Child Abuse

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Child Abuse
Rationale
Child abuse is a world-wide, international problem facing children. Even though there is quite a lot of information available, there is a lack in some countries. Child abuse is also a sensitive issue in some countries, even though it is a cross-cutting one for child rights. Thus there is a need for the development of skills so that people can get involved in training with children to promote the prevention of child abuse. This module is a one-day workshop designed for children !- " years old, but it can be adapted for other age groups. #ts overall ob$ectives are for children to be% provided with information on child abuse, the touching rules and support systems informed of their rights to protection against child abuse equipped with skills in decision-making and assertiveness that could enable them to apply the provided information practically or for dissemination purposes strengthened in their capacity to raise their self-esteem and be empowered to use the skills when needed

The contents of this workshop are% Topic One: What is Child Abuse? &ctivity % &ssessing Children's (nderstanding of &buse &ctivity "% Types of &buse &ctivity )% *ole-+lay &ctivity ,% Effects of &buse and the C*C Topic Two: Children and Their Bodies &ctivity % #t's -y .ody &ctivity "% Touching *ules &ctivity )% Touch Continuum Topic Three: Assertiveness and Support &ctivity % *ole-+lay on &ssertiveness &ctivity "% /afety and Trust 0 The Telling Tree

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Topic One: What is Child Abuse?

Activity 1: Assessing Children s !nderstanding o" Abuse

Ob#ective: $rocedure:

2or children to understand the meaning of abuse

. &sk children to form into small groups to discuss the word 3abuse4 and what it means to them, or ask them to $ust give e5amples only. ". Each group will then present their answers.

%acilitator s Role: The facilitator should make notes while the children are presenting their level of understanding. The facilitator may have to e5plain abuse and the types of abuse.

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&otes "or the %acilitator: $hysical abuse is when parents or adults deliberately or knowingly inflict in$uries on a child, or do not prevent them. #t includes hitting, shaking, burning or biting. #t also includes using e5cessive force when feeding, changing or handling a child. 7iving a child poisonous substances, inappropriate drugs or alcohol, or attempting to suffocate or drown a child are also e5amples of physical abuse. &eglect occurs when adults fail to meet their child's essential needs, such as adequate food, clothing, warmth and medical care. 8eaving children who are too young to look after themselves alone or without proper supervision is also an e5ample of neglect which results in physical and emotional harm. '(otional abuse is when parents continuously fail to show their child love or affection, or when they threaten, taunt or shout at a child, causing him or her to lose confidence and self-esteem and to become nervous or withdrawn. Se)ual abuse takes place when an adult coerces, tricks or forces a child to take part in a se5ual activity, using the child to satisfy his or her own se5ual desires. This can involve%
E5hibitionism, in which an adult e5poses his genitals to a child. 9oyeurism or peeping tom, when an adult watches a child undress, bathe or use the bathroom. :issing, in which the adult gives the child lingering or intimate kisses, especially on the mouth and perhaps with the adult's tongue stuck in the child's mouth. 2ondling or molesting, in which an offender touches, caresses or rubs a child's genitals or breasts, or has the child similarly touch his body. 2ellatio or cunnilingus, in which an adult forces a child to have oral-genital contact with him. 9aginal or anal intercourse, in which the adult penetrates the child's vaginal or anal opening with a finger, penis or ob$ect. +ornography can be a special instance of child se5ual abuse, when it involves the use of pictures, videotape or film depicting graphically specific se5ual acts between adults, adults and children, or children. ;bscene phone calls, in which a call is made to scare or upset the person who answers. #t might include heavy breathing, obscene language or suggestions of se5ual contact. *ape, in which one person forces another into se5ual intercourse. /ometimes a weapon is used and often the rapist wants to hurt and humiliate another human being. 2orced se5 is the way they do it. #t is not the forced person's fault. #ncest, in which one person is tricked, forced or persuaded into having se5ual relations with someone in the family.

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Activity *: Types o" Abuse

Ob#ective: $rocedure:

.e able to identify the four different types of abuse

. =ave a set of pictures depicting the four different types of abuse >see &nne5 ). , pages 1)-16, for e5amples?. ". @ivide the children into four groups representing the four different types of abuse. Each group is given the whole set of pictures and asked to select the picture showing their group's type of abuse, be it se5ual, physical, emotional or neglect. ). &fter the selection of pictures, a group representative will present their pictures to the whole group and put them one at a time into a bo5 or basket identifying their group type as shown below%

/e5ual

+hysical

Emotional

Aeglect

,. /tick the selected pictures on the wall, board or flipchart.

Another Option "or Activity *:

&ote: This option can be used if you only have one set of pictures available.

$rocedure:
. -i5 all the pictures of the four types of abuse together. ". Empty all the pictures together onto the floor. ). &sk each group to come and select pictures that relate to their group's type of abuse until all the groups have picked up theirs. ,. @isplay them on a flipchart, present to the group and put them into a bo5 as above, or display them on the floor.

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Activity +: Role,$lay

Ob#ective: $rocedure:

.e able to identify the four different types of abuse

. =ave children remain in their groups and provide them with scenarios like the sample below, or ones that the facilitator or children themselves can formulate. ". Each group is to role-play the scenario and identify the abuse. ). The rest of the children can also identify the types of abuse.

%acilitator s Role: The facilitator will need to produce short scenarios for the role-play. The facilitator should give as many scenarios as possible. Each scenario should have indicators of the different types of abuse.

Sa(ple Scenario o" &eglect and '(otional Abuse &nn is " years old and the oldest of three children. /he is busy all day doing housework, looking after her younger brother and baby sister as well as trying to do her school work. =er parents leave for work very early and come home very late at night. &nn gets scolded often for not cleaning the house well enough and is constantly yelled at for getting low grades. Aothing &nn does pleases her parents.

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Activity -: '""ects o" Abuse and the CRC

Ob#ectives: &t the end of the session, children will be%

&ware of the effects of child abuse #nformed of the articles in the C*C which stipulate their rights to protection against abuse

.aterials:
*elevant C*C articles on an ;=T or flipchart paper in large print >&nne5 ).", pages 1<-6!?

$rocedure:
. @ivide the children into four groups. ". The four groups will discuss and list the effects or consequences of the four types of abuse. ). =ave each small group give a brief presentation with comments from the facilitator. >/ee the Aotes for the 2acilitator on the ne5t page for a range of possible responses.? ,. /ummariCe and supplement. &fter that, tell the children that there are legal documents which provide children with the right to be protected from all kinds of abuse. /how the ;=Ts of the related articles and e5plain.

&ote: *eference can be made back to the pictures used in Topic ;ne, &ctivity " >&nne5 ). , pages 1)-16?.

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&otes "or the %acilitator:

$hysical abuse can result in%
.roken bones /cars +ermanent disfigurement /erious internal in$uries .rain damage .ruising @eath

'(otional abuse can result in%

@epression /uicide Ao or very low self0esteem &ggression 8oss of appetite /tarvation &nti-social behavior

&eglect can result in%

+hysical harm #llness /tarvation @eformity in physical, social, emotional and moral development Ao or low self0esteem /uicide @epression

Se)ual abuse through 3minor4 incidents may cause temporary emotional disturbances%
Embarrassment 2ear Confusion 7uilt &n5iety /ense of re$ection @istrust of adults and strangers

Severe se)ual abuse incidents may lead to%

.ehavioral problems 0 withdrawal, difficulty at school, aggressive behavior and running away +sychological harm 0 nightmares, e5treme depression or an5iety +hysical harm 0 cuts, bruises, venereal disease and pregnancy

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Topic Two: Children and Their Bodies

Activity 1: /t s .y Body

Ob#ective: .aterials:

To introduce children to the concept of their own special body

@rawings >&nne5 ).), pages 6 -6"? of a boy and girl. >The illustrations of the body can either include their genitals or be covered with a bikini or swimming trunks. Even though it is not common for &sian girls to wear a bikini, it is advisable to illustrate the child in a bikini so that you can e5plain that the parts that are covered by your bathing suit are your private parts. ? Twelve markers, stickers or balloonsD three of each color 0 green, red and yellow 0 that represent touchable, untouchable and acceptable respectively.

$rocedure:
. @ivide the children into four groups. ". 7ive each group a set of drawings >two groups will each receive the drawing of the boy, and the two other groups will each receive the drawing of the girl?. ). Each group will then have to discuss the following questions and mark on the body maps % Ehich parts of the body will you allow anyone to touchF >mark green? Ehich parts of the body will you not allow anyone to touchF >mark red? Ehich parts of the body is for free contact, e.g. a handshakeF >mark yellow? ,. & representative from each group will present their work.

%acilitator s Role: Comment on and discuss each group's presentation. Ensure that children know that the parts marked red are their private body parts, and that their body belongs to them and they have the right to protect it. To make sure that the children know what their private parts are, the facilitator will ask do you know the names of your private partsF

&ote "or the %acilitator: +rivate body parts include breast and nipples, penis and scrotum >testicles?, buttocks, vagina, anus and lips. Children need not remember these specific names. They can use their own $argon or lingo. =owever, the facilitator should use the proper scientific names.
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Activity *: Touching Rules

Ob#ective: $rocedure:

To introduce children to the safety rules for their body

. 2acilitator% ;kay children, we have spent some time getting to know about our bodies. Ee each have one body and it is our own special body. Ee have special rules for our body.

Rule 1: No one should touch your private body.

Rule 2: If someone touches you in a way you dont like, say no! and "et away.

Rule #: $ell someone and keep tellin" until someone helps you.

". &sk children to identify the ways we keep our bodies clean. E5amples are bathing, brushing our teeth, taking care of wounds and going to the doctor. ). Talk about things that keep them >children? clean and healthy that you don't like, e.g., getting an in$ection, a baby getting a diaper change. ,. Tell the children% Ao one should ask you to touch your private body parts .

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Activity +: Touch Continuu(

Ob#ective:

To introduce the concept of safe, unsafe and confusing touches

Touch Continuu(

/afe touches

Confusing touches

(nsafe touches

$rocedure:
. .egin by drawing the touch continuum on a board, e5plaining that there are different kinds of touches and feelings about touches. ". &sk the children to write down e5amples of what they think are, for e5ample, safe touches >good or happy? and unsafe touches >angry, sad or scared?. ). (nder 3safe touches4 place the e5amples of touches that make the children feel good or happy. ,. (nder 3unsafe touches4, place the e5ample touches that make the children feel angry, sad or scared. 5. Erite down all the e5amples given by the children.

%acilitator s Role: 7ive or add as many e5amples as possible. E5plain what confusing touch means through a story or scenario, and what determines the nature of touch. Ehen discussing the different kinds of touches, remember to put it together with feelings so that the children can begin to understand how to use their feelings to make $udgements and later to keep themselves safe. 8ook out for touch e5amples from children which could indicate a child has a problem.

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&otes "or the %acilitator:

Sa"e touches are those which make the receiver feel affirmed. These touches and attention are e5perienced by the receiver >child? as warm, caring, nurturing and supportive. &ll persons need to receive this kind of touch. !nsa"e touches are those that hurt the receiver, that make the receiver feel bad, that inflict pain or that seem to disregard the receiver's >child's? feelings. #t is usually very clear that the child does not want this kind of touch or attention, which he or she may describe as manipulative, coercive and frightening. Con"using touches are those which make the receiver feel uncomfortable, uneasy, confused or unsure. The receiver e5periences confusion and conflicting feelings about the touch andGor about the person who does the touching. The intent of the adult may be unclearD the touch or attention may be unfamiliar. There are times when this kind of attention 3feels good4 but is also frightening, such as a touch that is se5ually stimulating, or an adult stating in front of your friends how wonderful you are. Thus, the attention or touch that 3feels good4 is not always good or safe. 0eter(ining the nature o" touch: Ehether the touch or attention is 3safe4, 3unsafe4 or 3confusing4 is determined by how the receiver e5periences it, not by the intentions of the person giving the attention or doing the touching. The adult may intend the touch or attention to convey a certain kind of message >like support or affection? but the message is entirely dependent upon how the receiver perceives the touch or attention, and the adult has no control over this. The intentions of the adult or the person who is doing the touching are irrelevant.

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Topic Three: Assertiveness and Support

Activity 1: Role,$lay on Assertiveness

Ob#ectives:
To provide children with skills on assertiveness and problem solving To empower children to say no to any indicators of abuse

$rocedure:
. Children are divided into groups to discuss the scenarios below. ". Children will have to respond to the questions and act out the three responses, i.e., assertive, passive and aggressive >see the Aote on the ne5t page?.

Scenario 1 # am " years old, studying at a secondary school. ;ne day, my uncle visited my family. =e said he had not seen me for ages. =e hugged me very tight and kept on touching me. -y mother and father en$oy talking with my uncle. Ehat would you sayF Ehat would you doF

Scenario * &fter dinner, # was in the bedroom doing school homework. /imultaneously, my father and uncle were watching Eorld Cup football on T9 while drinking alcohol >beer?. &s the football players were shooting goals, they clapped their hands loudly and kept asking me to serve them more beer. Ehat would you sayF Ehat would you doF

Scenario + Early in the morning, my mother woke me up to clean the living room. #t was an additional daily routine for me. # didn't have enough time for breakfast because # had to rush to school. Ehat would you sayF Ehat would you doF

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). Then ask the children how the following situations could be handled in an assertive wayF a. -s Taina asks to borrow money from you and will repay you at the end of the week. Hou lend her the money and a week has gone by and she has not repaid you. Hour responseF b. Hou saw your classmate taking drugs and overdose on them. =e was crossing the road when he fell and lay in the street. =e could not pick himself up and any moment he could have been run over by a car. Ehat would you doF c. &n auntie asks you to help her carry a bag to someone she calls a friend who is a total stranger to you. Hou are not informed of the bag's content. Ehat are you going to doF

&ote "or the %acilitator: /ee &nne5 5.6 >page 5<? in the Child +articipation section for definitions of &ssertive, +assive and &ggressive.

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Activity *: Sa"ety and Trust 1 The Telling Tree

Ob#ectives:
#ntroduce the child's right to safety #dentify trusted adults that children can go to for help

$rocedure:
. *ead and discuss with the children the following questions%

@o you know what it feels like when you are safeF =ow do you know you are safeF Ehich parts of your body tell you that you're safeF

". #nform the children that%

Ee all have the right to feel safe with other people. Hou have the right to feel safe with other people. # have the right to feel safe with other people. There are lots of grown-ups who can help us stay safe.

). =ave the children break into groups to discuss% The kind of people they feel they can trust. Ehy they feel they can trust these people to talk to them about anything, including abuse. +ass out the 3Telling Tree4 sheet >&nne5 ).,, page 6)? to every child. &sk them to decide and paste a photo of their trusted adults, draw their picture or write their name. &llow the children to identify the trusted adults themselves.

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Child &buse

&nne5 ).

Topic One, Activity 2 (page 60)

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&nne5 ).

Topic One, Activity 2 (page 60)

Child &buse

&nne5 ).

Topic One, Activity 2 (page 60)

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&nne5 ).

Topic One, Activity 2 (page 60)

Child &buse

Annex 3.1

Topic One, Activity 2 (page 60)

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&nne5 ).

Topic One, Activity 2 (page 60)

Child &buse

Anne) +2*

Article 12: The right to express your opinions You have the right to express your thoughts, e.g., to say NO to the kind of touches that you dont like, and adults have to take that seriously. Article 13: Freedom of expression You have the right to express your view. You can say what you think through speaking, writing, art etc. unless it breaks the rights of others. You must be asked, your opinions must be respected in all decisions which concern you, at home, in school, by authorities and courts. You have the right to think what you like or dislike. Article 17: Right to appropriate information All children have the right to information from different parts of the world. You have the right to sex education, to know how to protect yourself. Article 18: Parental responsi ilities he family is very important for the development and well!being of the child. Your parents have the primary responsibilities for your upbringing and security. "oth of your parents should be involved in bringing you up and they should do what is best for you. Article 1!: Right to protection from a use and neglect No child shall be maltreated, exploited or neglected. No child shall be forced to harmful labor. No child shall be

Topic One, Activity 4 (page 62)

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abused. #f you are maltreated, you shall get protection and assistance. No one should hurt you in any way. Adults should make sure that you are protected from abuse, violence and neglect. $ven your parents have no right to hurt you.

Anne) +2*

Article 2": Right to health and health ser#ices You have the right to good health, to get the help and care %professional help and medicine& you need, when you are not feeling well. Adults should try their hardest to make sure that children do not get sick in the first place by feeding and taking good care of them. Article 31: Right to leisure$ recreation and cultural acti#ities All children have the right to rest, play and live in a good environment. Article 32: Right to protection against child la our 'hildren have the right to be protected from work that threatens their health, education and development. Article 33: %rug a use 'hildren have the right to be protected from drugs, as well as being involved in its distribution.

Topic One, Activity 4 (page 62)

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Articles 3" & 3': Protection against sexual a use and exploitation You have the right to be protected from sexual abuse and exploitation. his means that nobody can do anything to your body that you do not want, such as touching you or taking pictures of you. 'hildren have the right to be protected from all forms of abuse and exploitation.

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&nne5 ).)

Topic Two, Activity 1 (page 64)

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&nne5 ).)

Topic Two, Activity 1 (page 64)

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Anne) +2-
Telling Tree
If someone touches you and you dont like it, say No, Run and Tell someone you trust. You can tell

Topic Three, Activity 2 (page 70)

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