Do No Harm (DNH) Tool: 101

Felicia Genet

9/26/2013

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Learning Objectives:• History

• DNA Approach• Framework

1. Understanding the Context of Conflict2. Analyzing Dividers and Tensions3. Analyzing Connectors and Local Capacities for Peace4. Analyzing the Assistance Program5. Analyzing the Assistance Program’s Impact on Dividers and

Connectors Resource Transfers and Implicit Ethical Messages6. Considering Program Options7. Test Program Options and Redesign

• Exercise• Resources

“ Do No Harm” ToolAuthority: The Do No Harm Handbook ( The Framework for Analyzing the Impact of Assistance on Conflict, Collaborative Development Action Inc,CDA

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• Post Cold War Era

• Launched in early1990s – organized by the Local Capacities for Peace Project (now, CDA) – relationship of assistance in conflict settings

• Based on gathering and comparing experiences from the field

History of DNH

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• Assistance itself does not cause nor end conflict.

• Fundamental question: “How can we provide assistance without exacerbating tensions or conflict?”

• Context, helps us get a handle on the complexity of the conflict environments where we work.

History of DNH, continued

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• Gathering the facts

• Analyzing the facts

• Programming Alternatives

DNH Approach

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Framework: 7 Steps, a tool for mapping

Step 1: Understanding the Context of Conflict Identifying which conflicts are dangerous in terms of violence.

Step 2: Analyzing Dividers and Tensions What divides groups and causes tensions? Ex. Historical Injustice (root cause) , Manipulations by a leader(proximate cause)

Step 3: Analyzing Connectors and Local Capacities for Peace (LCPs)

Divided by conflict, connected across sub-group lines. Ex. Markets, Events Shared attitudes.Peacemakers. Ex. Elders, Teachers or religious leaders.

Step 4: Analyzing the Assistance Program Thorough Review of all aspects of assistance. Ex Where, why, who, etc.

Step 5: Analyzing the Assistance Program’s Impact on Dividers and Connectors

Who gains who loses? Do they overlap with the dividers? Are we missing or reinforcing connectors?

Step 6: Considering Program Options Instigates, eliminate negative aspects. Overlooked peace makers, reprogram to support peace opportunities.

Step 7: Test Program Options and Redesign Re-check impact

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Step 5: Analyzing the Assistance Program’s Impact on Dividers and Connectors: Resource Transfers

• Direct impact of assistance happens when resources are introduced into conflict settings

Example: Distributional EffectsWhen assistance is targeted to some groups and not others, these groups (or even partially) overlap with thedivisions represented in the conflict, assistance can reinforce and exacerbate conflict. Assistance can also reinforce connectors by crossing and linking groups by the way it is distributed

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Step 5: Analyzing the Assistance Program’s Impact on Dividers and Connectors: Implicit Ethical Messages

Refers to our actions and attitudes in the conflict setting. Example: Different Values for Different LivesWhen agencies or their staff adopt different policies for different groups, suggesting some lives are more valuable than others, they present a message that instigates division and conflict.

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• Determine how gender roles and/or sex roles have in these interactions.

Sex Roles corresponds to biological rolesof men and women. Gender Roles correspond to a setof social and behavioral norms that aregenerally considered ‘appropriate’ for eithera man or a woman.

• Determine how gender roles affect Dividers And Connectors.

Gender

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Example:

Connectors

• Muslim and Christian women in Liberia, documentary “Pray the Devil Back to Hell”.

Dividers

• Neighborhood credit group representing only one side of the conflict, using funds to rebuild those who ‘suffered the most’ representing only one side.

Gender

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• What are the connectors and the dividers?

Connectors: What is it that binds the two groups? Dividers: What is the source of tension?

What can you as an aid worker do to reinforce the connectors and diminish the source/s of division?

• What are our program options?

Develop water points? Negotiate specific and agreed access to corridors?

• What would be the best option from a DNH perspective?

Does the option exacerbate intergroup dividers? Does the options support connectors that bring

people together?

Example: The River

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Resources

• Anderson, Mary. B. (ed.), Options for Aid in Conflict: Lessons From Field Experience, Cambridge: CDA Inc., 2000. It is a lessons-learned manual, written by aid workers in conflict areas. “Drawing on field experience, it is meant to help the field staff of international aid agencies to understand their working contexts better and to develop programming approaches that support peace rather than war”. http://www.swisspeace.ch/fileadmin/user_upload/Media/Topics/Peacebuilding_Analysis___Impact/Resources/Anderson__Mary_B._2000_Options_for_Aid_in_Confl.pdf

• CDA website has a specific area on Do No Harm, at http://www.cdacollaborative.org

• Do No Harm Handbook http://issat.dcaf.ch/content/download/950/7045/file/DoNoHarmHandbook.pdf

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Questions

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Contact Felicia Genet

fgenet@usaid.gov