Theory and Implementation Guide

THEORY AND
IMPLEMENTATION
GUIDE
A training for children and adolescents
on how to support a friend in distress
Building on the principles of

Psychological First Aid
1
The I Support My Friends resource kit has been published by the United Nations Children’s Fund
(UNICEF) in partnership with Save the Children (SC)/MHPSS Collaborative and the World Health
Organisation (WHO).
First published June 2021
Permission to use, copy and distribute this document, partly or in its entirety, is hereby granted,
provided that the due source of reference appears in all copies.
© United Nations Children’s Fund (UNICEF), June 2021
All rights reserved. Permission is required to reproduce any part of this publication. For permission requests, please
email: [email protected]
This joint product reflects the activities of individual agencies around an issue of common concern. The principles and policies
of each agency are governed by the relevant decisions of its governing body. Each agency implements the interventions
described in this document in accordance with these principles and policies and within the scope of its mandate.
Conceptual
development: Miyuki Akasaka (SC Japan), Anne-Sophie Dybdal (SC Denmark).
Authors: Pernille Hansen (Consultant), Karin Tengnäs (Consultant).
Contributors: Marie Dahl (SC Denmark), Zeinab Hijazi (UNICEF), Roz Keating (SC
Denmark), Anna Koehorst (UNICEF), Grethe Markussen (SC Denmark),
Jennie O’Connell (Consultant), Ruth O’Connell (SC Denmark), Alison
Schafer (WHO), Leslie Snider (SC/MHPSS Collaborative), Kai Yamaguchi
Fasting (SC Germany).
Editing: Green Ink, Jennifer Groves (Consultant), Kate Harris and Leslie Snider
(SC/MHPSS Collaborative), Nancy Sternberg Goodman (Consultant).
Suggested citation: United Nations Children’s Fund, Save the Children/MHPSS Collaborative
and World Health Organization, I Support My Friends – Theory and
Implementation Guide, UNICEF, New York, 2021.
The I Support my Friends resource kit comprises:

• The Theory and Implementation Guide
• The Training Manual
• The Participant’s Workbook
• The Manual for Training of Facilitators and Focal Points
The resource kit is available online:

https://www.unicef.org/protection/mental-health-psychosocial-support-in-emergencies
Special thanks to: We would like to extend a special thanks to the peer reviewers: Dalia
Amin, Nicole Bohl, Marcia Brophy (International Medical Corps), Lucia
Castelli (AVSI Foundation), Cristian De Luca and Camilla Lodi (Norwegian
Refugee Council), Ali Etrati Khosroshahi, Naru Fukuchi (Miyagi Disaster
Mental Health Care Centre), Brighton Gwezera (REPSSI), Bayan
Hakki (Istanbul Bilgi University – Trauma and Disaster Mental Health
Department), Takashi Izutsu (The University of Tokyo), Lynne Jones (FXB
Center for Health and Human Rights, Harvard University), Alison Joyner
(Plan International Norway),Yoshiharu Kim (Japan National Centre
of Neurology and Psychiatry),Yuzuru Kawashima (National Hospital
Organisation Disaster Medical Centre), Michelle May (Education Cannot
Wait), Peter Ventevogel (UNHCR), and Louise Vinther-Larsen (Danish Red
Cross), and the Reference Centre for Psychosocial Support, International
Federation of Red Cross and Red Crescent Societies.
From Proteknôn: Stephanie Delaney, Judi Fairhom, Laurene Graziani, Sara

Lim Bertrand, Claire O’Kane, and Melinda Van Zyl.
From Save the Children: Joy Abi Habib (Lebanon), May Aoun, Aida Bekic
and Jennifer Gayles (United States), Anke Dietrich (Germany), Anne
Filorizzo Pla (Denmark), Christian Ghislain Popotre (Global), Rana Kharrat
(Lebanon), Elyse Leonard (Norway), Angela Mazer Marshall (Syria), Irem
Mirzai and Mehmet Sercan Erbecer (Turkey), Rebecca Nakaweesi (South
Sudan), Marta Petagna and Natalia Tapies (Middle East and Eastern
Europe), Rebecca Smith (United Kingdom), Arz Stephan (Yemen), and Katy
Wall (East and Southern Africa).
From the World Health Organization: Batool Fatima, Jennifer Hall,

Daniel Han, Aiysha Malik, and Nigel Rollins.
Acknowledgements: We acknowledge all the Save the Children staff and volunteers who helped
to pilot the materials. From SC Japan: Maiko Fujii Souta Ichikawa, Seiji
Konno, Daiki Sawada, and Tomoko Tsuda, along with Ryoko Ohtaki (Japan
National Centre of Neurology and Psychiatry) and Tomoko Uchida (Miyagi
Disaster Mental Health Care Centre). From SC Jordan: Israa Abujamous,
Rami Inkheili and Rana Sabha. From SC Mongolia: Byambasuren Batmunkh,
Darikhand Bayar, Davaasuren Chuluunbat, Oyunmaa Enkhbat, Dulamsuren
Erdenebileg, Hiroshi Okamoto, Tsedendamba Peljee, Narantuya
Rentsendorj, Tamir Sandagsuren, Togtokhmaa Zagir. From SC Turkey: Basak
Ertem and Mehmet Sercan Erbecer.
We also acknowledge all the children, youth, parents, caregivers and

facilitators in Japan, Jordan, Mongolia and Turkey who helped to develop
these materials.
Design &
production: the Limelight Productions - www.thelimelight.eu
CONTENTS
05 FOREWORD
06 KEY DEFINITIONS
08 LIST OF ACRONYMS
09 1. INTRODUCTION
10 1.1 About I Support My Friends resource kit
11 1.2 Who is I Support My Friends resource kit intended for?
12 1.3 When to use I Support My Friends
12 1.4 Integrating I Support My Friends within larger programmes and across sectors
13 1.4.1 Child protection
13 1.4.2 Disaster preparedness
14 1.4.3 Education
15 1.4.4 Health
15 1.4.5 Livelihood programmes for adolescents and youth
15 1.4.6 Monitoring, evaluation and research
16 2.THE SOCIAL SUPPORT SYSTEM OF CHILDREN AND ADOLESCENTS

17 2.1 The framework for social support
19 2.2 The benefits of peer support for children and adolescents
20 2.3 What children and adolescents will learn
23 2.4 Ensuring the wellbeing of peer supporters
24 3. CHILD DEVELOPMENT CONSIDERATIONS AND INCLUSIVE PROGRAMMING

26 3.1 Children younger than 9 years
26 3.2 Children and early adolescents (between 9 and 11)
27 3.3 Adolescents (between 12 and 17)
27 3.4 Gender considerations
28 3.5 Resource and literacy considerations
28 3.6 Equal access for children with disabilities
29 3.6.1 Inclusive trainings and non-discrimination
30 4. ETHICAL CONSIDERATIONS AND CHILD SAFEGUARDING

31 4.1 Principles and standards
33 4.2 Child and adolescent participatory approaches
34 4.3 Risk assessment, prevention and mitigation for safe implementation of
I Support My Friends
THEORY AND IMPLEMENTATION GUIDE 03

3741
CONTENTS
35 5. PREPARING THE TRAINING AND ENGAGING TRUSTED ADULTS

36 5.1 The aims of the training
37 5.2 Involving parents, caregivers, other community members and obtaining informed
consent/assent
37 5.2.1 Step 1 - community information meeting
37 5.2.2 Step 2 - parent and caregiver orientation
41 5.2.3 Step 3 - child and adolescent orientation
41 5.3 The participants
42 5.4 The focal points
42 5.4.1 Focal point qualifications
43 5.4.2 Designing the roles and responsibilities of the focal point
44 5.4.3 Duties of the focal point
44 5.4.4 Supporting and supervising the focal point
45 6. FACILITATION OF THE TRAINING

46 6.1 Who can facilitate the training with children and adolescents?
47 6.2 Foundational pre-training for facilitators and translators
48 6.3 Facilitators: role and responsibilities
49 6.4 Facilitator preparation
51 6.5 Child-centred learning
51 6.6 Facilitation methods and techniques
54 6.7 Dealing with difficult emotions or reactions in the group
57 7. QUALITY AND IMPACT

58 7.1 Accountability
59 7.2 Monitoring
59 7.3 Evaluation
61 7.4 Learning
66 ANNEX A: Risk assessment, prevention and mitigation strategies for the safe
implementation of I Support My Friends
73 ANNEX B: Participatory learning techniques from fun, safe and inclusive
04 I SUPPORT
SUPPORTMY
MYFRIENDS
FRIENDS
FOREWORD
It is with great pleasure that UNICEF, Save the Children (SC)/MHPSS Collaborative, and WHO
present I Support My Friends – a resource kit to facilitate training for children and adolescents in
how to support a friend in distress, building on the principles of psychological first aid (PFA).
I Support My Friends recognises the agency and capacity of children and adolescents, girls and
boys, to develop the skills to support their friends and ensures that they can do so safely with
close adult supervision and attention to child safeguarding. The training builds on existing
evidence-informed materials as well as our global experience in working with children and
adolescents. At its heart lies the globally endorsed principles of LOOK, LISTEN, LINK to guide
a humane, practical response to people in distress, as described in Psychological First Aid: Guide
for Field Workers1 (the original source material for this adaptation).
I Support My Friends empowers children and adolescents to identify and support their peers in
distress whilst recognising the role that they naturally play in the protective networks of their
peers. Children and adolescents expressed enthusiasm for the materials during piloting in Japan,
Jordan, Mongolia and Turkey, prompting our three organisations to join hands and make the
materials available on a global scale.
“When I first heard about PFA, I thought it was something only professionals could do and it
would be difficult. However, I enjoyed learning about listening to my friends, asking for help if I
believed it was right to do so, and helping to reduce my friend’s concerns.”
15-year-old girl participating in a pilot training session in Japan.
We wish to extend our gratitude to those who provided their support in developing, testing
and reviewing I Support My Friends. Most of all, we value the contributions from the children and
adolescents themselves.
With this resource kit, UNICEF, SC/MHPSS Collaborative and WHO contribute to community-
based mental health and psychosocial support for, and with, children and adolescents. It is our
hope that I Support My Friends will be used widely around the world to facilitate the coping skills,
wellbeing and the safe participation of children and adolescents, as well as supporting access to
psychosocial support within their communities.
Cornelius Williams Alison Sutton Leslie Snider, MD, MPH Dévora Kestel
Associate Director Global Director Child Protection, Director Director, Mental Health and
Child Protection Programme Quality & Impact The MHPSS Substance Use
UNICEF Save the Children Collaborative World Health Organization
1
World Health Organization, War Trauma Foundation and World Vision International, Psychological First Aid: Guide for Field Workers,
2011. www.who.int/mental_health/publications/guide_field_workers/en/, accessed 8 February 2021.

KEY DEFINITIONS
Adolescence is the stage of physical, social, moral, emotional and cognitive development of
children, which should be understood in relation to the local context and culture. A guiding age
bracket is between 10-19 years old.2
Child includes all children and adolescents 0-17 years of age.
Child Protection is the prevention of and response to abuse, neglect, exploitation and violence
against children.3 Child protection should not be confused with the protection of children’s rights,
which is the responsibility of everyone working with children. Similarly, child protection is related
to – but distinct from – child safeguarding.
Child Rights-Based Approach is a programming approach directed at protecting, respecting

and fulfilling children’s rights. It is normatively based on children’s rights, as outlined in the
United Nations Convention on the Rights of the Child (UNCRC). Children and adolescents are
recognised as rights holders, whilst the State and other actors are recognised as duty bearers,
accountable for their acts or omissions.
Child Safeguarding refers to all actions to keep children safe from any possible harm,
including harm to a child’s dignity and psychological integrity and any use of physical, emotional
or psychological violence and sexual exploitation and abuse by organization’s staff or related
personnel and/or any adult associated with the programme. As per the Minimum Standards for
Child Protection in Humanitarian Action,4 all organisations should have child-safeguarding policies,
procedures and implementation plans in place to ensure that staff, operations and programmes
do not harm children.
Caregiver refers to those responsible for the care of children. This can include parents,
grandparents, siblings, legal or customary guardians and others within the extended family
network, as well as other child caregivers, such as teachers, who are outside of the family network.5
Community includes all adults and children in a child’s life, as well as other stakeholders who
influence child and family wellbeing, such as teachers, health workers, legal representatives and
religious and governmental leaders. Community can be defined as a network of people who
share similar interests, values, goals, culture, religion or history, as well as feelings of connection
and caring among its members.6
2
UNICEF (2011) The state of the world’s children 2011: Adolescence – an age of opportunity.
3
The Alliance for Child Protection in Humanitarian Action (2019). Minimum Standards for Child Protection in Humanitarian Action.
4
The Alliance for Child Protection in Humanitarian Action (2019).
5
UNICEF (2018) Community-based Mental Health and Psychosocial Support in Humanitarian Settings:Three-tiered support for children and families.
6
Ibid.
06 I SUPPORT MY FRIENDS
Crisis Event involves experiencing or witnessing a situation that causes serious distress. The
event may be sudden or unexpected but can also develop gradually. Examples include accidents,
natural disasters, conflicts, disease outbreaks and direct experience or witnessing of violence or
abuse. Crisis events can occur on a mass scale experienced by many people or by individuals
(e.g., interpersonal violence).7
Culture is a set of shared values, beliefs and norms in a society. Culture is dynamic and changes
as societies adapt to new information, challenges and circumstances.
Distressing Event is an experience that affects a person’s mental health and psychosocial
wellbeing, for example, losing a loved one or experiencing bullying.
Family is a socially constructed concept that may include children who live with one or both
biological parents, their adult caregivers or legal/customary guardians. Family can also include
various other arrangements such as living with grandparents or extended family members, with
siblings in child- or youth-headed households, or in foster care or institutional care arrangements.8
Gender refers to the socially constructed roles, behaviours, activities and attributes that a
society considers appropriate for girls, boys, women and men. ‘Gender sensitive’ describes an
approach or intervention in which the different needs, abilities and opportunities of all individuals,
regardless of their gender, are identified, considered and acknowledged.9
Mental Health is defined as a state of wellbeing in which individuals realise their own potential,
can cope with the normal stresses of life, can work productively and are able to contribute to
their community.10
Mental Health and Psychosocial Support is used to describe any type of local or outside
support that aims to protect or promote mental health and psychosocial wellbeing and/or
prevent or treat mental disorder.11
Peer is defined as children or adolescents in similar age groups as each other. They may be
friends or might not know each other. A ‘peer supporter’ is a participant who has been trained in
I Support My Friends.
Persons with Disabilities live with long-term sensory, physical, psychosocial, intellectual or
other impairments that, in interaction with various barriers, prevent them from participating in,
or having access to, humanitarian programmes, services or protection.12
7
World Health Organization, War Trauma Foundation and World Vision International (2011) Psychological First Aid: Guide for Field Workers.
8
UNICEF (2018) Operational guidelines on community based mental health and psychosocial support in humanitarian settings:Three-tiered support
for children and families (field test version).
9
Save the Children (2014) Gender Equality Program Guidance and Toolkit: Engendering transformational change.
10
World Health Organization. (‎2013) ‎Mental health action plan 2013-2020.
11
Inter-Agency Standing Committee (2007) IASC Guidelines for mental health and psychosocial support in emergency settings.
12
Inter-Agency Standing Committee (2019) Guidelines on Inclusion of Persons with Disabilities in Humanitarian Action.

Resilience is the ability to overcome adversity and positively adapt following challenging
or difficult experiences. It refers to the capacity of individuals to navigate their way to the
psychological, social, cultural and physical resources that sustain their wellbeing. It also involves
their capacity to negotiate these resources to be provided and experienced in culturally
meaningful ways.13
Wellbeing describes the positive state of being when a person thrives, and their rights are
realised across several domains. In this resource kit, wellbeing is defined in three domains:
1. Personal well-being: thoughts and emotions such as hopefulness, self-esteem, self-confidence
and constructive emotional management.
2. Interpersonal well-being: nurturing relationships, a sense of belonging and the ability to be
close to others.
3. Skills and knowledge: the capacity to learn, to make positive decisions, to effectively respond
to challenges in life and to express oneself.14
LIST OF ACRONYMS
AFC Adolescent Friendly Space
CFS Child Friendly Space
CP Child Protection
IASC Inter-Agency Standing Committee
MEAL Monitoring, Evaluation, Accountability and Learning
MHPSS Mental Health and Psychosocial Support
PFA Psychological First Aid
SC Save the Children
SEL Social Emotional Learning
UNCRC United Nations Convention on the Rights of the Child
UNICEF United Nations Children’s Fund
WHO World Health Organization
13
https://resilienceresearch.org/resilience/.
14
UNICEF (2018) Operational guidelines on community based mental health and psychosocial support in humanitarian settings:Three-tiered support
for children and families (field test version).
1
INTRODUCTION
I Support My Friends is peer to peer psychological first aid that is specifically adapted for training
children and adolescents in how to best support their friends following a distressing event.
It is crucial that children and adolescents are aware of and have access to relevant, reliable
support systems that contribute to their positive coping skills and ability to adapt. Children and
adolescents are often first in line to observe and learn about their friends’ concerns and should
be equipped with the right tools to know how to listen and provide support without causing
additional harm. Appropriate support at an early stage after a stressful event, or during times of
adversity, further helps their coping and recovery.
Adults have a responsibility to support children and adolescents in knowing what to say and do,
what not to say and do, and when and where to seek support. Adults have a duty to intervene
as necessary to provide such assistance. I Support My Friends will equip children and adolescents
with the ability to activate and strengthen positive coping skills that will help themselves and
their friends adapt during and after a crisis event. It will also provide the adult participants with
necessary skills to safely support children and adolescents to care for each other.
1.1 ABOUT I SUPPORT MY FRIENDS RESOURCE KIT
The I Support My Friends resource kit has been developed to give facilitators a comprehensive
package of tools and resources to best equip children and adolescents in safe and effective peer
support, together with adult mentors. It provides guidance and tools for preparing, designing, and
implementing trainings with children and adolescents in how to support a friend in distress. The
resource kit also includes guidance for appropriate adult supervision to ensure the physical and
emotional safety of child and adolescent helpers and the friends they support.
The resource kit includes four components:

1. Theory and Implementation Guide: Presents an overview of key concepts and the
theoretical foundation of I Support My Friends. It describes the ethical considerations and
child-safeguarding actions that need to be in place to protect children’s best interests and
their physical and emotional safety. It also outlines the roles and responsibilities and expected
skills and competencies of trusted adults who mentor child and adolescent peer supporters.
2. Training Manual: Outlines a three-day, step-by-step training in I Support My Friends,

including case studies, stories and a list of required materials. The manual includes tools to
support the preparation and implementation of the training. Some of the tools correspond to
worksheets that participants will use during the training (these are marked with a footnote).
3. Participant’s Workbook: Contains the worksheets to be used by participants in the
training. Each participant should receive their own workbook, which contains information,
activities and space for notes and drawings.
4. Manual for Training of Facilitators and Focal Points: This is in progress currently and
will include the materials needed to build the capacity of the adult facilitators and Focal
Point(s) who will implement the training for children and adolescents. Once field tested, the
package will include a training manual, agenda, PowerPoint slides and other guiding materials.
Parts of the materials have been sourced and adapted from other manuals and guidance. It is
recommended for the user to consult these as complementary materials when using the resource
kit. These include:
• Psychological First Aid: Guide for Field Workers, World Health Organisation, War Trauma
Foundation and World Vision International (2011)
• The Psychological First Aid Training Manual for Child Practitioners, Save the Children (2013)
• Psychological First Aid Field Operations Guide. 2nd Edition, National Child Traumatic Stress
Network-National Centre for PTSD (2006)
• Children’s Resilience Programme: Psychosocial Support In and Out of Schools, IFRC PSC and SC (2012)
• Youth Resilience Programme: Psychosocial Support In and Out of Schools, IFRC PSC and SC (2015)
• Fun, Safe, Inclusive: A half day training module on facilitation skills, Save the Children (2016)
1.2 WHO IS THE I SUPPORT MY FRIENDS RESOURCE KIT INTENDED FOR?
The I Support My Friends resource kit is aimed at adults who plan to integrate peer to peer PFA
skills building within their programming primarily for children and adolescents aged 9-17 years.15
The resource kit may be used by animators/facilitators, social workers, educators, psychologists,
counsellors and others who work closely with children and adolescents. The resource kit is also
useful for programme managers, technical specialists and other staff involved in designing training
initiatives, building the capacity of facilitators, programme monitoring and evaluation, quality
assurance and learning within their organisation.
15
The developmental stages of the children in the local context should be guiding both which age group is targeted, and how the training
is adapted.

1.3 WHEN TO USE I SUPPORT MY FRIENDS
Children and adolescents play an important role in supporting their peers in all contexts. I
Support My Friends has been implemented in protracted humanitarian and development settings
but has not yet been piloted in the more acute phase of an emergency. If used in the acute phase
of a humanitarian context, the training should be implemented as part of a wider initiative to
secure the basic needs and rights of children, adolescents and their families. There are many
settings and situations in which this training can be particularly useful, including:
• During emergency response (e.g., set up in the days following a major crisis event in child- or
adolescent-friendly spaces (CFS/AFS)).
• After a crisis affecting a small group of individuals, such as an accident or interpersonal

violence or loss.
• As an integrated child-protection element of a larger programme in a different sector (as

detailed in the section below).
INTEGRATING I SUPPORT MY FRIENDS WITHIN LARGER

1.4
PROGRAMMES AND ACROSS SECTORS
I Support My Friends is intended to be used as an activity within a larger programme. The training
can be integrated across sectors (e.g., health, protection, education) to secure the basic needs
and rights of children, adolescents and their families. It may be implemented either directly by
an organisation or in partnership with a civil society actor, school, governmental or community-
based entity. Implementation by or with local partner institutions or community networks is
key to having a sustainable impact and broad reach. Structures within different sectors can
serve as entry points for the training. These include schools, learning spaces, community centres,
CFS/AFS or other facilities where children and adolescents meet for recreation, learning and
social support. Programmers should ensure that the activity is sufficiently budgeted and that
appropriate resources are in place for follow-up with relevant structures, such as social services,
education and health.
The following sections provide illustrative examples of integration of I Support My Friends into
larger programmes.
1.4.1 CHILD PROTECTION
Within a larger child-protection programme, I Support My Friends can be used to strengthen

awareness among children and adolescents about their rights, and to prevent protection risks
through supportive social relationships and positive coping mechanisms. Some examples of
integration into child-protection programmes are as follows:
• As part of child-protection systems strengthening, by reinforcing awareness of child-

protection concerns and networks such as community-based child-protection committees and
children’s clubs.
• Complementary to interventions focused on strengthening social and emotional competence

and resilience, such as continued capacity building for children and adolescents who have
completed a series of structured psychosocial support or life-skills sessions.
• As part of existing or new community volunteering programmes for children and adolescents.
• As part of remote forms of peer support (e.g., via social media, telephone) during conflict,
natural disaster or lockdown resulting from a pandemic, such as COVID-19, that prevents
children and adolescents from interacting face-to-face.
During the piloting of I Support My Friends, the participants and school personnel in Mongolia
developed platforms for continued engagement and support, including a Facebook group on PFA, a
PFA club led by the peer educators, and a participation group for the peer supporters.
1.4.2 DISASTER PREPAREDNESS
A well-functioning social group is more likely to show greater resilience and ability to care for
themselves and each other in times of crisis than a disrupted group.16 Equipping children and
adolescents with the knowledge and skills that are at the core of I Support My Friends – such
as empathy, solidarity and ability to link to their social support system – has many benefits for
personal skills and strengthening social networks. For this reason, the training is particularly
useful for children and adolescents as a preparedness measure, so that they are well equipped to
respond in a crisis. The training can also be integrated into:
• Initiatives to involve children and adolescents in disaster risk reduction and disaster preparedness.
• A comprehensive roll-out of PFA orientation for children, adolescents and adults.
• Capacity building in disaster preparedness in emergency-prone areas.
16
Salmon, K, Bryant RA (2002) Posttraumatic stress disorders in children.The influence of developmental factors. Clinical psychology review; Greca,
AM, Silverman WK (2009) Treatment and prevention of Posttraumatic stress reactions in children.

1.4.3 EDUCATION
Integrating I Support My Friends into an education programme can be done as part of broader
initiatives to build sustainable child-protection systems and support safe and healing learning
environments, such as ‘violence free schools’. The following are additional examples of how to
integrate I Support My Friends into an education programme:
• As part of an anti-bullying programme of which building empathy, solidarity and connection

are essential components. This can include holistic, school-based anti-bullying programmes
that address policies, systems, capacities and engagement of school personnel, parents and
children. For example, I Support My Friends can be included as training for the members of a
children’s school-safety committee.
• As part of school-based initiatives aimed at fostering a positive school climate and

connectedness, such as mental health awareness, social emotional learning (SEL), suicide
prevention and social cohesion among refugee and host communities.
• As an opportunity to support marginalised children and adolescents who are (re)-engaging

in education after a crisis event or displacement, or who have been out of school for other
reasons (e.g., because of the COVID-19 pandemic).
• Integrated into a non-formal education programme to complement wellbeing, recovery and

social and emotional skills development.
• As part of a school-based mental health and psychosocial programme that explores shifting
relationships and expectations as children transition through adolescence into adulthood.
I Support My Friends can positively influence how adolescents see themselves by providing
concrete opportunities to help others, which in turn may increase their confidence and self-
esteem.
• As part of an inclusive education programme for children with disabilities, empowering them
by reinforcing focus on their capacities as peer supporters. In addition, the community may
shift its view of children with disabilities.
1.4.4 HEALTH
Integrating I Support My Friends into health programs should be part of programmes that aim
to engage children and adolescents in health activities. For example, a child-focused training in
medical first aid and physical injury would be strengthened by adding I Support My Friends to
equip children and adolescents with PFA skills. The following are additional examples of how to
integrate I Support My Friends into health programmes:
• As part of programmes for mental health awareness, substance-use prevention and
community-based suicide-prevention initiatives, among others. This may enable peer
supporters to have a preventive function, in that peer support can facilitate early linking to
appropriate mental health services for other children in need.
• As part of an adolescent-focused sexual health and reproductive rights programme, where,
for example, peer support is promoted and encouraged.
• As part of a child-focused initiative in the context of a pandemic or other public health
concern, where children and adolescents are trained to provide support to each other, for
example, remotely through peer hotlines or social media platforms.
• As part of an initiative to reduce the risk of stigma and discrimination because of a disease
outbreak.
• Complementary to basic training in first aid or other health-oriented awareness raising/
capacity building initiatives targeting children and adolescents.
1.4.5 LIVELIHOOD PROGRAMMES FOR ADOLESCENTS AND YOUTH
I Support My Friends integration into a livelihoods programme reinforces the development of

positive life skills and promotes supportive and positive interactions between peers in vocational
training programs, during internships or in the labour market.
1.4.6 MONITORING, EVALUATION AND RESEARCH
I Support My Friends may be useful as a complement to training for children and adolescents
in participatory-action research or program monitoring and evaluation activities in the field.
The empathic and ethical support skills could also be useful as part of a participatory-feedback
mechanism where children and adolescents engage with peers to provide feedback within
programs related to wellbeing, self-development or other topics.

2
THE SOCIAL
SUPPORT SYSTEM
OF CHILDREN AND
ADOLESCENTS
Since the early 2000s, there has been a specific focus on the experiences of children and
adolescents in humanitarian situations and the adverse impact on their mental health and
psychosocial wellbeing. There can be multiple risks at individual, family, community and societal
levels that can have both an immediate and long-term impact on children’s development. It is
crucial that children and adolescents are aware of, and have access to, relevant, reliable support
systems that contribute to their positive coping skills and ability to adapt.
It is important to note that building the capacity of children and adolescents to be active
agents in supporting their peers does not assume that children and adolescents should take on
adult responsibilities or replace the role of adults in supporting children in distress. Nor does it
replace the role of a functioning social-support system, which is a complex network of friends,
family, teachers, community members, formal mental health and social service providers, legal
representatives and others. Rather, it recognises the role of children and adolescents within such
networks and highlights their value and capacity as natural and active sources of support to
their peers.
2.1 THE FRAMEWORK FOR SOCIAL SUPPORT
This section provides the frameworks upon which I Support My Friends is based – including the
social ecological model of child development and the basics of developmental psychology. It also
explains where I Support My Friends fits within the IASC MHPSS Intervention Pyramid.17
Global research and field experience highlight the importance of community-based approaches
in meeting the continuum of MHPSS needs of children, adolescents and families in emergencies.
UNICEF’s Community-based Mental Health and Psychosocial Support in Humanitarian Settings: Three-
tiered support for children and families highlights the importance of embedding MHPSS within the
social ecological framework of child development (see Figure 1) and engages directly with
children, families/caregivers and communities. Positive social relationships facilitated through
activities such as peer support are recognised in the UNICEF guidance as one of nine Circles
of Support for children’s optimal development.18 I Support My Friends is one such model of peer
support that strengthens children’s natural helping roles and builds their capacities with new skills.
17
IASC Guidelines for MHPSS in Emergency Settings (IASC, 2007).
18
United Nations Children’s Fund. Operational guidelines on community based mental health and psychosocial support in humanitarian
settings: Three-tiered support for children and families (field test version). New York, UNICEF, 2018.

RISK FACTORS ty PROTECTIVE FACTORS
cie
So
e&
ur
lt
Cu
Cognitive Physical
Development Development
unity
Social, Spiritual,
mm
Emotional Development
Fa
Co
m il y/
Caregiver
Figure 1: The Social Ecological Model, from the UNICEF Operational guidelines on community based mental health and
psychosocial support in humanitarian settings:Three-tiered support for children and families (field test version) (2018)
The social ecological model is at the heart of the I Support My Friends resource kit. This model
recognises the protective networks or systems at individual, community and societal levels that
play an essential role in providing protection and support to children and adolescents. While
children and adolescents are encouraged to support one another, they are not expected to solve
all their peers’ problems or take on adult responsibilities. Referrals to law enforcement, social
welfare systems and mental health care should be handled by an adult.
The IASC MHPSS Guidelines (2007) describe a range of complementary approaches and
interventions – from basic needs and general family/community support, to more focused and
specialised service provision by mental health professionals – to be implemented concurrently
in emergency settings. Although different organisations and service providers may offer only
one intervention, they must be aware of the various layers of intervention and work to ensure
functional referral between them.
PFA describes a skill set that can be useful in various interventions described in the IASC MHPSS
Intervention Pyramid (see Figure 2). Engaging children and adolescents in providing peer
support can be considered an approach on layer 2 of the pyramid.
Specialized Care
4 Specialized services by mental health clinicians
and social service professionals for childrenand
families beyond the scope of general (non-
specialized) social and primary health services
Focused Care
Specialized services by mental health clinicians 3
and social service professionals for children
and families beyond the scope of general
Family and Community
2 Supports
Specialized services by mental
health clinicians and social
service professionals for children
Social Considerations in
Basic Services and Security 1 and families beyond the scope of
Specialized services by mental general (non-specialized)
health clinicians and social service
professionals forchildren and
families beyondthe scope of general
Figure 2: The IASC MHPSS Intervention Pyramid, from the UNICEF Operational guidelines on community based mental health
and psychosocial support in humanitarian settings:Three-tiered support for children and families (field test version) (2018)
As with all MHPSS approaches, I Support My Friends should never be a stand-alone approach. It
is intended to be embedded in a wider programme that activates family and community support
systems and provides immediate access to child-protection assistance. For example, as part of
preparations for trainings, efforts can be made to raise awareness among caregivers, community
members and service providers about the training that the children will attend in order to
activate family and community support systems for peer supporters. This can also help to identify
referral resources for children who may need more specialised mental health or protection
services and to document referral procedures and mechanisms.
2.2 THE BENEFITS OF PEER SUPPORT FOR CHILDREN AND ADOLESCENTS
Children and adolescents have unique vulnerabilities in contexts of crisis and adversity. Exposure to
serious stressors can have long-term impacts on their development and ability to grow, learn and
engage in healthy relationships – influenced by various factors, such as their age, gender, disability,
developmental stage and the availability and quality of supports in their lives. However, children and
adolescents also have the ability and desire to help others and to create positive change. Even in very
distressing situations, adults can provide a conducive environment to help children and adolescents
share ideas, thrive, and feel empowered and enabled to act as a resource for others, not only as
passive recipients of support.19 Field workers who have piloted I Support My Friends have observed an
increase in children’s and adolescent’s sense of agency after participating in the training. Both girls and
boys have given feedback that the training was empowering for them, as it reaffirmed and built upon
their existing knowledge and competencies.
19
Inter-Agency Standing Committee (2007) Guidelines on Mental Health and Psychosocial Support in Emergency Settings.

The training in I Support My Friends helps children and adolescents become more aware of their
existing abilities and learn new competencies to support peers in distress. The competencies
include active listening, self-care, showing empathy, and the knowledge of how to link to the
network of supports available to help others in distress. The training, therefore, adds to the
‘toolbox’ of personal and social life skills. As research on resilience in children and adolescents
suggests, strengthening social and behavioural skills helps to facilitate positive coping and
effective adaptation to adversities.20
“I saw a female classmate who was being bullied by the others and was sitting alone in the
classroom crying. In that moment, I realised I can help others as much as I am able to.”
15-year-old girl participating in a pilot-training in Mongolia.
Another value of the training is that it reminds children and adolescents of what they should not
do. For example, it reinforces messages that peer supporters should not try to solve situations
all by themselves and recognise when it is important to seek support from a trusted adult. Such
conversations are particularly important in contexts of adversity, such as conflict or natural
disasters, where children and adolescents may feel pressured to help or may experience feelings
of inadequacy and guilt for not helping enough.
2.3 WHAT CHILDREN AND ADOLESCENTS WILL LEARN
Through I Support My Friends, children and adolescents will learn skills to identify when a friend
or peer is in distress, how to provide immediate support and when to refer them to an adult for
further help. Additionally, they will learn to:
• Better understand their friend’s reactions to difficult experiences.
• Offer comfort in an appropriate way, which helps their friend to feel calmer.
• Better understand their friend’s needs and concerns.
• Help their friend to access basic support, information, services, or other support.
• Help to protect their friend from further harm.
These skills are based on the action principles of PFA: ‘LOOK, LISTEN and LINK’, as presented
in the Psychological First Aid: Guide for Field Workers published by the World Health Organisation,
War Trauma Foundation and World Vision International.21
20
See for example, research by the Resilience Research Centre: https://resilienceresearch.org/.
21
World Health Organization, War Trauma Foundation and World Vision International (2011) Psychological First Aid: Guide for Field Workers.
“I was able to learn the 3Ls: [‘LOOK, LISTEN and LINK’] well today. I feel that I could use them
in my daily life.”
13-year-old boy participating in a pilot training in Japan.
PFA is recommended by expert consensus as the ‘Do No Harm’ approach to help people who
have recently experienced a crisis event and are distressed.22 It promotes effective factors to
assist long-term recovery, including:23
• feeling safe, connected to others, calm and hopeful.
• having access to social, physical and emotional support.
• feeling able to help themselves, as individuals and community members.
In one qualitative study, participants reported various benefits of PFA, such as an increased sense
of safety, the ability to feel calm, and a greater sense of control and hopefulness.24 The benefits of
PFA are not limited to disaster settings or humanitarian crises but also extend to individuals who
experience distress in other circumstances.
Children and adolescents will also learn the where, when and who of providing peer support to
their friends.
Where should children and adolescents offer peer support?
• Children and adolescents can offer support to their friends and peers in any location that is
safe. Where possible, support should be given in a quiet space without too many distractions,
where personal matters can be shared without being overheard, and where children and
adolescents feel safe and comfortable to talk, provide comfort and be comforted themselves.
This can include, for example, CFS/AFS, schools or other learning spaces, safe areas in refugee
camps, places in communities where children and adolescents gather, in reception centres and
childcare centres, or at home.
• Children and adolescents can also offer peer support through digital media, such as online
peer-support groups and social media.25
22
Inter-Agency Standing Committee (2007) Guidelines on Mental Health and Psychosocial Support in Emergency Settings.; Sphere
Association (2018) The Sphere Handbook: Humanitarian Charter and Minimum Standards in Humanitarian Response, fourth edition.
23
Hobfoll, Watson, Bell, Bryant, Brymer, Friedman, et al. (2007) Five essential elements of immediate and mid-term mass trauma intervention:
Empirical evidence. Psychiatry 70 (4): 283-315.
24
Schafer, Snider and Sammour (2016) A reflective learning report about the implementation and impacts of Psychological First Aid (PFA) in Gaza.
25
For more information, see: https://www.unicef.org/documents/child-safety-online/ and https://www.weprotect.org/.

When should peer support be offered?
• PFA is intended to support someone who has recently experienced a crisis event and is in
distress; it builds upon the empathic and caring responses that individuals naturally learn as
they develop and socialise with others.
• Children and adolescents may also use their peer support skills in other circumstances with
their friends, such as when friends are upset over daily life challenges. The communication and
helping skills taught in I Support My Friends assist children with social and emotional learning
and build capacities useful in their day-to-day life.
Who can benefit from peer support?
• Any child or adolescent can benefit from peer support, regardless of age, gender, ethnicity,
or abilities.
• The skills that are practiced in I Support My Friends are particularly valuable when a friend
has experienced a distressing event, such as an accident, natural disaster, conflict, crisis event/
incident, disease outbreak, or other difficult situation. Such situations may also be individual,
such as the loss of a loved one or other personal crisis.
• However, not all children and adolescents will want to receive help from a friend or peer.
Reacting to a difficult experience is normal, and the peer may have access to other internal
or external strategies to help him or her cope. It is important that peer supporters do not
force help on their friends if they do not need or want it. Moreover, although support from
a friend is valuable, it may not be enough to improve the situation. Further assistance may
be required.
During an I Support My Friends innovation sprint in Jordan, children reported that they support
their friends with the following types of problems:
Conflict Dropping out of

Bullying school for work
When should peer support be offered?
While PFA can be an important aspect of care, it is not enough to address complex MHPSS
needs. Children and adolescents may encounter situations where their friend or peer needs more
help than they are able to provide.
Therefore, through the I Support My Friends training, participants learn the limits of what they can
offer, how to seek help from a trusted adult, and what situations are urgent and require adult
help for their friends. For example, peer supporters must get adult help when a friend:
• is being abused or is in danger of being hurt by others.
• is harming himself/herself or expressing thoughts of suicide.
• has expressed thoughts about harming others.
• is unable to function in daily life because of the difficult situation he or she is facing.
A network of responsible adults, including a Focal Point, is important to have in place before
beginning the training. The section below provides more information on engaging trusted adults
to ensure the wellbeing of peer supporters.
2.4 ENSURING THE WELLBEING OF PEER SUPPORTERS
All adults engaged in the programme are responsible for ensuring the safety and wellbeing of
both the peer supporters and those who are receiving support. Safe and effective implementation
of I Support My Friends requires activating the network of supportive and protective adults
around children and adolescents – including parents, caregivers and other trusted adults in the
community or school/learning centre. This is done through orientation and follow-up sessions
described in Section 5.2. All adults can reinforce the critical message that peer supporters must
first take care of their own wellbeing if they want to support others.
Providing help and support to someone in distress can be difficult for anyone – especially children
and adolescents – if they themselves are not adequately supported. Hearing the story of a friend
who is going through a difficult experience can stir up various emotions and reactions in the
peer supporter and may touch upon their personal experiences. This is normal and should not be
something to be ashamed of or to hide. Instead, such situations require that peer supporters have
access to adequate adult supervision and support, both during and after the training and when
they are applying their skills. This is done by a designated Focal Point – a trusted adult who also
receives the training, provides mentorship and support, and facilitates referrals when necessary.
The role of the Focal Point(s) is further described in Section 5.4 of this document.
Additionally, it is important that peer supporters know that I Support My Friends is a tool they
can use when the need arises and they feel ready. If peer supporters do not feel ready to help a
friend during a crisis event, they should not feel obliged to intervene. Having such conversations
with the participants will lessen the feeling of responsibility that they may feel has been placed
upon them. The I Support My Friends training has dedicated Session 9 to self-care and setting
boundaries. Learning to have personal boundaries and practicing good self-care, along with
support from trusted adults, will help to protect the wellbeing of participants.

3
CHILD
DEVELOPMENT
CONSIDERATIONS
AND INCLUSIVE
PROGRAMMING
In day-to-day life, as well as in times of crisis, children and adolescents are often the first to
notice how their friends are doing. They can be naturally insightful about each other’s challenges
and emotions, and empathic and sensitive to distress experienced by their friends and peers. They
will often be the first to observe or hear about a challenging situation affecting their friend, and
they are often the first to respond with help in one way or another. In other words, children are
part of their friends’ protective network and have a role to play in supporting early recovery,
together with parents, caregivers, teachers and other important adults in the community. This is
particularly true for older adolescents, who tend to seek advice and support from their peers,
rather than adults, when dealing with common stressors in their daily lives.26
The content of I Support My Friends has been informed by evidence on children’s emotional, social
and cognitive development. In principle, children and adolescents experience the same range of
feelings as adults. The difference lies in the way feelings and emotional experiences are processed
and expressed, and they are influenced by their emotional, social and cognitive development
at different ages. For example, while certain situations may be trivial to an adult, they may
constitute significant experiences to the child, or vice versa.
A wide range of factors contribute to how children and adolescents are affected by and cope
with distressing events. These include the children’s age, gender, culture, and physical, social and
emotional abilities – as well as their personal level of resilience. Other factors that influence how
they experience and respond to adverse events include their sense of belonging and acceptance
within their community, their individual experiences before and during the crisis, their family and
life circumstances, and their perceptions of the support they receive to overcome difficulties.
The I Support My Friends training is intended for children and adolescents aged nine years and
older.27 As children and adolescents as are not a homogenous group, it is recommended to divide
participants into age-appropriate groups (e.g., ages 9-11, 12-14 and 15-17) and to further adapt
the scenarios and case studies as appropriate to the group and context. The following sections
will provide considerations for working with children and adolescents based upon their age
group, gender, and physical and/or social ability. In every training, further consider the cultural
norms within each unique context.
26
See for example, Newport Academy (2018) The Importance of Teen Friendship; Association for Psychological Science (2015) Close
Friendships in Adolescence Predict Health in Adulthood. It should be noted that these preferences vary with the local context, culture, age,
gender, disability, etc.
27
The developmental stages of the children in the local context should be guiding both which age group is targeted, and how the training
is adapted.

3.1 CHILDREN YOUNGER THAN 9 YEARS
As noted, I Support My Friends is not designed for children younger than age nine. However,
children in this age group may still benefit from having greater awareness of how their friends
may feel, increase ability to read ‘signals’ of distress, and develop feelings of solidarity, empathy,
caring and helping. For younger children, discussions that are more concrete and situational are
recommended. The following questions may be helpful when working with younger children:
• “What makes my friend feel good?”
• “What makes my friend feel bad?”
• “How are we alike?”
• “How are we different?”
• “What do you do if your friend is sad or someone is treating your friend badly?”
These are issues that are commonly addressed and taught in pre-school and during the early
school years and in anti-bullying programmes. As children grow older and mature, they can
transition into I Support My Friends training.
3.2 CHILDREN AND EARLY ADOLESCENTS (BETWEEN 9 AND 11)
From around nine years of age, children have generally reached a stage of cognitive and
emotional development that enables them to see other people’s perspectives and understand the
impact of their own behaviour on others. They have also reached the stage where they can draw
simple logical conclusions and are developing abilities that can help them support their friends
safely. For example, they can generally tell when a friend needs support or how to manage the
issue of confidentiality (both in protecting confidentiality and when to inform adults if a friend
is in trouble). However, it is important for facilitators to specifically consider the capacities and
situation of participants in the 9-11 years age range and to modify the training to ensure an extra
focus on adult mentorship. In addition, facilitators should have realistic expectations about their
capacities to learn new skills for peer support and should develop age-appropriate references to
distressing situations (e.g., in role plays) so that they do not feel upset or overwhelmed.
3.3 ADOLESCENTS (BETWEEN 12 AND 17)
Adolescence may be marked by certain rituals and new responsibilities within their families and
communities. As a result of gender and cultural norms, girls and boys may be expected to take
on different types of responsibilities. Design and implement I Support My Friends for adolescents
with these diverse realities in mind. For the training, also consider further separating early
adolescents (between the ages of 12-14) from adolescents between the ages of 15-17, depending
upon the local culture and norms for adolescents in these age groups.
As children grow older, they are more likely to seek support and advice from a peer as a first
alternative, rather than adults. Adolescents are sometimes fearful or ashamed to speak to adults
about sensitive or stigmatised topics such as relationships, sex, identity or gender-based violence.
Therefore, training in I Support My Friends can support their journey through adolescence by
helping them to know appropriate ways to respond and how and when it is important to seek
adult assistance.
Moreover, a strengths-based approach recognises and builds upon the strengths and potentials of
adolescents (rather than focusing on attributes they lack), empowering them and reinforcing their
agency. This is a fundamental approach that must underpin any work with adolescents. At the
same time, parents and caregivers continue to be strong reference points for support, particularly
for younger adolescents. This is illustrated in an explorative study on adolescents’ experiences
of conflict in Iraq, Egypt, Jordan and Yemen. The study suggests that they often turn to their
friends or peers when dealing with distressing situations in their daily lives for various reasons.
Sometimes adolescents have nobody they trust, they do not want to be a burden to their families,
or they fear repercussions from their family. However, when confronted with serious issues such
as grief or death (e.g., as a result of the conflict), adolescents tend to turn back to their parents
and caregivers for support.28
3.4 GENDER CONSIDERATIONS
To ensure gender inclusion and sensitivity, girls and boys may need to be trained separately,
and it is helpful to have a balance of female and male facilitators appropriate to the situation.
A decision needs to be made early if the trainings will be held with girls and boys together or
separately, and what the gender balance of facilitators should be. Be sure to consult both with
children and parents/caregivers on whether mixed-gender or gender-segregated groups are most
appropriate and comfortable.
28
Save the Children (2019) I wish tomorrow will not come. Adolescents and the impact of conflict on their experiences: an exploratory study in Iraq,
Egypt, Jordan, and Yemen.

3.5 RESOURCE AND LITERACY CONSIDERATIONS
Consider the following when implementing I Support My Friends in contexts where there are
limited resources or low literacy levels.
The materials used in I Support My Friends can be adapted to the context or substituted with local
alternatives that are more readily available, affordable or culturally appropriate. The training can
also be implemented with almost no materials.
Although the Resource Kit relies on child and adolescent participants having basic literacy skills,
adaptation guidance for groups with little or no literacy is provided in the activity descriptions.
Training methods can also be adapted for lower literacy, for example, using creative methods
such as drawing instead of writing or reading, the facilitator reading the scenarios as a form
of storytelling, and having a discussion between the participants rather than filling in the
worksheets. Another option is for participants to present their ideas back to the group during
group discussion, and the facilitator can take notes in a simple manner that also stimulates
learning. It may also be that a few participants have literacy skills and can be spread out across
the different groups, or there may be enough facilitators so that one facilitator can join each
group and take notes.
3.6 EQUAL ACCESS FOR CHILDREN WITH DISABILITIES
Equal access to I Support My Friends as a learning opportunity for children with disabilities must be
ensured. The principles of universal design and reasonable accommodations should be applied to
respond to participants’ requirements and enable their full access and meaningful participation.29
Universal design: ‘The design and composition of an environment so that it can be accessed,
understood and used to the greatest extent possible by all people regardless of their age, size, ability
or disability’. It is based on seven principles:
Equitable use, flexible in use, simple and intuitive use, perceptible information, tolerance for error, low
physical effort, and size and space for approach and use
Reasonable accommodations: Designing and implementing tailored and focused actions to

ensure that the specific and individual disability-related requirements of persons are met.
29
See the Inter-Agency Standing Committee (2019) Guidelines on Inclusion of Persons with Disabilities in Humanitarian Action.
For children with intellectual, cognitive and developmental disabilities who can find abstract
thinking or reading other people’s signals very challenging, the materials can be adapted to
facilitate more simple reasoning. For example, a concrete and action-oriented approach may be
more appropriate. In this case, focus on questions such as:
• “What do you see or hear when someone is crying?”
• “What does it mean?”
• “What do you do then?”
Depending on the needs of the children or adolescents, it may be useful to conduct the
training in small groups. Also consider the stigma that children with disabilities often face in
their communities, and what may be necessary to ensure that the ‘Do No Harm’ principle is
followed as they support and are supported by their peers. Collaborating with experts, such
as organisations for persons with disabilities (including children), and consulting caregivers of
children with disabilities and the children themselves will help to ensure that the necessary
adaptations to both content and operational modalities are in place.
3.6.1 INCLUSIVE TRAININGS AND NON-DISCRIMINATION
Be inclusive: All children and adolescents can learn how to support their friends and peers.
Trainings in I Support My Friends should be inclusive and non-discriminatory.30 The selection

of participants should not involve an assessment of individual children based on what they
may or may not have experienced in terms of distressing events as this can be stigmatizing.
Moreover, ensure that the training is accessible to all children and adolescents, including the most
vulnerable and hardest to reach (e.g., children in poverty, children with a disability, those who
are out of school and children who are separated or unaccompanied). Effort must therefore be
put into understanding the needs and risks faced by different groups in guiding training design
and implementation. Potential environmental, institutional, social or attitudinal barriers to at-risk
children attending the training should be identified and addressed.
30
According to the UN Committee on Economic, Social and Cultural Rights, General Comment No. 20, Non-Discrimination in
Economic, Social and Cultural Rights (2009), non-discrimination aims ‘to guarantee that human rights are exercised without
discrimination of any kind based on race, colour, sex, language, religion, political or other opinion, national or social origin, property,
birth or other status such as disability, age, marital and family status, sexual orientation and gender identity, health status, place of
residence, economic and social situation’.

4
ETHICAL
CONSIDERATIONS
AND CHILD
SAFEGUARDING
4.1 PRINCIPLES AND STANDARDS
Keeping the best interests of the children or adolescents at the centre of all activities that
concern them is a core principle of the UN Convention on the Rights of the Child (UNCRC),31
rooted in Article 3. General ethical principles of PFA include respecting the rights, dignity
(including respect for cultural and social values) and safety of children, adolescents and
adults. To this end, the implementation of I Support My Friends is based on the following ethical
considerations and standards.
Child rights-based approach: I Support My Friends is a child/human rights-based approach in

that it recognises children and adolescents as rights-holders with the capacity to be key actors in
their own development. Their participation thereby becomes both a means and a goal to achieve
positive changes in their lives. All activities should respect children’s rights as outlined in the
UNCRC. In addition to the best interests of the child, the principles of non-discrimination and the
right to participation are reflected in the programme.
The principle of ‘Do No Harm’: This principle guides the entire cycle of rolling out I Support
My Friends; from preparation to implementation to evaluation. The principle of ‘Do No Harm’ is
linked to that of child-safe programming as further described below. It entails careful assessment
and mitigation of risks in order to eliminate what could otherwise cause intentional or
unintentional harm to children/adolescents. Such risk-assessment guides if, and how, to implement
I Support My Friends. See Section 4.3 below for further information on risk, assessment, prevention
and mitigation.
Child safeguarding and safe programming:32 Children and adolescents who participate in
or who are affected by I Support My Friends must be safeguarded from deliberate or inadvertent
actions and failings that place them at risk of any form of harm. Child protection is part of
the safeguarding process. This includes protection from any use of physical, emotional or
psychological violence, including corporal punishment and protection from sexual exploitation
and abuse, as outlined by the Secretary General’s Bulletin on Special measures for protection
from sexual exploitation and sexual abuse. ‘Safety’ refers to both physical and emotional
aspects of safeguarding. Consider the developmental stage, gender and abilities of the child, as
well as other factors that can influence children’s safety and rights in the local context, such as
population group, gender dynamics, disability and cultural and religious norms. Other things to
consider are displacement status, legal status and sensitivities around past or current conflict
in the context. What is safe for a group of children in one context may not be safe for another
group in a different context.
In addition to risk assessment and mitigation, actions to ensure the integrity of the programme
and the staff who implement it, information sharing and accountability mechanisms are central
31
UN Convention on the Rights of the Child (UNCRC), CRC/C/GC/12.
32
Save the Children (n/a) Child Safe Programming Guidelines.

to safeguarding and safe programming. The Minimum Standards for Child Protection in Humanitarian
Action (Standard 23.1) outline key child protection and safeguarding actions that programmes
should follow to protect children from abuse and maltreatment, including sexual exploitation
and abuse. This includes channels/mechanisms for children, adolescents and their families to
participate and give their ideas, thoughts, feedback and complaints must be in place (CPMS
Standard 23.1.1). Such mechanisms should also enable children and adolescents to report any
child-protection or safeguarding concerns they may have in a safe and confidential manner. For
more information on accountability, see Section 7.1 of this document.
Informed consent/assent: Inform participants and their families on what to expect from I
Support My Friends in a manner and language all children and adolescents, parents and caregivers
can understand, with sensitivity to potential communication barriers. This is an essential step
to obtaining informed consent for the participation of the child from their legal or customary
guardian and informed assent from the children and adolescent participants themselves. Provide
opportunities for children, adolescents and their parents and caregivers to ask questions and
ensure that their participation is voluntary. Details on obtaining informed consent/assent are
provided below in Section 5: Preparing the Training.
Confidentiality and its limits: The importance of confidentiality – as well as its limits – are
discussed and practiced with children and adolescents during the training. As friends share their
problems with each other, children may feel obliged to keep secrets, even in situations in which an
adult should be involved. In the I Support My Friends training, participants reflect upon the meaning
of confidentiality, why it is important and the fact that something they might not consider to be
private may, in fact, be private for another person. The dangers of gossip and the importance
of being discreet are also discussed. It should be made clear that being a trustworthy peer
supporter means not talking about peers behind their backs.
However, the limits of confidentiality are also important, and peer supporters should understand
that seeking supervision and support from the Focal Point(s), or informing trusted adults when
further help is needed, is not gossip but rather their duty. They practice how to tell their peers
that they cannot keep secrets if they are in danger, or if they learn that someone else is in
danger. For example, if a peer supporter learns that another child is having suicidal thoughts
or is experiencing abuse, the peer supporter must involve an adult who can help. Furthermore,
the training helps participants understand that confidentiality is not synonymous with keeping
all types of secrets. An example would be when perpetrators create an atmosphere of secrecy
around their actions in order to inhibit their victim from seeking help and support. Disclosing
such a situation is not the same as breaking confidentiality. Guidance from a Focal Point(s) is
particularly important in these circumstances to ensure the safety of all involved.
Child protection: It is important to put in place response capacities and mechanisms to address
both internal risks to children from the organisation, programme, or staff/volunteers, as well as
potential external risks from the community and surroundings. This includes foundational training
of all staff in the areas of abuse, neglect, exploitation and violence that affect children in their
families and communities. Developing a structure of safe and timely referral pathways as well as
keeping an up-to-date service map are other prerequisites. No training should be conducted unless
referral or reporting pathways are in place to respond to participants’ distress or any disclosures
that may emerge during the training. It is also important that there is a protocol in place to guide
facilitators on how to support a participant in an urgent or high-risk situation. Further guidance
can be found in the Inter-Agency Guidelines for Case Management and Child Protection and the
IASC Guidelines for Gender-Based Violence Interventions in Humanitarian Settings.33
4.2 CHILD AND ADOLESCENT PARTICIPATORY APPROACHES
A cornerstone of I Support My Friends is acknowledgement of the ability and desire of children

and adolescents to help others and to create positive change. All efforts in the programme
to facilitate effective, ethical and meaningful participation among children and adolescents
are guided by nine basic requirements of participation, spelled out by the UNCRC. Namely,
participation must be:
• Transparent and informative
• Voluntary
• Respectful
• Relevant
• Child friendly
• Inclusive
• Supported by training for adults
• Safe and sensitive to risk
• Accountable (follow-up is a commitment)
The ethical considerations outlined above are linked to these nine basic requirements on child
participation, and the training further outlines how to put these into practice. Furthermore, peer
supporters who have been trained in I Support My Friends can be an important source of support
to other peer supporters, for example, by reminding each other of the strategies for self-care
learned in the training, or by listening to each other. A peer mentoring component could also be
considered, where adolescents who have completed the training and have experience in applying
their peer support skills can become mentors of other adolescents. In this regard, I Support My
Friends can be part of a broader programme for adolescents. An example from Mongolia is
provided in the text box below. However, it is important that everyone understands that a peer
mentor should never take on the role of a Focal Point.
33
https://gbvguidelines.org/en/.

From the Field: Child and Adolescent Participation in Mongolia
In addition to providing peer support, children and adolescents can play a participatory role in the
implementation of the training. During the piloting of I Support My Friends in Mongolia, teachers
were initially trained, and they then trained children and adolescents to become ‘peer-educators’.
The teachers and peer educators then implemented the training for other children and adolescents
together. Children who were trained in I Support My Friends by their peer educators said that
they enjoyed trainings given by other children.The sentiment was echoed by the peer educators
themselves, who found it useful to have a peer approach whereby the children were very open
to communication and asking questions.The peer educators also said that they enjoyed providing
training to younger students. In follow-up focus group discussions, other children expressed their
interest in becoming peer educators as well.
RISK ASSESSMENT, PREVENTION AND MITIGATION FOR SAFE

4.3
IMPLEMENTATION OF I SUPPORT MY FRIENDS
Ensuring the emotional and physical safety of participants in I Support My Friends is essential to
the ethical principle of ‘Do No Harm’. Safety is particularly important when training children
and adolescents to offer support to their peers. Potential risks for both the peer supporter and
distressed friend whom they are helping must be carefully monitored, mitigated and immediately
addressed by facilitators and Focal Points.
A detailed Risk Assessment, Prevention and Mitigation Table can be found in Annex A. The table is
included as an annex so that it is easily accessible by facilitators, trainers, Focal Points and others
who are implementing I Support My Friends. A short example is below.
Risk Assessment Examples Prevention & Mitigation Strategies

Child and • Children and • Full access to information about the aims
adolescent adolescent and purpose of I Support My Friends is a
participants and participants may feel prerequisite to make an informed decision
their caregivers pressure to attend. about wanting to participate in the training.
are not fully aware • Caregivers may • Pay careful attention to the process of
of the programme fear negative obtaining informed consent from the
specifics or the repercussions if they legal or customary guardians, as well as
voluntary aspect of choose to withdraw. informed assent by the participants.
participation.
• Adapt the channels for information
dissemination to the target audience. Make
sure all participants are made aware that
the training is voluntary and that there
will not be any negative consequences,
implied or otherwise, if they choose to
withdraw from the training. They have the
right to withdraw at any time.
• Respect the emerging decision-making
capacity and autonomy among adolescents.
5
PREPARING THE
TRAINING AND
ENGAGING TRUSTED
ADULTS
Supporting and ensuring the wellbeing of peer supporters happens when trusted adults and
other community members are engaged in all phases of I Support My Friends implementation,
starting from the initial preparation. Relevant information should be disseminated to trusted
adults and potential participants though a variety of channels to ensure wide awareness of
I Support My Friends among children, adolescents, parents/caregivers, key community members
and service providers. This generates a common understanding and language for the programme.
The following section outlines key steps to take in preparing for the training, including how to
effectively engage children, adolescence, parents/caregivers and the community. It also gives more
detail about the role of the Focal Point, a trusted adult in the programme who provides guidance
and mentorship to peer supporters.
5.1 THE AIMS OF THE TRAINING
When preparing the training I Support My Friends, it is important to stay focused on its overall aim
– to empower children and adolescents with the skills and knowledge to support a friend or peer
in distress using the principles of PFA. Specifically, by completing the training, participants will:
• Enhance their skills in identifying signs of distress in a friend or peer, providing immediate
support in a safe manner (active listening, showing empathy) and helping to link to further
assistance as required (through the Focal Points).
• Enhance their knowledge of, and trust in, the protective systems around them to which they
can turn for help and support.
• Increase their awareness of how they themselves form part of the supportive networks
available to their peers.
• Become more aware of how to protect their own personal boundaries and wellbeing.
INVOLVING PARENTS, CAREGIVERS, OTHER COMMUNITY MEMBERS
5.2
AND OBTAINING INFORMED CONSENT/ASSENT
Communicating the aims of the programme to the community, trusted adults and participants
is critical in preparing for I Support My Friends. Three sessions/steps are recommended: Step 1,
community information meeting; Step 2, parent and caregiver orientation; and Step 3, child and
adolescent orientation. These steps ensure that everyone understands the how the programme
is run, provide the foundation for the training, and enable parents/caregivers to provide informed
consent and children and adolescents to provide their assent. Disseminating information about
I Support My Friends through orientation sessions also helps to ensure that all participants attend
the training voluntarily, without feeling pressured, thus reducing dropouts later in the programme.
5.2.1 STEP 1 – COMMUNITY INFORMATION MEETING
A community information meeting should be held to introduce I Support My Friends to the target
community. This meeting will start the process for community members to make informed
decisions about their participation in the training and to have any questions answered. The
community information meeting should include information on:
• who the training is intended for and what they will learn.
• where and when the training will be held.
• who is facilitating the training and who is the sponsoring agency.
• what Focal Points are and what their responsibilities will be. If the Focal Points are already
identified they can be introduced during this information meeting. Otherwise, the meeting
may be an opportunity to receive nominations for Focal Points or expressions of interest
from community members to support the programme.
• when and where orientation sessions for parents/caregivers and child/adolescent participants
will be held, how to sign up for the training, and why informed consent/assent will be requested.
Be sure to include time for discussion/questions from the community. Those who sign up for the
orientation sessions or express interest in the training will be invited to the subsequent meetings
that will provide greater detail on I Support My Friends. If there are more people interested in
participating in the training than can be accommodated, develop a plan (e.g., a waiting list) and
communicate this to interested participants in a transparent manner.
5.2.2 STEP 2 – PARENT AND CAREGIVER ORIENTATION
The Focal Points should have already been identified and recruited, and it is helpful if they
participate in the orientation sessions for parents and caregiver as well as for children and
adolescents.

The parent and caregiver orientation is held after the community information session and is
intended for parents and caregivers of children and adolescents who are the target audience
of the training. It is facilitated by the programme team, the Focal Point(s), and/or the training
facilitators. This not only raises awareness among parents and caregivers of the content of the
training but also equips this audience with further knowledge and tools to support their children.
A sample invitation letter to the orientation session is provided below:
DEAR PARENT/CAREGIVER,
Your child has been invited to participate in a training called I Support My Friends. This training
is being facilitated to help your child to know what to say and do when a friend is facing a difficult
situation, and when to ask for support from an adult.
We would like to invite you and your child to an information meeting about the training. In
this meeting, you will have the opportunity to ask any questions that you, or your child, may have.
At the end of the meeting, we would like to ask for your consent to allow your child to participate
in the training.
Details about the orientation meeting:
• When (day and time):
• Where:
On the other side of this letter you can find more information about the I Support My Friends
training.
We look forward to seeing you.
Warm regards,
Name
Role
Organization
At this meeting the following should be covered:
• A detailed overview of the training, including information about the principles of PFA and
peer support.
• Introduction of the Focal Point(s) and the facilitators.
• The opportunity for parents/caregivers to give their input on operational aspects of the
training such as timing, venue and duration.
• Information for parents and caregivers regarding their informed consent – and informed
assent – that will be sought from children and adolescents to participate. See the text
below for further details on informed consent and assent.
• Where and when parents and caregivers who are available can
themselves attend a PFA orientation and how they can register for it.
• Information about child safeguarding, feedback
and complaints mechanisms, accountability, and
how information will be shared with parents
and caregivers as the programme proceeds and if
any concerns arise with their child or adolescent.
It is important to obtain the contact details of the
parents/caregivers and to know the best way to
contact them (e.g., through face-to-face group or
individual meetings, texts, WhatsApp messages, or home
visits) and how they would like to be kept updated.
• How and what information will be shared with parents and caregivers at the conclusion of
the training.
OBTAINING INFORMED CONSENT/ASSENT
Before starting the training, it is essential to get documented permission for the children/
adolescents to participate from their parents/caregivers, generally in the form of a
signature on a form. This is called informed consent and requires adults to have a good
understanding of what the programme is about and to know they are free to choose
whether their children will or will not participate without repercussions. Although
different caregivers may attend the sessions (e.g., older siblings), the informed consent
should be given by a parent or a legal/customary guardian.
While minors are not legally able to provide valid consent for their participation in the
training, their emerging decision-making capacity should still be taken into account. For
this reason, once informed consent is obtained from the parent/caregiver, informed assent
can be sought from the child or adolescent. It is important for both caregivers/parents
and for children/adolescents to receive clear information about the programme so they
can make an informed decision to participate, and to do so freely and without pressure.

A template for an informed consent letter can be found in Annex E of the I Support My
Friends Training Manual.
PARENT/LEGAL OR CUSTOMARY GUARDIAN CONSENT FORM

FOR THEIR CHILD’S PARTICIPATION IN I SUPPORT MY FRIENDS
Please tick to confirm
I confirm that I hold legal or customary responsibility over the child.
I confirm that I have received information about the training my child is going to take
part in.
I have had the opportunity to consider the information, ask questions and have had these
answered satisfactorily.
I understand that my child’s participation is voluntary.
I understand that relevant notes and data will be collected during the training and used
for evaluating the training. The data collected will be anonymous.
I agree to my child’s participation in the training.
Name of child:
____________________________________________________________________________________
Name of Parent/Legal or Customary Guardian:
___________________________________________________________________________________
Signature of Parent/Legal or Customary Guardian:
___________________________________________________________________________________
Phone number in case of emergency:
___________________________________________________________________________________
Date: _____________________________________________________________________________
The orientation sessions for parents/caregivers and for children/adolescents provide the
opportunity to answer questions about informed consent and assent and to provide forms
for signature. Be prepared to collect the letters during these sessions but ensure that
there is no pressure to sign the letter. Some participants may want to take them home to
further consider participating, and then they can be informed how to return letters at a
later time.
In contexts where the caregivers have low literacy skills, alternatives to written consent
can be arranged, such as using a thumbprint. In some contexts, the signing of consent
forms might be a sensitive matter, such as working with persons who have fled violence,
conflict or discrimination. Work together in these circumstances to find local solutions
that are comfortable for participants and their caregivers, and that still ensure informed
consent by the parent or legal or customary guardian.
5.2.3 STEP 3 – CHILD AND ADOLESCENT ORIENTATION
Provide an orientation session in I Support My Friends for children and adolescents prior to the
start of the training – either concurrently with the caregiver orientation or at a separate time.
The orientation session can be done as a recreational activity that introduces the basic concepts
and gives children and adolescents a sense of what they will learn. The child and adolescent
orientation session will:
• introduce the Focal Points and the facilitators.
• present information on the training to children and adolescents a in a child-friendly manner and
ask for their input on operational aspects of the training such as timing, venue, duration, etc.
• discuss informed assent and consent, answer questions about it, and share the letters that
their parents/caregivers will be asked to sign. Distribute informed assent letters (if using).
Lastly, children and adolescents should also be informed that they can stop their participation
at any time.
5.3 THE PARTICIPANTS
I Support My Friends training participants will be children, adolescents and Focal Points. In some
trainings, the Focal Point(s) will co-facilitate the training. Design the training with the specific
composition of the group in mind. Consider, for example:
Ages and Developmental Stages of Participants: Consider these stages and whether any
participants have physical or developmental disabilities requiring adaptations of the training.
More specifics on developmental considerations can be found in Section 3 of this document.
Group Size: The recommended number of participants for this training is between 15–20
per group to allow sufficient time for discussions and practice. The main guiding principle for
determining the group size should be respect for the best interests of the child and the ‘Do No
Harm’ principle. Try to avoid groups larger than 20 participants in order to maintain the quality
of the training.
Training Location: Adapt the location and timing of the training to ensure accessibility to both
boys and girls, working children and others. For example, consider whether the training should be
held in the daytime, be an extracurricular school activity that will take place after regular school
hours, or held during the weekends in order to most effectively ensure participation of all children.
Gender Considerations: The training may be held with mixed groups of boys and girls or
gender-separated groups, depending on the context and culture and the wishes of participants.
If held in mixed groups, try to keep an equal ratio of boys and girls. Participants – particularly
adolescents – may feel more comfortable with gender-separated training or sessions in some
contexts. An option may be to bring both genders together by combining the groups in stages,
i.e., implementing some sessions apart and some sessions together, or to start with a few sessions

apart and then combine both groups. For more information relating to risks and mitigation
strategies in relation to gender, see Section 3.4 and Annex A.
Group Familiarity: It is recommended that the children or adolescents who attend the training
have something in common with each other. For example, the participants may come from the
same community, the same school, and if possible, the same class and/or attend the same youth
club or other community activity. Once formed, members of the group are likely to build bonds
with each other that are mutually supportive. Therefore, try to keep the integrity of the group
over time by helping participants to keep in contact, and avoid adding new participants after the
training has already begun with a specific group.
Example from Turkey

In Turkey, I Support My Friends was piloted with children and adolescents who had previously
attended the Children’s Resilience or Youth Resilience Programmes together (i.e., a structured series
of workshops focused on psychosocial topics).The same age-appropriate groups were used for the
training in peer-to-peer support. In this manner, the participants knew each other well and links could
be made to relevant topics that they had previously worked on together.The facilitators were also
familiar to, and with, the children and adolescents, as they had facilitated the previous workshops.
5.4 THE FOCAL POINTS
The role of the Focal Point(s) in I Support My Friends ensures that adequate adult supervision and
support is provided to peer supporters after the training has been completed. All adults help
to ensure the wellbeing of the peer supporters, but Focal Points have a special responsibility to
check in with the peer supporters on a regular basis, to provide guidance and emotional support,
and to assist in situations where a child or adolescent needs referral. The Focal Points, therefore,
need to be available and accessible to peer supporters, as well as to actively guide the group
of peer supporters to continue social cohesion and skills building. The Focal Points can facilitate
supervision and follow-up with the peer supporters through regular group meetings, as described
below. One-on-one support or supervision may also be required, for example, in situations where
the peer supporter needs assistance helping a peer in distress.
5.4.1 FOCAL POINT QUALIFICATIONS
Focal Points should be responsible adults with basic knowledge of child- and adolescent-
protection and referral pathways to services in the community. Focal Points can then provide
guidance, link to the parents/caregivers (as appropriate and if it is safe to do so) and refer for
further support as needed. Focal Points also need to be able to form trusting and empathic
relationships with child and adolescent peer supporters, and to develop rapport with children of
different ages, genders, ethnicities and abilities.
People selected as Focal Points may include, but are not limited to, the following:
• A community volunteer (e.g., community psychosocial worker or health worker) who is
trusted by parents/caregivers and children and adolescents, and who has skills in working
with children (i.e., has received previous relevant training).
• A designated teacher in the school, a child/youth club facilitator, or a member of the local
child-protection committee.
• A professional staff member from a formal service provider, such as a school counsellor,
MHPSS facilitator, or a child-protection social worker. If the Focal Point is a school counsellor
or community social worker, the specific function of the Focal Point may be supplementary to
his or her existing role.
• Community or religious leaders, who in some contexts are the first point of contact when
people experience distress.
Consultation with children and adolescents themselves is recommended as part of the process of
identifying the Focal Point(s) since they will be best able to identify adults they trust. This can be
done as a separate process before orientation sessions about I Support My Friends are held. It is
important to consider the gender of Focal Points (and gender balance if there is more than one
Focal Point), based on contextual and cultural needs analysis.
5.4.2 DESIGNING THE ROLES AND RESPONSIBILITIES OF THE FOCAL POINT
The roles and responsibilities of Focal Points should be designed to respond to the needs of the
community. Consider the following when refining the Focal Point’s role:
• The needs among both the peer supporters and other children/adolescents in the community.
What scope and level of follow-up is required for the peer supporters in the particular
context?
• The prevailing norms linked to gender and culture. Who is a safe and appropriate Focal Point
in the local context (e.g., considering age, gender norms, risks for stigma)?
• Existing community structures and their capacity. What is the most sustainable option?
• Opportunities for strengthening the protection system for children and adolescents. Do
linkages exist, or can they be developed between informal and formal structures?
• The Focal Point to child/adolescent ratio. The ratio depends partly on the context; however,
a general guideline is one Focal Point for 15-20 participants. A school counsellor may be
responsible for a larger number of children as part of his or her role. What ratio is most
suitable to ensure that all peer supporters have access to the support required?
• The possibility that more complex responsibilities are required from the Focal Point(s). Focal
Points may require more advanced knowledge and experience if, for example, they will be
facilitating group meetings on self-care among the peer supporters or where peer
supporters are likely to meet other children or adolescents in significant distress. What
knowledge and experience does the Focal Point need in the context of children and
adolescents in this community?

5.4.3 DUTIES OF THE FOCAL POINT
The duties of the Focal Point include the following:

• Meet regularly with the group of peer supporters in a manner sensitive to age, gender,
disability and culture. In the beginning when the participants are new peer supporters, or in
contexts where the needs are high, follow-up meetings should be held weekly or bi-weekly.
Once the Focal Point is certain that the peer supporters have enough experience and can
manage their role, the meetings can be phased out to monthly. On-demand support should
always be available for peer supporters in addition to the regular meetings.
• Help peer supporters set boundaries and provide guidance about when further support or
referral is necessary. This may require individual follow-up with peer supporters in addition
to the group meetings. Skilled and experienced Focal Points may facilitate more in-depth
dialogues on self-care, personal boundaries and psychosocial support.
• Provide the opportunity for children and adolescents, in an age and gender sensitive manner,
to give confidential feedback about I Support My Friends and ensure that such feedback is
shared with relevant stakeholders.
• Work closely with parents, caregivers and child protection or social services to ensure that
referrals appropriately involve parents/guardians and the relevant authorities.
• It is advised that the Focal Point(s) introduces themself and explains their role in depth,
both in the initial orientation session about I Support My Friends and in the training with the
children/adolescents. If possible, the Focal Point(s) can co-facilitate the training.
5.4.4 SUPPORTING AND SUPERVISING THE FOCAL POINT
It is important to ensure that both the training facilitators and the Focal Point(s) have access to
adequate support and supervision to ensure accountability, quality and their own wellbeing. Some
examples of possible supervision relationships for Focal Points are as follows:
• If the Focal Point is a trained community volunteer, child-protection committee member or
a child/adolescent club facilitator, technical supervision may be provided through regular
meetings with a child-protection expert or MHPSS staff from a community centre.
• If the Focal Point is a child-protection committee member, the committee leader may play a
supportive role to the CP or MHPSS expert providing technical supervision.
• If I Support My Friends is implemented in a school and the Focal Point is a teacher, such
support may come from the school counsellor.
• If the training forms part of a community-based health programme and the Focal Point is
a community health worker, supervision may be arranged through the facility-based health
provider, such as a psychologist.
The lines of accountability for the Focal Point(s) are also important to consider. It should be clear
to the children and adolescents from the onset of the training what behaviour they can expect
from the Focal Point(s), and how and to whom they can communicate any concerns in the event
that the Focal Point’s actions fall outside of these expectations (child safeguarding).
6
FACILITATION OF
THE TRAINING
WHO CAN FACILITATE THE TRAINING WITH CHILDREN
6.1
AND ADOLESCENTS?
The training can be facilitated by professionals, such as teachers, school/learning centre staff,
social workers, health workers, psychologists or counsellors, or by community-based MHPSS
or child-protection workers. Under the supervision of professionals, the training may also be
facilitated by well-trained volunteers working directly with children or adolescents, for example,
in the aftermath of conflicts and natural disasters or in spaces for child- and adolescent-friendly
activities. Wherever possible, select facilitators who are existing community members.
All trainings in I Support My Friends should have at least two facilitators: one lead facilitator and
one co-facilitator. To ensure gender inclusion and sensitivity, find the appropriate balance between
female and male facilitators for the particular group of participants.
Facilitators of I Support My Friends should:

• have undergone rigorous screening and selection according to criteria for child protection
and safeguarding.34
• have experience facilitating structured psychosocial workshops/training with children
and adolescents.
• understand the local culture and context of the children and adolescents they will
train (including local risk and protective factors, services, support mechanisms and
referral pathways).
• preferably speak the same language as the participants. If this is impossible, provide training
together with well-trained interpreters. If interpreters are used, they should have completed
the same foundational training as the facilitators. It is important that facilitators and
interpreters collaborate carefully in preparation for the training, such as considering together
how best to translate certain terms.
• be knowledgeable about child and adolescent development; common reactions to crisis
events; MHPSS principles and approaches; child-protection identification and referral; and
approaches to child participation that are sensitive to age, gender and ability.
• have practical experience working with children and adolescents in crisis situations.
• understand the importance of supervision and support for themselves, and the role they play
in supporting each other as co-facilitators.
Additionally, it is valuable if the facilitators:

• have delivered at least one PFA training to an adult group.
• are available to provide follow-up over time with peer supporters and their Focal Points, such
as by offering refresher trainings. Continuity in follow-up by the original training facilitators
can promote a sense of stability, trust and familiarity.
• have experience in working with children/adolescents with disabilities.
34
See section 2.3.1 on Child Safeguarding and Protection Policy in The Alliance for Child Protection in Humanitarian Action, Minimum
Standards for Child Protection in Humanitarian Action, 2019 Edition, 2019.
Child and adolescent participatory approaches to training may also be explored. For example, in
Mongolia peer educators were trained and paired with teachers to implement instruction in
I Support My Friends. For more information on child and adolescent participatory approaches,
see Section 4.2 of this document.
FOUNDATIONAL PRE-TRAINING FOR FACILITATORS

6.2
AND TRANSLATORS
Before embarking on the training in I Support My Friends, facilitators and translators should
complete foundational training on the key topics outlined below. A forthcoming Manual for
Training of Facilitators and Focal Points will include a list of training resources on these topics,
various teaching methods for adult learners, guidance to accommodate different learning styles,
and specific guidance on the required supervision and coaching for facilitators. The foundational
training for facilitators will be divided into two categories: child-protection skills and MHPSS skills.
Foundational child-protection skills to ensure the best interests of the child:

• Child safeguarding and Code of Conduct.35
• Child protection (CP): how to detect and respond to abuse, neglect, exploitation and violence,
and how to assess and handle child-protection risks.
• Facilitation and communication skills with child and adolescent participants.
• Equality and non-discrimination.
• Child and adolescent participation and inclusion.
Foundational MHPSS skills for providing children and adolescence with basic psychosocial support:
• Psychological first aid for children (see examples in Section 5.2.2).
• MHPSS principles and approaches.36
• Factors that help positive coping (resilience).
• Child development, and the impacts of exposure to adversity for children of different ages and
developmental stages.
• How to recognise signs of more serious mental health issues among children and adolescents
and provide appropriate support and/or referral.
35
As per the Minimum Standards for Child Protection in Humanitarian Action (The Alliance for Child Protection in Humanitarian Action,
2019), all organisations should have a child safeguarding policy, procedures and related implementation plan that seek to prevent staff,
operations, or programmes from harming children. A child safeguarding policy explains an organisation’s commitment to keeping children
safe from any possible harm caused by staff, operations, or programmes. Child safeguarding is part of the action being taken to address
all harassment, exploitation and abuse committed by humanitarian staff and associates. Child safeguarding must build on the principles of
Protection from Sexual Exploitation and Abuse. Keeping Children Safe is a good source of information and guidance on safeguarding.
36
Inter-Agency Standing Committee (2007) IASC Guidelines for mental health and psychosocial support in emergency settings.

The scope of the facilitator foundational training package will depend upon the local context,
and on assessment of the previous knowledge and experience of the facilitators. The Manual
for Training of Facilitators and Focal Points will contain an assessment tool in order to guide
the design of content of the foundational training for facilitators. Facilitators should also have
thorough knowledge and understanding of the challenges that children and adolescents face in
the community, so that they can provide context-specific information and support.
Working with translators: If the training is going to be implemented with the support
of translators, they are encouraged to participate in the same training as the facilitators.
This helps them to learn key terms and phrases, and to get a better sense of the aims of the
training. Whether or not translators participate in the foundational training, it is important that
facilitators collaborate closely with them prior to the training. Talk through the training and
materials in detail so translators know what to expect, and agree together on how to translate
key terms, such as ‘psychosocial distress’ or ‘personal boundaries’.
6.3 FACILITATORS: ROLE AND RESPONSIBILITIES
All trainings should have at least two facilitators – one lead facilitator and one co-facilitator. This
is important to:
• ensure compliance with minimum standards for child safeguarding.
• help to effectively respond to the needs of the group and individual participants.
• provide an excellent opportunity for on-the-job learning, including observing another
facilitator and receiving constructive feedback.
• encourage staff care and wellbeing since facilitators can support each other.
The Focal Point is also present at the training and may be able to assist the facilitation.
As with the Focal Points, the appropriate gender balance among the facilitators should be
considered. If the training will be implemented with girls and boys in a mixed group, it is strongly
recommended that the lead and co-facilitator be of different genders. This way, the participants
have the option to engage with either the female or male facilitator.
The roles and responsibilities of the lead and co-facilitators need to be clear and without
ambiguity. This is achieved by preparing the training together carefully. The section below outlines
the tasks of each of the facilitators. The lead and co-facilitators can share the responsibility of
facilitating some sessions, if they like, and they should be prepared to cover for each other in the
event that something unexpected happens.
The lead facilitator is the main person responsible for the training, including planning and
delivery of the sessions. The co-facilitator helps to keep time and supports the lead facilitator
in planning and delivery of the sessions (for example, assisting the setup of activities, helping
children and adolescents to carry out activities, and observing role plays). The co-facilitator also
helps to observe the participants’ reactions and responds to emotional reactions in the training;
co-facilitators provide support to participants who may become upset or need to take time out
of the training for any reason. The co-facilitator may also conduct some sessions and helps in
reviewing the training days with the lead facilitator in order to make any necessary adaptations
or improvements.
Co-facilitating sessions requires active attention from all parties. The co-facilitator needs to be
alert throughout the sessions in case the lead facilitator or individual participant requires support
for any reason. The lead facilitator should also observe the group continually and be attentive to
any specific needs of the group or of an individual participant that may arise.
Having a system of debriefing with the facilitators after they have implemented a training in
I Support My Friends is also important in order to document experiences and findings, which in
turn feeds into learning at both national and global levels (see Section 7: Quality and Impact).
6.4 FACILITATOR PREPARATION
Knowing the participants: A central component of preparing for the training is that the
facilitators get to know the participants and their situation as much as they can before the
training. They should discover as much as possible about what the participants may have
experienced and what they have in common. Spending time on this process will allow the
facilitator to draw on these specific experiences of the participants, help to build positive group
dynamics and help to ensure that the activities are appropriate for the group.
The location of the training can provide natural entry points to getting to know the participants.
For example:
• Consultations with teachers, school counsellors and parents/caregivers can be helpful for
trainings implemented at schools.
• Consultations with MHPSS staff, child-protection staff, volunteers and others familiar with
the situation of the children and adolescents can be beneficial for trainings held in
community centres.
In some contexts, the training may be carried out by the same facilitators who have implemented
other psychosocial activities with the group; these facilitators will already have in-depth
awareness of the participants and can link the content of I Support My Friends to previous
activities and discussions. It can be helpful to ask participants to complete a pre-training
questionnaire to gather information about them in advance. (Refer to Annex F of the Training Manual
for an example of a pre-training questionnaire.) However, it should be noted that the process of
getting to know the participants does not include assessing individual children or adolescents to
determine their wellbeing, or who is suitable for the training. Any child or adolescent is welcome.

It is simply a tool to help form the groups with consideration given to age, gender, literacy,
previous experience of organized children’s activities, dietary or other special requirements.
Knowing the context: It is also important that the facilitators are aware of the local context,
with sensitivity to culture, religious practices, gender norms, power dynamics and aspects of
conflict sensitivity. Such knowledge is essential to effectively detect, mitigate and address risks
to children and adolescents. (For more information on ethical considerations, see Section 4 of this
document.). Being aware of the context will also help to determine the appropriate structure
and gender balance of facilitators, to decide whether there is a need for specific female or
male training groups, to know how to best inform parents and caregivers, and to know which
community members to keep involved and informed.
If the one of the facilitators is not from the same region or community as the participants in
the training, it is important to try to pair the facilitator with a local co-facilitator who can help
ensure that the language, communication and references to case studies are all relevant to the
particular group.
“It was very helpful to have local or regional co-facilitators. I was from the same country and
know the areas the children came from, but I did not know the children very well. Having two
facilitators who had known them for a couple of years helped to create a safe environment for
both the children and for us, the facilitators.”
Facilitator in a pilot training in Japan.
Knowing the services and referral pathways: Link all trainings for children and adolescents
on peer support with the existing child protection systems and other support services and
develop and regularly update a service map with referral pathways and procedures. Facilitators
and the assigned Focal Point(s) should be fully aware of when and how to respond to urgent
cases and who is responsible for making referrals and necessary follow-ups. Children and
adolescents should trust and feel comfortable in seeking support from the Focal Point(s) as well
as other trusted adults associated with the programme.
Focal Points are responsible for making referrals to other service providers. Children or
adolescents should not themselves be responsible for making referrals to medical services, law
enforcement or social services. However, they should not be actively discouraged from contacting
relevant support services, particularly in emergency situations. It should be acknowledged that
it may happen in exceptional cases that children (in particular older children/adolescents) make
their own contact. Therefore, it is important that relevant service providers and supportive
structures in the community are aware that the training is being conducted and know how to
communicate with responsible adults in the programme if children contact them directly.
6.5 CHILD-CENTRED LEARNING
Children and adolescents learn differently according to their age and development stage,
personality and experiences. Some learn best by reading, others by seeing visual images, others
by hearing, and some through using their bodies and ‘doing’. Using a mix of training techniques
and approaches helps to keep the training interactive and interesting for participants.
The facilitators should adopt a flexible approach during the training, and utilise feedback from
participants, both verbal and non-verbal, as a guide to adapt or improve the training approach.
For example, ask the participants to share their preferred methods of learning and adapt
the activities as necessary to accommodate different learning styles. Usually, children and
adolescents (just like adults) learn best when ‘doing’. Therefore, physical activities, energisers and
role-plays should be prioritised in the training schedule.
A key aspect of learning is being able to understand and relate new skills and knowledge to
real-life contexts. Case studies and examples provided in the training should be reviewed and
adapted as necessary to fit the local context. The training of the facilitators provides a useful
opportunity to start adapting and contextualising the materials as appropriate. Role-plays that
show situations common in the local context should be encouraged, so that the participants can
recognise and relate to them more easily.
6.6 FACILITATION METHODS AND TECHNIQUES
Building children’s and adolescents’ skills in PFA is not just about the specific activities of the
training but is also about how these activities are facilitated. The facilitator is a role model and
is responsible for the atmosphere and communication within the group. To create a stimulating
space for the learning of life skills, facilitators should establish a fun, safe, non-judgemental
and inclusive environment.37 This can be achieved by using a variety of facilitation techniques
and by being prepared to deal with difficult emotions. (See Annex B for a list of activities.)
Good facilitation skills are the foundation for developing trust, empathy and tolerance between
participants, and they provide the basis for successful training outcomes.
37
For more information, see chapter 8 in Save the Children (2015) The Youth Resilience Programme – Theory and Programmatic Guide.

38
CREATING A FUN, SAFE AND INCLUSIVE LEARNING ENVIRONMENT
Fun
Laughter and fun have a series of benefits that support learning. Laughter eases anxiety and
fear and improves the mood of the participants. It also lowers stress hormones, relaxes muscles,
and can elevate levels of serotonin and dopamine in the nervous system. Moreover, having fun
has social benefits for the group, as it strengthens relationships, enhances teamwork, helps
defuse conflict and promotes group bonding. As a facilitator, mix the emotional, social or
cognitive challenges in the training with fun and creative activities, including art and music. The
more facilitators encourage creativity and tap into the participants’ sense of fun, the easier
it will be to introduce greater challenges. Some people think of play and fun as the opposite
of work. However, children and adolescents (and adults) learn best when having fun. A good
facilitator balances playfulness, creativity and seriousness at the same time.
Safe
One of the main principles of PFA is the safety of the peer supporter – both emotional and
physical. The facilitator should therefore be aware of safety issues including:
Physical safety: Consider participants’ physical safety in terms of the learning environment,
the materials distributed, the building being used, the location of the training and the route that
participants will have to take to get there.
Social and emotional safety: Although the training raises some sensitive subjects, it is
designed to maintain the social and emotional safety of the participants. The following are
important considerations for creating an environment that is both socially and emotionally safe:
• Ask participants to respect one another.
• Never allow mocking or bullying.
• Set clear ground rules and apply them.
• Ensure that activities are appropriate to age, gender and culture and are not embarrassing
for participants.
• Never force participants to engage in an activity that they don’t want to do.
• Support group inclusivity and react if someone is excluded.
• Encourage children to speak positively about their parents/caregivers/peers.
• If any child has a difficulty or problem with anyone else, he or she should feel able to tell
the facilitator.
• Model well-balanced, kind and respectful behaviour, and validate all opinions.
• Facilitate and model positive and constructive feedback that focuses on content and not
individual skills or performances.
38
Table from The Youth Resilience Programme:Theoretical and Programmatic Guide, published by Save the Children in 2015. This has in turn
been based on the manual Fun, Safe, Inclusive – a half-day training module on facilitation skills, also published by Save the Children in 2015.
• Handle strong emotions in the group.
• Keep participants well informed about activities and manage expectations. For example, if it
is not possible for everyone to share their opinions, tell them in advance.
• Keep a clear structure, be well prepared and keep time, as this enhances the participant’s
sense of structure and safety.
• Refer children or adolescents to the appropriate services if there is a concern about their
wellbeing or protection.
• Respect the personal boundaries of the participants. As facilitator, Focal Point, or another
adult within the training, avoid any form of physical touch.
It is essential that the facilitators are fully aware of the organisation’s child-safeguarding
policy and code of conduct, actively working towards implementing these policies throughout
the training.
Confidentiality within the training is an important aspect of establishing a safe learning

environment. The topic of confidentiality is presented to participants in Session 1 of the training,
when discussing ground rules and mutual expectations, and discussed further in Session 8.
The training should apply the same rules of confidentiality as for other activities conducted
by the organisation when staff and volunteers are working with children, adolescents and
their caregivers. Personal information shared by participants during the training should not
be disclosed outside the group. The exception to this is if a child is in need of child protection
services and safeguarding, such as if a child discloses violence, abuse, exploitation or matters
that conflict with national law. This information should be reported in a way that is safe and
confidential and that does not put the child at further risk. If such matters are brought up in the
training, the facilitator must inform the Focal Point(s), who can help to address this.
Inclusive
The facilitator should ensure the inclusion of all participants. For example, they should make
sure that all opinions are respected and no one is intimidated, and that children with disabilities
are able to effectively take part in activities. There are various methods to make sure that all
participants, not just those who are outspoken, have the chance to express themselves.
• Explain the instructions and process to participants before every activity.
• Demonstrate exercises in front of the group so that everyone has a chance to understand.
• Use energisers (see Annex B) to help children and adolescents focus when they may
have a short attention span.
• Use a range of methods to benefit different participants, depending on their learning styles.
A variety of activities creates opportunities that engage each participant – including those
with disabilities.
• Brainstorm in pairs or small buzz-groups if there are shy participants in the group, before
discussing in plenary.
• Let participants take turns. This will allow different participants to speak.

• Invite participants who have not said much to participate. However, do not pressure anyone
to speak.
• Check on participants when they are doing group work. Encourage them to take turns
presenting. Also, encourage them to help each other to solve the task.
• Work with the input of participants and adapt sessions to their everyday life.
• Make sure that everyone understands instructions and information being shared.
Ask, “Are there any questions?” Invite discussion and be attentive to nonverbal signals that
children may not be fully understanding.
• Use participatory methods in doing recaps.
• Use a suggestion box to gather participants’ reflections. For example, place a cardboard
box in the room for ideas and feedback.
When implementing group activities, make sure that every group can follow along and is at
the same stage of the exercise before moving on to the next step. Some groups will be more
creative or work faster than others. Role model patience and be careful with giving praise to
those participants who work fast, as it may trigger negative emotions in others.
6.7 DEALING WITH DIFFICULT EMOTIONS OR REACTIONS IN THE GROUP
The starting point for I Support My Friends when dealing with difficult emotions in the group is
that all emotions are valid. This concept is important for peer supporters to understand both
for themselves and when helping their friends. The training is designed to enhance awareness
among children and adolescents so they can recognise that a peer is not feeling well and
respond appropriately, giving suggestions to link them to further support when needed. Even
though the training is designed to be sensitive to safeguarding the emotional and social safety of
participants, difficult feelings could still arise as participants explore sensitive topics. The training
might evoke emotions such as anger, sadness, fear, worry, confusion and/or guilt. Participants are
encouraged to think of generic examples of how children or adolescents might react in times of
distress, but some children might still draw upon personal experience or experiences of friends
or family members. Some children might also disclose a sensitive event, or reveal something about
themselves or a peer that is a child-protection concern.
If difficult emotions are expressed, they should be acknowledged and addressed, and not ignored
or discouraged. The facilitators need to be prepared to adapt the training and activities to
respond appropriately.
Here are some guidelines in facilitating the training in this context39:
• Give choices: Be sure everyone in the group knows ahead of time what will be discussed and
that the focus lies on generic examples. Explain that if anyone becomes upset when talking
or hearing about common reactions to distress, they may ask permission to take a break
from the group for a few minutes. However, emphasise the preference that participants stay
together as a group as much as possible, since they can provide support to each other. Also
explain that if a participant would like to discuss a concern about their own life or about a
peer, it can be done privately with the co-facilitators during a break or after the training.
• Respect each other’s private information: Let participants know from the beginning
that the training is a safe space. At the beginning of the training, explain the concept of
confidentiality within the training and the exceptions to this principle.
• Respond to personal stories: If a participant shares a personal story, respect what they
have to say and let the person know that you appreciate what they have shared with the
group. If a person expresses strong emotions, try to reflect those back. For example, “I can
see that this has been a very difficult experience for you.” Some facilitators worry that if
participant talk about their experiences, they might feel angry or sad. This may happen,
but sometimes it also helps participants feel stronger. For some, it is a relief to share. They
can often get support from the group. If the participant shares information about a critical
incident or issue (e.g., experience of abuse or exploitation), gently thank the participant for
sharing his or her story and affirm that this sounds very difficult indeed. Do not ask probing
questions or ask for details in front of the larger group of participants. Instead, invite the
participant to pursue the conversation individually with the facilitators later. After the
training, follow up with the participant to ensure that they are safe and determine if further
support is needed.
• Acknowledge other participants’ feelings: If a participant reacts to a discussion or a
role-play, acknowledge these feelings in a way that does not make the person feel ashamed.
For example, “Observing this role-play has touched you very deeply. There might be others in
the room who are feeling the same way.”
• Change the mood: After talking about difficult issues, it is a good idea to do an activity
that facilitates a change of mood in the group. Taking a break or playing some music that
participants can move to may also facilitate a process of calming down or changing the mood.
It is also important for facilitators to be prepared to deal with other forms of reactions in the
group, such as disagreement or conflicting perspectives. In these instances, facilitators may:
• Refer to the ground rules. Remind participants of the agreed-upon ground rules of the
group. For example, participants have the right to express their opinions as long as they are
respectful to others.
• Role model calm behaviour. As a facilitator, demonstrate how to remain as calm and
neutral as possible. Acknowledge that it is all right if participants do not agree with one
another.
39
Save the Children (2012) The Children’s Resilience Programme.

• Turn the disagreement into something positive. Give nuance to the situation by explaining
that different perspectives are valuable since they can stimulate dialogue and discussions.
• Change the mood and activity. Move on with the training, but consider alternative
modalities such as breaking the participants into smaller groups. Changing groups is also a
strategy to give some time and space to those who have a conflict with each other.
Note: While the training is open to all children, it is important to consider the participants’
specific circumstances. Children or adolescents who reveal that they are in the midst of a crisis
may be absorbed in their own situation and not yet ready to attend to others. At the same
time, it can be soothing to be part of a group and empowering to help others. Moreover, all
participants should be informed that they are not expected to implement peer support upon
completion of the training. Rather, these are skills they can use when and if the need arises and
when they feel ready.
Facilitators can explore whether individual participants feel comfortable with the training at this
particular time in their lives and offer them options for safe participation or for attending a later
training. The most important thing is for the facilitators to ensure emotional and social safety
during the training.40 This means monitoring how participants are doing, responding supportively
as needed (e.g., if they feel overwhelmed or distressed) and identifying and referring participants
who need more professional help. The responsible Focal Point(s) assigned to mentor and support
participants after the training should also monitor and support participants over time. For more
information on the qualifications, roles and responsibilities of the Focal Point(s), see Section 5.4 of
this guide.
40
Save the Children (2016) Fun, Safe, Inclusive: A half day training module on facilitation skills is a useful resource.
7
QUALITY AND
IMPACT
Quality and impact of the training is ensured and measured through various processes of
accountability, monitoring, evaluation and learning. Each of these is discussed in more depth below.
7.1 ACCOUNTABILITY
In compliance with the Core Humanitarian Standard on Quality and Accountability,41 I Support
My Friends should be integrated into the accountability system of the larger programme/project
of which it is a part.
In addition to sharing relevant information about I Support My Friends with children, adolescents
and their parents, caregivers, or legal or customary guardians before the training, create
opportunities for them to participate in the planning, implementation and follow-up of the
programme. For example:
• Consult children and adolescents, in addition to their parents, caregivers and other trusted
adults, when assessing the risks that may be associated with implementing I Support My
Friends in the local context and developing the mitigation plan.
• Consider the realities of the children’s and adolescents’ lives when planning the training, with
regard to timing, duration and venue. Consult the children and adolescents themselves on
these decisions as experts on their own situations, as well as their parents and caregivers.
• During the training, give opportunities for participants to provide their feedback and input
on a regular basis to ensure that it is meeting their needs, as well as to course correct any
difficulties that may arise. Participants in I Support My Friends are encouraged to share their
ideas and feedback after each training day. These and other channels of communication
ensure meaningful participation of children and adolescents, their parents and caregivers, and
useful adaptation of the training to the audience.
• Put in place diverse mechanisms for providing feedback, ideas and complaints. A suggestion
box that is easily accessible for participants can help to gather feedback – including
anonymous suggestions or complaints. Inform participants how to contact the Focal Point(s),
and if possible, provide a hotline number. Clearly explain accountability mechanisms, including
how to submit complaints and how those are handled, including protecting confidentiality.
This will help to ensure timely detection of and attention to any child-safeguarding concerns.
• Involve children and adolescents in programme monitoring and evaluation, including
gathering their perspectives on the perceived impact of the trainings, both intended and
unintended effects, and recommendations for the future.
For more information on child-friendly accountability mechanisms, see:

• Save the Children (2014) A Toolkit for Monitoring and Evaluating Children’s Participation.42
• Plan International (2018) Child-Friendly Feedback Mechanisms: Guide and Toolkit.43
41
https://corehumanitarianstandard.org/the-standard.
42
https://resourcecentre.savethechildren.net/document-collections/toolkit-monitoring-and-evaluating-childrens-participation.
43
https://plan-international.org/publications/child-friendly-feedback-mechanisms-guide-and-toolkit.
7.2 MONITORING
Monitoring is an ongoing process of reflection during the training that helps to ensure that
the training is on track to meet its aims and to make any necessary adaptations or course
corrections that best meet the needs of the group and context. Ongoing monitoring also ensures
that minimum standards for training of children and adolescents are being met.
An important aspect of monitoring is the debriefing session between facilitators at the end of
a training day. Such reflection and conversation provide a chance to identify what worked well
and what can be changed/improved on the next day. Facilitators can consider topics such as
any sensitive issues that arose, which activities worked well, and the individual needs of any
participants, including those who might require additional follow-up or referral. If possible, brief
monitoring notes should be kept at the end of every session to document learning and provide
the rationale for changes to improve future sessions.
Minimum standards should be ensured when implementing I Support My Friends, guided by tools
such as:
• The Minimum Standards for Child Protection in Humanitarian Action
• IASC Guidelines for Mental Health and Psychosocial Support in Emergency Settings
• UNICEF Operational Guidelines: Community-based Mental Health and Psychosocial Support in
Humanitarian Settings. Three-tiered support for children and families (field test version)
• IASC Common Monitoring and Evaluation Framework for Mental Health and Psychosocial Support
Programmes in Emergency Setting
Some organisations also use quality benchmarks to monitor activities such as trainings and
structured psychosocial activities for children and adolescents. These outline the ideal quality
standards (rather than the minimum standards accepted) and can also be useful to monitor
I Support My Friends.
7.3 EVALUATION
Evaluation is conducted to understand the overall impact of the programme – including both
intended and unintended outcomes.
To evaluate outcomes of the training, questionnaires can be given to participants at the end of
the training. Two options for post-training questionnaires have been included in Annex O of the
Training Manual: one focused on evaluating how participants experienced the sessions and
one focused on what participants learned during the training. Moreover, the last activity
in the training entails a ‘Spider Web’ exercise where participants answer a set of pre-determined

questions about their experiences in the training. It is also valuable to extend this session to
include a focus group discussion with the participants, in order to gather their perspectives on
what worked well or could be improved. Questions may include:
• What did you enjoy the most about the training?
• What did you enjoy the least?
• What did you think was most useful from the training? What are some of the key learnings for you?
• What did you think was least useful from the training?
• Was there any activity or discussion that you did not like or that you think other children in your
community would not enjoy or feel comfortable doing?
• To make the training even better, what could we change or add so children would enjoy the training
even more (or could learn better)?
The IASC Common Monitoring and Evaluation Framework for Mental Health and Psychosocial Support
Programmes in Emergency Settings44 provides valuable guidance for assessment, research, design,
implementation, monitoring and evaluation of MHPSS programmes in emergency settings. It is a
framework of common outcomes and indicators that can be used to guide the development of
a monitoring and evaluation framework for specific programmes such as I Support My Friends.
Within this framework, training in peer support can contribute to the following outcomes:
• Outcome 3: Family, community and social structures promote the wellbeing and development
of all their members; and
• Outcome 4: Communities and families support people with mental health and psychosocial
problems.
Indicators guided by the IASC Framework that can be considered for I Support My Friends are:
• Children (disaggregated by age, sex and disability) with opportunities to engage in learning
developmentally appropriate socio-emotional skills (Outcome 3; Indicator 11).
• Change of perceptions of children (disaggregated by age, sex and disability) towards a peer
with psychosocial problems pre- and post-training (Outcome 4; adapted version of Indicator 4).
• Increased knowledge for children (disaggregated by age, sex and disability) about supporting
a peer with a psychosocial problem pre- and post-training (Outcome 4, adapted version of
Indicator 4).
Furthermore, it is recommended that I Support My Friends is considered in outcome evaluations

of the larger programme/project in which it is embedded. Evaluations of development and
humanitarian aid are often guided by the criteria of relevance, effectiveness, impact and
sustainability, developed by the Organisation for Economic Cooperation and Development
Assistance Committee (OECD DAC).45
44
IASC Reference Group for Mental Health and Psychosocial Support in Emergency Settings (2017). Additional guidance may also be
found in the IFRC Psychosocial Monitoring and Evaluation Framework (2016) IFRC Psychosocial Centre.
45
OECD DAC, DAC Criteria for Evaluating Development Assistance.
Examples of questions are:
• Relevance: How was I Support My Friends adapted to be appropriate to the context and
situation of the participants?
• Effectiveness: To what extent were the aims of I Support My Friends achieved? What factors
contributed to the achieving or not achieving those aims?
• Effectiveness: Were the basic preconditions and minimum standards met, such as sufficient
adult support from the Focal Point(s), facilitators and the proper integration and use of
referral pathways?
• Impact: What were the changes brought about by I Support My Friends? Has there been an
increase in the number of children or adolescents identified and referred to relevant services?
Do children and adolescents in the school/community report improved psychosocial support?
How do the individuals who received peer support describe the outcomes of the support?
Were there any unintentional positive or negative changes as a result of the training and
implementation of I Support My Friends?
• Sustainability: To what extent have the participants been able to use their peer support
skills over time, i.e., what is the level of permanence of the impact of the training in I Support
My Friends?
• Sustainability: How can I Support My Friends be effectively extended to other groups of
children/adolescents and to other locations? What are the technical and operational
recommendations in this regard?
7.4 LEARNING
Gather the various lessons learned from monitoring and evaluation activities, and from
reflections of participants and others involved in the programme, to share with both the local and
global communities of practice. This contributes to everyone’s learning and to improving mental
health and psychosocial support approaches for children and adolescents in the local context
as well as offering useful information for implementing in other contexts. To share learnings and
experiences with the global community of practice, send e-mail or report to:
[email protected]

The table below can help to guide the review of successes and learnings from your context. It is
focused on (1) programmatic aspects, (2) operational aspects and (3) aspects linked to facilitator
and Focal Point(s) capacity-building, organisation and support.
Programmatic aspects • Context, timing and agenda

• Principle of fun (enjoyable, interesting)
• Principle of safety (physical and emotional)
• Principle of inclusiveness
• Sensitive to age
• Sensitive to gender
• Sensitive to disability
• Sensitive to culture and context
• Child rights-based approach
• Adult supervision and follow-up
• Child safe programming
• Other programmatic aspects
Operational aspects • General operational aspects (e.g., the venue)

• Target group: eligibility criteria and selection process
• Communications about the training
• Monitoring, Evaluation, Accountability and Learning
Facilitators and Focal • Technical and professional competencies and knowledge of the
Points – Capacity facilitators and Focal Points
building, organisation • Training and technical supervision
and support
• Co-facilitation
For each aspect, several sub-domains are outlined. They are based on global practice and
standards for what constitutes quality psychosocial training/intervention. Questions to help guide
the review of Lessons Learnt for I Support My Friends in each domain is provided below.
LESSONS LEARNT FROM I SUPPORT MY FRIENDS

For all sub-domains, please describe:
• Any ideas, suggestions, learnings or recommendations that emerge, including from children
and adolescents themselves.
• Any adaptations made, the reasons for these and the outcomes.
Guiding questions for each sub-domain are presented next.
PROGRAMMATIC ASPECTS
Context, timing • In which context (humanitarian, protracted crisis, development, etc.) was
and agenda I Support My Friends implemented and what were the outcomes?
• Did the training follow the agenda and suggested timing in the manual?
If so, how well did it work? If not, what was changed or done differently?
Principle of • Which activities/content did the participants like the most and why?
fun (enjoyable, • Among the activities/content, were there any activities that the children/
interesting) adolescents seemed not to enjoy or find interesting? If yes, which ones
and for what reason(s)?
Principle of • Among the activities/content, were any found to be unsafe, either

safety (physical emotionally or physically?
and emotional) • Did any of the activities cause difficult emotions for the participants? If
yes, which ones and for what reason(s)?
Principle of • Among the activities/content, were any not inclusive of all participants? If
inclusiveness yes, which ones and for what reason(s)?
Sensitive to age • Among the activities/content, were any unsuitable to the age group of
the participants? If yes, which ones and for what reason(s)?
Sensitive to • Among the activities/content, were any insensitive to the needs/situation

gender of boys and girls (i.e., not gender sensitive)? If so, which ones and for
what reason(s)?
Sensitive to • Among the activities/content, were any found to be insensitive to children

disability living with a disability? If yes, which ones and for what reason(s)?
Sensitive to • Among the activities/content, were any inappropriate to the culture or

culture and context in which the piloting took place? If yes, which ones and for what
context reason(s)?
Child rights- • In what ways did the content and design stimulate or not stimulate the
based approach safe, active and meaningful participation of children?
• In what ways did the training respect or not respect the principle of non-
discrimination?
Adult supervision • How was adult supervision and follow-up after the training ensured?
and follow-up
• Was the manual adapted? If yes, what was changed and why?
Child safe • Did the training prepare the participants adequately and sufficiently?
programming • Did the participants feel they were confronted with unexpectedly difficult
things that they were not prepared for?
Other • Was there anything else that was adapted or changed for reasons that
programmatic were not mentioned above? If so, what was changed and why? Please
aspects describe what was adapted and the outcomes of this.

OPERATIONAL ASPECTS
General • How would you describe your overall experience implementing I Support
operational My Friends?
aspects • Did you face any operational challenges? If yes, what were they and how
were they resolved? (For example, lack of materials, venue issues, challenges
with practical arrangements.)
Target group: • Who was selected to take part in I Support My Friends?

eligibility criteria • How were the participants mobilised and selected? What worked well /
and selection did not work well in selection of participants, and why?
process
• How were Focal Points recruited and selected? What worked well/did
not work well in selecting Focal Points, and why?
Communications • What methods and materials were used to disseminate information about
about the I Support My Friends? What worked well/did not work well, and why?
training
Monitoring, • How was I Support My Friends monitored and evaluated?

Evaluation,
• What tools and indicators were used? What worked well/did not work
Accountability
well, and why?
and Learning
FACILITATORS AND FOCAL POINTS –

CAPACITY BUILDING, ORGANISATION AND SUPPORT
Technical and • What was the experience (e.g., practical experience, professional
professional and academic background) of the facilitators and Focal Points who
competencies implemented I Support My Friends?
and knowledge
• How well prepared and confident did facilitators and Focal Points feel in
of the facilitators
their respective roles?
and Focal Points
Training and • How was the training for facilitators designed (e.g., length, content,
technical modality)? What was the outcome of the training for facilitators?
supervision • How were models of technical supervision and coaching for staff
designed (e.g., length, content, modality)? What has been most/least
useful in technical supervision and coaching for staff?
Co-facilitation • How was the co-facilitation arranged? What worked well and what could
have been improved in the co-facilitation?
ANNEXES
A Annex
Risk Assessment, Prevention and Mitigation Strategies
for the safe implementation of I Support My Friends

Child and Children and • Full access to information about the aims and purpose of
adolescent adolescent I Support My Friends is a prerequisite to make an informed
participants and participants may decision about wanting to participate in the training.
their caregivers feel pressure to
• Adapt the channels and mode for information
are not fully aware attend. Caregivers
dissemination to the target audience, taking into account
of the programme may fear negative
language, literacy levels and other context-specific factors.
specifics or the repercussions if
voluntary aspect of they choose to • Pay careful attention to the process of obtaining informed
participation. withdraw. consent from the legal or customary guardians, as well
as informed assent by the participants. Make sure all
participants are made aware that the training is voluntary
and that there will not be any negative consequences,
implied or otherwise, if they choose to withdraw from the
training. They have the right to withdraw at any time.
• Respect the emerging decision-making capacity and

autonomy among adolescents.
Children/adolescent In some contexts, • In all contexts, the Focal Point(s) should be a trustworthy
peer supporters such as post- person among children, adolescents and their families.
and those they help crisis situations, • Where possible, as part of the recruitment or selection
may be at risk from it may be difficult process, request references from within the community who
staff or volunteers to conduct can provide feedback on the character and experience of
involved in the comprehensive the candidate.
programme. vetting and
• Ensure that child-friendly accountability mechanisms are in
screening of staff
place and are well functioning – this is imperative. Children,
or volunteers.
adolescents and their families should have access to safe
Detecting and
communication channels through which any concerns can
reporting child-
be reported.
safeguarding
concerns may • Ensure that functioning whistleblowing and reporting
be hampered by mechanisms for staff and volunteers are in place, whereby
a lack of child- they can safely flag any concerns they have about the
protection systems safety of children and adolescents who participate in, or
and mechanisms. who are affected by, the training.
• Regularly remind children and adolescents about the
behaviours they can expect from adults involved in I Support
My Friends and about the accountability mechanisms.
• Regularly evaluate the functioning of the accountability
mechanisms together with the children and adolescents.
• Ensure that Focal Point(s) provide close support and follow-
up to the peer supporters.
Annex A

Children/ In some cultures, • Base the adaptation and implementation of I Support My
adolescents are it is considered Friends on a thorough understanding of the culture, values
facing stigma or amoral to have and beliefs about psychological distress, gender norms and
discrimination suicidal thoughts other issues that may place children and adolescents at risk
because of their or attempt suicide. of stigma and discrimination.
problems.
Survivors of • Follow clear selection criteria in the vetting and recruitment
Peer supporters are gender-based of facilitators and Focal Points according to child-
facing stigma or violence may also safeguarding protocols (see Sections 5.4 and 6.1 of this
discrimination for be blamed and document for more guidance). Be aware of the appropriate
assisting. stigmatised, putting gender balance among facilitators and Focal Points.
them at risk of
• Address the risks of stigma and discrimination that children
rejection or further
and adolescents with disabilities might face. Some children
violence within
with disabilities are at heightened risk as a result of multiple
their families or
vulnerability factors (e.g., gender, ethnicity, religion).
communities.
• Ensure that facilitators and Focal Points are trained in
sensitivity to age, gender and disability, and create a safe,
inclusive and non-discriminatory environment.
• Discuss with the peer supporters (both during the training

and in follow-up meetings with the Focal Points) the
importance of respect for the peer and their concerns,
principles of inclusion and maintaining a non-judgemental
attitude towards peers. This is particularly important in
relation to groups of children who often are at particular
risk of facing stigma and discrimination, such as children
with disabilities.
• Ensure Focal Points are trained in GBV guiding principles and

understand how to safely handle disclosures and referrals.

A Annex

Inadequate budget There are • Pay attention to the programme design in which I Support
and/or staffing insufficient My Friends is embedded to define the appropriate staffing
available for safe resources for structures and budgeting from the beginning.
implementation of follow-up meetings
• Ensure that budget is sufficient to implement relevant
the programme. with participants,
trainings and that the number of staff in place is sufficient
facilitators and
to meet quality standards. Resources for regular follow-up
the Focal Point(s)
meetings with the peer supporters on a weekly or
to gather lessons
bi-weekly basis should be budgeted and planned for.
learnt, to conduct
As part of an integrated programme, there should be
refresher trainings
sufficient resources to maintain collaboration with key
(including refresher
formal and informal stakeholders, such as social services,
training on child
schools, civil society organisations, or community-based
safeguarding),
child-protection networks.
or to implement
regular supervision • Ensure that resources for developing materials on child
of the Focal safeguarding are available to children, adolescents and
Point(s). their parents and caregivers (for example, as posters
and brochures on the appropriate behaviour of staff
and volunteers).
• Continuously monitor the needs of children, adolescents,

facilitators and the Focal Points, and mobilise resources to
address these needs accordingly.
• Be transparent with the community about funding for the

programme, and facilitate discussions with the community
on how best to sustain the programme after the funding
period ends.
There is a lack of Tension within • Be aware of the dynamics between people in the
conflict sensitivity. or between community (e.g., between refugee/displaced and host
communities may communities) and the realities of the participants before
increase as a starting the training. Make sure the facilitators and Focal
result of insensitive Points are prepared and supported to handle potentially
targeting. charged conversations.
Tension may
• Be aware of any sensitive language or terms that can be a
also be triggered
matter of contention.
or increase
if underlying • Encourage the participants to accept, appreciate and respect
frustrations among one another irrespective of their background or situation.
the participants
are not handled • Avoiding the display of symbols that may be interpreted as
constructively, for divisive (e.g., maps, flags).
example, during
the activity where
risks and problems
are mapped out.
Annex A

There is a lack of In some contexts, • Assess gender norms and power dynamics in the local
gender sensitivity. mixing girls and context, with the participation of girls and boys themselves.
boys together Consider other factors too, such as disability, displacement
presents numerous status, legal status and age. Adapt the programmatic
risks, such as lack approach accordingly.
of trust, resistance
• Decide at an early stage whether trainings should be held
to participation
with girls and boys separately, or together in mixed groups.
in the task, risk of
reputational harm • Ensure appropriate gender balance among facilitators and
if seen engaging Focal Points.
with peers from
the opposite • Examples where the facilitators may choose to probe
gender. further into a discussion on gender norms have been
included in the Training Manual. The facilitators should
carefully moderate such discussions so that they do not
simply reinforce gender stereotypes without exploring the
deeper social norms and reasons. In order to ask probing
questions on gender, it is recommended that facilitators
have completed basic gender training so that they can
navigate these conversations successfully.
Confidentiality Supporting a • Ensure that peer supporters, facilitators and Focal Points
is not correctly friend means that have a thorough understanding of confidentiality to protect
understood, or confidentiality sensitive information shared by children and adolescents
trust is lost if might have to be within the community in which the programme is
confidentiality has breached, such implemented. This also means that they should know when
been breached. as when the peer and how confidentiality must be breached in the interest
is experiencing of safety of children, adolescents and others. Guidance has
violence. been included in the training for children and adolescents
The breach of (Session 8) on how to handle such situations.
confidentiality
• Tackle the topic of confidentiality in every follow-up
might cause the
meeting with the peer supporters, and guide them as
peer to experience
needed. This includes conversations and support to handle a
a sense of broken
situation where a friend feels as if trust has been broken.
trust. Another
risk in relation • Discuss the difference between ‘breaking confidentiality’
to confidentiality and ‘gossip’ with the peer supporters. Help peer supporters
might occur if the understand that confidentiality is not synonymous with
peer supporter keeping all types of secrets. An example would be a
keeps the situation perpetrator creating an atmosphere of secrecy around his
a secret rather or her actions in order to inhibit the child/adolescent victim
than helping to link from seeking help and support. The survivor’s disclosure of
the peer to further such a situation to somebody else is not the same thing
support. as breaking confidentiality. Guidance from a Focal Point is
particularly important in these circumstances to ensure the
safety of all involved.

A Annex

The environment A school • I Support My Friends should never be implemented as a
does not offer environment may, stand-alone programme. It is important that risk and
adequate protection for example, have protective factors in the local context are well understood
safety nets and power structures and that the training is integrated into a wider initiative
referral systems. within it that are that considers and responds to children’s rights.
unsafe for the
• A systems’ strengthening approach should be taken when
child/adolescent.
implementing I Support My Friends, in which accountability
to children’s rights is promoted within various structures
and systems that serve children and adolescents (e.g.,
schools, health and social services).
The peer supporters Children • Children should not be barred from initially participating in
may be involved may regard the training as it enhances empathy and social support.
in the abuse or participating in
• The full purpose and content of the training should be
bullying of other a training as a
explained at the outset.
children, individually way to enhance
or in groups. prestige, power • Standards of behaviour in terms of respectful treatment of
or influence over others and themselves should be set at the beginning. Any
other children. child refusing to adhere to these should understand that
they will not be able to take part in the programme.
The helping skills
taught in I Support • Information to children and adolescents on what to
My Friends can be expect from a peer supporter should be disseminated.
misused to put The limits of peer support should be clearly defined to
the distressed everybody involved.
peer in an even
more vulnerable • The peer supporters should receive support and mentoring
situation or from a Focal Point on a regular basis.
facilitate a
• Reporting mechanisms should be available for children
grooming process.
and adolescents in the community to safely report child-
An example can be
protection or safeguarding concerns.
a peer supporter
taking advantage • Make sure everyone involved in the programme
of confidential understands that criminal behaviour will be reported to the
information to relevant authorities.
put pressure
on the peer. • Gender norms should be considered when helping the
Another example opposite gender.
can be a peer
supporter who
turns the helping
relationship into
a type of abusive
relationship (e.g.,
financially or
sexually).
Annex A

Peer supporters Peer supporters • Ongoing support and supervision must be in place after the
take on too much may try to solve training for both peer supporters as well as Focal Points.
responsibility. problems that
• Training of Facilitators and Focal Points must address the
are beyond their
limits of what children and adolescents can do (according
ability, they may
to their age and developmental stage) and what is beyond
find themselves
their capacities. This includes such situations as a child or
becoming
adolescent acting as the main source of support for an
overwhelmed by
adult or being involved in situations with an adult that
the problems of
they are not equipped to deal with. Scenarios that peer
their friends and
supporters may encounter have been included in the
peers, or they may
Manual for Training of Facilitators and Focal Points.
have difficulties in
setting boundaries • Peer supporters should be guided to understand the limits
to protect their of their role and how and when to seek support from their
own wellbeing. Focal Point.
Peer supporters
may feel that it is
their responsibility
to care for adults.
Referral resources Facilitators or • Make sure referral pathways, service maps and protocol
and pathways are Focal Points may on how to manage urgent cases are in place prior to roll
unclear. be unsure about out of the programme and training. Further guidance can
where or to be found in Inter-Agency Guidelines for Case Management and
whom they should Child Protection.46
refer specific,
unexpected
problems.
46
http://www.cpcnetwork.org/wp-content/uploads/2014/08/CM_guidelines_ENG_.pdf.

A Annex

The timing for Participants in • Assess whether it is the right timing to implement I Support
I Support My Friends the midst of a My Friends based on the local context and make decisions
is not right; children crisis may not be accordingly. The Best Interests of the Child and the
and adolescents are ready to attend to principle of ‘Do No Harm’ should be guiding the decision
not ready to help others. about timing.
others in distress.
• Ensure that facilitators and Focal Points are familiar with
the local context.
• Monitor the needs of the participants as the training

progresses. The co-facilitator has a particularly important
role in this.
• Ensure that facilitators and Focal Points are trained and

supported to monitor any ‘red flag behaviours’ among
participants, and refer for further support when needed.
Typical red flags may include withdrawal behaviours,
lack of impulse control, difficulty respecting the personal
boundaries of others or in safeguarding their own personal
boundaries, and threats of harm to oneself or others. These
actions may indicate that the peer supporter or the peer
receiving support is at risk.
The training Although I Support • Discuss this possibility at the beginning of the training openly
may expose My Friends is with the participants and their parents and caregivers.
vulnerabilities designed to be
• Ensure that facilitators and Focal Points have the
and be distressing safe, it tackles
knowledge and skills to refer participants safely and
for some peer sensitive topics,
promptly to further support as needed, without making
supporters because such as identifying
their own assessments or diagnosis unless they have the
of their life difficult situations
appropriate qualifications and skills to do so.
experiences. that children and
adolescents can • Ensure that facilitators and Focal Points can deal with
face and their difficult emotions that may arise in the group, and provide
common reactions appropriate comfort and support in a safe manner.
to these. There
are likely to be
participants in the
group who have
experienced such
events or know
someone who has.
Annex B
Participatory learning techniques from fun, safe, inclusive
Guided by the principles of ‘Fun, Safe, Inclusive’,47 a range of participatory learning techniques are
used in I Support my Friends to keep the participants engaged. These include:
Brainstorm and buzz groups: The participants are asked to reflect and comment on
a concept, idea, or problem, either in the large group or smaller groups. Every response is
acceptable; there are no right or wrong responses in a brainstorm. The more ideas the better,
and participants are encouraged to contribute without judging or criticising other’s ideas. The
responses are written on a board or flipchart where everyone can see them. A brainstorm
should not last too long, and time should be provided for the participants to reflect on the
various responses given.
Role-play: This is about group members acting out relevant life situations. The participants may
be given a specific role to play or they may be able to choose a role to play, depending on the
nature of the activity.
Role-play can help children and adolescents explore their attitudes towards themselves and
others. They give people the opportunity to understand and feel empathy for other people’s
challenges and the situations they are facing. Role-play can also give participants practice
in dealing with difficult situations, thereby providing valuable life skills. I Support My Friends
incorporates role-play as a means to practice PFA skills, such as active listening or the principles
of ‘LOOK, LISTEN, LINK’. Pre-defined scenarios for role-plays have been developed to depict
situations where there is a need for peer support and to illustrate the content of the training in a
clear way. Be sure to adapt these to the participants’ age, culture and context.
If a real-life scenario based on participants’ experiences is used, the participants should not
play themselves in a role-play even if they want to do so. This may trigger difficult memories
or feelings associated with that event. In addition, feedback on the role they play or how they
actually handled the situation in real life may be taken too personally. Taking on the role of
someone else allows the child or adolescent to explore and imagine what that person would
do and feel in the situation, thus increasing empathy. In role-plays on sensitive matters, it is
advised that the facilitator takes on the role of the victim/survivor. This helps to ensure that the
experience of the survivor is not trivialised by avoiding over-acting or laughing.
A debriefing should always follow role-plays. This means that group members step out of the
roles they have been playing to reflect on the role-play and consider their feelings and what
they have learned. If any participant seems upset or otherwise affected by a role-play, facilitators
should speak with the participant individually to make sure he or she is feeling all right by
the time the session/training day is finished. Facilitators should help participants to distinguish
between themselves and the roles they played. A physical exercise may assist participants in
‘shaking off’ the role they played and return to being themselves.
47
Fun, Safe, Inclusive: A half-day training module on facilitation skills (Save the Children, 2016).

B Annex
Still image/sculpture: If a role-play seems too realistic and risks triggering emotions among
participants, a still image (sometimes called sculpture) may be a good alternative.
A group of participants use their bodies as the means to create an image. In the I Support My
Friends training, this technique may be used to demonstrate reactions to difficult events. For
example, one child might demonstrate the experience of the difficult situation, whilst others
exhibit different reactions to the event (e.g., looking sad, scared, or surprised). Others may
demonstrate what they think can help in such the situation. Since there is no movement or sound
involved, it can be a safer option than a role-play.
Case studies: A case study is a story or description of an incident or situation that may or may
not be real. When using case studies, it is very important to consider the emotional safety of the
participants. For example, case studies may evoke distressing memories of personal experiences
for participants. Pre-designed examples of case studies and scenarios, based on potential
situations, have been prepared for I Support My Friends; these can be adapted to the local context
(to be found in the annexes of the Training Manual).
Each has been designed with a clear purpose in mind, for example, to facilitate reflection upon
the principle of confidentiality, or to assist implementation of role-play that clearly illustrates the
three principles of’ ‘LOOK, LISTEN, LINK’.
Discussion: This is a free-flowing conversation that gives all participants the opportunity to
express themselves and listen to the opinions and ideas of the group equally. The facilitator
does not take a leadership role but instead is either an equal participant or helps in the
discussion process. The facilitator’s role is to ensure that everyone has the opportunity to
share his or her views. This may be especially needed in a larger group. In a training where
the participants have agreed to treat each other with respect and tolerance, a discussion can
be a lively exchange of diverse ideas and opinions. It is a method of learning that stimulates
the cognitive skills of analysis, synthesis and evaluation. If a couple of people in a group are
dominating the conversation, facilitators should wait for a pause and then – in a friendly way
– invite a quiet group member to talk. For example, “Lily, what do you think about this issue?”
However, facilitators should strike the balance of constructively stimulating reflection among the
participants without pitting their ideas against one another in a way that might trigger conflict
or negative emotions.
Rounds: This is a particularly useful technique of encouraging the participation of everyone

in the group. The participants are usually asked to sit or stand in a circle. As facilitators move
through the circle, each participant takes a turn to share his or her experiences, feelings or
opinions, or to do a certain action.
Annex B
Group work: As a way of providing space for more voices than in a plenary session, group
work can support participants who do not like to speak in a large group or who struggle to
get an opportunity to speak. In a smaller group they might feel safer and more valued, and they
might find it easier to express themselves and to come up with new ideas. In I Support My Friends,
some activities are facilitated through discussions in smaller groups or pairs, whilst others are
facilitated in plenary.
While children and adolescents sometimes have their preferred friends with whom they would
choose to work, it can be useful to provide opportunities for participants to work with a variety
of other participants and to form new groups as the training goes along. This builds rapport
among all participants and keeps dialogue fresh. New groups also help stimulate reflection upon
issues from different perspectives and ensure that everybody feels included. There are numerous
ways of randomly assigning participants to groups, including drawing lots, giving each participant
the number 1, 2, 3 or 4, which represents four different groups, or forming groups according to
what people like. Groups can also be made based on the participants’ capabilities, for example,
by placing those who are comfortable taking notes in a group where others may have literacy
issues. Helping the participants to form new groups ensures inclusiveness, especially for individuals
who are new to the programme or who do not have close friendships with anyone in the big
group. Groups should be formed in a manner that is sensitive to age, gender and disability. (For
example, groups may be mixed or separated between girls and boys, depending on the context.)
Parking lot: In any training, it is a good idea to create a ‘parking lot’ for questions or
comments that arise and may not have been addressed in the session. A parking lot can be
a box, a designated space, flipchart, post-it notes, or a notebook. Facilitators should explain
to participants the purpose of the parking lot and how it will be used. Facilitators may post
questions or topics that deserve more time or explanation, and participants themselves may post
any questions or comments they want to have addressed. They can also post a question for later
discussion if they do not feel comfortable asking the question in front of others.
It is the responsibility of the facilitator to make sure these questions or comments are addressed,
either in plenary with all the participants, or with the individual person who left the question or
comment – if the person has included his or her name. However, it may not be possible to address
all points that come up during the training. If some points were not addressed, the facilitator
could read them out at the end of the training. The group can then decide on how and when to
address these and who should be responsible for following up.

B Annex
Energisers:48 These are fun activities that are used to help children and adolescents feel
comfortable being in the training space together and to energise them after breaks or long
periods of passive activities. Younger children may find it difficult to concentrate for long periods
of time and may need activities or breaks more often than older children. Short energisers can
be used to change the mood in the group following a serious part of the training. Energisers are
usually short activities, about 5-10 minutes. Although time is allocated for them in the training
schedule, additional energisers can be added if useful. Facilitators can plan energisers themselves
or can ask participants to suggest or demonstrate energisers to their peers. The energisers
included in I Support My Friends complement the thematic activities by promoting, for example,
team building, communication, problem solving and trust.
Recreation/breaks: Children and adolescents learn better when opportunities for recreation
and physical activity are embedded in the training. Having breaks between sessions where they
can go outside and play, partake in sport, run, or just enjoy free non-structured physical activities
is important.
Creative activities (e.g., listening to or playing music, drawing, painting, theatre):

Creative activities can improve a person’s mood and have overall benefits for wellbeing. For
example, listening to music can help regulate emotions and generate a sense of happiness and
relaxation. Creative activities also provide opportunities for expression of feelings and ideas, and
such group activities can build bonds among participants. For example, participants can create a
song or dance together that expresses the importance of caring for each other.
Drawing is enjoyed by many children and adolescents. It can be used as a relaxation exercise
without a predefined task or as a way of getting to know the participants. If drawings are used
with a purpose, facilitators should make sure there is enough time to talk about the drawings
and to respond carefully to the ideas and emotions that the drawings might evoke. In I Support
My Friends, drawing is used as a technique for the community mapping exercise. The training
may also end with a drawing exercise, where participants can draw their own ‘ID cards’ as peer
supporters or draw what they will do with the new skills they have learned.
Play/playful activities: Play is essential for learning across all areas of a child’s development.
Integrating elements of play into the activities stimulates the learning of social, emotional and
cognitive skills.
Clap and smile: Together with children and adolescents, facilitators should find a way to show
appreciation to each other during the training – for example, when someone comes up with a
good idea or has completed a group presentation. Participants can help decide how the group
would like to show appreciation, such as clapping and smiling, or snapping fingers or other types
of expression. Acknowledgement makes people feel valued, motivates them and encourages
further participation.
48
For ideas on what energisers to use, the Children’s and Youth Resilience Programmes can be consulted.
Annex B
Demonstration: This technique is used to explain what the participants are expected to do
in each task or activity. It may be done verbally or physically, for example, with facilitators
demonstrating how to do certain movements or actions. One example for I Support My Friends is
acting out the three principles of ‘LOOK, LISTEN, LINK’ with gestures.
Probing questions: The facilitators may stimulate deeper discussion and dialogue through the
use of ‘probing questions’ such as, “Could you tell us more about that?” or, “What do you mean
when you say …?” Probing questions may also give insight into what participants understand
or think about certain issues, such as, “Do you think younger children react in the same way as
older children? Why or why not? Please explain.” When asking a probing question, the facilitator
needs to be prepared for the responses that may come – for example, to sensitively clarify any
inaccurate responses, give correct information or be ready to facilitate a potentially charged
conversation. In order to ask probing questions on gender, it is recommended that facilitators have
completed basic gender training to better help them navigate these conversations successfully.
Feedback: Giving and receiving feedback is an important part of practical learning, particularly
in developing social and emotional skills. Feedback is a critical reflection tool during practice
sessions to help participants to improve their helping skills, verbal and nonverbal communication
and problem-solving abilities. Open, sensitive and constructive feedback can lead to important
learning among the participants and can help to create an atmosphere of trust and safety in the
training. However, if delivered insensitively, feedback can humiliate and de-motivate the learner,
and create an atmosphere where participants do not feel safe enough to practice and make
mistakes in front of each other.
Therefore, facilitators have an important part to play as a role model in giving constructive and
sensitive feedback, and in laying ground rules for how participants will give each other feedback
or reflect on their own performance – for example, on role-plays they have performed or
observed. Constructive feedback offers suggestions to improve but does not put others down or
hurt their feelings. One way a facilitator could do this is to first say something that the person
(or they themselves) did well, and then follow with a statement of what could be better. Focus
should also be on the content of peer support and should not judge another person’s acting skills
or performance. When receiving feedback, facilitators should encourage participants to learn
to use it as a constructive and helpful tool. Other important guidelines to follow in relation to
feedback are:
• Allow participants make comments on their own performances individually before facilitators
or other participants do. They should be encouraged to reflect on both what went well and
what could have been done differently or improved.
• Be specific and clear. Avoid general comments such as, “This was excellent.” Instead,
facilitators should give an example: “This was excellent, because you presented yourself to
your peers in a language that was easy to understand.”

B Annex
• Do not generalise. Avoid using words such as always, never or all. Facilitators should link
specific feedback to the specific context.
• Balance positive and constructive feedback. The participants should always have a chance to
hear what they did well.
• To offer constructive criticism, facilitators might suggest something the person could do
differently: “That was a very interesting way of showing how you might feel in that particular
situation. There may also be other ways children could feel in this situation. For example, ….”
• It is important to give feedback as soon as possible after the activity, otherwise the comments
may not be relevant, or the participants may not remember.
• Be careful with giving advice as a first step; rather, facilitators may help them to come to a
better understanding or approach themselves. Allow the person to reflect and come up with
alternatives or to ask peers for suggestions to generate creativity and dialogue. If addressing
behaviours or belief systems that don’t respect children’s rights, remember that changing
harmful norms requires long-term and holistic approaches, often working with communities
at different levels. Therefore, be patient and help participants to discuss and analyse these
topics sensitively.
Questions and answers: Many children or adolescents have never heard of PFA. They may
encounter many new concepts during the training. As a facilitator, encourage a learning
environment where anyone is welcome and comfortable asking any questions he or she might
have. Encourage participants to try and answer each other’s questions before you do. This will
help to gain a more in-depth understanding of the children’s knowledge and beliefs.
There may be questions facilitators cannot answer. Facilitator should be honest about what they
do and do not know. No one is expected to know everything – not even facilitators – and some
questions may not have a clear answer. For example, the answer might vary depending upon the
particular situation or context. Use the group as a resource asking, “Does anyone have an idea
about this or know the answer?” As a facilitator, tell the participants that you will try to find an
answer for them if you do not know.

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THEORY AND

Building on the principles of

First published June 2021

© United Nations Children’s Fund (UNICEF), June 2021

Authors: Pernille Hansen (Consultant), Karin Tengnäs (Consultant).

The I Support my Friends resource kit comprises:

The resource kit is available online:

From Proteknôn: Stephanie Delaney, Judi Fairhom, Laurene Graziani, Sara

From the World Health Organization: Batool Fatima, Jennifer Hall,

We also acknowledge all the children, youth, parents, caregivers and

16 2.THE SOCIAL SUPPORT SYSTEM OF CHILDREN AND ADOLESCENTS

24 3. CHILD DEVELOPMENT CONSIDERATIONS AND INCLUSIVE PROGRAMMING

30 4. ETHICAL CONSIDERATIONS AND CHILD SAFEGUARDING

THEORY AND IMPLEMENTATION GUIDE 03

35 5. PREPARING THE TRAINING AND ENGAGING TRUSTED ADULTS

45 6. FACILITATION OF THE TRAINING

57 7. QUALITY AND IMPACT

73 ANNEX B: Participatory learning techniques from fun, safe and inclusive

THEORY AND IMPLEMENTATION GUIDE 05

Child includes all children and adolescents 0-17 years of age.

Child Rights-Based Approach is a programming approach directed at protecting, respecting

THEORY AND IMPLEMENTATION GUIDE 07

AFC Adolescent Friendly Space

CFS Child Friendly Space

IASC Inter-Agency Standing Committee

MEAL Monitoring, Evaluation, Accountability and Learning

MHPSS Mental Health and Psychosocial Support

PFA Psychological First Aid

SC Save the Children

SEL Social Emotional Learning

UNCRC United Nations Convention on the Rights of the Child

UNICEF United Nations Children’s Fund

WHO World Health Organization

1.1 ABOUT I SUPPORT MY FRIENDS RESOURCE KIT

The resource kit includes four components:

2. Training Manual: Outlines a three-day, step-by-step training in I Support My Friends,

1.2 WHO IS THE I SUPPORT MY FRIENDS RESOURCE KIT INTENDED FOR?

THEORY AND IMPLEMENTATION GUIDE 11

• After a crisis affecting a small group of individuals, such as an accident or interpersonal

• As an integrated child-protection element of a larger programme in a different sector (as

INTEGRATING I SUPPORT MY FRIENDS WITHIN LARGER

Within a larger child-protection programme, I Support My Friends can be used to strengthen

• As part of child-protection systems strengthening, by reinforcing awareness of child-

• Complementary to interventions focused on strengthening social and emotional competence

1.4.2 DISASTER PREPAREDNESS

• A comprehensive roll-out of PFA orientation for children, adolescents and adults.

• Capacity building in disaster preparedness in emergency-prone areas.

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• As part of an anti-bullying programme of which building empathy, solidarity and connection

• As part of school-based initiatives aimed at fostering a positive school climate and

• As an opportunity to support marginalised children and adolescents who are (re)-engaging

• Integrated into a non-formal education programme to complement wellbeing, recovery and

1.4.5 LIVELIHOOD PROGRAMMES FOR ADOLESCENTS AND YOUTH

I Support My Friends integration into a livelihoods programme reinforces the development of

1.4.6 MONITORING, EVALUATION AND RESEARCH

THEORY AND IMPLEMENTATION GUIDE 15

2.1 THE FRAMEWORK FOR SOCIAL SUPPORT

THEORY AND IMPLEMENTATION GUIDE 17

2.2 THE BENEFITS OF PEER SUPPORT FOR CHILDREN AND ADOLESCENTS