Child & Youth Resilience - The SCD Approach Health & Development Network, Anne-Sophie Dybdal, Psychologist & Senior Child protection advisor Sita Michael Bormann, Senior Child Protection Advisor

SCD’s perspective on children (’Børnesyn’) Reflects visions, perceptions and SCD’s position regarding children, which has a key influence on our way of working with and for children. Rights based, universal, based on key UNCRC principles: Children’s right to protection from all forms of discrimination (UNCRC §2) Best interest of the child (UNCRC §3) Children’s right to development and survival (UNCRC §6) Children’s right to participation (UNCRC § 12-14) Respect for children’s stage of maturity and development (ages and stages) (e.g. UNCRC §5)

SCD’s Børnesyn …. Children are subjects with their own sets of values. They have their own views and ways of acting and these should be respected by the adults in their surroundings (both in the private and public sphere) Children are central actors in their own life and citizens who must be given information and be listened to like everyone else Children want to participate in matters concerning them and they are capable of stating their own views  Selfesteem and empowerment Children’s needs must be addressed and fulfilled from the perspective of the best interest of the child. In this process, all rights of the child must be considered.

SCD’s Børnesyn …. Children’s stages of maturity and skills are developing – incl. their competencies as citizens  meet the child where it is, respect children’s differences, provide appropriate guidance and support according to this. Children develop and thrive best when part of inclusive communities and safe environments (play, creativity, learning). In this process, children need care and protection. Adults have the main responsibility, but children can play an active part in their own protection. Focus on positive and healthy relations (to other children and adults in the child’s immediate environment). Children have a right to access social welfare benefits which are designed to meet their special situation and needs.

Our ‘Børnesyn’ is reflected in our resilience approach Focus on developing children’s integrity, self-esteem, confidence, competencies and strength = Resilience. Focus on ensuring that the adults in children’s immediate environment can create a framework to support children’s resilience = Resilience-promoting/ enabling environments.

Resilience - Background Stems from research within the psychology field (1970s) – huge population surveys (1980s/90s). SC’s approach is based on newest international research and development within resilience. Based on research and knowledge within infant/child brain development & mental health. SCD & IRCF developed jointly the Child Resilience programme and manual, peer reviewed by IASC MHPSS + reviewed, approved and adopted by SC Child Protection Initiative. Youth resilience programme and manual in press (based on the child resilience programme)

Resilience - definition Resilience: A common definition. The capacity of a dynamic system to adapt successfully to disturbances that threaten system function, viability, or development (Masten, in press) Psychological Resilience is...In the context of exposure to significant adversity resilience is the capacity of individuals to navigate their way to the psychological, social, cultural, and physical resources that sustain their well being, and...their capacity individually and in groups to negotiate for these resources to be provided...in culturally meaningful ways. Resilience ≠ well-being

Child Resilience - Main components The ability to overcome difficulties and to succeed, despite challenges and setbacks/ ‘bounce back’ Not a set of permanent general individual personality traits, but skills that can be learned (and de-learned) – not something you either have or don’t have. Something in the individual as well as something in the environment – a dynamic process of action and interaction between individuals and their environment (intrapersonal as well as interpersonal)

Child resilience components… Combination of –Personal/individual characteristics –Factors in the home/family –Factors in community/society About identifying and promoting protective and enabling factors and reducing risk factors in children and young people’s lives.

Crucial factors for children’s resilience Good communication, problem-solving and cognitive abilities. Positive self-image. Talents and skills. Ability to self-regulate. Ability to seek help from others. Stable, nurturing environments. Consistent discipline. Strong cultural identity.  Cognitive, social and emotional skills

11 SCD’s Child resilience programme  14 countries (dev’t and hum contexts)* since 2009  Structured process with group interventions for children over time (10-16 workshops) – supplemented by a process with significant adults in the children’s environment (parents, caretakers, teachers, etc).  Creative, relations-based, fun, safe and inclusive.  Child Resilience measurement tool developed (measuring pre- and post the intervention in all countries).  Always integrated as a central component in our general Child Protection programmes (never as a stand-alone). Can also be integrated in other interventions (health, education, DRR, etc) * Countries: Haiti, OPT, Iraq, Jordan, Lebanon, Yemen, Somalia (Puntland), South- Sudan, Ethiopia, Kenya, Mali, Sierra Leone, China, Bangladesh.

Aims of the child resilience programme Strengthen children’s resilience to react and ask for help if they or their peers are at risk. Strengthen children’s knowledge of their rights and what this means in practice. Strengthen feeling of solidarity and sense of community in child groups. Strengthen children’s knowledge about how to thrive, how the social protection system works and where to get help if they are exposed to violence, neglect, abuse or exploitation. Create ownership and support from parents, caregivers, family, school and the community

13 Download the manual herehere

Happy, healthy, Resilient CHILDREN Stable FAMILIES with knowledge and skills to support and protect their children LOCAL COMMUNITIES with systems, knowledge, tools and skills to protect vulnerable children and families GOVERNMENTS with child-friendly protection systems, policies and action plans (implemented &monitored)

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