TORTURE AND ILL-TREATMENT OF CHILDREN IN UKRAINE

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Torture and ill-treatment of children in Ukraine22Instrument C3. Focus-groups among pupils of secondary schools of Kyiv(2 schools) and Kharkiv (2 schools) with 10–12 participants in each group.• The purpose of the focus-groupsThey are intended to estimate the overall level of legal awareness of highschool pupils concerning abuse. In particular, when and against whom physicalor psychological violence may be used, when and by whom it may be usedillegally. Do high school pupils have their own experience of brutal treatment,can they fetch credible evidence or they are based on rumors, media messagesand mass culture. Minors without criminal background, pupils of highschools in our study serve as a control group regarding juveniles, who are inplaces of unfreedom, or have been recently set free.• SamplingThe sample is formed by a school psychologist or other school employee,who knows the individual psychological characteristics of pupils of severalhigh school classes. The sample shall include pupils, who are ready to voluntarilytalk about issues related to violence. They cannot belong belong tothe same company, in which one local “authority” may put pressure on othermembers; in the case of psychological pressure in the group the leader has toneutralize her/him verbally.• Technical requirementsThe group stays in the room, where it is possible to place chairs or armchairsof respondents in a semicircle with adequate lighting for video recording. Thismay be a schoolroom. It is undesirable to make them sit in several rows at theirdesks as during lessons. The video recording is required to analyze the nonverbalinformation that accompanies the retorts. By our experience with focusgroups, pupils are very rarely against video recording for technical purposes.However, some schools may be more closed to conducting research thanothers; it is desirable not to carry out studies, where they are artificially obstructed,or there are reasons to believe that pupils were asked to speak cautiously.Although researcher is not obviously an inspector, certain employeesof educational institutions are slow to understand it.The participants may speak less openly in the presence of teachers; however,the presence of a teacher as an observer at the focus-groups is gener-
Methodological framework of the studyally acceptable. By agreement with the partners in the school and separateagreement with the pupils the moderator guarantees the confidentiality ofthe results. The background on pupils is not collected; the moderator asksthem only to name themselves.The approximate time of interviewing the group is two forty-minute periodswith a fifteen-minute break. The per-question response time is about1 min. for one participant. The interview is conducted in Ukrainian or Russianby consent of the group; the participants are encouraged to respond in convenientlanguage.The focus-group is recorded in a digital format suitable for viewing onmost standard computers. The moderator or his assistant are responsible forthe transcript; the assistant is responsible for video recording. The transcript isattached to the report along with the video file on a DVD disc.• Interviewing the focus-groupThe moderator and assistant introduce themselves. The moderator outlinesthe project, reminds that the results are confidential, but says nothingabout the purpose of the study. He stresses the need to get individual, personalizedanswers. The participants sign their consent for the study.Tune-up. Please introduce yourself. What is your name, how old are you?What are you doing in out-of-school hours? (You can briefly ask about thehobby). What are your favorite movies or TV serials?Q u e s t i o n 1. To what extent are the movies about tales entertainingpeople and to what extent they are abot the truth? Can you name a film wherelife is shown as it is? Or a serial?Q u e s t i o n 2. In the movie (you can name some of those mentioned inp. 1) they show frequent fights and even murder. And who has the right to useforce to the other in real life? In what cases?Q u e s t i o n 3. Does everyone can protect herself/himself? Who can protectherself/himself, and who cannot? Please, give your own examples.15 min. break (Optional, depending on the situation and mood of the group)Q u e s t i o n 4. Can a person avoid situations in which s/he can be beaten,robbed, fall victim to violence? Or such situations can happen to each personregardless of personal choice?Q u e s t i o n 5. Who do you ask for help in case of serious threat? And towhom you probably will not turn to in any case?23
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TORTURE AND ILL-TREATMENT OF CHILDREN IN UKRAINE

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