UNICEF Regional Office for Central and Eastern Europe and ...



Session PlanSession Title: Core CSA Knowledge AreasModule #: 21270-102235Learning ObjectivesAt the end of this session:Participants and facilitators have shared understanding of key termsParticipants can name the 10 knowledge competency areasParticipants will know why the CSA Knowledge Areas are importantlefttopKey MessagesA clear understanding of what child sex abuse is among community members, including children, and responding agencies is essential to ensure that people know the nature of the problem and are more empowered to report Children will only disclose if they feel safe and feel that someone will help themMany children (especially younger children, boys and those with disabilities) will not say anything about abuse that has happened. This often stems from fear, shame, self-blame, cultural norms, and lack of knowledge that what is happening is wrong Young children or children with disabilities may not have the words/language for communicating their concerns and may not understand that the abuse is wrong lefttopDuration of session3hrs 15 mins-2362203556000Materials/ ResourcesSmall prizes – e.g. sweets, biscuits, or pens – for activity 10Preparation needed before the session starts635-62611000Flipcharts with headings: Needs of children after sexual abuseSlides to be adjusted: Based on the outcomes of the training pre-test you may wish to cut down on the amount of time you spend running through the knowledge areas. This can be done by selecting those areas where participants showed less understanding, and skipping the detailed slides and activities for those knowledge areas where participants had a sufficient prior knowledgeOther: Pre-prepared case study of sexual abuse relevant to he local context Have pre-prepared signs or cards for the walls with the following headings in large letters: A child is…Adolescence is… Child sex abuse is… Gender based violence is… Sexual exploitation is… Print & cut out the “participants’ statements that are boxed in red and yellow – ensure they are printed in black and white so participants cannot identify the colour differencesSession Outline MinutesActivity10 Introduction -Core CSA Knowledge Areas: One By One40Definitions 15Scope of the problem35 Identification including disclosure15Perpetrators10Sexual abuse and boys 30Ages and stages of development5Impact on caregivers 15Child survivor’s needs10Resilience5Child Protection Mechanisms & norms 5Close session 3hrs 15minsTOTAL TIMESESSION TECHNICAL NOTESChild Sexual abuse (Activity 2) There is no set definition of child sexual abuse. World Health Organization defines child sexual abuse as:“The involvement of a child in sexual activity that he or she does not fully comprehend, is unable to give informed consent to, or for which the child is not developmentally prepared and cannot give consent, or that violates the laws or social taboos of society. Child sexual abuse is evidenced by this activity between a child and an adult or another child who by age or development is in a relationship of responsibility, trust or power, the activity being intended to gratify or satisfy the needs of the other person. This may include but is not limited to: The inducement or coercion of a child to engage in any unlawful sexual activity, The exploitative use of a child in prostitution or other unlawful sexual practices,The exploitative use of children in pornographic performances and materials.” We use the following definition in an effort to more succinctly define child sexual abuse for teaching and training purposes: “Child sexual abuse is defined as any form of sexual activity with a child by an adult or by another child who has power over the child. By this definition, it is possible for a child to be sexually abused by another child. Child sexual abuse often involves body contact. This could include sexual kissing, touching, and oral, anal or vaginal sex. Not all sexual abuse involves body contact, however. Forcing a child to witness rape and/or other acts of sexual violence, forcing children to watch pornography or show their private parts, showing a child private parts ("flashing"), verbally pressuring a child for sex, and exploiting children as prostitutes or for pornography are also acts of sexual abuse.” Note that having a child watch or witness a sexual act becomes abusive when it is to gratify the individual in power. There are instances in which children may witness sexual acts that are not abusive, such as where several generations of the same family share a room or bed. Understanding the different kinds of sexual abuse children can face is very important. Parents and children may need to understand that what happened is in fact abuse, and that it happens to many people in many places, which is why we have a definition for it. Disclosure (Activity 4) There are two different ways that information about the occurrence of child sexual abuse is shared, and when we are talking about sharing or reporting child sexual abuse, we call that disclosure Direct disclosure—when children (or a family member on behalf of a child) tell someone about the incident they experienced themselves ORIndirect disclosure—when something else brings the sexual abuse out – for example, someone witnessing it, a young girl becoming pregnant, injuries that require medical care, etc. Sometimes children want the sexual abuse to be disclosed (voluntary) and sometimes children do not want sexual abuse to be disclosed, but it happens anyway – (involuntary).For example, children may tell their caregivers that they have been sexually abused, and the caregivers may then disclose the abuse to service providers without the willingness of the child. This is considered “involuntary disclosure.” Children can also willingly share information about sexual abuse to trusted adults or service providers themselves. This is called “voluntary disclosure.”We, as helpers, have to understand that sometimes children themselves tell a trusted person about sexual abuse, and sometimes other people tell for the child. This is a key learning point. Ages and stages of child development (Activity 7) In every phase of its life, a child develops skills in different areas, which are all closely related to each other (physical / motor, emotional & social, cognitive). A child has a number of age-specific developmental tasks, or milestones, particular things s/he has to learn and develop in a certain phase, in order to grow up in a balanced way. For instance: a very small child will learn to communicate, to express needs and wishes. This capacity helps a child to interact with people, develop friendships and social networks. All areas of development are linked together (physical / motor, emotional & social, cognitive) – progress in one area of development is needed in order to achieve another. For example: The speech development of a child is affected if the child has difficulties in hearing clearly or if no one talks directly to him or her. A child who does not develop intellectually may fail to develop walking skills.To develop to their full potential, children need huge amounts of support and guidance from others in their lives. Failure to meet all of the needs of a baby or child can have serious consequences on his or her development. E.g. a child who does not receive love and support will not develop intellectually, will not gain physical and communication skills, etcThe most important thing to remember is that the way a child goes through all these stages depends very much on the support s/he gets from its environment: caretakers or other people close to the child. A child practices cognitive (thinking) and motor (movement/action) skills, emotions and social behavior through play and in relationship with caregivers. Key reading to carry out before session: CCS Guidelines: Glossary of Terms, Page 12 onwardsChapter 1: Core Child Sexual Abuse Knowledge Competencies, Areas 1 - 10Module 2: Core CSA Knowledge AreasSession BreakdownTimesSlide #Facilitator NotesResources/ Material /Hand-outs10 mins1 – 6 INTRODUCTION Slide 1: Have on screen as session startsUse Slide 2 – 3 to present the subject of this foundation session, explaining the objectives and the outlinePresent slides 4 – 6 that explain why the Core CSA knowledge areas are important-7CORE CSA KNOWLEDGE AREAS: ONE BY ONE40 mins8 – 18 KNOWLEDGE AREA 1: DEFINITIONSSlide 9: Presents the topicActivity A: (30 mins) GROUP WORK Slide 10 Start the session by asking the participants to break into groups of 3-4 Ask participants to discuss the types of child sexual abuse they have seen in this context? 5 minsGet the groups to try to agree on a definition of child sexual abuse? 10 minsUse Slide 11 to discuss the outcomes of their group discussions in plenary 15mins Activity B: (10 mins) MATCHING ACTIVITY Slide 12This activity helps participants to understand the misunderstandings that can arise around certain terminology and recognise the need for harmonised and common definitions. Explain that we will now look in detail at the definitions included in the CCS GuidelinesSlide 13 Initiates the matching activityHave pre-prepared signs or cards for the walls with the following headings in large letters: A child is…Adolescence is… Child sex abuse is… Gender based violence is… Sexual exploitation is… Print, cut out and put on the wall the statements outlined in blue. Print, cut out and hand out the “participants’ statements that are boxed in red and yellow – ensure they are printed in black and whiteAsk participants to decide which of the headings in blue on the wall they think the statement they are holding goes withTell them there are some statements that are false and may not go with any of the items on the wallNote for the facilitator: The red boxed statements are those that are incorrectPlenary discussion: Get all participants to read out their statements in the clusters against the five wall statements Some can explain / share why they put themselves where they did Kindly identify any participants who are misplaced and explain why, have them move to the correct locationRun through Slide 14 – 15 that give the official definitions of “child,” “adolescent” & “child sexual abuse”Slide 16 – 18 give greater detail on what constitutes child sexual abuse Have pre-prepared signs or cards for the walls with the following headings in large letters: A child is…Adolescence is… Child sex abuse is… Gender based violence is… Sexual exploitation is… Print & cut out the “participants’ statements that are boxed in red and yellow – ensure they are printed in black and white15 mins 19 – 21 KNOWLEDGE AREA 2: SCOPE OF THE PROBLEM Start by asking the participants in plenary the questions on Slide 20, allow about 5 mins for the discussion. There may be different views on this. Acknowledge the differences. State that it is hard to measure the scale of the problem because of issues of disclosure, we will come back to this later Present Slide 21 that gives some facts about the scale and scope of the problem of child sexual abuse Give an opportunity for questions and clarifications Ask participants if they have any key facts they wish to share 35 mins22 – 28 KNOWLEDGE AREA 3: IDENTIFICATION INCLUDING DISCLOSUREPresent slides 23 – 26 explaining the concept of disclosure You may want to give a simple example of disclosure if necessary, when someone shares information about themselves that is not generally known. An example may be someone telling someone they are pregnant – discuss: Who they might tell? Why they might keep it secret from some people? Slide 27 Lead a 5 minute discussion on the challenges of disclosure Present Slide 28 That explains some of the issues that prevent children from disclosing they have been abusedTry to discuss any specific challenges relating to this culture and context using slide 29 to facilitate discussionRefer participants to the “Children & Disclosure Fact Sheet“ in their toolkitsActivity A: POWER WALK (20 mins) This exercise immerses each participant in one of a range of identities. These identities can be tailored for the group but will include at one end of a continuum those who are especially marginalised and at the other, those with power, responsibility and influence. Activity details (slide 32) Participants are placed in a line Each participants is assigned a character The participants are to answer questions called out with steps forwards or backwards. The questions to be asked are on Slide 33They must answer as if they are the character on the piece of paper they have been given They can assume or guess certain aspects of the child’s life that are not notedEach time they can answer yes or they agree, they walk one step forward. If they agree strongly they take two steps forwardEach time they disagree or would answer no, they step back. Or if they feely strongly no, they can take two steps backwardsBy the end of the exercise participants should be spaced out, with some having answered yes to many questions and some having answered yes to fewer questions. Get all participants to look around and reflect on the difference in their positions at the end of the activityInitiate discussion on the questions on the Slide 34 possibly asking those in the extreme front or back to comment in particular15 mins35 – 37 KNOWLEDGE AREA 4: PERPETRATORSSlide 36 Ask participants to think about “who among the group in the “power walk” was a potential perpetrator?” Get them to call out there answers. You may want to ask for a show of hands / votes for who is most often a perpetrator of the characters in the powerwalk Ask them to call out “Who are perpetrators in this context?” Remind them that for reasons of confidentiality, they must give categories of people not name individuals. Slide 37 present who the common perpetrators are. Underscore that it depends on the setting (conflict or not) and the situation of the child who their most likely perpetrator is Refer participants to the “Perpetrators Fact Sheet“ in their toolkits10 mins38- 40KNOWLEDGE AREA 5: SEXUAL ABUSE & BOYS Present slide 39 – 40Allow time for reactions, comments, discussion and/ or questions after each of the two slides 30 mins 41 - 46 KNOWLEDGE AREA 6: SEXUAL ABUSE IMPACTS ACROSS AGE AND DEVELOPMENTAL STAGESReview with participants briefly the concept of childhood developmental stages, as outlined in the technical notes above Activity A: Group Brainstorming of Symptoms Slide 42This activity will help participants recognise that children at different ages and stages of development will express their symptoms and show different outcomes. It is important to be aware of this so as to understand what you need to look out for with the full range of children from age 0 – 18 years oldActivity details: Slide 43 Break the room into 6 groups – appoint each group one of the categories (Infants & Toddlers [0 -5]; Younger Children [6 -9]; Younger & Older Adolescents [10-19], Children with disabilities [0-18]). Note there will be two groups working on two of the categories Have the groups brainstorm symptoms and signs of sexual abuse. Get them to note their responses on flipchart under the headings: behavioral, emotional and physical – 5 minsHave all the groups come and stick up their flipcharts, grouping together the pairs working on the same age rangeHave everyone stand-up to discuss the outputs, note similarities and differences across age rangesPresent Slides 44 & 45 that give some example symptoms Note that identifying the symptoms can be a way to identify abuse, slide 46. But one should be cautious as these symptoms don't always mean there has been abuse Slide 46 Key messages: As child gets older clearer understanding of what abuse is, may lead to great sense of shameAdolescence a phase when children particularly seek peer approval and acceptance, and do not want to stand out. They may avoid talking about abuse as this would set them apart from their peers, creating shame and stigma Refer participants to the “Signs and symptoms fact sheet” in their toolkits5 mins 47 – 48 KNOWLEDGE AREA 7: IMPACT OF CHILD SEXUAL ABUSE ON CAREGIVERSPresent Slide 48 about the impact of child sexual abuse on the child’s caregiver 15 mins49 - 51KNOWLEDGE AREA 8: NEEDS OF CHILDREN AFTER SEXUAL ABUSEActivity A: Case study analysis This activity gives the participants the opportunity to think through the range of needs of children who have survived abuse.Activity details: Slide 50Ask participants to go back into their 6 groups Read out to the participants a short case study of sexual abuse Give them 2 mins to brainstorm quickly what they think children need when they have had this experience, and note the different needs downDiscuss in plenary – which should come first, which is most important? Present Slide 51 The group that got the most “needs” right against slide 42 wins a small prize Pre-prepared case study of sexual abuse relevant to he local context Flipchart with heading: “Needs of children after sexual abuse” Small prizes – e.g. sweets, biscuits, or pens10 mins52 - 53KNOWLEDGE COMPETENCIES: CHILDREN & RESILIENCEPresent slide 53Ask the groups to consider the age groups they were assigned earlier. What forms or sources of resilience do children of that age have? Discuss with group: At the individual level, children may have a sense of clear identity, self-worth, a level of knowledge of sexual abuse and the outcomes of sexual abuse, an ability to communicate well, a clear sense that they are loved, cared for and belong within their family and community At the family level, these protective factors that build resilience include positive attitudes and involvement on the part of parents or caregivers, family cohesion, adequate housing and stable and adequate income. At the community level, protective factors include involvement in community life, peer acceptance, supportive mentors, and access to quality schools and health care. It is essential for service providers to build on both a child’s individual coping mechanisms and protective environmental factors that support the healing and recovery of children following sexual abuse. 5 mins54 – 55 KNOWLEDGE COMPETENCY AREA: LOCAL CHILD PROTECTION MECHANISMS & NORMSPresent slide 55Explain the primary importance of working with positive protective factors within communities and the need to draw upon local resources as this builds the existing system, rather than undermine it, and is long term more sustainable way for children to be able to access the support they need5 mins56 - 57 CLOSERecap of the 10 knowledge competency areas using slide 57Key messages: Additional knowledge areas developed may need to be developed locallyA clear and shared understanding of what child sex abuse is among community members, including children, and responding agencies is essential to ensure that people know the nature of the problem and are more empowered to report Children will only disclose if they feel safe and feel that someone will help themMany children (especially younger children, boys and those with disabilities) will not say anything about abuse that has happened. This often stems from fear, shame, self-blame, and lack of knowledge that what is happening is wrong Young children or children with disabilities may not have the words/language for communicating their concerns and may not understand that the abuse is wrongActivity 2 B: Matching ActivityParticipant’s Statements Print and cut out the statements Have the statements in the blue boxes stuck on the wall Have the statements in yellow and red boxes distributed to participants. The red box items are those that are incorrect Note whilst this colour scheme is used to guide you in the distribution and categorisation of the text boxes, participants should not be aware of the colour differences. It is thus best to PRINT IN BLACK AND WHITEA child is… Any person under the age of 18Any person under the age of 14 Adolescence is…. The period following the onset of puberty during which a young person develops from a child into an adultDescribes young people in stage of development between beginning of puberty & adulthood A period of rapid physical & mental development with significant hormonal changes. Children’s roles in society change significantlyA period of time between the ages of 10 – 13 when a child starts to enter puberty A period in child’s development when changes slow down as they approach adulthoodChild sex abuse is…. … the involvement of a child in sexual activity that he or she does not fully comprehend, is unable to give informed consent to, or for which the child is not developmentally prepared and cannot give consent, or that violates the laws or social taboos of society… the inducement or coercion of a child to engage in any unlawful sexual activityIs the exploitative use of a child in prostitution or other unlawful sexual practicesIs the exploitative use of children in pornographic performances and materialsIs any form of sexual activity with a child by an adult or by another child who has power over the child… can include sexual kissing, touching, and oral, anal or vaginal sex with a child. … showing a child private / sexual body parts ("flashing")Forcing a child to witness rape and/or other acts of sexual violence, forcing children to watch pornography or show their private / sexual parts… exploiting children as prostitutes or for pornography Sexual abuse requires penetration, force, pain or even touching. Inappropriate sexual language addressed at a child, or showing of sexual images is not classed as sexual abuse Does not include anal penetration of objectsDoes not include unwanted touching unless it is around the private / sexual parts of the body Gender based violence is… An umbrella term for any harmful act that is perpetrated against a person’s will; it is based on socially ascribed (gender) differences between males and females. It includes range of human rights violations, including sexual abuse of children, rape, domestic violence, sexual assault and harassment, trafficking of women and girls It includes several harmful traditional practices, including forced or early marriage, female genital mutilation, honour killing and widow inheritanceIt does not include forced sexual relations with someone you are married to, as consenting to marriage means you consent to all sexual actsDoes not include inappropriate touching of sexual parts on a boys body Something that cannot happen to a man or boy Sexual Exploitation is……any actual or attempted abuse of a position of vulnerability, differential power or trust for sexual purposes. …includes profiting monetarily, or socially or politically from the sexual exploitation of another … does not include profiting politically from the sexual exploitation of another Power Walk Characters To be printed and cut out and given, one character to each participantA 12 year old deaf girl left in a care home every dayA 17 year old boy living with his biological parentsA 15 year old girl who is soon to sit her school examsA 35 year old male teacher A 45 year old female school head teacherAn 8 year old boy in an orphanageAn 11 year old girl living on the streets of the capital cityA 40 year old man who lives in a conflict affected areaA boy who has lost his parents when fleeing an earthquakeAn NGO workerA 15 year old boy fleeing from conflictA policemanA 60 year old woman in a conflict affected areaA taxi driverThe PresidentA 9 year old boy living with his two biological parentsA 14 year old girl in a wheelchair left at home alone most of the dayA 35 year old woman who works as a waitress in a bar at nightA 15 year old autistic girl living in a residential care homeA social workerA doctorA 14 year old boy who goes to school every dayA 14 year old girl working in a bar at nightA member of the national armyA man who owns a barA two year old girl living with her step father and step siblingsA 28 year old woman who lives with her husband, two children & her parentsA 14 year old boy who works in a nightclub dancing for customersA 13 year old girl living in an internally displaced people’s (IDP) campAn 8 year old girl who sells tissues to restaurant customers at night ................
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