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

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FRAME OF REFERENCEForms of ViolenceFor the purposes of this study, the acts of violenceagainst children are organized under four broadforms; physical, emotional, sexual and economic.While this may oversimplify the reality of children’sexperience (most acts of violence are multifaceted),it does facilitate a meaningful discussion and allowsresponses to become more specific. However,the study will not propose a false hierarchy ofimportance within the four forms.Causes of ViolenceThis study assumes that most violence againstchildren, within the domestic realm, is theconsequence of children’s low status in the socialhierarchy of power. In other words, violence isinflicted on children mainly because they arechildren, and less so because of their actions. Forexample, an adult male who commits the samemistake as a child would not be beaten, but thechild would. Thus, this study analyses violencewithin the context of this power-based adult-childrelationship. It avoids simple cause-and-effectlinkages, such as alcohol, jealousy, misbehaviour,and poverty as the causes of violence, althoughit recognises that they can act as triggers forviolence.Violence as ContextThis study conceptualises the violence thatchildren experience as a context of the adultchildrelationship rather than an event within thatrelationship. The experience of violence goes wellbeyond the slap or the insult. The adult uses theslap or the insult to instigate and reinforce a beliefsystem in children regarding their abilities, theirworth as individuals, and their possibilities for thefuture. Thus, within this study, the attention centerson the nature of the adult-child relationship, andthe analysis focuses on children’s experiences ofnavigating that relationship.Children FirstIn this study, children’s best interests takeprecedence. Children’s participation is perceivedas a crucial source of information, interviewers usechild-centric consultation methods, and children’sinput carries as much weight as that of adults. Thisstudy makes every effort to ensure that children’svoices are heard.Identifying Common ThemesThe study will be vigilant against homogenizingthe interests of children as one large category.However, the analysis will synthesize commonthemes and identify priorities of children as agroup.4Part One Research Design
METHODOLOGYData CollectionThe research design combines five complementarymethods of data collection: questionnaires, focusgroup discussions (FGD), narrative role plays(NRP), key informant interviews, and journalwriting. Together they offer varied approaches forengaging participants in sharing their personalexperiences regarding violence against children. Astandardized research protocol was developed andused in each district.QuestionnairesResearchers administered 1000 questionnaires tochildren in groups of 10, including 750 in-schoolchildren selected from 50 schools and 250 out-ofschoolchildren (selected using quota sampling).Researchers also administered 900 questionnairesto adults in groups of 10 to 15, including 400parents, 400 teachers, and 100 communityleaders (all selected using quota sampling). Tworesearchers facilitated each group. One researcherread the questions to the participants, and theother researcher assisted participants as necessary.This process rendered 777 valid questionnairesfrom children and 755 from adults. All numericaldata quoted in this publication is derived fromanalysis of questionnaires.Focus Group DiscussionsFocus group discussions were segregatedby sex and age (for childen) and included 42discussions with children and 28 with adults withten participants per group (selected using quotasampling).Narrative Role PlaysThis study reached 100 children -- half boys, halfgirls, half in school, and half out of school throughnarrative role plays. The total sample was dividedinto 10 sex-segregated groups, 2 per district with10 children each, and each group process lastingapproximately four hours. The process beganwith a brainstorm and a discussion about howparticipants understood the term “violence againstchildren,” followed by the sharing of experiences.Subsequently, the group divided into two, andeach group prepared a short play based on theirexperiences of violence against children. Eachgroup had the opportunity to act out their shortplay for the other participants. After the plays, theparticipants discussed what they observed, whetherthe plays reflected the reality in their communities,and their proposed strategies for preventingviolence against children.Table 1.1 Children consulted through each method of data collectionGroup FGD Questionnaire Interview NRP Journal TotalIn Out In Out In Out In Out Total8-14 yrs Girls 50 70 196 27 12 4 20 20 8 40715-18 yrs Girls 50 60 115 47 13 12 10 0 5 3128-14 yrs Boys 50 30 174 32 15 6 20 10 7 34415-18 yrs Boys 40 70 125 61 12 10 10 10 5 343Subtotal 190 230 610 167 52 32 60 40 25 1406Part One Research Design5
Page 1 and 2: ViolenceAgainstChildrenThe Voices o
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Page 5 and 6: DedicationThis work is dedicated to
Page 7 and 8: TABLES1.1 Children consulted throug
Page 9 and 10: EXECUTIVE SUMMARYThis study examine
Page 11 and 12: a new dimension to the adult-child
Page 13 and 14: PART ONEResearch DesignPURPOSE OF S
Page 15: PARTICIPANTSA total of 1406 childre
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Page 28 and 29: QUESTION 1Have you experienced viol
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Page 32 and 33: Children’s VoicesHave you experie
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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
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Page 50 and 51: QUESTION 7How do you feel when viol
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Page 54 and 55: Children’s VoicesYou feel ashamed
Page 56 and 57: QUESTION 8What do you do when viole
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Page 60 and 61: QUESTION 9What, if anything, should
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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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