102 Protecting a survivor when she reports what happened to her
TO THE TRAINER
PART II : THE TRAINING
Protecting a survivor when she reports what happened to her
Aim . To outline best practice rules when a survivor decides to describe her experience formally ( report to the authorities , file a complaint , prosecute the perpetrator , or report in any other context ). To consider the possible risks involved in reporting .
For more information , refer to Section 8 of Part III .
Introduce the issue . Note that it is important to document and file complaints about severe violations , in particular sexual and gender based violence . At the same time , underline that , for a survivor , reporting can be a very challenging and possibly re-traumatising undertaking . Encourage a discussion , based on the participants ’ experience of complaints and reporting . Consider how a human rights-based approach can make a difference .
KEY POINT
The story shows that a survivor who reports needs to
• Agree a stop signal to make sure she can remain in charge of her own story .
• Use grounding techniques when she feels triggered .
• Understand and think through the dilemmas associated with reporting .
TEACHING INSTRUCTION . KEY POINTS WITH REGARD TO REPORTING .
Put the points below on the wall and discuss them . They will help survivors to understand and discuss the dilemmas associated with reporting , and talk about their trauma without being overwhelmed before , during or after they report .
Before reporting
1 . Make sure the survivor understands what reporting means and implies , including risks . 2 . Explore the outcome she expects . Consider both her hopes and her fears . 3 . Remember the human rights principles of participation . Never pressure her to report to any official body or speak of her rape or the violence she has experienced , if she is not ready or willing . 4 . Accountability is not always respected . If she wants to speak , ensure she understands the implications , including that she may not be treated in a professional , kind or respectful manner . 5 . Make sure she realises that , however thoroughly she reports , the outcome may not bring a result that tangibly benefits her . 6 . Prepare her for the possibility that retelling her story may evoke bad memories and that she may feel overwhelmed .
During reporting
7 . Ensure that someone is with the survivor , in whom she has confidence and can confide .
8 . Encourage her to use techniques for staying in the present moment . For example , she can ground herself ( Grounding Exercise 1 ), hold something in her hand ( Grounding Exercise 3 ), or name things she sees , hears or touches ( Grounding Exercise 3 ).
9 . Make sure the environment is as safe as possible , and that she has oversight and support .