The experience of violence against children in domestic servitude in Haiti: Results from the Violence Against Children Survey,Haiti 2012

BackgroundThere have been estimates that over 150,000 Haitian children are living in servitude. Child domestic servants who perform unpaid labor are referred to as “restavèks.” Restavèks are often stigmatized, prohibited from attending school, and isolated from family placing them at higher risk for experiencing violence. In the absence of national data on the experiences of restavèks in Haiti, the study objective was to describe the sociodemographic characteristics of restavèks in Haiti and to assess their experiences of violence in childhood.MethodsThe Violence Against Children Survey was a nationally representative, cross-sectional household survey of 13–24 year olds (n = 2916) conducted May–June 2012 in Haiti. A stratified three-stage cluster design was used to sample households and camps containing persons displaced by the 2010 earthquake. Respondents were interviewed to assess lifetime prevalence of physical, emotional, and sexual violence occurring before age 18. Chi-squared tests were used to assess the association between having been a restavèk and experiencing violence in childhood.FindingsIn this study 17.4% of females and 12.2% of males reported having been restavèks before age 18. Restavèks were more likely to have worked in childhood, have never attended school, and to have come from a household that did not have enough money for food in childhood. Females who had been restavèks in childhood had higher odds of reporting childhood physical (OR 2.04 [1.40–2.97]); emotional (OR 2.41 [1.80–3.23]); and sexual violence (OR 1.86 [95% CI 1.34–2.58]) compared to females who had never been restavèks. Similarly, males who had ever been restavèks in childhood had significantly increased odds of emotional violence (OR 3.06 [1.99–4.70]) and sexual violence (OR 1.85 [1.12–3.07]) compared to males who had never been restavèks, but there was no difference in childhood physical violence.InterpretationThis study demonstrates that child domestic servants in Haiti experience higher rates of childhood violence and have less access to education and financial resources than other Haitian children. These findings highlight the importance of addressing both the lack of human rights law enforcement and the poor economic circumstances that allow the practice of restavèk to continue in Haiti.     

Responding to abuse: Children's experiences of child protection in a central district,Uganda

Part of a comprehensive response to violence against children involves child protection systems, but there are few data available on such systems in low-income countries. This study describes the characteristics and help seeking behavior of children referred to local child protection services and the quality of the first-line response in one district in Uganda. Participants included 3,706 children from 42 primary schools who participated in a baseline survey on violence as part of the Good Schools Study (NCT01678846, clinicaltrial.gov). Children who disclosed violence were referred according to predefined criteria based on the type, severity, and timeframe of their experiences. Children were followed up to 4 months after the study ended. First-line responses by receiving agencies were classified into 3 categories: plan for action only, some action taken, and no plan and no action taken. Appropriateness of responses was based on which agency responded, timeliness of the response, quality of the documentation, and final status of the case. From the baseline survey, 529 children (14%) were referred. Girls were more likely to be referred and to meet the criteria for a serious case (9% girls, 4% boys). In total, 104 referrals (20%) had some kind of concrete action taken, but only 20 (3.8%) cases met all criteria for having received an adequate response. Nearly half (43%) of referred children had ever sought help by disclosing their experiences of violence prior to the baseline survey. In our study areas, the first-line response to children's reports of abuse was poor even though some referral structures are in place.     

Child protection workers dealing with child abuse: The contribution of personal,social and organizational resources to secondary traumatization

The present study compared secondary traumatization among child protection social workers versus social workers employed at social service departments. In addition, based on Conservation of Resources (COR) theory, the study examined the contribution of working in the field of child protection as well as the contribution of background variables, personal resources (mastery), and resources in the workers’ social and organizational environment (social support, effectiveness of supervision, and role stress) to secondary traumatization. The findings indicate that levels of mastery and years of work experience contributed negatively to secondary traumatization, whereas exposure to child maltreatment, trauma history, and role stress contributed positively to secondary traumatization. However, no significant contribution was found for social support and effectiveness of supervision. The study identifies factors that can prevent distress among professionals such as child protection workers, who are exposed to the trauma of child abuse victims. Recommendations are provided accordingly.     

Child sexual abuse in Indonesia: A systematic review of literature,law and policy

BackgroundLike many middle-income countries, knowledge about child sexual abuse (CSA) is limited in Indonesia. The national government has stated a commitment to protect children from the worst forms of abuse, yet the sensitivity of CSA along with the complexity of culture and law, present substantial challenges.ObjectiveThis article reviews current knowledge about CSA in Indonesia, in the context of existing laws and policies that influence CSA prevention and intervention.MethodA systematic review of this research was conducted in the following manner: a review of scholarly literature and grey literature in English (19 papers) and in Bahasa Indonesian (11 papers), and a review of CSA-related Indonesian laws (4 documents) and policies (5 documents).ResultsThis review finds that knowledge about CSA in Indonesia is still limited. The taboos on discussing sexual matters were identified as factors that impede reporting of CSA. Poverty also leads to increasing children’s risk of sexual abuse. There was less attention to CSA occurring within family contexts and focus was more upon its occurrence outside of the family. The study identified that contradictory definitions of children within the law add to children’s vulnerability to CSA; this is especially the case for girls. Current child protection strategies in prevention and intervention lack specific focus on CSA.ConclusionFurther research is needed to enable the development of evidence-based approaches to better harmonize the development of law and policy with contemporary knowledge about CSA.     

“Montrose” child life protection unit: A treatment and assessment model in child abuse intervention

In New South Wales, Australia, the Department of Youth and Community Services is empowered by statute to deal with cases of child abuse and neglect. Its child protection services include the Montrose Child Life Protection Unit which is designed to support and complement the work of both the Intake Service, Field Service and most importantly the work of child protective facilities in the community. The service has intake crisis counselling and call out resources; maintains a central register; provides a facility for crisis residential care for children and families, diagnostic assessment, and a day programme. The emphasis in service delivery in New South Wales in the area of child protection is on multidisciplinary intervention. The Department of Youth and Community Services is involved in promoting interagency cooperation and co-ordination. Over and above a philosophy that underlies service delivery is the Montrose Unit's involvement in sensitising the community to the difficult and often demanding role of parenting. Montrose represents an attempt to create an environment where parenting myths can be examined from a reality base and strategies implemented for reeducation.     

Discourses of education,protection, and child labor: case studies of Benin,Namibia and Swaziland

This article analyses discontinuities between local, national and international discourse in the fields of education, protection of children, and child labor, using Benin, Namibia and Swaziland as case studies. In Benin, child abuse and child labor are related to poverty, whereas in Namibia and Swaziland they are also interrelated with HIV/AIDS. In these countries, the notion of childhood is seen as continuous with adulthood, and the change from education to work is not abrupt and age-determined, but a smooth transition. The international discourse defines children in binary terms (child or adult), and promotes free and compulsory education for children, without recognizing the direct and indirect costs of education. Projects based on an international discourse may have little relevance in a poverty context where it is natural to make children work to ensure food safety. Local communities consider children from a logic of community survival; the external aid agencies consider them from a logic of individual children's rights. There is a need to find a bridge between these two interpretations of childhood.     

Conceptualising gender and violence in research: Insights from studies in schools and communities in Kenya,Ghana and Mozambique

Gender and violence are complex and contested concepts, understood in varying ways in research, policy and interventions in education. Often there has been an emphasis on acts of violence, with much less attention to the social conditions and gender relations behind these acts. This paper discusses the development of a conceptual framework that emphasises not just acts and individuals, but also transformation of gendered power relations and inequities, alongside a focus on addressing the identity conflicts and struggles of everyday life. The framework underpins research, advocacy and community interventions in a multi-partnered project on violence against girls led by ActionAid.     

It isn't that we're prostitutes: Child protection and sexual exploitation of adolescent girls within and beyond refugee camps in Rwanda

BackgroundWhile refugee camps can protect children from harm, they can also introduce new risks and vulnerabilities. Research suggests that adolescent girls are at particular risk for gender-based violence and sexual exploitation.ObjectiveThis study aimed to identify existing social and economic vulnerabilities of female adolescents in refugee camps in Rwanda.Participants and settingResearch was carried out in two Congolese refugee camps in Rwanda.MethodsTen focus group discussions (FGDs) were held with 87 boys and 79 girls aged 12–17 years Six FGDs were held with a total of 36 parents and caregivers in the two camps. Key informant interviews were held with nine local and national level stakeholders.ResultsStudy findings centered upon intersectionality. Camps designed for security and containment introduced new forms of vulnerability and threats. Economic stressors threatened the viability of families. Girls had material needs but few options to meet those needs within the camps. Their families expected them to do domestic work at home. Participants reported that the convergence of material deprivation, lack of economic opportunity, and vulnerability led to transactional sex and exploitation within and around the camps. The study concludes that vulnerabilities and threats associated with gender and generation must be examined concurrently with the conditions associated with being a refugee in a setting of protracted displacement.     

Is assessment for learning feasible in large classes? Challenges and coping strategies from three case studies

ABSTRACT

While assessment for learning (AfL) has been widely used in college English classrooms in China where teachers usually teach large classes, how AfL is implemented in the large-class higher education (HE) context is relatively underexplored. To address this gap, this study explores some of the challenges presented by large classes and the teachers’ coping strategies through case studies of three university English teachers’ AfL practices. Challenges are identified surrounding how the teachers dealt with (a) inadequate attention to individual students, (b) reduced opportunities for individualised feedback, (c) overwhelming marking responsibilities, and (d) involving students in assessment, with strategies of putting students in groups, matching names with faces, conducting teacher-student conferences, utilising technology to facilitate feedback processes, enabling peer feedback, and transforming students from assessees to assessors. Findings are framed around useful forms of AfL in large classes and the feasibility of AfL in terms of compromises between teacher agency and their temporal and contextual conditions. The paper concludes with implications for teacher assessment training, teacher education and policy-making.     

Reasons for placement decisions in a case of suspected child abuse: The role of reasoning,work experience and attitudes in decision-making

Child welfare and child protection workers regularly make placement decisions in child abuse cases, but how they reach these decisions is not well understood. This study focuses on workers’ rationales. The aim was to investigate the kinds of arguments provided in placement decisions and whether these arguments were predictors for the decision, in addition to the decision-makers’ risk assessment, work experience and attitudes towards placement. The sample consisted of 214 professionals and 381 students from the Netherlands. The participants were presented with a vignette describing a case of alleged child abuse and were asked to determine whether the abuse was substantiated, to assess risks and to recommend an intervention. The participants’ placement attitudes were assessed using a structured questionnaire. We found that the participants provided a wide range of arguments, but that core arguments – such as the suspected abuse, parenting and parent-child interaction – were often missing. Regression analyses showed that the higher the perceived danger to the child and the more positive the participants’ attitudes towards placement, the more likely the participants would be to propose placing the child in care. Arguments related to the severity of the problems (i.e., suspected abuse, parenting and the child’s development) as well as the parents’ perceived cooperation also influenced placement decisions. The findings indicate trends in the decision-making process, in the sense that participants who decided to place the child out-of-home emphasized different arguments and had different attitudes towards out-of-home placement than those who did not. We discuss the implications of our findings.     

Lecturers’ views of assessment design,marking and feedback in higher education: a case for professionalisation?

Abstract

Research on professional assessment practice in higher education does not always take account of lecturers’ perceptions and experiences, or their disciplinary context. This questionnaire study was designed to explore lecturers’ views about three inter-related elements of professional assessment practice: assessment design, marking and feedback. It consisted of two questionnaires: the Assessment Design Inventory (ADI), previously published, and the Assessment, Marking and Feedback Inventory (AMFI) which was newly developed for this study. The two main purposes of the research were to: i) establish the validity of these two questionnaires as research tools, ii) explore the existence of professional practice in assessment and analyse any perceived hindrances as well as possible effects of participants’ subject discipline. 356 lecturers from two UK universities, with a range of teaching experience and representing soft and hard disciplines, took part. Results indicated that the ADI and the AMFI were robust instruments. Findings showed evidence of assessment professionalism, but also some areas where it was lacking, together with a perceived need for formal training. Participants recognised that there were certain hindrances in putting their pedagogical beliefs into practice. The implications of this study are discussed in terms of advancing the sector’s understanding of assessment professionalism.     

Making space for democracy through assessment and feedback in higher education: thoughts from an action research project in education studies

This paper reports on an action research project into the development of a ‘democratic feedback model’ with students on an education studies programme at a post-1992 university in the UK. Building on work that has explored the dialogic dimensions of assessment and feedback, the research explored the potential for more democratic practice in this area. Although much learning and teaching on the programme in question took a collaborative and dialogic approach, assessment and feedback were modelled entirely differently, around the concept of an ‘expert’ marker and ‘novice’ marked. The findings of the research indicate the elements necessary for ‘democratic feedback’, and illustrate the emotional impact of moving from more transmission-based models, grounded in notions of expertise, towards democratic practice. They also highlight the ways in which such work can alert students to the imperfect, messy and human nature of the assessment process. Although the model has limited applicability in its extant form, its constitutive elements might be usefully incorporated within existing practice to promote democratic learning.