ColumbiaX: PCH1x Protecting Children in Humanitarian Settings

This glossary is largely based, with some variation, on the Child Protection Minimum Standards (CPMS) Working Group of the Alliance for Child Protection in Humanitarian Action's Glossary: 2nd Edition

Abuse

A deliberate act with actual or potential negative effects upon a child’s safety, wellbeing, dignity, and development. It is an act that takes place in the context of a relationship of responsibility, trust, or power.
Source: The Alliance for Child Protection in Humanitarian Action (2019). Discussion Paper: Review of Existing Definitions and Explanations of Abuse, Neglect, Exploitation and Violence against Children.

Access

The term is used in relation to the proportion of the population that can use a service or facility. Unrestricted access means that there are no practical, financial, physical, information, communication, security-related, structural, institutional or cultural barriers to accessing services or facilities. “Access” can refer to the general population (universal access), or to equitable access of people at risk of discrimination. The term may also be used to refer to the ability of aid agencies to gain secure access to populations in need.
Source: Sphere Association. The Sphere Handbook: Humanitarian Charter and Minimum Standards in Humanitarian Response, fourth edition, Geneva, Switzerland, 2018.

Accessibility

Accessibility means ensuring that children with disabilities are able to have access to the physical environment around them, to transportation, to information such as reading material, to communication technology and systems on an equal basis with others. Accessibility requires forward thinking by those responsible for delivery of private and public services to ensure that children, caregivers and family members with disabilities can access services without barriers.
Source: Sphere Association. The Sphere Handbook: Humanitarian Charter and MinimumStandards in Humanitarian Response, fourth edition, Geneva, Switzerland, 2018.

Accountability

The process of using power responsibly, taking account of, and being held accountable by, different stakeholders, and primarily those who are affected by the exercise of such power. This means in particular: 1. explain how their programmes conform with best practice and commonly agreed commitments (for example, standards like CPMS) by sharing results and reasons for action and non-action in a particular context in a transparent way. 2. involve stakeholders in their work, including children. With regard to affected populations, this means taking into account their needs, concerns and capacities at all stages of humanitarian response, respecting their right to be heard and to be involved in decisions affecting their lives, and providing them with the means to challenge agencies' decisions. See also Quality.
Source: Sphere Association. The Sphere Handbook: Humanitarian Charter and Minimum Standards in Humanitarian Response, fourth edition, Geneva, Switzerland, 2018.

Adequate care

Where a child's basic physical, emotional, intellectual and social needs are met by his or her caregivers and the child is developing according to his or her potential.
Source: Better Care Network. Better Care Network Toolkit.

Adolescents

Defined generally as within the age-span from 9-24. In the CPMS, the term refers specifically to 9-17 year olds, given the focus on children as defined in the Convention on the Rights of the Children (CRC). Adolescence can be broken down into the following sub-group: pre-adolescence (9-10), early adolescence (10-14), middle adolescence (15-17). Late adolescence (18-24) is not addressed in the CPMS while it may be included in some agency definitions. Adolescence is a critical juncture in the transition from childhood and adulthood when rapid changes in health, social development and well-being have long-lasting and important implications for the life trajectories of individuals, communities and the next generation.
Source: Sawyer, S., Azzopardi, P., Wickremarathne, D., Patton, G. (2018). The age of adolescence. The Lancet Child & Adolescent Health, Volume 2, Issue 4, p. e7.

Alternative care

The care provided for children by caregivers who are not their biological parents. This care may take the form of informal or formal care whereby a child is looked after at least overnight outside the parental home, either by decision of a judicial or administrative authority or duly accredited body, or at the initiative of the child, his/her parent(s) or primary caregivers, or spontaneously by a care provider in the absence of parents.. Alternative care may be kinship care; foster care; other forms of family-based or family-like care placements; residential care; or supervised independent living arrangements for children. See also Kinship care and Foster care.
Source: Better Care Network. Better Care Network Toolkit.

Assessment

The process of establishing (i) the impact of a disaster or conflict on a society; (ii) the priority needs and risks faced by those affected by disaster; (iii) the available capacity to respond, including coping mechanisms of the affected population; (iv) the most appropriate forms of response given the needs, risks and capacities; and (v) the possibilities for facilitating and expediting recovery and development. An appropriate response depends on an understanding of the political, social and economic context within which aid is to be provided. It also depends on adequate evidence of needs and risk factors, including information derived from consultation with those affected by disaster. See Standard 4 on Programme Cycle Management for information on types of assessments for Child Protection.
Source: Sphere Association. The Sphere Handbook: Humanitarian Charter and Minimum Standards in Humanitarian Response, fourth edition, Geneva, Switzerland, 2018.

At-risk groups / individuals

Children who are at risk of their protection rights being violated. See also Risks and Vulnerability.
Source: Sphere Association. The Sphere Handbook: Humanitarian Charter and Minimum Standards in Humanitarian Response, fourth edition, Geneva, Switzerland, 2018.

Barriers

Barriers are defined as factors that prevent a child from having full and equal access and participation in humanitarian assistance and protection. These can be environmental, including physical barriers (such as the presence of stairs and the absence of a ramp or an elevator) and communication barriers (such as only one format being used to provide information), attitudinal barriers (such as negative perceptions children with disabilities) and institutional barriers (such as policies that can lead to discrimination against certain groups). Some barriers exist prior to the conflict or natural disaster; others may be created by the humanitarian response.
Source: CBM International, HelpAge International, and Handicap International.(2018). Humanitarian inclusion standards for older people and people with disabilities. Retrieved from https://reliefweb.int/sites/reliefweb.int/files/resources/Humanitarian_inclusion_standards_for_older_people_and_people_with_disabi....pdf

Best Interest Procedure (BIP)

A mechanism used to ensure that the best interest principle (set out in Article 3 of the UN Convention on the Rights of the Child) is respected in work with individual children. The term ‘best interests' refers to the well-being of a child. It is determined by a variety of individual circumstances (age, level of maturity, the presence or absence of parents, the child's environment and experiences). States are primarily responsible for implementing the best interests principle. A best interests procedure has two components: a best interests assessment, and a best interests determination.
Source: UNHCR. (2019). UNHCR Emergency Handbook.

Bioecodevelopmental model

This model suggests that development is how experiences affect the expresion of human genes, and illustrates the importance of social and physical ecologies and biology in influencing health and behavior.
Source: Shonkoff, J.P. (2010). Building a new bio-developmental framework to guide the future of early childhood policy. Child Development, 81(1), 357-367.

Capacity building

The strengthening of knowledge, ability, skills and resources to help individuals, communities or organizations to achieve agreed goals.
Source: Sphere Association. The Sphere Handbook: Humanitarian Charter and Minimum Standards in Humanitarian Response, fourth edition, Geneva, Switzerland, 2018.

Caregiver

A person with whom the child lives who provides daily care to the child, and who acts as the child's 'parent' whether they are biological parents or not. A caregiver can be the mother or father, or another family member such as a grandparent or older sibling. It includes informal arrangements in which the caregiver does not have legal responsibility.
Source: Better Care Network. Better Care Network Toolkit.

Case management

An approach to address the needs of an individual child and their family in an appropriate, systematic and timely manner, through direct support and/or referrals.
Source: Child protection working group. (2014). Inter Agency Guidelines for Case Management & Child Protection.

Caseworker

The key worker in a case who maintains responsibility for the child’s care for case identification to case closure, in a case management approach. Caseworkers are part of the social services workforce, also called social workers more broadly.
Source: Child protection working group. (2014). Inter Agency Guidelines for Case Management & Child Protection.

Cash and voucher assistance (CVA)

All programs where cash transfers or vouchers for goods or services are directly provided to recipients. In the context of humanitarian assistance, the term is used to refer to the provision of cash transfers or vouchers given to individuals, household or community recipients; not to governments or other state actors. This excludes remittances and microfinance in humanitarian interventions (although microfinance and money transfer institutions may be used for the actual delivery of cash). The terms ‘cash’ or ‘cash assistance’ refer specifically to cash transfers only.
Source: The Cash Learning Partnership (CaLP). (2018). Glossary for Terminology for Cash and Voucher Assistance.

Child

Every human being below the age of eighteen years unless under the law applicable to the child, majority is attained earlier
Source: United Nations (1989). Convention on the Rights of the Child.

Child friendly

A process that respects and supports the rights of individual children. This includes that working methods do not discriminate children and take into account their evolving capacities, age, diversity and capabilities. The methods used promote children’s confidence and ability to learn, speak out, share and express their views. Sufficient time and appropriate information and materials are provided and communicated effectively to children. Children feel welcomed and are free to ask questions and raise concerns. Staff and adults are approachable, respectful and responsive to the children.
Source: Save the Children

Child-headed household

A child-headed household is one in which a child or children (typically an older sibling), assumes the primary responsibility for the day-to-day running of the household, providing and caring for those within the household.
Source: Child protection working group. (2014). Inter Agency Guidelines for Case Management & Child Protection.

Child in conflict with the law

Any child who comes into contact with law enforcement authorities because he or she is alleged as, accused of, or recognized as having infringed the criminal law. An act suspected to be against the law does not necessarily mean that a person is guilty of an offence. To be guilty, a person must have acted with awareness of what he or she was doing, with intent, and without duress or undue influence. The term ‘child in conflict with the law’ also applies to children under the age of criminal responsibility. Children may be arrested for activities that are officially criminalized in legislation but which the international human rights community calls to be decriminalized as a matter of urgency (e.g. status offences). Some children who have not engaged in criminal activity are arrested illegally. There is also a category of children who are directed to the criminal justice system because the care system is lacking.
Source: UNICEF. (2009). Toolkit on Diversion and Alternatives to Detention.

Child in contact with the law

Any child who comes into contact with the juvenile justice system or the criminal justice system as a victim/survivor, witness or in conflict with the law, and/or any child who comes into contact with the civil and/or administrative justice systems. This term is broader than ‘child in conflict with the law’. Diversion and alternatives to detention apply specifically to children in conflict with the law, although it is recognised that many such children are also victims/survivors and/or witnesses as well.
Source: UNICEF. (2009). Toolkit on Diversion and Alternatives to Detention.

Child labour

Work carried out to the detriment and endangerment of a child, in violation of international law and national legislation. It either deprives children of schooling or requires them to assume the dual burden of schooling and work. Child labour to be eliminated is a subset of children in employment. It includes: - All “unconditional” worst forms of child labour, such as slavery or practices similar to slavery, the use of a child for prostitution or for illicit activities; - Work done by children under the minimum legal age for that type of work, as defined by national legislation in accordance with international standards.
Source: Child Protection Working Group and the Alliance for Child Protection in Humanitarian Action. (2017). Inter-Agency Toolkit: Supporting the protection needs of child labourers in emergencies.

Child participation

Children having the opportunity to express a view, influence decision-making and achieve change. It is the informed and willing involvement of all children, including the most marginalised and those of different ages, genders and disabilities, in any matter concerning them. Children’s participation is a set of civil rights to be fulfilled, a principle to be applied, and a means to fulfil other rights.
Source: National Association of Social Workers (NASW). (2005). Standards for Social Work Practice in Child Welfare.

Child protection in humanitarian action (CPHA)

The prevention of and response to abuse, neglect, exploitation and violence against children in humanitarian action.
Source: Child Protection Working Group (CPWG). (2012). Minimum Standards for Child Protection in Humanitarian Action. Geneva: CPWG.

Child safeguarding

The responsibility that organisations have to make sure their staff, operations, and programmes do no harm to children.
Source: Keeping Children Safe

Child well-being

Child wellbeing is a dynamic, subjective and objective state of physical, cognitive, emotional, spiritual and social health in which children: - are safe from abuse, neglect, exploitation and violence; - meet their basic needs, including survival and development; - are connected to and cared for by primary caregivers; - have the opportunity for supportive relationships with relatives, peers, teachers, community members and society at large; and - have the opportunity and elements required to exercise their agency based on their emerging capacities.
Source: The Alliance for Child Protection in Humanitarian Action

Child, early, and forced marriage (CEFM)

Child or early marriage is a formal or informal union where one or both parties are under the age of 18. Forced marriage is marriage at any age that occurs without the free and full consent of one or both spouses. This includes child and early marriage, as people under 18 are not able to give full consent.
Source: United Nations Human Rights Office of the High Commissioner (OHCHR).

Civil society

Citizens who are linked by common interests and collective activity but excluding for-profit, private sector organisations. Civil society can be informal, or organised into NGOs or other associations.
Source: Sphere Association. The Sphere Handbook: Humanitarian Charter and Minimum Standards in Humanitarian Response, fourth edition, Geneva, Switzerland, 2018.

Code of conduct

A code of conduct is a clear and concise guide of what is and is not acceptable behaviour or practice when employed or engaged by the organisation. It should include acceptable and unacceptable behaviour with regards to children. It is an essential element of an organisation’s child safeguarding policy and, when implemented properly, should reduce or limit the risk of child abuse occurring.
Source: Keeping Children Safe

Cognitive

Cognitive processes are mental processes such as thought, imagination, perception, memory, decision-making, reasoning and problem-solving.
Source: Child Protection Working Group (CPWG). (2012). Minimum Standards for Child Protection in Humanitarian Action. Geneva: CPWG.

Community capacities

Initiatives, structures, processes and networks led and organized by individuals and members of the community (including children themselves) that promote children’s rights, safety, development, wellbeing and participation.
Source: Child Protection Working Group (CPWG). (2012). Minimum Standards for Child Protection in Humanitarian Action: Standard 17. Geneva: CPWG.

Community led child protection

Approaches that are led not by an NGO or other outsider but by a collective, community process. Community led approaches are grounded in the idea of people power, that is, the ability of ordinary people, even under difficult circumstances, to organize themselves, define their main problems or challenges, and collectively address those problems.
Source: Child Resilience Alliance (2018). Supporting community led child protection processes: A guide and toolkit for reflective practice. New York: Wessells, M.

Community level approaches

Approaches that seek to ensure that community members are able to protect children and ensure their right to healthy development. Also, a way of engaging with community level groups, structures, systems and processes to mobilize and support community-driven action for the protection of children.
Source: Community Based Child Protection Task Force of the Alliance for Child Protection in Humanitarian Action

Confidentiality

The obligation that information about an individual disclosed in a relationship of trust will not be disclosed or made available to unauthorized persons that are inconsistent with the understanding of the original disclosure or without prior permission.
Source: Case Management of the Alliance for Child Protection in Humanitarian Action

Contextualisation

The process of interpreting or adapting the standards to context; the process of debating, determining and agreeing upon the meaning of global guidance in a given local situation; “translating” the meaning and guidance of the Standards for the context of a country (or region) so as to make the content of the Standards appropriate and meaningful to the given circumstances.
Source: INEE Contextualisation Guidance; CPMS Contextualisation Guidance; Sphere Association. The Sphere Handbook: Humanitarian Charter and Minimum Standards in Humanitarian Response, fourth edition, Geneva, Switzerland, 2018.

Coping mechanisms

Coping is the process of adapting to a new life situation, managing difficult circumstances or making an effort to solve or minimise stress or conflict. Some coping mechanisms are sustainable and helpful, while others may be negative, with potentially long-term harmful consequences.
Source: Sphere Association. The Sphere Handbook: Humanitarian Charter and Minimum Standards in Humanitarian Response, fourth edition, Geneva, Switzerland, 2018.; Child Protection Working Group (CPWG). (2012). Minimum Standards for Child Protection in Humanitarian Action. Geneva: CPWG.

Danger

An immediate threat to a child’s safety, indicating circumstances where hazards are present that have the potential to cause harm or injury. It is also a general word for liability to all kinds of injury, both close by and certain, or remote and doubtful.
Source: Child Protection Working Group (CPWG). (2016). Child Protection in Humanitarian Action Review: Dangers and Injuries.

Deprivation of liberty

Any form of detention or imprisonment or the placement of a person in a public or private custodial setting, from which this person is not permitted to leave at will, by order of any judicial, administrative or other public authority. This includes any form of residential placement including police lock-ups, remand homes, borstal institutions, reform schools, education and re-education centres, training centres and schools, treatment centres and secure institutions, whether they are facilities specifically for children or for adults. The term applies regardless of the reason why children are deprived of liberty, whether the declared aim is protection, rehabilitation, punishment or something else.
Source: UNICEF. (2009). Toolkit on Diversion and Alternatives to Detention.

Dignity

The capacity to make one's own deliberate choices and consequently to be acknowledged as a free subject. It reflects the integrity of the person and is seen as the source from which all human rights derive. The foundation of life with dignity is the assurance of access to basic services, security and respect for human rights. Equally, the way in which humanitarian response is implemented strongly affects the dignity and well-being of disaster-affected children, families and communities.
Source: Sphere Association. The Sphere Handbook: Humanitarian Charter and Minimum Standards in Humanitarian Response, fourth edition, Geneva, Switzerland, 2018.

Disability

Results from the interaction between persons with physical, psychosocial, intellectual or sensory impairments and barriers of attitude and the environment that prevent their full and effective participation in society on an equal basis with others. Children with disabilities are diverse; in any humanitarian response, their unique capacities, socio-economic, educational, family and other background and resources and barriers they face need to be considered.
Source: United Nations. (2006). Convention on the Rights of Persons with Disabilities (CRPD).

Disaster risk reduction (DRR)

The concept and practice of reducing the risk of disaster through systematic efforts to analyse and manage causal factors. It includes reducing exposure to hazards, lessening the vulnerability of people and property, wise management of land and the environment, and improving preparedness for adverse events. Risks can be caused by both climate (e.g. drought, floods and landslides) and non-climate related disasters (e.g. earthquakes, volcanoes and tsunamis). DRR contributes to strengthening resilience and therefore to the achievement of sustainable development.
Source: Sphere Association. The Sphere Handbook: Humanitarian Charter and Minimum Standards in Humanitarian Response, fourth edition, Geneva, Switzerland, 2018.

Do no harm

Underscores unintended impacts of humanitarian interventions and is an essential basis for the work of organisations in conflict situations. The concept has acquired a broader meaning that warns humanitarian agencies to avoid unintended negative consequences in any situation in which they operate in order that the humanitarian response might not further endanger affected persons and might not undermine communities' capacities for peace-building and reconstruction.
Source: Sphere Association. The Sphere Handbook: Humanitarian Charter and Minimum Standards in Humanitarian Response, fourth edition, Geneva, Switzerland, 2018.

Duty bearers

Those responsible for making sure that, if someone has rights, they are being met.
Source: Child Protection Working Group (CPWG). (2012). Minimum Standards for Child Protection in Humanitarian Action. Geneva: CPWG.

Early childhood

Early childhood refers to children from 0-8 years. This can be further specified as: Infants: 0 - 2 years Pre-school age: 3-5 years Early school age: 6-8 years. Early childhood is a critical period when the brain develops most rapidly and has a high capacity for change, and the foundation is laid for health and wellbeing throughout life.
Source: World Health Organization

Early childhood development (ECD)

A comprehensive approach to policies and programs for children from the prenatal period to eight years of age, their parents, their caregivers and their communities. Its purpose is to uphold the child’s rights to develop his or her full cognitive, emotional, social and physical potential.
Source: World Health Organization

Early recovery

A multi-faceted process of recovery in a humanitarian response setting. It is guided by development principles that build on humanitarian programmes and encourages sustainable development opportunities. It aims to generate self-sustaining, nationally owned, resilient processes for post-crisis recovery. It encompasses the restoration of basic services, livelihoods, shelter, governance, security and rule of law, environment and social dimensions, including the reintegration of displaced populations.
Source: Sphere Association. The Sphere Handbook: Humanitarian Charter and Minimum Standards in Humanitarian Response, fourth edition, Geneva, Switzerland, 2018.

Economic recovery

The process of stimulating the growth of an area’s local economy through developing markets, strengthening new and existing enterprises, and creating jobs in the private sector and public institutions, including reconstructing needed infrastructure that will allow for trade and commerce to take place in local, national, regional, and international markets. Economic recovery following conflict or disaster should be a transformative process of building back both better and differently.
Source: Minimum Economic Recovery Standards (MERS), 3rd edition

Empirical Expectation

In regard to social norms, an empirical epectation is a person's expectation that most people will follow a particular norm. This is also called a 'descriptive norm'.
Source: See Section 6.

Emotional maltreatment

Maltreatment that causes harm to the psychological or emotional wellbeing of the child. This could include restricting a child’s movements, denigration, ridicule, threats and intimidation, discrimination, rejection, c caregivers being emotionally unavailable or chronically inattentive to a child and other nonphysical forms of hostile treatment that deny the child an appropriate and supportive environment. Also called psychological maltreatment.
Source: The Alliance for Child Protection in Humanitarian Action (2019). Discussion Paper: Review of Existing Definitions and Explanations of Abuse, Neglect, Exploitation and Violence against Children.

Evaluation

Usually an episodic assessment of performance, focused on results (outcomes and impacts) that can be internal or external. Evaluations can provide assessments of what works and why, and highlight intended and unintended results for accountability and learning purposes.
Source: Sphere Association. The Sphere Handbook: Humanitarian Charter and Minimum Standards in Humanitarian Response, fourth edition, Geneva, Switzerland, 2018.

Evidence

Information on which a judgment or conclusion can be based. In humanitarian work, many different sorts of evidence are used including subjective and qualitative information. Qualitative information is not necessarily information of a lower quality than quantitative information. ALNAP uses six criteria to judge the quality of evidence used in humanitarian action: “accuracy; representativeness; relevance; generalisability; attribution; and clarity around context and methods”.
Source: Sphere Association. The Sphere Handbook: Humanitarian Charter and Minimum Standards in Humanitarian Response, fourth edition, Geneva, Switzerland, 2018.

Exploitation

When an individual in a position of power and/or trust takes or attempts to take advantage of a child for their own personal benefit, advantage, gratification, or profit. This personal benefit may take different forms: physical, sexual, financial, material, social, military, or political. Exploitation may involve remuneration in cash or in kind (such as social status, political power, documentation, freedom of movement, or access to opportunities, goods or services) to the child or to a third person/s.
Source: The Alliance for Child Protection in Humanitarian Action

Explosive ordnance (EO)

Refers to items which are defined under the Anti-Personnel Mine Ban Convention (APMBC); Amended Protocol II to the Convention on Certain Conventional Weapons (APII CCW); Protocol V to the Convention on Certain Conventional Weapons (Protocol V CCW); and the Convention on Cluster Munitions (CCM). This includes for example landmines, unexploded and abandoned explosive ordnance including from cluster munitions, improvised explosive devices (IEDs), mortars, shells, grenades, cartridges, ammunition, etc. See also unexploded ordnance and abandoned explosive ordnance.
Source: United Nations Mine Action Service (UNMAS). (2018). United Nations Mine Action Strategy 2019-2023.

Feedback and reporting mechanism

A formal system established and used to allow recipients of humanitarian action (and in some cases, other crisis-affected populations) to provide information on their experience with a humanitarian agency or the wider humanitarian system. Such information is then used for different purposes, in expectation of a variety of benefits, including taking corrective action to improve some element of the response. Feedback can also be provided informally. Feedback and reporting mechanism should designed to be accessible to all children.
Source: Sphere Association. The Sphere Handbook: Humanitarian Charter and Minimum Standards in Humanitarian Response, fourth edition, Geneva, Switzerland, 2018.

Foster care

Situations where children are cared for in a household outside their family. Fostering is usually understood to be a temporary arrangement, and in most cases the birth parents retain their parental rights and responsibilities. The care arrangement is administered by a competent authority whereby a child is placed in the domestic environment of a family who have been selected, prepared and authorised to provide such care, and are supervised and may be financially and/or non-financially supported in doing so. • Traditional or Informal Fostering refers to situations in which the child lives with a family or other household that may or may not be related to the child’s family. No third party is involved in these arrangements, though they may be endorsed or supported by the local community and may involve well-understood obligations and entitlements. • Spontaneous Fostering refers to a situation in which a family cares for a child without any prior arrangement. This is a frequent occurrence during emergencies and may involve a family from a different community than that of the child. • Arranged Fostering refers to a situation in which a child is cared for by a family as part of an arrangement made by a third party. This arrangement may not be covered by formal legislation.
Source: Better Care Network. Better Care Network Toolkit.

Gender

Refers to the social attributes and opportunities associated with being male and female and the relationships between women and men and girls and boys. It differs from sex which is defined most often at birth based on biological anatomy. WHO defines gender to be “the socially constructed characteristics of women and men – such as norms, roles and relationships of and between groups of women and men. It varies from society to society and can be changed. The concept of gender includes five important elements: relational, hierarchical, historical, contextual and institutional. While most people are born either male or female, they are taught appropriate norms and behaviours – including how they should interact with others of the same or opposite sex within households, communities and work places. When individuals or groups do not “fit” established gender norms they often face stigma, discriminatory practices or social exclusion – all of which adversely affect health.” Non-binary gender identity refers to any gender identity or expression which does not fit the male/female or boy/girl binary.
Source: WHO; United Nations Gender Focal Points

Gender based violence

An umbrella term for any harmful act that is perpetrated against a person’s will and that is based on socially ascribed (i.e. gender) differences between males and females. It includes acts that inflict physical, sexual or mental harm or suffering, threats of such acts, coercion, and other deprivations of liberty. These acts can occur in public or in private. Some harmful practices such as child marriage and FGM/C are also forms of GBV. GBV has significant and long-lasting impacts on the health and psychological, social and economic well-being of women and girls and their families and communities. See also Sexual Violence and Sexual and Gender Based Violence.
Source: Sphere Association. The Sphere Handbook: Humanitarian Charter and Minimum Standards in Humanitarian Response, fourth edition, Geneva, Switzerland, 2018.

Hazard

Potentially damaging physical events, natural phenomenon or human activity that may cause loss of life, injury or other health impacts, property damage, loss of livelihoods and services, social and economic disruption or environmental damage. Some definitions suggest hazards are dangers that can be foreseen but not avoided.
Source: Child Protection Working Group (CPWG). (2016). Child Protection in Humanitarian Action Review: Dangers and Injuries.

Hazardous Work

Work which, by its nature or by the circumstances in which it is carried out, is likely to harm the health, safety and morals of children, and which must be prohibited for children under the age of 18 years (even when this is above the general minimum working age). The ILO’s Worst Forms of Child Labour Recommendation, 1999 (No. 190), the non-binding guidelines that accompany Convention No. 182, give some indication as to what work should be prohibited. It urges member States to give consideration to: • Work that exposes children to physical, emotional or sexual abuse • Work underground, under water, at dangerous heights or in confined spaces • Work with dangerous machinery, equipment and tools, or which involves the manual handling or transport of heavy loads • Work in an unhealthy environment, which may, for example, expose children to hazardous substances, agents or processes; or to temperatures, noise levels, or vibrations damaging to their health • Work under particularly difficult conditions, such as work for long hours or during the night, or work that does not allow for the possibility of returning home each day.
Source: Child Protection Working Group (CPWG). (2012). Minimum Standards for Child Protection in Humanitarian Action. Geneva: CPWG.

Human rights / child rights

Rights that every human being is entitled to enjoy simply by virtue of being human. They identify the minimum conditions for living with dignity that apply to all of us. They are universal and inalienable: they cannot be taken away. Child rights are a sub-set of human rights pertaining to people under the age of 18 and enshrined in the Convention on the Rights of the Child (CRC), 1989.
Source: Sphere Association. The Sphere Handbook: Humanitarian Charter and Minimum Standards in Humanitarian Response, fourth edition, Geneva, Switzerland, 2018.

Humanitarian action

The objectives of humanitarian action are to save lives, alleviate suffering and maintain human dignity during and in the aftermath of man-made crises and natural disasters, as well as to prevent and strengthen preparedness for the occurrence of such situations. Humanitarian action has two inextricably linked dimensions: protecting people and providing assistance (see Humanitarian response). Humanitarian action is rooted in humanitarian principles - humanity, impartiality, neutrality and independence.
Source: Sphere Association. The Sphere Handbook: Humanitarian Charter and Minimum Standards in Humanitarian Response, fourth edition, Geneva, Switzerland, 2018.

Humanitarian actors

Wide range of authorities, communities, organizations, agencies and inter-agency networks that all combine to enable international humanitarian assistance to be channelled to the places and people in need of it. They include UN agencies, the International Red Cross/Red Crescent Movement, non-governmental organizations (NGOs), military institutions, local government institutions and donor agencies. The actions of these organizations are guided by key humanitarian principles: humanity, impartiality, independence and neutrality.
Source: Sphere Association. The Sphere Handbook: Humanitarian Charter and Minimum Standards in Humanitarian Response, fourth edition, Geneva, Switzerland, 2018.

Humanitarian crisis

Serious disruption of the functioning of a community or a society involving widespread human, material, economic or environmental losses and impacts that exceeds the ability of the affected community or society to cope using its own resources and therefore requires urgent action. terms can refer to slow- and rapid-onset situations, rural and urban environments and complex political emergencies in all countries. “Disaster” is a related term, mostly referring to natural disasters, conflict, and emergency.
Source: Sphere Association. The Sphere Handbook: Humanitarian Charter and Minimum Standards in Humanitarian Response, fourth edition, Geneva, Switzerland, 2018.

Humanitarian response

One dimension of humanitarian action. It focuses on the provision of assistance in a given emergency situation. The provision of emergency services and public assistance during or immediately after a disaster in order to save lives, reduce health impacts, ensure public safety, maintain human dignity and meet the basic subsistence needs of the people affected. Humanitarian response should be governed by the key humanitarian principles of humanity, impartiality, neutrality and independence. Can be used interchangeably with Humanitarian assistance and Intervention. Response all includes mitigation efforts. See also Mitigation.
Source: Sphere Association. The Sphere Handbook: Humanitarian Charter and Minimum Standards in Humanitarian Response, fourth edition, Geneva, Switzerland, 2018.

Inclusion

A rights-based approach to programming, aiming to ensure all people who may be at risk of being excluded have equal access to basic services and a voice in the development and implementation of those services. It requires that organisations make dedicated efforts to address and remove barriers to access services. Inclusion also refers more broadly to providing a welcoming environment for all children and designing a service to meet the needs of a diversity of children.
Source: Sphere Association. The Sphere Handbook: Humanitarian Charter and Minimum Standards in Humanitarian Response, fourth edition, Geneva, Switzerland, 2018.

Informal justice system

Forms of justice enforcement and dispute resolution that are not an integrated part of the formal justice system and which have a degree of effectiveness, stability and legitimacy within a designated local constituency. Most often based on a normative framework deriving from tradition/custom, and/or religion, on occasions with integrated elements from the national legal framework and/or international human rights standards. In many cases informal justice systems draw on a variety of legal sources. Also called customary justice systems.
Source: UNICEF. (2009). Toolkit on Diversion and Alternatives to Detention: Standard 14 Justice for Children

Informed consent

Voluntary agreement of an individual who has the capacity to give consent, and who exercises free and informed choice. To ensure informed consent, workers must ensure that children and their families fully understand: the services and options available, potential risks and benefits, information that will be collected and how it will be used, and confidentiality and its limits. The worker must communicate in an age-appropriate, accessible, child-friendly manner and should encourage the child and their family to ask questions.
Source: Child protection working group. (2014). Inter Agency Guidelines for Case Management & Child Protection.

Internally displaced persons

Persons or groups of persons who have been forced or obliged to flee or to leave their homes or places of habitual residence, in particular as a result of or in order to avoid the effects of armed conflict, situations of generalized violence, violations of human rights or natural or human-made disasters, and who have not crossed an internationally recognized state border.
Source: Sphere Association. The Sphere Handbook: Humanitarian Charter and Minimum Standards in Humanitarian Response, fourth edition, Geneva, Switzerland, 2018.

International human rights law

The body of international treaties and established legal rules that govern states' obligations to respect, protect and fulfil human rights.
Source: Sphere Association. The Sphere Handbook: Humanitarian Charter and Minimum Standards in Humanitarian Response, fourth edition, Geneva, Switzerland, 2018.

International humanitarian law

Besides the provisions of human rights law, situations of armed conflict are also governed by international humanitarian law. The specific provisions that apply depend on whether the conflict is international or non-international (civil) in character. Various instruments, including the 1949 Geneva Conventions and the 1977 Additional Protocols, regulate the conduct of hostilities and place duties on both state and non-state armed actors.
Source: Sphere Association. The Sphere Handbook: Humanitarian Charter and Minimum Standards in Humanitarian Response, fourth edition, Geneva, Switzerland, 2018.

International refugee law

A set of rules and procedures that aims to protect, firstly, persons seeking asylum from persecution and, secondly, those recognised as refugees under the relevant instruments.
Source: Sphere Association. The Sphere Handbook: Humanitarian Charter and Minimum Standards in Humanitarian Response, fourth edition, Geneva, Switzerland, 2018.

Life skills

Skills and abilities for positive behaviour that enable individuals to adapt to and deal effectively with the demands and challenges of everyday life. Life skills help people think, feel, act and interact as individuals and as participating members of society. Life skills can be general (for example, analysing and using information, and communicating and interacting effectively with others), or they may concern specific topics such as risk reduction, environmental protection, health promotion, HIV prevention, prevention of violence and peace-building. The need for life skills often increases in situations of crisis, requiring increased emphasis on building life skills that are relevant and which apply to the emergency and local contexts.
Source: Child Protection Working Group (CPWG). (2012). Minimum Standards for Child Protection in Humanitarian Action. Geneva: CPWG.

Livelihood

The capabilities, assets, opportunities and activities required to be able to make one's living. Assets include financial, natural, physical, social and human resources, for example: stores, land and access to markets or transport systems. A household's livelihood is sustainable or secure when it can cope with and recover from shocks and maintain or enhance its capabilities and productive assets.
Source: Sphere Association. The Sphere Handbook: Humanitarian Charter and Minimum Standards in Humanitarian Response, fourth edition, Geneva, Switzerland, 2018.

Maltreatment

The term maltreatment is used as an umbrella term in this report to cover and refer to all four forms of child protection concerns - abuse, neglect, exploitation and violence. The World Health Organisation defines child maltreatment as "the abuse and neglect that occurs to children under 18 years of age. It includes all types of physical and/or emotional ill-treatment, sexual abuse, neglect, negligence and commercial or other exploitation, which results in actual or potential harm to the child’s health, survival, development or dignity in the context of a relationship of responsibility, trust or power.” In the context of the CPMS, it is expanded to cover harm inflicted by those unknown to the child.
Source: The Alliance for Child Protection in Humanitarian Action (2019). Discussion Paper: Review of Existing Definitions and Explanations of Abuse, Neglect, Exploitation and Violence against Children.

Mental health conditions

Include mental and substance use problems, severe psychological distress, intellectual disabilities and suicide risk. For pragmatic reasons, some neurological conditions such as epilepsy and dementia are usually part of programmes for mental health conditions in humanitarian emergencies. Mental health conditions affect an individual’s cognition, emotion and/or behaviour, and interferes with her/his ability to learn and function in the family, at work and in society. Most of these conditions can be successfully treated.
Source: World Health Organization

Mental health

A state of psychological well-being (not merely the absence of a mental condition) in which every individual realises his or her own potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to her or his community.
Source: Inter-Agency Standing Committee (IASC). (2017). Common Monitoring and Evaluation Framework for Mental Health and Psychosocial Support Programmes in Emergency Settings.

Mental health and psychosocial support (MHPSS)

Refers to any type of local or outside support that aims to protect or promote psychosocial wellbeing and prevent or treat mental health conditions. MHPSS programmes aim to (1) reduce and prevent harm, (2) strengthen resilience to recover from adversity, and (3) improve the care conditions that enable children and families to survive and thrive. See also mental health, psychosocial and child wellbeing.
Source: IASC MHPSS guidelines ( 2007) St. 10; UNICEF / Save the children ( 2019) Community-based MHPSS in humanitarian settings

Minimum standards

Specify the minimum qualitative levels to be attained in humanitarian response.
Source: Sphere Association. The Sphere Handbook: Humanitarian Charter and Minimum Standards in Humanitarian Response, fourth edition, Geneva, Switzerland, 2018.

Mitigation

The lessening or limitation of the adverse impacts of disasters. It includes physical infrastructural measures as well as improvements to the environment, strengthening livelihoods or increasing public knowledge and awareness. See Response.
Source: Sphere Association. The Sphere Handbook: Humanitarian Charter and Minimum Standards in Humanitarian Response, fourth edition, Geneva, Switzerland, 2018.

Monitoring

At programme level, monitoring is an on-going process of data collection focused on inputs and outputs done internally. In addition at coordination level, monitoring both the situation and the response is central to optimizing the impact of efforts to protect children in emergencies. Situation monitoring is the on-going and systematic data collection and analysis of child protection risks, concerns, violations and capacities in a given humanitarian context. Response monitoring is the on-going and coordinated measurement of the humanitarian response in a humanitarian context; i.e. activities planned and carried out by humanitarian actors.
Source: Sphere CPRA Toolkit

Neglect

The intentional or unintentional failure of a caregiver – individual, community, or institution (including the State) with clear responsibility by custom or law for the well-being of the child – to protect a child from actual or potential harm to the child’s safety, wellbeing, dignity, and development or to fulfil that child’s rights to survival, development, and wellbeing. Within this definition, the term “ability” includes the existence, non-discriminatory availability, and accessibility of essential goods and services. Harm may be visible or invisible. An act may be categorised as neglectful whether or not the caregiver intends to harm the child.
Source: The Alliance for Child Protection in Humanitarian Action

Non discrimination

The principle that unfair distinctions should not be made between children, people or communities on any grounds of status, including age, gender, race, colour, ethnicity, national or social origin, sexual orientation, HIV status, language, religion, disability, health status, political or other opinion, or other status. It does not mean that everyone should be treated in the same way, but is about equality of access and outcomes, allowing different types of assistance and support based on actual needs and capacities. Non-discrimination is one of the principles of the Convention on the Rights of the Child.
Source: Sphere Association. The Sphere Handbook: Humanitarian Charter and Minimum Standards in Humanitarian Response, fourth edition, Geneva, Switzerland, 2018.

Normative expectation

In regard to social norms, a normative expectation is a person's expectation that they should follow a particular norm or rule of behavior and will be criticized if they do not follow the norm. Together, normative and empirical expectations help to keep social norms in place.
Source: See Section 6.

Participation

The processes and activities that allow crisis-affected people to play an active role in all decision-making processes that affect them. Real participation includes all groups, including the most vulnerable and marginalized. It enables people and communities to take part in decision-making processes and to take action on certain issues that are of concern to them. It is a way of identifying and mobilizing community resources and building consensus and support. Participation is voluntary. See also Child participation.
Source: Sphere Association. The Sphere Handbook: Humanitarian Charter and Minimum Standards in Humanitarian Response, fourth edition, Geneva, Switzerland, 2018.

Preparedness

Activities and measures taken in advance of a crisis to ensure an effective response to the impact of hazards, including issuing timely and effective early warnings and the temporary evacuation of people and property from threatened locations.
Source: Sphere Association. The Sphere Handbook: Humanitarian Charter and Minimum Standards in Humanitarian Response, fourth edition, Geneva, Switzerland, 2018.

Prevention

Adapted from the Center for Disease Control (CDC) definition of prevention: • Primary Prevention entails addressing root causes of child protection risks among the population (or a sub-set of it) to reduce the likelihood of abuse, neglect, exploitation or violence against children • Secondary Prevention entails addressing specific source of threats and/or vulnerabilities of a child who is identified as being at particularly high risk of abuse, neglect, exploitation or violence, due to characteristics of the child, family and/or environment. • Tertiary Prevention entails reducing the longer-term impact of harm and reducing the chance of recurring harm to a child who has already suffered abuse, neglect, exploitation or violence.
Source: CDC

Promotive factor

Something that is good for children and good for development in all types of situations or contexts. These help healthy development for all children and are often similar globally.
Source: See Section 2.4 Video: Ann Masten: Risk, Protective, and Promotive Factors

Protection

All activities aimed at ensuring the full and equal respect for the rights of all individuals, regardless of age, gender, ethnic, social, religious or other background. It goes beyond the immediate life-saving activities that are often the focus during an emergency. Protection is in accordance with the letter and spirit of the relevant bodies of law, namely Human rights law, International humanitarian law and Refugee law. Child protection is a sub-sector of Protection within the Cluster system.
Source: Sphere Association. The Sphere Handbook: Humanitarian Charter and Minimum Standards in Humanitarian Response, fourth edition, Geneva, Switzerland, 2018.

Protective factor

Conditions or attributes in individuals, families, communities, or the larger society that, when present, mitigate or eliminate riskin families and communities that, when present, increase the health and well-being of children and families.
Source: See Section 2.4 Video: Ann Masten: Risk, Protective, and Promotive Factors; Child protection working group. (2014). Inter Agency Guidelines for Case Management & Child Protection.

Psychosocial

Although there is no widely agreed definition, practitioners often use the adjective ‘psychosocial’ to describe the interaction between social aspects (such as interpersonal relationships and social connections, social resources, social norms, social values, social roles, community life, spiritual and religious life) and psychological aspects (such as emotions, thoughts, behaviours, knowledge and coping strategies) that contribute to overall wellbeing.
Source: Common Monitoring Framework IASC

Psychosocial distress

Although there is no widely agreed interagency definition, this term is used to describe unpleasant feelings or emotions that cause signficant suffering, can impair a person's functioning and ability to participate fully in and enjoy constructive social relationships.Psychosocial distress varies across cultures and often arises from child protection issues such as family separation, inability to meet basic needs, sexual abuse, trafficking, etc. Psychosocial distress is typically seen by psychologists and psychiatrists as less severe than a clinical mental disorder, yet psychosocial distress interacts with mental disorders such as post-traumatic stress disorder.
Source: Child Protection Working Group (CPWG). (2012). Minimum Standards for Child Protection in Humanitarian Action: Standard 10. Geneva: CPWG.

Quality

Quality is about doing work well. In the humanitarian sector, this means effectiveness (impact), efficiency (timeliness and cost of a response or service) and appropriateness (taking account of needs and context) of elements of a humanitarian response. It requires assessments and feedback from stakeholders on what an agency is doing well and how it can learn how to do better. It means measuring outcomes against recognised mechanisms and/or standards. See also Accountability.
Source: Sphere Association. The Sphere Handbook: Humanitarian Charter and Minimum Standards in Humanitarian Response, fourth edition, Geneva, Switzerland, 2018.

Reasonable accommodation

Necessary and appropriate modification and adjustments, not imposing a disproportionate or undue burden, where needed in a particular case to ensure children with disabilities the enjoyment of equal rights as other children. Modifications are made in consultation with the child and family. Examples include reorganizing school or work activities to facilitate access (remote work, home-based education), enabling access to support personnel (e.g. sign language interpretation in a legal process) always within the boundaries of undue or disproportionate burden. Even when accessibility is considered in service design, budget should be planned for the provision of reasonable accommodation for punctual cases. Denial of reasonable accommodation constitutes discrimination.
Source: CBM International, HelpAge International, and Handicap International. (2018). Humanitarian inclusion standards for older people and people with disabilities.; UN CPRD

Referral

The process of directing a child or family to another service provider because the assistance required is beyond the expertise or scope of work of the current service provider. Community members, professionals in contact with children (teachers, police, etc.) and other humanitarian actors can direct a child or their family to social services or child protection workers in cases of suspected or actual abuse, exploitation, neglect or violence against children. Caseworkers in a case management system also make referral to formally request services from another agency (e.g. cash assistance, health care, etc.) through an established procedure and/or form.
Source: Child protection working group. (2014). Inter Agency Guidelines for Case Management & Child Protection.; Sphere Association. The Sphere Handbook: Humanitarian Charter and Minimum Standards in Humanitarian Response, fourth edition, Geneva, Switzerland, 2018.

Refugee

Someone who has fled war, violence, conflict or persecution and has crossed an international border to find safety in another country. It is someone who “is unable or unwilling to return to their country of origin owing to a well-founded fear of being persecuted for reasons of race, religion, nationality, membership of a particular social group, or political opinion” (1951 Refugee Convention). See also Internally Displaced Person.
Source: Sphere Association. The Sphere Handbook: Humanitarian Charter and Minimum Standards in Humanitarian Response, fourth edition, Geneva, Switzerland, 2018.

Resilience

The ability to successfully adapt to adverse conditions in the environment that would otherwise threaten normal functioning or development
Source: Masten, A. & Monn, A. (2015). Child and family resilience: A call for integrated science, practice, and professional training. Family Relations, 64(1), 5–21.

Risk

For humanitarian work, risk is the likelihood of harm occurring from a hazard and the potential losses to lives, livelihoods, assets and services. It is the probability of external and internal threats occurring in combination with the existence of individual vulnerabilities. Risk is mitigated by protection against physical hazards, reduction of structural and non-structural risks, resources and skills for disaster-preparedness, and resilience and coping skills. See also Hazard. For child protection, risk refers to the likelihood that violations of and threats to children’s rights will manifest and cause harm to children. Defining risk takes into account the type of violations and threats, as well as children’s vulnerability and resilience.
Source: Sphere Association. The Sphere Handbook: Humanitarian Charter and Minimum Standards in Humanitarian Response, fourth edition, Geneva, Switzerland, 2018.

Risk factor

Any kind of challenges, adversities, or situations that increase the likelihood that a child will be harmed or experience some kinds of problems. These include various types of adverse childhood experiences.
Source: See Section 2.4 Video: Ann Masten: Risk, Protective, and Promotive Factors

Safe spaces

Interventions used by humanitarian agencies to increase children’s access to safe environments and promote their psychosocial well-being. Also called Child Friendly Spaces.
Source: Operational Guidance for Child Friendly Spaces in Humanitarian Settings, World Vision International and IFRC Reference Centre for Psychosocial Support, Copenhagen, 2018

Safety

The state of being safe. Refers to people's physical and personal wellbeing and integrity as well as to their freedom from physical, environmental, social, spiritual, political, emotional or psychological harm.
Source: Sphere Association. The Sphere Handbook: Humanitarian Charter and Minimum Standards in Humanitarian Response, fourth edition, Geneva, Switzerland, 2018.

Secondary trauma or stress

Involves direct experience of witnessing the traumatic event(s) of others. Although not a primary victim, the witness can become a secondary victim by becoming overwhelmed by what they see and hear in person. Depending on the nature and degree of their exposure, witnesses may also suffer primary trauma. Secondary trauma may also affect family members and close associates of trauma victims as a result of the closeness of the relationship.
Source: GUIDELINES ON MENTAL HEALTH AND PSYCHOSOCIAL SUPPORT, Page 64. International Committee of the Red Cross, 2017

Separated children

Children separated from both parents or from their previous legal or customary primary caregiver, but not necessarily from other relatives. These may, therefore, include children accompanied by other adult family members.
Source: The Inter-agency Working Group on Unaccompanied and Separated Children (IAWG-UASC). (2017). Field Handbook on Unaccompanied and Separated Children.

Sex

The biological attributes of a person, and, therefore, generally unchanging and universal. See also Data disaggregation and Gender.
Source: Sphere Association. The Sphere Handbook: Humanitarian Charter and Minimum Standards in Humanitarian Response, fourth edition, Geneva, Switzerland, 2018.

Sexual abuse

Actual or threatened physical intrusion of a sexual nature, whether by force or under unequal or coercive conditions.
Source: UN, 2017, Glossary on Sexual Exploitation and Abuse: Thematic Glossary of current terminology related to Sexual Exploitation and Abuse (SEA) in the context of the United Nations

Sexual and gender based violence (SGBV)

Refers to any act that is perpetrated against a person’s will and is based on gender norms and unequal power relationships. It encompasses threats of violence and coercion. It can be physical, emotional, psychological, or sexual in nature, and can take the form of a denial of resources or access to services. It inflicts harm on women, girls, men and boys.
Source: UNHCR

Sexual exploitation

Any actual or attempted abuse of position of vulnerability, differential power or trust, for sexual purposes, including, but not limited to, profiting monetarily, socially or politically from the sexual exploitation of another.
Source: UN, 2017, Glossary on Sexual Exploitation and Abuse: Thematic Glossary of current terminology related to Sexual Exploitation and Abuse (SEA) in the context of the United Nations.

Sexual violence

Any form of sexual activity with a child by an adult or by another child who has power over the child. Sexual violence includes both activities that involve body contact and that without body contact.
Source: Child Protection Working Group (CPWG). (2012). Minimum Standards for Child Protection in Humanitarian Action: Standard 9. Geneva: CPWG.

Socio-ecological model (or ecological systems approach)

This model highlights the importance of interactions children have with their social and physical environments. The approach includes a number of ecological systems: the microsystem, mesosystem, exosystem and macrosystem.
Source: Bronfenbrenner, U. (2009). The Ecology of Human Development: Experiments by Nature and Design. Cambridge, Massachusetts: Harvard University Press.

Stakeholder

A person, group or institution with interests in a project or programme.
Source: Child Protection Working Group (CPWG). (2012). Minimum Standards for Child Protection in Humanitarian Action. Geneva: CPWG.

Sustainable

Economically viable, environmentally sound and socially just over the long term.
Source: Sphere Association. The Sphere Handbook: Humanitarian Charter and Minimum Standards in Humanitarian Response, fourth edition, Geneva, Switzerland, 2018.

Toxic stress responses

Responses children have to stressful events that are major, frequent and/or prolonged where they do not have adequate adult support or where the adult is the source of the stress
Source: Shonkoff, J. P., Garner, A. S., Siegel, B. S., Dobbins, M. I., Earls, M. F., McGuinn, L., Pascoe, J., et al. (2012). The lifelong effects of early childhood adversity and toxic stress. Pediatrics, 129(1), e232–e246. ; See Section 2.

Unaccompanied children

Children who have been separated from both parents and other relatives and are not being cared for by an adult who, by law or custom, is responsible for doing so.
Source: The Inter-agency Working Group on Unaccompanied and Separated Children (IAWG-UASC). (2017). Field Handbook on Unaccompanied and Separated Children.

Urban contexts

The definition of ‘urban’ varies from country to country. An urban area can be defined by one or more of the following: administrative criteria or political boundaries (e.g., area within the jurisdiction of a municipality or town committee), a threshold population size (where the minimum for an urban settlement is typically in the region of 2,000 people, although this varies globally between 200 and 50,000), population density, economic function (e.g., where a significant majority of the population is not primarily engaged in agriculture, or where there is surplus employment) or the presence of urban characteristics (e.g., paved streets, electric lighting, sewerage).
Source: UN Habitat (2012). State of the World’s Children: Children in an Urban World.

Violence

Violence against children encompasses all acts that involve the intentional use of power or verbal or physical force, threatened or actual, against a child or against a group of children that either results in or has a high likelihood of resulting in actual or potential harm to the child or children’s safety, wellbeing, dignity, and development. Possible forms of harm include injury; death; disability; decreased psychological, psychosocial, or mental health; or maldevelopment.
Source: The Alliance for Child Protection in Humanitarian Action

Vulnerability

The extent to which some people may be disproportionately affected by the disruption of their physical environment and social support mechanisms following disaster or conflict. Vulnerability is specific to each person and each situation. For child protection, vulnerability refers to individual, family, community and societal characteristics that reduce children’s ability to withstand adverse impact from violations of and threats to their rights.
Source: Sphere Association. The Sphere Handbook: Humanitarian Charter and Minimum Standards in Humanitarian Response, fourth edition, Geneva, Switzerland, 2018.

Updated: July 19, 2019; 16:30