A Toolkit in Engaging Community Child Protection Volunteers

A Toolkit for for Community
Child Protection Volunteers

Part 1: Volunteers’ Roles Supporting Case Management December 2021
This toolkit is accompanied by the Community Child Protection Volunteers Training Manual
for child protection teams working with community volunteers engaged in case management
Acknowledgements and Citation
©The Alliance for Child Protection in Humanitarian Action, 2021.

This project was a collaborative effort among child protection practitioners,
academics, and advocates across the globe. The project team is indebted to
the members of the Inter-Agency Review Committee, as well as the country
consultants who have inspired the development of a practical resource that
can immediately benefit community volunteers. Thanks to Michelle Van
Akin for her project leadership and immeasurable support to ensure the
development of this resource.
Most importantly, we would like to thank the community volunteers
themselves, who work tirelessly to protect children in their communities from
violence, exploitation, abuse, and neglect. It is their stories and services that
have driven this project.
This report is made possible by the generous support of the American people
through the United States Agency for International Development’s (USAID)
Bureau for Humanitarian Assistance (BHA).
The contents are the responsibility of the Alliance, and do not necessarily
reflect the views of USAID or of the United States Government.
Suggested Citation: The Alliance for Child Protection in Humanitarian

Action (2021). A Toolkit for Community Child Protection Volunteers, Part 1:
Volunteers’ Roles in Supporting Case Management.
License: This document is licensed under Creative Commons Attribution-
ShareAlike 4.0. It is attributed to The Alliance for Child Protection in
Humanitarian Action (The Alliance).
Author: Colleen Fitzgerald, LMSW.
Cover photo: © UNICEF/UN0530720/Bidel

Photo opposite: © PLAN International
“
Foreword/ Preface
They are our neighbors, a friend, a listener, an interpreter, a guide.

They notice when we are facing problems, and are the first ones
to respond. They open doors for us. And as we go to new places,
they are right there with us, by our side. They are appreciated
in our community, working all day long for children like us.
They understand and advise us, they encourage and support
us. Sometimes they take risks for us. They are our translators
and interpreters when no one understands. They help us solve
problems. They listen to us, in confidence and trust. They are
beside us, so we can be brave. They help us stay safe. They are
far more than neighbors to us. They look after us, empower, and
“
protect us. They value us ... and we value them.
Today, more than ever, volunteers are on the frontlines of protecting children
in their communities. Volunteers work tirelessly in complex humanitarian
contexts and often face emotional and physical risks, with little recognition
for their efforts.
The Toolkit for Community Child Protection Volunteers and supplementary
training manual aim to promote evidence-informed best practices when
engaging community volunteers in child protection responses. This toolkit is
based on the Community Engagement in Case Management study, which was
commissioned by the Alliance and completed in 2020. The study included
a review of the evidence on the effectiveness of community volunteers, as
well as a comparison of its findings with data from current practice. Methods
included interviews with child protection practitioners and an examination
of documents such as training materials, standard operating procedures,
and guidelines. Volunteers’ perspectives were collected via narratives from
a variety of contexts and through qualitative research in four humanitarian
settings in Myanmar and Malawi. The toolkit and supplementary training
manual were piloted in three humanitarian settings: Borno State, Nigeria;
Dzaleka refugee camp, Malawi; and Cabo Delgado Province, Mozambique.
The evidence showed us that when we care for community volunteers, we
serve vulnerable children better. Our vision is that this toolkit will inspire
child protection organizations across the globe to recognize the essential
role of volunteers and develop case management responses that will engage
volunteers ethically. These changes will not happen overnight, but even small
measures can lead to a significant impact.
Countries engaged in the
global research (including
field narratives and key
informant interviews) and
field testing
Photo © PLAN International: Anthony Huus

Contents
Background Page
Foreword/Preface
Key Terms 2
Acronyms 3
Who is this Toolkit For? 4
Prerequisites
Introduction 6
What the Research Tells Us 10
Six Steps to Ethical Practice for CP Organizations Working With
Volunteers Supporting Case Management 12
Ethical Practice Guidance for Community Volunteers Engaged in

Case Management
Step 1. Assess and Analyze Community Volunteer
Engagement in Case Management in the Context 12
Assessments of the context for community
engagement in Case Management 14
Analysis of Community Volunteer Engagement in
Case Management 15
Step 2. Decide How to Engage or Adapt Community Volunteers

engagement in Case Management 16
Determining Roles and Expectations 16
Budget Considerations for Community Volunteers’
Support to Case Management 18
Step 3. Implement Case Management Projects That Ethically

Engage Community Volunteers 20
Identifying and Selecting Community Volunteers 20
Community Volunteers as Part of the CP Case
Management team 21
Remote Case Management Teamwork 23
Peer Support 23
Supervision 25
Remote Supervision 27
Power Dynamics 27
The Safety of Community Volunteers 29
The Wellbeing of Community Volunteers 30
Step 4. Strengthen and Develop Community Volunteers’
Capacity to Support the Case Management 32
Step 5. Engage in Monitoring, Evaluation, Accountability,

and Learning (MEAL) with Community Volunteers
to Ensure Accountability and Safeguarding 33
Step 6. Advocate for Proper Resourcing for Community

Volunteers in Their Activities Supporting Case
Management 36
References 39
Tools (Annexed)
1 Interview Guide on Community Volunteer Engagement
2 Workshop Guide on Community Volunteer Engagement
3 Analysis Guide on Community Volunteer Engagement
4 Community Volunteer Role Description
5 Budget Checklist for Community Volunteers
6 CP Community Volunteer Selection
7 Community Volunteer Code of Conduct
8 Peer Support Group Tool
9 Individual Supervision Meeting Record
10 Group Supervision Meeting Record
11 Community Volunteer Safety and Wellbeing Checklist
12 Feedback Boxes Tool
13 Volunteer Questionnaire Tool
14 Best Practices Poster
15 Community Volunteer Policy Brief
Key Terms
Case management: an approach for addressing the needs of an individual

child who is at risk of harm or has been harmed. The child and their family are
supported by a caseworker in a systematic and timely manner through direct
support and referrals. Case management provides individualized, coordinated,
holistic, multisectoral support for complex and often interconnected child
protection concerns.1
Caseworker: the key worker involved in a case who maintains responsibility for
the child’s care — from identification to case closure.
Child protection: the prevention of and response to abuse, neglect,
exploitation, and violence against children.
Community-led child protection: approaches that are led by a collective,
community-driven process rather than by an NGO, United Nations (UN) agency,
or another outside actor.2
Confidentiality: the obligation that information about an individual disclosed
in a relationship of trust will not be disclosed or made available to unauthorized
persons in a manner inconsistent with the terms of the original disclosure or
without prior permission.
Incentive: a payment or concession to encourage and/or facilitate certain
behavior or actions.
Minimum expenditure basket (MEB): what a household requires in order to
meet its essential needs on a regular or seasonal basis, and its cost. The MEB
is a monetary threshold for the cost of these goods, utilities, services, and
resources — and is conceptually equivalent to a poverty line.3
Natural helpers: community members acting in an informal way to help their
neighbors, with no relationship with any organization.
Referral: the process of formally requesting services for a child or their
family from another agency through an established procedure and/or form.
Caseworkers retain the overall responsibility for the case even after referrals.
Remuneration: money paid for work or a service.4
Salary: a fixed regular payment made by an employer to an employee.
Supervision: a supportive relationship. It is carried out via regular meetings
that focus on accountability, well-being, and skill development. Through regular
contacts, the supervisor provides coaching and encourages the supervisee to
critically reflect on their practices. The ultimate aim of supervision is to improve
services for the clients.5
Volunteers: individuals from the affected community who are selected by
an organization to support children and families. Community volunteers have
a formal agreement with a local community-based organization, a local or
national nongovernmental organization (NGO), an international NGO, the
government, or a UN agency.
2
Acronyms
• CP: Child Protection
• CPMS: Minimum Standards for Child Protection in Humanitarian Action
(Child Protection Minimum Standards)
• CPCM: Child Protection Case Management
• IDP: Internally Displaced Person
• IFRC: International Federation of Red Cross and Red Crescent Societies
• M&E: Monitoring and Evaluation
• MEAL: Monitoring, Evaluation, Accountability, and Learning
• NGO: Nongovernmental Organization
• PSEA: Prevention of Sexual Exploitation and Abuse
• SOP: Standard Operating Procedure
• UN: United Nations
• USAID: United States Agency for International Development
• UNHCR: United Nations High Commissioner for Refugees
• UNICEF: United Nations International Children’s Emergency Fund
Photo: © UNICEF/UN0518449/Bidel
1. Alliance for Child Protection in Humanitarian Action, Inter Agency Guidelines for Case Management & Child Protection. 2014. p. 14.
2. Alliance for Child Protection in Humanitarian Action. 2019. Minimum Standards for Child Protection in Humanitarian Action, 2019 Edition.
3
3. World Food Program. 2020. Minimum Expenditure Baskets Guidance Note.
4. International Labour Organization (ILO), n.d., ILO Glossary of Statistical Terms, Statistical Glossary.pdf (ilo.org).
5. Guidance Manual on Strengthening Supervision for the Social Service Workforce, 2020.
Who is the Toolkit for?
A Toolkit for Community Child Protection Volunteers, Part 1: Volunteers’

Roles Supporting Case Management, and the supplementary Training
Manual, are for child protection (CP) case management actors who work
with community volunteers to support children and families in their
communities. The toolkit provides guidance for:
• CP case management teams, including volunteers, caseworkers,
supervisors, and managers
• CP staff responsible for designing, coordinating, and monitoring case
management activities
• CP advisors focused on providing technical support and developing
standards for case management
Prerequisites
As a foundation, it is essential that CP organizations using this guidance and
toolkit have relationships with the affected communities, and promote the
communities’ natural mechanisms for keeping children safe. The customs
and practices of communities for keeping children safe vary greatly across
countries, contexts, and cultures. During humanitarian emergencies, there
are often new harms that children are exposed to, and new coping strategies
employed by families and community members. It is essential that CP actors
consistently support community members’ ownership, as outlined in the
Minimum Standards for Child Protection in Humanitarian Action (CPMS,
Standard 17).6 In all humanitarian responses, it is critical for CP actors to
avoid doing harm. They can achieve this by understanding:
• Community beliefs and concepts regarding child well-being and
development
• Existing community structures and power dynamics
• Resources and strengths within the community that protect children
• Local practices of protecting children from violence, abuse, neglect, and
exploitation
• Customary practices that may have been designed to protect children,
but may actually be harmful to them
Further, CP organizations using this toolkit must meet the minimum
standards of case management, as outlined in the CPMS (Standard 19).7 This
includes determining whether case management is contextually appropriate
and if the organization is able to provide the needed case management
services in line with national systems and procedures. CP organizations
implementing case management must have adequate procedural safeguards,
data protection standards, staff training, and supervision.8
4
The tools presented in this toolkit and in the supplementary training
manual should be used alongside the existing community-level CP and case
management global resources, as outlined below:
Community-Level CP Resources Case Management Resources
• A Reflective Field Guide: • Inter Agency Guidelines for Case
Community-level Approaches to Management & Child Protection,
Child Protection in Humanitarian 2014
Action, 2020 • Child Protection Case
• Strengthening Community-level Management Training Manual
Child Protection in Humanitarian for Caseworkers, Supervisors and
Action: Capacity Building Managers, 2014
Package, 2020 • Case Management Supervision
• A guide for supporting and Coaching Package, 2018
community-led child protection
processes, 2018
• Toolkit for reflective practice in
supporting community-led child
protection processes, 2018
Photo © PLAN International
8. Alliance for Child Protection in Humanitarian Action. 2019. Minimum Standards for Child Protection in Humanitarian Action, 2019 Edition. 5
Introduction
In humanitarian responses across the globe, community volunteers are

an essential part of the response to cases of violence, abuse, neglect, and
exploitation of children. While volunteers often take on a variety of roles
when responding to the needs of children in their communities, this toolkit
focuses on the specific roles of community volunteers related to the case
management approach.
What the Research Tells Us

In 2020, the Alliance for Child Protection in Humanitarian Action conducted
the Community Engagement in Case Management Study, which focused on
the roles of community volunteers in the case management process.9 The
study identified the capacities and limitations of community volunteers and
identified best practices. It provided evidence that served as the basis for
this toolkit and the training manual. The key findings related to community
volunteers’ engagement in case management are summarized below.
Benefits
In humanitarian responses, there are significant benefits to children,
families, and the broader community when CP organizations engage
community volunteers, as the volunteers:
• Are the critical bridge extending support from CP actors to
children and families affected by crises
• Are ever-present in the community when no other system exists or
when humanitarian actors cannot gain access
• Bring a deep understanding of the context and relationships with
children, families, communities, and religious leaders
• Develop a sense of agency and positive identity within the
community
6
Introduction
Potential risks
• Often CP organizations do not adequately recognize volunteers
as members of the affected community in need of protection
and humanitarian assistance.
• Community volunteers are frequently expected to respond to CP
cases without the training, supervision, or support needed to do
the work safely and effectively. At worst, this was referred to by
some key informants as potential exploitation.
• Power dynamics are a central, complex part of community
volunteers’ lives; with the CP organization, the community, and
the volunteers’ relationships with children at risk.
• They frequently face emotional and physical risks, as well as
threats of retaliation.
• The limited support and recognition, coupled with complex
power dynamics, can lead to potential risks of harm to children
and families.
• Negative consequences can arise if community volunteers are
engaged with inadequate resources or with too little thought
given to the issues highlighted above.
Throughout this toolkit, there are references to particular pieces of

evidence from the research. You will find them in green boxes.
As outlined in the research, the engagement of community volunteers in

case management can at times be problematic and potentially harmful to
children and families. Volunteers are frequently expected to support CP cases
without the training, supervision, or support needed to do the work safely or
effectively. In addition, the research showed that community “volunteers”,
some of whom are provided with limited incentives, are often expected to
work full time, leaving little time for them to meet their own economic or
family needs. The evidence suggests that this situation is not sustainable; it
can also affect the safety and well-being of the volunteers and, ultimately, of
the children and families they serve.
9. Alliance for Child Protection in Humanitarian Action, Community volunteers and their role in case management processes in humanitarian
contexts: A comparative study of research and practice, 2021. 7
Introduction
The evidence gathered in the research points to clear ethical practices for the
engagement of community volunteers in a CP case management program.
They include:
DD Clearly defined roles and responsibilities of community volunteers, with
clear limits to their roles in case management
DD Fair compensation and recognition for community volunteers according
to the CP organizations’ expectations
DD Enough resources for the community volunteers to be successful
DD Engagement of community groups and structures, children, and
caregivers in volunteer selection
DD Investment in ongoing training, supervision, and coaching of community
volunteers
DD Integration of community volunteers into CP case management teams,
and eventually into the broader social service workforce
DD Prioritization of community volunteer safety and well-being
DD Strong policy and leadership support from donors, organizational
leadership, and policymakers for the ethical engagement of community
volunteers
The table below is based on the ethical practices outlined above. It aims
to outline the various roles that community members can assume in
case management distinguish who the volunteers should be. Note that
community members can be recruited by CP
organizations as caseworkers responsible for
the children’s care from identification to case REMEMBER:
closure. The role of a caseworker must be
a paid staff position with ongoing training, There are many CP
supervision, and coaching (as outlined in organizations who are
the CPMS). Meanwhile, natural helpers unable to meet all of
are community members who are already the standards outlined
helping children on an informal basis; in the toolkit due to
they should be recognized as resources, current limitations in the
although they are not formally engaged by humanitarian context
the organization. Community volunteers, and funding restrictions.
finally, are community members who are This guidance is meant to
contracted by a CP organization with specific encourage organizations
limited responsibilities related to case to move closer toward
management. They should be provided with ethical practice, which
ongoing training and supervision, and may in many cases will take
be offered an incentive, but they are not time.
expected to work full time.
8
Introduction
Roles of Community Members Supporting Case Management
Characteristics Natural Helpers Volunteers (the focus of this Caseworkers
toolkit)
Member of the From the community From the community May or may
community not be from
the community
(volunteers
can, over time,
progress into this
job)
Formally No, though they may Formal agreement with an Employment by
engaged by an be recognized and organization an organization
organization engaged as a local
resource for children
Time No time Limited time commitment; not Full time
commitment commitment full time, considering that they
are not paid a salary; allows
for other livelihood activities
Educational No educational Should be decided according Secondary
expectations criteria to the context, might be education
expected to have a secondary required, at a
education minimum
Roles and No formal Not responsible for the full Responsible for
responsibilities responsibilities; help case management process, the full case
related to case children informally; but may help with: the management
management might be asked to identification and referral process
support a child as of cases, follow-up on cases
part of a case plan, when needed (especially
and in remote, hard-to-access
settings), accompanying
might be informed children to services,
on how to refer interpretation for caseworkers
children at risk
Documentation/ None Minimal/simple All case
reporting documentation, as might be management
required, limited to referral forms, including
forms and basic tracking of Best Interests
follow-ups Assessments, in
refugee contexts
9
Introduction
Training Might be trained Brief training related to CP, Full case

in how to identify including identification and management
children at risk and referral; and basic training in training
refer them to CP case management (sessions
organizations 1-9 in the training manual, at
a minimum)
Supervision None Regular group supervision; Regular individual
individual supervision and group
recommended, when feasible supervision
Payment No payment Must be decided according Salary equivalent
to the context, with stipends/ to that of an
incentives agreed upon by employee of the
interagency partners government or of
other NGOs
10
Introduction
Six Steps to Ethical Practice for CP Organizations
Working With Volunteers Supporting Case Management
This toolkit supports CP actors to achieve ethical practice standards by having
them progress through six essential steps. Building on the evidence,10 all
six steps include guidance on how to engage volunteers in each part of the
process.
1. Assess and analyze community volunteers’

engagement in case management in the context
2. Decide how to engage or adapt community

volunteer engagement in case management
3. Implement case management projects that

ethically engage community volunteers
4. Strengthen and develop community volunteers’

capacity to support case management
5. Engage in Monitoring, Evaluation, Accountability,

and Learning (MEAL) with community volunteers to
ensure accountability and safeguarding
6. Advocate for proper resourcing for

community volunteers in their activities
supporting case management
Before selecting the proper implementation tools and capacity development

materials to use (steps 3 and 4), it is essential that CP teams undertake
the assessment, analysis, and decision-making phases (steps 1 and 2).
This recommendation is based on the key finding from the research that CP
actors often make decisions on how to engage community volunteers in case
management without adequately understanding the conditions, challenges,
and realities that volunteers face on a daily basis. Frequently, community
volunteers are engaged without a clear framework or plan for sustainability,
leading to potential harm to children, families, and communities.
10. Alliance for Child Protection in Humanitarian Action, Community volunteers and their role in case management processes in
humanitarian contexts: A comparative study of research and practice, 2021. 11
Step 1
Step I: Assess and Analyze Community Volunteer

Engagement in Case Management in the Context
What the evidence says: Safe, effective, and sustainable CP case

management programming must include the organization’s continuous
understanding of the context, in collaboration with the community,
especially community volunteers.
This section of the toolkit is for CP organizations that are engaging

community volunteers or are planning to do so. The target audience includes
managers, advisors, and/or technical staff who are responsible for assessing
the context and designing programs. It is essential that they think critically
about how their organizations are already engaging community members
in a humanitarian response, and how their organizations plan to engage
community volunteers in case management. The findings of an assessment
can provide Child Protection Case Management (CPCM) actors with the
critical information they need to implement ethical programs.
Assessments for CP organizations can vary in nature, depending on the
phase of the response and the existing level of engagement with community
volunteers. Regardless of the phase, however, some key assessment
questions about the context need to be considered, and they are outlined in
the table below.
Note: It is expected that users of this toolkit are implementing a case
management approach, with paid caseworkers. Thus, the assessment
questions are for volunteers who are tasked with supporting the caseworkers.
Key Questions About the Context (for all CP organizations)

Engagement of Community Volunteers in Support of Case Management
• What is the expected benefit of engaging community volunteers in
support of case management? (To children, families, the community,
and the CP organization)
• What assets and knowledge can community volunteers bring to the CP
team?
• What are the possible risks to community volunteers who support case
management?
• Would these risks differ between male or female volunteers, among
volunteers from different ethnic groups, or among volunteers with
disabilities?
• If community volunteers provide support for case management, what
are the possible risks to the children and families? (Consider the issues
of safeguarding and confidentiality.)
12
Community Workforce
Step 1
• Who are the community members already responding to children’s
needs (including the “natural helpers”)?
• Who are the community members that children and families trust?
• What educational levels do these community members have?
• What roles/jobs did community members have before the
humanitarian emergency?
Power Dynamics
• What are the current power dynamics among community members?
• Who are the community leaders, and is their leadership accepted?
• What are the relationships among the different cultural/ethnic groups
or nationalities?
• What are the relationships between the affected population and
humanitarian organizations?
• Are there issues of power and trust?
• Does the affected population speak a different language from that
of most of the humanitarian organization staff?
Remuneration
• Do members of the affected community — such as refugees and
internally displaced persons — have the right to work?
• What livelihood opportunities exist for the affected community?
• Will volunteering enhance or reduce livelihood opportunities for
community volunteers?
• What is the minimum expenditure basket in the context?11 (This
information can be gathered from colleagues engaged in economic
empowerment, food assistance, or livelihood programs)
• What is the legal minimum wage in the context?
• How much does a government social worker and/or a para social
worker earn?
• What is the compensation/incentive policy for other NGOs involved in
the humanitarian response?
• How might remuneration impact community volunteers’ well-being
and safety?
• What is the CP organization’s policy on incentives or stipends for
volunteers?
Sustainability
• How long will the funding likely continue for the CPCM program?
• If funding is discontinued for the CPCM program, what is the
organization’s exit strategy?
• If community volunteers are engaged, how can they be integrated into
the national CP system and social service workforce?
(For CP organizations not yet engaging community volunteers, skip to Step 2.)
11. World Food Program (2020). Minimum Expenditure Baskets Guidance Note. Research, Assessment, and Monitoring Division. Rome, Italy. 13
Step 1
Assessment with Current Community Volunteers

For CP organizations already engaging community volunteers, it is recommended
that they use Tool 1. Interview Guide on Community Volunteer Engagement
and Tool 2. Workshop Guide on Community Volunteer Engagement. These tools
will help CP organizations answer the following fundamental questions:
1. Are the roles of community volunteers working in case management
appropriate and ethical?
• How are community volunteers supporting case management?
• What are the roles of community volunteers on the case management
team?
• How are community volunteers supporting children with protection
concerns and their families?
• What types of cases are community volunteers working on, if appropriate
(including the risk levels)? How is this determined?
• How much time does their role require of them?
• Do community volunteers have time for livelihood activities to support
their families?
2. Are volunteers receiving sufficient recognition, training, and supervision?
• What is the CP organization doing to recognize its volunteers?
• What training(s) have the volunteers received? Has the training adequately
prepared them for their roles?
• Are the volunteers being regularly supervised and coached? If so, what
does that look like and is it enough?
3. Are the material support and remuneration being offered to community
volunteers adequate for their roles?
• What remuneration is being offered to the community volunteers?
• How is the remuneration funded and sustained?
• Does the remuneration adequately reflect the volunteers’ expected roles
and responsibilities?
• Do volunteers have the material support they need to be successful in
their roles? (This typically includes communications, transportation, and
visibility/identification.)
4. What are the challenges, risks, and power dynamics that community
volunteers must face?
• What challenges are the volunteers facing as part of their work in the
community and in case management?
• What risks and power dynamics are the volunteers navigating
• in their communities?
• from other volunteers?
• from the management at their CP organizations?
• How do the volunteers feel about their CP roles within the community?
• What motivates community volunteers to continue in their roles?
• How do community members feel about the roles and responsibilities of
the volunteers?
14
Analysis of Community Volunteer Engagement in Case
Step 1
Management
Following the assessment, the next recommended phase is a joint analysis
by the CP team members, including staff and volunteers. This joint analysis
will help determine what is going well and what needs to be improved in the
ways that volunteers are involved in the CPCM response.
This approach aims to promote reflection and decision-making, with the
CP organization and volunteers taking ownership of different opportunities
to address challenges and promote current positive practices. Due to
power dynamics, it is important that there be separate sessions — with the
volunteers alone and the CP staff alone — before they come together in the
final gathering.
Tool 3. Analysis Guide of Community Volunteer Engagement in Case
Management breaks down the analysis process into three sessions:
Sessions Goals Who Attends?12
1. Volunteers: Summarize the findings Approximately 20
What have we of the assessment, volunteers (try to ensure
learned? brainstorm what the CP representation, to have a
(2 hours) team can do to make geographical area, age, and
improvements. gender balance).
2. Staff: what have Summarize the findings CP Staff members
we learned? of the assessment, (caseworkers, supervisors,
(2 hours) brainstorm what the CP and the manager; if
team can do to make appropriate, HR or
improvements. proposal-development
colleagues may also attend.)
3. CP team: Present suggested If possible, all of the
what can we do actions and develop a volunteers and staff should
together? joint plan together, as a operate in this session as
(3 hours) team. one collective CP team.
In the countries where the toolkit was piloted (Nigeria and Malawi), small
task teams of staff and volunteers were formed to work together. The task
teams were responsible for implementing the action plan over several
months, and they were required to report back to the rest of the CP team.
This approach might be replicable in other contexts.
Tool 1. Interview Guide on Community Volunteer Engagement

Tool 2. Workshop Guide on Community Volunteer Engagement
Tools Tool 3. Analysis Guide of Community Volunteer Engagement in Case
Associated with
Assessment Management
12. These numbers are suggestions. Attendance should always be determined in line with the current local COVID and safety regulations.
15
Step 2
Step 2: Decide How to Engage or Adapt Community

Volunteer Engagement in Case Management
What the evidence says: Clearly defining the roles and

expectations of community volunteers involved in case management is
critical. When there are unrealistic or unclear roles and expectations,
community volunteers and children may be put at risk.
Following the assessment and analysis step, the CP organization should

make some important decisions regarding the way forward with community
volunteers’ roles in case management. Depending on the stage of
programming, these decisions might vary. For instance, it might be possible
to implement some decisions immediately, while others might require
longer-term strategies and advocacy.
A key factor in sustainability of programming and ethical engagement of
community volunteers is the involvement of the volunteers in decision-
making. Volunteers should also be encouraged to implement changes that
were agreed upon in the final analysis session with the CP team.
Determining Roles and A case management system

Expectations demands skilled and fairly paid
It is suggested that the roles of community caseworkers13.
volunteers be determined based on Tool 4.
Community Volunteer Role Description. The Caseworkers must be fairly paid
CP organization should discuss and decide and trained if a case management
with the community volunteers what their approach is to be implemented in
roles are, and are not. The organization should an ethical, effective and sustainable
describe, using the tool, the responsibilities way. Individuals from the community
of the community volunteers, as well as its can be recruited as caseworkers,
but they must meet the required
responsibilities to the volunteers.
competencies, be paid fairly for
Community volunteers may have multiple their responsibilities and workload,
functions, depending on the context, and and provided ongoing training,
there may be many different types of supervision and coaching. If the
volunteers working with an organization. At context does not allow individuals
times, there are different “tiers” or “types” from the community to be legally
paid as staff (such as in many
of CP volunteers, depending on the needs
refugee contexts), they should not
of the context. If there are different types be tasked with the responsibilities
of volunteers, the amount of training, of careworkers. Further, if there are
supervision, and remuneration should not adequate financial resources for
increase for those with greater responsibilities paid caseworkers and supervisors,
and expected time dedicated to their this is not an appropriate justification
activities. to task community volunteers as
caseworkers.
16 13. Alliance for Child Protection in Humanitarian Action. 2019. Minimum Sandards for Child Protection in Humanitarian Action, 2019 Edition.
It is important that all community volunteers involved in case management
Step 2
clearly understand their roles and responsibilities, including the limits of
these roles, and where to go for support. Finally, it is essential that the roles
of community volunteers are clearly and regularly communicated within the
community. Clarifying the roles with the volunteers, children, and the broader
community is a key element of volunteer safety (as discussed below in the
“Safety of Volunteers” section.)
Community volunteer roles supporting CPCM may include:
• Building supportive and trusting relationships with children, families,
natural helpers, and leaders in the community
• Identification of children with protection concerns in the community
• Safe referral of children with protection concerns to caseworkers in a
timely manner
• Monitoring and follow-up for children and families as part of a case plan
• Accompanying children and families to formal services
• Linking the case management team to local CP structures
• Interpretation for caseworkers when they speak with children and
families
• Simple documentation, such as monthly reports or referral forms, but
not case management forms
Regardless of the contextual differences, it is essential that certain red

lines are not crossed:
• The role of the caseworker, who retains the responsibility for the
child’s care, from identification to case closure, is a role for paid staff
only.
• Community volunteers who engage with and support caseworkers
must get ongoing training, coaching, and supervision.
• Community volunteers should work only limited hours for the CP
organization, so they may have time to devote to their livelihoods and
families.
• The safety and well-being of community volunteers is part of the CP
organization’s “duty of care,” and so must be prioritized.
Bottom line: If there is not enough funding for paid caseworkers

to implement case management with ongoing training, coaching,
and supervision, the case management approach should not be
implemented.
17
Step 2
Budget Considerations for Community Volunteers’

Support to Case Management
What the evidence says: CP organizations must ethically

compensate volunteers and fund training, supervision, program
materials, and equipment, so that volunteers can successfully fulfill their
essential roles.
Case management budgets typically include essential items such as

transportation, communications, and office space. However, the materials
needed for volunteers to be successful in their roles are often inadequately
budgeted14. It is important to think carefully about what is needed for
volunteers to be equipped and safe in their community roles. For example,
if community volunteers are in a remote location and access is unstable, it is
recommended to ensure they have access to a mobile phone and adequate
phone credit in order to have regular and close communication with their
supervisor or the appropriate caseworker. Other considerations include
ID cards, safety equipment, and training costs. Tool 5. Budget Checklist
for Community Volunteers outlines budget considerations to ensure that
there is adequate funding for community volunteers to have the necessary
equipment and materials to be successful in their roles supporting case
management.
After reviewing the roles and expectations of community volunteers, CP
organizations must determine a fair compensation policy. This should be
decided according to the results of the assessment “remuneration” questions
in Step 1. Where there is no “right to work” (e.g., refugees are not allowed to
work in around 50% of asylum countries),15 careful thought must be given to
how the remuneration will be carried out.
There must be careful consideration if remuneration would be appropriate
at all, as incentives might disrupt existing local practices. Organizations must
take in account the potential backlash and safeguarding concerns. Whatever
the form of compensation — payments, reimbursements, in-kind services, or
financial incentives — the amount should not be much higher than the local
market value of the work performed, as this could cause social tensions
(e.g., jealously, backlash from the community) and safety issues for the
volunteers.16
14. Alliance for Child Protection in Humanitarian Action, Community volunteers and their role in case management processes in
humanitarian contexts: A comparative study of research and practice, 2021.
15. United Nations High Commissioner for Refugees (UNHCR) Refugee Livelihoods and Economic Inclusion – 2019-2023 Global Strategy
18
Concept Note.
16. Bacalso, Cristina and Moxon, Dr. Dan, Plan International. 30 March 2021, Guidance on Compensation for Young People Engaging with
International NGOs.
Determining a fair compensation policy for community volunteers
Step 2
rkload, responsibiliti e W
e, wo s)? ha
t is
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inimum expen
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a t liv ected co tuniti es exist f
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W
(pay i ty
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mpact commun
volunte
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redu
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i
elihood opportu
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ommunity volunteers
If a financial incentive is deemed the most appropriate form of compensation

for the volunteers’ workload and responsibilities (allowing them time
for their own livelihood activities, if necessary), it should be aligned with
the compensation offered by other CP and humanitarian actors through
coordination structures, in order to avoid luring volunteers away from
those other organizations. Remuneration should be standardized among
interagency partners according to:
• The skill level and responsibilities required
• The amount of time dedicated to the role
• The local minimum wage, but also the typical salary of a government
social worker or para social worker
Any form of incentive for community volunteers must be transparent to
community members, and to all volunteers working with other organizations
operating in the same region. Incentives or payments must be provided in a
safe, consistent, and timely manner.
REMEMBER:
! Remuneration does not make volunteers staff or employees.
Rather, the remuneration should reflect the time commitment
expected of them. Thus, if they work during limited hours,
the remuneration can be in the form of a financial incentive;
however, if they are expected to work full time, they should be
paid as staff.
Tool 4. Community Volunteer Role Description

Tools associated with
Tool 5. Budget Checklist for Community Volunteers
Decision Making
19
Step 3
Step 3: Implement Case Management Projects That

Ethically Engage Community Volunteers
This section includes guidance and tools on the following implementation

topics:
• Identifying and selecting community volunteers
• Community volunteers as part of the case management team
• Peer support
• Remote case management teamwork
• Supervision (including remote supervision)
• Power dynamics
• Protecting the safety and well-being of community volunteers
Identifying and Selecting Community Volunteers
What the evidence says: The process of identifying and selecting

volunteers will greatly influence the project’s effectiveness in responding
to children’s needs, maintaining the volunteers’ safety, and building
acceptance in the community.
The selection of community volunteers should be done in collaboration

with the community in order to build acceptance, reduce the risks of
exploitation and abuse of children, and reduce the risks faced by the
community volunteers themselves. The selection criteria should prioritize
the interpersonal skills of communication, openness, humility, and
dedication to helping children. Power dynamics around volunteer selection
should be carefully considered. It is important that community leaders are
involved in the process, but not the decision-makers. Volunteers should be
representative of the diversity within the community, and should not be
selected on account of their personal ties to people with power.
There are often natural helpers from the community who might be
interested in undertaking a formal role as volunteers. Other natural helpers
might not want to be volunteers, but they should still be encouraged to
continue their efforts to support children. Further, there may be potential
volunteers who already support the activities of another program or
organization. It is important that interagency partners agree on selection
processes, expectations, and remuneration of volunteers, in order to avoid
overburdening volunteers or causing high attrition rates due to varied
incentives among agencies.
There are seven detailed steps in community volunteer identification and
selection, as outlined in Tool 6. Community Volunteer Selection:
20
Step 3
Step 1: Careful consideration of your approach
Step 2: Establishment of relationships with the community before
proceeding with selection
Step 3: Identification of potential volunteers
Step 4: Invitations to community volunteers
Step 5: Determine who will be selected as a community volunteer
Step 6: Commitment meeting with volunteers and community members
Step 7: Signing of the community volunteer role description and the
code of conduct
Once community volunteers are selected in collaboration with the

community, they should be given an orientation to the CP program, and
introduced as new members of the team. Their role description should be
reviewed carefully and signed by both the volunteer and the CP organization,
and a copy should be provided to the volunteer in their own language.
As part of their orientation, all community volunteers must be trained in child
safeguarding and the prevention of sexual abuse and exploitation (PSEA),
and they must sign Tool 7. Community Volunteer Code of Conduct. (If the
organization already has a code of conduct, it might be appropriate to adapt
it in order to address the specific issues concerning community volunteers).
At a minimum, the training should also include the “core” sessions outlined in
the supplementary training manual.
During the final stage of the onboarding of community volunteers, they
should be formally introduced to the relevant community representatives,
such as community or religious leaders. The representatives, in turn, should
be informed about the volunteers, especially about the roles the volunteers
will be fulfilling (and those they will not). Community members should
be aware of where to anonymously provide feedback on the community
volunteers. See the section below on Monitoring, Evaluation, Accountability,
and Learning (MEAL) for more details on the feedback mechanisms.
Community Volunteers as Part of the CP Case

Management Team
What the evidence says: Recognizing community volunteers and

incorporating them into the CP team will improve the effectiveness of
case management programs.
As part of a “team approach,” it is important to recognize the roles

of community volunteers, caseworkers, and supervisors as being
complementary. Incorporating community volunteers into the case
management team involves valuing their skills and knowledge, understanding
of the context, and regarding both as critical to the team’s efforts to serve
children and families.
21
Step 3
As members of the case management team, community volunteers should
be involved in decision-making, problem solving, and team discussions,
incorporating their valuable insights and knowledge into the team’s work.
Further, community volunteers must receive ongoing training, supervision,
and coaching.
Community volunteers
who understand children’s
V wellbeing and risks in
the community, power
V
dynamics, and informal
systems of support in the
community
Better outcomes
for children
Caseworkers who can
assess and analyze the
CW risks to children,
create and implement a
CW
case plan, and advocate
for children and families
The global research highlighted different structures of teams engaging with

community volunteers, which CP organizations might consider. One example
is the “buddy system” in which a caseworker is paired with a community
volunteer, as was done in Rakhine, Myanmar. This structure was particularly
appropriate because the caseworkers did not speak the language of the
affected community. Meanwhile, in many other contexts, such as the
Syrian refugee response in Lebanon, there was a structure in which 5 Syrian
community volunteers were paired with 1 caseworker.
The CPMS emphasizes that quality case management requires well-
supervised and competent teams that have sufficient time, resources, and
support to carry out their work with individual children and families.17 As
described in the CPMS, both staff and community volunteers should have
reasonable workloads and clear expectations that match their levels of
experience with case management systems, so they can ethically support
Regardless of the structure that is chosen by the CP organization, clear
standards should be set regarding time commitments, required skills, and
recruitment. If caseworkers are responsible for supervising a group of
community volunteers, their caseload should be reduced in order to maintain
a reasonable workload.
22 17. Alliance for Child Protection in Humanitarian Action. 2019. Minimum Standards for Child Protection in Humanitarian Action, 2019
Edition.
Among the training sessions associated with this toolkit, Session 9. We
Step 3
are Better Together offers an opportunity for volunteers, caseworkers,
supervisors, and other members of the CPCM team to reflect on their
complementary roles. It is essential to work collaboratively and to recognize
one another’s responsibilities and added value. Through a team approach,
the volunteers’ and case management staff’s respective strengths can better
promote the protection and well-being of children and families.
Remote Case Management

Teamwork While CPCM is part of
Many current humanitarian responses are the essential services
that cannot be stopped
occurring in fragile contexts with fluctuating
suddenly, it is important
access restrictions for CP organization staff.
that CP organizations do not
Since 2020, the majority of CP actors have transfer all responsibilities
experienced the realities of lockdowns and and risks to community
public health containment measures volunteers, as this may
associated with COVID-19. cause more harm.
During times of limited access to communities
for CP organizations, there must be limits
to the responsibilities that are transferred to community volunteers in
case management. Given the wide range of humanitarian crises occurring
across the world, it is recommended that CP organizations prioritize
preparedness and training of community volunteers, as loss of access to
families and communities can be expected. When CP organizations lose
access, community volunteers can continue support through their limited
case management functions, such as conducting home visits to children and
families as part of the case plan, and identifying children at risk. However,
they should not be asked to take on additional risks; their safety and well-
being must be prioritized.
When operating in a remote or hard-to-reach location, it is recommended
that community volunteers should have access to mobile phones and
adequate phone credits, so they can communicate with caseworkers and
supervisors. The CP organization should set guidelines and regulations
about the safe and appropriate use of phones for volunteering purposes.
Information management and data protection policies must be maintained in
order to protect children’s data and confidentiality. CP organizations can refer
to The Alliance’s “Transitioning to Remote Case Management” guidance and
training module.
Peer Support
Volunteering to support CP case management can be rewarding, but it
is often is a stressful and complex role. A key strategy to cope with the
challenges that come with being a community volunteer is to create a
network of peer support.
23
Step 3
A peer support group is a non-hierarchical, self-led group of community
volunteers. Such a group helps volunteers share issues confidentially and
offer emotional support. The members can support one another by sharing
new insights and problem solving. With the help of the group, volunteers
may identify challenges or issues faced by children, families, community
members, or themselves that might require a response or advocacy.
REMEMBER:
! 1. Peer support is not a replacement for supervision.
2. Groups must maintain the confidentiality of CP issues
and of any information shared by the members.
3. Volunteers should know when and how to seek
additional support outside the peer support groups.
4. The principles of “do no harm” and child safeguarding
must be promoted by all volunteers participating in
peer support groups.
Peer support can be a complementary option alongside supervision. It can

be especially useful in contexts that are hard to reach or that have restricted
access, in which supervision can only happen remotely.
In order to be successful, volunteers need to feel ownership, actively engage,
and see the benefits of peer support. Key elements of peer support include:18
• Concern, empathy, respect, and trust
• Effective listening and communication
• Clear roles
• Teamwork, cooperation, and problem solving
• Discussion of work experience
All volunteers who participate in peer support should be trained in child
safeguarding, psychological first aid, and communication skills. If a CP
organization chooses to promote peer-support groups among volunteers,
Tool 8. Peer Support Group provides guidance.
In addition to peer support groups that meet regularly, another option is a
buddy system in which volunteers work in pairs and assist one another. They
might work together in the field or be from the same community. Paired
volunteers should check in with each other regularly to help each other solve
problems and manage stressful situations.
Volunteers should have clear guidance on when to seek support beyond their
“buddy” or peer group for issues such as child safeguarding, physical threats,
and complex cases. CP organizations must have systems and communication
channels in place to support volunteers to respond in a safe and timely
manner.
24 18. International Federation of Red Cross and Red Crescent Societies Psychosocial Centre (2012). Caring for Volunteers: A Psychosocial
Support Toolkit.
Supervision
Step 3
What the evidence says: Structured, supportive, and reflective
supervision helps to improve volunteer retention and performance, and
results in higher-quality services and support to children and families.19
According to the Guidance Manual on Strengthening Supervision for

the Social Service Workforce, “Supervision in the social services is a
supportive relationship. It is carried out in regular meetings, which focus on
accountability, well-being and skill development. Through regular contacts,
the supervisor provides coaching and encourages the supervisee to critically
reflect on their practice. The ultimate aim of supervision is to improve the
service to clients.”20 The manual further emphasizes that supervision is critical
for motivating volunteers, retaining them, and enabling them to do their work
effectively.21 Further, as described in the Alliance’s 2018 Case Management
Supervision and Coaching Package, the role of consistent, quality, and
supportive supervision directly relates to positive outcomes for children.22
Supervision is a Protective Practice Supervision Should Be:

That:
• Keeps children at the center of • Regular and consistent
the supervision process • Collaborative
• Protects children and families • Safe and confidential
from workers (including • An opportunity for learning
volunteers) who have inadequate and professional growth
experience, are careless, or
breach professional boundaries • Part of ensuring effective and
accountable programming
• Protects workers (including
volunteers) from making • Concerned with promoting
mistakes, suffering burn-out, staff (and volunteer) well-
or over- or under-involving being
themselves — all of which may
cause harm to children
All members of a case management team, including volunteers, should

receive structured and supportive supervision. The number of hours
that a community volunteer is expected to work and the extent of their
responsibilities should determine the frequency and types of supervision that
are most appropriate. In many contexts, group supervision will be the primary
modality of supervision for volunteers who support case management.
Additional individual supervision on a monthly or bimonthly basis is
recommended, if resources and the context allow.
19. Global Social Service Workforce Alliance. 2020. Guidance Manual on Strengthening Supervision for the Social Service Workforce.
22. Alliance for Child Protection in Humanitarian Action. 2018. Case Management Supervision and Coaching Package. 25
Step 3
As a general principle, supervision should be more regular immediately
following training, or when a volunteer is newly recruited. With time and
the development of volunteers’ skills, the frequency of supervision sessions
can be reduced.23 However, supervisors should be prepared to provide extra
or more frequent supervision sessions following moments of crisis or in
emotionally demanding circumstances faced by volunteers.24
There are two tools that have been adapted from the Case Management
Supervision and Coaching package for community volunteers within this
toolkit. The table below summarizes these tools:
Tool Type of Supervision Definition

9 Individual supervision Regular one-on-one sessions between the
meetings supervisor and volunteer that addresses
administrative, developmental, and
supportive functions
10 Group supervision Regular sessions including the supervisor
meetings and volunteers that are collaborative,
confidential opportunities to identify and
address professional-development and
learning needs and to facilitate an exchange
among team members
It is important that the CP organization consider who is qualified to supervise

different members of the case management team. The Guidance Manual on
Strengthening Supervision for the Social Service Workforce states:
Supervisors must have the experience and skill to provide this guidance
and help the supervisee reflect on and critically evaluate their own
practice, skills, beliefs and attitudes. Identifying those with this experience,
expertise and confidence can be challenging where social service
workforce development is in the nascent stages, yet is vitally important.25
In some contexts, caseworkers will be tasked with supervising volunteers,
while in other settings there may be case management officers supervising
both volunteers and caseworkers. It is critical that CP organizations carefully
consider the appropriate team and supervision structures, and have the
financial resources to meet the needs and ongoing capacity development of
the team.
Supervision is a shared responsibility. It is up to CP organizations to create
the necessary conditions to allow supervision to take place, and supervisors
and community volunteers are responsible for engaging meaningfully in the
process. All staff members who are supervising volunteers and caseworkers
in humanitarian contexts should be trained using the Case Management
Supervision and Coaching Training.
23. McBride, Kelly and Travers, Aine (The IFRC Reference Centre for Psychosocial Support and Trinity Centre for Global Health.) 2020.
Integrated Model for Supervision.
26
Remote Supervision26
Step 3
While face-to-face supervision is recommended, it is often challenging in
humanitarian contexts due to restricted access, infectious disease outbreaks,
etc. As an alternative, remote supervision can be facilitated over the phone
or through digital apps such as Skype, Teams, Zoom, or WhatsApp. If remote
supervision is the primary modality of supervision, community volunteers
should have phone credits (and, if necessary, mobile phones) provided by the
CP organization.
It is important that supervisors teach volunteers how to use the technology
needed for remote supervision and see that backup options are available.
When digital platforms are being used, it is particularly crucial that
supervisors prevent confidential information from being shared, unless the
platforms have been secured to allow for confidential information sharing.
It is possible to achieve a trusting relationship through remote supervision,
despite the challenges of communicating via a digital platform. This may
require supervisors to allot more time during the sessions to building rapport.
See the Integrated Model for Supervision and the Guidance Manual for
Supervision for key considerations related to organizing remote supervision.
Power Dynamics
What the evidence says: Acknowledging and addressing the

power dynamics faced by community volunteers is essential for their
effectiveness in supporting case management.27
Power disparities in humanitarian responses across the world affect the

quality, sustainability, and effectiveness of CP programs. As noted in the
research, volunteers often find themselves involved in complex power
dynamics as an “insider” and “outsider” in their communities. According to
the research:
Volunteers are “insiders” in that they are working within their own
communities, even if these communities are sometimes displaced in
some humanitarian contexts. They shape their working identities around
the idea that they belong and therefore have a purpose linked to caring
for the people who live alongside them. By becoming part of a formal
volunteer program, this insider status very often is disrupted. They are
given training and can earn incentives, which raises their status, and they
are also “branded” as volunteers with t-shirts, hats or vests. While this
branding can help them access homes, talk to community leaders and
access services on behalf of the children and families they support, it can
also confirm their outsider status. Families who are neighbors can question
their right to “interfere” in their lives, questioning why they suddenly have
the power to do this. In some contexts, volunteers aligning themselves
27
27. Alliance for Child Protection in Humanitarian Action, (2021). Community volunteers and their role in case management processes in
humanitarian contexts: A comparative study of research and practice. p. 44 &45
with a particular organization or even just being part of the hierarchy of
Step 3
services in the community can create distrust, particularly in places like

refugee camps, which often have complex political realities.28
CP organizations must understand and help volunteers navigate the power
dynamics in their communities and within the organization itself. In order
to promote the ethical engagement of community volunteers in case
management, CP organizations should consider the power relationships:
Between Between
CP staff and volunteers
community and the
volunteers community
Among
Among the
children, their
community
families, and V V
volunteers
community
themselves
volunteers
Issues regarding power should be explored and understood by the

team. When power is not acknowledged, there are risks of threats and
violence between and toward community volunteers, as well as potential
risks of abuse and exploitation of children and families. Further, a key
issue contributing to community volunteer resignations is the lack of
empowerment and acknowledgement.
The inclusion of community members and volunteers in each step of
this toolkit is intended to help address power dynamics. Ethical practice
when engaging community volunteers requires power dynamics to be
considered during the initial assessment, analysis, and decision-making
steps. The consideration of the remuneration of volunteers based on their
roles influences power dynamics. As outlined earlier, the identification
and selection of community volunteers must take into account the power
dynamics within the community. A team approach, in which volunteers are
recognized and valued for their contributions, knowledge, and skills by the
staff members, also represents a shift to a more collaborative relationship,
rather than a hierarchical one. These approaches are part of having “power
with,” rather than “power over” community volunteers. Shifting the power
norms, and listening to community members and community volunteers,
promotes more effective and sustainable programming.
Power dynamics can be addressed with volunteers themselves by facilitating
Session 12. Power Within My Role as a Community Volunteer, and then
with the Child Protection team in Session 15. Power, risks and wellbeing of
volunteers.
28 28. Alliance for Child Protection in Humanitarian Action (2021). Community volunteers and their role in case management processes in
humanitarian contexts: A comparative study of research and practice.
Further, there should be anonymous reporting mechanisms for community
Step 3
volunteers, children, and families, so that any misuses of power can be safely
reported and addressed.
The Safety of Community Volunteers
What the evidence says: Risks related to physical and emotional

safety are a daily reality for many community volunteers, yet this is an
issue seldom acknowledged or addressed by organizations.
The research showed that

volunteers face significant What is important to volunteers when
physical and emotional risks in it comes to their safety and wellbeing?
their roles in case management. (adapted from “Volunteers Stay Safe!”
These risks can be caused by the International Federation of Red Cross
actions they need to take, such as and Red Crescent Societies [IFRC])29
reporting perpetrators of sexual
abuse, or because they are not
able to respond with the services 1. To feel that the organization cares
or resources that community about them and provides the necessary
support
members assume they should. In
order to address these realities, 2. To know that the organization has clear
there is an urgent need for the plans and rules on security matters; to
be aware of the risks/threats/dangers
development of safety protocols
involved and of the strategies and
for community volunteers.30 actions established to mitigate them
Ensuring that community 3. To feel comfortable, respected, accepted,
volunteers are safe from physical and integrated; to have a friendly
threats, combined with support working environment, which reduces
for their mental health and well- stress and is conducive to delivering
being, is not only part of an quality humanitarian services
organization’s duty of care, but can 4. To be aware of the security procedures
also lead to improved motivation 5. To receive supervision and coaching on a
and satisfaction, better-quality regular basis
services, and increased retention 6. To be sure that their family and loved
rates, which ultimately benefit the ones are safe and not in need, especially
children and families. when a disaster/emergency occurs, or in
the case of tensions and conflict
It is the responsibility of CP
7. To be sure that they have decent,
organizations to prepare their
safe living conditions, and a suitable
community volunteers to safely environment for their active participation
carry out their work.31 This includes
8. To have safe access to children
ensuring that volunteers have the in need
minimum equipment and materials
needed for their roles within the
29. International Federation of Red Cross and Red Crescent Societies. Volunteers, Stay Safe! A security guide for volunteers. 2012.
29
30. Alliance for Child Protection in Humanitarian Action (2021). Community volunteers and their role in case management processes in
31. International Federation of Red Cross and Red Crescent Societies. Volunteers, Stay Safe! A security guide for volunteers. 2012.
Step 3
context; these may include identification/visibility, boots during the rainy
season, masks or hand sanitizer during infectious disease outbreaks, etc.
CP organizations should create a space for community volunteers to share
their thoughts about the risks they are facing by facilitating Session 7. My
Safety as a Community Child Protection Volunteer. Following the facilitation
of this session, it is important for the CP organization to respond to the
suggestions offered by the volunteers and to help them take actions to
remain safe as individuals or in groups. Tool 11. Community Volunteer Safety
and Well-Being Checklist outlines the key considerations for CP organizations
when promoting volunteer safety and well-being. The outcomes of this
checklist can also contribute to actions that the CP organization can take.
An additional way to promote volunteer safety is for the CP organization
to have a clear communication strategy and transparent programming
approaches, in order to prevent misunderstandings on the part of key
stakeholders and the broader community. The research found that volunteers
are frequently targeted by members of the community based on grievances
against the broader humanitarian response. They should thus be introduced,
with a clear description of their roles, to all stakeholders, authorities,
traditional leadership, the wider community, and service providers. In fact,
descriptions of the volunteers’ roles may need to be repeated regularly,
especially in dynamic contexts. The CP organization should provide
community volunteers with identification, such as a badge or uniform. In
addition, the organization should provide community members relevant and
timely information about programming and ongoing humanitarian assistance,
to protect volunteers from being targeted and blamed.
Staff who are responsible for security within the CP organization should
participate in risk assessments and offer security trainings to community
volunteers. These volunteers should be included in the organization’s security
policies and security phone trees; alternatively, a focal point system could be
established in case of emergencies.
The Wellbeing of Community Volunteers
What the evidence says: Working as a community volunteer is

emotionally stressful.32 This, coupled with the fact that community
volunteers are part of the vulnerable or displaced communities they
serve, means that providing emotional support and helping volunteers
learn self-care skills are not only ethical, they also contribute to the
effectiveness and sustainability of programs.33
The wellbeing of community volunteers is the responsibility of all members

of the team, including the volunteers themselves, and should be discussed
32. Maes, K., and I. Kalofonos. 2013. “Becoming and remaining community health workers: Perspectives from Ethiopia and Mozambique.”
30
Social Science & Medicine 87: 52–59 (p. 9).
33. Alliance for Child Protection in Humanitarian Action (2021). Community volunteers and their role in case management processes in
regularly during supervision. It is critical that volunteers understand
Step 3
what they can and cannot do, and that they manage their expectations
and boundaries. Emotional risks are a common issue facing community
volunteers. While stress is a normal reaction, if the stressors become too
difficult to manage, volunteers may develop harmful stress reactions.
Community volunteers, like others affected by crises, may have normal acute
distress reactions and then recover without any long-term negative impact.
However, occasionally reactions to crises persist in a way that interferes
with day-to-day functioning and could result in long-term mental health
issues. Recognizing the signs of distress is a key skill in providing support
to community volunteers. The first signs of distress are usually changes
in behavior or personality. Supervisors should be attentive to volunteers
showing signs of distress. These may include withdrawing from others, work,
and social activities; appearing anxious or agitated; or appearing to be “low”
to an extent that interferes with day-to-day functioning. It is important that
volunteers be allowed personal leave after stressful events, and be given
regular annual breaks to combat cumulative stress. CPCM teams should
review Tool 11. Community Volunteer Safety and Well-Being Checklist; also,
all volunteers should be trained in Session 8. My Emotional Wellbeing as a
Community Volunteer in Case Management and develop a personal self-
care plan.
Tool 6. Community Volunteer Selection

Tool 7. Community Volunteer Code of Conduct
Tool 8. Peer Support Group
Tools
Associated with Tool 9. Individual Supervision Meetings
Implementation
Tool 10. Group Supervision Meetings
Tool 11. Community Volunteer Safety and Well-Being Checklist
Session 7. My Safety as a Community Child Protection Volunteer

Session 8. My Emotional Wellbeing as a Community Volunteer
Session 9. We Are Better Together
Sessions
Associated with Session 12. Power Within My Role as a Community Volunteer
Implementation
Session 15. Power, Risks, and Wellbeing of Volunteers
31
Step 4
Step 4: Strengthen and Develop Community Volunteers’

Capacity to Support Case Management
What the evidence says: The length, depth, and quality of training,
as well as ongoing supervision, are all critical for the effectiveness
of community volunteers. The essential skills to strengthen include
interpersonal skills, notably communication with children and caregivers.
Strengthening the capacities and skills of community volunteers should be

an ongoing process. Based on the research, the recommended approach is to
begin with the knowledge and positive practices that community volunteers
already possess, rather than assuming that they lack any relevant skills or
experience.
Essential capacity development for volunteers engaged in case management
includes trainings on the code of conduct, child safeguarding, and PSEA. The
supplementary training manual offers a core training for volunteers (sessions
1-9), and ongoing trainings in communication skills, power dynamics, and
teamwork, as volunteers develop within their roles.
CP organizations should invest in ongoing capacity building, coaching, and
supervision of volunteers, focusing on relational skills and slowly building the
volunteers’ responsibilities according to what is contextually appropriate.
(See the “Supervision” section above.) In doing so, it is important for CP
organizations to budget adequate resources for strengthening the capacity
of volunteers (a minimum of 3-4 initial days, with a 2-3 day follow-up based
on the training manual). These should often include training materials,
transportation allowances for participants, and refreshment and venue costs.
Budget should also be allocated to regular individual and/or group supervision.
It is important to link the training of community volunteers to the broader
work of developing the social service workforce. Organizations should explore
ways to link community volunteers to ongoing learning processes within the
national CP system, whenever possible. CP organizations should provide
community volunteers with access to accredited learning and personal/
professional development opportunities. Such an investment in volunteers’
learning will improve their abilities to fulfill their roles, motivate them to
expand their skills, and enable them to pursue their potential career pathways.
Session 1. I am a Community Child Protection Volunteer

Session 2. Thinking about my Community
Session 3. What is Child Protection?
Sessions Session 4. Case Management: an Approach to Respond to Child
Associated with
Strengthening Protection Concerns
and Developing Session 5. My Role in the Case Management Team
Community
Volunteers’ Session 5. Guiding Principles
Capacity
Session 10. Communication with Children
32
Step 5: Engage in Monitoring, Evaluation,
Step 5
Accountability, and Learning (MEAL) with Community
Volunteers to Ensure Accountability and Safeguarding
What the evidence says: Monitoring and evaluating the

engagement of community volunteers ensures that CP organizations are
accountable to children, communities, and donors, and to the volunteers
themselves.
Monitoring, Evaluation, Accountability, and Learning (MEAL) must be a core

component of any CP program. The activities of community volunteers should
be incorporated into the broader case management MEAL plan and tools.
• Purpose of monitoring and evaluation: measuring program progress and
quality against the set objectives, activities, and indicators.
• Purpose of feedback mechanisms and accountability: measuring
program performance against community priorities, and evaluating the
actions taken to adapt the program based on community feedback.34
Feedback and reporting mechanisms are key components of accountability,
which can be defined as the active commitment to use power responsibly. All
CP organizations must consider the most appropriate, convenient, and safe
methods to enable children, families, and community members to provide
both positive and negative feedback. As stated in the CPMS:
Affected populations must be aware of (a) how to use the mechanisms
and (b) what response they should expect when they raise a concern or
report an incident. All general programme and organisational feedback
should be addressed promptly and shared with staff and associates in
team meetings and performance reviews in accordance with the principles
of confidentiality and need to know.35
Volunteers are themselves members of the affected community, which gives
rise to additional risks. Therefore, extra consideration should be given to
the best ways to address potential ethics violations, as well as instances
of exploitation or abuse of volunteers. It is recommended to incorporate
feedback and accountability mechanisms to enable community volunteers
to provide positive and negative feedback. As part of their orientation
when they join the CP team, volunteers should be informed how to provide
anonymous reports on services, potential abuse and exploitation, and
violations of the code of conduct.
It is essential that the feedback and reporting mechanisms be established and
closely monitored, and reports are addressed promptly.
34. Plan International (2018). Child-Friendly Feedback Mechanisms: Guide and Toolkit, United Kingdom: Plan International.
35. Minimum Standards for Child Protection in Humanitarian Action (CPMS). 33
Step 5
Feedback mechanisms play a significant role in the prevention of sexual
abuse (PSEA) and in safeguarding children. As noted earlier, it is essential
that all community volunteers and staff members are trained in their
organization’s code of conduct, as well as in child safeguarding and PSEA.
A critical part of training and awareness raising is informing teams and
community members about the mechanisms for reporting. Organizations
should offer options for reporting, to protect the safety of the survivor and of
the individual making the report. This will often include a safeguarding focal
point within an organization, as well as hotlines outside the organization.
Feedback mechanisms can vary depending on the organization and context.
Feedback and complaints should be processed by a designated team member
who has been trained in confidentiality and processing feedback. Ideally, this
person should not be directly involved in implementing the program.
1. 2.
Listening to
feedback
Categorizing
feedback
4.
Closing the 3.
feedback Responding
loop to feedback
The four steps of feedback mechanisms include:

1. Listening to feedback: collecting and acknowledging feedback from
children, caregivers, communities, and community volunteers
2. Categorizing feedback: recording and categorizing feedback, complaints,
or reports, followed by validation of the feedback when required
3. Responding to feedback: taking appropriate actions to address feedback,
complaints, and reports.
4. Closing the feedback loop: informing children, caregivers, or volunteers
about the actions taken to address their feedback, and asking them
whether they are satisfied with the actions.36
34 36. Ibid.
The relevant MEAL tools include:
Step 5
Tool Name Description
2 Workshop Guide on A participatory workshop to learn from
Community Volunteer volunteers how they understand their roles
Engagement and responsibilities, the impact of their
role on their lives, and their perceptions of
their power and agency as members of the
CP team.
12 Feedback Boxes Confidential boxes for children, caregivers,
community members, and volunteers
where they can provide suggestions,
comments, or complaints that the CP
organization should address.
13 Volunteer An anonymous survey completed by
Questionnaire Tool the volunteers that can help assess the
extent to which they feel recognized
and supported in their roles, both in the
community and within the CP organization.
While the support of M&E colleagues is important to have an effective
program, it is important that these tools are be used by CP team members.
Meanwhile, M&E colleagues have an important role to play in categorizing
and analyzing data in order to inform CP programming decisions.
Questions related to the support from community volunteers should be
included in the feedback forms for program stakeholders; this is standard case
management practice (see Child Feedback Form and Caregiver Feedback
Form). Examples of such questions include:
• Did a community volunteer support you alongside the caseworker?
• Did the volunteer help connect you to services and support that were
helpful?
• Did the volunteer who worked alongside the caseworker talk to you in a
way that felt supportive and understanding?
• Did the volunteer who supported you keep your personal details and
situation confidential?
Among the training sessions associated with this toolkit, there are several
that can help CP organizations gather feedback from community volunteers
regarding the risks and power dynamics that the volunteers face. Ultimately,
it is critically important that the organization respond to the feedback
provided by the volunteers, children, and community members.
Tool 2. Workshop Guide on Community Volunteer Engagement

Tool 12. Feedback Boxes
Tools associated Tool 13. Community Volunteer Questionnaire Tool
with MEAL
35
Step 6
Step 6: Advocate for Proper Resourcing for Community

Volunteers in Their Activities Supporting Case
Management
What the evidence says: Effective and sustainable programming

that engages community volunteers in case management requires strong
policy and leadership support from donors, organizational leadership,
and governments.
Promoting the roles of community volunteers must include advocacy

aimed at many target audiences. When creating advocacy messages, it is
recommended that they are developed with the volunteers. It is important
to emphasize volunteers’ essential roles, and the support that will be needed
for what they are expected to achieve (ethical remuneration, training,
supervision, etc.). When communicating with different stakeholders, it is
recommended to use the evidence that is documented in Tool 14. Best
Practices Poster and Tool 15. Community Volunteer Policy Brief.
Advocacy related to community volunteers should highlight their capacities
and resilience, and avoid presenting community members as passive victims
or recipients. Community volunteers themselves should be encouraged to
represent their own experiences and expectations, if it is safe for them to do
so. It is important to emphasize that community volunteers bring essential
knowledge and benefits to CP responses, but given that they are members
of the affected community, there must be safe and ethical expectations for
their roles. For all key messages related to adequate budgeting, the Budget
Considerations Checklist can be a helpful guide.
Some of the suggested targeted advocacy messages for different actors are
summarized below:
The Actors Key Messages and Recommended Actions
Donors funding CP • A case management approach can only be
case management in implemented if there is adequate funding for
humanitarian settings paid caseworkers.
• Ethical engagement of community volunteers
in case management requires a minimum of
one year of funding and a clear sustainability/
exit strategy. The strategy should include:
• Staffing for a CP “team approach,” in which
volunteers work alongside caseworkers
• Recognition (and fair remuneration, when
appropriate) of volunteers, according to
the work they are expected to do
• Material support, such as phone credits, ID
cards, means of transport, etc.
• Ongoing training and supportive
supervision
36
Step 6
NGO leaders and • CP teams need support from the country’s
directors leadership for its efforts to obtain adequate
funding for quality programming. If the
funding is not sufficient for CPCM that engages
volunteers ethically, alternative programming
approaches should be considered.
• Selecting, training, and supporting new
volunteers is time-consuming and costly. The
retention of community volunteers is closely
related to the recognition they receive for their
work, and the extent to which the value of
their work is made visible in the organization
and the community.
• CP organizations should establish clear
and transparent volunteer policies with
their human resources, operations, and
finance departments. This should include
the standardization of volunteer roles and
remuneration across programs, and efficient
systems for volunteer remuneration and
material support.
• CP organizations have a duty to care
for community volunteers engaged in
programming. It is essential to understand the
power dynamics and risks they are facing, and
to develop mitigation strategies.
Governments and UN • The government and its development and
agencies humanitarian partners should join forces to
develop policies and guidelines for the ethical
engagement of volunteers and include them in
the social service workforce.
• Policymakers should create national policies
that acknowledge community volunteers, paid
caseworkers, and social workers as essential to
the well-being of children.
• Funding must be made available for the
accreditation of community volunteers and
their integration into the national CP system.
• Promote the inclusion of internally displaced
persons (IDPs) and refugees into labor markets
and economic opportunities, so that they can
engage in decent work.37
37. UN Refugee Agency (UNHCR) (n.d.). Refugee Livelihoods and Economic Inclusion: 2019-2023 Global Strategy Concept Note. https://
www.unhcr.org/publications/operations/5bc07ca94/refugee-livelihoods-economic-inclusion-2019-2023-global-strategy-concept.html. 37
Step 6
Interagency CP • CP organizations should work together to

coordination structures standardize community volunteer roles,
responsibilities, and ethical remuneration.
Whenever possible, this should be agreed
upon with the government.
• Inter-agency case management standard
operating procedures (SOPs) should
incorporate standardized roles (including the
ethical limits) for community volunteers within
case management.
• CP coordination structures should support joint
capacity-development plans among partners,
as well as inter-agency training opportunities
for community volunteers and the teams
supporting them.
• Interagency partners should support the
accreditation of community volunteers and
their integration into the national CP system.
Tool 14. Best Practices Poster

Tool 15. Community Volunteer Policy Brief
Tools Associated
with Advocacy
38 Photo © PLAN International: @HebaKhalifa

References
Alliance for Child Protection in Humanitarian Action. 2019. Minimum Standards for Child
Protection in Humanitarian Action, 2019 Edition. https://alliancecpha.org/en/system/tdf/
library/attachments/cpms_2019_final_en.pdf?file=1&type=node&id=35094
Alliance for Child Protection in Humanitarian Action. 2014. Inter-agency Guidelines for Case
Management and Child Protection. https://resourcecentre.savethechildren.net/document/
inter-agency-guidelines-case-management-and-child-protection/
Alliance for Child Protection in Humanitarian Action. 2014. Child Protection Case
Management Training for Caseworkers, Supervisors, and Managers. https://resourcecentre.
savethechildren.net/document/child-protection-case-management-training-caseworkers-
supervisors-and-managers/
Alliance for Child Protection in Humanitarian Action. 2018. Case Management Supervision
and Coaching Package. https://resourcecentre.savethechildren.net/document/case-
management-supervision-and-coaching-package/
Alliance for Child Protection in Humanitarian Action (2020). A Reflective Field Guide:
Community-level Approaches to Child Protection in Humanitarian Action. https://www.
alliancecpha.org/en/child-protection-online-library/reflective-field-guide-community-level-
approaches-child-protection
Alliance for Child Protection in Humanitarian Action (2020). Strengthening Community-Level

Child Protection in Humanitarian Action: Capacity Building Package. https://alliancecpha.
org/en/child-protection-online-library/strengthening-community-level-child-protection-
humanitarian-action
Alliance for Child Protection in Humanitarian Action, Community volunteers and their role
in case management processes in humanitarian contexts: A comparative study of research
and practice, 2021. https://alliancecpha.org/en/child-protection-online-library/report-
community-engagement-case-management
Bacalso, Cristina and Moxon, Dr. Dan, Plan International. 30 March 2021, Guidance on
Compensation for Young People Engaging with International NGOs.
Center for Community Health and Development at the University of Kansas. Implementing
Promising Community Interventions, Chapter 21. Creating and Facilitating Peer Support
Groups. https://ctb.ku.edu/en/table-of-contents/implement/enhancing-support/peer-
support-groups/main
Child Resilience Alliance (2018). Toolkit for reflective practice in supporting community-led
child protection processes. New York, NY: Author. https://resourcecentre.savethechildren.
net/pdf/toolkit_for_reflective_cp_processes.pdf/
Eynon, A., and S. Lilley. 2010. Strengthening national child protection systems in
emergencies through community-based mechanisms: a discussion paper. Save the Children
and Child Protection Working Group of the UN Protection Cluster
Global Social Service Workforce Alliance. 2020. Guidance Manual on Strengthening

Supervision for the Social Service Workforce. https://www.socialserviceworkforce.org/
resources/guidance-manual-strengthening-supervision-social-service-workforce
International Federation of Red Cross and Red Crescent Societies Psychosocial Centre
(2012). Caring for Volunteers: A Psychosocial Support Toolkit. https://pscentre.
org/?resource=caring-for-volunteers-a-psychosocial-support-toolkit-english
39
References
International Federation of Red Cross and Red Crescent Societies Psychosocial Centre
(2019). Guidelines for Caring for Staff and Volunteers in Crises. https://pscentre.
org/?resource=guidelines-for-caring-for-staff-and-volunteers-in-crises&wpv_search=true
International Federation of Red Cross and Red Crescent Societies (2012). Volunteers,
Stay Safe! A Security Guide for Volunteers. https://reliefweb.int/sites/reliefweb.int/files/
resources/1223700-Volunteers-Stay-Safe-EN.pdf
International HIV/AIDS Alliance. Supporting Community Action on AIDS in Developing

Countries (2002). 100 Ways to Energise Groups. Brighton, United Kingdom. https://www.
ndi.org/sites/default/files/Energisers.pdf
International Labour Organization, ILO Glossary of Statistical Terms, Statistical Glossary.pdf

(ilo.org)
McBride, Kelly and Travers, Aine (The IFRC Reference Centre for Psychosocial Support and
Trinity Centre for Global Health.) 2020. Integrated Model for Supervision. https://pscentre.
org/?resource=integrated-model-for-supervision&wpv_search=true
Plan International (2018). Child-Friendly Feedback Mechanisms: Guide and Toolkit, United
Kingdom: Plan International.
Plan International, Inc. Code of Conduct, February 2018. https://plan-international.org/

sites/default/files/field/field_document/pii_code_of_conduct_february_2018.pdf
United Nations High Commissioner for Refugees (UNHCR) Refugee Livelihoods and
Economic Inclusion – 2019-2023 Global Strategy Concept Note. https://www.unhcr.org/
publications/operations/5bc07ca94/refugee-livelihoods-economic-inclusion-2019-2023-
global-strategy-concept.html
Wessells, M. G. (2018). A guide for supporting community-led child protection processes.

New York, NY: Child Resilience Alliance. https://resourcecentre.savethechildren.net/
document/guide-supporting-community-led-child-protection-processes/
World Food Program (2020). Minimum Expenditure Baskets Guidance Note. Research,
Assessment, and Monitoring Division. Rome, Italy. https://docs.wfp.org/api/documents/
WFP-0000074198/download/
40
41
Heading here
Community Child Protection

Volunteers Training Manual
Part 1: Volunteers’ Roles Supporting Case Management December 2021
This Training Manual is accompanied by A Toolkit for Community Child Protection Volunteers
Acknowledgements and Citation ©The Alliance for Child Protection in Humanitarian Action, 2021.
This project was a collaborative effort among Child Protection practitioners, academics,
and advocates across the globe. The project team is indebted to members of the
Inter-agency Review Committee, as well as country consultants who have inspired the
development of a practical resource that can immediately benefit community volunteers.
Thanks to Michelle Van Akin for her project leadership and immeasurable support to
ensure the development of this resource.
Most importantly, we would like to thank community volunteers who are working
tirelessly to protect children from their communities from violence, exploitation, abuse
and neglect. It is your stories and service that drove this project.
This report is made possible by the generous support of the American people through the
United States Agency for International Development’s (USAID) Bureau for Humanitarian
Assistance (BHA).
The contents are the responsibility of the Alliance and do not necessarily reflect the views
of USAID or the United States Government.
Suggested Citation: The Alliance for Child Protection in Humanitarian Action (2021).
Community Child Protection Volunteers Training Manual; Part 1: Volunteers’ Roles
Supporting Case Management
License: This document is licensed under a Creative Commons Attribution-ShareAlike 4.0.
It is attributed to the Alliance for Child Protection in Humanitarian Action (The Alliance)
Authors: Glynis Clacherty, PhD and Colleen Fitzgerald, LMSW
Cover photo: © PLAN International
Photo opposite: © PLAN International

Contents Page
Introduction and purpose 2
FACILITATOR’S NOTES
CORE TRAINING: VOLUNTEERS’ ROLES SUPPORTING CASE MANAGEMENT 14
Introductory Session Getting to know each other (1 hour 15 minutes) 15
Session 1 I am a community child protection volunteer (1 hour 50 minutes) 20
Session 2 Thinking about my community (3 hours) 24
Session 3 What is child protection? (1 hour 40 minutes) 28
Session 4 Case management: an approach to protection concerns of individual children (2 hours) 38
Session 5 My role as a community volunteer in the case management team (1 hour 40 minutes) 54
Session 6 Guiding principles (2 hours 20 minutes) 63
Session 7 My safety as a community child protection volunteer (1 hour 40 minutes) 72
Session 8 My emotional wellbeing as a community volunteer (1 hour 30 minutes) 78
Session 9 We are better together – volunteers and case management staff (3 hours) 85
Evaluation and close (1 hour 15 minutes) 91
Total 21 hours
Page
ADDITIONAL COMMUNITY VOLUNTEER TRAINING 95
Session 10 Communication with children (2 hours 25 minutes) 96
Session 11 Communication with caregivers (1 hour 40 minutes) 107
Session 12 Power within my role as a community volunteer (2 hours) 114
CASE MANAGEMENT TEAM TRAINING 124
Session 13 – optional Community volunteers as interpreters in case management –
volunteers and staff (2 hours 10 minutes) 125
Session 14 Imagining the life of a volunteer – staff (1 hour 15 minutes) 133
Session 15 Power, risks and wellbeing of volunteers – staff (2 hours) 136

Introduction and purpose
Introduction and purpose The Community Child
Protection Volunteers
Training Manual and
associated Toolkit aim
to promote evidence-
informed best practices
when engaging community
volunteers in child
protection responses.
Photo: © PLAN International

This training manual was developed based upon the learning from Community Engagement in Case
Management Study commissioned by the Alliance and completed in 2020. The study included a review
of evidence on effectiveness related to community volunteers and a comparison of these findings
with data from current practice. The training manual aims to provide a series of learning experiences
for Child Protection volunteers supporting case management. There are also training sessions for
child protection case management staff working with volunteers that are included to promote a team
approach to case management.
2
This training manual should be used alongside the existing community level Child Protection and Case
Management global resources as outlined below:
Community Level CP Resources Case Management Resources
• A Reflective Field Guide: Community-level • Inter-agency Guidelines for Case Management
Approaches to Child Protection in Humanitarian & Child Protection, 2014
Action, 2020 • Child Protection Case Management Training
• Strengthening Community-Level Child Manual for Caseworkers, Supervisors, and
Protection in Humanitarian Action: Capacity Managers
Building Package, 2020 • Case Management Supervision and Coaching
• A guide for supporting community-led child Package, 2018
protection processes, 2018
• Toolkit for reflective practice in supporting
community-led child protection processes, 2018
Aim and Learning Objectives:

The aim of this training manual is to build on the deep knowledge, capacities and resources of volunteers
to enable them to ethically support child protection cases in their communities.
The course objectives are that by the end of the training, community volunteers will be able to:
• Describe child protection issues in their communities
• Explain their role supporting child protection case management within their communities
• Recognize the interpersonal skills needed with children and caregivers to be successful in their roles
• Identify and discuss ways to manage the power dynamics and risks they face in their roles
In addition, case management teams will be able to:
• Recognize the role of community volunteers and the contribution they make to case management in
their communities
• Identify potential solutions to the challenges volunteers face in their roles (including power dynamics,
safety and wellbeing)
• Explain how to support volunteers’ work and wellbeing
3
Learning approach

The learning approach within the training manual focuses on applying contextualized and personal
reflection when training child protection volunteers supporting case management.1
The learning sessions in this manual:
• Tap into volunteers’ knowledge to ensure linkage to the specific context
• Respect volunteers’ deep understanding of risk and protective factors in their community
• Build on the community volunteers’ personal commitment and motivation
• Acknowledge that real learning happens when knowledge is linked to the personal, emotional self
This approach is participatory and built around dialogue among participants and between participants and
facilitators. Facilitators must be skilled in active listening and empathy.
Structure
The manual is divided into three sections:
I. Core Training: Volunteer’s Roles Supporting Case Management
These primary sessions begin with building participants’ understanding on their roles protecting
children in their communities. There are nine core learning sessions as well as an introduction and
closing session. Case management team members should join for Session 9.
The duration of the core training is approximately 25 hours (without lunch and coffee breaks). These
sessions can be sequenced over three to four days of training.
II. Additional Community Volunteer Training
These sessions serve as follow-up training to add depth to volunteers’ knowledge and skills after the
core training.
III. Case Management Team Training
These sessions target case management staff, helping staff think about applying a “team approach” when
working alongside volunteers. The sessions also build empathy, and address risk and power dynamics that
community volunteers face in their roles.
4 1. Gazibara, S. (2020). “Head, Heart and Hands Learning” A challenge for contemporary education. Journal of Education Culture and Society, 4(1), 71–82.; Wessells, M. G. (2015). Bottom-up
approaches to strengthening child protection systems: Placing children, families, and communities at the center. Child Abuse & Neglect, 43, 8–21.; Kolb, D. (1984) Experiential Learning: Experience As
The Source Of Learning And Development. Prentice Hall.; Freire, P. (1970). Pedagogy of the Oppressed. Herder and Herder.
Facilitator Profile

The training facilitator should have experience with:
• Child protection case management in humanitarian contexts
• Community-level approaches to child protection
• Contextualizing learning materials
• Participatory and creative learning activities
If the facilitator is not from the context, there should be a co-facilitator from the area, experienced in
child protection, who is able to ground topics and discussions in the local culture and context. See further
information below.
Emphasis on working from within local cultural understandings2
Piloting of the training manual emphasized the importance of contextualizing training content, making
a local facilitator or co-facilitator essential. In north-east Nigeria, the local facilitator was able to hold a
sensitive discussion on child marriage within the context of local religious beliefs, making key child rights
points without alienating participants. In Mozambique, the co-facilitator explained sexual abuse using
locally appropriate language without offending participants.
To contextualize the training package, the following steps are recommended:
• Review the agenda – do the start and end times need to be adjusted based on the working day, travel
or safety requirements? Should time be allocated for prayer?
• Consider the legal framework – should any references to the law be updated?
• Consider the SOP’s for child protection case management – review the eligibility criteria for case
management and ensure it is represented appropriately in the case management training sessions.
• Review the case studies and examples – should any names or descriptions be adjusted to be more
relevant to the context? Should certain examples be prioritized, or exercises altered, based on local
customs, practices or laws?
• Check if the session methodologies are appropriate for the context and the group – this may include
adjusting instructions to make them clearer, adjusting icebreakers to make them culturally appropriate,
adjusting feedback processes to suit the context. This symbol indicates
sections of the training
• Translate the training materials (especially the Volunteer Key Learning Cards) to the volunteer’s where contextualizing
dialect(s). content is recommended.
For more detailed guidance on this process, see the Alliance Facilitator Handbook.
2. Panter-Brick, C., Clarke, S. E., Lomas, H., Pinder, M., & Lindsay, S. W. (2006). Culturally compelling strategies for behaviour change: a social ecology model and case study in malaria prevention. Social
science & medicine, 62(11), 2810-2825.; Bray, R., & Dawes, A. (2016). Parenting, family care and adolescence in East and Southern Africa: an evidence-focused literature review. Innocenti Discussion
Paper 2016-02, UNICEF Office of Research Innocenti, Florence.
5
Language

It is essential to facilitate the training in the language predominantly spoken by volunteers. Provisions
should be made for participants who speak a local dialect or a different language. It might be necessary
to have an interpreter work directly with this group throughout the training. Remember that using an
interpreter will extend the time needed for each activity.
Adapting the agenda
Each session in the manual can be facilitated separately, or they can be organized into a comprehensive
four and a half-day training. It is important to determine the most appropriate schedule according to the
availability of volunteers. Ideally, the training would be spread out over a few weeks or months in order
that volunteers could practice skills and apply knowledge, and slowly build their learning. Here are two
sample agendas for different situations:
Sample agenda – dividing core trainings over three months.
Month 1: 3 days’ volunteer training, 1-day CM team training
Volunteers, month 1 CM team, month 1
Day 1 Day 2 Day 3 Day 1
Introductory session Review Review Welcome and introductions
9.00 – 10.15 9.00 – 9.15 9.00 – 9.15 9.00 – 9.30
Session 3: What is Child Session 6: Guiding Session 13: Community volunteers
Protection? Principles as interpreters in case management
9.15 – 10.55 9.15 – 11.35 9.30 – 11.40
Break Break Break Break
10.15 – 10.30 10.55 – 11.10 11.35 – 11.50 11.40 – 11.55
Session 1: I am a Session 4: Case Session 9: We are better Session 14: Imagining the life of a
community child management: an approach together (volunteers’ volunteer
protection volunteer to protection concerns preparation time) 11.55 – 13.10
10.30 – 12.20 11.10 – 13.00 11.50 – 12.20
Lunch Lunch Lunch Lunch

12.20 – 13.15 13.00 – 14.00 12.20 – 13.00 13.10 – 14.00
6
Session 2: Thinking about Session 5: My role as a Session 9: We are better Session 15: Power, risks and
my community community volunteer in together, continued. wellbeing of volunteers
13.15 – 16.15 the case management 13.00 – 15.30 14.00 – 16.00
team Break
14.00 – 15.50 15.30 – 15.45
Recap Recap Recap and close Recap and close
16.15 – 16.30 15.50 – 16.05 15.45 – 16.00 16.00 – 16.15
Volunteers, month 2 Volunteers, month 3

Day 1 Day 1
Welcome Welcome
9.00 – 9.30 9.00 – 9.30
Session 7: My safety as a community child Session 10: Communication with children
protection volunteer 9.30 – 11.55
9.30 – 11.10
Break Lunch
11.10 – 11.30 11.55 – 12.45
Session 8: My emotional wellbeing as a Session 11: Communication with caregivers
community volunteer 12.45 – 14.25
11.30 – 13.00
Lunch Break
13.00 – 14.00 14.25 – 14.45
Session 12: Power within my role as a community Evaluation and closing session
volunteer 14.45 – 16.00
14.00 – 16.00
Recap and close
16.00 – 16.15
7
Sample agenda – six days in a row:
Introduction and purpose Day 1

Volunteers
Day 2
Volunteers
Day 3
Volunteers
Day 4
Volunteers
Day 5
All
Day 6
CM staff
Introductory Review Review Review Review Welcome and
session 9.00 – 9.15 9.00 – 9.15 9.00 – 9.15 9.00 – 9.15 introductions
9.00 – 10.15 9.00 – 9.30
Session 3: What is Session 6: Guiding Session 10: Session 13: Session 14:
Child Protection? Principles Communication Community Imagining the life
9.15 – 10.55 9.15 – 11.35 with children volunteers as of a volunteer
9.15 – 11.40 interpreters in case 9.30 – 10.45
management
9.15 – 11.25
Break Break Break Break Break Break
10.15 – 10.30 10.55 – 11.10 11.35 – 11.50 11.40 – 11.55 11.25 – 11.40 10.45 – 11.00
Session 1: I am Session 4: Case Session 7: Session 11: Session 9: We are Session 15: Power,
a community management: My safety as Communication better together risks and wellbeing
child protection an approach a community with caregivers (volunteers’ of volunteers
volunteer to protection child protection 11.55 – 13.35 preparation time) 11.20 – 13.00
10.30 – 12.20 concerns volunteer 11.40 – 12.10
11.10 – 13.00 11.50 – 13.30
Lunch Lunch Lunch Lunch Lunch Lunch
12.20 – 13.15 13.00 – 14.00 13.30 – 14.15 13.35 – 14.30 12.10 – 13.00 13.00 – 14.00
Session 2: Session 5: My role Session 8: My Session 12: Power Session 9: We are Eval and close
Thinking about my as a community emotional within my role better together, 14.00 – 15.15
community volunteer in the wellbeing as as a community continued
13.15 – 16.15 case management a community volunteer 13.00 – 15.30
team volunteer in case 14.30 – 16.30
14.00 – 15.50 management
14.15 – 15.45
Recap Recap Recap Recap Eval and close
16.15 – 16.30 15.50 – 16.05 15.45 – 16.00 16.30 – 16.45 15.30 – 16.45
8
Preparation Required:

Find a suitable venue
A large, open, informal space is important for this training. The venue should allow for either seats or mats to be placed
in a circle for participants. Further, it should allow the volunteers to participate fully without distractions and in a space
where they can speak freely.
Organize child care
There may be volunteers that need to bring their young children to the training. This should be accommodated by using
some training budget to employ child care. Alternatively, support mothers in registering their children in Child Friendly
Space activities for the duration of the training. Best practice is to consult with the mothers to determine which option
they prefer. Options should also be age appropriate.
Preparation to deliver
Preparation for the training should include working with a facilitation team to agree who will lead on which sessions,
how to contextualize the course, and to ensure the procurement of resources required. Each session introduces the
facilitator to the learning objectives, contextualization, and preparation needed. The materials that need to be printed
or translated for each session can be found at the end of each session in the “Handouts” section.
For more detailed guidance on how to prepare to deliver a training course, see the Alliance Facilitator Handbook.
Translate and Print Key Messages Cards
Several sessions have handouts that should be translated
and printed for participants. This includes the pre/post-test,
flashcards, and stories.
Many of the sessions have Volunteer Key Learning Cards
with the core concepts that participants should retain from
the session. There are 11 Volunteer Key Learning Cards in
the full training. They will need to be translated into the local
language, printed, and laminated. At the end of the training,
participants will bind them together with ribbon into a small
reference book. This will be a useful resource for participants
Photo: © James Clacherty

to refer to following the training. In multi-lingual contexts,
it may be useful to ensure accessibility by printing the local
language on one side and the language of school instruction
(English, Arabic, French, etc.) on the other.
9
Drawings

Drawings are used throughout the training. Each drawing has a description to ensure understanding of
what is occurring in the illustration. Each drawing is included at the end of each session for photocopying.
Print at least one drawing for every five participants.
Materials Needed
• Flip chart paper (5 packs) and 1 flip chart stand
• Markers in various colors, including red (at least 1 marker for each participant)
• Tape (4 rolls)
• A4 paper (200 sheets)
• Pens (1 per participant + extras)
• Post-it notes in various colors
• Sticky dots (6 per participant)
• Glue sticks (about 6)
• Alarm clock or timer
• Scarves, sarongs or balloons (one per three participants)
• Box of matches
• Blank cards (at least 2–3 per participant)
• Small candies for prizes
• Crayons
• Small soft ball for group activities
• A small bowl
• Speaker
Collecting Participant Feedback

As a facilitator, it is important to monitor how participants are understanding the content, engaging with
the approaches, and feeling during the training. Include a 15-minute “Recap of the Day” session at the end
of each day of training. A sample outline of a Recap session is included below, followed by some ways to
collect daily feedback in a fun and engaging way. After the final session each day, review this feedback as a
facilitator or facilitation team and make note of any changes that can be made to improve the experience
for the participants. In the morning session, provide an overview of the feedback received and outline
10
what will be done in response.
Daily Recap Session (15 minutes; end of each day)
To review the day and get feedback from participants.
By the end of the session participants will be able to:
• Recap key learning points from the day’s sessions
• Provide written feedback to the facilitator(s)
Time Facilitator Notes

10 min Recap the sessions which took place today, with a brief outline of what was covered in each.
Or, ask the participants to find their training partner and together recap the main messages
from each of today’s sessions.
5 min Use a creative way to gather feedback from the participants on how they found this day of
training (see examples below).
Smiley Faces Pair share

Stick 3 flip charts on the wall: 1. Explain that this is a quick exchange of information game
1. What is going well 2. The whole group should walk around the workshop space
3. The facilitator then invites participants to find a partner they
haven’t worked with
4. Make sure that there are even numbers so that no-one is left
2. What can be improved out – the facilitators can join in if needed
5. Call out a topic and the participants have to share with their
partner about that topic
Example feedback topics:
3. Suggestions ‘The best thing about today’s training.’
‘Something new I learned today.’
‘Something I would change tomorrow or in the next training.’
Invite participants to leave post-it notes in each 6. Then ask for a few people to share what they or their partner
section before lunch/ at the end of each day said. Repeat the activity each time you have a new topic.
11
Sticky dots Check in
On a flip chart, write 3–4 statements for participants to Ask 2–3 different participants (try to ensure you have
offer feedback on (leave space between them). Give each diverse perspectives by level of participation, gender,
participant 6 sticky dots. Explain that they should put their etc.) to stay behind and have a quick discussion with
dots next to the statements they agree with the most – them each day.
they can choose to put all three dots next to one statement
• What do you think about today? – (it is always good
or two or one on three different statements. The pattern
to start with an open-ended question).
will give you feedback.
• What is going well?
Examples of statements:
• What did you learn today?
• I understood all of what we learned today. • Was there anything that happened in the training
• I found the content of today’s training difficult to sessions that was difficult or confusing
follow. • Do you have any questions or advice for us as
• I found the content was too easy for me, I knew these facilitators?
things already.
If there is a facilitation team, it is recommended to
• I felt comfortable and safe to share my ideas. discuss similar questions on a daily basis.
• I did not feel comfortable, I felt that we all had to agree
with the facilitator.
• Some of the participants talked too much and did not
give others space to talk.
In addition, at the end of the course, participants should complete a training evaluation. The
information collected can help identify:
• What went well about the course and should be replicated in future
• What could be improved, and suggestions on how to do this
• Further learning needs
A training evaluation form for participants is included at the end of the closing session. More questions
can be included if the facilitation team wants additional feedback.
12
Learning review

To help participants remember and retain the new learning they are gaining throughout the course, it is
important to conduct a Learning Review session at the start of each training day. A sample outline of this
session is included below.
Learning Review Session (beginning of each day; 15 minutes)

To bring participants into the learning space, refresh their learning from the previous day, and set the
scene for the day.
By the end of the session, participants will be able to:
• Share something that they learnt on the previous day
• Outline the program for the day ahead

3 min Welcome the participants back and thank them for the feedback they provided in the recap
session the previous day.
Summarize the feedback that was received and outline what you will do in response to this
feedback. Check if anyone has anything further to add.
If necessary, take the opportunity to revisit the course objectives and/or ground rules.
10 min Facilitate a short quiz, discussion or game to reinforce learning from the previous day. (It is
also possible to invite a pair of participants to plan and facilitate this. Inform them during
the recap on the previous day.)
2 min Give an overview of the day ahead, including how this links to what was covered yesterday.
Assessment of knowledge
Finally, in order to assess participants’ learning, a pre and post-test can be used to measure knowledge.
A pre-test can be found after the Introduction session and a post-test and evaluation is included after the
closing session.
13
CORE TRAINING: VOLUNTEERS’ ROLES SUPPORTING CASE MANAGEMENT
Facilitator Guide

14
Introductory Session: Getting to Know Each Other
Introductory Session (1 hour 15 minutes)

To set the scene for the training including building an effective
learning environment and developing working relationships
amongst the group.
By the end of this session participants will be able to:
• Introduce the facilitators and other members of the training
• Recall the structure of the course
• List the agreed ground rules for the course
Key Learning Points:

• The course combines core sessions for community
volunteers, with supplemental sessions to deepen
knowledge and understanding, and organizational
workshops which involve case management staff. During
some sessions the whole case management team
(volunteers and staff) will come together, to help build
a shared understanding of the contribution each person
makes to the work of the team.
• Each member of the course will have a training partner. You
will support each other by checking in with each other, both
emotionally and to ensure mutual understanding of the
training.
Preparation required for this session

1. Write each number from 1 to 10 on a separate sheet of
paper.
2. Collect the following materials:

• Paper, pens and tape for Activity 1 and 2
• Flip chart paper and markers
• Post-it notes for Activity 3
• Prepare a flip chart with “Learning Agreement” as a title
15
• Print the pre-test for participants to complete

20 min Opening the training
Open the training in a locally appropriate way and warmly welcome the participants. Welcome everyone to the course
and introduce yourself and co-facilitator(s).
Say: We are very grateful that you are all here! The next several days are for you, as community child protection
volunteers, to acknowledge everything you already do to help children in your community and build your skills in your
essential roles. The aim of this training is to build on the deep knowledge, capacities and resources that everyone in
the room already has as a community volunteer. The training will help you to support children and families in your
communities, and build our work together as members of a team.
Go over any housekeeping notices (washrooms, refreshments/lunch, fire escapes, security, etc.)
Activity: Getting to know each other
Play one of the “getting to know you games” suggested below. The first game is designed for a group who does not know
each other. The second game is for if the group already knows each other.
Option 1 – Name game3
• Ask each participant to write their name in large letters on a card and tape it to their clothing in a visible place.
• Ask the group to form a circle.
• Give them 4 minutes to memorize the names of the other people in the circle.
• After 4 minutes, ask everyone to take off their name cards and pass them clockwise around the circle until you say
stop.
• Say: When I say go, look at the name on the card you are holding and return it to the right person. Say go.
• After thirty seconds, call stop. See who is left and have the group help them find the right owner for the remaining
cards.
Option 2 – ‘I am’ game4
• Give each participant a piece of paper and a marker and ask them to write their names on the top and to finish the
statement, “I am ...,” using six different endings. For example, I am Jon. I am a father. I am from Manila.
• Ask the participants to attach their papers to their chests with tape and then walk around the room, reading each
other’s statements and discussing them together, looking for similarities and differences.
16
3. UNICEF, (1998). Visualization in participatory programmes: Games and exercises. Communication Section, UNICEF Eastern and Southern Africa Regional Office, Nairobi, and the Organizational
Learning and Development Section, Division of Human Resources, UNICEF New York. p. 18
4. Ibid. p. 19
5 min Agenda outline
Thank everyone for participating in the game and invite them to return to their seats.
Say: The course objectives are that by the end of the training, you will be able to:
• Describe child protection issues in your communities
• Explain your role supporting child protection case management within their communities
• Recognize the interpersonal skills needed with children and caregivers to be successful in your roles
• Identify and discuss ways to manage the power dynamics and risks you face in your roles
• Recognize your signs of stress and identify ways of caring for yourself and each other
Outline the structure of the course, including an overview of the three sections and when other colleagues will be
involved in sessions. Show the training agenda and briefly explain the logic of the course (the sequences of the sessions).
Remind participants how many days the training will last and how long the training will be each day.
15 min Activity 2: Finding a “training partner”
Introduce the idea of each person having a “partner” or “buddy” that will look out for them during the training.
Say: As volunteers, we need to look after each other. During this training we want you to all have a “buddy” or “partner”.
You will support each other by checking in with each other, both emotionally and to ensure mutual understanding of the
training.
Please choose a person who you do not know to be your training partner. We will do an activity now to help you get to
know your “partner”
Participants choose a partner, if the number is uneven, three people can be ‘partners. Distribute markers and paper to
each pair.
Say: Share with your partner a bit about yourself, and 1 expectation for this course together. Please write one expectation
that you both have on the piece of paper that you have, with both your names.
Once partners have had a chance to talk to each other, bring everyone back into one large circle. Invite each pair to
introduce each other to the group and their shared expectation.
Say: Look after your partner, check on them throughout the time we are together. I will give you time at the end of each
day to talk to each other about the day.
Close the session by linking to what is coming next.
17
15 min Activity 3. Learning Agreement
Explain that for everyone to get the most from the training, it is important that we create an effective learning
environment. To help with this, we will now develop an agreement around how we will work together during the
training.
Ask the participants to talk to the person next to them and come up with three ideas of ground rules that we can set to
help us work well together as a group, and get the most out of the training. Provide post-it notes and ask them to write
each idea on a separate post-it.
After 5 minutes, ask the group to bring their post-its up and stick them on the Learning Agreement flipchart. Group these
as they are added, then summarize the points and agree a list of ground rules. Display the agreement on the wall.
15 min Pre-test
Say: We have a few questions that we’d like for you to review so we understand the knowledge that you have at this time.
We will do the same exercise at the end of the course to see how much you learned.
Distribute the pre-test and explain the scale of the smiley faces and how to complete the ranking. Allow 15 minutes for
participants to complete the test before moving on to the next session.
18
Introductory Session Handouts
Pre-test
Community CP Location:
volunteer training
Training dates: Facilitator(s):
1. Circle the correct definition of child 4. What is the role of a community Please put an “x” under the smiley face that represents
protection: volunteer in case management? how you feel:
a. The provision of support for a. Investigating possible child Not at all Somewhat Completely
children’s health, development, protection cases and reporting
I can describe child
wellbeing and safety. them
protection risks in
b. The prevention of and response b. Conducting a comprehensive my community
to abuse, neglect, exploitation, assessment to understand
I know how to
and violence against children. children’s protection concerns
support children
c. Children’s rights to a c. Looking and listening for with protection
wholesome family life, basic protection concerns, referring concerns in my
needs, education, and safety. children, and supporting the community
caseworker through follow up
I can describe
2. Which one of these cases would and supporting the child and
my role in case
you not refer to a caseworker? family.
management
a. A child out of school I know how to
b. An unaccompanied child 5. What are four ways that you can communicate
recognize abuse or neglect? with children and
c. A child engaged in child labor
d. A child who is experiencing a. _________________________ caregivers
physical abuse at home I can talk about the
a. _________________________
risks and power
3. Which of the below is not a child b. _________________________ dynamics I face in
protection guiding principle? my role
b. _________________________
a. Best interests of the child
c. _________________________
b. Confidentiality
c. _________________________
c. Do no harm
d. Assistance with rights claims d. _________________________
e. Child Participation d. _________________________
19
1 Session 1: I am a Community Child Protection Volunteer
Session 1 (1 hour 50 minutes)
To enable volunteers to appreciate that their unique life
experiences and values can be an important resource for
the children, families, and communities they support as a
Community Child Protection Volunteer.
• Reflect on the beliefs, values and life experiences that
have motivated them to become involved in child
protection work

Each of us bring our own motivations, experiences, beliefs,
values and abilities to our roles as community volunteers.

These make us who we are, and make us important
members of our communities. Your life experiences, your
motivation, and your natural skills are essential tools that
help keep children safe in your community.
Preparation and materials required:

1. Prepare a flipchart with the “How has my life motivated
me?” (Activity 2)
Why is this an important topic to explore?
2. A flip chart paper for each participant
The motivations to be a child protection volunteer are
3. Markers (sufficient quantity for all participants) complex, but the choice is deeply personal and often related to a
4. A speaker to play local relaxing music for participants to person’s life history.5 Allowing volunteers to reflect on why they
listen to during Activity 1 made the choice to volunteer is an important acknowledgement
5. Research PSS support organizations or counseling of the motivations related to beliefs, values and life history. This
services in the area for support for participants if they builds their sense of self-worth, increases the quality of the work
are upset or distressed they do and motivates them to continue.6
5. Swartz, A., and C. J. Colvin. 2015. “‘It’s in our veins’: Caring natures and material motivations of community health workers in contexts of economic marginalization.” Critical Public Health
25 (2): 139–152.; Maes, K., and I. Kalofonos. 2013. “Becoming and remaining community health workers: Perspectives from Ethiopia and Mozambique.” Social Science & Medicine 87: 52–59.;
Naidu, T., Y. Sliep, and W. Dageid. 2012. “The social construction of identity in HIV/AIDS home-based care volunteers in rural KwaZulu-Natal, South Africa” SAHARA-J: Journal of Social Aspects of
20
HIV/AIDS 9 (2): 15.
6. Swartz, A., and C. J. Colvin. 2015. “‘It’s in our veins’: Caring natures and material motivations of community health workers in contexts of economic marginalization.” Critical Public Health 25
(2): 139–152.
1

5 min Introduction
Welcome participants to the session and explain that we will start with an icebreaker.
Icebreaker: Names in the air7
Ask participants to write their name in the air first with their right hand, then their left hand. Then ask them to write their
name in the air with both hands at the same time.
Say: That game was about you and your name. This session will be about you. When you are working with children, their
families and the community the most important tool that you bring to this work is yourself. To do this work well, it is
important to understand yourself and what brought you to this work.
Introduce the session learning objective and explain that we will do a creative activity to help us reflect.
75 min Activity 1: What Makes me who I am?
*Be aware during this activity that recalling past experiences can be difficult for participants.*
Say: We are all going to make an individual drawing of ourselves that tells our life story. This activity is for you, and we will
not share our stories with the entire group, but you will have time to share whatever you are comfortable with at the end
of the activity with your training partner.
Say: Some of the questions might remind us of difficult experiences from our own lives. If the activity gets difficult, please
feel comfortable to take a break. You can also ask to speak to me or a co-facilitator during the break.
Remain aware of whether any participants seem upset and ask them at the end of the session if they would like to talk
to someone about what is upsetting them. Participants can be referred them to the source of support that you identified
before starting the training.
It is recommended to play some relaxing local music while doing this activity, as it will
lighten the mood. All the facilitators should also make a drawing along with the
participants.
Step One:
Give each participant a piece of flipchart paper and a marker. Draw a figure on the flip
chart at the front of the room as an example. It should look something like this:
Say: Begin by drawing a simple figure on your paper like this one, this is you. Leave some
space above and below the figure.
Step Two:
Say: Look at the space under the feet of your drawing. This is your country and your
culture that you stand on. Draw some pictures or words about the place that you were born.
Give participants 7 minutes to draw.
7. International HIV/AIDS Alliance, (2002). 100 Ways to Energise Groups: Games to Use in Workshops, Meetings and the Community. P.7
21
1
Step Three:
Say: Look at the legs on your drawing, where have they been? In or around the legs, draw or write all the places your legs
have been, the journeys they have made.
Step Four:
Say: At the center of the body, draw or write the people who are important to you, from either the past or the present.
These important people are right by our hearts and in the part of the body that holds us up.
Step Five:
Say: You have two arms and hands. Next to one hand on your drawing, draw your skills and strengths. Next to your other
hand draw or write the things you have achieved.
Step Six:
Say: Look at your head on your drawing – in our thoughts we hold our beliefs and values. Draw or write your beliefs and
values around your head. Finally, draw your wishes and dreams above your head.
Once the drawings are finished, ask participants to find their training partner.
Say: Share something from your drawing that you feel comfortable sharing with your training partner.
*This is an important step in the session. This activity may have drawn out some emotions, and sharing aspects of their
stories with their training partners will help channel those emotions in a safe way. Observe the participants, and if anyone
looks distressed or upset, ask if they would like to talk at the end of the day.*
25 min Activity 2: How has my life motivated me?
Display the following questions on a flip chart:
• Do you see anything in your drawing that helps you understand why you became a child protection volunteer?
• Do you have any common motivations?
Keep the group in the training partner pairs and ask them to discuss the questions on the flip chart together. Give the
pairs ten minutes to discuss, then bring the group back together. Ask for some reflections from the pairs about the
discussions they have just had.
22
1

5 min Concluding Activity
Say: These drawings show who you are. The person who chose to be a Community Child Protection Volunteer. Your life
experience is the best tool you have to help protect children. We will put the drawings on the wall, where they will stay
throughout the training, to acknowledge the importance of each one of you and the value you bring to our team. Thank
you for your participation in this activity. In the next session, we will begin learning how we can become even better
resources for our communities.
During the break, tape all of the body maps up around the room. Leave them up for the duration of the training. Do not
ask questions about the drawings, as they are private. Hanging them on the wall acknowledges the importance of each
individual participant.

23
Session 2: Thinking about my community
2 Session 2 (3 hours) Aim and Learning Objectives:
To help volunteers recognize that they are experts on their communities, including
the risks and resources for children in their communities.
• Describe the physical and social environment of the community where they
work
• Describe the problems children in their community face
• Identify people and services that can support children in the community
• Recognize their local understanding as expert knowledge that can be useful
within a case management team

Note: Most of the key learning points for this session will be defined by the

participants through the mapping activity. It is important for the facilitator to draw
these out in the course of the session, and help participants to recap them before
closing.
• The local understanding which volunteers have of their own communities is a
source of expert knowledge, and can make a useful and important contribution
to the work of the case management team.

1. Send an invitation to the entire case management team. Below is some sample
Why is this an important
language: topic to explore?
You are invited to join the last activity of the second training session with Community volunteers have deep knowledge
community volunteers. Please join us from xx – xx to participate in this activity. of their local community. This knowledge is
The training is being held at xxx. During this activity, the volunteers will share central to the support they can offer in the
some of their valuable knowledge about their community. This will be an case management process.8 The research
excellent opportunity to get to know the volunteers better. found that when this is not acknowledged,
2. Flipchart paper, tape, and markers for drawing maps; post-it notes in two volunteers often feel inadequate and even
colors, glue, and markers powerless in comparison to staff working in
case management.9
3. Alarm clock or timer
8. Quosh, C. 2013. “Mental health, forced displacement and recovery: Integrated mental health and psychosocial support for urban refugees in Syria.” Mental Health 11 (3): 2.; Naidu, T., and
Y. Sliep. 2011. “Contextual Reflexivity: Towards Contextually Relevant Research with South African HIV/AIDS Home-Based Care Volunteers.” International Journal of Qualitative Methods 10 (4):
24
431–443.
9. Alliance for Child Protection in Humanitarian Action, (2021). Community volunteers and their role in case management processes in humanitarian contexts: A comparative study of research
and practice.
Session 2 (3 hours)
10 min Introducing the theme of the session
Welcome the participants to the session and explain that we will start with an icebreaker.
Icebreaker: Get into the ‘bus’ (or the most popular form of public transit)10
2
1. Make sure the space is large enough for the participants to be able to move around and group together – as if they
are in a small bus or truck.
2. Explain that a number of “buses” are ready to leave town and that they need to make sure they are on the right one.
3. Begin by calling out: “get into the bus with everyone who was born in the same month as you.” (Participants should
form groups by different months.)
4. Then call out: “get into the bus with everyone who has the same favorite food as you”.
5. Finally, call out: “get into the bus with everyone who works as a community volunteer in the same village/ settlement/
neighborhood as you.”
6. They should stay in these groups for the first activity.
Say: In our last session, we thought about ourselves. You have all arrived in your “buses” – your community where you
work. In this session, we will think about the communities where we work as child protection volunteers. Introduce the
session learning objectives.
75 min Activity 1: The community where I am a child protection volunteer
Say: Now that we have identified who works in the same community as us, we will work together to think more about that
community.
Participants were divided into geographic groups as part of the icebreaker, and they should remain in these groups for
this whole session. If there is a large group, you should divide them into smaller groups. There should be no more than six
people per group.
Say: These are your community groups, and you will work together to represent your community in the next activity, and
throughout the training
Give each group several pieces of flipchart paper, tape, and markers for drawing. Instruct groups to tape 2 pieces of
flipchart paper together to make a piece big enough to map out their communities
Say: In your groups, draw the place, the community, where you live and work as a volunteer. Put your homes in the
drawing, homes of some of the families you work with, important places people go like places of faith, schools, shops,
recreation spaces, clinics or hospitals, latrines, etc.
Give participants 25 minutes to work on the maps.
Say: Next, draw the children in your community and the activities they do, like going to school, playing, etc. Make sure to
show children of different ages and genders.
11. UNICEF, (2006) Training Course on Participatory Approaches for Working with Children and Young People: Programme Planning, Implementation and Studies and Evaluation. UNICEF
Tanzania. p 18 25
Session 2 (3 hours)
Then, hand out post-it notes of one color to each group.
2 Say: Write the problems children are facing in your community on these post-it notes. Stick them to the maps.
**Stick the post-it notes down with glue or tape, so they stay on the maps for the next session of the training. **
Give participants 15 minutes to identify problems and paste them on the map.
Hand out post-it notes of a second color to each group.
Say: All communities have people who care for children. Firstly, there are parents, who try to care the best they can for
their children, though sometimes circumstances make it difficult. And then there are always community members who
have a heart for children, almost all communities have people like this. Think about who these people might be in your
community. Also, think about service providers that are there to help children and their families, like those at a clinic or
school. Write on the post-it notes all these different services or people. One per post-it note. Stick them on the map.
Give participants 15 minutes to identify services and helpers and paste them on the map.
30 min Activity 2: Preparation for knowledge sharing
Explain that in thirty minutes, the rest of the Case Management team will join the training. Since community volunteers
are experts on their communities, they will use the maps they have just made to prepare presentations on the following
topics:
• What our community looks like
• The activities children do in our communities
• The problems children face in our communities
• The services and helpers in our communities that help children and families.
Different group members can present on each topic, and groups could also use creative ways to present – such as a song
or through telling a story. Let everyone know how much time each group will have to present (40 minutes divided by the
number of groups). If necessary to stay within the time allowed, each group can present on one topic.
If necessary to stay within the time allowed, each group can present on one topic.
Let groups prepare their presentations. Circulate among the groups and support where needed.
5 min Allow the Volunteers a five-minute break and/or use this time to arrange the room for the extra participants who will be
joining at this point.
60 min Concluding activity: Knowledge sharing with the Case Management team
** All case management staff join the training now**
Introduction
Play an icebreaker (example below) that allows staff and volunteers to introduce themselves in a fun way.
Icebreaker: Have all participants stand in a circle. Start by holding a bean bag or soft ball. Explain that you are going to
do a quick activity to get to know each other better. Say that the person holding the ball will introduce themselves by
26
saying their name, role in the team, and something they do for fun. Say that you’ll start and then pass the ball to the next
person.
Session 2 (3 hours)
Say: Did you learn anything interesting from the icebreaker activity? Who has an interesting hobby? Who has something
in common with you?
Presentations
Say: Today the Community Child Protection Volunteers have been looking at the communities where we work, including 2
the lives of children, risks and resources. You have been invited so we can share this knowledge with the team.
Each group then presents their map and four topics. Time each presentation in line with what you agreed earlier, during
the preparation time.
After all of the group presentations, elicit feedback from the group by asking guiding questions:
• Did anything surprise you about the maps?
• Did you learn anything new about children in the different communities?
• Did you learn something about resources or services in the communities?
• Did you learn anything that will help you in your day-to-day work?
Wrap up
Say: Thank you all for joining today. Let’s end with a celebration of us as a team supporting children. Volunteers, in the
next session we will learn more about how you will support this team
End with a celebratory song or
dance. If possible, share tea or
lunch together.
*Note, keep the maps, as these
will be used again in later sessions.*

27
Session 3: What is child protection?
Session 3 (1 hour 40 minutes) Aim and Learning Objectives:
To support participants to distinguish child protection needs from other needs
3 experienced by children. To understand ways to identify possible child protection
concerns in the community.
• Recognize the difference between general needs of children and protection
concerns
• Describe different types of protection concerns children may experience in their Contextualization for this
community session:
• Explain ways to identify a child with a possible protection concern in the community • Revise Volunteer Key Learning
Card 2 according to the case
Key Learning Points: management eligibility criteria
Child Protection is the prevention and response to abuse, neglect, exploitation and in the humanitarian response.
violence against children. There may be different types
The role of a community volunteer is to identify children who are experiencing, or at of cases that are appropriate
risk of abuse, neglect, exploitation or violence. for referral, according to Case
There are four ways of identifying child protection concerns in the community: Management SOPs in the context.
1. Report from a community member • *Explaining sexual abuse and
2. Disclosure from a child sexual exploitation can be
sensitive and people can react
3. Observation by a volunteer
in different ways (especially if
4. Significant changes in children’s behavior they are a survivor, or know
Preparation and materials required for this session: a survivor). Ask a facilitator
or colleague who lives in the
1. Maps and post-it notes from Session 2 community and speaks the local
2. Large space to play the icebreaker game – consider going outside language to explain sexual abuse
3. Scarves, sarongs or balloons – enough for one per three participants so you know that acceptable are
4. Flipchart paper and markers including at least 1 red marker per group careful language will be used. *
5. Translate Volunteer Key Learning Cards 1, 2, 3 and print and laminate (one per
volunteer)
6. Translate the flashcards and print and laminate (one set per 5–6 volunteers)
28
3

The research11 Case Management program managers requested a simple, introductory training for community volunteers
on basic Child Protection concepts. Community volunteers should have a basic understanding of these concepts before being
introduced to their specific roles in case management.
11. Ibid. 29
15 min Introduction
Welcome participants to the session and explain that we will start with an icebreaker.
Icebreaker: Protection12 – use a large space to play this game. Depending on the context, this game may be
3
inappropriate. If appropriate, play it with a small group of the same sex in the middle of a circle of other participants
watching.
Divide the participants into three groups. Take one group aside and give each person a scarf, a sarong or tie a balloon to
their ankle. Have them tuck the item into their belt or the neck of their shirt. Tell them not to tie a knot. Let them re-join
the group. Call the second group and tell them their job is to protect the people with the scarves. They must prevent the
third group from getting the scarves. Call out the third group and tell them their job is to steal the scarves from the first
group. Let the game go ahead for a short time.
Have the entire group sit down to discuss the game.
• Ask the group with the scarves: How did you feel when you realized one group was trying to steal your scarves?
• Ask the protectors: How did you feel when protecting the first group? How did you feel about the people you were
protecting? How did you feel about the people trying to steal the scarves?
• Ask the people stealing the scarves: How did you feel when you were stopped from taking the scarves?
• What does this game tell us about being a Community Child Protection Volunteer?
Say: The group with the scarves were like the children in your community.
The group protecting them were like Child Protection volunteers.
In this session we will find out more about what Child Protection is.
Introduce the session learning objectives.
40 min Activity 1: What are child protection concerns?
Say: During this session, we are going to focus on some difficult issues that children face that can be upsetting to think
about. They also might remind us of difficult experiences from our own lives. If the conversation gets difficult, please feel
comfortable to take a break. You can also ask to speak to a co-facilitator or your training partner during a break.
Say: To get started, let’s think about problems children face in your community. Call out any you can think of.
As participants call out problems, write them all down on a flip chart. Once the problems are written down, take a red
marker and circle those that are related to Child Protection. Use Volunteer Key Learning Card 1 as a reference of what
child protection concerns are.
Say: Children face many problems in our communities (give examples from the flipchart), but your work as a Child
Protection Volunteer is to look out for children who are at risk of abuse, neglect, exploitation, and violence. This includes
children without any caregivers, child-headed households, children who are at risk of joining or have joined armed
forces, and children who are married or at risk of early marriage.
30 12. Save the Children, (n.d). Child Protection Training. p. 32

Give each participant Volunteer Key Learning Cards 1 and 2. Read them both aloud and check if the participants have
questions to ensure they understand.
Have participants divide into the groups they worked in for making the maps and hand out the map and red pens.
Say: Look at the post-it notes that listed problems children are facing in your community in the last session. Now, you
should identify which of these problems are child protection concerns. Use a red pen to circle these. You can add more
problems at this point, and circle them in red, if more come to your mind. 3
Walk around the groups and make sure that everyone understands what Child Protection concerns are.
45 min Activity 2: How to identify children at risk of abuse, neglect, exploitation or violence
**Explaining sexual abuse and sexual exploitation can be sensitive and people can react in different ways (especially if
they are a survivor, or know a survivor). Ask a facilitator or colleague who lives in the community and speaks the local
language to explain sexual abuse so you know that acceptable are careful language will be used. **
Keep participants in their community groups and hand out a set of the child protection concerns flashcards to each group.
Instruct them to sit in a circle with the flashcards in a pile in the center of the circle face down.
Say: It is helpful to think about the kinds of abuse and violence children may experience so that we can identify it more
easily in our own communities.
Review the flashcards with the participants; explaining the type of child protection concern that is being depicted. Take
time to answer any questions that come up during the explanation.
Say: Each member of your group should draw a flashcard from the pile in the center. As you pull a flashcard, think about
ways you might identify this child protection concern in your community. One-by-one, explain to the other group members
what ways you thought of. Keep pulling flashcards until you finish the deck.
Give the participants 20 minutes for this activity. Walk around the groups and make sure that everyone understands the
different types of abuse.
Bring the participants back into the larger group, and review the ways that they might identify each type of concern by
holding up each flashcard, and generating ideas from the group.
Say: For all these different types of child protection concerns, there are four key ways that we might identify that a child
needs a referral for child protection case management.
Distribute Volunteer Key Learning Card 3 to all the participants and review it together.
Say: It is very important to remember that simply because we identify a sign that a child might be at risk, we should be
careful in not jumping to conclusions. We also are not responsible for investigating. In the next sessions, we will discuss
together what to do when we identify cases in order to maintain our safety, and the safety of the child.
Concluding the session:
Say: As a Child Protection Volunteer, your knowledge of your community is important. You know which children need
protecting, and now you have extra information on how to identify children. In the next session we will look at how the
support you give to the case management team can help children with child protection needs.
31
Handouts for Session 3
3 Volunteer Key Learning Card 1
What is Child Protection?
Child Protection is the prevention and

response to abuse, neglect, exploitation and
violence against children.
My role as a volunteer is to protect children
by having my eyes and ears open to see and
hear if children are experiencing, or at risk of
abuse, neglect, exploitation or violence.
Session 3
32
Volunteer Key Learning Card 2 3
Children with Protection Concerns
• Children who are experiencing, or at risk of:

• Physically abuse or violence
• Emotional abuse (such as living in a home with severe domestic violence)
• Sexual violence, assault or abuse
• Neglect
• Exploitation (such as trafficking, child labor)
• Children who are showing signs of psychosocial distress
• Unaccompanied children
• Separated children with vulnerable caregivers
• Children who are married, or engaged to be married
• Children who are pregnant, or child parent
• Children associated with armed forces or armed groups
• Children with disabilities who are not receiving support
Session 3
33
3 Volunteer Key Learning Card 3
Identifying possible child protection concerns in the community
There are several ways to identify children who might be at risk, or who might have protection
concerns. They include:
1. Reporting: a community member, teacher, parent might tell you about a child with
protection concerns
2. Disclosure: a child might tell you directly about a child protection concern
3. Observing children with protection concerns (such as physical marks on a child’s body, a
child who is being prepared for marriage, a child in forced labor, or a child who is pregnant.
4. Behavior:
• Big changes in behavior in a child is a sign that a child might be at risk. Behavior that is
not suited to their age and stage of development could be a sign of a child protection
concern.
• Acting out behavior – this is ‘big behavior’ that we can see on the outside –
behaviors such as stealing, temper tantrums, disrupting behavior
• Withdrawal – this is ‘going-inside behavior’ – like being silent, fearful, sitting alone
Session 3
34
Flashcards 3
Physical Abuse: the use of violent, Emotional Abuse: humiliating or Sexual Abuse: any involvement of a
physical force to cause injuries or degrading treatment against a child child in sexual activity by an adult or
suffering to a child Examples: insulting, criticizing, person of power, including all forms of
Examples: hitting, shaking, burning shaming, or isolating a child sexual violence
Examples: rape, sexual exploitation,
indecent touching and exposure,
including showing children
pornographic material
35
3 Flashcards
Neglect: deliberate or careless failing Exploitation: the use of children for Unaccompanied child: a child who has
to protect a child or provide for their someone else’s advantage, gratification been separated from both parents and
rights to safety and development or profit other relatives
when the caregiver has the ability to Examples: a child being forced to work
do so for too long or too hard for their age
Examples: not providing sufficient
food or water, failing to properly
supervise a child,
not providing
adequate care to a
child with disabilities
36
3
Child Headed Household: a child Child Marriage: a formal or informal Children associated with armed
(or children) has the primary union involving a child (under 18) forces or armed groups (CAAFAG): all
responsibilities for running the children – including girls – under age
household, and caring for those in it 18 who are, or have been, recruited or
used by any armed force or group in
any capacity
37
Session 4: Case management: An approach to protection concerns of
Session 4 (2 hours) individual children
To introduce participants to case management and to start
4 considering their role in the steps alongside caseworkers.

• Provide a simple definition of case management
• Describe the six case management steps

• Case management is a process to respond to individual
child protection concerns.
• The six steps of the case management process include:
1. Identification

2. Assessment
3. Develop the case plan
4. Implement the case plan
5. Follow-up and review
6. Case closure
• Community volunteers have an important role to play in
the case management process
• Community volunteers have certain, limited The research showed that community volunteers’
responsibilities that complement the work of involvement in case management adds to the effectiveness
caseworkers and quality of the approach.13 Based on the findings and
recommendations,14 volunteers’ roles and responsibilities in
case management should be limited to certain specific actions.
Volunteers should not be taking on the role of a caseworker,
but working alongside a caseworker.
38
and practice.
14. Ibid.
Session 4 (2 hours)
4
Contextualization for this session:

• Review Volunteer Key Learning Card 4 and ensure that
it is consistent with the role of community volunteers
as agreed upon within the organization, and inter-
agency partners. (For example, interpretation might be
included in the role of a volunteer.)
• If appropriate, change the names of the characters in
the story to local names.
Preparation and materials required

1. In an open space, place 40 or more A4 sheets of scrap
paper around the space at different intervals, but not
further than a large step apart (in preparation for the
icebreaker).
2. Translate, print, and laminate Volunteer Key Learning
Card 4
3. Print the drawings of Anika’s story, it is recommended to
have one set per 5–6 participants

4. Write each case management step in large letters on
separate pieces of paper (to be hung on the wall for
Activity 2).
5. Green and yellow post-it notes and markers/ pens
39
Session 4 (2 hours)
10 min Introduction
Welcome the participants to the session and explain that we will start with an icebreaker, to introduce the theme of the
session. Introduce the session objectives.
Icebreaker – This icebreaker helps to introduce this session by illustrating the idea of a step-by-step process.
Instructions: Ask the participants to each stand on a piece of paper. Explain that they are going to go on a journey, step-
by-step. They should each do a full lap of the room, moving only on the papers. Be aware of who is around, as you can
4 only have one person per piece of paper.
Say: That game was about going step-by-step. We are going to listen now to a story about a step-by-step way of helping
children who have protection concerns.
30 min Anika’s Story
If appropriate, utilize local storytelling traditions to introduce the story. For example, in some traditions special words or a
song are used to begin a story.
Instructions: Distribute the copies of the story around the group so everyone can see a copy. Read the story to the group,
showing a copy of the relevant drawing at each point.
Allow a few minutes for questions to clarify anything that confused participants, but do not get into the details of the
story, as we will explore these in the next few activities.
75 min Activity 2: Steps of case management
Hang each of the six steps on the wall.
Say: there are six steps in the case management process.
Read each of the steps aloud:
1. Identification
2. Assessment
3. Develop the case plan
4. Implement the case plan
5. Follow-up and review
6. Case closure
Say: how did we see these steps in Anika’s story?
Discuss with the group how the story was reflected in the steps. Be sure to take your time to make sure the group
understands each of the steps. Use the drawings as a reference to explain each step.
40
Session 4 (2 hours)
Suggestions for the facilitator:
1. Identification: Omar and Maria identified that Anika might have a child protection concern. Maria then referred the
case to Gerty, and they went to visit her the next day.
2. Assessment: Gerty conducted the assessment, with Maria’s interpretation support. Gerty looked for the needs and
strengths in order to have a comprehensive overview of her situation.
3. Develop the case plan: Gerty developed the case plan based on what she had learned in the assessment.
4. Implement the case plan: Anika, her family, Gerty and Maria all had responsibilities in implementing the case plan.
This included making sure that Anika’s father went to the group to help him stop drinking. Anika’s mother participated
in the sewing group, and Maria walked with Anika to the children’s group every week.
4
5. Follow-up and review: Gerty checked that all was ok when she met Maria, and she also visited the family and Anika to
review the progress they were making.
6. Case closure: After a few months, the situation for Anika and her family greatly improved. Maria agreed with the
family that Anika no longer needs to participate in case management.
Say: Now that we understand how Anika’s story reflects the case management steps, let’s consider the different roles of
Maria (the volunteer) and Gerty (the caseworker.)
Divide participants into two groups. One group has yellow post-it notes, and the other group has green post-it notes.
Say: For the group with the yellow post-it notes, please write what steps Maria took in the case management process. For
the group with green post-it notes, please list the role that Gerty took in the case management process. Please write one
thing per post-it note.
Give participants 15 minutes to work on the task.
Ask one volunteer per group to bring their post-it notes forward and indicate under each of the case management steps
the different roles that Gerty and Maria took. They should read each post-it note aloud for the group.
Summarize for the group the separate roles of Gerty and Maria in the case management process with Anika and her
family.
Say: In order to support Anika, did Maria need Gerty’s help? Did Gerty need Maria’s help?
Take some suggestions then confirm that Maria and Gerty needed each other.
Say: Caseworkers and volunteers have separate, and complementary roles to successfully support children in case
management. While caseworkers maintain the overall responsibility for a child’s case through the six steps, volunteers
play essential roles identifying children, supporting with the follow up, and accompanying children to services.
Read through Volunteer Key Learning Card 4, making sure everyone understands.
5 min Conclusion
Say: Case management is a step by step way of helping a child who has a protection concern. It often involves members of
a team working together, including a caseworker and a community volunteer. Each of them has an important role to play.
In the next session we will look at the role of a community volunteer in more detail.
41
Volunteer Key Learning Card 4
4 Community Child Protection Volunteers’ roles supporting case management
Community Child Protection Volunteers are an important part of

the case management team. Volunteers’ roles are to:
• Be a trusted person that community members know to inform if
children in the community may have a child protection concern
• Be a trusted person who children know they can come to for
support
• Look and listen for children who may have child protection
concerns
• Safely refer children with protection concerns to caseworkers
• Support the caseworker as they work with the child and family
through the assessment and case plan
• Regularly visit and follow-up with children and families who
are involved in case management, and share updates with the
caseworker
• Accompany children and their families to services
Session 4
42
Anika’s story15
Drawing 1 Drawing 4
The main characters in this story include: Maria goes to the Child Protection office immediately after her
• Anika, a 9-year-old child conversation with Omar. The caseworker, Gerty, is about to leave
• Omar, Anika’s teacher and a member of her community the office as it is the end of the day, but she stops to hear what
• Maria, a community child protection volunteer Maria has to tell her. From what she heard from Maria, this sounds
like a case they should respond to soon. She and Maria agree that 4
• Gerty, a Child Protection caseworker they will go to see Anika together the very next morning.
Drawing 2 Drawing 5
Anika is 9 years old and lives with her mother and father and two The next day Gerty and Maria go to visit Anika at her aunt’s home.
younger siblings in a small settlement. She had been doing very Maria already knows Anika from the community, and she also helps
well at school until recently. Now, her grades have dropped and her to interpret for Gerty, who does not know the local language. Anika
teacher, Omar, has noticed her withdrawing socially and not playing confides that last week some older boys from the community were
with the other children. He has also seen bruises on Anika’s body, verbally harassing her on her way to school. She trusts her aunt so
but does not feel comfortable to ask her about them. One week, she ran away and does not feel safe to go home because her father
Anika does not come to school. Concerned, Omar visits her home beats her when he is drinking. He is angry about the boys harassing
and discovers that Anika has run away to stay with her aunt. Anika and has blamed her for the behavior of the boys. Maria
explains to Anika that they must take her to a nearby clinic for a
check-up. Anika agrees. Emotionally, she is extremely distressed
Drawing 3 about what has happened and is worried about further beatings
Omar, the teacher, goes to the child protection community from her father.
volunteer, Maria, and tells her he is worried about Anika. He
describes the changes he has seen and that he heard she has run
away to her aunt’s house in a nearby community. Maria thinks that
the bruises on her body and the fact that she has run away from
home mean this might be a child protection case and that Anika
may be at risk.
15. Adapted from Save the Children Training STEPS TO PROTECT Child Protection Learning Programme BRONZE course 43
Anika’s story
Drawing 6 Drawing 8
4 It is vital to help Anika feel safe again, so the caseworker agrees Gerty and Maria discuss the case plan with the family. Gerty
with her aunt that Anika will stay with her for a while. Gerty and returns a few times to check that the family and Anika are doing
Maria go to see Anika some days later, and the caseworker does ok. Maria helps a lot too. She makes sure that Anika’s father goes
a full assessment. Through the assessment, Gerty learns a lot to the group to help him stop drinking. She visits Anika’s mother
more about Anika and her situation at home. She looks for the to encourage her to keep up with the sewing group, and she
problems but also for the positive things that she can help Anika walks with Anika to the children’s group every week. Gerty checks
to build on. Anika’s mother and aunt love her and Anika has a that all is ok when she meets Maria, and she also visits the family
strong mind and is determined. and Anika.
Drawing 7 Drawing 9
Gerty goes back to the office, she has some ideas about how to After several months, Gerty and Maria meet with Anika and her
help Anika but is worried that if she does not help the father, the family to review how they are all feeling about Anika’s situation.
situation for Anika will not improve. Gerty has a lot of ideas and Gerty talks with the family about all the progress they made
she works out a plan that includes Anika and her family. She plans together. Anika feels safe being back at home and walking to
to encourage Anika’s father to join a men’s organization that will school. Anika’s father is doing better and had stopped drinking
help with his drinking, enroll Anika’s mother in a sewing income and she is getting good marks in school. They agree that Anika
generation project and make sure Anika goes to a children’s group no longer needs to participate in case management. They agree
run by a small organization in the community. She will talk to together that Maria will still be available to check-in and can visit
Omar to support Anika to walk to school with a group of friends. occasionally to be sure the family continues to do well.
44
4
45

Drawing 1
4
46
Drawing 2
4
47

Drawing 3
4
48
Drawing 4
4
49

Drawing 5
4
50
Drawing 6
4
51

Drawing 7
4
52
Drawing 8
4
53

Drawing 9
Session 5: My role as a community volunteer in case management
To support participants to consider the specific role of
community volunteers in the case management process.
• Describe the safe identification and referral process
when responding to children with protection concerns.
5 • Recognize the specific role of a community volunteer in
the case management process

• It is important to remember that it is not the role of a
community volunteer to investigate potential cases. If
you are not sure if there might be a protection concern
for a child, always contact a caseworker.
• Community volunteers have important roles within the
case management process, this includes knowing when
and how to refer children with protection concerns to a

caseworker.
• Volunteers often have additional functions in
supporting children and families, as agreed within the
case plan. This might include accompanying children
and families to services, and doing follow-up visits.

Community volunteers are effective when they are
integrated as essential members of the case management
team.16 It is important that community volunteers play a specific
and limited role, based on the value of their knowledge of and
relationships within the community.
54 16. Ibid.
Contextualization for this session: 5
• Adapt the eight stories from Activity 1 to ensure
they match the eligibility criteria for case
management in the context.
• Volunteer Key Learning Card 5 should be reviewed
and adapted according to the context, while
ensuring the appropriate procedures for a safe
referral.
Preparation and materials required

1. Translate and print the eight stories to be distributed
in Activity 1 (cut out 1 story to be given to each
group.)
2. Translate, print, and laminate Volunteer Key
Learning Card 5
3. Prepare Drawings 10, 11, 12 for Activity 2 (3
drawings for each of the eight groups)

55
10 min Introduction to the session
Welcome the participants to the session and explain that we will start with an icebreaker to get us ready to learn.
Icebreaker – Deciding which way the clap will go17
Participants form a circle. Sends a clap all the way around the circle by pointing your hands in one direction and clapping.
Then show participants how they can change the direction of the clap, by pointing the clapping hands in the opposite
direction. Repeat this until the clap is running smoothly around the groups and changing direction without missing a beat.
Finally show how you can ‘throw’ the clap by pointing the clapping hands at someone across the circle. Play for a few
more minutes then invite the participants to take their seats, and introduce the session aim and objectives.
5 50 min Activity 1: Role of community volunteer in case management 1 – Safe Identification and Referral of
children with protection concerns
Say: In the last session we discussed the important role that Maria played in the case management process with Anika.
Let’s return to the beginning of the story. What did Maria do after the teacher reported Anika’s story to her?
Allow time for responses and discussion among the participants
Say: Maria knew that Anika’s situation required a referral for case management; she had bruises on her body and had run
away from home. These are both signs of possible physical abuse. Maria knew that as a volunteer it was not her role to try
and respond alone, she needed to refer to Gerty, the caseworker.
Say: We discussed what child protection concerns are in Session 3. Now, we will be reviewing how to identify and safely
refer children for case management, like Maria did with Anika.
Divide the participants into eight groups and distribute one story to each group about individual children. Group 1 will get
story 1 (Ahmad); group 2 will get story 2 (Sara), etc.
Say: Each group should read their story and be prepared to report back: Should this case be referred for case
management? Why?
Give the group 15 minutes for this activity to read the stories.
Bring everyone back to the large group. Ask each group to:
• Briefly describe the story
• Identify if this child’s situation is appropriate for a case management referral, and why.
Facilitator Answer Key:
1. Ahmad: refer because there is potential emotional abuse and he is showing signs of PSS distress
2. Sara: refer because she is at risk of child marriage
3. Zeinab: refer because there was a sexual assault and she is experiencing emotional distress
4. Mohamed: refer because there is child labor, and possible child exploitation
56 19. International HIV/AIDS Alliance (2002) 100 ways to energise groups: Games to use in workshops, meetings and the community. p 19
5. Fahmina: do not refer as dropping out of school is not an eligibility criterion
6. Peter: refer because there might be possible child neglect
7. Zandile: do not refer because there are no CP concerns
8. Kyo: refer because she is at risk of child labor and exploitation
Distribute Volunteer Key Learning Card 5 to all the participants and review safe referral together.
Say: Remember caseworkers are your teammates, and it will be up to them to decide what needs to happen after the
referral.
It is not always 100% clear what is happening for children, and it is not your job to investigate. The important thing to
remember is: if you are not sure if there might be a protection concern for a child, always contact the caseworker!
35 min Activity 2: Role of community volunteer in case management 2 – Supporting children and families 5
during case management
Say: The first part of a community volunteer’s role is often safely identifying and referring children with protection
concerns for case management. As we saw with Anika’s story, there are many ways that volunteers continue to support
children after identification and referral. Now, we will discuss how you can give support to families and children who are
part of a case management process.
Divide the large group back into the 8 groups. Each group should have the three drawings attached at the end of this
session.
Give each group the three drawings
Say: Every group should look at the 3 pictures and read the descriptions. You have three questions that we’ll discuss in
plenary:
• What is the community volunteer doing to support the child and family?
• What skills does a community volunteer need to provide this type of support?
• What other support do you think a community volunteer could give to children or families who are part of case
management?
Allow each group 15 minutes for the discussion. After 15 minutes, bring the group back together and review the three
questions.
5 min Conclusion
Say: Community volunteers have critical roles within case management. This includes identifying and referring children,
and also following-up as part of the case plan. It is important to remember that we work together, as volunteers and
caseworkers. For example, if you are not sure if a child should be referred, it is always better to discuss with a caseworker.
We will talk about the knowledge and skills that we need in our roles in the next session on guiding principles.
57
Stories
Handouts for Session 5 1. Ahmad is 5 years old; he lives with his mother, father, and
baby sister in (name IDP camp). Ahmad’s family has been
5. Fahmina is a 16-year-old girl. She likes to help with the
activities that are organized with younger children in the
in the IDP camp for 2 years. Ahmad’s parents have been community. Recently, she has told you that she is no longer
arguing about the lack of money for the family and the attending school because she was getting poor marks, and
fact that Ahmad’s father no longer has a steady income to she misses her classmates and teacher.
support the family. Ahmad is a student in the school where
you volunteer, and he has been quieter and more withdrawn
recently.
5
2. Sara is a 12-year-old girl frequenting the child friendly 6. Peter is eight years old and lives alone with his mother
space activities provided by your organization. During one who is your neighbor. He is constantly ill. He catches chest
of the activity sessions, Sara discloses to you the fact that infections and often gets diarrhea. He often misses school.
her father’s family has been threatening to take her away His mother works long hours to make money for their
from her mother and marry her off to one of their adult survival.
neighbors.
3. Zeinab is a 11-year-old girl who goes to the women and 7. Zandile is 8 years old; she lives with her father and
girls’ space where you volunteer. She used to come to stepmother and gets good marks at school. She enjoys being
activities every day with a smile and had many friends. Her with other children and often helps care for her younger
mother came to the center and told you that last week a siblings after school.
boy from the camp tried to sexually assault Zeinab. She is
too scared to tell anyone and is afraid to send Zeinab to the
center. Zeinab has stopped speaking and she is having bad
nightmares.
4. Mohamed is a 15-year-old boy who lives with his mother, 8. Kyo is 14 years old and she occasionally plays in the
father, and 2 sisters. He used to attend football activities community football team which you coach as a volunteer.
with your organization but has stopped coming. One day, One day after a match, she tells you that she overheard her
you meet him in the street. He says that he stopped coming mother talking to a man who is trying to persuade girls from
to football because his father has told him he has to work in the community to travel to the city where he says there are
the quarry every day, all day. It looks like he badly injured his opportunities to work.
58
arm and he appears sad and exhausted.
Referral to case management
All child protection cases should be referred in a timely manner. Before referring, make sure that: 5
• The child has a protection concern that requires a referral
• You are in a private place where other people cannot hear you share the information (whether
in person with the caseworker, or on the phone)
• You have information to help the caseworker connect with the child. This may include:
• Name
• Age
• Sex
• Address
• Source of the referral
• Basic information about the child protection concern
If the situation for the child is not a protection concern (such as a health issue, or poverty), refer the
child and family according to the services available in your area. Inform the child and family how to
access the service, and how to contact you in the future for support.
Session 5
59
Drawing 10
This community volunteer is making a home visit to check on two children who are in a foster care
placement with a woman from the community.
60
Drawing 11
This community volunteer is taking a child to the clinic as part of his case plan.
61
Drawing 12
This is a community volunteer who leads activities at a safe space for children in the community.
He makes sure children who have been engaged in child labor attend the group regularly.
62
Session 6: Guiding principles
Session 6 (2 hours 20 minutes)

To enable participants to understand the guiding principles
of child protection and how to apply them in their role as a
community volunteer.
By the end of the session, participants will be able to:
• Explain what a principle is
• Describe the four key principles of Child Protection that
should be applied in community volunteers’ roles
• Apply these principles to practice examples 6
• A principle is something we believe in and would stand

up for.
• Principles of Child Protection include Do No Harm,
Best Interests of the Child, Confidentiality, and Child
Participation.
• Applying principles in our roles as volunteers requires
thinking about our actions and making sure that these
align with our principles, and do not go against them.
Preparation and materials required: Why is this an important topic to explore?

1. Translate and print the four stories for Activity 2 (cut out The motivation to volunteer is personal and often based on
one story per group) beliefs and values related to being a “good” and “caring”
2. Print Drawings 13, 14, 15 for Activity 3 person. Volunteering is often a principled decision.18 It is
3. Translate, print, and laminate Volunteer Key Learning important that community volunteers understand and can
Card 6 for each participant apply the child protection guiding principles. By linking these
child protection principles to their own motivations, they
4. Prepare 3 flip charts titled “Me” “Volunteers Together”
become personal and internalized, making it more likely that
“Name of the Organization”
they are applied in practice.19
5. Markers and tape
18. Swartz, A., and C. J. Colvin. 2015. “‘It’s in our veins’: Caring natures and material motivations of community health workers in contexts of economic marginalization.” Critical Public Health 25
(2): 139–152.; Maes, K., and I. Kalofonos. 2013. “Becoming and remaining community health workers: Perspectives from Ethiopia and Mozambique.” Social Science & Medicine 87: 52–59.; Naidu,
T., Y. Sliep, and W. Dageid. 2012. “The social construction of identity in HIV/AIDS home-based care volunteers in rural KwaZulu-Natal, South Africa” 9 (2): 15.
19. Gazibara, S. (2013). “Head, Heart and Hands Learning”—A challenge for contemporary education. Journal of Education Culture and Society, 4(1), 71–82. https://doi.org/10.15503/
jecs20131.71.82
63
5 min Introduction
Icebreaker – Stand up, sit down20
Have all participants sit in a circle. Explain that you will say some words. When you say a word that contains the first letter
of their name, the participants should stand up and sit down again. Do a practice to check everyone understands, then
play for a few minutes.
25 min Activity 1: What is a principle?
Say: That game was about standing up. Have you heard the expression “they stood up for their beliefs”? In this session, we
will talk about standing up and saying, “I believe in…”
Introduce the session objectives and explain that they will now hear a story about a belief, or principle. Read the story
6 below to the group.
A story – “Don’t be judgemental”

My mother always told me not to judge other people. She said that we don’t know how people are really feeling and
why they act the way they do. One day we were out shopping. We bought some groceries and my mother greeted the
shop owner and smiled at him. The shop owner just ignored my mother and did not greet her back. He just took the
money without saying anything, or even looking at her, and shouted, “Next!”
I thought the shop owner had been rude and I asked my mother why she was not annoyed that he had been so
impolite. She said that we don’t know what is happening in that man’s life, maybe he was upset or not feeling well, so
it is better not to take it personally. This was all good advice but I never could really understand how my mother could
still be so nice to people just by thinking that maybe they were upset or unhappy.
Many years later, I had a job in a company where there was a woman in my team who I didn’t like much. I always
thought she was so unfriendly and arrogant. She made me feel uncomfortable, and I thought she must really dislike
me for some unknown reason.
One day, I saw her ahead of me getting on the bus. I had to get on the same bus on the way to work, but I tried to
avoid sitting near her. Unfortunately, there was only one free seat, and it was next to her. The ride to work was 45
minutes. The woman was eating some cookies, and to my surprise she offered some to me. I accepted. Actually, they
were my favorite kind, and we got chatting. I asked her how she liked working at our company. I was curious. She
said she did like her job, but she always felt so out of place. Everyone else seemed to get along so well and laugh and
joke together, but because she was so shy she never knew what to say and just kept quiet and worked. This was a
revelation to me. All this time I’d been thinking she was just unfriendly, when in fact she was just too nervous to talk
to anyone. We became good friends in the end!
64 20. International HIV/AIDS Alliance (2002) 100 ways to energise groups: Games to use in workshops, meetings and the community. p 16
From that time on, I’ve used this experience, and also what my mother always told me, to guide the way I think about
people in my work and my personal life. For me, it’s very important that we don’t form instant opinions of people
without knowing some of their story. It’s not always easy to do this, but I would say it’s now a foundational principle
for the way I live my life.
Have participants divide into pairs with their training partner.

Say: In the story, we heard the person talk about a belief that is very important to her, “Don’t be Judgmental.” This is what
we call a “principle,” something we believe in and stand up for.
Now, think about a principle that informs how you choose to live your life. Tell your partner about one of your personal
principles and where you think it may have come from in your life.
45 min Activity 2: Principles for our work in child protection
Say: Now that we’ve described our core principles to our partners, we will look at the principles that guide our work as
child protection volunteers. In child protection, especially case management, we have foundational principles that guide
6
the action of workers all over the world. We are now going to look at four of them.
Give everyone a copy of Volunteer Key Learning Card 6 – read through the card. As you read the principles, stop and
check that everyone understands the words and ideas.
Divide participants into four groups and hand out a copy of one of the stories to each group. Each group should have a
different story.
Say: Look at the story you have been given. We used these stories in the last session. After the story, there is a “possible
action” that you, as a community volunteer, are considering. Read this and decide as a group 1) which guiding principles
you should think about as you think about this action, and 2) how they might influence your decision.
After fifteen minutes bring the group back to plenary. Have the groups report back. They should:
• Share the story they looked at
• Read the possible action out loud
• Share which principles their group thought were important and what decisions they recommend
Facilitator Answer Key:
1. Ahmad: Confidentiality and do no harm. Bringing a religious leader to Ahmad’s house would not be honoring the
principle of confidentiality, and could put Ahmad’s family at more risk if the father gets angry about the intrusion. It is
recommended to refer this case for case management.
2. Sara: Do No Harm, child participation and confidentiality. Bringing your husband to Sara’s house would not be
honoring the principle of confidentiality, and could put Sara at more risk if her family gets angry about the intrusion.
Further, Sara was not involved in the decision making at all. It is recommended to talk to Sara about referring her for
case management.
65
3. Zeinab: Do No Harm, Best Interests. Going to Zeinab’s house could put her at more risk and it might not be in her
best interests. Interviewing Zeinab is beyond the role of a volunteer. It is recommended to talk to Zeinab’s mom to be
referred to case management.
4. Fahmina: Best Interests, child participation. While tutoring might be a good way to support Fahmina (in her best
interest), she was not involved in the conversation about tutoring. Before asking the teacher, the volunteer should
understand what Fahmina wants.
60 min Activity 3: Confidentiality
This activity will be done with all participants in a large group. Hand out enough copies of the drawings so that everyone
can see one.
Say: We are going to focus on the principle of confidentiality now. We will look at some drawings that show how it can be
difficult to keep a case confidential in the community.
6
Read the description on Drawing 13 and then start a discussion using the following questions:
• What is happening in this picture?
• How does this drawing relate to the principle of confidentiality?
• Could this happen in your community?
• What could be done to stop this from happening?
Repeat this exercise with Drawings 14 and 15.
Write the following headings on three pieces of flipchart paper and tape them onto the wall at the front of the room.
• ME
• VOLUNTEERS TOGETHER
• NAME OF THE ORGANIZATION
Divide participants into their “community groups” and give them markers.
Say: Work in your groups and think of some practical ways that you can keep cases confidential. Think of the drawings
but also think about what you can do as an individual, as a group of volunteers, and what can the organization do. You
will have 15 minutes to discuss, and then we will share in plenary and write your ideas up on the flipcharts.
After 15 minutes, bring the groups back to plenary and have them write their ideas on the relevant flipcharts and report
back.
Discuss how the first two flip charts are things they can do as individuals and as volunteers together.
Say: We all have responsibilities to protect children’s confidentiality. In our last training session, we will share these ideas
with the larger case management team.
5 min Concluding the session
Say: You have personal principles that guide your actions and decisions. We have now also discussed 4 key principles
that are shared among people working for child protection across the world: Do No Harm, Best Interests of the Child,
Confidentiality, and Child Participation. These principles can help to keep us safe in our roles. In the next session we will
66 talk more about how staying safe in our roles as Community Volunteers.
Guiding Principles
As a child protection volunteer there are a set of principles that are at the
foundation of your work. 6
• Do No Harm: Make sure your actions do not place a child at greater risk or
expose a child to possible further harm.
• Best Interests of the Child: Think first about a child’s health, wellbeing and
safety above all other concerns.
• Confidentiality: Any information that you or the caseworker have about

children and their families should be kept safe and private.
• Child Participation: a child should have the time and space to participate in
decisions that are made for them
Session 6
67
Stories for Activity 2
Ahmad is 5 years old; he lives with his mother, father, and Zeinab is a 11-year-old girl who goes to the women and girls’
baby sister. Ahmad’s family has been in the camp for 2 years. space where you volunteer. She used to come to activities
Ahmad’s parents have been arguing about the lack of money every day with a smile and had many friends. Her mother came
for the family and the fact that Ahmad’s father no longer has to the center and told you that last week a boy from the camp
a steady income to support the family. Ahmad is a student in tried to sexually assault Zeinab. She is too scared to tell anyone
the school where you volunteer, and he has been quieter and and is afraid to send Zeinab to the center. Zeinab has stopped
more withdrawn recently. speaking and is having bad nightmares.
6 Possible Action: You are thinking about going to Ahmad’s Possible Action: Zeinab’s mother trusts you, so you would like
house with a religious leader to help them with mediation so to go to their house to interview Zeinab about what happened,
the parents stop fighting, which is affecting Ahmad. as this is an urgent situation and other girls could be at risk.
Sara is a 12-year-old girl frequenting the child friendly space Fahmina is a 16-year-old girl. She likes to help with the
activities provided by your organization. During one of the activities that are organized with younger children in the
activities, Sara tells you that her father’s family has been community. Recently, she has told you that she is no longer
threatening to take her away from her mother and marry her attending school because she was getting poor marks, and she
off to one of their adult neighbors. misses her classmates and teacher.
Possible Action: Your husband is friends with Sara’s uncle. Possible Action: You are thinking about visiting the school to
You think maybe you can talk to your husband who can talk to the teacher about Fahmina’s situation. If you offer to
convince the family not to force Sara to get married. help tutor her, maybe she can return to school.
68
Drawing 13
The volunteer and case worker have arrived to visit a child and her family. The neighbors begin to gossip when they see them arrive.
69
Drawing 14
Volunteer Amina has been working on a referral for case management. Her son notices the referral notes as he comes
home from school.
70
Drawing 15
This volunteer is accompanying a young woman to the clinic. A group of young people from their community sees them and
wonder why the girl needs to go the clinic.
71
Session 7: My safety as a community Child Protection volunteer
To support community child protection volunteers to
understand how to identify and address risks they face in
their roles.
• Identify risks they face as community volunteers
• Communicate these risks to their supervisors or
managers
• Identify potential ways to reduce risk both individually
and collectively with other volunteers
7 Key Learning Points:

• Having a role as a community volunteer comes with
risks that are unique to our position in the community
• There are things that we can do as individuals, as

volunteers together, and the organization to help
mitigate risks to volunteers

1. Print Drawings 16 and 17
2. Prepare 3 flip charts with headings “Volunteers”
“Volunteers together” and “the name of the
organization”.
3. Small pieces of paper Why is this an important topic to explore?
4. Markers, flipchart paper, and tape The research showed that community volunteers face s
ignificant physical risks when supporting case management.
Risks can be caused by actions they take alongside caseworkers
or because volunteers are not able to deliver services or
resources that community members assume they should. The
research also showed there was little acknowledgement of risks
in policies, trainings, and SOPs.21
72 21. Alliance for Child Protection in Humanitarian Action, (2021). Community volunteers and their role in case management processes in humanitarian contexts: A comparative study of research
and practice.
Contextualization for this session:
• Prepare, print, and laminate a Volunteer Key
Learning Card on feedback mechanisms for
the organization to review with participants
7
in Activity 3
Tools Associated with this Session:

This session should be linked to:
• Tool 11 “Community Volunteer Safety and
Wellbeing Checklist:” It is important that the
Child Protection team listens to the safety
concerns that volunteers raise in this session
and incorporate their feedback into the
Checklist tool.

• Tool 12 “Feedback Boxes:” Feedback boxes are
a common strategy in feedback mechanisms. It
might be useful to use this session to introduce
them to volunteers including how to use them
in order to offer feedback confidentially.
73
5 min Introduction to the session
Icebreaker – Run to the safe spot22
Ask everyone to choose a specific spot in the room and to go and stand there. Instruct participants to walk around the
room and carry out a specific action, such as hopping or saying hello to everyone wearing blue. When the facilitator says
“stop”, everyone must run to their safe spot. The person who reaches their spot last is the next leader and can instruct
the group in what action to do in the next round.
Explain that this activity was just to get us moving and ready to learn. Introduce the session aim and objectives.
45 min Activity 1: Identifying risks
Remind the participants before you begin that they need to follow a “no names” rule, which means not naming any
person who may be at risk or who could cause risk. If there are urgent cases that need to be discussed, this needs to be
done confidentially with the CP manager or other staff member after the training.
7 Say: We know from other places where volunteers support case management that sometimes it can be a difficult job and
even put volunteers at risk.
Show drawings 16 and 17 and read their descriptions. Explain that these are examples of safety risks or problems. Ask
the volunteers if these situations are similar to what they have faced in their communities. Give volunteers several small
pieces of paper and pens or pencils.
Say: I am going to ask you to create a drawing similar to
these two drawings. Don’t worry if you aren’t good at
drawing! It just helps us think more carefully. I want you to
draw the risks you face in your role as a volunteer. Please
draw one risk per piece of paper.
Give them ten minutes to draw. Ask a participant to share
their drawing with the group, and explain what type of risk
this represents. Place it in the middle of the circle. Ask if
anyone else drew that risk. If they did, ask them to show
the drawing to the group and have them place it on the first
one. Then ask for another risk to be described. Follow the
same process until all risks are laid out in separate piles.
The piles allow the risks to be sorted and ranked. Identify
which risk has the most drawings and discuss why it is the
biggest risk or the one most participants worry about.
74 22. International HIV/AIDS Alliance (2002) 100 ways to energise groups: Games to use in workshops, meetings and the community. P 8
35 min Activity 2: Ideas to reduce risk
Put up three flip charts with the following headings: “Me” “Volunteers together” and “the name of the organization”.
Say: We can do things to reduce risks. Here are two ideas from other organizations about how volunteers can stay safe. In
Eswatini, in southern Africa, volunteers suggested that other volunteers from a neighboring area (who were unknown to
the local community) should be the ones to report a case of abuse to the police. This would protect the volunteers in the
area.23 Which flipchart should this example be written under? Write “volunteers from neighboring area report abuse” on
the flipchart the “Volunteers Together” flipchart.
Say: We are now going to look at the second example from a Red Cross handbook for volunteers. The handbook says,
“Volunteers should never provoke a situation with offensive personal behavior. They should respect cultural differences
including habits, dress code and other sensitivities.” 24 Which flip chart should this example be written on? Write it on the
flipchart the participants suggest.
Go back to the piles of risks generated in Activity 1. Take each risk and ask participants to talk with the person sitting next
to them about how the risk could be reduced. Let them call out ideas after a few minutes and write them down on the
appropriate flip chart. Keep going until you have discussed all the important risks.
When all the strategies are identified, summarize what can be done by individual volunteers, volunteers collectively, and
the organization.
7
Explain that we will use these flip chart ideas in a joint session with the larger case management team on the last day of
the training.
15 min Activity 3: Formal feedback and reporting mechanisms
Distribute the Feedback Mechanisms Card to the participants and invite them to ask any questions to ensure they
understand how to use the existing mechanisms.
Explain that if there is anything participants have not felt comfortable speaking about in this training, they can use the
existing system for anonymous and safe reporting. If there is no system, organize a safe way for the participant to talk
about the issue with staff or someone else that is trusted.
Say: We just reviewed several ways to stay physically safe in your roles as volunteers. In the next session we will review
how to stay emotionally well.
23. Taken from Kingdom of Eswatini. (1 September 2017). Training Manual for Community Workers
24. International Federation of Red Cross and Red Crescent Societies, Geneva, (2012). Volunteers Stay Safe! A security Guide for Volunteers. p. 18 and 19. 75
Drawing 16
This volunteer has heard that a child is having problems in this home. The father chases the volunteer away and threatens her.
76
Drawing 17
This volunteer is getting threatened by the mother “What we need is food, not more talking. Don’t come back here again with your
empty promises!”
77
Session 8: My emotional wellbeing as a community volunteer
To enable community volunteers to recognize the sources
of their stress, and brainstorm ways individually and
collectively to reduce stress.
• Recognize the signs of stress and burnout in themselves
and others
• Demonstrate some simple stress relief exercises
• Identify their own strategies for reducing stress
• Describe their own self care plan
Key Learning Points

• Being a community child protection volunteer is a
8

stressful role
• There are strategies to cope or reduce stress
individually, such as spending time with loved ones,
meditation or prayer, exercising, or talking with a friend.
• We can provide emotional support to each other in peer
support groups in order to reduce stress
Why is this an important topic to

explore?
Working as a community volunteer is an emotionally Tools Associated with this Session:
stressful role.25 Further, community volunteers are This session should be linked to:
part of the vulnerable or displaced communities they
• Implementation Tool 8 “Peer Support Group Tool.” In Activity
serve. Providing psychosocial support and helping
4 participants are introduced to this tool. As a facilitator, it is
volunteers to learn skills of self-care is not only ethical
important to answer questions and offer them time to think
but also contributes to effectiveness and sustainability
about how they could support one another in a peer group.
of programs.26
78
25. Maes, K., and I. Kalofonos. 2013. “Becoming and remaining community health workers: Perspectives from Ethiopia and Mozambique.” Social Science & Medicine 87: 52–59 (p. 9).
and practice.
1. Research PSS support organizations or
counseling services in the area that could
be accessed by participants. Write up these
contacts on a flip chart.
2. Reference the following resource for additional
information:
International Federation of Red Cross and
Red Crescent Societies Reference Centre for
Psychosocial Support (PS Centre) (2015). Caring
for Volunteers Training Manual.
3. Print Drawing 18 (1 copy for every 5–6
volunteers)
4. Translate, laminate and print Volunteer Key
Learning Card 7
8
5. Translate and print Tool 8 on setting up Peer
Support Groups
6. Blank cards for self-care plans – 1 per
participant.
7. Box of matches, flipchart paper, markers

79
5 min Introduction
Welcome participants and introduce the session aim and objectives. Explain that we will start with some activities to
explore the topic of emotional wellbeing.
Activity 1: Fast or slow
Ask the group to stand in a circle with a lot of space between each other. Have them shake their body – starting with their
hands, then their arms, legs, torso, and finally head. Then tell them to walk in place, and then run. Let them run in place
for at least one minute. Then ask them to stand still.
Say: Think about what happened in your body. Your heart beat fast. Maybe you felt shaky in your hands and legs. This
feeling can be similar to how you feel when you are afraid or stressed.
Ask the group to quietly sit down and close their eyes.
Say: Can you feel your body calming down? Sometimes in life we can find it hard to have that calm feeling.
As the group sits with their eyes closed, ask them to call out a sentence or a word describing what they do to calm down
when they feel stressed. This allows you to affirm their strategies, such as prayer, meditation, or listening to music.
10 min Activity 2: Breathe to calm down
8 Say: Breathing can help us be calm. I am going to teach you a breathing exercise. You can do it every morning when you
wake up and before you go to sleep. As you are sitting with your eyes closed, take in one deep breath and let it out. Again,
breathe in deeply through your nose and out through your mouth as if you are blowing a candle out, slowly, slowly until
there is no air left in your lungs.
Repeat the exercise about four times. After the fourth time, keep speaking in a calm voice and ask them to open their
eyes and slowly come back to the room.
Tell the participants that they can teach this breathing method to children and caregivers. For young children, it works
better to make a small hissing sound like a balloon slowly losing air.27 Do this very slowly, making the breathing out last
10–15 seconds or more. Try the hissing breath with the participants so they know how to do it.
Say: You may already have practices like this breathing exercise that you know from your own lives. You can also use
these. What is important is to try to find that calm feeling, which is the opposite of the stressed feeling in your body.
25 min Activity 3: Stress caused by my volunteer work
Say: Being a community volunteer is a rewarding role, but also can be stressful since we live in the communities
where we work. It can feel like we never get a break, and the expectations on us are very high. It is important to talk
about these things together. Explain that you will now think about stress in the context of your volunteer work. Have
participants sit with their training partners.
Explain that you will now think about stress in the context of your volunteer work. Hand out copies of Drawing 16. Tell
participants that this is a drawing of a community volunteer. Read the quote on the drawing.
80 27. https://move-with-me.com/self-regulation/4-kids-yoga-brain-gym-breathing-techniques-that-develop-self-regulation/
Say: Do you ever feel like this volunteer? Please do not share specific details or names, but what things make being a
community volunteer stressful?
Have a short discussion with the group about general sources of stress for them when volunteering.
Have participants sit with their training partners.
Say: Take time to share with your training partner about the situations that cause stress for you, and the ways you have
coped. What ways have been helpful or unhelpful?
After 15 minutes, bring the group back together. Invite any partners who want to share their coping strategies with the
group to give a few examples.
45 min Activity 4: Taking care of yourself
Hand out Volunteer Key Learning Card 7 and a blank card.
Say: This card is a number of ideas that have worked for other people to cope with stress. Some of them might be also
helpful for you.
Review the card briefly, and check if any participants have questions.
Say: In this activity, we will think about specific steps we can each take to help reduce stress. Working alone, use the
ideas from your conversation with your partner and the ideas on Volunteer Key Learning Card 7 to make a self-care plan
8
for yourself. Include 4–5 things you will do every week to help reduce stress.
Give participants 20 minutes to work on their self-care plans.
After 20 minutes, divide the participants into their community groups. Handout Tool 8 “Peer Support Group” from the
toolkit to each participant. Let them read and discuss the idea of setting up a peer support group. Ask each group to
identify next steps and someone who will take the lead on moving this idea forward. Note that they can take turns to
lead, but it is important to identify someone to get things started.
5 min Concluding information
If the organization has referrals for counseling services available for staff and volunteers, share this information now.
Say: We all experience stress. Sometimes we can manage the stress ourselves with simple activities like breathing
exercises or talking to friends.
Sometimes stress overwhelms us. When this happens, it is important to find someone to talk to, such as the people
and places listed on the flip chart. As peers, it is important to support one another. If you or another volunteer feel
overwhelmed by stress, it is important to ask for help from our organization.
Briefly introduce what is coming up in the next session.
81
Drawing 18
I often go home and think about what I have seen that day as a volunteer. I think too much about the sad children and how I cannot help
them enough. I also worry about my family and how I can support them better with another job. I find it difficult to sleep at night.
82
Session 8 Handouts
Volunteer Key Learning Card 7a
Ideas for self care

Find a friend, someone
who works as a
Learn about traditional
community volunteer
self-care methods, such
that you can trust and
as prayer, meditation, or
talk to. Agree to meet
songs. Ask someone who
regularly and share
knows these traditions
stresses, feelings, and
to teach them to you.
experiences.
Make time for loved

8
Share work – take turns
ones – play with your
to be on duty at night or
children, chat to your
over the weekend.
wife or friend.
Exercise regularly – a
long walk every day is an Take care of your body
easy thing to do. – See a doctor if you are
ill, take your medication.
83
Session 8 Handouts
Volunteer Key Learning Card 7b
Ideas for self care
Get enough sleep – if Keep alcohol and

you struggle to fall tobacco use low.
asleep, do breathing
exercises before going
to bed. Make time to laugh and
have fun with friends,
family members or your
8 children.
Make time every day to
sit alone and just relax Take time for prayers
for a few moments. and other spiritual
practices to seek out
calm and peace.
Talk to fellow volunteers

about difficult situations Ask for help if you feel
– share how you feel. you are not coping – do
You can keep details not be ashamed, we all
confidential. feel that way sometimes.
84
Session 9: We are better together
Session 9 (3 hours)
This is a joint session with the full case management team.
Volunteers only for the first 30 minutes, then the rest of the case management team should join for the remainder of the session.

To encourage participants to appreciate the importance of each team
member and take responsibility for making the workplace a collaborative,
supportive space. To provide an opportunity for volunteers to share their
learning with the whole team, to increase awareness of their knowledge
and contributions.
• Reflect on the diversity of members of the team
• Describe what a culture of care means for their team
• Recognize the knowledge and contribution of community volunteers
• Recall the different roles of everyone in the team and how these
contribute to a team approach

• Each person on our team brings different experiences and skills. Our
9
differences make us a stronger team to support children

• Good teamwork is created by respecting, encouraging, and
acknowledging one another
• Community volunteers are needed in the case management team, as
they know their communities best and are the bridge to children at risk
1. Print Drawing 19; enough copies for groups of 5–6 participants
2. Tape together 4 pieces of flipchart paper and draw a child and
caregivers in the center for Activity 4 Why is this an important topic to
3. Prepare a flipchart with the title, “How would you like to be treated by explore?
members of the team?” Research shows that a team approach, where
4. Small pieces of paper, markers, and pens community volunteers work alongside staff, is a
5. A soft ball and a bowl more effective approach within case management.28
28. Ibid. 85
Session 9 (3 hours)
35 min Welcome the volunteers and explain that in 30 minutes time, the rest of the case management team will be joining the
session.
Say: Later in the session, you will have a chance to show the rest of the team what you have learned and your
recommendations from the training. We will use the time until they arrive to prepare for that.
Explain that later in the session we will do an activity called a gallery walk. We will use the walls of the training room to
display items which reflect what we have learnt during the course. Then, along with the rest of the case management
team, we will take turns to visit the gallery and look at the exhibits. When you are not visiting the gallery, you will be a
presenter, who knows about the exhibits and can tell visitors about what they see, and answer any questions they have.
Help the volunteers to organize the following items around the room, and to prepare in pairs or small groups to take the
presenter role. Already split the volunteers into two groups, so they can take turns at each role during the gallery walk.
The different stations in the gallery should include:
• Body maps
• Community maps (if team was not able to gather at the conclusion of session 2)
• Ideas about mitigating risks (Me/ Volunteers Together/ Organization)
• Ideas about maintaining confidentiality (Me/ Volunteers Together/ Organization)
• Volunteer Key Learning Cards
9
20 min Welcome the full team to the session and explain that we will start with an activity.
Activity 1: Getting to know each other
Say: I will explain the aim of this session soon. For now, we are going to begin with some small games. These games all
have a purpose.
Game 1: Three truths and a lie
Have everyone write their name, along with three facts and a lie about themselves on a piece of paper. For example,
“Alfonse likes singing, loves football, has five wives and loves children”. Participants then circulate with their paper. They
meet in pairs, show their paper to each other, and try to guess which of the “facts” is a lie.
Game 2: We are more alike than different
• Find some easily identifiable spaces around the room.
• Prepare a long list of different characteristics. Make sure to adapt them for your context. (Avoid things that may make
participants feel shy or upset, but choose things that tell you something about people.) Here are some examples:
Likes football, likes candy, knows how to sew, can play basketball, can skip with a rope, can ride a bicycle, can make
bread, can cook a stew, has ridden on a bus, has climbed a mountain, has planted vegetables, has owned an animal
like a goat or a cow, or a chicken, likes to climb trees, can sing well, can play a musical instrument.
• Have everyone stand in the middle of an open room.
86
Session 9 (3 hours)
• Call out one of the characteristics listed, such as “likes football”, and then call out a place in the room. All those who
“like football” move to that place.
• Call out another characteristic and place once that group is in the corner and has had a chance to look at each other.
Participants keep moving if they fit in with the next characteristic you call.
Have everyone come back together and sit down in a circle to discuss the games.
Say: Did you learn anything new about anyone on the team? What did you learn? Can you share some of the things you
didn’t know about each other?
All of the topics are light and not too personal, but they will bring out stories about participants’ childhoods and lives.
Keep the tone light and fun. Draw out similarities between community volunteers and staff members.
Say: Did you enjoy finding out about each other? Have you done an activity like this as a team before? Was it useful?
Why? These activities show us we have many experiences in common but we also all have our own story to tell. In the next
activity we will explore this more. Introduce the session aim and objectives.
15 min Activity 2: We all come from different places and experiences
Keep the participants in a large circle. Hand out copies of Drawing 19.
Say: What do you see in this drawing? What is it trying to show us?
If participants do not bring up these points, try to elicit them by asking more questions, until all the points are covered:
• We come from different communities (urban/ rural)
• Some of us have had stressful and violent experiences
• We have different education levels 9
• We have different economic situations
• Some of us are displaced
• We have different religions and cultural traditions
Say: This drawing shows that teams are made up of people and each person on the team brings different experiences. We
bring these differences with us when we come to our roles, and we have to work to bring the differences into a team that
works for the same mission, to protect children. These differences are our strengths.
20 min Activity 3: Creating a culture of care in our team
Invite participants to look at the flipchart with the title: How would you like to be treated by other members of the
team?
Say: I am going to pass small pieces of paper to each of you to write down one response to this question. Please fold up
your paper and put it into this bowl in the front of the room.
Once everyone has written something, open up the papers in the bowl. Summarize what is written on the paper. You are
likely to find very similar sentences around respect, encouragement and care.
Say: We all seem to want similar things.
87
Session 9 (3 hours)
Then summarize what this is. For example: “To be respected, encouraged, cared for.”
Say: We that good teamwork is created by respecting, encouraging, recognizing, and caring for people, not exploiting or
dictating to them.
40 min Activity 4: Gallery Walk
Say: We are now going to do an activity called a gallery walk. The volunteers have prepared a gallery, around the training
room, that shows you what they have worked on during the past days, and shows what they have learnt during the
course. We would like to invite everyone to visit the gallery now, and enjoy the exhibits.
At any time, half the volunteers will be available to talk to you about the exhibits in the gallery, and to answer any
questions you have. Please feel free to talk with them as you look around the room. Ask the first group of participants to
take their positions to be presenters, then invite everyone else to start viewing the gallery.
After 10–15 minutes, pause the exercise and ask the volunteers to swap over.
After 10–15 more minutes, bring the group back together and invite any reflections from the participants on what they
have seen in the gallery.
30 min Activity 5: My role in the CP team
Bring the large flipchart paper into the middle of a big, open space for this activity. Remove any tables so participants can
walk around the large paper. There should be a small drawing of a family with children in the center of the paper. Gather
participants around the large paper
Say: We are now going to think about the specific roles we each play in our CP team. You are going to work in pairs. Turn
9 to the person next to you. Now place your hand on the paper close to where you are sitting, spread your fingers out. Your
partner is going to draw around your hand. Now you will do the same for your partner. In the palm of the drawing of
your hand write the name of the role you have in the case management team. In each finger write down the roles and
responsibilities that you have.
Give participants a few minutes to complete the task.
Say: Walk around the paper and look at everyone’s different roles. You can discuss and add or change roles and
responsibilities if you want to.
Give participants ten minutes to walk around the paper and discuss the different roles and responsibilities.
Say: Now, go back to your place and think about who in the team needs to support you in your role. Draw a line from your
hand to that person’s hand, right across the paper if you have to.
Give participants time to draw the necessary lines of support. There will be some bumping into each other and having to
work around each other as the group does this activity. Don’t worry about some chaos and noise.
Let a few participants share who they have connected their hands to and why.
Say: This shows that we all need each other to protect the family in the center. Sometimes we might bump into each
other and we need to adapt to work together. When we learn to work collaboratively, we are a safety net for children and
families, and we need to make sure the net has no holes that children can fall through.
88
Session 9 (3 hours)
5 min Individual reflection
Say: You will work alone for this activity. Walk around the drawing and look at which hands are connected to yours. Do
you work at making sure that your relationship with these people or this person is a good one? Could you do better? Are
there holes in the safety net because of the way you work with others? Could you do better? How do you want to work
together in the future?
Give participants 5 minutes to reflect on these questions.
Key message to end activity
Say: Case management needs teamwork. Community volunteers need caseworkers; and caseworkers need community
volunteers. Caseworkers and volunteers need supervisors. We all need managers. We need the finance team, we need the
administrative team. And all of us need to work as a whole team to support children and families in the community.
15 min Closing
Thank everyone for their participation and close the session with a group activity. Invite the participants to one-by-
one share one thing they learnt in today’s session. After the first person goes, they should pass the soft ball to another
participant. Make sure each participant gets an opportunity to share.
89
9
90
Drawing 19
Volunteers’ Evaluation and Closing session
Evaluation and Closing session (1 hour 15 minutes)

To review and celebrate the learning from the
course, identify key takeaways and get feedback from
participants
By the end of the session participants will be able to:
• Identify what they have personally learnt on the
course
• Reflect on what participating in the course has meant
for them
• Contribute to the evaluation of this training course
by giving specific feedback

1. Create a scoreboard on a flipchart, with a row for
each team
2. Participants will need the cards they have collected
during each session
3. Body maps from Session 1
4. Pens and makers
5. Small candies for prizes
6. Sheets of paper with the numbers 1–10 written on
them for the scaling activity
7. Evaluation forms – 1 copy per participant
8. Print the post-test and evaluation form; 1 copy per
participant

91
Evaluation and Closing session (1 hour 15 minutes)
5 min Welcome participants to the session and explain the session aim and objectives
20 min Say: First we will look back at what we have learnt throughout the course. We will do this in a fun way by making it into
a quiz. Divide the participants into community groups and explain that using the cards they have gathered from each
session, they should come up with three quiz questions. Remind them that they must also know the answer! Tell them they
need to work quickly, there are 5 minutes to come up with their questions.
Run the quiz. The teams take it in turns to ask 1 question to the other teams. The first team to correctly answer scores
one point. After all the teams have asked their questions, add up the total score. If possible, award small prizes of candy
to the team who won the quiz.
15 min Say: We have all learnt so much throughout the course! Let’s think about what that means and what we are taking away
from the course. In our first session, you drew a body map that showed what you bring to your role as a community
volunteer. Do you have things to add to that drawing now? What new knowledge do you have? What new skills and ideas
do you have?
Say: Collect your body map and sit with your training partner. Draw a bag or a toolbelt onto your map and fill it with
drawings of what you are taking from the course.
Circulate around the room to observe and support as needed. Back in plenary, ask for a few examples of what people
added to their drawings.
15 min Say: We have now come to the post-test and evaluation form. We have the same questions from the first day, so we
understand the knowledge that you gained during the training.
Say: We also would like to get your feedback on this training. Please be honest and let us know what you liked, what was
useful and what you would change.
Hand out the post-test and evaluation forms and allow 15 minutes for the participants to complete them.
20 min Congratulate the participants on reaching the end of the course. Hold a small ceremony to award course certificates in
a locally appropriate way. This may involve inviting a guest to present the certificates, or having speeches from relevant
individuals.
92
Handouts for Evaluation and Closing session
Post- test and Evaluation
Community CP Location:
volunteer training
Training dates: Facilitator(s):
1. Circle the correct definition of child 4. What is the role of a community Please put an “x” under the smiley face that represents
protection: volunteer in case management? how you feel:
a. The provision of support for a. Investigating possible child Not at all Somewhat Completely
children’s health, development, protection cases and reporting
I can describe
wellbeing and safety. them
child protection
b. The prevention of and response b. Conducting a comprehensive risks in my
to abuse, neglect, exploitation, assessment to understand community
and violence against children. children’s protection concerns
I know how to
c. Children’s rights to a c. Looking and listening for support children
wholesome family life, basic protection concerns, referring with protection
needs, education, and safety. children, and supporting the concerns in my
caseworker through follow up community
2. Which one of these cases would and supporting the child and
I can describe
you not refer to a caseworker? family.
my role in case
a. A child out of school management
b. An unaccompanied child 5. What are four ways that you can I know how to
recognize abuse or neglect? communicate
c. A child engaged in child labor
d. A child who is experiencing a. _________________________ with children
physical abuse at home and caregivers
a. _________________________
I can talk about
3. Which of the below is not a child b. _________________________ the risks and
protection guiding principle? power dynamics
b. _________________________
I face in my role
a. Best interests of the child
c. _________________________
b. Confidentiality
c. _________________________
c. Do no harm
d. Assistance with rights claims d. _________________________
e. Child Participation d. _________________________
93
Handouts for Evaluation and Closing session
Training Evaluation
Please put an “x” under the smiley face that represents how you feel:
Not at all Somewhat Completely
My skills as a community volunteer have
improved because of this course
The facilitator(s) helped me to learn
The course was interesting
I enjoyed the activities in the course
Do you have any specific feedback for the facilitators?_______________________________________________________________________

___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
What was the best aspect of the training?_________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
What changes would you recommend for future trainings?___________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
Any other comments?_________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
94
ADDITIONAL COMMUNITY VOLUNTEER TRAINING
Facilitator Guide
95
Session 10: Communicating with children
Session 10 (2 hours 25 minutes) Aim and Learning Objectives: Preparation and materials required:
To allow participants to consider how they communicate 1. Before the session, set up a simple obstacle course from one
with children in the community, and how their place in the end of the training room to the other, using chairs and tables
community can support case management. 2. Translate and print out Drawings 20–24, 1 copy per 5–6
By the end of this session participants will be able to: participants
• Describe how to communicate with children in the 3. Translate and print the 4 stories of children with protection
community (using our words and behavior) in a way concerns
that builds trust and engagement 4. Translate, print, and laminate Volunteer Key Learning Card 8
• Explain the key principles behind communication with 5. Scarves for blindfolds
children who have protection concerns 6. A flip chart with the title: “Communicating with children in our
Key Learning Points communities” at the top
• It is important to build trust with children as a volunteer 7. Flipchart and markers
so that they feel comfortable communicating with us
• We can do this by being respectful, listening to children,
being aware of their context and age and meeting them
at a place where they feel comfortable
• When communicating with individual children with
10 protection concerns, volunteers must always first

consider their own safety and the safety of the child.
Maintaining the confidentiality of children with
protection concerns is essential, as well as staying calm
and communicating empathy

Research suggests that community volunteers’ existing
relational skills and the trust in the community are
assets to the case management approach.29 There is also
evidence to suggest that training on building further
skills of listening, empathy and humility are key to the
effectiveness of their roles within case management.30
96 29. Mirghani, Z. 2013. “Healing through sharing: An outreach project with Iraqi refugee volunteers in Syria.” Intervention, 11 (3): 321–329.
and practice. p. 63
15 min Activity 1: We want children to trust us
Welcome participants to the session and explain that we will start with an activity about trust.
Ask the participants to stand with their training partner. Explain that one half of the pair will put on a blindfold (or close
their eyes), and their partner will give them verbal instructions to help them navigate safely through the obstacle course.
Give the pairs a moment to decide who will do which role, then ask for a volunteer pair to go first.
After the first pair has navigated past the first obstacle, invite the next pair to start moving. Ensure that there is sufficient
spacing between the pairs so that they can still hear one another, and so that they do not get in one another’s way.
Once each pair has had a turn, invite everyone to remove their blindfolds and reflect on the exercise, by asking:
• How did it feel to be blindfolded?
• Did you trust the person who was leading you?
• How did it feel to be leading?
Say: This game tells us something about communication with children in case management. As volunteers we want
children in our community to trust us so they feel free to come to us when they have a problem. We will learn more about
how to communicate with children in this session.
Introduce the session objectives.
50 min Activity 2: Communicating with children in our communities
Say: An important part of the role of a community volunteer is being someone who children trust. During this activity, we
are going to discuss how we can be trusting adults through our communication with children. Communication includes the
words we use and how we act with children.
Distribute Drawings 20–21. There should be at least 1 illustration for every 5–6 participants. 10
Show drawing 20. Read the description on the drawing. Discuss it with these questions:
• What do you see in the drawing?
• What do you notice about how the volunteer is communicating with the children? (this includes how she is behaving.)
Let the group share their ideas, and list them on flip chart 1 – the main points to emphasize are:
• The volunteer is friendly and respectful as she greets the children
• She is speaking in a gentle and kind way
• She uses her body to also communicate – she waves to them and she makes eye contact
• Through this kind of communication, she is showing that she is a trusting person
Show drawing 21. Read the description on the drawing. Discuss it with these questions:
• What do you see in the drawing?
• What do you notice about how the volunteer is sitting with the children?
97
Let the group share ideas, and list them on flip chart 1– the main points are:
• Sometimes volunteers need to go to meet children in places where children are, and where they feel comfortable
• The volunteer is sitting at the same level as the children and is smiling
Show drawing 22. Read the description. Ask the participants:
• What do you notice about this drawing?
• How do you see the volunteer is behaving with the children?
Let the group share ideas, and list them on flip chart 1 – the main points are:
• Volunteers need to adjust their way of speaking and behaving according to the age of children
Say: Young children need us to communicate in a way that suits their age. Acting with puppets or small toys is a great way
to engage with children under the age of 6. Drawing can also be a useful technique with children of various ages, even
adolescents.
Summarize the main points that the participants identified on the flip chart about good verbal and non-verbal
communication with children. Emphasize that as volunteers we need to adapt our ways of communicating according to
the children we are interacting with. This includes our words and our behavior.
30 min Activity 3: Communicating with individual children who have protection concerns
Say: One of the main roles of community volunteers is identifying children who have protection concerns. When we speak
with children who are in these situations, our ways of communicating are very important. We are now going to look at
pictures of volunteers who are talking to individual children with protection concerns.
Distribute pictures 23 and 24 and invite the same small groups to look at them together. There should be at least 1
drawing for every 5–6 participants.
10 Ask:
• What do you see in these drawings?
• What influenced the way these community volunteers chose to talk to the children?
• As these children have protection concerns, how is the way the volunteers are speaking with them different than the
other pictures?
Let the group share ideas, and list them on the flip chart 2 – the main points are:
• The volunteers are ensuring confidentiality and safety in the places that they are speaking to the children
• They are communicating empathy and good listening through behavior
• The volunteers adjust their communication with the child according to the age of the child and the child’s past
experiences
98
Say: Another important consideration for volunteers is the gender and age of children.
What would you do if the child you were concerned about was a girl and you are a male community volunteer?
Encourage the group to discuss what is culturally appropriate in the context.
Say: In some cases, it might be more appropriate for a female volunteer to speak with an adolescent girl. As a team, it is
important that volunteers work together to navigate these issues.
Distribute Volunteer Key Learning Card 8 and review the points with the group about communicating with children with
protection concerns.
45 min Activity 4: Communication Role Plays
Say: The best way to learn communication skills is through practice. We are going to return to some children from earlier
training sessions to role-play the communication skills we’ve reviewed today.
Divide participants into groups of 3 (child, volunteer, and observer) and distribute the role-play stories from the end of
the session.
Say: In your small groups, take turns acting in the different roles, so everyone has the opportunity to practice their
communication skills. Each person should have about 5 minutes to practice as a volunteer communicating with the child.
The observer’s role is to refer to Card 8 and to use it as a guide to offer feedback.
Allow 25 minutes for the small groups to practice the role-plays.
Invite 1–2 groups to role play in front of the large group. (Depending on the context, some participants may or may not
be comfortable with this.)
As the facilitator, be sure to praise the participants for what went well in the role play, and emphasize the points from
card.
5 min Conclusion
Say: We need to take great care when we communicate with children. The way we communicate and what we say can
10
affect them deeply, especially children who are facing protection concerns. We need to be caring, respectful and listen
attentively. We also need to change our way of communication according to children’s age, past experiences and the
context in which we find them. In the next session we will look at communicating with caregivers.
99
10
100
Drawing 20
Drawing 21
These boys sleep on the street, the community volunteer has gone to their place to talk to them. He is joining them around their fire.
10
101
Drawing 22
This volunteer is using sock puppets to talk to young children. This can help them to talk more easily as they make the puppet speak
for them.
10
102
Drawing 23
Sometimes we need to talk to children who we think may have protection concerns. In this drawing, the volunteer and the girl are in a
safe space, and they have found a place to sit and talk where the child can talk without being heard.
10
103
Drawing 24
This picture shows a community volunteer who works with unaccompanied boys who are refugees in Greece. This is what he said:
“I have found that when talking to the teenage boys it is better to lean up against a wall and both look out, to look them in the eyes
is too confronting. I can still show I am listening closely but it helps them feel comfortable if I am not looking them in the eyes like so
many of the border officials and smugglers and other people like that.”
10
104
Communicating with a child who has a protection concern
1. First, always consider your own and the child’s safety. There may be very good reasons to not
approach the child – doing so may put you and the child at risk.
2. Ask the child if they want to find a quiet and private place to talk. Make sure it is a place where
others can see you, but not hear you
3. Stay calm and reassure the child without passing judgement
4. Listen, try to understand the details of what happened. Do not force the child to answer questions
5. Reassure the child that it is OK s/he told you what happened.
Use comforting statements appropriate to the cultural context…examples include:
“I believe you” – builds trust
“I am glad that you told me” – builds a relationship with the child
“Thank you for sharing your experience” – expresses empathy 10
“You are very brave to talk with me” – reassuring and empowering
6. Do not make promises you cannot keep such as saying “everything will be OK” when it is not within
your control to assure a child’s well-being
7. Tell them what you will do next, give accurate information – you will likely have to refer them,
explain this.
Session 10
105
Stories
1. Ahmad is 5 years old; he lives with his mother, 2. Sara is a 12-year-old girl frequenting the child
father, and baby sister in (name IDP camp). friendly space activities provided by your
Ahmad’s family has been in the IDP camp for 2 organization. During one of the activity sessions,
years. Ahmad’s parents have been arguing about Sara discloses to you the fact that her father’s
the lack of money for the family and the fact that family has been threatening to take her away
Ahmad’s father no longer has a steady income from her mother and marry her off to one of
to support the family. Ahmad is a student in the their adult neighbors.
school where you volunteer, and he has been
quieter and more withdrawn recently.
10 3. Mohamed is a 15-year-old boy who lives with 4. Kyo is 14 years old and she occasionally plays in
his mother, father, and 2 sisters. He used to the community football team which you coach
attend football activities with your organization as a volunteer. One day after a match, she tells
but has stopped coming. One day, you meet him you that she overheard her mother talking to
in the street. He says that he stopped coming to a man who is trying to persuade girls from the
football because his father has told him he has community to travel to the city where he says
to work in the quarry every day, all day. It looks there are opportunities to work.
like he badly injured his arm and he appears sad
and exhausted.
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Session 11: Communication with caregivers31

To support participants to consider effective ways to
communicate with caregivers.
• Explain the idea of having a non-judgmental attitude
toward caregivers
• Describe ways to show attention, respect and empathy
toward caregivers
Key Learning Points

• Having a non-judgmental attitude toward caregivers
means believing that caregivers love and want to care for
their children, and understand that sometimes because
of their circumstances, they are unable to do this well.
• In order to support children and families, it is important
that community volunteers are accessible and show
empathy towards caregivers
• Community volunteers’ interactions with caregivers need
to be attentive, respectful and non-judgmental

11
Photo: © UNICEF
1. Flip chart paper and pens
2. Translate, print, and laminate Volunteer Key Learning
Card 9
3. Translate and print the stories for Activity 3
4. Print Drawing 25 Why is this an important topic to explore?
Community volunteers provide significant benefits to child
protection programs as trusted members of the community.
They have resources they can draw on to support caregivers,
including empathy, listening skills, and linking families to services.32
107
31 . Rochat T.J. Redinger S. Rozentals-Thresher R. Yousafzia A. Stein A. (2019). Caring for the Caregiver. UNICEF, New York
and practice
15 min Activity 1: Lost Shoes33
Welcome the participants to the session and explain that we will start with an icebreaker. You need to be sensitive to the
cultural appropriateness of this activity. In some contexts, it would not be appropriate for someone to put on another
person’s shoes. You can ask a few willing participants to do this activity if not everyone feels comfortable doing it. You can
also play the game outside if it is not appropriate to wear shoes inside.
Ask the participants to take off their shoes and pile them in the middle of the room. Mix the shoes, separating the pairs.
Make a large pile of shoes. When everybody is sitting again, call the participants to quickly select shoes that are not their
own and put them on.
When everybody has on another person’s shoes:
Say: How does it feel to wear someone else’s shoes? Did you feel comfortable? Strange? Why do you think I asked you to
do this activity at the beginning of a session on communicating with caregivers?
Introduce the session aim and objectives.
40 min Activity 2: Being partners with caregivers
Explain that now, we will think about what it means to be partners with caregivers. Read the following story to the whole
group:
This is a true story told to us by a volunteer who works with children in Mozambique. Amelia was a volunteer with
a small local NGO who had just started a project in a settlement for people displaced by a flood in 2021. Amelia was
well known in the village as a person who cared for children and the NGO had also trained her in recognizing when a
child was neglected or abused in any way by caregivers or other members of the family. A community member came
to her one day to say she was very worried about a neighbor’s child; the boy’s feet were infested with ringworm that
left sores and the child was struggling to walk. She asked Amelia not to tell the mother she had reported her but she
felt she had to report the matter.
11 That same day Amelia went to visit the house and introduced herself to the mother, she found out that the mother
was very young and also had a small baby. She was alone with the two children and had no financial support. Amelia
could see she cared about her children but she was very depressed and unable to clean the house or look after
the children. Amelia sat and talked to her for some time, promising to return the next day with some of her fellow
volunteers to help her clean the house and yard.
As she prepared to leave she asked the mother if she could take her little boy to the clinic to look at the sores on his
feet. The mother agreed.
From that day forward, Amelia decided that she would visit the mother regularly. They built a good relationship, and
the mother began attending a parenting support group that Amelia led.
108 33. UNICEF, (1998). Visualization in participatory programmes: Games and exercises. Communication Section, UNICEF Eastern and Southern Africa Regional Office, Nairobi, and the
Organizational Learning and Development Section, Division of Human Resources, UNICEF New York. p. 98
Amelia shared what she learned about this experience:
I used to have a critical mind when I saw children being neglected here in the settlement. Like that day when I saw the
boy I felt so angry with that mother. I blamed her for not caring after the boy. But now, I think differently.
I realized that the mother was so young and so depressed that she could do nothing. She really loved her son, I saw that
after we started to visit her and help her. She was so happy he was well again. I have been a community volunteer for
many years now and I know that parents mostly love their children but sometimes their situation is so hard they cannot
show that love for their children. I don’t blame caregivers any more.
(Amelia, Community volunteer, Mozambique)
Write up these questions on the flip chart:
• What did you learn from Amelia?
• Do you agree with her?
• Do you have any stories like this?
Ask the participants to turn to the person sitting next to them to discuss each question. Give them 15 minutes to discuss.
Ask a different pair to report back on each question, writing up their ideas on the flip chart as they speak.
Wrap up the activity with a summary like this:
Say: Amelia put herself into that mother’s shoes, she tried to understand why she had not cared for her son. She realized
that it is important to have the right attitude towards caregivers. As community volunteers, it is important to believe that
caregivers love and want to care for their children but sometimes the situation is so difficult for them they cannot do this
well. In these situations, we must not have the attitude of blaming parents but work as partners with them to get the best
outcome for their child.
11
109
40 min Activity 3: Building trust with caregivers
Say: As we discussed in the last activity, it is important to have an attitude of partnering with caregivers. We are going to
think together in this session about how to build trust with caregivers as partners.
Divide the participants into their community groups. Half of the participants will get the “Grandparents” story and
questions and the other half will get the “Volunteer” story and questions.
Give the groups 10 minutes to read the stories and discuss in their groups.
Ask the small groups to share back the answers to their questions in plenary.
Say: We can expect that very often caregivers are worried about being judged. Like Khin’s grandparents, caregivers might
worry about volunteers talking about their situation with other members of the community. They might feel exhausted
and overwhelmed by the situation they are in. As community volunteers, it is very important that we engage with
caregivers as partners and listen with empathy.
Distribute Drawing 25 to the participants and ask the participants:
How is the volunteer showing the caregivers that he is a partner?
Let the group share ideas, the main points are:
• The volunteer is sitting at the same level as the grandparents
• He is sitting far enough that Khin cannot hear their conversation, so the grandparents feel comfortable
• He is communicating empathy and good listening through behavior
Distribute Volunteer Key Learning Card 9 and review it with the group. Check if these were similar to some of the
suggestions that the group identified for the volunteer supporting Khin’s grandparents.
5 min Conclusion
Key message to end session
Say: Our work with caregivers needs to be based on empathy and respect. Many caregivers we work with are stressed
11 and even afraid. We need to work as partners with them to think about how to solve problems and sometimes just to visit
them to tell them we understand how they feel. In the next session we will talk about how we need to also be aware of
our power as volunteers when we work with children and families.
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Stories

Group 1 Grandparents: Group 2 Volunteer:
Your 15-year-old grandson, Khin, lost his father during Along with a caseworker, you are supporting a
the uprising and violent unrest in his community 11 15-year-old boy, named Khin who is living with his
months ago. His mother is now in prison, and your grandparents in your community. The caseworker
family has not heard from her for a very long time has already conducted the assessment and has asked
now. Khin moved in with you a few months ago and you to regularly visit the family to see how they
it has been a very hard time. He has been acting very are managing. You heard from your friend who is a
angry and has been getting in fights with all the other teacher that Khin has been causing a lot of problems
boys in your community. He refuses to speak to you and getting into a lot of fights with boys at the
and you are feeling very worried when a community local school. The teacher told you that recently he
volunteer comes to speak with you. threatened some of the other students. Today, you
are going to visit Khin’s grandparents to see how they
are doing.
Questions:
• What do you think the volunteer will say?
11
Questions:
• What are you worried about with the volunteer’s
visit? • How will you prepare for the visit?
• What would you like to say to the grandparents?
• What are some ways that you will show them that
you are a partner?
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Drawing 25
This community volunteer is speaking to grandparents who are worried because their grandson seems very sad all the time since he lost
his parents 7 months ago.
11
112
Communicating with caregivers
It is important to establish positive relationships with caregivers as a partner. This includes being:
• Available: It is important that caregivers know you will be present for them. You don’t have to be
available all the time but you should be reliable when you promise to meet them.
• Attentive: Caregivers need to feel that volunteers really listen to them. Practice your listening
skills, making eye contact, noticing the things caregivers say and feel and ask gentle questions
about the things you don’t understand.
• Non-judgmental: Sharing personal things is difficult, especially if you feel guilt, shame, or regret.
Try not to judge or blame caregivers for their mistakes.
• Trustworthy: Be a trusted person. What is told to you by the caregiver is not shared with others,
it should be kept confidential unless it puts a child at risk. This means you should not speak
about the caregiver’s situation to anyone without first asking her if you can do so.
11
Session 11
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Session 12: Power within my role as a community volunteer
Session 12 (2 hours) Aim and Learning Objectives:
To enable participants to negotiate power dynamics and
understand how to empower children and families.
• Explain what ‘power’ means
• Describe the different types of power
• Reflect on different levels of power in their work with children
and families and within their organization

• Power is the ability to do something, act in a certain way, or
influence others. It is not a good or bad thing; but how we use
it can be for good or bad
• The two types of power are 1) power over and 2) power with
• It is the responsibility of community volunteers to have
“power with” children and families

1. Print out 6 copies of the “Power Story”. Before the session
starts, ask one participant to be the narrator and five
participants to prepare the story as a role play
2. Print Drawings 26 and 27
12
3. Write “Power With” and “Power Over” on two pieces of
flipchart paper for the game in Activity 2
4. Make cut-out figures for Activities 3 and 4. Six small cut-out
figures and two large cut-out figures. Write “community
volunteer” on one of the smaller figures and on the big figure. Evidence shows that acknowledgement and
Write mother, father, granny, and child on the other figures. management of power dynamics within the community as
well as the Child Protection organization34 are key factors for
5. Translate, print, and laminate Volunteer Key Learning Card 10
effectiveness in case management programs.35
6. Tape, flipchart, markers, pen, and paper
34. Eynon, A., and S. Lilley. 2010. Strengthening national child protection systems in emergencies through community-based mechanisms: a discussion paper. Save the Children and Child
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Protection Working Group of the UN Protection Cluster.
and practice.p. 44 &45
Session 12 (2 hours)
Important Considerations for the facilitator:
This session explains power and how it can be used to empower or Think about the context in which you work.
disempower community volunteers, children, and families. It is a Discussions around power can be dangerous
sensitive topic to discuss in many humanitarian contexts, where power in some humanitarian contexts. Spend time
disparities are pervasive – from the conflicts that displace people to reflecting before you begin the session about
the humanitarian assistance meant to support them. Assess both topics that could place you or the participants at
the appropriateness of the subject and your ability to handle difficult any risk. Gently stop any discussion that moves
discussions. While exploring power dynamics may be complex, they towards a topic you think may be risky. At the
are important to discuss with volunteer, as they underpin many of the beginning of the session, set ground rules with
challenges in motivating and retaining community volunteers. For help participants on discussing difficult topics. For
leading such discussions, refer to pages 62–65 of the Toolkit for reflective example:
practice in supporting community-led child protection processes by the
Child Resilience Alliance. There is also advice about creating a safe space • Have a “no name” rule – the discussion
for discussing difficult topics at the beginning of the session. can be open and honest, but do not
mention any names. For example, if you are
discussing someone’s actions, don’t name
them.
• Agree that what is said in the session will
not leave the room. Emphasize that you
cannot make this promise for everyone,
so participants need to think before they
share something that may place them at
12
risk. Make yourself available to talk privately
after the session.
• Make a commitment as a facilitator to keep

everything the group says confidential. If
they do ask you to pass on information,
promise that you will not mention names.
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10 min Introduction
Welcome participants to the session and tell them that you will start with an icebreaker.
Instructions: Explain that we are going to play a game called Bear, Ninja, Hunter. Explain that there are three positions we
need to learn first, then demonstrate these and have the participants copy you.
The first is Bear with your hands above your head and fingers curled like claws. The second is Hunter with your arms
drawing a bow and arrow. The third is Ninja with your hands flat in front of you in a Karate like stance.
Explain that we will now compete. Bear eats Ninja. Ninja kills Hunter. Hunter shoots Bear.
Ask the participants to find a partner and stand back to back with them. When everyone is ready, say on the count of
three they should turn around, posing in one of the three positions. Say: one, two, three, go!
Ask the winner from each pair to stay standing, and the loser of each game to sit down. You may need to remind everyone
what beats what: Bear eats Ninja. Ninja kills Hunter. Hunter shoots Bear. If any pairs tie, they can switch partners and play
again in the next round. The people standing now find a new partner and play again. Continue until there is one overall
winner.
Note that in this game, whether or not you had the power to win, depended on your own position and that of your
partner. Let participants know that you will be talking about power in today’s session and introduce the session
objectives. Acknowledge that power and power dynamics can be sensitive topics to discuss. Set some ground rules, as per
the tips above, to ensure all participants feel safe participating in the session.
20 min Activity 1: What is Power?
Explain that we will start by thinking about what power is. Ask the participants who prepared the “Power Story” role play
to act it out for the group.
Say: This story tells us something about power. We are now going to have a discussion around power as represented in
this story.
Ask the group to discuss the following questions:
12
• Who had the most power in this story? Who had the least?
• What gave the teacher power? Where did her power come from?
• What gave the businessman power? Where did his power come from?
• What gave the community leader power? Where did his power come from?
• Do you think the mother had any power at all? Where or when did she have power?
• If she was a rich woman, would she have had more power in the village? What about if she was educated, would she
have more power?
• Did the child have any power? When would he have power?
• Does power always come from our position, wealth, or education or can it be inside us?
116 • Is power good or bad? Can it be used for good?

30 min Activity 2: Two kinds of power
Say: From the role play, we have an idea about what power is. Power simply is the ability to do something, act in a certain
way, or influence others.
Let’s now look at how power can be used. Power is not good or bad, but it can be used for good and for bad.
Hand out Drawing 26.
Say: What do you see in this drawing?
Have participants share what they observe.
Say: We can call this Power Over. This means the power that one person uses to control another person. Can you give me
examples?
Have participants share examples of “power over.” Here are some examples to help you as the facilitator:
• A husband who shouts at his wife,
• A boss telling a worker that he is “stupid” and does things wrong.
Say: What do you see in the drawing?
Say: We can call this “power with.” This means the power felt when two or more people come together to do something
that they could not do alone. Can you give me an example?
Have participants share examples of “power with.” Some examples may include:
• A women’s group who support their members when someone has a death in the family
• A team of volunteers who help each other do tasks
• A community that comes together to protect their children
Put up the two flip charts with the types of power listed at different ends of the room. Ask all participants to stand in the
middle of the room.
Say: To find out more about these two types of power, we will do another exercise.36 I will read a sentence. After I read
each sentence, move to the sign that you feel the statement most describes. Don’t worry about being right or wrong. We 12
are all learning together.
36. Adapted from Raising Voices Uganda (2008) SASA! Start PREP Session. p. 31 117
You heard that an older man has promised a neighbor’s daughter a new phone. Power over
The group of volunteers in the community held a large community meeting about the Power with
importance of keeping children safe in the community.
Rehema is a volunteer who has a manager that supports her. When Rehema has a Power with
problem with a family, she just needs to call the manager and she will give Rehema
advice.
ZamZam tells Nusa that she can stay with her if she feels scared at home. Power with
The caseworker that is supervising Lara shouted at her when her reports were late one Power over
month because she had been ill.
One of the young women in the youth group you lead told you her boyfriend is saying Power over
he will look for another girlfriend if she does not have sex with him.
Mabel shouts at the family of a boy who is working instead of going to school, without Power over
finding out why he has to work.
Dora helps her friend in setting up a center for supporting children who have Power with
experienced violence.
Amon burns Samira’s shoes because she did not ask him if she could buy them. Power over
Jasper sees people insulting Musa who is talking about non-violence at a meeting. He Power with
defends Musa.
Dan encourages his friend who is trying to change. Power with
Richard calls out to girls on the street. Power over
35 min Activity 3: How much power do I have as a volunteer?

Explain that we are now going to think more specifically about how these ideas apply to our roles as community
12 volunteers. Show the family cut-outs.

Say: This is a family that needs our help.
Stick the family cut-outs up on the wall.
Show the two community volunteer cut-outs.
Say: These both show a community volunteer. As community volunteers, we can behave in two ways. We can show our
power over children and families by being big in power, like this volunteer (show the large cut out and stick it up), or we
can choose to show power with families and children (show the figure that is the same size as the families). What is the
relationship you have with the children and families you work with? Think about if you are like this (point to the large
figure) or like this (point to the normal size figure). Do you act as if you have power over them or power with them?
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Say: Now work with your training partner to think of ways to show in your behavior that you are not more powerful than
families and children you support but of equal power. Think especially about your voice and body language: how you sit,
where you sit, what you say.
Give the pairs ten minutes to discuss then call the group back together. Let the groups share their ideas and write them
down on a flipchart paper.
Hand out Volunteer Key Learning Card 10. Point out the similarities between what the group has suggested and the card.
They may want to add some of their own ideas to the card collection, so have blank cards ready for them to write on.
20 min Activity 4: Exploring power in your organization
Hold up the two figures.
Say: Think about your manager/supervisor/caseworker. Are they like this (point to the big figure) with lots of power over
you, or are they like this (point to the smaller figure) with the same power as you? Discuss with your training partner. We
will not name any names in this discussion.
Say: Work with your training partner to discuss how you feel about the power dynamics within the case management
team. Then, identify one way caseworkers/ supervisors/ managers can have power with volunteers. Please put your ideas
on post-it notes (one idea per post-it note).
Give participants ten minutes to discuss and then invite them to put their post-it notes on a flip chart.
Review the ideas that are listed on the post-it notes in plenary. Thank the participants for their recommendations.
Say: We are working with managers and supervisors around these issues of power too. When we find ways to have power
with one another in our roles, we can better work together and trust each other.
5 min Conclusion
Say: Power can be used for good or bad. Acting with “power over” someone can be emotionally harmful to them and even
become physically harmful. As child protection volunteers, we need to work towards behavior that shows “power with”
12
119
Power Story Role Play
Place two chairs together on the ‘stage’ to represent the bench. Make a sign saying ‘Bus stop’ above the bench. You
can also ask one person to stand on a chair behind the bench with their arms stretched out to represent a tree (pin a
sign saying ‘tree’ on them).
Story (read by the narrator) Role Play actions
It was a very, very hot day in the village Mother and son have a heavy bag and are sweating as
they carry it along.
A mother and her small son walk to the bench and Mother and son sit on the bench under some shade
sit down to wait for the bus to town. from a tree.
The village teacher walks up to the bus stop, greets Teacher sits on the bench in the shade next to the
the mother and sits down too. mother and the boy.
Then along comes the village business man. He is Fat man with a briefcase sits down, and the boy moves
also going to town. to sit outside the shade on the ground.
They wait, and the sun gets hotter and hotter. Then, Leader (older man with a hat) sits on the bench, and the
12 the local community leader arrives. He is also going
to catch the bus.
mother moves to sit on the ground – out of the shade
into the sun.
120
Drawing 26
Power over
You filled in the

reporting form wrong
again!
12
121
Drawing 27
Power with
12
122
Being a volunteer who has power with children, families and their communities
1. Show you are with children and families by always sitting at the same level as the child or
caregiver.
2. Be gentle in your speech. A loud voice shows power over, and a gentle voice shows power with.
3. Listen, listen, listen! Almost all caregivers want the best for their children, but sometimes
circumstances get in their way. Listen for reasons why there is a problem.
4. Children can explain things to you. Listen to them. 12
5. Use “together” language: We can solve this by…” or “We could try…”
Session 12
123
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Facilitator Guide
CASE MANAGEMENT TEAM TRAINING

Session 13: Community volunteers as Interpreters in case

management **NOTE this is an optional session, and will not be relevant in contexts in which caseworkers speak
the same language as children and families.
The participants for this session should include caseworkers and community volunteers together.

To provide participants with an understanding of effective interpretation
within case management, its importance, and how to conduct this role.
• Describe the complementary roles of volunteers and caseworkers
when there is interpretation in a case management session
• List good practice in verbal and non-verbal behavior for caseworkers
and volunteers when there is interpretation in a session

• Volunteers’ roles when interpreting in case management include
listening carefully, interpreting completely, and maintaining
confidentiality
• Caseworkers’ roles when there is a volunteer interpreting include
introducing the volunteer, explain confidentiality and speaking

slowly for the volunteer to interpret
• Good non-verbal behavior for both volunteers and caseworkers
includes everyone is on the same level and both the interpreter and
caseworker look at the child and not at each other

1. Write out the poem in Activity 1 on a flip chart. Write the poem one
line at a time, so there is plenty of space
13
2. Print Drawing 28, one for every 5–6 participants
3. Translate, print and laminate Volunteer Key Learning Card 11 explore?
4. Print the handout “Facilitating a case management session with Community volunteers frequently play the role of
interpretation by a volunteer” interpreter for caseworkers during the case management
5. Flip charts titled “Caseworker” and “Volunteer” process. This can be in addition to other responsibilities
and also a specific role. Good practice with interpretation
125
6. Markers
is a responsibility of both caseworkers and volunteers.
10 min Introduction
Welcome all participants to the session. Have everyone stand in a circle and let them know that you will be starting with
an icebreaker.
Icebreaker – interpreting through movement
Say: This game is about interpreting a word through movement alone. All the words I will use are verbs, so they should be
easy to guess.
Choose one participant. Whisper a word in their ear and tell them to act it out. Have the rest of the participants try to
guess the word. Whoever guesses correctly gets to go next. Ensure that both volunteers and caseworkers participate.
Start with simple words (run, sleep, read, dance, fly) and move on to more difficult words (wake, smell, stir, blow, fall,
hide, carry). At the end of the game, point out that they had to pay attention to detail to act out the word, just like an
interpreter does.
Say: This session focuses on interpretation within case management. Helping caseworkers communicate with vulnerable
children and families is an important and sensitive role that volunteers often play. During our time together, we are going
to discuss how to collaborate in order to be successful in our complementary roles.
25 min Activity 1: Interpreting in case management
Tape the poem on the flipchart paper to the wall.
Say: Here is a poem about interpretation within case management.
Read the poem aloud.
I am a bridge
A person who can listen
A person who joins people together
I believe that we all have the right to be heard
Reserved, not in charge,
Respectful… of private stories
Explainer of culture.37
Work through each line, showing how it describes the characteristics of a good interpreter. Be sure to emphasize the
13 importance of careful listening and confidentiality, as well as the point that the caseworker is responsible for leading the
session.
Say: Volunteers play an essential role interpreting in case management because they can help the caseworker understand
the meaning of what is said.
126 37. Created from a ppt slide by Angeliki Karydi (2016) Training for translators/cultural mediators. IRC Greece
Say: Sometimes interpreters have to explain a particular word or cultural tradition to a caseworker. Read the group this
example:
In Malawi girls were telling a caseworker about child marriage. They said, “When a girl is born they call her Chigayo.”
The interpreter translated the word Chigayo as “a milling or grinding machine”. Then he stopped and asked the
caseworker if he could explain. Often when a girl is given in marriage, the man pays her family with a machine that
grinds maize. A family can earn a lot of money from this machine. The interpreter was explaining that girls are seen as
valuable only because families can gain money when they are married. The caseworker would not have understood
without this explanation.”
Ask the participants if they have examples like this that they have encountered in their roles.
15 min Activity 2: Non-verbal communication
Explain that we will now think about how we should act when interpretation is occurring within a case management
session. Handout the copies of Drawing 28.
Say: What do you notice about how the figures are sitting in these drawings? Where is the caseworker sitting? Where is
the interpreter sitting? Who is the interpreter looking at?
Let the group discuss the drawing. Then, point out the following:
• The interpreter is sitting next to the caseworker
• Everyone is on the same level
• The interpreter is looking at the child when translating for the caseworker
• The caseworker is looking at the child when she is speaking, and not at the volunteer
Say: The caseworker and interpreter are partners. They both have responsibilities for communication. In the next activity,
we will think about what other responsibilities there are.
30 min Activity 3: Responsibilities of caseworkers vs. volunteers
Put up two flip charts – one with the header “Caseworker” and one with the header “Volunteer.” Ask the group for
suggestions of the responsibilities each role has. As the group makes suggestions, write them up on the relevant
flipchart paper. Make sure that the points below are discussed:
Caseworker:
Before:
Explain the purpose of the session with the volunteer 13
Discuss the case, and relevant background information to prepare the volunteer
Encourage the volunteer to interrupt or slow things down if they don’t understand
127
During:
Introduce the volunteer to the child/ family
Explain the volunteer’s role interpreting
Get consent from child/family for interpretation
Explain confidentiality
Speak in simple language
Speak slowly for the interpreter
After:
Thank volunteer for support
Ask the volunteer if they have any feedback, especially related to cultural understanding
Allow interpreter to discuss any distressing or confusing aspects
If interpreter feels overwhelmed – ensure supportive follow-up
Discuss possible safety issues
Volunteer:
Before:
Ask about the purpose of the session and any background information that might be important to understand
Maintain confidentiality throughout
During:
Ask for clarification if something is unclear
Only ask clarifying questions
Interpret completely – no summarizing
Interpret exactly – no additions or subtractions
If explanation is needed, tell caseworker it’s your explanation
Take responsibility for flow of discussion – make sure to pause speakers if needed to allow you to translate. Do so gently
with hand signals.
After:
Let the caseworker know if anything has upset or overwhelmed you
13
Offer any reflections or feedback that might be useful to the caseworker about cultural understanding
**It is recommended that volunteers who are interpreting should also have received Session 8 on emotional wellbeing.
Interpreters often have to translate very upsetting stories during case management sessions.
40 min Activity 4: Challenges for volunteers, caseworkers, children and caregivers with interpretation
Say: Interpreting within case management can be difficult for volunteers, caseworkers, and even children and their
families. For example, caseworkers might feel that their message is not being fully understood by the child; or volunteers
might get confused if the caseworker says too many sentences in a row. We are now going to break into small groups to
128
think about these challenges together.
Divide the participants into 4 small groups. It is essential that there is a mix of volunteers and caseworkers in each
group, in order to build a sense of teamwork and collaboration.
Assign the groups as the following people:
1. Child
2. Caregiver
3. Volunteer
4. Caseworker
Ask each group to list on a flip chart:
1. The challenges their person might encounter when a volunteer is interpreting for a caseworker in a session
2. Based on these challenges, what are some “do’s and don’ts’’ for caseworkers and volunteers when there is
interpretation within a session?
Give the groups 20 minutes for this activity.
After 20 minutes, ask the groups to hang the 4 flip charts on the wall and do a gallery walk. In plenary, note the
commonalities between the do’s and don’ts from the different groups.
Some challenges38 to highlight (if the groups miss them) include volunteers:
• Worries about the volunteer being a member of the community (will they judge? Will they keep the session
confidential?)
• The caseworker using complicated terms and speaking too long
• The volunteer identifying strongly with the child or caregiver (possibly a shared trauma history or survivor guilt)
• The volunteer feeling the need to intervene beyond the interpretation role
10 min Conclusion
To conclude the session, distribute Volunteer Key Learning Card 11 to the volunteers and the interpretation handout to
the caseworkers.
Say: These cards and handouts summarize some of the important points we discussed today when there is interpretation
required in a case management session.
Review the card and the handout, check if there are any questions.
Say: It is important to remember that volunteers play an important role as a bridge connecting caseworkers and children 13
so they can fully understand one another. We must work together as volunteers and caseworkers in order to help
children and families feel comfortable and heard.
38. Refugee Services National Partnership for Community Training: Mental Health Interpretation Program Structure and Funding Challenges Information Guide
Refugee Services National Partnership for Community Training: Working with Interpreters: Service Provision for Torture Survivors 129
13
130
Drawing 28
Volunteers’ roles interpreting in case management sessions
• Sit at the same level as the child and caseworker
• Look at the child when speaking for the caseworker
• Listen carefully to what each person is saying
• Interpret completely – do not summarize, add or subtract
• Ask for clarification if anything is unclear
• Ask the child/ caregiver/ caseworker to slow down or to pause if needed
• Maintain confidentiality before, during, and after the session
• Let the caseworker, or a supervisor know if you feel sad or distressed about anything
said within a session
Session 13 13
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Handout for caseworkers:
Facilitating a case management session with interpretation by a volunteer
Responsibilities of a Caseworker:
Before:
• Brief interpreter before discussion
• Explain the purpose of the session with the volunteer
• Discuss the case, and relevant background information to prepare the volunteer
• Encourage the volunteer to interrupt or slow things down if they don’t understand
During:
• Introduce the volunteer to the child/ family
• Explain the volunteer’s role interpreting
• Get consent from child/family for interpretation
• Explain confidentiality
• Speak in simple language
• Speak slowly for the interpreter
After:
• Thank volunteer for support
• Ask the volunteer if they have any feedback, especially related to cultural understanding
• Allow interpreter to discuss any distressing or confusing aspects
• If interpreter feels overwhelmed – ensure supportive follow-up
• Discuss possible safety issues
13 Important Reminders:
• Sit at the same level of the child, family, and volunteer
• Maintain eye contact with the child and caregiver (don’t speak directly to the volunteer)
• Don’t depend on children or other relatives and friends to interpret
• Don’t ask the volunteer to do something outside of their interpretation role during the session
• Don’t hold personal conversations with the interpreter when the child/ family is in the room
132
Session 14: Imagining the life of a volunteer

This Session is for Child Protection Case Management STAFF

To encourage Child Protection staff to have greater empathy
towards and understanding of the community volunteers
they work with every day.
• Reflect on how they perceive volunteers’ history and
present vulnerability, and consider how this might
influence their interactions with volunteers
Key Learning Point:

• Community volunteers are members of the affected
population. It is important that we recognize their
histories and complex present realities in our
expectations of volunteers and our relationships with
them.

explore?
The research showed that many staff in CP
programs do not have an understanding of the
lives of community volunteers. It also showed that
understanding life stories, motivations to volunteer
and how people experience volunteering on a daily

14
basis are important for working effectively, sustainably
and ethically with volunteers.
133
1. Tape together three pieces of flipchart paper lengthwise. Draw a horizontal line along the middle of the paper to
make a timeline, with an arrow along the side. Make one per 8 participants.
2. Crayons, markers, flipchart paper
3. Write the following questions on flipchart paper:
Background:
a. What is the volunteer’s name? – Write their name on the top left corner.
b. Place of birth?
c. Who is in their family?
d. How did they spend their childhood – friends, school, parents’ occupations, games they played?
e. What did they love to do as a child, a teenager, and as a young adult?
Context Dependent Questions:
a. When did they have to leave their home?
b. Why did they have to leave?
c. Who did they leave behind?
d. Did they experience war, violence, injury or attack? What impact has that had on them as a person?
e. What did they leave behind? What impact has that had on them as a person?
f. How did they get to the settlement/camp? Where are they now?
g. Who lives with them?
h. How do they get food and other needs?
i. How do they feel about being here?
Volunteering Questions:
a. How did they become a volunteer? Why do they volunteer?
b. How do they feel about being a volunteer?
c. How do they feel most of the time?
d. What makes them happy? What makes them sad?
14 e. Do they have plans for their future? What are they? Why do they have these plans?
f. How does their family feel about them being a volunteer?
g. How does the community view them? Their neighbors and friends?
134
60 min Welcome the participants to the session and introduce the session aim and objectives. If appropriate, provide a brief
outline of the work you have been doing with the community volunteers, and then highlight why this session is important.
Explain that the session will revolve around one main activity and a discussion.
Activity 1: Drawing the life story of an imaginary community volunteer
Place the long paper on the floor with crayons. If the group is large, divide into groups of eight and prepare sufficient
timelines.
Say: We are going to imagine the life of a volunteer who works in our case management team. Don’t choose a real
volunteer but create an imaginary one. Build the imaginary volunteer from all the volunteers you know in our program.
I have put a list of questions on this flipchart. Use the questions to create the life story of the imaginary volunteer on the
paper with drawings and short words. You don’t have to answer all the questions – just choose some to paint a detailed
picture of their life story.
Give participants thirty-five minutes to draw the life story of the volunteer. After thirty-five minutes, have the group(s) put
the drawings on the wall. Have participants walk around to look at each other’s drawings.
After a few minutes, bring the group back together to reflect on the activity. Discuss these questions:
• Did you learn anything new about the volunteers you work with? What did you learn?
• Did you change any of your ideas about volunteers? Which ideas?
• Why did we ask you to do this activity?
15 min Concluding Activity:
After about twenty minutes of discussion, ask participants to sit on their own with a pen and paper.
Say: You will work on your own for this activity. You will not share your thoughts with anyone. Reflect on how you
communicate with volunteers. Do you consider their life stories? Reflect on the roles and responsibilities we expect them to
do. Do you consider their life stories? Will you change anything you do after this activity?
Encourage them to make some notes, but be clear that these are just to help them reflect and won’t be shared.
Say: The community volunteers we work with come from the vulnerable populations we are serving in our humanitarian
work. Many of them have been through traumatic experiences and are facing uncertainty. It is important that we as staff
members keep this in our minds and communicate carefully and respectfully. In the next session we will think about the
issue of power differences between staff and volunteers.
14
135
Session 15: Power, risks, and wellbeing of volunteers
Session 15 (2 hours) This Session is for Child Protection Case management STAFF

To support Child Protection staff to understand the risks
and power dynamics that volunteers regularly navigate,
and consider how to promote the wellbeing of volunteers
as members of the team.
• Identify risks that volunteers face and ways that the
organization can address some of these risks
• Explain what ‘power’ means
• Describe the different types of power
• Reflect on different levels of power in their work with
volunteers, children and families

• Volunteers face several risks and complicated dynamics
in their roles within their communities. It is critical that
organizations take actions to help volunteers address
risks.
• Power is the ability to do something, act in a certain
Photo: © UNICEF
way, or influence others. It is not a good or bad thing;
but how we use it can be for good or bad.
• The two types of power are 1) power over and 2)
power with
• It is the responsibility of case management staff to have
“power with” community volunteers Why is this an important topic to explore?
The research showed that unequal power dynamics
between program staff and community volunteers is common.39
This distressed and demotivated volunteers and often led to high
15 turnover of volunteers from organizations.
136 39. Alliance for Child Protection in Humanitarian Action, (2021). Community volunteers and their role in case management processes in humanitarian contexts: A comparative study of research
and practice
Tools Associated with this Session:
This session should be linked to:
• Implementation Tool 11 “Community
Volunteer Safety and Wellbeing Checklist”.
It is important that the Child Protection
team understands the safety concerns that
volunteers face and brainstorm ways to
address them with the Checklist tool.

1. Print the Volunteer risks stories for Activity 1
2. Print out 6 copies of the “Power Story”.
Before the session starts, ask one participant
to be the narrator and five participants to
prepare the story as a role play
3. Print out Drawings 26 and 27
4. Print handout on empowering volunteers
5. Flipchart paper, markers

15
137
10 min Introduction
Welcome participants to the session and tell them that you will start with an icebreaker.
Instructions: Explain that we are going to play a game called Bear, Ninja, Hunter. Explain that there are three positions we
need to learn first, then demonstrate these and have the participants copy you.
The first is Bear with your hands above your head and fingers curled like claws. The second is Hunter with your arms in
front like you’re holding a bow and arrow. The third is Ninja with your hands flat in front of you in a Karate like stance.
Explain that we will now compete. Bear eats Ninja. Ninja kills Hunter. Hunter shoots Bear.
Ask the participants to find a partner and stand back to back with them. When everyone is ready, say on the count of
three they should turn around, posing in one of the three positions. Say: one, two, three, go!
Ask the winner from each pair to stay standing, and the loser of each game to sit down. You may need to remind everyone
what beats what: Bear eats Ninja. Ninja kills Hunter. Hunter shoots Bear. If any pairs tie, they can switch partners and play
again in the next round. The people standing now find a new partner and play again. Continue until there is one overall
winner.
Note that in this game, whether or not you had the power to win, depended on your own position and that of your
partner. Let participants know that you will be talking about power in today’s session and introduce the session
objectives. Acknowledge that power and power dynamics can be sensitive topics to discuss. Set some ground rules, to
ensure all participants feel safe participating in the session.
45 min Activity 1: Stories about Volunteer Safety and Wellbeing
Say: The development of this training began with research and piloting that was conducted with volunteers in Myanmar,
Malawi, Mozambique, and Nigeria. Child Protection volunteers in each one of these contexts shared with us about how
their roles made them feel proud and motivated to help children. However, they also shared many stories about the
dangers they faced and the complicated dynamics within the communities. We have 11 stories from volunteers in these
contexts.
Divide the participants into pairs and give each pair a story.
Explain that each pair is responsible to 1) read the story 2) to think of how this scenario puts the volunteer at risk 3) if
volunteers here might experience similar risks. Give the pairs 10 minutes for this exercise.
Ask each pair to share their research story with the group, and their thoughts on the type of risk this is and their
reflection on the similarities in our context. Record the risks volunteers are facing in the context on a flip chart as each
pair reports back.
Distribute Tool 11. Community Volunteer Safety and Wellbeing Checklist
15
Give the participants 10 minutes to complete the checklist, and encourage them to ask any questions about items that
might be unclear.
138
After 10 minutes, open the discussion on what the participants identified as things that were being done/ needed to be
done, and actions to take.
If possible, ask for a notetaker to record all the recommendations that the group identifies and discuss how the
participants can support these actions.
20 min Activity 2: What is Power?
Explain that we will now be thinking about what power is. Ask the participants who prepared the “Power Story” skit to act
it out for the group.
Say: This story tells us something about power. We are now going to have a discussion around power as represented in
this story.
Ask the group to discuss the following questions:
• Who had the most power in this story? Who had the least?
• What gave the teacher power? Where did her power come from?
• What gave the businessman power? Where did his power come from?
• What gave the community leader power? Where did his power come from?
• Do you think the mother had any power at all? Where or when did she have power?
• If she was a rich woman, would she have had more power in the village? What about if she was educated, would she
have more power?
• Did the child have any power? When would he have power?
• Does power always come from our position, wealth, or education or can it be inside us?
• Does having less power influence the mother and son’s safety?
Say: Having less power can increase one’s risks. It is important to think about how some of the safety issues volunteers
face is linked to their power.
15 min Activity 3: Two kinds of power
Say: From the role play, we have an idea about what power is. Power is the ability to do something, act in a certain way,
or influence others. Let’s now look at how power can be used. Power is not good or bad, but it can be used for good and
for bad.
Say: What do you see in this drawing?
Say: We can call this “power over.” This means the power that one person uses to control another person. Can you give me
examples?
Have participants share examples of “power over”. Here are some examples to help you as the facilitator: 15
• A husband who shouts at his wife,
• A boss telling a worker that he is “stupid” and does things wrong. 139
Say: What do you see in the drawing?
Say: We can call this “power with.” This means the power felt when two or more people come together to do something
that they could not do alone. Can you give me an example?
Have participants share examples of “power with”. Here are some examples:
• A women’s group who support their members when someone has a death in the family,
• a team of volunteers who help each other do tasks,
• a community that comes together to protect their children.
25 min Activity 4: Exploring power in our organization
Say: In order to support volunteers in their complex roles within their communities, it is important that we show “power
with” them, rather than “power over”.
Have the participants return to their pair from Activity 1. Ask each pair to identify ways they can personally have “power
with volunteers.” Participants should consider their ways of communicating with volunteers, and how volunteer meetings
are facilitated, for example.
Ask each participant to make one commitment of how they will have “power with” volunteers on a post-it note and put it
on a flip chart in the front of the room.
Read the “power with” commitments made aloud to the group.
10 min Concluding activity
End the session with a concrete plan for putting some of the ideas on the flip chart into action. Here are some possible
concrete actions:
• Set up a working group to put changes suggested into action
• Schedule an action planning meeting with volunteers
Key message to end session
Unequal power between staff and community volunteers causes dissent and dissatisfaction. It can lead to volunteers
dropping out or losing enthusiasm. It is important to reflect critically as a staff team on how you perceive and treat
community members and volunteers and seek to create equality. Everyone has a role to play in the team. In the next
session we will be working with volunteers to explore how we are better when we work as a team.
15
140
Stories of volunteer risks from pilot countries

1. In some cases, the abuser is a religious person, and it is 2. After I reported a sexual assault case, the perpetrators’
not possible to refer that type of case because they have family threatened me and my family. The officials never
so much power. Instead those cases, were managed by responded and I am still nervous about what might
the religious leader and camp administrator. In some happen.
cases, the camp administrator can’t say anything as
religious leaders are quite powerful.
3. Parents shouted at us when we asked them to stop 4. One day at the CFS Centre, an adolescent boy (CAAFAG)
beating their children. Some said that it is not our threatened to stab one of our colleagues to death
business and no need to worry about what they did to because she simply corrected him during the session.
their children.
5. When COVID began, the staff told us that we had to 6. Sometimes we spend more time in the community
follow up on most of the cases. We were not provided than our families with no or low payment, and it puts a
personal protective equipment nor additional phone burden on our families. There is pressure from our family
credits, it was a huge burden. members despite our passion to help children
15
141
Stories of volunteer risks from pilot countries

7 . Sometimes we need to walk large distances across the 8. Government officers often treat people like us
settlement at night to help urgent cases. As women this (volunteers) differently. As we are considered
situation can be very dangerous. uneducated rural people, we were mistreated, by the
government officers in many cases.
9. Sometimes, people chose to volunteer as they did not 10. People in our community do not see child marriage as
have other job opportunities and they are required to an issue. If cases of early marriage are identified by us
volunteer for at least half of the project period. When a volunteers, families didn’t give their consent to receive
job opportunity arose, they were not allowed to leave the case management services.
their volunteer role.
11. One of our fellow volunteers was severely ill on a particular day we were all asked to report in the office
by one of our officers. Despite the condition of this lady, she still reported at the office but could not climb
up the stairs, so I asked her to sit somewhere downstairs while I went to inform our officer about her
condition. The officer reprimanded me for being an unsolicited advocate and that he doesn’t care if she is
ill or not. “If she isn’t ready to work, she can do well to resign as work has to continue” he said. I couldn’t
comprehend why our officer would show no empathy and never cared about our wellbeing.
15
142
Power Story Role Play
Place two chairs together on the ‘stage’ to represent the bench. Make a sign saying ‘Bus stop’ above the bench. You
can also ask one person to stand on a chair behind the bench with their arms stretched out to represent a tree (pin a
sign saying ‘tree’ on them).
Story (read by the narrator) Role Play actions
It was a very, very hot day in the village Mother and son have a heavy bag and are sweating as
they carry it along.
A mother and her small son walk to the bench and Mother and son sit on the bench under some shade
sit down to wait for the bus to town. from a tree.
The village teacher walks up to the bus stop, greets Teacher sits on the bench in the shade next to the
the mother and sits down too. mother and the boy.
Then along comes the village business man. He is Fat man with a briefcase sits down, and the boy moves
also going to town. to sit outside the shade on the ground.
They wait, and the sun gets hotter and hotter. Then, Leader (older man with a hat) sits on the bench, and the
the local community leader arrives. He is also going mother moves to sit on the ground – out of the shade
to catch the bus. into the sun.
15
143
Drawing 26
Power over
15
144
Drawing 27
Power with
15
145
146
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A Toolkit in Engaging Community Child Protection Volunteers

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A Toolkit for for Community

Child Protection Volunteers

©The Alliance for Child Protection in Humanitarian Action, 2021.

Suggested Citation: The Alliance for Child Protection in Humanitarian

Cover photo: © UNICEF/UN0530720/Bidel

They are our neighbors, a friend, a listener, an interpreter, a guide.

Photo © PLAN International: Anthony Huus

Ethical Practice Guidance for Community Volunteers Engaged in

Step 2. Decide How to Engage or Adapt Community Volunteers

Step 3. Implement Case Management Projects That Ethically

Step 5. Engage in Monitoring, Evaluation, Accountability,

Step 6. Advocate for Proper Resourcing for Community

Case management: an approach for addressing the needs of an individual

A Toolkit for Community Child Protection Volunteers, Part 1: Volunteers’

Photo © PLAN International

Photo © PLAN International

In humanitarian responses across the globe, community volunteers are

What the Research Tells Us

Throughout this toolkit, there are references to particular pieces of

As outlined in the research, the engagement of community volunteers in

Training Might be trained Brief training related to CP, Full case

Photo © PLAN International

1. Assess and analyze community volunteers’

2. Decide how to engage or adapt community

3. Implement case management projects that

4. Strengthen and develop community volunteers’

5. Engage in Monitoring, Evaluation, Accountability,

6. Advocate for proper resourcing for

Before selecting the proper implementation tools and capacity development

Step I: Assess and Analyze Community Volunteer

What the evidence says: Safe, effective, and sustainable CP case

This section of the toolkit is for CP organizations that are engaging

Key Questions About the Context (for all CP organizations)

Assessment with Current Community Volunteers

Tool 1. Interview Guide on Community Volunteer Engagement

Step 2: Decide How to Engage or Adapt Community

What the evidence says: Clearly defining the roles and

Following the assessment and analysis step, the CP organization should

Determining Roles and A case management system

Regardless of the contextual differences, it is essential that certain red

Bottom line: If there is not enough funding for paid caseworkers

Budget Considerations for Community Volunteers’

What the evidence says: CP organizations must ethically

Case management budgets typically include essential items such as

If a financial incentive is deemed the most appropriate form of compensation

Tool 4. Community Volunteer Role Description

Step 3: Implement Case Management Projects That

This section includes guidance and tools on the following implementation

Identifying and Selecting Community Volunteers

What the evidence says: The process of identifying and selecting

The selection of community volunteers should be done in collaboration

Once community volunteers are selected in collaboration with the

Community Volunteers as Part of the CP Case

What the evidence says: Recognizing community volunteers and

As part of a “team approach,” it is important to recognize the roles

The global research highlighted different structures of teams engaging with

Remote Case Management

Peer support can be a complementary option alongside supervision. It can

According to the Guidance Manual on Strengthening Supervision for

Supervision is a Protective Practice Supervision Should Be:

All members of a case management team, including volunteers, should

Tool Type of Supervision Definition

It is important that the CP organization consider who is qualified to supervise