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Chapter 1. The Limits of Top-Down Approaches to Community-Based Child Protection Mechanisms
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1.1. Top-Down, Community-Based Approaches
1.2. Limits of Top-Down, Expert Driven Approaches
1.3. Reflection on Implications
Chapter 2. Community-Led Approaches to Child Protection
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2.1. How Ordinary People and Communities Help to Protect Children
2.2 What is a Community-led Approach to Child Protection?
2.3 Principles of Community-led Approaches
2.4 Critical Perspective
Chapter 3. Transforming Our Approach from Program to Community Process
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3.1 New Mindsets, Changed Roles
3.2 Creating a Flexible Space for Community Decision-Making
3.3 Focus on Community Process and Relationships
3.4 Critical Perspective
Chapter 4. The Facilitator and a Slow, Dialogue-Oriented Process of Facilitation
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4.1 Facilitation Approach
4.2 Role, Orientation, and Process
4.3 How to Select, Prepare, and Support the Facilitators
Chapter 5. The Learning Phase
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5.1 Initial Entry into the Community
5.2 An Open, Grounded Approach to Learning
5.3 Community Discussion and Reflection
Chapter 6. Supporting the Community Planning Process
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6.1 Deciding to Work Together
6.2 Communities Select Which Harm(s) to Children to Address
6.3 Community Action Planning
Chapter 7. The Community-Led Action
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7.1 The Action Process
7.2 Monitoring and Evaluation
7.3 Sustainability
Toolkit
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Section 1: Facilitation Tools
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FAC 1. Humility
FAC 2. What Do I Bring to the Community
FAC 3. Deep Listening
FAC 4. Empathy
FAC 5. Developing a Reflective Practice
FAC 6. Asking Probing Questions
FAC 7. Enabling Inclusive Dialogue
FAC 8. Understanding Power Dynamics in the Community
FAC 9. Nonviolent Conflict Management
Section 2: Training Tools
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TRN 1. Role Play-Limits of a Top-Down Approach
TRN 2. Role Play-Facilitation as 'Facipulation'
TRN 3. Differences Between Top-Down and Community-Led Approaches to Child Protection
TRN 4. Gallery Walk and Discussion on “Community”
TRN 5. Dos and Don’ts of a Community-led Approach
TRN 6. Role-play for Asking Probing Questions
TRN 7. Role-play (Fish Bowl) and Discussion: Building an Inclusive Community Process 1
TRN 8. Role-play: Building an Inclusive Community Process 2
TRN 9. Keeping One’s Boundaries
TRN 10. Gallery Walk and Discussion on Community Ownership
TRN 11. Sample Workshop Agenda for Initial Training of Facilitators
Section 3: Learning Tools
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LNG 1. Learning Phase: Dos and Don’ts
LNG 2. Sample Workshop Agenda for Training Data Collectors
LNG 3. Ethnographic Principles
LNG 4. Ethnographic Research Tools, Sierra Leone
LNG 5. Feeding Back to Communities the Key Findings from the Learning Phase
Section 4: Management Tools
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MGM 1. Questions for Reflection by Managers and Agencies
MGM 2. The Sierra Leone Case Study: Community-led Child Protection and Bottom-Up System Strengthening
MGM 3. Enabling Inter-community Collaboration: A Sierra Leone Example
MGM 4. Phases, Objectives, Steps, and Benchmarks
MGM 5. Qualities of Facilitators of a Community-led Approach
MGM 6. Sample Action Criteria
MGM 7. Sample Roles and Responsibilities of Mentors
MGM 8. Thinking Through Facilitators’ Ethical Responsibilities
MGM 9. Sample Initial Work Plan for Facilitators
MGM 10: Sample Memorandum of Understanding Between Government Ministries, Non-governmental Organizations and Communities in Kongbora Chiefdom
MGM 11. Sample Community-Developed Action Plan
MGM 12. Sample Outline for Review Meeting
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Supporting Community-led Child Protection - Approaches and methodology
Approaches and methodology
1.1. Top-Down, Community-Based Approaches
1.2. Limits of Top-Down, Expert Driven Approaches
1.3 Reflection on Implications
2.1 How Ordinary People and Communities Help to Protect Children
2.2 What is a Community-led Approach to Child Protection?
2.3 Principles of Community-led Approaches
2.4 Critical Perspective
3.1 New Mindsets, Changed Roles
3.2 Creating a Flexible Space for Community Decision-Making
3.3 Focus on Community Process and Relationships
3.4 Critical Perspective
4.1 Facilitation Approach
4.2 Role, Orientation, and Process
4.3 How to Select, Prepare, and Support the Facilitators
5.1 Initial Entry into the Community
5.2 An Open, Grounded Approach to Learning
6.1 Deciding to Work Together
6.2 Communities Select Which Harm(s) to Children to Address
6.3 Community Action Planning
7.1 The Action Process
7.2 Monitoring and Evaluation
7.3 Sustainability
Can a community-led approach be used in emergency settings?
Can I see a real example of this approach in action?
Chapter 1. The Limits of Top-Down Approaches to Community-Based Child Protection Mechanisms
Chapter 2. Community-Led Approaches to Child Protection
Chapter 3. Transforming Our Approach from Program to Community Process
Chapter 6. Supporting the Community Planning Process
Chapter 7. The Community-Led Action
Doesn't a community-led approach romanticize and essentialize culture and communities?
FAC 1. Humility
FAC 2. What Do I Bring to the Community
FAC 3. Deep Listening
FAC 4. Empathy
FAC 5. Developing a Reflective Practice
FAC 6. Asking Probing Questions
FAC 7. Enabling Inclusive Dialogue
FAC 8. Understanding Power Dynamics in the Community
FAC 9. Nonviolent Conflict Management
How can we use a community-led approach when donors require a top-down approach with logframes and pre-set interventions, indicators and time frames?
How do I actually implement a community-led approach? What tools can I use?
How will we know if a community-led approach has “worked”?
Isn't there a problem with having communities act without connecting to formal government supports?
LNG 1. Learning Phase: Dos and Don’ts
LNG 2. Sample Workshop Agenda for Training Data Collectors
LNG 3. Ethnographic Principles
LNG 4. Ethnographic Research Tools, Sierra Leone
LNG 5. Feeding Back to Communities the Key Findings from the Learning Phase
MGM 1. Questions for Reflection by Managers and Agencies
MGM 10: Sample Memorandum of Understanding Between Government Ministries, Non-governmental Organizations and Communities in Kongbora Chiefdom
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