Thirty specialists in humanitarian work supporting the care and protection of children in crisis settings completed a 3-phase Delphi consultation. Proposals of best practice were elicited, reviewed, and rated by participants. A high level of consensus support was reached for 55 statements. These statements emphasized utilization of existing resources, participation, and inclusivity. The influences of resilience theory, social ecology, and cultural sensitivity were clearly evident. The utilization of developmental theory could be strengthened in relation to more differentiated understanding of the operation of protective influences and conceptualization of such influences in terms of "adaptive systems." Wider research engagement by development scientists in diverse cultural settings and clear formulation of findings for practitioners and policy makers would further support evidence-based humanitarian practice.

Global health research typically relies on the translation of knowledge (from health professionals to the community) and the dissemination of knowledge (from research results to the wider public). However, Greenhalgh and Wieringa [2011. Is it time to drop the 'knowledge translation' metaphor? A critical literature review. Journal of the Royal Society of Medicine, 104(12), 501-509. doi: 10.1258/jrsm.2011.110285 ] suggest 'that while "translation" is a widely used metaphor in medicine, it constrains how we conceptualize and study the link between knowledge and practice' (p. 501). Often the knowledge garnered from such research projects comes from health professionals rather than reflecting the lived experiences of people and communities. Likewise, there has been a gap in 'translating' and 'disseminating' the results of participatory action research projects to policymakers and medical practitioners. This paper will look at how using participatory visual methodologies in global health research with children and youth facing global adversity incorporates the multiple functions of their lived realities so that research becomes a means of intervention. Drawing from a literature review of participatory visual methods as media, content and processes of global health research, this paper raises practical, theoretical, and ethical questions that arise from research as intervention. The paper concludes by exploring what lessons emerge when participatory visual methodologies are integrated into global health research with children and youth facing global adversity.

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PurposeOf the approximate 18 million refugees worldwide, between 2 and 5 percent are estimated to be separated children, a figure which represents between 360,000 and 900,000 children. Place and placemaking represent vital components and realities during flight. The concept of place addresses the physical and social environments within which separated children move through and live in. Place and placemaking both include elements of physical setting, activity, and meaning, with placemaking specifically constituting the act of transforming the places one finds oneself into the places in which one lives.Originality/valueUncertainty continues to surround the concept and meaning of place and placemaking in large part due to their contextual and subjective nature. Furthermore, the notion of place is often under‐explored and under‐theorized when considering separated children's experiences and realities.Design/methodology/approachDrawing upon in‐depth interviews and a focus group with 17 youth respondents living in Canada, this paper explores the realities of place and placemaking in the lives of separated children.FindingsThe paper highlights the meaning and significance of place during flight. It examines the ways in which respondents “made place” in contexts of violence and insecurity through social networks, through reliance on language and cultural traditions, and through place attachment and identity.Practical implicationsThe paper concludes with a discussion of the implications of place and placemaking for policy and practice with separated children.

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