The Adolescent Kit and translation

All of the Adolescent Kit guides, tools and activities are available in Arabic, French and Spanish. Jump to the database below to find any guide, tool or activity in one of these languages.

Other languages. UNICEF Country Offices have translated selected materials from the Adolescent Kit into Bahasa Indonesia, Tajik, Myanmar, and Arabic Braille. Jump to the links below to access those materials.

Translate the kit into a new language! The Adolescent Kit is designed and intended for translation. This page includes resources and suggestions for a translation process that is efficient, convenient and produces high quality materials.

If you will be translating the Adolescent Kit into a new language, we suggest the following steps:

  • Identify and select materials for translation. Review this website to identify and select the materials that you will use in your programmes and that you need to translate. Consider the following questions:
    • Will you be using all of the Adolescent Kit materials, or just some specific materials? If you will only be using a few specific materials, you may save some costs by translating only those you plan to use. Conversely, if you may be using additional materials from the Adolescent Kit in a future phase of your programme, it may save time and inconvenience to translate it all at the same time.
    • Who use each of the Adolescent Kit materials you selected for your programmes? What languages do they speak? For example in some contexts, programme coordinators or trainers may be able to use materials that are already English, Arabic, French or Spanish, while facilitators may need them to be available in another locally-spoken language. Conversely, it may be useful to have all materials available in your locally-spoken language to facilitate communication and common practice among all team members.
  • Consider adapting materials before translation. Before you arrange translation you may wish to edit the guides, tools and supplies, adding guidance or information that is relevant for your programmes and contexts.
  • Provide English Word versions of your selected materials to your translators. Use the database below to the English Word documents of each guide, tool or activity you plan to use. In our experience, translators typically prefer to work with raw files in Word format. Each Word document also includes a word count, which may be helpful in calculating translation fees for cost estimates.
  • Use the InDesign (INDD) files to replicate the Adolescent Kit’s design for your newly translated materials. Once the guides, tools or activities have been translated into a new language, use the InDesign files to recreate the layout and design of the original Adolescent Kit materials. We recommend engaging a graphic designer or someone with experience with and access to the programme InDesign to this step.
  • Share translations with us! If you have translated and/or adapted Adolescent Kit materials, please share them with us so we can make them available to others! Please sustain our tradition of making the Adolescent Kit a resource that is available to the public on an open source basis, one that grows and evolves to better reach adolescents around the world. To share materials or updates, please us at

1.0 Quick Guide Complete
2.1 Foundation Guide About the Adolescent Kit
2.1.2 Understanding Adolescents in Humanitarian Situations
2.3 Foundation_Guide_Ten Key competencies for adolescents
2.4 Foundation_Guide_Ten Key Approaches for working with adolescents
2.5 Foundation_Guide_INTRO Adolescents, expression and innovation
2.6 Foundation_Guide_Adolescents and expression
2.7 Foundation_Guide_Adolescents and innovation
2.8 Foundation_Guide_Adolescents and life skills education
2.9 Foundation_Guide_Adolescents and psychosocial support
2.10 Foundation_Guide_Adolescents and participation
2.11 Foundation_Guide_Adolescents and peacebuilding
2.12 Foundation_Guide_Technical Note Disability
2.12.1 Foundation_Guide_Gender_Technical_Note
2.13 Foundation_Guide_Glossary
2.14 Foundation_Guide_Resources
2.15 Foundation_Guide_Sources for the Adolescent Kit
2.16 Foundation_Guide_Adolescent Kit acknowledgments
3.1 PCG_About the Programme Coordinators Guidance
3.2.1 PCG_Tool_Decide how to use the Adolescent Kit
3.2.2 PCG_Tool_Basic planning questions
3.2.3 PCG_Tool_Competency goals for adolescents
3.2.4 PCG_Tool_Competency monitoring and evaluation tools PCG_Tool_Competency domains sample questions PCG_Tool_Competency outcome mapping PCG_Tool_Competency goal examples PCG Tool Competency formalized learning goals PCG_Tool_Competencies setting indicators
3.2.5 PCG_Tool_Planning template for implementing organizations
3.2.6 PCG_Tool_Integrating the Adolescent Kit. Practice scenario
3.2.7 PCG_Tool_Possible entry points for the Adolescent Kit
3.2.8 PCG_Tool_Measuring progress toward competency goals
3.3.1 PCG_Investigate adolescents_situation
3.3.2 PCG_Tool_Activities for learning from and about adolescents
3.3.3 PCG_Tool_Exploring challenges and opportunities
3.3.4 PCG_Tool_Questions for investigating adolescents
3.3.5 PCG_Tool_Adapting to the humanitarian context
3.3.6 PCG_Tool_Collecting information about adolescents
3.3.7 PCG Ethical considerations assessment
3.4.1 PCG_Tool_Reach out and engage adolescents
3.4.2 PCG_Tool_How to make and use an enrolment log
3.4.3-PCG_Tool_Reducing barriers to adolescents_ attendance
3.4.4 PCG_Tool_Setting enrolment targets for vulnerable adolescents
3.4.5 PCG_Tool_Adapting to changes in adolescents_ circumstances
3.5.1 PCG_Tool_Select a place and time
3.5.2 PCG_Tool_Creating a safe space
3.5.3 PCG_Tool_Getting the timing right for adolescents
3.6.1 PCG_Tool_Build your team
3.6.2 PCG_Tool_Creating positive and inclusive ways of working
3.6.3 PCG_Tool_Checklist facilitator self-evaluation
3.6.4 PCG_Tool_Checklist for a strong implementing organisation
3.6.5 PCG_Tool_Great facilitator checklist
3.6.6 PCG_Tool_Key standards and guidelines
3.6.7 PCG_Tool_Running an adolescent feedback session
3.6.8 PCG_Tool_Sample Code of Conduct for facilitators
3.7.1 PCG_Tool_Involve adolescents and the community
3.7.2 PCG_Tool_Supporting adults to work with adolescents
3.7.3 PCG_Tool_Adolescent Participation Checklist
3.7.4 PCG_Tool_Consulting adults about adolescents
3.7.5 PCG_Tool_Involving adolescents in management and oversight
3.8.1 PCG_Tool_Connect adolescents with support
3.8.2 PCG_Tool_Connecting adolescents to support
3.8.3 PCG_Tool_Supporting adolescents in distress
3.8.4 PCG_Tool_Responding to child protection concerns
3.8.5 PCG_Tool_Discussing sensitive topics
3.9.1 PCG_Tool_Manage supplies
3.9.2 PCG_Planning to manage supplies
3.9.3 Involving adolescents in managing supplies
3.9.4 Preventing problems with supplies
3.10.1 PCG_Prepare for your intervention to transition or end
3.10.2 PCG_Moving forward
3.10.3 PCG_Deciding next steps
4.2.1 About the Facilitators Guide
4.2.2 Forming Adolescent Circles
4.2.3 Building a strong Adolescent Circle
4.2.4 Dos and Donts Group Rules
4.2.5 Supporting Circles
4.2.6 Talking about sensitive topics
4.2.7 Keeping circles safe and strong
4.2.8 Planning sessions Eight Session Steps Sessions for different phases
4.2.9 Four Activity Phases Choosing an Activity Phase Planning activity phases Planning sessions for phases sample sequences
5.1 Supply Guidance introduction
5.2 About the supply kit
5.3 Supply list-Components-Contents
5.4 Additional supplies
5.5 Create your own set of supplies
5.6 List-Suggested basic supplies
5.7 Using maintaining and replacing supplies
5.8 Before you get started - final checklist
5.9 Creating your own supplies
5.10 Creating ground rules for managing supplies
5.11 Make and use an inventory log template sample
5.12.1 Die cut template Backpack carrier
5.12.2 Die cut template Large carrier
5.12.3 Die cut template Large pod
5.12.4 Die cut carrier Small pod
5.12.5 Die cut template Tablet
4.3.1 Facilitator Tools section intro
4.3.2 Circle self-assessment tool
4.3.3 Community project idea kit
4.3.4 Compromise Chart Tool
4.3.5 Measuring progress toward competency goals tool
4.3.6 River Map 2 sample Tool
4.3.7 Tree Timeline tool
4.3.8 Phase planning Tool
4.3.9 Phase sample sequences for activities
4.3.10 Session planning template
4.3.11 Evaluating Circle Progress towards Competency Domains
4.3.12 Tips for a great interview
4.3.13 Gallery walk tool
4.3.14 Project plan template
4.3.15 Role-Play Tool
4.3.16 Emotion Cube 1 Tool
4.3.17 Emotion Cube 2 Tool
4.3.18 Emotion Cube Blank Tool
6.1 ToT and Facilitated Planning package