11
INTRODUCTION
On this question , human rights law is clear . Responsibility for violating a right ( including sexual abuse , psychological abuse , rape or sexual violence ) lies with the perpetrator . The state has a duty to punish perpetrators of sexual abuse and violence . Child survivors of such violations are entitled to protection , justice and redress .
Through culture we transmit ideas , values and ways of living , and impart knowledge and skills , all the ‘ wisdom ’ that a society needs to survive and flourish over generations . At the same time , some elements of culture can be harmful . While we must always bear in mind that we will never fully understand every social context , if we have cultural understanding and sensitivity , we can facilitate the disclosure and discovery of abuse and can understand better the situation of a child who is being abused .
REFLECTION QUESTION
Questions to reflect on
• What cultural challenges do you face in your work with children and on child sexual abuse ?
• What can you do to be culturally sensitive , recognising there is much you do not know ?
• What attitudes to culture stereotype children or families in your working environment ?
1.8 Four cases
Aim . The four stories in this section highlight characteristic experiences and reactions to trauma , and illustrate concepts , theories , observations , reactions , tools and measures that the manual discusses . They provide background and context and illustrate forms of trauma . Trauma can originate as a single experience but can often be due to a succession of experiences and a stressful life situation .
The cases are based on real cases that were sent into us from Afghanistan , Brazil , India , Nepal , Nicaragua , Northern Iraq / Kurdistan , Ukraine , South Africa , and Sudan . In the appendix we have gathered more cases that describe different situations of childhood sexual abuse . It is evident that four stories will not cover every form of experience , and we encourage you to look for case illustrations that are representative of the culture and social context in which you work .
The four cases describe children of different gender and age . The perpetrator and the child ’ s relationship to the perpetrator also vary . They discuss the experiences of three girls and one boy , who are from Nepal , Sudan , Brazil and South Africa , and are 4 , 8 , 10 and 13 years old . Three of the stories ( of girls aged 4 , 8 and 13 ) describe what happened , the girls ’ reactions , and the help they received . One of the stories describes the experience of a boy aged 10 , with whom the counsellor lost contact after two sessions . We would like you to reflect on this problem , which is not uncommon .
Stories help to bring theory and advice alive . We hope these stories will assist you to understand the reactions of children you see who have been exposed to sexual abuse . Stories are also useful tools when talking with children . They can help us talk aloud about painful and private experiences , and to distance such experiences . They make difficult topics safer to touch . Many children find it difficult to open up and tell their own story , especially if it is painful or confusing , or feels shameful . If they are very young , they may not even have the words to articulate clearly what happened to them . But to receive help and assistance , they don ’ t necessarily need to share their own story . They can recognise their own trauma and reactions through the stories presented here .