentre’,‘female-friendlyspace’and‘women’ssafespace’.Regardlessofthenamechosen,whatmagersmostiswhathappensinthespace.Somethingstoconsiderwhendecidingonanameare:

Itmightbehelpfultoinclude‘girls’inthename(e.g.‘womenandgirls’safespace)sothatadolescentgirlsfeelthatthecentrealsobelongstothem.

Itiso]enhelpfultoallowthewomenandgirlstochooseanamethatismeaningfultothem.Anexamplefromanothercountryis‘HopeCentre’.Thesenamesmaybeinacommonlocallanguage,sothatallwomenandgirlsfeelownership.

Itisequallyimportanttoavoidchoosinganamethatwouldriskiden&fyingwomenandgirlsinneedofsupportandfurthers&gma&singthem.Forexample,itisbesttoavoidnamesthatexplicitlylinkthecentrewithgender-basedviolenceorothersensi&veissues(i.e.‘GBVcentre’wouldnotbeadvisable).

Theseguidelinesusetheneutralterm“womenandgirlsfriendlyspace(WGFS),butinprac&cethewomenandgirlsinvolvedineachWGFSshouldhaveanopportunitytopar&cipateinnamingthecentre.

UNICEF/SouthSudan/2016/ChristineHeckman

InaddiNonto thecoreaims,aWGFScouldhaveacombinaNonofotheraims which might develop from the very beginning or over Nme,depending on the context aswell as on the available resources and thecapacityofthoseinvolvedinrunningtheWGFS.

Some addiNonal aims of relevance for the South Sudan context mightinclude:

AlthoughWGFScanbeanimportantmeanstopreventandrespondtotheconsequencesofexposuretoveryadverseevents,suchaswar,violence,physicalandemoNonalabuse,itisalsoimportantthatenougha[enNonispaid to thosedaily living circumstancesand challenges, suchaspoverty,

lackofeducaNonal,recreaNonalandincome-generaNonopportuniNesandpervasive negaNve gender stereotypes which also greatly affect theparNcipaNon of women and girls in society and their emoNonal andphysicalwellbeing.Therefore,itisimportantthatWGFSarealwayspartoflargeremergencyandrecoveryefforts.


•To promote peacebuilding. In a context where people fromdifferentethnicgroupsaretogether,womenandgirlscanmodelposi&verela&onshipsforothersinthecommunity,andcanevenplayaroleinresolvingconflictsinthecommunity.Tradi&onally,women and religious leaders have played a significant role incommunity-based peacebuilding ini&a&ves and WGFS canprovideanorganisedplajormfortheseac&vi&estotakeplace.

• To develop the poten&al of women and girls to take onleadershiprolesinthecommunity.

•Actasaforumforwomenandgirlstosharetheirconcernswithrepresenta&vesofserviceprovidersandotherdecisionmakers.

•To support women and girls in dissemina&ng informa&onamongst others in their community in whatever way isappropriate (e.g. through community discussions, informalconversa&ons,dramaevents).


Chapter2GuidingPrinciplesforWomenandGirlsFriendlySpaces

UNICEF/SouthSudan/2016/Hamer

Chapter2GuidingPrinciplesforWomenandGirlsFriendlySpaces

The set of guidingprinciplesoutlined in this secNon shouldunderpin allplanning, implementaNon and decision-making around WGFS acNviNes.They apply toWGFS in all contexts in South Sudan, including PoC sites,refugee camps, IDP sites and other communiNes, although the ways inwhichtheyareusedmaydifferaccordingtoeachcontext.

The guiding principles build on the core principles outlined in the Inter-Agency Standing Commi[ee (2007) Guidelines on Mental Health andPsychosocialSupport(MHPSS)inEmergencies .ThismeansthatanyWGFS6

which has these principles underpinning its approachwill be integraNngpsychosocialsupportintoallitswork.Theguidingprinciplesalsotakeintoaccount the Inter-Agency Standing Commi[eeGuidelines for IntegraNngGender-BasedViolenceIntervenNonsinHumanitarianAcNon(2015). 7

1.DoNoHarm

The ‘Do No Harm’ principle is fundamental and involves prioriNsing thephysical and emoNonal safety of women and girls who parNcipate inacNviNes,andofthestaffandvolunteersassociatedwiththeWGFS. The‘safety’ and ‘confidenNality’ elements of the survivor-centred approach(IASCGBVGuidelines)arecoretothisprinciple. The‘respect’elementofthesurvivor-centredapproachisalsocrucial;inorderto‘donoharm’,allacNons should be guided by respect for the choices, wishes, rights anddignityofthewomenandgirlsinvolvedintheWGFS.Inaconflict-affectedcontextsuchasSouthSudan,thisalso impliesunderstandingtheconflictdynamicsandensuringthattheWGFSandrelatedacNviNesaimtoreduceconflict drivers and increase contribuNons to building peace in thecommunity.

Whilst thisprincipleunderpins all decisions, itwill beparNcularly key tothose made about the locaNon and accessibility of the centre; theprocessesputinplacetoestablishandmaintaincommunityacceptanceoftheWGFS; avoidance of sNgmaNsaNon ( for example, ofGBV survivors);ensuring confidenNality; and planning for staff training, parNcularly toensure understanding and applicaNon of both the survivor-centredapproachandthecodeofconductforstaff.

https://interagencystandingcommittee.org/mental-health-and-psychosocial-support-emergency-settings6

http://gbvguidelines.org/ 7


https://interagencystandingcommittee.org/mental-health-and-psychosocial-support-emergency-settings

http://gbvguidelines.org/

http://gbvguidelines.org/

2.BuildonexisNngcapacity,resourcesandstructures

ThisprincipleinvolvesmakingeffortstobuildonlocalcapaciNes,supportself-help,posiNve copingmechanismsand strengthenexisNng resources.EvenacommunitywhichhasbeenseverelyaffectedbyanemergencywillsNllhave itsownresourcesandcapaciNes,and it is farmoreeffecNvetoidenNfy, mobilise and strengthen these than to establish new systems.Building on people’s skills and capaciNes has a posiNve psychosocialimpact, it isempowering,and itcreatesasustainable foundaNonfor theWGFS. In some sesngs, this may involve internaNonal organisaNonsworking closely with local organisaNons and building their capacitythroughtheestablishmentoftheWGFS.

Anassessmentwhichfocusesnotonlyonneeds,butalsoontheresourcesavailable within the community, is crucial. Through this assessment,exisNng community support systems (e.g. women’s associaNons) can beidenNfiedandstrengthened,andcommunityleadershipstructurescanbeinvolvedinestablishingtheWGFS. Evenfromthebeginning,womenandgirlscanstarttotakethelead,andopportuniNescanbebuiltinforthemto take on addiNonal responsibiliNes as Nme goes on. Leadershipcommi[ees can be established to facilitate women and girls’ input intoplanningandmanagingacNviNes.

In non-camp sesngs, this may be more straighoorward because thewomen and girls already knoweach other, and ideally theWGFSwouldworkthroughexisNnggroupswhichhavealreadybeenestablishedandareled by the women and girls themselves. In camp sesngs, it is a morecomplex process because the women and girls may be from differentareasand/orbackgrounds,mayspeakdifferent languages,areunfamiliarwitheachotherandthecontext,andneedNmetobuildrelaNonshipsandtrusteachotherbeforetheycanbeginto‘own’theWGFS. Thefirststep

in these sesngs will be to facilitate the development of strongrelaNonshipsbetweenthewomenandgirls,whichcanthenbebuiltupon.However, even in newer or more temporary sesngs, such as PoCs,womenandgirlscanbeinvolvedinestablishingtheWGFS,suchas:

• Making decisions about how to decorate and arrange the physicalspaceoftheWGFS.

• Teaching each other skills like decoraNng bedsheets and hennadesigns.

• WomenleaderscantakeoncertainresponsibiliNes,suchasmobilisingwomenforparNcularacNviNes.

‘We have women [in the community] who are rich inknowledge,theyhavenotbeentoclass,theyhavenotbeentoschool,but theyare rich inknowledge in thesense thatthey do understand and have grown in those cultures andthey know what happens, and they have been part andparcel of the process of resolving some of the communityissues,ifyouidentify suchpeopleinthecommunity,skilledstaff should be able to tap on their experience, on theirknowledge and be able to guide your actions on how youaregoingtohelpthemformulatethatkindoffriendlyspace.Because they actually form the backbone, everywhere yougo they will tell you, 'before you talk to us we have ourwomen leader there'. She isnota leaderbecauseshehasbeen in school, but becauseof her participatory character,her confident communication and they listen to her evenwhen they have any problem so they are the people theyalwaysreferto’.(WGFSstaff)


It is also important to recognise that some community support systemscan further exclude certain women and girls, for example those fromparNcular ethnic groups or thosewho are generallymarginalisedwithinthat community. The guiding principles of ‘do no harm’ and ‘focus onhuman rightsandequity’ requireorganisaNons toworkwith communityresources and capaciNes so that they are inclusive and supporNve of allwomenandgirls.

3.ParNcipaNon/Community-BasedApproach

Although WGFS are spaces meant for and run by women and girls, inorder to ensure acceptance, effecNveness and future sustainability it isimportant to also seek input and support from other stakeholders.UlNmatelyWGFSshouldnotbeconsideredasisolatedunits,butratherasanintegratedelementofcommunitylife .8

As already outlined above, the success of theWGFSmodel depends onwomenandgirlstakingonleadershiproles. However,the‘parNcipaNon’principle goes beyond involving women and girls to include theinvolvementof leaders (community, religious,women’s, youth) andmeninthecommunityduringtheplanningstages,and,whereappropriate,theacNviNes.IftheWGFSistobeasafeplaceforwomenandgirlstogoandistobesustainable,thenitmusthavethesupportandrespectofavarietyof stakeholders, including men and boys (see ‘Cross-cusng issues:Obtainingandmaintainingcommunitybuy-in’formoreideasonthis).

‘In addition to the women centre activities we havecommunity dialogue sessions where we do involve allcommunity members, women, men, boys and girls in thedifferentgroups. Andwealsoworkcloselywithcommunity

structures,whicharethemajorityofthemaleleaders. Weworkcloselywithreligiousleadersandalsowiththewomenassociations, and sowe try to reach out to all communitymembers inthePOCswithouroutreachactivities’. (WGFSstaff)

ThisprinciplealsoincorporatesaccountabilitytoallthoseaffectedbytheWGFS, but primarily the women and girls who are intended to benefitfrom it, through a system of ongoing consultaNon and feedbackthroughoutthelifespanoftheWGFS.

4.FocusonEmpowerment

As explained on page 12, one of the key aims ofWGFS is to empowerwomenandgirls,andthisfocusshouldunderpinalldecisionsmadeaboutprocessesandacNviNes. However,empowermentisnotonlyanaimbutalsoanimportantprinciplethatshouldinformandbeappliedthroughoutallthephasesofaWGFS,fromplanningtophaseout.Theformthatthisempowerment takeswill depend on the context. Elements to considerinclude:

• Personal empowerment: self-confidence, self-awareness, self-respect, ability to assert one's rights and determine choices

• Cognitive empowerment: opportunities to learn new skills and gain new knowledge

• Psychological empowerment: opportunities to manage feelings of distress and support each other

• Social empowerment: opportunities to strengthen social networks, opportunities to promote positive social norms and traditional practices while exposing harm associated to certain practices and challenging gender adverse social norms

UNFPA: Women & Girls Safe Spaces: A guidance note based on lessons learned from the Syrian crisis, 20158


• Economic empowerment: opportunities to generate income, strengthened decision-making in relation to money, reduced dependence and vulnerability to exploitation

• Political empowerment: participation in public life, opportunities to mobilise and organise for change within their community

• Understanding of rights: increased awareness of rights and of services available to assist them (e.g. right to education for girls, issues related to gender-based violence)

‘Wecangive themtheskills in thecentre,andmake themstrong. In our society here,womenare undermined, theyare told they can’t do anything, so we teach them thatwomen can be a leader, can be a commissioner, can doanything.Wedotraininginleadershipstyles,ifyouwanttobealeaderyoucandothis.Buttheideaistoletthemknowthat they canbe leaders, not just the traditional idea thatonly men can do these things. We give them someexamples, like inothercountriestherearewomenwhoarepresidents. Sotheycanhaveafeeling,‘Icanbesomeone’’.(WGFSstaff)

5.FocusonHumanRightsandInclusion

Thisguidingprinciple is in linewiththe IASCGBVGuidelinesprincipleofapplying a ‘human rights-based approach’, and the ‘non-discriminaNon’element of a survivor-centred approach. It encourages a focus onensuringthatallwomenandgirlsareincludedintheacNviNesofaWGFS,andthateffortsaremadetoacNvelyreachouttothemostmarginalised.These may include adolescent girls (especially those out of school);women and girls with physical disabiliNes or mental health problems;female heads-of-household; unmarried women, widows; and elderlywomen.

IntheSouthSudancontext,thefocusonnon-discriminaNonisparNcularlyimportant, both throughbringingwomenand girls fromdifferent ethnicgroups together for WGFS acNviNes, and in terms of staffingconsideraNons.


FramingWGFSinSouthSudan

InSouthSudan,WGFShavetendedtobeseenasprimarilypartofaGBVresponse:asasafeplaceforwomenandgirlstogather,aswellasanentrypointforsurvivorstofeelsafeandaccessservicesandforwomentolearnaboutGBVandotherrelatedissues.WhilstGBVisacrucialissueforwomeninSouthSudan,potenNaldisadvantageswithconceptualisingWGFSsolelyasaGBVresponsearethatwomenwhoparNcipateinWGFSacNviNesmaybesNgmaNsed,orwomenmaynotparNcipateduetoafearofsNgmaNsaNon.Thereisalsoariskthatthefocusofthecentre’sacNviNescouldfailtoaddressthefullrangeofissuesaffecNngthelivesofwomenandgirls.

Itisimportanttomaintainabroadfocusontheimmediateneedsandgeneralwellbeingofwomenandgirls(beyondGBV)andtopromoteposiNvesocialnormsandgenderequality.ThroughtheWGFSacNviNes,womencanstrengthentheirconnecNonsandbuildtrust,bothamongthemselvesandwithstaffandvolunteers.Thisisbeneficialforallwomenandgirls,whetherornottheyhaveexperiencedGBV;andforthosewomenwhohaveexperiencedGBVitcreatesanenvironmentinwhichtheyaremorelikelytofeelcomfortabledisclosingandaccessingservices.AtthesameNme,itisimportantthatWGFSconNnuetohavethecapacityandtechnicalexperNsenecessarytorespondappropriatelytosurvivorswhodisclosetheirexperiences.

‘Like the volunteers, here in this centre we have someShilluk, Dinka and Nuer. They see us sitting with this ladywho is a Nuer and am a Dinka, we are passing theinformation together, we are laughing, it brings them tocometogetherinpeacefulco-existence’.(WGFSstaff)

6.Integratedsupportsystems

AWGFSshouldnotbeasiloedacNvity,butneedstobecoordinatedwithotherservicesandactors in thesame locaNon. Thesemay includechildfriendly spaces (CFSs), youth centres, amer-school clubs, sports centres,health services, nutriNon centres, livelihoods and economicempowermentprojects.

Strong referralnetworksandpathwaysarecrucial inaWGFS. However,theprincipleof‘integratedsupportsystems’couldtakecoordinaNonevenfurther, so that links are made between actors who can collaborate interms of acNviNes and resources (e.g. space). For example, thoseorganisingacNviNesinWGFSandCFSscouldmeettotalkaboutwhattheyaredoing and to coordinate acNviNes so thatmothers cana[endWGFSacNviNeswhiletheirchildrena[endCFSacNviNes.TheextenttowhichanorganisaNon can work in this way depends on its capacity, and on theavailability and interest of other actors, but it is something that shouldalwaysbeaimedtowards.

‘It is important that we look at GBV response andpreventiontogether.Whenwehavelifeskillsinthewomen’scentre, it is prevention. But within these preventiveactivities,orpsychosocialactivities,awomenfriendlyspaceis a place where social networks are being developed, sotrust builds andwomen feelmore relaxed to actually talkaboutthese[GBV] issues. Soatthissamecentre, thenweneedtotalkabouthavingasoftwayofimmediateresponsetowhoever discloses, but alsomake clear that disclosuresarenotrequired.Thebiggesttaskistobeabletobalanceitso itdoesn’t looklike it isaplaceforrespondingbut it isaplacewhere people are able to respond if you dowant todisclose’.(NGOstaffmember)



7.Tailor-madeapproach

In South Sudan there are a variety of contexts in whichWGFS may beestablished – POCs or other organised camp-like sesngs; non-campse[lements;communiNeshosNngIDPs;etc.Similarly,theaimsandnatureof a WGFS will be different in an acute emergency versus protractedemergencyorrecovery/developmentsituaNons.

‘Attheinitialorattheoutsetoraftermathofcrisis,themainpurposeistogivethem[womenandgirls]spacetosocialise,tointeractandventtheirstressfulortraumaticexperiences.But gradually it will grow to a centre for access toinformationand skills, and sometimes tobigger level skillsto improve and empower women economically and alsosocially as well. Economically like income generatingactivities, and socially is to providemore skills training onleadershipandadvocacy so that theycan take roles in thecommunity as leaders to advocate for their rights’. (WGFSstaff).

In the acute emergency stage, the focus will be mostly aboutstrengtheningsocialsupportnetworksandprovidingpsychosocialsupportand informaNon (suchason life skills andother lifesavingmessages), aswell as providing access to basic services. In the early stages of anemergency, WGFS might have handicram acNviNes, which are generallylessofanincomegeneraNngacNvitythana‘sharedacNvity’whichbringswomen together and gives them the opportunity to talk, shareexperiencesandbuildrelaNonships.

Intherecoverystageofanemergency,thefocusofaWGFSmightshimtoa stronger focus on women’s empowerment aiming to help them gainconfidence and self-worth, develop leadership and entrepreneurial skills

andanabilitytoearnanincome.DecisionsaboutacNviNesshouldbeledbythewomenthemselves.Inaprotractedemergency,womencommonlyexpressadesireforskills-buildingandincome-generaNngacNviNes,aswellasdevelopingleadershipandadvocacyskills.

AsNmegoeson,theneedsofwomenandgirlsarelikelytochangeanditis important thatWGFSevolve if theyaretoremainrelevantanduseful.RegularfeedbackandevaluaNonmechanismsareveryimportantinordertoachievethis(see‘MonitoringandEvaluaNon’).

8.Sustainability

Sustainability should underpin all decisions made, from the iniNalestablishmentoftheWGFSthroughitsdevelopmentandtheorganisaNontakingastepbackaswomenandgirlstakeonincreasingresponsibilityforrunning the acNviNes and services. However, ‘sustainability’ has adifferentmeaningincampandnon-campsesngs.

Incampcontexts,whichare intendedtobetemporary,sustainabilitywillbemainlyaboutdevelopingtheskills,knowledgeandleadershipabiliNesofwomenandgirlssothatwhentheygobacktotheirhomeareastheyareabletoconNnueusingthecapacitytheygainedfromtheirinvolvementin theWGFS. Thismight includesharing informaNonwithotherwomenandgirls,takingonleadershiproles,and/orgeneraNngincomeusingtheskillstheylearnedintheWGFS.

‘Eveniftomorrowtheysaythisconflictisoverandtheyaregettingbackhome,whatskillsaretheytakingbackhome?Wereallywanttoseethatskillgoesonandtheyareabletoform their own groups when they get back home’. (WGFSmanagers)


In thenon-campcontext,wherewomenandgirlsaremore likely tostaylong-term,sustainabilityismoreaboutensuringthattheywilltakeontheleadership of the WGFS and are able to conNnue with their acNviNeswhether the organisaNon is there to support them or not. WhilstorganisaNons omen need to provide somematerial support toWGFS, itcan be counterproducNve if thewomen and girls are dependent on theorganisaNonprovidingmaterialsinorderfortheiracNviNestoconNnue.

‘Wecan’tbehereforlong,it’sgoodtoteachsomeonetobeindependent,tohelponeanother.Wheneveryou’redealingwiththecommunityandyoutakeovereverythingyourself,wheneveryouleavetheplaceno-onewilltakeresponsibility.Itisgoodthatyousupportthemtechnically’.(WGFSstaff)

As Nme goes on, organisaNonal staff should take a step back from theWGFSandhavelessinvolvementasthewomentakeovertheleadership.TheorganisaNon’s role canbe toprovidematerial and technical supportwhereitisnecessary.

Cross-cusngissue:Obtainingandmaintainingcommunitybuyin

Community buy-in is essenNal if aWGFS is to funcNon effecNvely and ifwomenaretofeelsafeparNcipaNng.RelaNves,parNcularlyhusbandsandfathers, and community leaders have considerable influence over theabilityofwomenandgirls toparNcipate inacNviNes. Insome locaNons,WGFShavebeenperceivedbymenasplaceswherewomenandgirlsareencouraged to reject their culture and challenge their husbands. ThispercepNon threatens to put women and girls who parNcipate in WGFSacNviNes at risk, and can prevent some from taking part at all. It isessenNal, therefore, to understand the perspecNves of men when

establishing a WGFS, and to mobilise community support for it. WGFSshould not exist in isolaNon but are part of a broader programme ofacNviNeswhichtakeplacewithinthecommunityasawhole.

‘Weareinsupportofthecentre,asmen,wereally likethecentre because it also helps thewomen to come togetherandsharetheirexperienceandsharetheirideas.Also,theycan advise themselves, some of them have problems andwhen they come there they will interact and be able toadviseeachother. Evenreducetheissuestodowithfamilyissues because they will find an advice from one another.Buttheycangiveusthechancetogoandseewhatisgoingon there so we can all have an idea’. (Men’s groupdiscussion)

All of the Guiding Principles can help to strengthen community buy-in.Clearly,the‘Donoharm’and‘Sustainability’principlesrequireafocusonthis issue. In addiNon, an emphasis on ‘ParNcipaNon’, ‘Building onavailableresourcesandcapaciNes’,andan‘Integratedsupportsystem’cango a long way in ensuring that the broader community supports andcontributestothesuccessofaWGFS.

In South Sudan, variousways of achieving community buy-in have beensuccessfulindifferentcontexts.Theseinclude:

• DedicaNngNme to conduct communitydiscussions and raiseawareness before acNviNes begin. As much as possible,women and girls from the community should be involved indecision-makingprocessesrelaNngtotheWGFStoensureitisperceived as belonging to them, rather than to theorganisaNon.


• Outreach acNviNes, such as house-to-house visits,informaNonalsessionsatnutriNonand/orhealthcentres,andgeneralmeeNngsandacNviNestospreadmessagesrelatedtothe WGFS. Develop culturally appropriate and context-specific key messages on presenNng the WGFS tocommuniNes,includingcommunityleaders,men,etc.

• LocaNngtheWGFSnearhealthservicesincreasesacceptanceandcanalsofacilitatereferrals.

• Ensure that there is some community contribuNon to theestablishmentof theWGFS, tocomplement thecontribuNonof the organisaNon. In some locaNons, the communitycontribuNon can be in the form of construcNon materials(poles, grass);where this is not possible the community cancontribute labour, such as sesng up the tent or decoraNngtheWGFS.

• InviNng men to come and parNcipate in certain discussionswhich are relevant to them. Men omen appreciate theinvitaNon,whichcan increase theiracceptanceof theWGFS.However, it is important to note that these sessions requirecarefulplanningandmanagementtoensurethatallopinionsare heard and respected and that women feel safe andconfidentenoughtosharetheirviewswhenmenarepresent.

• Workingcloselywithfemaleandmalecommunityleadersandothercommunitystructures. IfleadersseebenefitsofWGFS,they will pass that message to others. The importance ofunderstanding the context and leadership structures alongwithengagingleadersfromthestartisessenNal.

• Buy-in is enhanced if the WGFS is seen to have a posiNveimpact for the wider community at an early stage. Forexample, family members omen see it as an advantage forwomen to a[end literacy and numeracy classes. In somesesngs,itmaybepossibleforwomenandgirlsa[endingthe


Ideastostrengthencommunitybuy-in

• DedicateenoughNmeonawarenessandcommunitydiscussionsbeforeacNviNeswithwomenandgirlsbeginandbeforeconstrucNonbegins

• EnsurethereissomecommunitycontribuNontotheestablishmentoftheWGFS(e.g.labourduringconstrucNonormaterialslikesand).

• InviteleadersandothersfromoutsidetheWGFS(bothmaleandfemale)toparNcipateinspecificconsultaNons,discussionsandacNviNes

• OutreachacNviNeswhichincludemenandboysasbothtargetsforoutreachandasagentsofchange.

• WorkcloselywithleadersintheplanningandimplementaNonphases.

• ConsideracNviNesthatmayhavebenefitsforthewidercommunity(e.g.agroupofadolescentgirlsmaydecidetoorganisethemselvestofetchwaterforpeoplewithmobilityproblemsintheirarea).

• EstablishaCommunityTaskForce,consisNngofkeymenandwomenforwiderconsultaNon

WGFStotakeacNontoalleviatean issueaffecNngthewholecommunity.

• It canbehelpful tohaveamanamong the trainedoutreachofficers and community mobilisers, a ‘champion’, who canadvocate for the work being done by theWGFS within thecommunity andwhomay, as a amale, havemore access toand influence with men. The ‘champion’ should be arespectedandinfluenNalpersonwhoisconvincedofthevalueofwhat isbeingdoneintheWGFS,andcanswayothermenoftheuNlityofWGFS.

• Establish a Community Task Forcemade up of keymen andwomen in each community (youth leaders, religious leaders,membersofwomen’sassociaNonetc.)tohelpthevolunteersdeliver messages to the community and conduct advocacyacNviNes.

• Occasionallyaskselectedcommunityleaderstocometolistento the needs and concerns of women and/ or girls. It isimportant that these sessions are carefullymanaged so thatthe women and girls have the opportunity to express theiropinions,ratherthanlisteningtoaspeechfromtheleader.

• Considerhalf-wallssothatpassers-bycanseewhatisgoingoninsidetheWGFS,butcannothearwhatisbeingdiscussed.

WhileWGFSacNviNesmaysomeNmesinvolvemenandboys,thisshouldbedoneinaplannedandmanagedway,alwaysensuringthatitdoesnothindertheparNcipaNonandempowermentofwomenandgirls.

‘In [another country], there were times when men wereinvited for discussion with the women, not that they arethere every day but theymight do a joint discussion, theycome around, they see what women are learning so thatwhentheygobacktheyevendon’tdoubtwhatisgoingonthere. Andtherewerealsosomediscussionswherewomenwho were willing to bring their husbands to certaindiscussion, they would talk to theirmen to come, so theyknewwhatwomenweredoing’.(NGOstaff)



Chapter3HowtoEstablishandRunWomenandGirlsFriendlySpaces


Chapter3HowtoEstablishandRunWomenandGirlsFriendlySpaces

1. AssessmentThe first step in establishing a new WGFS will always be acomprehensiveassessmenttofindout(a)whethertheintervenNonisappropriatefortheparNcularcontext,and(b)ifso,whatthefocusandnatureofitsacNviNesshouldbe.Theassessmentmaytakeplaceveryrapidlyattheonsetofanemergencyor,inmorestableenvironments,couldbeconductedoverthecourseofafewweeksormonths.Wherepossible, an iniNal assessment can be combined with otherassessmentstakingplaceatthesameNme,incollaboraNonwithotheractors. In all cases, assessments must be parNcipatory, acNvelyengagingwomenandgirlsaswellasothergroups.

The IASCGBVGuidelines suggest that an assessment should includeconsultaNonswiththefollowingparNes:

• Key stakeholders and actors providing services in the community

• GBV, gender and diversity specialists

• Men and women of all ages and backgrounds of the affected community, paying particular attention to women, girls and other at-risk groups

• Community leaders

• Community-based organisations (i.e. organisations for women, adolescents/youth, persons with disabilities, older persons, etc.)

• Representatives of humanitarian response sectors

• Local and national governments

• Members of host communities in IDP/refugee settings


Assessments conductedprior to establishingWGFS in South Sudanhaveomenincludedthefollowingelements:

• Observe and get to know the community, find out what women and girls already do in terms of socialising and problem solving, and what the gaps are. Understand the community leadership structures, culture, norms, social life, needs and capacities.

• Identify leaders, including women leaders and other influential women; meet with them, explain and discuss. Listen to their ideas.

• Period of intensive consultation with the community, listening and giving information, including both women and men. It is important to do this as well as talk to leaders, and to talk to a wide variety of people, making additional efforts to seek out those who may be marginalised (e.g. people with disabilities, the elderly). Find out whether people are in favour of a WGFS being established and, if so, find out what women and girls would hope to gain from it. In essence, these discussions should also help the organisers understand potential positive or negative impact of a WGFS, as well as comprehend who would be the most appropriate people to lead it, the best location and what services/activities would best meet the needs of women and girls in the community.

• Identify needs and strengths/ capacities of both women and adolescent girls as well as available resources in the community.

• Connect with other actors in that location to avoid duplication of services and coordinate services (e.g. across different sectors, such as child protection, livelihoods, etc.)

Thelistsof‘Do’sandDon’ts’onpage35oftheIASCGBVGuidelinescanbehelpfulwhenplanninganassessment. Once thisprocess is coming toaclose,adecision shouldbemade together (i.e. including representaNvesof all those involved in the assessment) as to whether a WGFS isappropriateinthiscontextandatthisNme.


DecidingwhetherornotaWGFSshouldbedeveloped

TheissuestobeconsideredwhendecidingwhetheraWGFSisappropriateinclude:

Whetherothersimilarservicesorcommunitysupportsystemsareavailablewhichmeetthesameneeds.ThebroadaimsofthepotenNalWGFSshouldbeclearbeforetheassessmentbegins,sothatitispossibletoidenNfywhetherthoseaimsarebeingmetinotherwaysinthetargetcommunity.Ifso,sesngupaparallelservicewouldnotbeappropriate.

Safetyconcerns:theremaybecircumstancesinwhichbringingagroupofwomenorgirlstogetherinaWGFSwouldincreasetheirriskofharm(eitheremoNonalorphysical).Forexample,insituaNonswherewomenand/orgirlsaretargetedfora[acksinpublic,itmaynotbesafetobringgroupsofgirlstogetherinaclearlyidenNfiablelocaNon.IfthisriskcannotbemanagedeffecNvely,itwouldnotbeappropriatetoestablishaWGFSatthisNme.

StaffcapaciNesandorganisaNonalresources:inSouthSudan,itisomennotpossibletorecruitstaffwithformaleducaNon,skillsandexperienceinthefieldofpsychosocialsupport.YetitislikelythatsomewomenandgirlsparNcipaNnginWGFSacNviNeswillrequiresuchsupport.Wherenostaffareavailablewithskillsin‘focused,non-specialisedsupport’(seeFigure1),theWGFSshouldrestrictitsacNviNestothemostbasiclevel(see“AcNviNesandServices”)unNlenoughcapacityforconducNngmorespecialisedPSSacNviNeshasbeenestablished(throughrecruitment,trainingand/orreferralandcoordinaNonwithotherorganizaNonsabletofulfilthisneed);

Availabilityofotherservices:insomesesngs,servicessuchasclinicalmanagementofrape,ormentalhealthservices,arenotavailable.AnorganisaNonseekingtoestablishaWGFSinsuchcircumstanceswouldneedtomakeadecisionaboutwhetheritisappropriatetodoso–andsubsequentlylimittheacNviNestheyconduct--giventhatissuesmayarisewhichtheyareunableeithertorespondtoeitherdirectlyorbyreferraltoanearbyserviceprovider.

Insomecases,anorganisaNonmaydecidethatitisbe[ernottoestablishaWGFSwhenstaffcapacityandthelackofotherservicesintheareadonotallowthemtomeetwomen’sneedseffecNvely.Othersmaydecidetoestablish a WGFS with limited aims which reflect the resources andcapacity available, and to search for creaNve soluNons to issues as theyarise. Thela[erapproachcanbeeffecNveiftheWGFSisledbyastrong,experienced manager who is able to adjust programming to meetemerging needs, develop goodworking relaNonships with other serviceproviders, advocate for the establishment of other services, and put inplaceanappropriatetrainingandmentoringplanfortheWGFSstaff[see‘Staffingrequirementsandcapacitybuilding’].ThereisanopNontosetupa basic safe space and develop it as Nme goes on, using the ‘GuidingPrinciples’ to ensure that the safety and wellbeing of women and girls(and WGFS staff) is prioriNsed. A WGFS can serve as a plaoorm foradvocacyandimprovingotherservicesinalocaNon.

1.1DecidingyourTargetGroups

WGFS are usually intended to be accessible to all adult women andadolescent girls. As women and girls differ in various ways (age,educaNonal level, marital status), a range of acNviNes and approachesneed to be included within a single WGFS so that it is perceived asaccessibletoallgirlsandwomenlivinginthetargetcommunity.

The assessment conducted during the early stages of the WGFS mustincludediscussionswithavarietyofwomenandgirlsinordertofindoutwhatacNviNeswoulda[ractthem,andtheNmesanddaystheyareabletoa[endthecentre.

The most vulnerable women and girls can omen be excluded due tologisNcal challenges, and a failure to acNvely engage them during theassessmentprocess.ExtraeffortsmayneedtobemadeinordertoenablesomewomenandgirlstoparNcipateinWGFSacNviNes.Forexample:

• Adolescent girls have different needs and interests than adult women and often report they are not interested in participating in activities alongside their mothers. Girls who attend school are likely to have different needs and interests to those who are out of school, or those who are married . 9

• Elderly women, may have mobility problems or have difficulties in participating in activities requiring good eyesight or dexterity (e.g. embroidery).

• Women or girls who are working, particularly female heads of households, may struggle to find the time to participate in activities during the standard ‘working hours’.

• Women and girls with disabilities. • Women and girls from minority communities

MeeNng the needs of the various groups may require having separatesessions for groups with different needs (e.g. elderly women) or aseparatespacewithintheWGFScompound(e.g.foradolescentgirls). Itmayalsoinvolvehaving‘outreachgroups’whomeetatNmestheWGFSisclosed(e.g.eveningsorweekends)or inareasclosertowomenandgirlswith mobility problems (e.g. elderly women, or those with disabiliNesaffecNngmobility).

For useful guidance on establishing centres and activities for adolescent girls, see Population Council (2010) Girl Centered Program Design: A Toolkit to Develop, Strengthen 9

and Expand Adolescent Girls Programs. (http://www.popcouncil.org/research/girl-centered-program-design-a-toolkit-to-develop-strengthen-and-expand-ado )


http://www.popcouncil.org/research/girl-centered-program-design-a-toolkit-to-develop-strengthen-and-expand-ado

1.2PrioriNsingSafety

There are advantages to separate spaces and/or meeNngNmes being established for adolescent girls, so they candecorateitastheylikeandfeelsomeownershipofthespace.However,itisimportantthattheirmeeNngsarefacilitatedbya mentor, staff member or volunteer to ensure thatmisinformaNon isnotspreadbetweenthegirls,andthat thespaceremainssafe.

‘In[oneofourcentres]therearesomegirlsthatarealreadymarriedandtryingtoinfluenceothergirls that early marriage is something whichwouldbegoodforthem’.[NGOstaffmember]‘Ifwecreateaspaceforgirlstostayin,youknowtheyoungguysaretherealsowaitingtointeractwiththesegirls’.[NGOstaffmember]



2. Loca&on,SpaceandOtherLogis&cs

DecisionsaboutthemostappropriatelocaNonforaWGFSandthewaysinwhichthespaceshouldbestructuredshouldbemadebythewomenandgirlsthemselvesandwilldependgreatlyonthecontext.

TheissuestobeconsideredwhenmakingdecisionsabouttheWGFSspaceinclude:

• How much control do women and girls have over the space (even if they only have it one day a week)?

• How safe do they feel in that space?

• How safe is it for them to travel from their homes to the space?

• How private is the space? Are women and girls able to talk about sensitive issues? Is there a place for private (one-on-one) conversations?

• Is there a space for children to play or be taken care of while women and girls participate in activities?

• Is it accessible to women and girls in that population, including those with disabilities?

• Consider proximity to other services – particularly CFS, schools and health services. For example, being close to a CFS has advantages because women can take their children there and know they are safe, but at the same time there needs to be enough separation for women to talk freely about potentially sensitive issues without their children overhearing.

‘Theyshouldfeelthattheyareathome. Becauseweeventell thewomenthis isyourhome,whenyouarecomingtothecentre, feel thatyouarecoming toyour secondhome.Eventhedecorationsthattheyhangontheirwallsathome,theyshouldputinthecentre. Whentheyareheretheyfeelthattheyarevisitingtheirneighbour,theyareathomeand

they don’t feel they are in a separate facility’. (WGFSmanagers)

AllWGFSshouldhaveaprivateroomwhichcanbeusedbystaffmembersforindividualdiscussionswithawomanorgirl. AfewWGFSalsohaveaseparate space for examinaNon in the case of rape, which contains ahospital bed and a screen. This enables a doctor to conduct theexaminaNon in the WGFS instead of the survivor having to go to thehospitalorclinic.

There can be difficulNes gesng suitable places for a WGFS in campsesngs, because of the limitaNons on space and the fact that space isallocated by the campmanagers. In these situaNons,WGFSmanagersneedtoundertakeadvocacywithcampmanagerssotheyunderstoodtheissuestobeconsideredwhenallocaNngspaceforaWGFS.

One of the decisions to bemade when considering whatmight be themost appropriate locaNon for aWGFS is whether to have a space usedexclusively for women’s and girls’ acNviNes, or to use a space withinanother facility (e.g. church, school, community centre). There areadvantagesanddisadvantagestobothopNons,asoutlinedbelow.

‘I remember in [another country],men said ‘you call themwomen centres,what about us?’ We tried to change thename to say, ‘ok, let’s have like a community centre’, andwhathappenedattheendoftheday,thementookoverthecentres and the women didn’t have any space to actuallyuse them.Weneed to be careful otherwisewemight losewhatwewanttohaveintermsofwhoneedstheservices,itwill be a problem because it might become a centre fordifferentactivities’[NGOstaffmember]


Separatespaceforwomen’sandgirls’ac&vi&es

Usingspacewithinanotherfacility

Advantages:

• Womenandgirlscandecoratetheplacethewaytheylike,anddevelopownershipofit.

• WomenandgirlshaveincreaseddecisionmakingpowerovertheuseofthespacebeitforinformalorformalacNviNes.

• Privacyisenhanced.Disadvantages:

• CouldcontributetonegaNveastudesfromcommunityifthecentreisseenonlytobenefitwomenandgirls.

• GoingtothecentrecouldbeseenassNgmaNsingifitisassociatedwithGBV.

Advantages:

• TheacNviNesofwomenandgirlsaremoreintegratedintotheotheracNviNesofthecommunity.

• ReducedriskofsNgmaorotherunintendedconsequences.

Disadvantages:

• Womenandgirlslackownershipofthespace,whichcouldlimittheacNviNestheyareabletodo,andthewaysinwhichthegroup/centredevelops.

• Lackofprivacy.

• PotenNallackofclarityindecision-makingregardingtheuseofthespacebydifferentgroups.


Logis&csandSupplies

InSouthSudantherearecomplexlogisNcalissueswhichmakeitdifficulttobecertainwhenmaterialswillbeavailable,especiallyoutsideJuba.WomenandgirlscanbecomedemoralisedwhentheexpectedsuppliesdonotarriveonNme;sowherepossibletheyshouldbekeptfullyinformedofchangesinplannedacNviNesandthereasonsforthechange.Volunteerscanpassthesemessagesoninthecommunity,aswellasWGFSstaffinformingwomenandgirlsduringsessions.Wherepossible,acNviNeswhicharenotdependentonsuppliesbeingbroughtfromtheoutsideshouldbeprioriNsed.ThecreaNveuseoflocalmaterialsshouldbeencouraged.

3. AcNviNesandServices

TherangeofacNviNesofferedbyanyWGFSdependson:(a)theneedsandinterests of women and girls and (b) the context and capacity of theorganisaNon.TherangeofacNviNeswhichcouldbeincludedisvast,butitisimportanttomaintainabalancebetweenstructuredacNviNes,servicesandNme to socialise. AcNviNes need to be appropriate to the age andinterests of thoseparNcipaNng,with special needs alsobeing taken intoaccount(e.g.peoplewithdisabiliNes).

Asmuch as possible, women and girls should take the lead in planningacNviNes, but in some contexts will need guidance to enable them toconsider a range of opNons and take into account the outcomes of thedifferentchoices.AsNmegoeson,itisanNcipatedthatstaffwillhavelessinput and women and girls will take over more of the leadershipresponsibiliNes,includingplanningandimplemenNngacNviNes.

In all WGFS, a weekly and daily acNvity plan must be developed andclearly communicated both within the WGFS and in the broadercommunity. Wri[eninformaNonmaynotbeappropriateinareaswhereliteracylevelsareverylow,soinformaNoncanbecommunicatedorallyorusingpictures.

FoundaNonalacNviNesInemergencycontexts,aswellassomeotherswherecapacityislow,itisrecommendedthatWGFSbeginwithasetofbasicacNviNeswhichformasolid foundaNonwhichcanbebuiltuponasNmegoeson. In the samewayasahousemustbebuiltonasolid foundaNon, it isessenNal thataWGFSisbasedonasetofcoreacNviNes,whichareprovidedinarobustmanner. OverNme,dependingon thecapacityof theorganisaNon, this

foundaNon can be built uponwith a set ofmore complex acNviNes butthesewillonlybeeffecNveifthefoundaNonalacNviNesarestrong.

These foundaNonal (minimum) acNviNes can be a good opNon insituaNonswherecapacityislowand/ortherearefewresourcesavailable.They take intoaccount themostpressing issues/needsandcreatespaceforwomenandgirlstocometogetherandsupportoneanother,whichhasvalueinandofitself.

ThefoundaNonalacNviNesare:

a) Activities which are popular amongst women and girls in that context, and which involve some kind of social interaction. Popular activities which require few resources can be identified during the assessment stage. The purpose of these activities is to bring women together so that they can begin to build relationships, share experiences, find things in common and support each other. It is not important which activity is the focus of these sessions, as long as it will attract women or girls (depending on who the target group is). Activities which have been found to be popular in the South Sudan context include: ‘tea-talk’ sessions and various handicrafts, such as embroidery, bead-making, knitting and crocheting. Different activities can be used to attract different age groups. Ideally, women or girls would lead these sessions, teaching and supporting each other. They could be inter-generational sessions, with older women teaching younger women.

b) Open days/ unstructured sessions, which women and girls can come to even if they do not participate in any other WGFS activities. They are free to do any activity or none on this day; the focus is on socialising and enjoying themselves (e.g. sing, dance, chat), although materials may be available for hair plaiting, nail painting, henna.

c) Information and awareness-raising sessions. Topics discussed will be determined by the context, what services are available, and what the women are interested in, but could include: • how women can participate in decision making,


• how women can bring peace to their community, • antenatal care, • GBV, • general safety-related issues • hygiene promotion, • basic reproductive health information,

• available services, including GBV services, and referral pathways,

• stress management and coping strategies

These sessions should be planned according to the issues beingfacedbythewomenandgirlscurrently,andcouldbefacilitatedbyrepresentaNves of other organisaNons or community structures.Topics need to be tailored to the context and available services.Forexample,itwouldnotbeappropriatetodoawarenessraisingon the health implicaNons of sexual violence if there are noservicesavailabletowomeninthatlocaNon.

d) Referrals to other services where necessary, depending on women’s needs. A clear referral pathway must be in place, and all WGFS staff should be familiar with it, and their roles in relation to referrals. In most WGFS, the Case Worker will take responsibility for managing referrals and follow-ups.

e) Outreach activities are essential in order to maintain community buy-in, and to access women and girls who are not able to participate in WGFS activities (e.g. women who are working long hours to provide for their families). Outreach activities can be conducted by trained and supervised volunteers, and could include home visits, community meetings and dialogues, informal conversations at water points and other areas where people spontaneously gather. Outreach activities can also include establishing informal groups for women who cannot access the normal WGFS activities (e.g. by meeting in the evenings or at weekends).

The Guiding Principles outlined earlier should be integrated into allacNviNes,toensurethatapsychosocialapproachisintegratedthroughouttheworkoftheWGFS.


UNICEF/SouthSudan/2016/IsrAidMundri

Advanced/OpNonalAcNviNes

Where an organisaNon has the capacity to offer acNviNes in addiNon tothefoundaNonalones,therearemanyopNonsavailable. ThedecisionastowhichaddiNonalacNviNestoofferdependsontheneedsandinterestsof women and girls, plus the knowledge, skills and experience of staff.SomeofthemoreadvancedacNviNescurrentlyofferedinWGFSinSouthSudanareoutlinedbelow:

• Training in entrepreneurial and livelihood skills which are appropriate to the context (e.g. bakery or catering training, tailoring, computer training and hairdressing)

• Financial education or small business skills (record-keeping and how to manage money)

• Adult education, such as literacy and numeracy classes • Life skills trainings appropriate to the context and age group • Parenting skills training • Psychosocial support and/or case management for women

experiencing high levels of distress, including some survivors of GBV

• Psycho-education/ stress management sessions (including relaxation exercises)

• Meetings between representatives of agencies and women and girls to hear the concerns of women and girls. This not only gives agencies an opportunity to identify issues affecting women and girls, but gives women and girls an opportunity to practice leadership and advocacy in a safe space. This is especially useful in settings where there is no formal women’s committee; where such a committee exists it would be more appropriate to coordinate the WGFS activities with the women’s committee


WhatisPsychosocialSupport?

Psychosocialsupportiscommunitybased.Itisnot[primarily]individualpsycho-therapy…ItisabouthelpingcommuniNestoregaintheirconnecNons,theirvoice,theirwisdomandresources…Throughpsychosocialsupport,communiNesdeterminetheircommongoalssothattheycancarefortheirownpeople’.PsychosocialacNviNescaninclude,butarenotlimitedto:

• Life-skillssessionsinschools

• BasiccounsellingforfamilieswhoareaffectedbyHIV/AIDS

• EarlychildhooddevelopmentacNviNes

• Supportforcommunalspaces/meeNngstodiscuss,problem-solveandorganisecommunitymemberstorespondtoanemergency

• BroadcasNngradiomessagesonposiNvecoping

• StructuredrecreaNonalorcreaNveacNviNes(e.g.musicanddancegroups)

• Supportgroupsforteacherstohelpthemmanagestress

• ProgrammestosupportfamiliestocareforfamilymemberswithspecificneedssuchaspersonswithdisabiliNesorolderpersons

• Establishingamentor-menteesystemforyoungadultstoreachouttovulnerableyouthinthecommunity.

• Providingaprogrammeofgardening

• Discussionforwomenwhosechildrenhavebeenforciblyrecruitedbyanarmedgroup

• FamilytracingandreunificaNon

• PsychologicalFirstAid

• Women and/or girls can work together to identify issues having a negative impact on the community, then develop action plans and put them into practice. This type of activity is both empowering for the women or girls involved, and beneficial for the community.

• Participants in WGFS activities can find ways to reach out to other women and girls to spread key messages on wellbeing (e.g. early

marriage, nutrition) through drama and other methods that the women or girls feel will be most effective in a given context.

• Activities that re-connect them with their home and culture (e.g. traditional games, bead-making, etc.).

• Drama, music and dance sessions. These may be especially appealing to adolescent girls and female youth.

• ‘Mentoring’, where women or girls with more experience mentor younger/ less experienced women. This is especially useful for adolescent girls, if young women slightly older than them can be identified. These may be young women who have gone further in school than others, are interested in developing their skills and show leadership potential. They can run activities and serve as role models for the adolescent girls . 10

• Inter-generational discussions, with women of different ages sharing experiences and thoughts in a semi-structured way.

• Gardening and farming. In some locations, produce is sold and the income is used to maintain the WGFS structure and pay for materials to be used during sessions.

Wherepossible,theseacNviNescanbesupportedorconductedbyotheractorswithexperNseinthesubject,ratherthan(oralongside)WGFSstaff.Forexample,alivelihoodsactorcouldprovideinputongrouplendingandsmall business skills; educaNon actors could provide teachers to runliteracyandnumeracysessions;healthcareactorscouldofferawareness-raisingsessionsonhealthissues.

For guidance on establishing a mentoring system, see Population Council (2010) Girl Centered Program Design: A Toolkit to Develop, Strengthen and Expand Adolescent 10

Girls Programs. (http://www.popcouncil.org/research/girl-centered-program-design-a-toolkit-to-develop-strengthen-and-expand-ado).





Handicra]ac&vi&es

ManyWGFSinSouthSudanhaveasignificantfocusoncramacNviNes,suchasknisng,bead-work,crocheNngandembroideringbedsheets.TheseacNviNesareenjoyedbythewomen,soareagoodwaytobringthemtogetherandencourageconversaNonandrelaNonship-building(witheachotherandwiththeWGFSstaff).

TheacNviNesaresomeNmesseenasincome-generaNngacNviNes,butthereisaverylimitedmarketforthegoodsproduced,especiallyoutsideofJubaandothermajorciNes.TheonlywaywomencangenerateanincomefromtheseacNviNesistorelyontheNGOtomarketthem,whichhaslimitedsustainabilityandcreatesadependenceontheorganisaNon.

CramacNviNeshaveavalue,butthereisadangerthattheycanbecomeanendinthemselves.ItisimportantthattheacNviNesareusedtobringwomenandgirlstogether,butthefocusoftheWGFSdoesnotremainontheseacNviNes;rather,theyareusedasanentrypointtoothermorepsychosocial/empowerment-typeacNviNes.ThisdependsonstaffhavingagoodunderstandingoftheaimsoftheWGFSandbeingsupportedtobroadentheacNviNes.

Livelihoodsac&vi&esandeconomicempowerment

FormanywomenandsomeadolescentgirlsinSouthSudan,economicempowermentisapriority.Theywouldliketraininginskillswhichcouldhelpthemgenerateanincome,and/orsupporttoestablishasmallbusiness.

SuchacNviNescouldbeverybeneficial,andeconomicempowermentcanbeanimportantelementofGBVprevenNonworksincewomenwhoareunabletomeettheirbasicsurvivalneedsareomenforcedtoresorttoriskycopingstrategies(e.g.venturingintodangerousareastocollectfirewoodorgrasstosell;survivalsex).Therefore,manyWGFSwouldliketoincludesuchacNviNeswithintheirprogramme.However,itshouldbenotedthatlivelihoodsacNviNesrequireacertainlevelofstaffcapacity,andtomoveintothisarearequireslonger-termplanningonthepartoforganisaNons.ItrequiresstaffwithskillsandexperNseinlivelihoodsprogramminginordertoensurethatacNviNeswillactuallyhavethedesiredeffect.EnteringintothisfieldwithoutsufficientplanningandcapacitycouldhaveunintendednegaNveconsequences,soorganisaNonsareencouragedtoworktowardslivelihoodacNviNesinastep-by-stepway,ratherthanrushtointroducethemtooearlyintheprocess.

InlocaNonswherelivelihoodsprojectsexist,ortherearesavingsgroupsforwomenorothereconomicempowermentprojects(forexample,IRC’sEA$Eproject),itwouldbehelpfultolinkwomenandgirlstotheseacNviNes,ratherthantrytoimplementthemwithintheWGFSitself.

4. StaffingRequirementsandCapacityBuilding

InmostWGFS, thebasic full-Nmestaff requirements inorder to run thefoundaNonalacNviNes(see‘AcNviNesandServices’foradescripNonofthefoundaNonalacNviNes)are:

• One WGFS manager (female/ male) • One or more Women’s Support Officer (female) • Two or more Case Workers (female/male) • Two or more Outreach officers/ Community mobilisers (male/

female) • Security guard(s)

SamplejobdescripNonsforthesecoreposiNonscanbefoundinAnnex2.

InaddiNon,anumberofvolunteersshouldberecruitedforacNviNessuchas outreach (house-to-house visits; community dialogue; informalconversaNons at water points and other gathering places), othercommunityworksuchasawareness-raisingcampaigns,andtakingcareofsmallchildrenwhocometotheWGFSwiththeirmothers. AsNmegoeson,thevolunteerscantakeonawiderrangeofacNviNes.ItisadvisabletoprovidesomesortofincenNveforvolunteers;theseneednotbefinancialbutcouldbeintheformoftrainingsand/ormaterialgoods.

When the WGFS develops beyond the foundaNonal stage, it will benecessary to recruit for addiNonal posiNons depending on the direcNontheWGFSwilltake.TheseposiNonsrequirespecificskillsand/ortrainingandsupervision.DependingontheacNviNesselectedandconsideringthetransiNonandorphaseoutplansdeveloped,addiNonalstaff(fullorpartNme)mayinclude:

• Psychosocial Support Officer o Provide psychosocial services and activities o Ensure that the Guiding Principles are being fully

implemented

• Livelihoods/ Income Generating Activities Officer o Conduct market assessment and identify opportunities for

women and girls to earn an income in that context o Develop a plan to train and support women to develop the

relevant skills o Develop linkages with other relevant actors (e.g. economic

empowerment programmes, VSLA groups)

• Education Officer o Identify the key educational needs and interests of women

and girls o Identify appropriate teachers and organise sessions o Monitor the effectiveness of the education sessions

• Psychosocial care provider o Provide individual psychosocial support where required o Organise and facilitate support group sessions

• Mentors (women from the community with whom adolescent girls can identify, and who can serve as role models)

o Plan and facilitate activities with adolescent girls, with the support of the Women’s Support Officer

o Refer girls in need of individual support to a case worker

• ‘Activity specialists’ who visit the WGFS for their specific activity only, depending on which activities are included in the WGFS schedule.


Requirements

Itmay be challenging to recruitWGFS staffwhohave qualificaNons andexperienceinarelevantfield,especiallyifwomenarerequiredforcertainposiNons. Therefore, recruitment should focus on personal skills andcapaciNes,andevidencethatpotenNalstaffarecommi[edtosupporNngandworkingwithwomenandgirls(perhapsdemonstratedthroughsomeformofvoluntaryacNvity). Plansforrecruitmentshouldbeaccompaniedbyaplanfor immediatecapacity-building,recognisingthatstaffmaynotarrivecompletelyequippedwithallthenecessaryskillsandknowledge.




RequirementsforfoundaNonalacNviNes

SkillsandcapaciNes

• Passionandenthusiasm• EmpathyandsensiNvity• FacilitaNonskills• CommunicaNon• Trustworthy• CommunitymobilisaNon• Goodnetworkingskills• Willingnessandabilitytograspnewconcepts• ForsomeposiNons–abilitytoreadandwrite(eitherEnglishorArabic).Some

posiNonsmayrequirebasiccomputerliteracyforrecord-keeping.

Coretraining• GBVbasicconcepts• Corepsychosocialsupportprinciples(WGFSGuidingPrinciples)• Referralmechanismsandservicesavailableinthelocalarea• Recordkeeping• PsychologicalFirstAid• Staffwelfare/self-care• CodeofConduct

RequirementsforotheracNviNes

TherequirementsdependonthedirecNontheWGFStakes,buttheareasinwhichstaffmayneedtohaveskills,experienceand/ortraininginclude:

• Individualcounsellingandorfocusedpsychosocialsupport

• Grouppsychosocialsupport

• MonitoringandevaluaNon

• Assessment(andanalysis)

• Leadership

• Managementofpeople/supervision

• GBVCasemanagement

• CoordinaNon

• Conflictmanagement/Peacebuilding

• Trainingskills

• Mentalhealthandpsychosocialsupport/Communitybasedpsychosocialsupport

• Livelihoods

• Advocacy

• Report-wriNng

CapacityBuilding

Capacity-building of WGFS staff is crucial in South Sudan in order toensurethatstaffandvolunteersareabletosafely,effecNvelyandethicallyperformtheirduNes.Acapacity-buildingplanshouldbeinplacefromthebeginning; an ad hoc approach will not be effecNve in this context.Similarly, training alonewill not be effecNve; itmust be combinedwithcoachingandmentoring ifpeopleareto learnandimplementnewskills.Ideally, organisaNons would have an individual who is responsible forsupporNng staff on day-to-day basis as they implementwhat they havelearned.Wherethisisnotpossible,aWGFSshouldfocusonfoundaNonalacNviNesonly,unNlcapacityhasbeenstrengthened.

ThefocusoftrainingisomenonstaffprovidingdirectWGFSservices,butmanagersmayalsoneedtodeveloptheirskillsincertainareas. ItshouldnotbeassumedthatmanagershaveskillsinallaspectsofWGFSacNviNes,especially as the acNviNes start to develop away from the foundaNonalacNviNesalone.

Trainingprogrammescanbeenhancedby:

• Exchange visits and experience-sharing meetings for staff of WGFS from different organisations or working in different contexts.

• Peer-to-peer support, and/ or group supervision, particularly where there are a number of case workers.

• Sharing of training tools and resources between organisations and/or across project sites.

Duetotheimportanceofcapacity-buildinginSouthSudan, it isessenNalthat proposals and budgets include this, and that advocacy takes placewith donors and others regarding the central importance not only oftraining,butalsoofongoingcoachingandmentoring.



5. MonitoringandEvalua&onMonitoringandevaluaNonacNviNesareessenNalinorderto:

• Provide accountability to stakeholders (including the women and girls involved in the WGFS, the broader community, and funders) regarding the results of WGFS programming.

• Provide information to develop and improve WGFS programming in subsequent phases of implementation, and to identify any unintended consequences of programming

• Help develop a more effective evidence base for WGFS programming.

Amonitoring and evaluaNon planmust be in place from the beginning.The elements included in the plan and the tools which will be useddependontheindicatorswhichareestablishedfortheWGFS(seeAnnex6formoreinformaNonaboutidenNfyingappropriateindicators).ImportantelementsofamonitoringandevaluaNonplaninclude:

• A baseline assessment is conducted as soon as (or before) the WGFS is established in order to demonstrate change over time.

• Training of selected staff and volunteers to collect accurate monitoring data, and, where appropriate, to collate and analyse it. Staff may also be involved in collecting evaluation data, although evaluations are often conducted by external bodies.

• Women and girls must have opportunities to participate in monitoring and evaluating the WGFS activities and processes, and members of the wider community as well. The guiding principle of ‘participation’ applies to M&E processes, as does that of ‘do no harm’ (see Annex 5 on ethical considerations in assessment, monitoring and evaluation).

• Monitoring information is collected continuously, and evaluation data is collected at regular intervals. To know whether there has been a change (evaluation), it is necessary to collect the same information, in the same way, at different times (e.g. every year; or the beginning, middle and end of the programme period).

There is omen a temptaNon to collect toomuch informaNon. Carefullyselected indicators can be a good guide to capture the most relevantinformaNon.

Monitoring

Monitoring refers to a rouNne and conNnuous process of collecNngrelevant programme informaNon, analysing this informaNon at regularintervals and comparing actual results to expected results in order tomeasure a programme’s performance. If the project has a log frame,monitoring usually focuses on project inputs, processes, acNviNes andoutputs.

Toolswhichcanbeusedformonitoringinclude:

• Attendance lists • Participant register • Activity records to assess the quality of the activities and any

challenges faced (e.g. in terms of supplies and logistic support) • Checking in at the end of every session to asking how women felt

about it. • Group discussions to explore women’s feelings about the centre

and the activities • Monitoring staff skill levels and attitudes. • Observation tools/checklists • Case management follow-up records (if relevant)

Inallcases,theinformaNoniscomparedtowhatisexpectedbythatstagein the process. Any discrepancies are explored in an a[empt tounderstand the cause. For example, if a[endance lists show there hasbeenlowa[endance,oranunexpecteddecrease,WGFSstaffcouldmeet


with parNcipants to ask how they feel about the sessions or explore iftherearecertainrisksorotherfactorsthathavearisenthatareprevenNngwomen and girls from parNcipaNng in the sessions. Learningmust takeplaceconNnuouslytoenableadjustmentstobemadeatanypoint.

SomeexamplesofmonitoringformscanbefoundinAnnex6.

EvaluaNon

EvaluaNon acNviNes assess whether the changes that the programmeaimedtobringaboutinthelivesofindividuals,familiesandcommuniNeshave happened as intended. If the project has a log frame, evaluaNonacNviNes usually focus on outcomes and impact (plus outputs, in somecases).

ToolswhichcanbeusedforevaluaNoninclude:

• Knowledge tests to assess the extent to which women and girls have learned new information. (Note: it may be helpful to conduct such tests verbally, since literacy levels are low in South Sudan).

• Group discussions to explore women’s feelings about the centre and the activities

• Group and individual discussions to assess community perceptions of the WGFS, what they think it is for and what they think it achieves.

• Participatory satisfaction surveys • Most Significant Change technique

SomeofthesetoolsaredescribedindetailinAnnex6.


Ques&onsansweredbyevalua&onac&vi&es

• Didweachievewhatwesaidwewouldachieve?

• Werethereanyunintendedconsequences?

• DidourintervenNoncausetheobservedchange?

6. PhaseOut

WhilstWGFSmaybeacNve indefinitely, they shouldnothave long-termexternal involvement. To this end, a phaseout or transiNonplan shouldalways be considered and it is important that women and girls, thecommunityandother importantactors, including localorganisaNonsandif possible governmental structures, should be involved from the veryoutset.Theprincipleofsustainabilityisparamountinthisrespect.Unless

strong community support, local capacity and infrastructures areavailable, it is not recommended to pursue a long term WGFS. Thefollowing consideraNons are helpful when planning and implemenNng aphaseoutplan :11

• Ensurethatthecommunityisawarefromtheoutsetthataphase-out period and/or handoverwill take place. Provide informaNonassoonaspossibleaboutwhenthiswilloccur.

• Always use a community-based approach that will supportownershipandalsotransiNonoftheWGFStothecommunityandorlocalorganisaNons.

• Allowwomen,girls andother communitymembers tomakekeydecisions about the transiNon, including the design andimplementaNonofthetransiNonstrategy

• Develop in close consultaNon with the community and otherstakeholdersaphase-outortransiNonplanthatlinkswithbroaderrecovery planning from the very outset. This may mean forinstance transiNoning some or all of the acNviNes of theWGFSinto exisNng community resources such as community centres,churchesorschools.

• Be prepared to be flexible and adapt plans on the basis of thechangingcontext

Adapted from Global Protection Cluster, TOWARDS EFFECTIVE CHILD FRIENDLY SPACE PROGRAMMES IN EMERGENCIES, GlobalProtecNonCluster, 2014. 11




MINIMALCONSIDERATIONSWHENTRANSITIONINGAWGFS

Planningfromtheoutset:

• IncludeopNonsfortransiNonandstepstobetakeninyouriniNalplans.Alignthesewithbroaderrecoveryplanning.

• ConNngencyplanning-WhatdoyoudoincasetheWGFSgetsdamagedordestroyedforexample?Orifthereisanoutbreakofacommunicabledisease?Howwillyoudealwiththeseunforeseendevelopmentsorunintendedconsequences?

Communicateandconsult:

• Allstakeholders(staff,partners,government,community&religiousleaders,communitymembers,families&children)needtobeinformedthattheWGFSmaybeatemporarymeasuretooffersupporttowomenandgirlsinthefirstphaseoftheemergencyandduringearlyrecovery;itisnotalong-termsubsNtuteforcommunitysupportandmobilizaNon.

• Consultwithwomen,girlsandcommunitymembersonhowtheywouldliketotransiNontheworkoftheWGFS.DiscussionsaroundtransiNonshouldbetakingplacefromtheoutsetandbeon-goingthroughoutthemonitoringprocess.TomakesurethecommunityacceptandunderstandtheconsequencesofclosureortransiNonofaWGFSitisimportantthatthestaffmeetwithcommunitymembersatanearlystageoftheexit/transiNonprocessandagainlaterintheprocess.Regardless,ofwhethertheWGFStransiNonsintoalonger-terminiNaNveorphaseoutcompletely,itisimportanttoestablishaconstantdialoguewithcommunitymembersabouttheplansandfutureoftheWGFS.IfthereareplanstomaintainaWGFSonamorepermanentbasisthenthisshouldbeplannedanddesignedinconsultaNonwithwomenandgirlsandthewidercommunity.

Coordinate:

• CoordinatewithotherWGFSimplemenNngagenciesonNme-lineforphaseout.HavediscussionswithavailableservicesonthetypeofsupporttheycangiveamerthephaseoutoftheWGFS.CoordinatewithserviceproviderstoseewhatacNviNestheywillmaintainandwhatkindofsupporttheymightneedoverthelongtermtodoso.CoordinatewithothersectorsandagenciesregardingpopulaNonmovements,theirtransiNonplansanddatesforclosureetc.

Assess:

• Assessthecapacityofcommunitymembers,communitybasedorganisaNons,localNGOsandgovernmentagenciestoconNnueWGFSacNviNes,totakeonthenextphaseoftheproject,includingthemanagementoftheWGFSorotherformitwilltransiNoninto.

• Assessthesupportneedsofwomenandgirlsandcapacityoflong-termstakeholderstomeettheseneeds-EnsurethattheneedswillconNnuetobemet.

ReinforcecapacityinlinewithneedsidenNfiedinassessment.

IdenNfyanagreedmodelforphaseoutwithallstakeholders–communicaNngwhatthechosenmodelistoallthoseinvolved.



IMPORTANTELEMENTSTOCONSIDERINTRANSITIONPLANS

•Managementstructure:canbemanagedbyalocalNGO,INGO,government,community,women,adolescentgirls,communityvolunteers,etc.Thepossibleownershipofthecenterandmaterials,and

arrangementsformanagementoncetheiniNalorganisaNonwithdrawsshouldbeaprioritythroughouttheuseoftheWGFS.TheacNveroleofwomenandgirlsinthatnewsetupispossibleandshouldbepromoted.

• Equipmenttransfer:carryoutaninventory,considerdonorandagencyproceduresandpolicieswithregardstoassettransferrequirementsandensureyoucomply,set-upon-goingM&Esystemwhereverpossible,supportthinkingaroundhowthosemanagingmaterialswillensuremaintenance,considercostsoftransporNngmaterialsandstoringthemifnecessaryandfinallyaddresstheissuesoftransparencywhenhandingovermaterialsbycommunicaNngwithallstakeholderswhatmaterialsyouarehandingover,towhomandwhyyouarehandingittothem.

• Space:ensurethecurrentspacedoesnothavetobereturnedtosomeoneoncepostemergencyrecoveryiscompleted.Otherwise,helpdevelopalternateplansforconducNngfutureacNviNesinanotherlocaNon.

• WomenandGirls:needtobeclearonwhatwillhappentothewomenandgirlsa[endingthecenteronceyouwithdrawyoursupport.CauNonandcareneedstobeexercisedinparNcularwithregardstoextremelyvulnerableindividuals(disabled,certainethnicminoriNes,specificagegroups,etc)whowillnotbeabletosoeasilyreintegrateintopreviouslyexisNngservices.Considerwhatcanandshouldbedonetosupportthem.

• Staffandvolunteersneedtobemadeawareofnextsteps,otheropportuniNesforstaff,volunteers,othersengagedintherunningoftheWGFS.TheymusthaveearlywarningandconsultaNonontheprocess.

• M&E:systemformonitoringwhathappenscouldbeset-upwherefundingisavailable,thusenablingyoutoseetheimpactofyourprogramming.Visitsameryouaregonelookingathowskillslearntarebeingused,howwomenandgirlsarenow,howmaterialsandspaceisbeingused,whatnewacNviNesarebeingimplemented,etc.wouldallprovidevaluablelessonsforfutureprogramming.

• Financesandbudget:women,girls,communiNes,partnersorgovernmentagenciestakingontheon-goingmanagementofacNviNesneedtobeclearonbudgetrequirementsandhaveplansonhowtheywillraisethenecessaryfunding.InaddiNontheremaybespecificcostsassociatedwithtransiNon,suchasmovementofmaterials,paymentforclosingceremonyetc.


Addi&onalresources

Gender-basedviolence

Gender Based Violence Area of Responsibility (2015) Guidelines for IntegraNngGender-based Violence IntervenNons in Humanitarian AcNon: Reducing Risk,PromoNngResilience,andAidingRecoveryh[p://gbvguidelines.org/wp-content/uploads/2015/09/2015-IASC-Gender-based-Violence-Guidelines_lo-res.pdf

Staffingissues

GenderBasedViolenceAreaofResponsibility(2014)CoreCompetenciesforGBVProgram Managers and Coordinators in Humanitarian Sesngs (h[p://gbvaor.net/?get=005885|2015/04/Core-Competencies.pdf)

AntaresFoundaNon(2012)Managingstress inhumanitarianworkers:Guidelinesf o r g o o d p r a c N c e ( h [ p s : / / w w w . a n t a r e s f o u n d a N o n . o r g /guidelines#.VscCptBXqMM)

Psychosocialsupport

Inter-Agency Standing Commi[ee (2007) Guidelines on Mental Health andPsychosocial Support in Emergencies h[p://www.who.int/mental_health/emergencies/guidelines_iasc_mental_health_psychosocial_june_2007.pdf

TPO Uganda & UNICEF South Sudan (2015) Community-Based PsychosocialSupport for Children and Adolescents in South Sudan: A Toolkit of Resources(h[p://media.wix.com/ugd/fdfc2d_8bee86d477074676a96efa892a�e547.pdf).

UNHCR (2013)UNHCR’sMentalHealth andPsychosocial Support forPersonsofConcern:AGlobalReviewh[p://www.unhcr.org/51bec3359.pdf

World Health OrganizaNon, War Trauma FoundaNon and World VisionInternaNonal (2011). Psychological first aid: Guide for field workers. WHO:

Geneva. (h[p://www.who.int/mental_health/publicaNons/guide_field_workers/en/)

MentalHealthandPsychosocialSupportNetwork(mhpss.net):anetworkingsiteforMHPSSpracNNonerswithmanyusefulresources.

Adolescentgirls

Girl Hub (2014) Girl Safety Toolkit: A resource for pracNNoners (h[p://www.girleffect.org/media?id=3050)

Girl Effect (nd) The EssenNal Guide to Safe-Space Programmes forGirls (h[p://www.girleffect.org/media?id=3111)

PopulaNon Council (2010) Girl Centered Program Design: A Toolkit to Develop,StrengthenandExpandAdolescentGirlsPrograms. (h[p://www.popcouncil.org/research/girl-centered-program-design-a-toolkit-to-develop-strengthen-and-expand-ado)

Monitoringandevalua&on

IFRC(2009)TrainingsessiononsupporNngvolunteersandstaffinIFRCReferenceCentreforPsychosocialSupportCommunity-basedpsychosocialsupport:Trainer’sbook (h[p://pscentre.org/resources/community-based-psychosocial-support-trainers-book/)

IRC (2015) Researching Empowerment, or Empowerment through Research?h[p://gbvresponders.org/wp-content/uploads/2015/12/Research-that-Empowers-Advocacy-Brief.pdf

UNICEF,(2011)Inter-AgencyGuidetotheEvaluaNonofPsychosocialProgrammingi n Emergenc i e s . ( h[p : / /www.un i ce f. o rg /p ro tecNon/fi le s / In te r-AgencyGuidePSS.pdf)


http://gbvguidelines.org/wp-content/uploads/2015/09/2015-IASC-Gender-based-Violence-Guidelines_lo-res.pdf

https://www.antaresfoundation.org/guidelines#.VscCptBXqMM

http://www.who.int/mental_health/emergencies/guidelines_iasc_mental_health_psychosocial_june_2007.pdf

http://media.wix.com/ugd/fdfc2d_8bee86d477074676a96efa892afbe547.pdf

http://www.unhcr.org/51bec3359.pdf

http://www.who.int/mental_health/publications/guide_field_workers/en/

http://www.girleffect.org/media?id=3050

http://www.girleffect.org/media?id=3111


http://pscentre.org/resources/community-based-psychosocial-support-trainers-book/

http://gbvresponders.org/wp-content/uploads/2015/12/Research-that-Empowers-Advocacy-Brief.pdf

http://www.unicef.org/protection/files/Inter-AgencyGuidePSS.pdf


UNICEF/SouthSudan/2016/SilviaFinaurini

Annexes

I. Do’s and Don’ts for establishing a WGFS

II. WGFS Sample organogram and job descriptions

III. Sample Code of Conduct for WGFS staff

IV. Examples of activities within a WGFS

V. Ethical Issues to consider in assessment, Monitoring and Evaluation Activities

VI. Examples of monitoring and evaluation tools


Annex 1: Do’s and Don’ts for establishing a WGFSPHASES DO DON'T

ALL PrioriNsethephysicalandemoNonalsafetyofwomen,girlsandstaffinalldecision-making

Treatwomenandgirlsasbeneficiaries

ALL ConsidertheneedsofthewholerangeofwomenandgirlsinthetargetpopulaNon(thoseofdifferingage,thosewithdisabiliNes,etc.).

Assumethatallwomenandgirlshavethesameneeds,preferencesoropinions.

ALL Ensurethatwomenandgirlsareinvolvedateachstageoftheprojectcycleandthattheyleadtheestablishmentandrunningofthespace.

Imposeaready-mademodelwithoutconsulNngwomenandgirls

ALL BuildonlocalcapaciNes,supporNngself-helpandstrengtheningtheresourcesalreadypresentinaffectedgroups

IntroduceaWGFSmodelwhichisfixed,andnotopentoevolvinginresponsetochangingcircumstances

ASSESSMENT CollectandanalyseinformaNontodeterminewhetheraWGFSisneededand,ifso,howitshouldbeestablished.

Conductunnecessaryorduplicateassessments.

ASSESSMENT CoordinatewithotherstakeholderstogatherexisNnginformaNontoidenNfygapsinresponse.

AcceptpreliminaryassessmentdatainanuncriNcalmanner,orassumethatassessmentinformaNonisnotneeded

ASSESSMENT Assessavailableresourcesinthecommunitytoinformwhatkindofcommunity-basedpsychosocialresponsemaybeneeded.

SelectalocaNonand/ordesignaWGFSspacewhichprioriNsestheneedsandconvenienceoftheorganisaNonsoverthoseofthewomenandgirls

ASSESSMENT EnsurethatthelocaNonissafeandaccessible. AssumethatanylocaNonisappropriate

ASSESSMENT IdenNfywaystolinkwithotherservices,suchaslivelihoodsandeconomicprogrammes,thatsupportthewellbeingofwomenandgirls.

WorkinisolaNonorwithoutthinkinghowtheworkoftheWGFSfitswiththatofothers

ASSESSMENT/ALL

EngagecommuniNes,parents,husbandsandcommunityleadersduringtheplanningofaWGFSand,whereappropriate,theacNviNes.

IgnoretheperspecNvesofmenandboys,andofthecommunityasawhole

LOCATION&OTHERLOGISTICS

Chooseanameforthecentrewhichreflectswomen’sandgirls’ownershipofthespace.

ChooseanamewhichcouldcontributetoincreasesNgmaNsaNon.



TakespecificmeasurestoensuretheWGFSisaccessibleandinclusiveforallwomenandgirls,includingthosewhoareprovidingfortheirfamilies,theelderly,andthosewithdisabiliNes.

AssumethatbecausetheWGFSisopentoall,thereforeitisautomaNcallyaccessibleandinclusive


ClearlycommunicatethepurposeoftheWGFS(aswellasthepotenNalbenefitsforthecommunity)tocommunityleadersandothercommunitymembers.

AssumethateverybodyknowswhataWGFSisandwhyitisbeingestablished.

ACTIVITIES&SERVICES

EnsurethattheNmingandnatureofacNviNesarecompaNblewiththedailyrouNnesofwomenandgirls.

UsehandicramacNviNesasanendinthemselves,butasanentrypointtootherpsychosocial/empowermentacNviNes.

ACTIVITIES&SERVICES

ConsiderhowprogrammingcanbeculturallysensiNvewhilealsopromoNngposiNvegender/culturalnormsandchallengingpotenNallyharmfulastudesandpracNces.

SetupnewintervenNonsandsupportswithoutconsideringhowtheylinkwith,complementandbuilduponexisNngcommunitygroupsandprocesses

ACTIVITIES&SERVICES

Providewomenandgirlswithuseful,accurateinformaNononavailableservicesthatiseasilyunderstood,presentedintherelevantlocallanguage,anddeliveredwithcompassion.

Conductawarenessraisingonlyontheproblemswomenandgirlsface(suchasGBV)withoutprovidinginformaNonaboutwhatservicesareavailableandhow/wherethoseaffectedcanseeksupport.

ACTIVITIES&SERVICES

LookforexisNngresourceswithinthecommunity(e.g.assets,posiNvecopingmechanismsandresiliencetechniques)tohelpsolveproblemswomenandgirlsarefacing.

Focusonlyonwomen’sandgirls’problemswhiledisregardingtheirstrengthsandcapaciNes(e.g.assets,copingandresilience).

ACTIVITIES&SERVICES

FocusonGBVprevenNonacNviNes,aswellasGBVresponse. EmphasiseGBVresponseattheexpenseofotheracNviNesdesignedtopreventGBVthroughstrengtheningthepsychosocialwellbeingofwomenandgirls

STAFFING Ensurethatinclusionandethnicdiversityistakenintoaccountwhenmakingdecisionsaboutaccessibilityofthecentreandstaffing.

Discriminateonthebasisofethnicdifferences

STAFFING Ensurethatallstaffaresupportedandsupervised,andbenefitfromconNnuouscapacity-building.

Assumethatstaffallhavealreadyallthenecessaryskillsandknowledge

STAFFING EnsurethatallstaffandvolunteersunderstandandadheretoanappropriateCodeofConduct

MakeWGFSstaffsignaCodeofConductwithoutprovidinganorientaNon,andensuringunderstanding


STAFFING Amertrainings,providefollow-upsupervisionandmonitoringtoensurethatnewskillsandknowledgearebeingusedcorrectly.

Useone-Nme,stand-alonetrainingsforstaffwithoutfollow-up

STAFFING Coordinatewithotherserviceproviderswhichworkwithwomenandadolescentgirls,parNcularlychild-friendlyspaceproviders,healthcareprovidersandeconomic/livelihoodserviceproviders

OperatetheWGFSasa“siloed”intervenNon,disconnectedfromotherservicesandacNviNesinthecommunity.

STAFFING SelectacNviNesbasedontheneedsofthecommunityandtheknowledge,experienceandcapacityofyourstaff.

A[empttoimplementmoreadvancedservicesandacNviNes(e.g.counselling,livelihoods)withoutensuringthattheorganisaNonalcapacityisinplacetodososafelyandeffecNvely.

MONITORING&EVALUATION

Ensurethataclearreferralsystemisinplace,andthatitiswellunderstoodbyallthoseworkingintheWGFS(staffandvolunteers).

StartprovidingreferralwithoutadequateorientaNonofstaffandvolunteersonhowtoadequatelyimplementitandfollowitup.


AcNvelyandregularlyseekfeedbackfromwomenandgirlsusingavarietyofmechanisms.

Relysolelyonhavingacomplaintsboxtoobtainfeedbackfromwomenandgirls


EnsurethattheaimsandnatureoftheWGFSevolvesascircumstanceschange,basedonresultsoffeedbackandevaluaNonacNviNes.

Get“stuckinarut”ofimplemenNngthesameacNviNesoverandoverwithoutreviewingthecontextandseekingfeedbackfromparNcipants.


EnsurethatmechanismsareinplacefromthebeginningoftheintervenNontomonitoracNviNesthroughparNcipaNonofwomenandgirls.

EstablishaM&Esystemwithoutinvolvingwomenandgirlsorbyonlyinvolvingthematthelastminute.

PHASEOUT Planforphase-outinadvance,andallowforsufficientNme StopallacNviNeswhenfundingisoverwithoutpriorproperplanning

PHASEOUT UseacommunitybasedapproachthatwillsupportownershipandtransiNonoftheWGFStothecommunityandorlocalorganizaNons

AssumethatcommuniNesandlocalorganizaNonsareawarefromtheoutsetthataphaseoutperiodorhandoverwilltakeplace.


Annex2.Staffing

Below you will find a possible combinaNon of staff and roles for therunning of aWGFSwhich takes into account on-going projects in SouthSudan and other experiences developed in similar contexts. It isimportanttorememberthatthisstructureisnotmeanttobeprescripNve.SelecNng staff for the WGFS is a process that always requires closecooperaNon with the community and should take into account yourorganizaNonalpoliciesandstructures.

Dependingon the size of theprogramme, of the centre, thenumber ofindividuals having access to it, the presence of other services in itssurroundings,availablehumanandmaterialresources andothersimilarcontextual consideraNons, some roles and funcNons might overlap ormightnotbeneeded.Asalways,beingflexibleisimportant.Forinstance,if there are more women and girls that the centre can comfortablyaccommodatein,considerhavingmorethanoneshim(suchasoneinthemorningandoneintheamernoon).ThischoicewillalsohaveimplicaNonsregardingthenumberandtypeofstaffyoumightneed.

In essence, the organogram presented below highlights a possiblecombinaNonofrolesandresponsibiliNesthatcanensure:

1) The effecNve day to day management of a WGFS (includingmonitoring of acNviNes and support to staff) and propercoordinaNonwithothersectors/servicesasneeded/relevant;

2) The provision of casemanagement services /referral, follow upandpsychosocialsupportbyappropriatelytrainedstaff;

3) Specific support (tailored on actual idenNfied needs) throughacNvityspecialistand/ordedicatedstaff;

4) Theprovisionofoutreachservices/communitymobilizaNon.

Althoughwehavenot includedother general support staff (e.g. guards/cleaners,etc.)thesemighthoweveromenbeneededtosupporttheworkoftheWGFS.


PossibleWGFSStaffcomposi&on


Corestaff*

AddiNonalstaff *Corestaffherereferstostaffthatisrequiredforthedesignandimplementationoffoundationalactivities,whereastheinclusionofadditionalstaffwilldependonwhatadditionalactivitiesaparticularWGFSimplements.

JobDescrip&onsforcorestaff

ThekeyresponsibiliNesoftheWGFSstaffwillincludethoseoutlinedbelow.Youshouldalwaysmakesurethatallstaffunderstandthecodeofconductandhavesignedit.

WGFSmanager:ensurestheproperoverallimplementaNonoftheWGFSProject

• Provideoverallsupervisionofandsupporttostaff

• EnsurethattheGuidingPrinciplesoutlinedintheseguidelinesunderpinallacNviNesandprocesses

• MonitoracNviNes,includinghelpingtheWomen’sSupportOfficertoreflectonwhatisworkingwellandhowacNviNescouldbeimproved

• Monitorstaffperformanceandprovideongoingfeedbackandmentoring

• SupportstaffindevelopingweeklyacNvityplansfortheWGFS,whicharethensharedwithintheWGFSandthebroadercommunity

• EnsuresthatconfidenNalityprotocolsareinplaceandthattheyareappropriatelyfollowedbyrelevantstaff

• ParNcipateincoordinaNonmeeNngs(andiniNaNnginformalcoordinaNondiscussions)withotherrelevantactorstoensureintegraNonofservices

• CreateandoverseeconsultaNonmechanismstofacilitatesharingofwomen’sandgirls’viewsontheWGFSacNviNesandotherservicesavailable

Women’ssupportofficer:ensuresthatacNviNesareproperlyimplementedandwomenandgirlsareproperlycaredforandsupportedattheWGFS.

• EnsurethattheGuidingPrinciplesunderpinallacNviNesandprocesses

• DevelopweeklyplanswhicharethensharedwithintheWGFSandthebroadercommunity

• MonitoracNviNes,toincludekeepinga[endancelistsandacNvityrecords

• FacilitateacNvitysessions,orsupportwomen/girlstoleadthesessions

• HelpingacNvityleaders/facilitatorstoreflectonwhatisworkingwellandhowacNviNescouldbeimproved

• Referwomenorgirlsinneedofindividualsupporttoacaseworker

Caseworker:ensuresthatwomenandgirlsinneedoffocusedandorspecialisedservicesreceiveappropriatesupportandfollowup.

• Casemanagementservices

• Referralstootherservices,asrequired,plusfollow-up

• Basicfocusedpsychosocialsupportandaccompanimenttootherservicesasnecessary

• EnsuremechanismforreporNngissues,includingforGBV,MHandPSsupportservices


• EnsurereferralpathwaysarebeingusedeffecNvely

• Ensuresthatareferraltrackingsystemisinplaceandthatperiodicmonitoringofreferralsandfollowupareconducted

Outreachofficer:ensuresthattheoutreachteamworkswithandforthesurroundingcommunity.

• Managethecommunityoutreachvolunteers

• SupportvolunteerstoidenNfykeyissuesaffecNngwomenandgirls,thenplanandconductawarenesssessionsincommuniNesontheseissuesunderthesupervisionofstaffwithsufficienttechnicalexperNse

• Conductsafetyauditsandsafetymapping,andfollowupwithrelevantactors

• Referwomenorgirlsinneedofindividualsupporttoacaseworker,if/asnecessary

Howmanystaffonduty?

AlthoughformalminimumstandardshavenotbeenestablishedinSouthSudan,itisrecommendedthatthecentreisalwaysstaffedwithatleasttwostaffwhenitisopen.


Annex3.SampleCodeofConductforWGFSstaff

TheCodeofConductispartofasetofpoliciesandpracNcesdesignedtoensurethatthe‘Donoharm’principleisupheldinalltheworkofanorganisaNon,includingthatrelatedtoaWGFS.ThepoliciesandpracNcesshouldinvolve:

• TrainingofallstaffintheCodeofConduct,includingwhatisexpectedofthem,andwhattheyshoulddoiftheyfindoutthatacolleaguehasbreachedtheCodeofConduct.

• AsystemofrespondinginsituaNonswheretheCodeofConductisbreached,orissuspectedtohavebeenbreached.

ACodeofConducthelpsstaffunderstandthekindsofbehaviourthatareconsideredabusiveorexploitaNve,noma[erwhetherthisstemsfromconsciousmisconductorignorance.TheCodeofConductshouldapplytoallstaffandvolunteers,whomustparNcipateinanorientaNonsessionandthensigntoconfirmthattheyagreetobeboundbytheCodeofConductandupholditsprinciples.

TherearemanyCodesofConductaround,andmostorganisaNonshavetheirownversion.ThesampleCodeofConductbelowisadaptedfromtheInterAidUgandaCodeofConduct,andcanbeusedbyotherorganisaNonsasthebasisfortheirownversion.

Principle1:Treatallindividualsfairly,withrespectanddignity

• ThisisourbasicobligaNon.Behaviourorcommentsbyanystaffthatdegradeabeneficiaryistotallyunacceptablenoma[erwhetherthebeneficiariesarearoundornot.Avoidfavouringanyindividual.

• Lookatbeneficiariesashumanbeingsnotcases.Endeavourtotalktothemdirectlyandvisitthem,involvetheminfindingsoluNonstotheirproblem.

• Protecttherightsofchildren andcertaingroupsofwomenwhoare especially at risk by understanding the specific situaNons ofwomen,men,girlsandboysinabeneficiarycommunitytoenableus be[er protect them and ensure their best interests areconsidered

• Comprehenddifficult experiencesof refugees andotherpersonsofconcern

• Keep informed of the guidelines and at all Nmes recognize thespecial needs of each of these groups and act in their bestinterests.

Principle2:Upholdtheintegrityof[yourorganisa&on]byensuringpersonalandprofessionalconductis,andisseentobe,ofthehigheststandard.

• Integrityreferstotheoverallpersonalandprofessionalbehaviourofstaff.Itincludeshonesty,truthfulnessandloyaltytotheoffice.Avoid criNcising partners and agencies in public. Honour privatelegal or financial obligaNons this is a ma[er of integrity andhonesty.Failureofwhichmaybetreatedasadisciplinaryma[erunderthestaffregulaNonsandrules


• Staff should not implicate [the organisaNon] by undertakingacNviNesthatvergeonillegality

Principle3:Performofficialdu&esandconductprivatemagersinamannerthatavoidsconflictsofinterest,therebypreservingandenhancingpublicconfidencein[theorganisa&on].

• The use of one’s office for personal gain is unacceptable andunprofessional.AvoidaccepNnganyfavourorgimfromanysourcewhichmightconsNtutearealorapparenta[empttoinfluenceourdecisionsoracNons.

• Staff who manage decisions related to assistance andprocurementmaybesubjecttopressuresorofferswhichinvolvedishonestpracNcesthusmustbecarefultoactandbeseentoactwiththeutmosttransparencyandintegrity. Incaseofanydoubtconsultthesupervisortoseekguidance.

Principle4:Contributetobuildingaharmoniousworkplacebasedonteamspirit,mutualrespectandunderstanding

• All managers and staff are responsible for building a teamworkenvironment. Politeness, respect, tolerance, and moderaNonshould be the norm. Good performance is not only about howquicklyandhowefficientlyweperformourtasksbutalsohowweinteractwithothers.

• TeamspiritmeanstransparencyindecisionmakingandisfosteredbystafftakingaposiNveandopNmisNcapproachtotheirwork.

• Theremustbetrustandopendialoguebetweenmanagementandotherstaff.

• Managers should be open to all views including those of theirjunior staff, parNcularly when those views are opposed to theirown.Managersareexpectedtosetagoodexample.

Principle5:Promotethesafety,health,andwelfareofallstaffasanecessarycondi&onforeffec&veandconsistentperformance

• Staff should strictly observe safety and security instrucNons anddemonstrate responsible behaviour that minimises risks forthemselvesandothers

Principle6:Safeguardandmakeresponsibleuseoftheinforma&onandresourcestowhichyouhaveaccessbyreasonofyouremployment

• Disclosure of sensiNve or confidenNal informaNon withoutauthorizaNon may seriously jeopardize the efficiency andcredibility of [the organisaNon] and its staff and endanger thebeneficiaries.

• Weare all responsible for the resources entrusted tous by [theorganisaNon]andmustbeabletoaccountforthem.

Principle7:Prevent,opposeandcombatallexploita&onandabuseofpersonsofconcern.

• Having at our disposal scarce resources puts us in posiNons ofpower vis-a vis the people whose survival may depend on ourassistance.

• Unequal power relaNonships exist between staff and thebeneficiaries, thuswemustkeep inmindthatsexual,emoNonal,financial or employment relaNonships between staff andbeneficiariescouldbeperceivedasanabuseofpowerandtrustorasaconflictofinterest

• Sexual relaNonships with beneficiaries undermine the credibilityand integrity of the work of [the organisaNon] and are strongly


discouraged. Where there is doubt staff may consult thesupervisors.

Principle8:Refrainfrominvolvementincriminalorunethicalac&vi&esthatcontravenehumanrights,orac&vi&esthatcompromisetheimageandinterestof[theorganisa&on]

• No staff member of integrity will engage or support an illegal,exploitaNve, abusive or unethical acNviNes that violate humandignity. Sexual exploitaNon and abuse consNtute acts of seriousmisconduct.

• Theexchangeofmoney,employment,goodsorservicesforsexorsexual favours or other forms of humiliaNng, degrading orexploitaNvebehaviour

Principle9:Refrainfromanyformofharassment,discrimina&on,physicalorverbalabuse,in&mida&onorfavouri&smintheworkplace.

• Theseincludesexualharassmentandabuseofpower

• DiscriminaNonandharassmenthaveanegaNveeffectontheworkplaceenvironment,thecareerandwellbeingofstaff.Managersatall levelshavearesponsibilitytoupholdthehigheststandardsofconductfreefrominNmidaNonandpersonal favouriNsmbecauseoftheirauthorityanditsinherentdangerofabuse.


Annex4.EXAMPLESOFADDITIONALACTIVITIES

AllthefoundaNonalacNviNesincludedinthemainnarraNvesecNonoftheseguidelinescanbeimplementedinanyWGFS,evenifpersonnelhavelimitedtechnicalexperNseand/orlimitedresourcesareavailable.Incontrast,thoselistedbelowareexamplesofacNviNesthatrequirethepresenceofatleastoneexpertstaffthatcansuperviseandmentorothersand/orwheresomeaddiNonaltrainingandexperNse(suchasrelaNvelystrongfacilitaNonandlisteningskills)mightbeneeded.ForthisreasonweconsiderthemasbeingmoreadvancedoropNonalacNviNesthatcanbeintroducedoverNmeintheprogrammescheduleoftheWGFS.AlltheacNviNeshavebeenselectedfortheireaseofuseandtheirpotenNalforadaptaNontodifferentcontextsandarepresentedaccordingtotheirdegreeofspecificity(i.e.fromgeneraltomorespecifictopics)andthelevelofstaffcapacityrequired(fromlowtohigh)inordertoimplementthemautonomously.

Foreachac@vityashortdescrip@onofwhentouseit,howtouseitandthestaffcapacityrequireditisthereforeincluded.Also,itssuitabilityforusewithgroups,adultwomenand/oradolescentisspecified.



Fig.1:OverviewofacNviNes

Safety mapping and Planning

Participative Ranking Exercise

Intergenerational activities

Relaxation exercises Journey of life

The adolescent kit for expression and innovation

Say and Play Better parenting

When to use it A/M/E/P A/I/M/E/P I/M/P I I I I I

With Whom All All groups/all Staff/all Adolescents Adolescents Parents and caregivers

Parents and caregivers

Staff capacity required

low low medium medium medium high high high

A= assessment phase

I=Implementation phase

M=Monitoring phase

E=Evaluation phase

P=Phase out phase


1. SAFETYMAPPINGANDPLANNING

Whentouseit:YoucanusethisacNvityaspartoftheWGFSassessmentphaseorlaterduringimplementaNoninordertodevelopacNonplanstostrengthenthesafetyofwomenandgirls(e.g.throughadvocacy,awarenessraisingorotheracNons).Girlsorwomenmaptheircommunityusingdrawings,markingwhichNmesandplacesaresafeandwhicharenot.ThisacNvityissuitableforbothadolescentgirlsandadultwomen.

Howtoconductthisac&vity:ForasimpledescripNonofhowtoconductthisacNvity,seepages30-31ofPopulaNonCouncil(2010)GirlCenteredProgramDesign:AToolkittoDevelop,StrengthenandExpandAdolescentGirlsPrograms.(http://www.popcouncil.org/research/girl-centered-program-design-a-toolkit-to-develop-strengthen-and-expand-ado).Youwillneedtoadapttheexerciseforgroupsofilliteratewomenorgirlsbyaskingthemtodrawsymbolstorepresentsafeandunsafeplaces,ratherthanwritethenames.

StaffCapacityRequired:• StrongfacilitaNonskills,withpreviousexperienceofusinga

parNcipatoryapproachwithgroups.ItisaveryparNcipatoryandinteracNvemethodology,sofacilitatorsneedtohavetheskillstoengagewomenandgirlsandgetthemtofocusontherelevantissues.

• Listeningskills.Thisexerciseinvolvesencouragingwomenandgirlstosharetheiropinions,andlisteningtothem.

• Problemsolvingskills.Facilitatorsneedtohavetheskillstorespondtotheissuesraisedbythewomenandgirls,andtohelpthemfindwaystoaddresstheproblemsidenNfied.

• Advocacyskills:tohelpwomenandgirlstoputtheir‘acNonplans’intopracNce.ThiswouldincludesupporNngthemtoadvocatefor

themselves,butalsotoadvocatedirectlywithhigher-levelstakeholders,onbehalfofthewomenandgirls.

2. PARTICIPATIVERANKINGEXERCISE

Whentouseit:TheaimoftheparNcipaNverankingexerciseistoenablewomenandgirlstodiscussandidenNfytheirmainconcerns,andpossibleopNonstopreventorrespondtotheseconcerns.ItcanbeusedduringanyphaseoftheWGFSprogramme.Combinedwithfollow-updiscussionstoexploresomeofthekeyconcernsinmoredepth,canbeusedtodevelopacNonplansthatthewomenorgirlscanputintoplacetoaddressthem.ThisacNvityissuitableforbothadolescentgirlsandadultwomen.

Howtoconductthisac&vity:Theexercisecanbecarriedoutoverseveralsessions,inaflexibleway.The‘concerns’exerciseshouldbecompletedinasinglesession,withlatersessionsfocusingonexploringprevenNonandresponseopNonsforsomeoftheconcernsidenNfied.

BiggestConcerns

1. Facilitatorintroducesthesessionandexplainsthataimofthegroupistounderstandwhatarethebiggestproblemsfacingwomenorgirls(dependingonthegroup)inthecommunity.

2. EncourageparNcipantstonamemajorproblems.Thenote-takerlists‘problems’intheordertheyaresuggested(numberingeachclearlyinturn).AskquesNonstoclarifythenatureofeachsuggested‘problem’.

3. ConNnueunNltenproblemshavebeenidenNfied,orunNltherearenonewsuggesNons.

4. IftheparNcipantsdonotidenNfyaconcernthatyoususpectmaybepresentinthissesng,ask“InsomecommuniNes______hasbeenmenNonedasaproblem;isthataproblemhere?”



5. ThefacilitatorandparNcipantsthenselectobjects(e.g.stones,pencils,leaves,clothetc.)torepresenteachoftheproblemsidenNfied.ThefacilitatorgoesthrougheachconcerninturnanddecidestogetherwiththeparNcipantswhatobjectcanbeusedtorepresentit.Oncelinkedwithaconcern,theobjectsareputonthegroundinfrontofthefacilitator.

[ThisstepcanbecompletedonceafulllistofconcernshasbeenidenNfied;however,itisomeneasiertofindanobjecttorepresenteachconcernasthatconcernisidenNfied].

6. Thefacilitatorsaysthatwhilealltheseproblemsareaconcern,somearemoreseriousproblemsthanothers.ThefacilitatorgiveseachparNcipantasmallobject(e.g.apebble)andasksthemtodecideindividuallywhichoftheproblemstheyhavediscussedisthemostseriousforwomenorgirlsintheircommunity.Whentheyhavedecided,theyshouldputtheirpebblenexttotheobjectrepresenNngtheproblemtheyhavechosen.

7. Theobjectwiththemostpebblesnexttoitisthe‘toppriority’problemforthatgroupofwomenorgirls.Thefacilitatorasksthewomenorgirlswhytheychosethatproblemasthemostserious.

8. Thatobjectisthenremoved,andthegroupmembersareaskedtochoosethemostseriousproblemfromthosethatremain.Theyvoteinthesameway,pusngtheirpebblenexttotheobjecttheyhavechosen,andthefacilitatorasksfortheirreasons.TheobjectrepresenNngthesecondpriorityproblemisremoved,andplacednexttothefirst.

9. ThisprocessconNnuesunNlalltenobjectshavebeenplacedinalineontheground:thebiggestproblematoneendoftheline,andthelesserproblemsattheother.

Preven@onandresponseop@ons:ac@onplanning

Inalatersession,oneoftheproblemsidenNfiedcanbeconsidered,focusingonthepossibleopNonsforprevenNonorresponse.Thewomen

orgirlscanchoosewhichissuetofocusonfirst;otherscanbediscussedinlatersessions.

Asimilarprocesscanbefollowed,withwomenandgirlsinvitedtocomeupwithasmanypossibleprevenNonandresponseopNonsaspossiblefortheidenNfiedissue.ThefacilitatorhelpstheprocessusingquesNonssuchas:

• Whatcopingstrategiesdowomen/girlsusetodealwiththisissue?(thiscanincludebothharmfulandprotecNvestrategies)

• Whatdootherpeopledotoprotectwomen/girlsfromthisissue?(i.e.Government,NGO,community,family).

• WhatarethestrengthsandweaknessesoftheseprotecNvemeasures?

• Whatmorecouldbedonetoprotectwomen/girlsfromthisissue,ortohelpthemcopewithit?

o Whatcouldwomen/girlsdo?WhatcouldtheirfamiliesandcommuniNesdo?WhataboutNGOsorgovernment?

Thissessioncanbeheldasanopendiscussion.However,itisimportantthatthefacilitatororavolunteertakesnotesofwhatthewomenorgirlsdecide,andthatoneormore‘acNonpoints’areagreeduponbytheendofthesession.WhendecidingonacNonpoints,itisnecessarytoalsoidenNfywhowillimplementtheacNonpointandbywhen.Inmostcases,itshouldbethewomenorgirlsthemselveswhoimplementtheacNonpoint,althoughWGFSmayoffersupport.ProgressinrelaNontothe‘acNonpoint’shouldbereviewedinsubsequentsessions.

StaffCapacityRequired:

• StrongfacilitaNonskills,withpreviousexperienceofusingaparNcipatoryapproachwithgroups.ItisaveryparNcipatoryandinteracNvemethodology,sofacilitatorsneedtohavetheskillsto


engagewomenandgirlsandgetthemtofocusontherelevantissues.

• Listeningskills.Thisexerciseinvolvesencouragingwomenandgirlstosharetheiropinions,andlisteningtothem.

• Problemsolvingskills.Facilitatorsneedtohavetheskillstorespondtotheissuesraisedbythewomenandgirls,andtohelpthemfindwaystoaddresstheproblemsidenNfied.

• Advocacyskills:tohelpwomenandgirlstoputtheir‘acNonplans’intopracNce.ThiswouldincludesupporNngthemtoadvocateforthemselves,butalsotoadvocatedirectlywithhigher-levelstakeholders,onbehalfofthewomenandgirls.

• Follow-upskills.ThisacNvityisdesignedtobeconductedoverseveralsessions,andthe‘acNonpoints’createdmustbefollowedup.Failuretodosowillbedemoralisingforthewomenandgirlsinvolved.Facilitatorsmustbecommi[edtoseeingtheprocessthroughtotheend.

3. INTER-GENERATIONALACTIVITIES 12

Whentouseit:Inter-generaNonalacNviNesbringtogetherpeopleofdifferentagesinordertoexplore,study,playorworktogettoknowoneanotherbe[erandreachforacommongoal.TheseacNviNesencouragecooperaNonandinteracNonbetweenthegeneraNonsofchildren,youths,adultsandtheelderly.

Theaimofinter-generaNonalacNviNesistopromotebe[ermutualunderstandingbetweenthedifferentgeneraNons.Theyarebasedontheinternalresourcesthateveryonehas,whetheryoungorold.TheseacNviNesarebeneficialbecausetheyencouragecommunicaNonand

cooperaNon,leadtomutualrespectandimprovedknowledgeofoneanother;allofwhichcontributetomorecloselyboundcommuniNes.

Howtoconductthisac&vity:Inter-generaNonalacNviNescanbedoneinmanyways:meetandtalk;doormakethingstogether;dosomethingforothers;helponeanother.Examplesinclude:

• Parentsandtheirchildrenplayingtogether

• YoungpeopleteachingnewtechnologiestotheoldergeneraNon,orhelpingthemwithhouseholdtasks.

• Adultswhoadviseorcoachyoungpeople(mentors)

• OlderpeoplewhopassontradiNons(sewing,cooking)toyoungpeople

• AmixtureofallthegeneraNonsperformingtradiNonalsinginganddancingforthecommunity,orworkingtogetheronaproject.


• StrongfacilitaNonskills,withpreviousexperienceofusingaparNcipatoryapproachwithgroups.Facilitatorsneedtohavetheskillstoengagepeopleofdifferentagesandgetthemtofocusontherelevantissues.

• Listeningskills.Thisexerciseinvolvesencouragingpeopletosharetheiropinions,andlisteningtothem.

• Problemsolvingskills.Facilitatorsneedtohavetheskillstorespondtotheissuesraised,andtohelpfindwaystoaddresstheproblemsidenNfied.

• Advocacyskills:tohelppeopletoputtheir‘acNonplans’intopracNce.ThiswouldincludesupporNngthemtoadvocatefor

AdaptedfromTerredesHommes(2011)Workingwithchildrenandtheirenvironment:Manualofpsychosocialskills(h[p://resourcecentre.savethechildren.se/library/12

working-children-and-their-environment-manual-psychosocial-skills)


http://resourcecentre.savethechildren.se/library/working-children-and-their-environment-manual-psychosocial-skills

themselves,butalsotoadvocatedirectlywithhigher-levelstakeholders,onbehalfofthewomenandgirls.

4. RELAXATIONEXERCISES

Whentouseit:TheseexercisescanbedoneasagroupatthebeginningorendofanacNvitysession.TheyaresuitableforbothadolescentgirlsandadultwomenandcanalsobeusedasastaffcarecomponentforthestaffoftheWGFS.

Howtoconductthisac&vity:PracNcingrelaxaNontechniquescanreducestresssymptomsby:

• Slowingheartrate

• Loweringbloodpressure

• Slowingbreathingrate

• ReducingacNvityofstresshormones

• Increasingbloodflowtomajormuscles

• Reducingmuscletensionandchronicpain

• ImprovingconcentraNonandmood

• LoweringfaNgue

• ReducingangerandfrustraNon

BelowtwosimplerelaxaNonstechniqueexercisesareillustrated.

Relaxa@ontechnique1:Breathingmedita@onforstressrelief

Withitsfocusonfull,cleansingbreaths,deepbreathingisasimple,yetpowerful,relaxaNontechnique.It’seasytolearn,canbepracNcedalmostanywhere,andprovidesaquickwaytogetyourstresslevelsincheck.

Prac%cingdeepbreathingmedita%on

Thekeytodeepbreathingistobreathedeeplyfromtheabdomen,gesngasmuchfreshairaspossibleinyourlungs.Whenyoutakedeepbreathsfromtheabdomen,ratherthanshallowbreathsfromyourupperchest,youinhalemoreoxygen.Themoreoxygenyouget,thelesstense,shortofbreath,andanxiousyoufeel.

• Sitcomfortablywithyourbackstraight.Putonehandonyourchestandtheotheronyourstomach.

• Breatheinthroughyournose.Thehandonyourstomachshouldrise.Thehandonyourchestshouldmoveveryli[le.

• Exhalethroughyourmouth,pushingoutasmuchairasyoucanwhilecontracNngyourabdominalmuscles.Thehandonyourstomachshouldmoveinasyouexhale,butyourotherhandshouldmoveveryli[le.

• ConNnuetobreatheinthroughyournoseandoutthroughyourmouth.Trytoinhaleenoughsothatyourlowerabdomenrisesandfalls.Countslowlyasyouexhale.

Ifyoufinditdifficultbreathingfromyourabdomenwhilesisngup,trylyingonthefloor.

Relaxa@ontechnique2:Progressivemusclerelaxa@onforstressrelief

ProgressivemusclerelaxaNoninvolvesatwo-stepprocessinwhichyousystemaNcallytenseandrelaxdifferentmusclegroupsinthebody.

WithregularpracNce,progressivemusclerelaxaNongivesyouaninNmatefamiliaritywithwhattension—aswellascompleterelaxaNon—feelslikeindifferentpartsofthebody.Thisawarenesshelpsyouspotandcounteractthefirstsignsofthemusculartensionthataccompaniesstress.Andasyourbodyrelaxes,sowillyourmind.YoucancombinedeepbreathingwithprogressivemusclerelaxaNonforanaddiNonallevelofstressrelief.

Prac%cingprogressivemusclerelaxa%on

• Makeyourselfcomfortable.


• Takeafewminutestorelax,breathinginandoutinslow,deepbreaths.

• Whenyou’rerelaxedandreadytostart,shimyoura[enNontoyourrightfoot.Takeamomenttofocusonthewayitfeels.

• Slowlytensethemusclesinyourrightfoot,squeezingasNghtlyasyoucan.Holdforacountof5.

• Relaxyourrightfoot.Focusonthetensionflowingawayandthewayyourfootfeelsasitbecomeslimpandloose.

• Stayinthisrelaxedstateforamoment,breathingdeeplyandslowly.

• Whenyou’reready,shimyoura[enNontoyourlemfoot.Followthesamesequenceofmuscletensionandrelease.

• Moveslowlyupthroughyourbody,contracNngandrelaxingthemusclegroupsasyougo.

• ItmaytakesomepracNceatfirst,buttrynottotensemusclesotherthanthoseintended.


• StrongfacilitaNonskills,withpreviousexperienceofusingaparNcipatoryapproachwithgroups.ItisaparNcipatoryandinteracNvemethodology,sofacilitatorsneedtohavetheskillstoguideandengagewomenandgirlsandgetthemtofocusontheexercises.

5. JOURNEY OF LIFE: COMMUNITY WORKSHOPS TO SUPPORTCHILDREN(CHILDREN’SWORKSHOPS)(REPSSI) 13

Whentouseit:ThisacNvitycanbeusedwithadolescentsuptoage18,andisdesignedtobedeliveredbystafforvolunteers(includingyouth)

whohaveeducaNontoapproximatelyGrade7orabove,andexperienceinworkingwithyoungpeople.

TheworkshopaimstostrengthentheresilienceofchildrenandadolescentssothattheycanhavetheconfidencetofaceandresolvethedifficulNestheyencounterinlife.ItcanincreasetheabilityofadolescentstoaddressorseeksupportformeeNngtheirpsychosocialneedsandenhancetheirawarenessoftheresourcesavailableforsupport.

Howtoconductthisac&vity:TheworkshopisdescribedindetailinTPOUganda&UNICEFSouthSudan(2015)Community-BasedPsychosocialSupportforChildrenandAdolescentsinSouthSudan:AToolkitofResources(http://media.wix.com/ugd/fdfc2d_8bee86d477074676a96efa892afbe547.pdf)

TheJourneyofLifeforChildrencanbecompletedinoneday,butitcanbemoreeffecNvetodividetheworkshopintoanumberofshortersessionswhichlastnomorethantwohours.Theworkshopisrunlikeagame,dividedinto13acNviNes,withdetailedguidanceonthepurposeandstepsinvolvedineachone.Separateguidanceisgivenforyoungerchildren(5-12years)andadolescents(13-18years).Themanualincludesascheduleplan(includingNmings)fortheworkshop,andtheinformaNonrequiredtoruneachsession.


Theworkshopcanbefacilitatedbyoneortwopeople,buttwoispreferablesothatparNcipantscanbegivenindividualsupportwherenecessary.Therequirementsofthefacilitator(s)areoutlinedbelow.

• StrongfacilitaNonskills,withpreviousexperienceofusingaparNcipatoryapproachwithgroups.ItisaveryparNcipatoryandinteracNvemethodology,sofacilitatorsneedtohavetheskillstoengageyoungpeopleandgetthemtofocusontherelevantissues.

https://www.repssi.org/the-journey-of-life-community-workshop-to-support-children13



https://www.repssi.org/the-journey-of-life-community-workshop-to-support-children

• Listeningskills.JourneyofLifeisaboutencouragingyoungpeopletoshare,andlisteningtothem.

• Problemsolvingskills.Facilitatorsneedtohavetheskillstorespondtotheissuesraisedbythegirls,andtohelpthemfindwaystoaddresstheproblemsidenNfied.

• Understandingreferralpathways:facilitatorsmusthaveagoodunderstandingofthereferralpathwayswhichfuncNonintheareainwhichtheywork.WhilsttheycanbetrainedtoidenNfysignsofdistressindicaNngthatanindividualneedsaddiNonalsupport,theyshouldalreadybeawareofthefuncNonalsupportnetworksandreferralpathwayswhichexist.

• Atleastonefacilitatorshouldspeakthelocallanguage.

Onefacilitatorcouldbeavolunteerorcommunityresourceperson,buttheyshouldworkalongsidetrained,full-Nmepaidstaff.Bothfacilitatorsshouldbesupervisedandmentoredbymoreexperiencedfull-Nmestaff.

6. THEADOLESCENTKITFOREXPRESSIONANDINNOVATION(UNICEF) 14

Whentouseit:Thiskitisdesignedtobeusedwithadolescentsaged10-17,andcanbeimplementedbyaprofessionalorpara-professionalfacilitatorwhohasskillsandexperienceinworkingwithadolescents.

TheAdolescentKitsupportsadolescentsinhumanitariansituaNonstodevelopkeycompetenciesthatcanhelpthemtoimprovetheirpsychosocialwellbeing,learnnewskillsandengageposiNvelywiththeircommuniNes.Duringfield-tesNnginSouthSudan,itwasfoundtoaddressthechallengesofgrowingupandemoNonalproblemsamongadolescents

duetotheconflictanddisplacement,includingissuesrelatedtosexuality,peerpressure,dealingwithstressandemoNons.

Thekitaimstoenableadolescentsto:

• developkeycompetenciesthatcanhelpthemtorecoveremoNonallyfromcrisis

• buildhealthyrelaNonships

• learnnewskills

• engageposiNvelywiththeircommuniNes

Howtoconductthisac&vity:ThekitisdescribedindetailinTPOUganda&UNICEFSouthSudan(2015)Community-BasedPsychosocialSupportforChildrenandAdolescentsinSouthSudan:AToolkitofResources(http://media.wix.com/ugd/fdfc2d_8bee86d477074676a96efa892afbe547.pdf)

TheAdolescentKitisbasedongroupsofadolescentscomingtogetherinasafespaceonaregularbasis.Itisapackageofguidance,toolsandacNviNeswhicharebasedonpsychosocialprinciples.EachoftheacNviNesintheKitisdesignedtohelpadolescentstoacquireorpracNcetheirknowledge,astudesandskillswithinoneormoreoftencompetencydomains.SomeacNviNesintroducethesecompetenciesatabasiclevel,whileothersoffertheopportunitytodevelopknowledgeandskillstoahigherstandard.TheacNviNescanbeusedflexibly,dependingontheinterestsoftheadolescentsinvolved.

PartoftheprocessinvolvesadolescentsidenNfyingthechallengestheyfaceandtheresourcestheyhave,includingthemselvesandtheirsocialnetworks.TheydevelopacNonplansfocusedonaspecificchallenge(e.g.druguse,earlymarriage)andprioriNsethem.TheythenidenNfyanumberofacNonstheywishtotaketoaddresstheselectedissue,andimplementthem,oneataNme.WheneachacNonhasbeenaddressed,

http://adolescentkit.org14



http://adolescentkit.org

theygotothenext.ThisrequiresfacilitatorstoworkwiththegroupoveralongperiodofNme,tosupportthemthroughtheimplementaNonoftheiracNonplans,anditinvolvesadvocacywithotherstakeholders,withthesupportoffacilitators.

TheFacilitator’sGuideincludesapackageoftechnicalguidance,toolsandacNviNes.ItoutlineshowtorunstructuredsessionsofacNviNesforadolescentsinhumanitariansituaNons,andtoworkwiththemthroughdifferentstagesthataddresstheirinterestsandneeds.Allthematerialsareavailableon-lineandcanbedownloaded.

InordertobeeffecNve,onesessionshouldtakenomorethantwohourswithadolescents.Tocompletethe4cycles,itwouldrequire2-3sessionsperweekspreadover4-6weeks,buttheAdolescentKitisaveryflexibletool,andandthesessionscanbecombinedtofitintotheNmeavailable.


TheAdolescentKitacNviNescanbefacilitatedbyoneortwopeople.Therequirementsofthefacilitator(s)areoutlinedbelow.

• Strongconceptualskills.Therearesomekeyconceptswithinthemethodologythattheywillneedtounderstand(e.g.‘Knowingourselves’).

• StrongfacilitaNonskills:duringfield-tesNngitwasclearthatmanyfacilitatorsprefertoprovideinformaNonandmoveon,butthebenefitofthistoolwillonlycomewhentheysupportyoungpeopletosharetheirexperiencesandopinions.Facilitatorsneedtovaluethisapproachandrecogniseitsbenefits.

• CreaNveandinnovaNvetoimprovisewhenmaterialsarenotavailable.

• Advocacyskills:tohelptheyoungpeopletoputtheir‘acNonplans’intopracNce.ThiswouldincludesupporNngtheyoung

peopletoadvocateforthemselves,butalsotoadvocatedirectlywithhigher-levelstakeholders,onbehalfoftheyoungpeople.

SincetheAdolescentKitisalonger-termacNvity,includingtheimplementaNonofacNonplans,itismoreappropriateforthefacilitatorstobefull-Nme,paidmembersofstaff,ratherthanvolunteers.IniNally,twofacilitatorsshouldworktogetherinordertoprovidepeer-supportandguidancetoeachother.TheyshouldreceivesupervisionandmentoringfromastaffmemberwithmoreexperienceoffacilitaNonandimplemenNngacNviNeswithadolescents.Asfacilitatorsbecomemorecompetent,theycouldrunworkshopsalone,butshouldconNnuetobesupervisedandmentoredbyahigher-levelmemberofstaff.

7. SAYANDPLAY:ATOOLFORYOUNGCHILDRENANDTHOSEWHOCAREFORTHEM(ProjectConcernInterna&onal) 15

Whentouseit:Thistoolisdesignedforusewithparentsandcaregivers,whocanbetaughttousetheacNviNeswiththeirchildren.Itissuitableforwomenandadolescentgirlswhoaremothers.

The‘SayandPlay’toolkitfocusesonenhancinginteracNonsbetweencaregiversandchildren.SessionswithadultsenablethemtodevelopskillstohelpthemmeaningfullyinteractwiththeirchildrenandbuildposiNverelaNonships.TheacNviNesenhancecommunicaNonsandrelaNonshipbuildingbetweencaregiversandchildren.TheacNviNesaredesignedtobeimplementedwithgroupsofadults,whocanthenusetherevisedversionswithchildren.Theguidanceisveryclear,withstep-by-stepinstrucNonsforseventopics.Thetopicsare:Whatdochildrenneedtogrow?;Helpingyoungchildrenwiththeirproblems;Childrenontheirown;Whenthecaregiverissick;Talkingtochildrenaboutdeath;Ourhopes;Caringforchildren.

http://www.coregroup.org/storage/HIV_AIDS/PCI-SayAndPlayKit.pdf15


http://www.coregroup.org/storage/HIV_AIDS/PCI-SayAndPlayKit.pdf

Howtoconductthisac&vity:ThetoolkitisdescribedindetailinTPOUganda&UNICEFSouthSudan(2015)Community-BasedPsychosocialSupportforChildrenandAdolescentsinSouthSudan:AToolkitofResources(http://media.wix.com/ugd/fdfc2d_8bee86d477074676a96efa892afbe547.pdf).

Theseventopicsinthetoolkitdonotallneedtobecovered;eachcanbedeliveredasastand-alonesession.Thetrainingofadultsisdesignedtobeconductedoveratwo-dayperiod,butthecontentcanbedividedintosmallersessionsanddeliveredoveraperiodofdaysorweeksaccordingtoparNcipants’interestandavailability.Itisrecommendedthatnomorethan20adultsparNcipateinthesessionsatoneNme.


Theworkshopforparents/caregivers/otheradultsworkingwithchildrencanbefacilitatedbyoneortwopeople.Therequirementsofthefacilitator(s)areoutlinedbelow.

• StrongfacilitaNonskills,withpreviousexperienceofusingaparNcipatoryapproachwithgroups.ItisaveryparNcipatoryandinteracNvemethodology,sofacilitatorsneedtohavetheskillstoengagecommunitymembersandgetthemtofocusontherelevantissues.

• Listeningskills.Say&Playisaboutencouragingpeopletoshare,andlisteningtothem.

• Problemsolvingskills.FacilitatorsneedtohavetheskillstorespondtotheissuesraisedbyparNcipants,andtohelpthemfindwaystoaddresstheproblemsidenNfied.


Onefacilitatorcouldbeavolunteerorcommunityresourceperson,buttheyshouldworkalongsidetrained,full-Nmepaidstaff.Asthevolunteerorcommunityresourcepersonbecomesmorecompetent,theycouldrunworkshopsalone,butshouldconNnuetobesupervisedandmentoredbytrainedfull-Nmepaidstaff.

8. BETTER PARENTING TRAINING FOR CAREGIVERS OF HIGHLYVULNERABLECHILDREN(YekokebBerhan(PACTandFHI360)andREPSSI) 16

Whentouseit:TheBe[erParenNngTrainingManualissuitableforusewithanybodywhointeractswithchildren,includingyouthwhohaveparenNngresponsibiliNes.ThetrainingcouldalsobedeliveredtoWGFSstaffandvolunteers,whocouldthensharetheirknowledgewithothersusingtheBe[erParenNngJobAidthataccompaniestheManual.

Thetrainingconsistsoffivesessions,eachlasNngapproximately2½hours:

1. UnderstandingParenNng

2. UnderstandingChildren

3. LearningParenNngSkills#1:CommunicaNonandSesngLimits

4. LearningParenNngSkills#2:DisciplineandMonitoring

5. Beingagoodexampletochildren

Followingtheirowntraining,parNcipantsshouldsharewhattheyhavelearnedatthecommunityandhouseholdlevelswithasmanycaregiversaspossible.Atthislevel,theyshouldusetheJobAidasavisualtooltosNmulatediscussionandlearning.Thiscanbedoneviaaseriesof

http://www.fhi360.org/resource/better-parenting-training-caregivers-highly-vulnerable-children-facilitators-manual16



http://www.fhi360.org/resource/better-parenting-training-caregivers-highly-vulnerable-children-facilitators-manual

CommunityConversaNonswithsmallgroupsofparentsandcaregivers,ormoreinformallyinthehome,duringvisitswithcaregiversandotherfamilymembers.

Howtoconductthisac&vity:ThetoolkitisdescribedindetailinTPOUganda&UNICEFSouthSudan(2015)Community-BasedPsychosocialSupportforChildrenandAdolescentsinSouthSudan:AToolkitofResources(http://media.wix.com/ugd/fdfc2d_8bee86d477074676a96efa892afbe547.pdf).

Trainingcanbeconductedinoneofthefollowingtwoways:

1. Viaalocalworkshopoverthecourseof3½days.

2. Via5sessionsof2½hourseach.SessionsshouldbeheldnolessfrequentlythanonceaweekinordertomaintainconNnuity.


Thecommunityworkshopcanbefacilitatedbyoneortwopeople.Therequirementsofthefacilitator(s)areoutlinedbelow.

• StrongfacilitaNonskills,withpreviousexperienceofusingaparNcipatoryapproachwithgroups.ItisaveryparNcipatoryandinteracNvemethodology,sofacilitatorsneedtohavetheskillstoengagecommunitymembersandgetthemtofocusontherelevantissues.

• Listeningskills.The‘Be[erParenNng’sessionsinvolveencouragingpeopletoshare,andlisteningtothem.

• Problemsolvingskills.FacilitatorsneedtohavetheskillstorespondtotheissuesraisedbyparNcipants,andtohelpthemfindwaystoaddresstheproblemsidenNfied.


Onefacilitatorcouldbeavolunteerorcommunityresourceperson,buttheyshouldworkalongsidetrained,full-Nmepaidstaff.Asthevolunteerorcommunityresourcepersonbecomesmorecompetent,theycouldrunworkshopsalone,butshouldconNnuetobesupervisedandmentoredbytrainedfull-Nmepaidstaff.



Annex5.Ethicalissuestoconsiderwhenconduc&ngassessment,monitoringandevalua&onac&vi&es

“Ethicsarethemoralsandvaluesthatdeterminehowpeoplechoosethecorrectac%ontotake.Projectsaimedatendingviolenceagainstwomenshouldfollowethicalstandardsthatrespectandprotectwomen’srightstosafety,dignityandprivacy” 17

POTENTIALHARM ACTIONTOREDUCERISK

TakingpeopleawayfromtheirnormalacNviNesinordertoanswerquesNons.

• DefinethepurposeoftheassessmentorevaluaNon.EnsuretheacNvityisnecessaryandjusNfied,withaclearlydefinedpurposeandthatpotenNalparNcipantshaveaclearunderstandingoftheacNvitybeforetheyagreetotakepart.

PeopleareaskedthesamequesNonsoverandoverbydifferentorganisaNons(orbythesameorganisaNonseveralNmes),leadingtofrustraNonandfeelingsofbeingexploited.

• Searchforanduseresultsfrompreviousassessmentstoinformyourwork.

• CoordinatetheevaluaNonwithotherorganisaNonssothatpeoplearenotsubjectedtorepeatedquesNoningcoveringthesameorverysimilarissues.

• ProvidefeedbacktoparNcipantsamertheassessmentorevaluaNoniscompleted.

Howtodesignprojectstoendviolenceagainstwomenandgirlsastep-by-stepguidetotakingacNon.Availableonlineat:http://www.unwomen.org/~/media/17

headquarters/attachments/sections/library/publications/2015/evaw%20toolkit%20unw_finalcompressed.pdf


Thefollowingaresomeaspectstobetakenintoconsiderationswhenconductinganyassessment,monitoringandorevaluationactivitywithwomenandgirlsattendingWGFSandwithothercommunitymembers.Theyhighlightcommonpitfallsyoumightfallintoandwaystoavoidthem.Regardlessofwhatmethodsyouchoosetocollectyourdata,alwaysremembertofollowtheprincipleof“donoharm’.

http://www.unwomen.org/~/media/headquarters/attachments/sections/library/publications/2015/evaw%2520toolkit%2520unw_finalcompressed.pdf

Theopinionsofcertaingroupsofpeople(e.g.communityleaders,men,adults)areprivileged,andthosewhoaremarginaliseddonothaveanopportunitytocontributetodecision-making(planning)orevaluaNons.

• EnsurethattheevaluaNonacNvityisaparNcipatoryandcollaboraNveprocesswithstakeholdersandaffectedpopulaNons.AcNvelyseekouttheviewsofdiversesecNonsoftheaffectedpopulaNon(parNcularlythosewhosevoicesaretypicallymarginalized);makeeveryefforttoensureinformedconsentandthatparNcipaNonisvoluntary.

PeopleexpecttheorganisaNontocomebackwithmoreresourcestoaddresstheissuesraisedduringFGDsandindividualinterviews.ParNcipantsmayexpecttobenefitpersonally.WhenexpectaNonsarenotmet,peoplebecomedisappointedandangry,andmistrustserviceproviders.

• ClarifylimitsandconsequencesoftheevaluaNontoavoidraisingunrealisNcexpectaNons.

• Conductconsentandinterviewingproceduresappropriately.InformedconsentshouldbedocumentedforspecificevaluaNonacNviNesandlimitedtoanagreedNmeperiod.

Peopledon’tunderstandwhatisinvolvedintheassessmentorevaluaNon,andoncetheystarttheydon’tlikeit,theydon’twanttoanswerthequesNons.

• Beawareofongoingconsent.AllowpeopletowithdrawtheirconsentduringdiscussionsbymakingitacceptablenottoansweraquesNonortokeepsilentiftheywish.

PeoplewhoagreetoparNcipateintheassessmentorevaluaNondonotfeellistenedto,orfeelthattheirexperiencesandopinionsarenotvalued.

• Interviewersshouldhaveappropriateskillsandexperience.

• ProvidefeedbacktoparNcipantsamertheassessmentorevaluaNoniscompleted.

IntheprocessofexploringsensiNvetopicsorissues,assessmentorevaluaNonmayraisepainfulfeelingsamongstparNcipants.

• Avoidprobingtoomuch.BecarefulnottoasktoomanyquesNonsaboutdifficultissues,orabouttheperson’sownpainfulexperiences.

• EnsurethatfuncNonalsupportsystemsareinplacetoassurethewellbeingofparNcipants.IfyounoNcethataparNcipantisdistressedorinasituaNonwheretheyneedhelp,theremustbeservices/plansinplacetoreferthemtosomeonewhocanhelpthem.

• Interviewersshouldbetrainedandcompetenttodealwithdistressduringinterviewsorgroupdiscussions.AskwhetherthepersonwantstoconNnue.AimtoendthesessiononaposiNvenotewhilefocusingontheindividual’sorgroup’sstrength.


Furtherresources:

Ethicalissuesarediscussedinthe‘Inter-agencyGuidetotheEvalua%onofPsychosocialProgramminginHumanitarianSekngs’,andinthe‘IASCReferenceGroupMHPSSAssessmentGuide’.

YoucanfindmoreresourcesonethicalevaluaNonsat:http://betterevaluation.org/evaluation-options/ethical_guidelines

UnintenNonalreleaseofinformaNonthatcouldputparNcipantsatincreasedriskofpsychologicalorphysicalharm.

• RespectprivacyandconfidenNalityofparNcipants.InformaNonthatcouldidenNfyindividualsshouldnotbedisclosedpublically.ConfidenNalityisdefinedas‘condiNonsunderwhichtheinformaNonrevealedbyanindividualparNcipantinarelaNonshipoftrustwillnotbedisclosedtootherswithoutpermission.ThereareexcepNonstoconfidenNality,however,suchastoensuretheimmediatesafetyofachildorvulnerableadult.


http://betterevaluation.org/evaluation-options/ethical_guidelines

ANNEX6.SAMPLETOOLSFORMONITORINGANDEVALUATION MONITORINGTOOLS

1. PARTICIPANTREGISTER 18

AParNcipantRegisterhelpsyoukeeptrackofthewomenandgirlstakingpartinWGFSacNviNes.BycapturingafewbasiccharacterisNcsabouteachparNcipant,youcangainabe[erunderstandingofwhoisuNlisingtheservicesandtoassesswhethercertaingroupsofwomenorgirlshavebeenunintenNonallyexcludedfromtakingpartinacNviNesatthecentre.BeforedesigningaparNcipantregister,theWGFSteamneedstodecidewhichcharacterisNcsareimportanttoincludeinthecontextyouareworkingin(e.g.‘NaNonality’isnotlikelytobeimportantifallthewomenandgirlsareSouthSudanese).Omen,itismosthelpfultohavejustafewpiecesofinformaNon;collecNngtoomuchinformaNoncanoverwhelmthestaffwithdata.

InformaNonyoumightwanttocollectcouldinclude:

• Age

• Language

• Maritalstatus

• Numberofchildren

• Foradolescentgirls–whethertheyareinschoolornot(andifso,whichclassandwhichschool)

• Wheretheylive

• Whethertheyhavea[endedbeforeorthisistheirfirstNme

AgoodexampleofaparNcipantregisterisprovidedinthe“ToolsandguidanceformonitoringandevaluaNngCFS”Manualavailableonlineat:h[p://cpwg.net/wp-18

content/uploads/sites/2/2016/01/Guidance-for-CFS-ME_1.pdf


http://cpwg.net/wp-content/uploads/sites/2/2016/01/Guidance-for-CFS-ME_1.pdf

2. SAMPLEACTIVITYREPORT(includedwithpermissionfromConfidentChildrenoutofCrisis)

AnacNvityrecordisessenNalinordertorecordandkeeptrackoftheacNviNestakingplacewithintheWGFS.Itisalsoanimportanttooltoinformstaffandwomenandgirlsa[endingaboutchangestotheWGFSacNvityscheduleasNmeprogressesandtheWGFSdiversifiesitsacNviNes.AlthoughitmaytakeafewdaystoestablishaproperacNvityplan,itisimportantthatyouhaveoneassoonaspossiblewithchangesbeingmadeastheWGFSisdeveloped.

TheacNvityrecordshouldbeupdatedasregularlyastheschedulechanges.CopiesofoldschedulesshouldbestoredformonitoringandreviewingchangesandtoassistinthecompilaNonofprojectreports.TrytoprepareanacNvityschedule,disaggregatedbyagegroup,asshownintheexamplebelow.Updatethescheduleandkeepcopiesofoldschedulesonfileforreview. 19

DetailsoftheAc&vity

BackgroundandAimsoftheAc&vity

OverviewoftheAc&vity(e.g.Discussthemethodologyused,theareascoveredintheac&vityperday,keymomentsinthetraining)

Beneficiariesreached(thosedirectlyparNcipaNnginanacNvity)

ProjectTitle:

NameofAcNvity:

DateofAcNvity:

LocaNonofAcNvity:

Facilitator(s)

Number

Adolescentgirlsaged11-14

Adolescentgirlsaged15-17

Adultwomenaged18-25

Adultwomenaged26-50

Adultwomenaged51andover

TOTALNUMBER:

DescripNonadaptedfromthe“ToolsandguidanceformonitoringandevaluaNngCFS”Manual.19


[Boxtobeexpanded]

[Boxtobeexpanded]

Reasonsforanyvariancebetweenplannedandactualnumberofpeoplereached

Challengesencounteredduringtheac&vityimplementa&on

Commentsfrompar&cipants

Keyac&ons/followupareasforProjectStaff

AcNon/FollowUpArea ByWho? ByWhen?

Nameandposi&onofstaffmembercompilingthisreport:

Dateofsubmissionofthereport:


[Boxtobeexpanded]

[Boxtobeexpanded]

[Boxtobeexpanded]

3. REFERRALRECORDS

Recordsshouldbekeptofanyreferralsmadetootherserviceproviders.AreferraltrackingsystemshouldbeinplacefromtheverystartoftheWGFSinordernotonlytorecordthenumberofwomenandgirlsa[endingtheWGFSwhoarereferredtootherservices,butalsotorecordinformaNonsuchasthetypeofservicesforwhichreferralshavebeenmadeandinformaNononfollowupacNviNesbytheWGFSstaff.

Itisagoodideatoperiodicallyconduct(e.g.onabi-weeklyormonthlybasis)amonitoringreviewofthenumberofreferralsmade,whichservicesthereferralsaretoandstatusoffollow-upacNons. 20

RememberthatcasefilesarehighlyconfidenNalandshouldalwaysbekeptinalockedandsecurelocaNon.Accesstothemshouldberestrictedonlytoauthorizedstaffandthedetailsofanyregisteredclientshouldnotbediscussedwithnon-authorizedstafforpersonsinoroutsidetheWGFS.AllWGFSthatusecasemanagementshouldhaveconfidenNalityprotocolsinplace,detailingwhatinformaNoncanbesharedwithwhomandforwhatpurpose.Ifindoubt,youshouldthereforeaskyourWGFSmanageraboutitandmakesurethatyourWGFSalsohasone.

Adaptedfromthe“ToolsandguidanceformonitoringandevaluaNngCFS”Manualandthe“CasemanagementpracNcewithinSavetheChildrenchildprotecNon20

programmes”Manualavailableonlineat:https://www.savethechildren.org.uk/sites/default/files/docs/Case-Management-Practice-Within-Save-the-Children-Child-Protection-Programmes.pdf


https://www.savethechildren.org.uk/sites/default/files/docs/Case-Management-Practice-Within-Save-the-Children-Child-Protection-Programmes.pdf

EVALUATIONTOOLS

4. STEPSINEVALUATION

MonitoringisthefirststepinevaluaNonbecauseitprovidesasolidbaseofinformaNonabouttheWGFSacNviNesandparNcipants,whichisthestarNngpointofevaluaNon.

StepOne:Iden&fyingAimsandObjec&ves

ThefirststageofanevaluaNonistospecifytheaimsoftheprogrammeandobjecNves.

Aims:

• TheprojectteamsitsdownandidenNfiesthegroup(s)theprojectistargeNng(e.ggirlsaged16to17,youngwomenaged18to25,womenaged26to50,andelderlywomenagedabove50).

• DiscussandwritedowntheaimsandobjecNvesofyourprogramme(separatelyforeachgroupifyouhavemorethanone).

• DiscussandwritedownhowtheprojectteamthinkstheprogrammewillachieveeachaimandobjecNve.

Inviteanoutsidefacilitatorifpossible.Itcansome%mesbehelpfultohavesomebodyfromoutsidetheteaminthisdiscussion,toaskques%onsand


EvaluaNonscanrangefromsimple,basicinformaNongatheringtocomplexanalysesofdata.However,howwedoitissimilar,regardlessofthecomplexityofthedesign,followingthestepsbelow.

1. IdenNfytheaimsandobjecNvesoftheprogramme

2. IdenNfytheindicatorswhichwillprovideyourinformaNon

3. FindawaytocollectinformaNonaboutthoseobjecNves/indicators

4. DecidewhoyouwanttocollectinformaNonfrom

5. CollecttheinformaNon(usuallyatmorethanonepoint)

6. AnalysetheinformaNontofindoutwhetheryourprogrammeisachievingitsobjecNves

7. UseyourfindingstoreviseyourobjecNvesand/oryouracNviNes,and/orthewayyoucollectyourevaluaNoninformaNon.

Aims:abroaddescripNonofwhattheprogrammeintendstoachieve

E.g.ToimprovetheemoNonalandsocialwellbeingofwomenandadolescentgirlsinMaban.

Objec&ves:clearlydefined,specifiedgoalswhichcontributetotheaims

E.g.80%ofwomenandadolescentgirlswhoparNcipateinatleastoneWGFSacNvityaweekforthreemonthswillreporthavingmorefriendsattheendofthethree-monthperiodthantheydidatthebeginning.

encouragetheprogrammeteammemberstobeveryspecificabouttheirobjec%ves

Thenconsultwithwomenandgirls.ItisgoodtofindoutwhattheywouldwanttoachievebyparNcipaNngintheWGFS,andtakethisintoaccountwhenspecifyingyourobjecNves.TheaimoftheinformaNon-gatheringprocessistounderstandfromyourtargetgroupwhata‘posiNvechange’wouldlooklike,andwhattheirprioriNesare.NotallofthechangesidenNfiedthroughthisprocesswillbethingsthatyourprogrammecanhelpwith.However,youcangothroughthelistofissuesidenNfiedandpickouttheonesthatyouthinkwouldbeusefulandrealisNcobjecNvesforyourprogramme.

Objec&ves:OnceyouhavefinishedtheacNviNesaboveyoushouldendupwithalistofpossibleobjecNvesfortheWGFS.Keepyourlistshort,4or5objecNveswillbeenoughinmostcases.

TheobjecNvesshouldbethingsyourprogrammecaninfluence,theyshouldbesimple,smallandrealisNc

StepTwo:Iden&fyingtheindicatorswhichwillprovideyourinforma&on

OnceyouhavealistofobjecNves,youneedtodecideonthebestindicator(s)foreach.AnindicatorisinformaNonyoucancollecttotellyouwhetheranobjecNvehasbeenachieved.


Forexample…

ANOVER-AMBITIOUSOBJECTIVE:‘Topreventconflict’

Evenifyoucanfindawaytomeasurethis,you’reunlikelytofindanyposiNvechange–therearesomanyotherfactorswhichinfluenceconflictthatanyeffectyourprogrammehasislikelytobelost.

ASIMPLEANDREALISTICOBJECTIVE:‘ToimproverelaNonshipsbetweenwomenofdifferentethnicgroupswhoparNcipateinWGFSacNviNes’.

Thiscouldbemeasuredbythenumberoffriendswomensaytheyhavefromdifferentethnicgroups,ortheamountofNmewomenfromdifferentethnicgroupsspendinteracNngwitheachotherduringsessions.

PossibleIndicatorsforaWGFS

Women/Girls

• %ofwomen/girlsparNcipaNnginawarenessraisingandotheracNviNes.

• %ofwomen/girlstakingpartindecision-makingonWGFSprogramming.

• %ofsurveyedwomen/girlsthatcanidenNfywheretoseekGBVservices.

• %ofwomen/girlsparNcipaNngintheWGFSwhoreportsaNsfacNonwiththequalityofservices.

• %ofwomen/girlswithincreasedknowledgeaboutGBV,accesstoservicesandcasemanagement

• %ofwomen/girlsabletoidenNfyatleasttwowaystheyhavebenefitedfromparNcipaNnginWGFSacNviNes

• %ofwomen/girlswhoparNcipatedinaninformaNonsessionon[subject]andthatcandemonstrateincreasedknowledgeofthe[subject]attheendofthesession

Community

• %ofcommunitymemberswhodemonstrateincreasedawarenessofwomen’sandgirls’rights.

• %ofcommunitymemberswhoknowwherewomenandgirlscangoforhelpforspecifiedissues(e.g.GBV).

• %ofcommunitymembersabletoidenNfyatleasttwowaysinwhichthecommunityhasbenefitedfromtheWGFSacNviNes.

• Getthewholeprogrammeteamtogether

• GothroughyourobjecNves,onebyone,andforeachone,decidewhattypeofinformaNonwouldtellyouwhetherthisobjecNveisbeingachieved.

• IndicatorsshouldbebasedoninformaNonyoucancollecteasily

• YoucanhavemorethanoneindicatorforeachobjecNve.

StepThree:Decideonawaytocollectinforma&on

TherearevariouswaystocollectinformaNontoenableyoutoassesswhethertheindicatorsyouhaveselectedhavebeenachieved.Theseinclude:

• QuesNonnaires

• Individualinterviews

• Groupdiscussions

• ObservaNon

ItcanbedifficultforwomenandgirlstogiveunstructuredfeedbackonWGFSacNviNesandprocesses.Itisnecessarytoprovidesomeformofstructuretofeedbacksessions,andclearquesNons.DuetolowliteracyratesamongstwomenandgirlsinSouthSudan,wri[enquesNonnairesandsurveysarenormallynotthemostappropriateapproach.SomesuggestedtoolsforcollecNngdataareoutlinedbelow.

• Groupdiscussions

• MeasureofsaNsfacNon

• MostSignificantChangetechnique

• GuidetocreaNngandusingasimplechecklisttomeasurechange.

CollecNngbaselinedatabeforetheWGFSstartsisfundamentalinordertobeabletodesignaproperevaluaNonanddemonstratethatyourworkis

reallymakingachange.However,omenorganisaNons,especiallysmallerones,donothaveenoughresearchcapaciNesandmightfinditdifficulttoconductaproperbaselineassessmentontheirown.Forthisreason,itisimportantduringtheplanningphasetoconsiderwaystopartnerwithotherorganizaNonsthatmightprovideaddiNonalsupportorthathavealreadyconductedsimilaracNviNesandarewillingtosharetheirfindings.Abaselinecanalsoconfirmwhetherimportantchangeshaveoccurredameryouroriginalplanthatyoumightneedtoconsiderfortheset-upoftheWGFS.


5. GROUPDISCUSSIONS

ExperienceofmanyorganisaNonsworkingwithwomenandgirlsinSouthSudanisthatgroupdiscussionsareaparNcularlyusefulformatforobtainingfeedback.Womenandgirlsenjoythesesessionsandarecomfortablediscussingissuesinagroup.Groupdiscussionsshouldbeheldregularly(e.g.everyquarter)tomakesurethatchangeoverNmeiscapturedandthatthefeedbackprovidedduringthesessionscanbeusedtoadaptandimproveprogramming.Atleasttwopeoplewillbeneededtorunagroupdiscussion;onetofacilitateandonetotakenotes.Thenote-takershouldtrytowritedownasaccuratelyaspossiblewhateverparNcipantssay.She/heshouldalsomakeanoteofthecharacterisNcsofthosewhoparNcipated.Asuggestedformatforthiscanbefoundinthefollowingpage.

GroupdiscussionscanbeheldwithvarioustypesofparNcipants,includingadolescentgirls,adultwomen,staffandcommunitymembers(male,female,leaders,others).Eachtypeofgroupshouldbeheldseparately,sincepeoplearemorelikelytospeakfreelywhentheyareamongstotherssimilartothem.Eachgroupshouldconsistof10-15people(nomorethan15).DependingonthetopicunderdiscussionandthedegreeofexperNseofyourstaffyoumightwanttodecidewhethertoholdagroupdiscussionornot,parNcularlywhenparNcipantsfallwithinyoungeragebrackets.Inanycase,itisimportantthatyouremembertheprincipleofdonotharmandavoidexposingwomenandgirlstounnecessaryquesNonsorduplicaNngmeeNngs.


Samplenote-taker’sinforma&onsheetforFGDs[adaptedfromIRCmaterial]

Focusgroupdiscussionfacilitator:___________________________________

DoesthefacilitatorworkdirectlywiththeparNcipants: Yes/No

Notetaker:_______________________________________________

DoesthenotetakerworkdirectlywiththeparNcipants:Yes/No

Date:_________________ LocaNon:______________________

TranslaNonnecessaryfortheinterview:Yes/No

Ifyes,thetranslaNonlanguagewasfrom:________________to___________________

SexofFGDparNcipants: N.Male_______ N.Female_______AgeofFGDparNcipants: N.10-14years_______

N.15-19years_______N.20-24years_______N.25-40years_______N.Over40years_______

Guidanceforgroupdiscussions[adaptedfromIRCmaterial]

Informa&onforfacilitators

Focusgroupdiscussions(FGD)mustbeconductedinatransparentandconfiden&almanner.Ethicalconsidera&onsandthesafetyofboththepar&cipantsandthefacilitatorsareparamount.

TheteamshouldassureparNcipantsthatallinformaNonsharedwithinthediscussionwillremainconfidenNal.ThenotetakersmustensurethatanyinformaNonidenNfyingorassociaNngindividualswithresponsesmustnotbetranscribedorrelayedtoanyoutsideparNes.SomequesNonsmayresultinsensiNveresponses.YoushouldtakeallpotenNalethicalconcernsintoconsideraNonbeforethediscussion,consideringthesafetyofrespondents,ensuringthatallparNcipantsagreethatnoinformaNonsharedinthediscussionwillbedivulgedoutsidethegroup.YoumustobtainverbalinformedconsentfromtheparNcipants.Thegroupshouldbemadeoflikemembers–communityleaders,adultwomen,youth,adolescentgirls,etc.Thediscussionshouldnotlastmorethanonetooneandahalfhours.

InordertoincreaseacceptanceandensurethatparNcipantsarenotthetargetsofcommunitysuspicion,threatsorviolence,besuretoconsider:

1. Ifyoudonotfeelitissafetohavethisdiscussion,orthatitmaycauseriskforstafforparNcipants,donotproceed.

2. BeforemobilizingparNcipantsfortheFGD,explaintotheparNcipantswhatthediscussionwillbeaboutandinvitethemtocomealong.

3. Ensurethatthewomenandgirlsfocusgroupdiscussionareconductedseparatelytoreducepowerstructuresthatmaybepresentandpreventgirlsfromspeakingfreely.

Explana&onandprocedureofthefocusgroupdiscussion

1. Introduceallfacilitatorsandtranslators

2. Explainthepurposeofthediscussion

▪ ProvidegeneralinformaNonabouttheprogramme

▪ ExplaintotheparNcipantswhyyouareconducNngaFGD

Thepurposeofthisgroupdiscussionistounderstandyourconcernsandneeds,becausewewanttoprovidehighqualityservicesandacNviNes.Wewanttoknow:

− Howdoweknowifwhatwedohereishelpfultoyou?

− HowcanallofusworktogethertomakethisasafeandsupporNvespaceandprogram?

− Whatrolesdoyouwanttoplay?

− Whatelsedoweneedtoknoworunderstand?

3.ExplainwhatyouwilldowiththisinformaNontomanageexpectaNons.Donotmakeanyfalsepromises

4.EmphasisethatparNcipaNonisvoluntary

▪ NooneisobligatedtorespondtoanyquesNonsifs/hedoesnotwish

▪ ParNcipantscanleavethediscussionatanyNme

▪ Nooneisobligatedtosharepersonalexperiencesifs/hedoesnotwish

▪ Ifsharingexamplesorexperiences,individualnamesshouldnotbeshared

5.AgreeonconfidenNality

▪ ExplainthatthefacilitatorsandparNcipantsshouldkeepthediscussionconfidenNal.Thisincludes,notsharingdetailsofthediscussionlater,whetherwithpeoplewhoarepresentornot

▪ Agreeinadvancewhatyouwillsayifaskedaboutthegroupdiscussion.IfthetopicdiscussionisonasensiNvema[er,one


opNonistoexplainforinstancethatyouwerespeakingaboutthehealthconcernsofwomenandgirls

6.Askthegrouptosetgroundrulesforthediscussionincludingbutnotlimitedto;

▪ Beingrespecoulwhenothersspeak

▪ NotinterrupNngapersonwhoisspeaking

▪ Explainthatthefacilitatormightinterruptdiscussion,butonlytoensurethateveryonehasanopportunitytospeakandnoonepersondominatesthediscussion

7. SetaNmekeeperfortheFGD

▪ Thediscussionshouldlastbetween30minutesto1hour,butnolongerthan1.5hours.

8. Askpermissiontotakenotes

▪ Explainthatnoindividual’sidenNtywillbemenNonedandorwri[en

▪ ThepurposeofnotetakingistoensurethattheinformaNoncollectedisprecise

▪ Ifpossible,haveonestaffmemberaskthequesNonsandonestaffmemberwritedowntheanswers

9. ObtainverbalconsentfromtheparNcipants

▪ AsktheparNcipantsiftheyunderstandwhatthediscussionentails.AsktheparNcipantsiftheygivetheirconsenttoparNcipaNnginthediscussionandiftheyagreethat[theorganisaNon]hastheirconsenttousetheinformaNontoinformtheservicesthattheyprovide

10.Beginthefocusgroupdiscussion

GROUPDISCUSSIONTAKESPLACE

ThankeveryoneforcomingandparNcipaNngintheFGD.

Ifanyonewouldliketodiscussanythingwithmeinprivate,Iwillbehereforthenexttwentyminutes.

______________________________________________

ThequesNonsaskedduringagroupdiscussionwillvarydependingontheissuesyouareinterestedin(determinedinpartbyyourindicators).SomepossiblequesNonsarelistedbelow.


Ques&onsforstaff• WhatistheroleofwomenandgirlsinplanningtheacNviNes?• WhatacNviNesareledbywomenandgirls?• InwhatwaysdowomenandgirlshaveownershipoftheWGFS?

Ques&onsforcommunitymembers(menandwomen)

• HowwouldyoudescribetheWGFS?

• Doyouknowwomen/girlswhoa[end?Doyouknowwomen/girlswhodon’ta[end?Whatarethereasonsthatsomewomen/girlsdonota[end?

• Haveyou/thecommunitybeeninvolvedinsupporNngtheWGFS?Doyouthinkthecommunitycouldbemoreinvolved?Ifso,how?

• Whoelseisprovidingservicesforwomenandgirlshere?HowistherelaNonshipbetweentheWGFSandtheseothersourcesofsupport?


Ques&onsforwomenandgirls• DoyoufeelphysicallysafeintheWGFS?Whatmakesyoufeelsafe/

notsafe?• DoyoufeelemoNonallysafeintheWGFS?Whatmakesyoufeelsafe/

notsafe?• IstheWGFSintherightplace?Ifnot,whynot?Wherewouldbea

be[erplace?• WhatopportuniNesarethereintheWGFStoexpressyourthoughts

andopinions?• HaveyoumadefriendsattheWGFS?Whathashelpedyoutomake

friends?Whathasmadeitdifficultforyoutomakefriends?• Whatdoyourfamilyandotherpeopleyouknowthinkaboutthe

WGFS?• HowwouldyoudescribethisWGFStosomeonewhohasneverseenit

orbeenherebefore?• WhydoyoukeepcomingtotheWGFS?Whatmakesyouhappyabout

cominghere?• WhichacNviNeshaveyouparNcipatedin?Whichdidyoulike?Which

didyounotlike?Why?• HowhasyourexperienceparNcipaNngintheWGFSaffectedother

partsofyourlife?• Whatdoesyourhusband/familythinkaboutyoubeinghere?• Whowouldyourecommendtocome?Whowouldyounot

recommendtocome?• IfyoucoulddreamaboutstarNngaperfectWGFS,howwouldyoudo

it?• SuggesNonsandrecommendaNons.Whatelsedoyouneed?

6. MEASUREOFSATISFACTION

MeasuresofsaNsfacNonareomenusefulaspartofanevaluaNon.Omentheseareconductedthroughwri[ensaNsfacNonquesNonnaires,whicharenotappropriateinSouthSudan.AnalternaNve,parNcipatorymethodologyisoutlinedbelow.

Prepara&on

• DecideonthequesNonsyouwantanswersto(perhapsrelatedtoyourindicators).ThesemustbewordedasposiNvestatementsofopinionparNcipantscanagreeordisagreewith.Forexample,IhavemadenewfriendsattheWGFS’.

• Preparefive piecesofpaper,eachwithafaceillustraNnga21

differentlevelofhappiness.ThesefacesaretoillustratehowmuchaparNcipantagreeswiththestatementsyouread.[YouwillneedtotestthefacesinadvancewithsomeofthepeopleyouintendtoincludeintheevaluaNon,tomakesuretheyunderstandwhatthefacesrepresent].Forexample:

�

Process

1. Putthefivepiecesofpaperonthefloorinthemiddleofthegroup.Explainwhateachfacerepresents.ThencheckparNcipants’understandingusingasimpleexample(e.g.‘IfIsaid‘Theweatherisverycoldtoday’,whichofthefaceswouldyouchoosetoshowhowmuchyouagreewithwhatIsaid?’).ConNnueexplainingandcheckingunNleveryoneunderstands.

2. GiveeachparNcipantonesmallobject(e.g.pebble).

3. ReadoutthefirststatementandaskparNcipantstoputtheirpebblenexttothefacethatrepresentshowmuchtheyagreewiththestatement.

4. Makeanoteofhowmanypebbleshavebeenplacedagainsteachpicture.

5. IfyoulikeandyouhaveNme,youcanaskparNcipantstogivetheirreasonsfortheirchoice,andmakeanoteofwhattheysay.

6. Gotothenextstatement,andconNnueinthesameway.

Possiblestatementstoassesssa&sfac&on

• IhavemadefriendsattheWGFS

• IenjoyparNcipaNngintheliteracyclasses

• IhavelearnednewthingsattheWGFS

• IfeelabletotalktoWGFSstaffaboutmyproblems

• IfeelsafeattheWGFS

• ItellmyfriendsandneighbourstocometotheWGFS

SomeNmespeoplestruggletochoosebetweenfiveopNons.Ifthisisthecase,youcanreducetofourorthree–butbeawarethatthefewertheopNons,themore21

difficultitwillbetodemonstratechange.


7. SATISFACTIONWITHCASEMANAGEMENTSERVICES(adaptedandincludedwithpermissionfromIMC) 22

Thepurposeoftheclientfeedbackfromistoevaluatetheservicesofferedbythe____GBVprogrammetosurvivorsofGenderBasedViolenceandtoassesstheirlevelofsaNsfacNonwithservices.ItcouldbeusedoradaptedbyotherorganisaNonswhichoffercasemanagementservices.Inordertodososafely,itisessenNalthatthepersonwhoconductsthefeedbackinterview(whoshouldnotbethepersonwhoprovidedthecasemanagementservices)istrainedandsupervised,andhassignedtheCodeofConduct.

Theclientfeedbackformisawaytoreceivefeedbackfromthewomenandgirlswhohaveusedcasemanagementservices,andcanhelptoimprovetheservicesoffered.Itisnotawaytoevaluateindividualstaffmembers,andthisshouldbemadeclearboththestaffandtothewomenandgirlswhoareaskedtogivefeedback.

DuetothelowliteracylevelsamongstwomenandgirlsinSouthSudan,thefeedbackformshouldbecompletedthroughaninterviewwiththesurvivor.Withthepermissionofthesurvivor,anothercaseworkerormanagershouldconducttheinterview.ThesurvivorshouldbetoldthatnoquesNonswillbeaskedabouthercase;thequesNonsarejusttogetinformaNonontheservicesshereceivedandthatallresponseswillbekeptconfidenNal.

For___,thefeedbackinterviewisconductedthreemonthsamertheirfirstcontactwiththecasemanager,orattheNmethecaseisclosedifthisissoonerthanthreemonths.Theneedsoftheclientshouldalwaysbeconsideredfirstandthedecisiontoadministertheclientfeedbackformshouldbedeterminedonacasetocasebasis.IfthecaseworkerandmanagerfeelthatconducNngthefeedbackinterviewwouldhaveanegaNveimpactontheclient,theinterviewshouldnotbeconducted.Asalways,the‘Donoharm’guidingprincipletakespriority.

8. CLIENTSATISFACTIONFORM

Step1:CaseworkerprovidingPSSandcasemanagementtoaskpermissionfromtheclient

ThesocialworkerprovidingPSSandcasemanagementserviceswillreadtheconsentformtotheclientandasktheclient’spermissiontohaveanothercaseworker/managerinterviewthem.Thecaseworkerprovidingtreatmentthensignsanddatestheconsentform.Theclient’snamewillnotgoanywhereontheconsentformorthesurvey.Onceconsentisgiven,thecaseworkerprovidingserviceswillarrangeforanothercaseworker/managertointerviewthem.TheinterviewingCaseworker/managerwillreadthestatementsunder“Step2”and“Step3”totheclientbeforeinterviewingthem.

Step2:MessagefromtheinterviewingCaseworker/Manager

Ifyouagree,Iamgoingtoaskyousomeques%ons.Iwillnotwriteyournameontheformandtheinterviewwillremainconfiden%al.Thisinforma%onwillhelpthe___GBVprogrammetoprovidesurvivorswithbemerservices.Iwillnotaskyouanyques%onsaboutwhatbroughtyoutothe___GBVprogram.Iwillonlyaskques%onsabouttheservicesyoureceived.

- IfthesurvivorwantspsychosocialsupportfromtheCaseworkerwhoisinterviewingherthisshouldnotbedenied,butshouldbegivenseparatelyfromtheclientfeedbackform

Step3:Clientfeedbacksurvey

Youdonothavetopar%cipatebutyourresponseswillhelpusensurethatweprovidethebestpossibleservices.Ifyouagree,youcananswerasmanyorasfewques%onsasyoufeelcomfortableanswering.Youcanalsochoosetostopansweringques%onsatanypoint.Yourservicesandsupportwillnotbeaffectedinanywayifyoudonotagreetopar%cipateorifyoudoagreebutdonotansweralloftheques%ons.Theinterview

pleasenotethatthistoolshouldbeusedonlyamerpropertrainingandsupervision.22


shouldtakeabouttenminutes.Willyouagreetoanswersomeques%onsabouttheservicesyoureceived?(Yes/No)

DateInterviewed:___________________________

1) Howdidyoufindoutaboutthe___GBVservices?Youmaysaymorethanone.(PROBE:Anyotherway?)

[mulNplechoiceresponsesinsertedhere,dependingonthecontext]

2) Didyouexperienceanyproblemsaccessingthe___GBVservices?Yes/No/Noresponse[Ifyes]Pleaseexplaintheproblemsthatyouhadaccessingthe___GBVservices.

3) WhatkindofassistancewereyouexpecNngfromthe___GBVprogram?Youmaysaymorethanone.(PROBE:Anyotherassistance?)

[mulNplechoiceresponsesinsertedhere,dependingonthecontext]

4) WereyourexpectaNonsmet?Yes/No/Noresponse[Ifno]PleaseexplainhowyourexpectaNonswerenotmet.

5) Wereyoutreatedinarespecoulwaybythecaseworker?Yes/No/Noresponse[Ifno]Pleaseexplainhowthecaseworkercouldhavebeenmorerespecoul.

6) Didyoufeelcomfortablewhentalkingtothecaseworker?

Yes/No/Noresponse

[Ifno]Pleaseexplainwhatwouldhavemadeyoumorecomfortable.

7) Didyoufeellikethecaseworkerbelievedwhatyoutoldher?Yes/No/Noresponse[Ifno]Pleaseexplainwhyyoufeltlikethecaseworkerdidn’tbelieveyou.

8) DidyougetinformaNonthatwashelpfultoyou?

Yes/No/Noresponse

[Ifno]PleaseexplainhowtheinformaNoncouldhavebeenmorehelpful.

9) DidyoufeelpressurefromaserviceprovideratanyNmetomakeadecisionordosomethingthatyoudidnotwishtodo?

Yes/No/Noresponse[Ifno]Pleaseexplainwhathappenedwhenyoufeltpressuredtomakeadecisionordosomethingthatyoudidnotwishtodo.

10) Ingeneral,didyoufeelbe[eramerusingthe___GBVservices?Yes/No/Noresponse[Ifno]Pleaseexplainwhat,ifanything,the___GBVservicescouldhavedonethatwouldhavemadeyoufeelbe[er.

11) Isthereanythingelseyouwanttotellusabouttheservicesyoureceived?


ThankyoufortakingtheNmetotakepartinthisinterview,wehopethattheresponsestothesequesNonsandyourhonestfeedbackwillhelpusimprovethe___GBVservices.

Forthecaseworker:

Didtheclientsayanythingelse,goodorbad,abouttheservicesthattheyreceived?

9. MOSTSIGNIFICANTCHANGETECHNIQUE 23

ThisMostSignificantChangetechniqueisusefultoincludealongsideotherevaluaNonmethodsbecauseitcanhelpidenNfyanyunexpectedchangesthathaveoccurredasaresultofyourprogramme.ItalsogivesparNcipantsandprogrammestaffanopportunitytotalkabouttheprogrammeintheirownwords.

Women/girlswhopar&cipateinWGFSac&vi&es

AskparNcipantsthefollowingquesNon:

WhatisthemostsignificantchangethathappenedtoyousinceyougotinvolvedwiththeWGFS?Whyisitsignificantforyou?

ThereareanumberofwaysyoucancollecttheparNcipants’storiesoftheirmostsignificantchange.Choosetheonewhichseemsbesttoyouandyourprogrammeteam.

a) TheparNcipantcanwritetheirownstory.

b) TheparNcipantcanbe‘interviewed’byamemberofprogrammestaff,whowritesthestoryfortheparNcipant.Ifyoudothis,makesureyoureadbackthestorytotheparNcipant,sohe/shecan

makeaddiNonsandcorrecNons.TrytousetheparNcipant’sownwordsasmuchaspossible.

c) Ifyouhaveaccesstoadigitalcamera,eachparNcipantcantakeaphotographthatwouldillustratetheirmostsignificantchange(oramemberoftheprogrammeteamcantakethephotoforthem).Thephotographisstoredonacomputer,alongwithanexplanaNonofwhatthephotomeanstotheparNcipant.

d) Agroupdiscussioncanbeheld,duringwhichparNcipantssharestoriesofhowtheirliveshavechangedsincebecominginvolvedwiththeprogramme.Thesestoriescanberecordedontape,orbytakingnotes.

BasedonDavies,R.&Dart,J.(2005)The‘MostSignificantChange’(MSC)Technique:AGuidetoitsUse(h[p://www.mande.co.uk/docs/MSCGuide.htm)23


Whichevermethod(s)youchoose,thefollowingpointsareimportant:• Thestoriesshouldbearoundapageinlength-themore

specificanddetailedthestoryis,themoreusefulitwillbe.• Amemberoftheprogrammeteamshouldcheckthatthe

storieshaveenoughinformaNontobeunderstoodbysomebodyfromoutsidethatcontext.

• ItisimportantthatthestoriesincludeanexplanaNonofwhythechangeissignificanttotheparNcipant.Amemberoftheprogrammeteamshouldmakesurethatstoriesincludethesereasons,and,ifnecessarycanaskquesNonstohelptheparNcipanttothinkaboutwhythischangeisimportanttothem(e.g.‘whyisthissignificanttoyou?’;‘whatdifferencehasthismadetoyou?’)

http://www.mande.co.uk/docs/MSCGuide.htm

ProgrammeStaff

ProgrammestaffwhohaveregularcontactwithparNcipants(i.e.WGFSstaff,includingvolunteers)cantakepartinthesameexercise,butthequesNonshouldrelatetochangesintheparNcipants.Forexample:

• Lookingbackoverthelastsixmonths,whatdoyouthinkisthemostsignificantchangeinthelivesofthepeopleinvolvedintheprogramme?

• FromyourpointofviewcanyoudescribeastorythatshowshowtheWGFShasmadeadifferenceinthelivesofwomenandgirlsa[ending?

Thestoriescanbecollectedinanyofthewaysdescribedabove.

Gevngpermissiontosharestories

YouwillneedtogetpermissionfromtheindividualsconcernedtousethesestoriesforevaluaNonpurposes.Thisinvolves:

• ExplainingtotheparNcipanthowtheirstorywillbeused,andwhowillseeit.

• IftheparNcipantdoesnotwishtheirstorytobeusedforevaluaNon,theycansNllparNcipateintheprocess,buttheirstorywillnotbeshared.

• IftheparNcipantiswillingfortheirstorytobeusedforevaluaNon,theyshould:

o beaskedwhethertheywanttheirnametoaccompanythestory.

o checkwhetherotherpeoplenamedinthestoryarehappytobeincluded.

GirlsunderacertainagemayneedparentalconsenttoparNcipateinthisprocess. 24

IfyouknoworthinkthestoriescollectedcouldbeusedbyyourorganizaNonalsoforpurposesotherthanevaluaNon(e.g.communicaNonoradvocacypurposes)itisveryimportanttohighlightthisaswellduringtheconsentprocess.

UseoftheStoriesforEvalua&on

WhenyouhavecollectedstoriesfrommulNpleparNcipantsandstaff,theyneedtobeorganisedinawaythatmakessensebothtoyou,andtopeopleoutsidetheprogramme.Theprogrammeteamcandothisby:

a) ReviewingallthestoriesandsorNngthemintopiles,accordingtocommonthemes(i.e.storiesrelatedtolearninganewskillorstoriesrelatedtoimprovedknowledgeofservices)havesomethingincommon).

b) Givinganametoeachofthepiles–thesenameswillbethemain‘themes’idenNfiedbyyourproject.

c) WriNngadescripNonofeachtheme,usingsomeofthestoriesasexamplestoillustrateeachtheme.YoucanalsosayhowmanyparNcipants’storiesreferredtoeachtheme.

Anotherwaytousethestoriesofchangeisasindividualcasestudies(withthepermissionoftheindividualconcerned).

ForfurtherguidancepleaserefertotheChildProtecNonMinimumStandards,availableonlineat:http://cpwg.net/minimum-standards/andtheCaringforChild24

SurvivorsofSexualAssault(IRC),availableonlineat:http://www.unicef.org/pacificislands/IRC_CCSGuide_FullGuide_lowres.pdf


http://cpwg.net/minimum-standards/

http://www.unicef.org/pacificislands/IRC_CCSGuide_FullGuide_lowres.pdf

10. GUIDE TO CREATING AND USING A SIMPLE CHECKLIST TOMEASURECHANGE

From:TPOUganda&UNICEFSouthSudan(2015)Community-BasedPsychosocialSupportforChildrenandAdolescentsinSouthSudan:AToolkitofResources(http://media.wix.com/ugd/fdfc2d_8bee86d477074676a96efa892afbe547.pdf).

Purpose:ToidenNfythemainareasofchangethatprogrammestaffand/orparNcipantshopetoachievethroughtheprogramme;thentodevelopa checklist to measure these factors at the beginning and end of theprogrammeinordertoassesschange.

Par&cipants: In most cases, the development of the checklist will beconductedbyprogrammestaffwhoare familiarwith (a) the communitytheprogrammewithbeusedwith, and (b) theaimsand contentof theprogramme.Ifpossible,itisusefultoincluderepresentaNvesofthetargetcommunity,iftheyhavethetypeofknowledgedescribedabove.

Ac&vityOne:Lis&ngandrankingofkeychangestobeachievedthroughtheprogramme/ac&vity

1. ParNcipants idenNfy all the changes they would like to see amongstindividuals/ families/ communiNes as a result of the intervenNon ofacNvity.Listalloftheseinalargepieceofpaper(flipchartsize).ConNnueunNlatleast5desiredchangeshavebeenidenNfied.

2. ParNcipants use objects (pebbles, pens, paper clips, whatever isavailable) to rank the desired changes in order of importance. EachparNcipantshouldhaveoneobject,andshouldplace thepebblenext tothechangetheythinkismostimportant.

3. The recorder should record how many objects are placed by eachchange.IdenNfythechangewiththemostvote,andmakeanoteofit.It

canbeusefulalsotomakeanoteofwhypeoplevotedforthisone–whydidtheythinkthischangewasthemostimportant?

4. Now, remove the ‘top priority change’ from the list and return theobjectstotheparNcipants. Repeattheprocess4moreNmes,witheachperson placing their object beside the change that they think is mostimportant.ConNnuetorecordhowmanyobjectsareplacednexttoeachchange.

5.At theendof thisprocess,youshouldhavea listof thetop5prioritychanges that programme staff (and community representaNves ifappropriate)thinkarethemostimportant.

Ac&vityTwo:Developingthechecklist

For each of the five priority changes, programme staff should developquesNons which can be asked of parNcipants in the intervenNon at thebeginning and the end of the process. In order to do this effecNvely,programmestaffneedtothinkabout:

a) What quesNon will be easily understood and will give theinformaNonneeded?

b) Whatresponseformatwillbemostappropriate? ‘Freeresponse’type answers should be avoided because it is more difficult tocompareresponsesbeforeandamertheintervenNon.



Ac&vityThree:Collectthedata

YoucanaskthequesNonsofallthepeoplewhoparNcipateintheacNvity,or justasampleofthem(i.e.asmaller,moremanageableversionofthelargergroupwhichsNllcontainsenoughdiversitytoadequatelyrepresentthewholegroup) . ThisdecisiondependsonthenumberofparNcipantsyouhave,andhowmanypeopleyouhavetocollectthedata.

In many cases, staff will have to sit with the parNcipant and ask thequesNonsverbally,thenwritedowntheresponses.

Make sure you collect the informaNon from the same people at thebeginning and end of the acNvity (and possibly again amer three or sixmonths).Inordertodothis,youwillneedtowritedowntheirnames,butyou should be very careful to keep all the informaNon they give youconfidenNal.

Ac&vityFour:Analysethedata

Atthesimplestlevel,justorganisethe‘before’and‘amer’responseintoaspreadsheetsoyoucancomparethem,orwritethemonapieceofpaper.

• Lookatwhatchanges.

• IdenNfy any pa[erns (posiNve or negaNve) and make a note ofthem.

• Thinkaboutthechangesyouhopedtosee–havetheyhappened,accordingtotheresponsesyoureceivedfromparNcipants?

Example:ASSESSMENTOFWELLBEING

PERSONALINFORMATION

ExplainthatyouwouldliketoaskthepersonsomequesNonsabouttheirlife.

Explain that youwould like them to tell youhowomen theyhave someexperiences or feelings, and explain the response opNons (never, rarely,someNmes,veryomen,almostalways).

Tell them that youwill keep their informaNon confidenNal, and nobodyelsewillseethisform.

D a t e o fassessment

S t a g e o fassessment

Before ac%vity/ AQerac%vity

Interviewer’sname

N a m e o frespondent

Age Gender Male/Female

LocaNon Timedisplaced


MAKE SURE THAT YOU ENSURE THAT THE FORM IS KEPT SAFELY ANDNOBODY ELSE CAN SEE IT. DESTROY ITONCE YOUR EVALUATIONHASBEENCOMPLETED.

AnswerbymakingaringaroundtheleYercorrespondingtotheperson’sanswer.Forexample:

Never Rarely

Some&mes

V e r yo]en

Almostalways

1. How omen do you meet withfriends?

0 1 2 3 4

2.Howomeninthepastweekhaveyoufelthappy?

0 1 2 3 4

3.Doyoufeelalone? 0 1 2 3 4

4.Doyoudothingsthatyouenjoy? 0 1 2 3 4

5. Do you feel hopeful about yourfuture?

0 1 2 3 4


2


OverallGoal:WGFSareaimedatcreatinganempoweringandinclusiveenvironmentwherewomenandgirlsattendingfeelsafe,supported,connected,empoweredandbetterinformedabouttheirrightsandopportunities

Underlyingcoreprinciples:1.DoNoHarm,2.Buildingonexistingcapacity,resourcesandstructures,3.Participation,4.Empowerment,5.HumanRightsandInclusion,6.IntegratedsupportSystem,7.Tailor-madeapproach,8.Sustainability

Personfocused Identify,referandfollowupthosewomenandgirlsinneedofspecialisedsupport(e.g.physicalandmentalhealthfromadoctororpsychiatrist)

Providebasicemotional&practicalsupportbyWGFSstaff(e.g.psychologicalfirstaid,referralstohealthservices,economicservices,shelterassistance,etc.)

CommunityfocusedStrengthencommunity&familysupports.

Increasecommunityawarenessofissuesaffectingwomenandofservicesavailable

Advocatefortheinclusionofwomen’sconsiderationsinothersectors,includinghealth,nutrition,foodaid,shelter,siteplanning,WASH

AMULTILAY

ERED

SUPP

ORT

SYSTEM

PROMOTINGPOSITIVEENVIRONMENTSFORWOMENANDGIRLSINSOUTHSUDAN

0$%,'!1'2!3*#4) !...cfs = child friendly spaces gbv = gender based violence iasc = inter...

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