Violence against children, the voices of Ugandan ... - Raising Voices

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percent described crying loudly to attract attentionor hiding to avoid the immediate violence. Onlyone in five, mostly younger children, said they didnothing when violence was committed againstthem.When asked what should be done to preventviolence against children, most children preferredcaution and sensitivity. They urged for a nonpunitiveresponse, such as engaging parents (79.4percent) and teachers (73.9 percent) in a dialogueabout how to relate more equitably with children.They suggested engaging a broad cross sectionof adults in a similar dialogue through communitywideactions. They recommended the creation oflocal response mechanisms that would meet theneeds of children when violence was perpetratedagainst them. Relatively fewer children suggestedthe involvement of police (56.9 percent).Most adults (90 percent) agreed that in theircommunities, children were deliberately beaten,shouted at, and denied food or basic needs, yetthey hesitated to label these acts as “violence.”They preferred the word “punishment,” explaininghow adults use these acts to guide children. Theadults conceptualised punishment as moderateand acceptable acts and described violence asexcessive and inappropriate punishments, whichthey preferred calling “mistreatment.” Althoughmany adults insisted that they knew the differencebetween punishing a child and mistreating a child,almost half (46.8 percent) said they would withdrawbasic needs from a child as a form of punishment.Thirty seven percent of adults said that children intheir communities were “frequently mistreated,”and a further 55.1 percent said that children were“sometimes mistreated.”Most adults (91.3 percent) described using acombination of physical and emotional punishmentto control children, most commonly caning,shouting, and assigning physical work (above andbeyond normal chores). When compared to reportsfrom children, adults consistently under-reportedthe extent of punishment they inflicted on children(with the exception of caning and glaring). Manyadults discounted ad hoc incidents of shouting,pinching, or slapping, not even considering thempunishment.When asked why they punished children, manyadults claimed that they did it to make childrencompliant, obedient, and respectful of traditions.However, many adults doubted whether theircurrent methods of punishment would ensure thisoutcome. Although 87.9 percent of adults saidthey punished children to guide them on how tobehave, only 32.6 percent firmly believed that thepunishment would change the child’s behaviour.Many adults disapproved of holding adultsaccountable for their actions against children,believing that this accountability cultivateduncontrollable behaviour in children. They resentedthe dialogue on children’s rights especiallyabout “prohibition of corporal punishment” andcomplained that it was preventing them fromdischarging their duty as adults. However despitethese sentiments, 81.7 percent of these adults saidthey punished their own children, and 57.9 percentsaid they felt comfortable punishing other childrenin the community. Clearly, adults have reacheda critical juncture regarding their relationshipwith children. The rhetoric of children’s rights asperceived by adults, particularly discussions aboutthe usage of corporal punishment, has introducedvixixix Part Executive IntroductionOne Research SummaryDesign
a new dimension to the adult-child relationship.It has provoked anxiety and misunderstandingamong adults at the expense of children who bearthe brunt of the backlash.Cumulatively, the findings from this study pointto an urgent need for a multi-layered responsein Uganda. Firstly there is a need to develop acomprehensive policy framework that addresseswithin all policy initiatives, the detriment of thecurrent power-based model of the adult-childrelationship and its manifestations within homes,schools, and communities. While several childcentricpolicy initiatives are already in place,none of them address the fundamental issue ofchildren’s lack of power in their relationships withadults. Secondly there is a need to develop nonpunitive,practical, and creative outreach programsthat skilfully dispel the antagonism gatheringmomentum within the adult-child relationship.These programs would promote an alternativemodel for the adult-child relationship; one thatfosters mutual respect and encourages childengagement rather than mere compliance withinthe relationship. Finally there is a need to establishcommunity-based mechanisms that proactivelyrespond to children experiencing violence.Subsequent layers of response would build onthese foundational layers to consolidate a longtermstrategy of promoting equity in the adult-childrelationship.between actions and intentions, experiencesand perceptions. The first part will describe themethodology or how those voices were engaged.The second part will report on the dialogue withthe children and the third part on the dialogue withadults. The final part will draw together the findingsof the study to suggest recommendations foractions aimed at various duty-bearers.This report’s central aim is to present the voicesof children and adults as they were captured inthe study. The presentation and layout is aimedat bringing as many of those voices to a wideraudience as possible in their clarity and unanimity.It also aims to draw attention to the disconnectionPart One Executive Research Summary Designvi
Page 1 and 2: ViolenceAgainstChildrenThe Voices o
Page 3 and 4: ViolenceAgainstChildrenThe Voices o
Page 5 and 6: DedicationThis work is dedicated to
Page 7 and 8: TABLES1.1 Children consulted throug
Page 9: EXECUTIVE SUMMARYThis study examine
Page 13 and 14: PART ONEResearch DesignPURPOSE OF S
Page 15 and 16: PARTICIPANTSA total of 1406 childre
Page 17 and 18: METHODOLOGYData CollectionThe resea
Page 19 and 20: Through this process, two interesti
Page 21 and 22: Children’s VoicesWhat do you unde
Page 23 and 24: esearch.Children’s Conception of
Page 25: It was recognized during the format
Page 28 and 29: QUESTION 1Have you experienced viol
Page 30 and 31: QUESTION 2Have you experienced phys
Page 32 and 33: Children’s VoicesHave you experie
Page 34 and 35: QUESTION 3Have you experienced emot
Page 38 and 39: QUESTION 4Have you experienced sexu
Page 42 and 43: QUESTION 5Have you experienced econ
Page 46 and 47: QUESTION 6Who commits violence agai
Page 48 and 49: Children’s VoicesKey Informant In
Page 50 and 51: QUESTION 7How do you feel when viol
Page 52 and 53: Children’s VoicesHow do you feel
Page 54 and 55: Children’s VoicesYou feel ashamed
Page 56 and 57: QUESTION 8What do you do when viole
Page 58 and 59: Children’s VoicesWhat do you do w
Page 60 and 61:
QUESTION 9What, if anything, should
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Children’s VoicesWhat, if anythin
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Children’s VoicesSensitize elders
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KEY FINDINGSMore than 90 percent of
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PART THREEAdults’ Rationale for V
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QUESTION 1Are children punished in
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Adults’ VoicesCulturally, we watc
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of being reported to higher authori
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QUESTION 3How often do you punish c
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Adults’ VoicesHow often do you pu
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In what ways do you punish children
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Adults’ VoicesIn what ways do you
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In interviews, many teachers admitt
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Adults’ Voicestimes, I feel happy
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I know beating her has not changed
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QUESTION 7Are there ways in which a
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Adults’ VoicesAre there ways in w
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QUESTION 8What should be done when
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Adults’ VoicesWhat should be done
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6. Adults believe in a hierarchy of
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PART FOURRecommendationsWHAT WOULD
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violence. The legislation should in
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3.6 RESEARCHCommission research tha
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5.9 COMMUNITY SENSITISATIONIntroduc
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Part Four Recommendations101
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