Summary Report: Violence Prevention

summary document

PROMISING PRACTICES FOR VIOLENCE PREVENTION TO HELP CHILDREN IN DISASTERS AND COMPLEX EMERGENCIES

Guiding question for this report: What strategies exist to prevent violence toward children and youth displaced by natural disasters and complex emergencies?

This document presents a summary of the information found in the CYCC Network’s knowledge synthesis report Promising Practices for Violence Prevention to Help Children in Disasters and Complex Emergencies. Children and youth are always vulnerable to violence, but living within the context of complex emergencies and disasters significantly heightens their exposure. This report brings together existing research and practice based knowledge to explore how we can prevent young people from being exposed to violence during these challenging circumstances.

Core Concepts The CYCC Network

Knowledge Mobilization

The CYCC Network is a national body with an international reach. We bring together youth, community groups, front line practitioners, government officials, and researchers, all working with children and youth in challenging contexts (CYCC) throughout diverse Canadian communities.

We know how to help kids do well in their lives. Now we just need to share what we know with each other.

The CYCC Network represents a combination of local commitment, combined with a national and international platform.

“Knowledge mobilization� is the process of taking really good ideas and turning them into action. And then taking practices and linking them with theory.

It means that good research doesn’t have to just end up on a library shelf. It also means that communities across the country are sharing their ideas of what works with at-risk kids.

To improve mental health and well-being for vulnerable and at-risk children and youth in Canada and around the world.

Resilience The capacity of young people to navigate their way to the psychological, social, cultural and physical resources they need for well-being. Resilience is also their capacity as individuals, and collectively within communities, to negotiate for these resources to be provided and experienced in culturally meaningful ways.

Best Practices Best Practices emerge when programs and other interventions use evidence-informed practice, and combine these findings with the right mix of programming elements that fit community needs and assets.

2 Promising Practises for Violence Prevention to Help Children in Disasters and Complex Emergencies

Knowledge Diagram



Feedback Loop

Feedback Loop



Evidence Based Practise



To truly provide the best service and interventions for at-risk young people, diverse types of knowledge need to be shared and integrated. Academic research (evidence-informed practice) needs to be linked to what service providers are learning (practice-based evidence) and to local community knowledge.

Practise Based Evidence

Local Knowledge

*arrows show the flow of knowledge

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Core Concepts con't

Populations

Vulnerable children and youth are not all the same; they differ in terms of their experiences, contexts, and cultures. They face common threats to their mental health that come from constraints and challenges built into their community and societal structures. No young person or population of young people is inherently more vulnerable than another. It is the contexts in which they reside that makes them more vulnerable.

These populations may include: •

Children and youth affected by war (e.g. child soldiers, refugees)

•

Children and youth in military families

•

Children and youth affected by natural disasters

•

Immigrant children and youth

•

Children and youth subject to maltreatment

•

Children and youth in alternative care (e.g. juvenile justice system)

•

Aboriginal children and youth

•

Homeless children and youth

•

Youth gangs

•

Child labourers in the workplace or who have been trafficked

•

Children and youth living with health-related challenges (i.e. chronic or mental illness)

4 Promising Practises for Violence Prevention to Help Children in Disasters and Complex Emergencies

These factors often intersect, such that a child or youth is likely to experience several stressors at once.

Some of the common factors that shape these contexts are:

Historical Oppression Populations who have been historically exposed to continuous levels of violence and mass trauma such as colonialism, war, genocide, and slavery, typically display higher rates of mental health illness such as suicide ideation, depression, anxiety, and alcohol and substance abuse. Historical oppression can create cycles of violence and trauma within individuals, relationships and communities that can be passed on from one generation to the next.

Social Exclusion Social exclusion is exclusion from economic, social, political and/or cultural arenas or everyday life because of indicators such as gender, ethnicity, race, and class. It can be experienced at a personal, community or institutional level. As with historical oppression, marginalization and poverty, experiencing social exclusion can lead to low selfesteem, feelings of hopelessness and depression, and increased risk-taking behaviours, as well as other adverse mental health outcomes.

Poverty Poverty is another factor that increases the vulnerability of children and youth.

Marginalization Marginalization is the process by which individuals or groups live at the periphery of society because of their exclusion from the economic, social, political, and/or cultural arenas of everyday life. This process is linked to social status and can have a significant impact on how resources are accessed and mobilized, and how decisions are negotiated and made.

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introduction Every year natural disasters such as typhoons, hurricanes and earthquakes wreak havoc on the lives of millions of people around the world.

Homes, schools, hospitals, even livelihoods, are destroyed. Human-made disasters such as industrial accidents and conflict can have the same effect. Disasters are increasing in frequency and severity and the breakdown between humans and their environment on such massive scales requires extraordinary efforts for stricken communities to cope1. An estimated 2.3 billion people have been directly affected by these disasters since 20002.

Complex emergencies emerge when a place suffers more than one crisis at the same time. Multiple sources of instability can exacerbate or prolong each other.

These crises can include war and organized violence, famine and hunger, disease epidemics, and natural disasters3. Increased levels of violence in emergencies interact with various political, economic and environmental instabilities, allowing the crises to continue for years, even decades.

“

Violence is the intentional use of physical force or power, threatened or actual, against oneself, another person, or against a group or community that either results in or has a high likelihood of resulting in injury, death, psychological harm, maldevelopment, and deprivation.

6 Promising Practises for Violence Prevention to Help Children in Disasters and Complex Emergencies

“

Krug et al., 2002

Impact on young people Living within the context of complex emergencies and disasters (CEDs) means that basic needs go unmet, poverty levels worsen and violence increases.

Individual and community stress is amplified and people resort to destructive coping mechanisms such as abusing alcohol and drugs. Overcrowded and insecure environments present opportunities for people to abuse their authority.

Children and youth are always vulnerable to violence but living within the context of CEDs significantly heightens their exposure.4 Humanitarian agencies report that, in addition to threats to their health and education, many young people are: separated from their families and caregivers; sexually and/or physically abused; forced into armed forces and/or criminal gangs; and become the subjects of human trafficking and illegal adoptions.5 Many of their basic and developmentally-specific needs for physical, social and emotional supports go unmet and they are extremely vulnerable to developing a range of physical and mental health issues. The longer young people live in these contexts, the more vulnerable they are to the risks associated with these dangerous environments.

Children on the Move: Displacement A common feature of all CEDs is displacement. There are an estimated 51.2 million people who have been displaced worldwide: 16.7 million are refugees, 33.3 million are internally displaced people, and 1.2 million are asylum seekers.6 Families are often forced to move between urban and rural environments, through war-zones, into refugee and internally displaced person (IDPs) camps, and across a variety of interacting political and economic contexts.

Those who migrate without their families or adult guardians are at even greater risks of violence. The Lost Boys of Sudan refers to the 20,000 boys, for example, who were displaced during the 1983-2005 civil war.7 This brutal conflict forced the boys to travel across three countries by foot, environments rife with dangers.8

Humanitarian agencies are faced with enormous child protection challenges as they implement violence prevention strategies. Few agencies or governments are willing to take responsibility for these children and address the complex dilemmas this population poses.9 These precarious situations negatively impact the physical, emotional and mental well-being of young people.10 A study on the experiences of unaccompanied children who came to Canada sheds light on the exclusion and risks they faced in a new country.11 One young man recalls what his life was like when he first arrived.

"I had come from the real war, people killing each other, and now I faced a different kind of war: learning the language and living on the street and dealing with all these gangsters … I didn’t have anywhere to go, no house, nobody to talk to. I had six dollars, I didn’t know the language, and [I was] hungry. I [found] myself a place … this bridge connecting the port. I went under the bridge and there was a little hole. That was my house the whole time I lived [there]."

The inherent rights of children to be safe, regardless of where they live, are protected by the UN Convention on the Rights of the Child (article 19). This study found that young people are treated based on how they are perceived as refugees and as children. In Canada, these perceptions are grounded in anxieties concerning irregular migration, welfare dependency,

Orphans and Street-Involved Children and Youth There are over 153 million children worldwide who have lost one or both of their parents, and millions more who are homeless or street-involved.12 The 2004 Indonesian tsunami, for example, left thousands of children without families or caregivers.13 Children on their own are extremely vulnerable to multiple forms of violence. The barriers they face accessing services and supports, such as health care, further expose them to risks.14

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Children Affected by Armed Conflict Young people are increasingly being used as instruments of violence in armed conflicts.

Thousands of children – some as young as six years old – are recruited as soldiers. Others are forced into sexual slavery.18 Witnessing, experiencing and perpetrating violence all have negative consequences for the mental health and social reintegration of young people. The younger the child and the longer their involvement, the deeper the impact.19 When the conflict ends, many feel they can’t return to a normal life and they cope by joining youth gangs that offer them respect, protection and means within a community.

Young women and girls are also recruited as child soldiers. One issue facing them is that many don’t see themselves in that role when the conflict ends and they are less likely to access rehabilitation support.

In Sierra Leone, girls made up an estimated 30% of child soldiers, for example, but only 8% of those who accessed support afterwards.20

Gender-Based Violence Rape is a common weapon in wars and many adolescent girls are sexually assaulted and can be forced into sexual slavery, especially if they are separated from their families.22 Young men and boys are vulnerable too. Reports from the Democratic Republic of Congo, sometimes referred to as the rape capital of the world, say that the number of male victims is increasing throughout the country.23 Intimate partner violence (IPV) escalates during CEDs whether because of stress or the breakdown of social norms.24 For girls who marry young (often forced) and who become mothers, IPV can result in significant intergenerational consequences for their children and families.

There is good evidence that lesbian, gay, bisexual and transgendered (LGBT) youth experience more violence than heterosexual youth.25 More research is needed to understand the violence they experience in CEDs.

Children and Youth With Disabilities Young people with disabilities are 3-4 times more likely than their peers without disabilities to be victims of violence. Their increased victimization can stem from stigma, lack of support by caregivers, negative traditional beliefs and ignorance about disabilities, and/or because increased care needs make them more vulnerable.26 In the context of CEDs, their isolation and invisibility makes them even more vulnerable.27

Human Trafficking and Child Labour The sale and trafficking of children, debt bondage and the forced recruitment of children for use in armed conflict are some of the worst forms of child labour.15 Some believe an estimated 1.2 million young people are trafficked each year for prostitution, forced labour or other forms of exploitation.16 CEDs create conditions where young people, especially those without family or guardians, become even more vulnerable to these harms17. Violence and coercion is at the heart of these activities.

Child-Headed Households Disease, conflict or natural disaster can lead to children taking charge of decision making and providing for the needs of others within households.28 In Rwanda, there are approximately 60,000 child-headed homes, for example, with three-quarters of them led by girls.29 Their vulnerability to abuse and exploitation is only amplified in times of CEDs.

8 Promising Practises for Violence Prevention to Help Children in Disasters and Complex Emergencies

violence prevention: how it works

So what can be done to prevent the violence that occurs during times of complex emergencies and disasters?

There are no easy answers but comprehensive violence prevention strategies can make a real difference, especially when a collective impact approach is used. According to the Institute for Economics and Peace (2014)30, prevention costs $1 to every $7 spent addressing the impacts of violence. The United Nations Office for Disaster Risk Reduction believes the first step is for countries to be collectively prepared for CEDs.31 Their 10-year Hyogo Framework for Action now serves as the foundation for risk management systems and outlines five priority areas. Their 10-year Hyogo Framework for Action now serves as the foundation for risk management systems and outlines five priority areas. Building on these priority areas, this report has developed 6 key recommendations for preventing violence during CED's:

1

Child protection needs to be a priority in CED's preparation and response

2

All young people need to be educated and engaged on violence prevention

3

More research is needed on preventing violence against children during CED's

4

Violence prevention must be integrated into all responses

5

Violence prevention teams are critical for effective and integrated programming

6

Everyone involved in CED preparation and response need to be well trained and committed to keeping children safe More information on these recommendations can be found in the checklist provided at the end of this summary document.

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Using public health, resilience and social ecological models to prevent violence Best practices for preventing violence are rooted in public health, resilience and social ecological theories.

The public health model views violence much like an infectious disease that can be prevented by changing the factors that facilitate it.32 By encouraging the cooperation of multiple disciplines such as medicine, sociology, education and economics, even small investments can have large and long-lasting benefits.

Public health’s basic approach is to:  Define the problem,  Investigate its causes,  Develop and test interventions,  Implement those that are most effective, and  Evaluate.

Promoting resilience in the context of CEDs means prioritizing the ability of vulnerable young people to make the most of available resources. Family and community support are essential. These protective processes help shield young people from the effects of adversity and promote positive adaptation.

Public health and resilience models share a foundation in social ecology. A social ecological approach to violence prevention identifies factors that support violence at the societal, community, relationship and individual levels. Human development is seen as the outcome of reciprocal interactions between individuals and their environments, varying over time as a function of person, culture and context. Interventions need to be implemented at each level in a coordinated manner if the cycle of violence is to be interrupted.

Society There are important statutes and charters in place now to strengthen the legal protection of children, including a prohibition on the recruitment and use of children in armed conflict. These include the UN Convention on the Rights of the Child and the African Charter on the Rights and Welfare of the Child.

Many of these human rights instruments involve positive obligations for states to prevent violence and to investigate and prosecute those who violate these conventions.

Despite legal protections, children are still vulnerable to exploitation when populations move across a variety of interacting geographical, political-economic and temporal contexts. Enforcing child protection is hampered by a lack of resources and government coordination, especially during times of crises.

Community Creating safe, healthy environments and community supports for young people and families is widely recognized as a cornerstone for fostering resilience and preventing violence. CEDs can devastate community infrastructure and supports provided by police, teachers, health and welfare workers.

10 Promising Practises for Violence Prevention to Help Children in Disasters and Complex Emergencies

Careful planning of relief environments is a key component of violence prevention. Child friendly spaces are used in many emergency settings as a first response to child protection. They mobilize communities around child protection, provide opportunities for children to play and socialize, and offer intersectoral support.34 Basic physical space design is also important. Constructing refugee camp latrines in highly visible areas, for example, and making sure there is adequate lighting and surveillance can help prevent sexual assaults. Sufficient numbers of well-trained security or police forces need to be visible and able to effectively respond to complex emergencies.35 Young people say they want safe places where they can meet, talk and get help about their physical and mental health needs (UNICEF 2013; p24). Engaging youth in developing these spaces is considered a best practice to promote resilience among this population.36 Businesses also have an important role to play. High levels of unemployment, particularly among youth, contribute to regional destabilisation. In 2008, the UN Framework on Business and Human Rights called on businesses to act with corporate responsibility to curb human rights abuses and build safe and supportive communities.

School and Community Based Interventions School-based interventions can successfully help children overcome problems linked to forced migration. Models that address the whole school environment are particularly useful because they provide an understanding of how the different systems in a child’s life intersect (children, teachers, families, community resources, etc.). Teachers and educators need training on how to prevent violence among their students.

The importance of cultural competency can’t be overlooked.

Relationships: Cycles of Violence The social relationships young people have with their peers, family members, intimate partners and others can perpetuate or prevent violence. Violence is cyclical in nature so taking strong steps to address the needs of children who have been exposed is a critical part of prevention work.

Violence prevention programs at the relationship level help children by focusing on their important relationships. These include education on psychosocial support, building on family strengths, effective parenting practices, problem-solving skills and enhanced family communication techniques.37

Individuals' Voices Count Globally, one in five adolescents will experience a mental health problem. The risk increases in situations of violence, displacement and poverty.38 Researchers and humanitarian organizations are learning more about how CEDs impact the mental health of young people. Variables such as individual temperament and biological factors, trauma reminders, prior traumatic experiences, family functioning and secondary adversities, all have an impact on a child’s ability to adapt to traumatic events.39 Children who are exposed to violence in CEDs often experience various traumatic events and violent contexts prior to, during, and after their arrival in countries of asylum.40 War-affected children can be helped with cognitive-behavioural therapy, for example, to deal with their fear, sense of helplessness and anxiety.41 Testimonial psychotherapy and narrative exposure help young people tolerate gradual exposure to the remembering and retelling of traumatic memories. Storytelling, drawing, play, writing or other structured age-appropriate formats are also often used.

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Collective Impact approaches Interventions that involve a high level of cross-sector collaboration will have the strongest impact on addressing complex social problems. Collective impact approaches are a growing trend in strategic partnership building and they take service delivery collaboration to a new height. In the case of violence prevention, emphasis is placed on implementing well-coordinated interventions on multiple levels – individual, family, community and society – through a centralized infrastructure and structured process.44 When this kind of cross-sector, multi-level approach is used, positive sustainable change happens. CEDs are the perfect context where collective impact approaches can be successfully used.

Five conditions of collective success:

 

Common agenda,

 

Mutually reinforcing activities,



Backbone support organization.

Shared collection & measurement systems,

Continuous communication, and

Kanie and Kramer, 2011

12 Promising Practises for Violence Prevention to Help Children in Disasters and Complex Emergencies

putting learning into practise All around the world, families, communities and young people are cutting a deliberate path to wellness in the midst of experiencing extraordinary adversity. Here are some examples of how a collective impact approach can be initiated to prevent violence.

Philippines On November 8, 2013, Typhoon Haiyan struck the Philippines. Increased violence was identified as a public health risk in the aftermath and children and women were found to be particularly vulnerable to sex trafficking, sexual and physical violence, and prostitution in order to survive. Those regions hardest hit by the typhoon, such as Leyte, were already hotspots for sex trafficking, domestic violence and child abuse and the disaster severely compromised government and community mechanisms dedicated to addressing this violence.

The Canadian, Norwegian and Hong Kong Red Cross Health Emergency Response Unit (ERU) was deployed to Leyte province. They collaborated with the Philippine Red Cross (PRC) and rapidly completed community assessments with neighbourhood leaders and health workers. The result was an action plan to integrate violence prevention, mitigation and response into health care and community outreach activities.

For the first time, violence prevention was part of an ERU response. Violence prevention activities included tracking violence-related injuries on patient-intake reports; connecting patients who had experienced violence with appropriate psychosocial services; and providing safe places for children and nursing mothers. PRC volunteers – many of whom were youth – were trained in violence prevention and how to provide psychosocial support. Gender-specific experiences of violence were highlighted. Referral systems for medical, legal or protection services were developed. Violence prevention messages were integrated into children’s games and relief distributions of food and other items. What worked was implemented in other cities.

The Philippine PRC has a strong culture of volunteerism. When disaster strikes, these teams are on the frontlines in cities, towns and villages, supporting thousands of people. Their vital work now includes violence prevention.45

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Sierra Leone Sierra Leone was home to some 10,000 child soldiers during its brutal 11-year civil war. The country’s high levels of youth unemployment, low rates of child education, and proximity to countries that use child soldiers, suggest that young Sierra Leoneans are still at a high risk of recruitment into militias and armed gangs.

In 2012, the Romeo Dallaire Child Soldier Initiative began to collaborate with the Sierra Leonean government to develop and pilot a comprehensive training program for all members of the Republic of Sierra Leone Armed Forces (RSLAF), the Sierra Leone Police Service (SLP) and the Sierra Leonean Prison Services (SLPS). The course taught mixed audiences of soldiers, police and prison personnel how to respond to incidences of child soldiering and ways to prevent child recruitment.

Intra-security sector collaboration and information sharing was critical to the initiative’s success. Soon after the program started, the main security-coordinating body in the country – the Office of National Security – asked to participate. Their inclusion was critical for coordinating efforts and raising awareness about how early warning signs of the recruitment and use of children by armed groups is key to the prevention of future conflict.

The program’s curriculum has since evolved and is now used by RSLAF troops deployed on peace operations abroad (particularly in Somalia). Training-of-trainer activities among members of the RSLAF, SLPS, SLP and the Office of National Security, help ensure that the course is locally owned, customizable and sustainable. As a result of conducting a training of trainer’s workshop in May 2014 in Sierra Leone with the RSLAF, SLP, Office of National Security and SLPS, the members created a “What’s App” group called the Dallaire Initiative Ambassadors. It was created to keep the various members who successfully completed the “Training of Trainers” in contact with each other and to support ongoing efforts to embed the information and training within the various departments. Throughout the recent Ebola Epidemic that has gripped Sierra Leone, the What’s App group has allowed the participants to keep each other informed, to connect to important people during the crisis for assistance, and has given them a forum to contribute positively to the crisis. Of particular note is the fact that the participants, trained in child protection, were now heightened to the plight of children during the crisis and actively seeking solutions that were child friendly.

The Dallaire Initiative also initiated, in partnership with the Sierra Leonean-based Pikin-to-pikin movement, a primary school education program to prevent future recruitment of children. Teacher training resources and storybooks were created to teach children about their basic rights; primary motives, tactics and strategies of recruiters; and how to evade recruitment. Former child soldiers and other community members helped develop the resources that will contribute to broader child protection and peacebuilding at multiple levels.

Palestine The Palestinian Youth Association for Leadership and Rights Activation (PYALARA) is an example of how youth engagement can inform mental health program development and promote resilience. In 1999, a group of young journalists determined to give Palestinian youth a voice started a youth newspaper. With the help of UNICEF, PYALARA also launched the We Care Project that saw trained Palestinian university students mentor and provide psychosocial supports for their peers.

Young people were able to express their frustrations, fears and concerns for the future and this provided valuable insight into how violence was affecting young people. According to PYALARA, youth who expressed their anger and frustration against the occupation by demonstrating, hurling stones, burning tires or writing slogans in the streets were less disposed to contemplate suicide or bombings.46 Those who were less expressive were more inclined to carry out suicide bombings.

14 Promising Practises for Violence Prevention to Help Children in Disasters and Complex Emergencies

Conclusion

Violence is preventable. The experiences of vulnerable children and youth who experience it are often traumatic and heartbreaking but much of the violence in complex emergencies and disasters can be prevented when a well-organized strategy is implemented.

Violence prevention and resilience depend on clusters of factors that influence individual behaviours, relationships, community norms and broader social factors. Our understanding of the effectiveness of prevention strategies is being led by dedicated agencies and researchers in the field, but it needs to be deepened.

A collective impact framework develops active partnerships between organizations and governments that focus on implementing interventions at each level. This is a potential best practice that requires much greater investment.

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policy checklist

Many humanitarian organizations, researchers and communities are actively working to prevent violence against children and youth who live in environments affected by complex emergencies and disasters. This checklist can help your organization implement some of the emerging best practices in this area.

Violence against children and youth during CED's can be prevented 1. Child protection needs to be a priority in CED's preparation and response We have developed clear strategies to ensure that children are safe in all locations We understand the minimum standards for child protection and have integrated them into our response Our budget shows a unique line for child protection expenses Our security staff regularly monitor child protection activities and include outcomes in daily reports 2. All young people need to be educated and engaged on violence prevention Children who are beneficiaries to our programs are engaged in the development, implementation and monitoring of these programs Children are taught how to stay safe and have personal safety plans 3. More research is needed on preventing violence against children during CED's We keep records/data on where children are harmed, types of harm and by whom Our prevention strategies are monitored for effectiveness Specific vulnerable groups are identified and supported Our operational plans include "lessons learned" sessions where violence prevention strategies are examined

16 Promising Practises for Violence Prevention to Help Children in Disasters and Complex Emergencies

ďƒź

4. Violence prevention must be integrated into all responses We have integrated violence prevention into rapid and ongoing assessments using a gender lens We have integrated violence prevention into all our responses: health, water/ sanitation, distribution, shelter, livelihoods Our early warning signals include special messages for children on how to stay safe We ensure that reporting and referral systems are place and that children know how to access them 5. Violence prevention teams are critical for effective and integrated programming We have established violence prevention teams in key locations Membership on the teams include decision makers, beneficiaries and youth We seek to work with other CED organizations under a collective impact model 6. Everyone involved in CED preparation and response need to be well trained and committed to keeping children safe All our personnel have signed a Code of Conduct All our personnel know our Child Protection policy and reporting guidelines All our personnel have been educated on violence prevention and the impact of CED's on children We have set up a system that supports our personnel and holds them accountable for the safety of children under their care

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15

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4

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5

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21

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22

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The "lost boys" of sudan: Use of health services and functional health outcomes of unaccompanied refugee minors resettled in the U.S. Journal of Immigrant and Minority Health, 10(5), 389-96. doi:http://dx.doi.org. ezproxy.library.dal.ca/10.1007/s10903-007-9110-6

23

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Canadian Red Cross. Retrieved from: http://www.redcross.ca/who-weare/red-cross-stories/2013/why-does-violence-escalate-after-disasters-

24

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25

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Bryan, C., & Denov, M. (2011). Separated refugee children in Canada: The construction of risk identity. Journal of Immigrant & Refugee Studies, 9(3), 242-266.

28

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Retrieved from: http://www.unicef.org/sowc06/

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Le Roux-Kemp, A. (2013). Child Headed Households in South Africa: The Legal and Ethical Dilemmas When Children are the Primary Caregivers in a Therapeutic Relationship, in Bray, P. & Mak, D. (Eds.) People Being Patients: International, Interdisciplinary Perspectives, Inter-Disciplinary Press. Retrieved from: http://www.unicef.org/disabilities/files/Factsheet_A5__Web_NEW.pdf

BBC (2014). Children of Conflict: Child Headed Households. BBC World Service. Retrieved from: http://www.bbc.co.uk/worldservice/people/features/childrensrights/childrenofconflict/headed.shtmlBerman, H. (2001).

Children and war: Current understandings and future directions. Public Health Nursing, 18(4), 243-252. doi:10.1046/j.1525-1446.2001.00243.x

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Krug, E.G., Mercy, J.A., Dahlberg, L.L., Zwi, A.B. & Lozano, R. (2002). The World Report on Violence and Health. World Health Organization. Retrieved from http://whqlibdoc.who.int/publications/2002/9241545615_ eng.pdf

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39 APA task force on the Psychosocial effects of War on children and families who Are Refugees from Armed conflict Residing in the United states Retrieved from: http://www.apa.org/pubs/info/reports/refugees-full-report.pdf Pynoos, R. S., Steinberg, A. M., & Piacentini, J. C. (1999). A developmental psychopathology model of childhood traumatic stress and intersection with anxiety disorders. Biological Psychiatry, 46(11), 1542-1554.

Pynoos, R. S., Steinberg, A. M., & Piacentini, J. C. (1999). A developmental psychopathology model of childhood traumatic stress and intersection with anxiety disorders. Biological Psychiatry, 46(11), 1542-1554.

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Perry, B. D., & Szalavitz, M. (2006). The boy who was raised as a dog [and other stories from a child psychiatrist's notebook]: What traumatized children can teach us about loss, love, and healing. New York: Basic Books Romeo, R. D., & McEwen, B. S. (2006). Stress and the adolescent brain.

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ilies who Are Refugees from Armed conflict Residing in the United states Retrieved from: http://www.apa.org/pubs/info/reports/refugees-full-report.pdf Lustig, S. L., Kia-Keating, M., Knight, W. G., Geltman, P., Ellis, H., Kinzie, J. D., & Saxe, G. N. (2004). Review of child and adolescent refugee mental health. Journal of the American Academy of Child & Adolescent Psychiatry, 43(1), 24-36.

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APA task force on the Psychosocial effects of War on children and families who Are Refugees from Armed conflict Residing in the United states Retrieved from: http://www.apa.org/pubs/info/reports/refugees-full-report.pdf Lustig, S. L., Kia-Keating, M., Knight, W. G., Geltman, P., Ellis, H., Kinzie, J. D., & Saxe, G. N. (2004). Review of child and adolescent refugee mental health. Journal of the American Academy of Child & Adolescent Psychiatry, 43(1), 24-36.

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Onyut, LP., Neuner, F., Schauer, E., Ertl, V., Odenwald, M., Schauer, M., & Elbert, T. (2005). Narrative exposure therapy as a treatment for child war survivors with post-traumatic stress disorder: Two case reports and a pilot study in an refugee settlement. BMC Psychiatry, 5, 7.

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Text from this case study is adapted from “Coping with Crisis” Magazine (Issue 1-2014) http://pscentre.org/new-coping-crisis-now/

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Van Teeffelen, T., Bitar, H., & Al-Habash, S. (2005). Resilience in the Palestinian occupied territories. Handbook for working with children and youth: pathways to resilience across cultures and contexts. Thousand Oaks, Calif.: Sage, 417-432.

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Ungar, M. (2011). The social ecology of resilience: A handbook of theory and practice. Springer.

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APA task force on the Psychosocial effects of War on children and fam-

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This document should be referenced as follows: CYCC Network (2014). Promising Practices for Violence Prevention to Help Children in Disasters and Complex Emergencies.

Retrieved from http://cyccnetwork.org/en/violenceprevention

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Promising Practises for Violence Prevention to Help Children in Disasters and Complex Emergencies