violence against children WORLD REPORT ON - CRIN
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violence against children WORLD REPORT ON - CRIN

violence against children WORLD REPORT ON - CRIN violence against children WORLD REPORT ON - CRIN

iin.oea.org
12.07.2015 Views

4Key elements of effective, rights-based and child-centredanti-bullying programmesWhile anti-bullying programmes may vary widely in specific details, the most effectiveprogrammes are rights-based and child-centred. Common characteristics include:• They involve children at an early age, before their attitudes and behavioursbecome fixed in permanent patterns.• Schools involve all key stakeholders and focus on prevention of violence –heads, teachers, students, parents and the wider community – in development,implementation and monitoring.• There is a leadership group that sustains momentum and initiates adjustmentsin the light of changing circumstances.• There are educational components that increase the knowledge and improvethe skills of all key stakeholders; and components are integrated into theregular curriculum, so that children learn about human rights and develop theskills to communicate and resolve conflicts in a non-violent manner.• There is increased monitoring of student behaviour, with thoughtful attentionpaid to how students relate to each other, especially when there is evidence thatbullying may be taking place.• There are mechanisms for reporting, intervention, recovery of victims andrehabilitation of offenders.• Interventions are consistent, so there can be no perception of negligence orunfairness. 207,208Sexual and gender-basedviolence: preventionand interventionThe whole school climate should welcome girlsand all children who may be considered differentbecause of their known, suspected oralleged sexuality. Schools should be safe andcomfortable places, and all children encouragedto take full advantage of all opportunitiesfor cognitive and emotional development.To do this, sexual and gender-based underpinningsof violence must be addressed directly,providing children with an understanding ofthe issues, attitudes, and a grasp of the skills toavoid it or cope with violence when it occurs.The concern that sexual coercion and abuse putgirls and young women at extremely high riskof HIV infection has given rise to many differentresponses globally, especially in SouthernAfrica. Some of the initiatives by internationalNGOs extend beyond schools. For example,ActionAid’s ‘Stepping Stones’ training programmeaims to prevent HIV transmissionand, in doing so, addresses related sexual and149Violence against children in schools and educational settings

“Curriculum is far more than what is taught.”Mary Joy Pigozzi, Director, Division for the Promotion of Quality Education, UNESCO XV150Violence against children in schools and educational settingsgender-based violence in hundreds of communitiesin Africa, Asia, Latin America andthe Caribbean. 209 Parallel workshops are heldfor males and females in order to provide safeand supportive environments in which bothcan feel comfortable talking about sensitiveissues, but participants from male and femaleworkshops also come together periodically toshare concerns and insights. Themes include“why do we behave as we do” and “how canwe change.” Results have included safer sexualbehaviour, reduced domestic violence, moresharing of household tasks by men, improvedcommunications between couples and parentsand children, especially about sensitive issuesthat pertain to sexual health.In Ethiopia, communities have taken the initiativein establishing Girls’ Education AdvisoryCommittees (GEACs) that address thewhole problem of providing girls with accessto education of a high standard. GEACs haveestablished Girls’ Clubs that serve as safe placesfor girls to talk, encourage them to reportproblems about harassment and abuse. OtherGEAC initiatives include disciplinary committeesto hold teachers accountable, ‘police’to protect girls on their way to and fromschool; constructing separate latrines for girls;insisting on female teachers in schools; trainingboys and girls on how to treat each otherrespectfully; providing counselling for girls insafe places; and enlisting religious and clanleaders to stop abductions and child marriages.As a result, in one primary school the dropoutrate for girls fell from 57% to 19%. 210Curriculum: What shouldbe taught and how?The curriculum, teaching methods and thewhole school climate should teach, illustrateand reinforce the principles of gender equality,human rights and non-violence and the skillsto apply these principles in day-to-day life.They should also serve to increase children’sresilience, so they can cope with violence andrecover when it occurs.Traditionally, school curriculum has been very‘content’ focussed (what), with less attentionpaid to learning skills and processes (how),such as inquiry, problem-solving, and decisionmaking.There is increasing recognition that,in a rapidly changing world, it is necessary toteach children the how of constructive humanbehaviour so that they can protect themselvesfrom harm, and take action to avoid harm toothers. This kind of education is often called‘life skills-based education’.Life skills-based education should be part of apackage that includes education on the principlesof gender equality, human rights andnon-violence and how and why these principleshave evolved and can be put into practice. 211,212This may involve dealing with highly personaland sensitive issues relating to the unique characteristicsof each child, that child’s familybackground, religious and cultural traditions,and subjects that were once considered tabooin discussions involving children. Dealing withsuch issues requires development not only of thecurriculum but of appropriate teaching methods.This involves going beyond traditional rotelearning to encouraging children to ask ques-

4Key elements of effective, rights-based and child-centredanti-bullying programmesWhile anti-bullying programmes may vary widely in specific details, the most effectiveprogrammes are rights-based and child-centred. Common characteristics include:• They involve <strong>children</strong> at an early age, before their attitudes and behavioursbecome fixed in permanent patterns.• Schools involve all key stakeholders and focus on prevention of <strong>violence</strong> –heads, teachers, students, parents and the wider community – in development,implementation and monitoring.• There is a leadership group that sustains momentum and initiates adjustmentsin the light of changing circumstances.• There are educational components that increase the knowledge and improvethe skills of all key stakeholders; and components are integrated into theregular curriculum, so that <strong>children</strong> learn about human rights and develop theskills to communicate and resolve conflicts in a non-violent manner.• There is increased monitoring of student behaviour, with thoughtful attentionpaid to how students relate to each other, especially when there is evidence thatbullying may be taking place.• There are mechanisms for reporting, intervention, recovery of victims andrehabilitation of offenders.• Interventions are consistent, so there can be no perception of negligence orunfairness. 207,208Sexual and gender-based<strong>violence</strong>: preventionand interventionThe whole school climate should welcome girlsand all <strong>children</strong> who may be considered differentbecause of their known, suspected oralleged sexuality. Schools should be safe andcomfortable places, and all <strong>children</strong> encouragedto take full advantage of all opportunitiesfor cognitive and emotional development.To do this, sexual and gender-based underpinningsof <strong>violence</strong> must be addressed directly,providing <strong>children</strong> with an understanding ofthe issues, attitudes, and a grasp of the skills toavoid it or cope with <strong>violence</strong> when it occurs.The concern that sexual coercion and abuse putgirls and young women at extremely high riskof HIV infection has given rise to many differentresponses globally, especially in SouthernAfrica. Some of the initiatives by internationalNGOs extend beyond schools. For example,ActionAid’s ‘Stepping Stones’ training programmeaims to prevent HIV transmissionand, in doing so, addresses related sexual and149Violence <strong>against</strong> <strong>children</strong> in schools and educational settings

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