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  • Guide
      • Back
      • Chapter 1. The Limits of Top-Down Approaches to Community-Based Child Protection Mechanisms
          • Back
          • 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
          • Back
          • 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
          • Back
          • 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
          • Back
          • 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
          • Back
          • 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
          • Back
          • 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
          • Back
          • 7.1 The Action Process
          • 7.2 Monitoring and Evaluation
          • 7.3 Sustainability
  • Toolkit
      • Back
      • Section 1: Facilitation Tools
          • Back
          • 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
          • Back
          • 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
          • Back
          • 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
          • Back
          • 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 - Learning & reflection

Learning & reflection

  • 2.3 Principles of Community-led Approaches

  • 2.4 Critical Perspective

  • 3.4 Critical Perspective

  • 4.2 Role, Orientation, and Process

  • 5.2 An Open, Grounded Approach to Learning

  • 5.3 Community Discussion and Reflection

  • 6.1 Deciding to Work Together

  • 7.2 Monitoring and Evaluation

  • Chapter 3. Transforming Our Approach from Program to Community Process

  • Chapter 5. The Learning Phase

  • Doesn't a community-led approach romanticize and essentialize culture and communities?

  • FAC 3. Deep Listening

  • FAC 4. Empathy

  • FAC 5. Developing a Reflective Practice

  • 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”?

  • 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

  • TRN 5. Dos and Don’ts of a Community-led Approach

  • TRN 8. Role-play: Building an Inclusive Community Process 2

  • What is a community-led approach? How is it different from a community-based approach?

  • What skills do I need for a community-led approach, and where can I learn them?

Tags

Approaches and methodology

Approaches and methodology

  • Tools & resources
  • Models & approaches
  • Bottom-up/ Community-led
  • Skills
  • Management tools
  • Training tools
  • Power dynamics & structures
  • Top-down/ Expert-led
  • Planning
  • Facilitation tools
  • Action
  • Community-based
  • Evidence & evaluation
  • Learning tools
  • Case studies
  • Ethics/ do no harm
  • Social norms change
Principles

Principles

  • Learning & reflection
  • Debate & dialogue
  • Community ownership
  • Respect & slowing down
  • Inclusivity
  • Decision-making
  • Participation
  • Flexibility
  • Sustainability
Sectoral Themes

Sectoral Themes

  • Referrals & formal linkages
  • Child leadership
  • Emergencies/ humanitarian
  • Culture & traditions
  • Human rights
  • Attitudes & beliefs
  • Physical violence & abuse
  • Emotional abuse
  • Sexual violence
  • Early marriage
  • Pregnancy
  • Education
  • Managing conflict
Groups

Groups

  • Facilitators
  • Practitioners
  • Leaders
  • Marginalized groups
  • Donors & funding
  • Children & teens
  • Elders
  • Policies & systems
  • Families
  • Mentors
  • Women & girls
  • Men & boys
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