(según se tome el eje Z1 ■ Alum¡nios
U 9 3 les de conversión en función del tiempo.
7. CONCLUSIONES FINALES
Use of focus group discussions with key groups of adults (parents/step parents, com- munity members, teachers, head teachers, NGO or SC members) and/or interviews (for example, with government officials, community or religious elders, rebels etc) to explore their views on how girls and boys have been affected by conflict/ post con- flict/ peace building, and the role of children in promoting peace and child rights.
Key Objectives:
To explore adult’s views and experiences on some/all of the following areas:
how children (and other family members) have been affected by conflict, post conflict and peace build- •
ing
their understanding of peace-building (what it means, who is involved, what helps and hinders peace •
building)
their view about the role and value of children expressing their views, taking action to promote peace •
and children’s rights;
their views on key protection issues that they fear children may face through their involvement in •
peace initiatives and how to overcome them
their views on the strengths, benefits, weaknesses, disadvantages of children’s participation and chil- •
dren’s peace initiatives
their suggestions for improving children’s participation and children’s peace initiatives; what, in their •
view, has been the impact and the most significant changes that have been brought about through children’s participation and children’s peace initiatives – for example, to the child, to the family, the community, projects, organizations, policies, nation.
Time Needed: 45-90 minutes
Key Steps:
Begin with introductions to ensure all individuals present know each other. Agree on some ground •
rules for the discussion, if felt appropriate (for example, a reminder of confidentiality).
Share key background information on the thematic evaluation and documentation process on chil- •
dren’s participation in armed conflict, post conflict and peace building with the group. Explain that children and young people’s views are being actively sought, as well as the views of key adults (parents, community members, teachers, NGO and SC staff, government officials etc).
46
47
Appendix1-3
Welcome PhaseI
PhaseIIb
PhaseIII
PhaseIIa
Explain that this focus group discussion and/or interview is a chance for them as adults to explore and •
express their views and experiences in relation to peace building, children’s experiences of conflict/ post conflict, as well as their views concerning children’s participation and children’s role in peace- building. [Note: explain that if they are willing they may also participate in using some other participa- tory tools to explore their views].
Explain that whilst ensuring confidentiality their views may also be shared with children and young •
people and other key stakeholders, and that we hope further opportunities to explore both similari- ties and any differences in opinion (for example, between adults and children, or between adults) may be enabled as part of the research – as a concrete example of the use of Formative Dia- logue Research (FDR).
Explore adults views on some/all of the following key areas: •
How have children (and other family members) been affected by conflict/ post conflict?
• What impact has it
had on children’s growth and development, their opportunities and future? Which children have been most ad- versely affected? How has it affected relations between children and adults in families/ communities/ nation? What does peace-building mean to them
• ? Who is involved? What kind of efforts are required to restore and sustain peace? What helps and hinders peace building? Can and should children have a role in peace building? Once peace is achieved what is needed to reconstruct and/or to support the development of healthy well
• -
functioning communities? (Where
• ver relevant) what kind of support is required to enable the return and reintegration of displaced fami- lies (Internally Displaced Persons or refugees)?
(Wher
• ever relevant) what kind of support is required to enable the return and positive reintegration of former- ly abducted child soldiers (girls and boys)?
If formal peace talks/agreements fail what can people and communities do to bring back peace
• ?
What are their views regarding children’s role
• and the value of children expressing their views (for example, in families, schools, communities, national level policy developments)? What role do they think children should play in promoting peace and/or children’s rights (for example, in their communities, homes, schools, nation); do they think children should have a role and an influence in formal peace building processes/ peace agree- ments?
What kind of risks do they feel children will face and what fears do they have about children’s active involve- •
ment in peace building activities? What can be done to address these risks or fears? Note: Value Line Discussions can also be used to explore adults’ fears about children’s participation – see Phase IIb below
What is their understanding of children’s participation?
• What are their views and experiences on the strengths, benefits, weaknesses, disadvantages of children’s participation and children’s peace initiatives? Which children should have an opportunity to participate (for example, age/ gender/ disability/ ethnicity/ socio-economic background)
What are their suggestions for improving children’s participation and children’s peace initiatives
• ;
What, in their view, has been the impact and the most significant changes
• that have been brought about
through children’s participation and children’s peace initiatives? For example what impact - positive or nega- tive - have there been to the child, family, community, projects, organizations, policies, nation as a result of children’s participation? What concrete results have been achieved? Can they provide an illustration of the most significant change/s?
Ask participants to summarise what they see as the most important views/ perspectives expressed by •
them individually and/or as a group during these discussions. Enable further clarifications/ illustrations of key view points.
Explain next steps in the research/evaluation process and seek their co-operation to be part of fur- •
ther research/ dialogue opportunities in the future.
Facilitators Notes:
Plan ahead to determine which areas of questions are most important to explore with key stakehold- •
ers. Develop and adapt FGD/interview schedule accordingly.
For focus group discussions ensure that groups of adults (3-8) share similar characteristics. For exam- •
ple, organise discussions with groups of parents/step-parents/guardians (perhaps separately with mother and fathers to explore any differences in gender perspectives); groups of teachers; community members; NGO staff; SC staff.
For interviews undertake either individually or in pairs (for example, with head of NGO, government of- •
ficials, religious or community leaders, political leaders, members of rebel group etc). As with all other research activities ensure informed consent and confidentiality of views. •
Start with broad, open questions. •
Continue to use open questions (what?, how?, why? which? When?) and seek further information and •
illustration (can you explain further why? which? How? When?; can you provide examples, illustrates to explain what you mean?)
In Focus Group Discussions encourage all members to express their views and sensitively explore differ- •
ences in perspective.
Explore adults views on different experiences of children and the roles of children and young people ac- •
cording to age, gender, dis/ability, ethnicity, location (internally displaced, urban/rural community), back- ground (for example, school going/ non-school going; rich/poor) etc.
[Note: Wherever relevant, explore adults views regarding the experiences of children abducted as child •
soldiers/wives for the commanders; as well as their experiences of how such girls and boys are treated once they escape or are released; how should these children be treated by families and communities? How can they best be supported to reintegrate into families and communities to lead healthy and pro- ductive lives?
Exploration of key issues focused on during the FGD or interviews may be further explored and/or complemented •
by use of additional participatory tools described in the toolkit (for example, use of body map, balloon exercise, time line, H assessment, stories of most significant change).
Through the use of the FDR methodology
• key differences in perspectives between groups of adults, and/or between adults and children can be identified and further explored (for example, through discussion in Advisory Group meetings and/or through organizing key stakeholder meetings).
Comments on the Usefulness of the Tool (Strengths and Weaknesses):Materials Needed: