Toolkit for Community Based Activists Fighting Gender Based Violence
& Femicide
ACommunity Response Model to creating GBVF-Free Zones
MASIBAMBISANE
TABLE OF CONTENTS
GLOSSARY OF TERMS
PART 1: OVERVIEW OF THE MASIBAMBISANE MODEL
INTRODUCTION
THE CONTEXT OF GBV
THE COMMUNITY-CENTRIC MODEL
PART II: SESSION PLANS
SESSION 1: UNDERSTANDING GBV
SESSION 2: UNPACKING SEX AND GENDER
SESSION 3: EXPLORING POWER AND GBV
SESSION 4: THE CYCLE OF VIOLENCE
SESSION 5: UNDERSTANDING TRAUMA AND IMPACTS OF TRAUMA
SESSION 6: SUPPORTING GBV VICTIMS AND SURVIVORS
SESSION 7: HARNESSING COLLECTIVE POWER THROUGH STAKEHOLDER ENGAGEMENT
SESSION 8: SCHOOL-BASED INTERVENTIONS
SESSION 9: POWER IN ACTION - ADVOCACY
REFERENCES
APPENDIX: COMMUNITY MAPPING TOOL
GLOSSARY OF TERMS
ABUSE - Abuse is behaviour used to intimidate, harm, isolate, dominate, or control another person.” Abusive behaviour encompasses actions, words, and neglect, and may be a pattern of occurrences or a single isolated incident. The abuse can be sexual, physical, verbal, spiritual, emotional, nancial, neglectful, or psychological in nature.
ACTIVIST - An activist is a person who agitates and advocates for social change through sustained collaborative action.
ADVOCATE - Advocates raise public awareness of the issue of interpersonal violence and empower and help [individuals] navigate the system to access resources
BATTERED WOMXN SYNDROME, OR BATTERED PERSON SYNDROME – A psychological condition that can develop when a person experiences abuse, usually at the hands of an intimate partner People who nd themselves in an abusive relationship often do not feel safe or happy
CYCLE OF VIOLENCE - “The cycle of violence looks at the repetitive nature of perpetrator's actions that hinder a victim's ability to leave an abusive relationship. The cycle of violence theory provides an insight into this by illustrating how the behaviour of a perpetrator can change very dramatically, making it difcult for the Womxn to leave. Womxn who have experienced violence may recognise this cycle. The cycle of violence theory was developed in 1979 by Dr Lenore Walker. It describes the phases an abusive relationship moves through in the lead up to a violent event and its follow-up.”
DOMESTIC HOMICIDE - “Domestic homicide is dened as the killing of a current or former intimate partner, their child (ren), and/or other third parties. An intimate partner can include people who are in a current or former married, common-law, or dating relationship. Other third parties can include new partners, other family members, neighbours, friends, co-workers, helping professionals, bystanders, and others killed because of the incident. Domestic homicide is a form of gender-based violence rooted in historical patterns of inequality, exclusion and discrimination.”
FEMICIDE - "Femicide is the intentional killing of Womxn and girls because they are Womxn and girls ”
GENDER/GENDER NORMS“Gender is based on the expectations and stereotypes about behaviours, actions, and roles linked to being a 'man' or 'Womxn' within a particular culture or society The social norms related to gender can vary depending on the culture and can change over time The gender binary inuences what society considers 'normal' or acceptable behaviour, dress, appearance, and roles for Womxn and men. Gender norms are a prevailing force in our everyday lives Strength, action, and dominance are stereotypically seen as 'masculine' traits, while vulnerability, passivity, and receptiveness are stereotypically seen as 'feminine' traits A Womxn expressing masculine traits may be chastised as 'overly aggressive,' while a man expressing 'feminine' traits may be labelled as 'weak.' Gender norms can contribute to power imbalances and gender in equality in the home, at work, and in communities.”
GENDER EQUALITY - “Gender equality means that Womxn and men enjoy the same status and the same conditions in which to fully realize their human rights and their potential to contribute to national, political, economic, social, and cultural development, as well as to benet from the results of that development. Gender equality means that society values the similarities and differences between Womxn and men and the various roles they play.”
GENDER EQUITY - “The process of being fair to Womxn and men. To ensure fairness, strategies and measures must often be available to compensate for the historical and social disadvantages that have kept Womxn from enjoying equal opportunity. Equity contributes to equality.”
HARMFUL CULTURAL PRACTICES - such as child marriage and female genital mutilation (FGM), are discriminatory practices committed regularly over such long periods of time that communities and societies begin to consider them acceptable
HUMAN RIGHTS - “Human rights afrm and protect the right of every individual to live and work without discrimination and harassment. Human Rights policies and legislation attempt to create a climate in which the dignity, worth and rights of all people are respected, regardless of age, ancestry, citizenship, colour, creed (faith), disability, ethnic origin, family status, gender, marital status, place of origin, race, sexual orientation or socio-economic status ”
INTIMATE PARTNER VIOLENCE (IPV) - “Intimate partner violence is one of the most common forms of violence against Womxn and includes physical, sexual, and emotional abuse and controlling behaviours by an intimate partner. IPV occurs in all settings and among all socioeconomic, religious, and cultural groups. The overwhelming global burden of IPV is borne by Womxn. Although Womxn can be violent in relationships with men, often in self-defence, and violence sometimes occurs in same-sex partnerships, the most common perpetrators of violence against Womxn are male intimate partners or ex-partners.”
MISCONCEPTION - A misconception is a conclusion that's wrong because it's based on faulty thinking or facts that are wrong.
MYTH - A traditional story, especially one concerning the early history of a people or explaining a natural or social phenomenon, and typically involving supernatural beings or events.
PATRIARCHY - A social system in which men are the primary authority gure, central to social organisation, and where fathers hold authority over womxn, children, and resources
PERPETRATOR - “A perpetrator is a person, group, or institution that directly inicts, supports and condones violence or other abuse against a person or a group of persons Perpetrators are in a position of real or perceived power, decision-making and/or authority and can thus exert control over their victims ”
STAKEHOLDER - They are generally dened as people, groups, organisations, or businesses that have interest or concern in the community Stakeholders can affect or be affected by the community's actions, objectives, and policies
SURVIVOR - Any individual can be a survivor of interpersonal violence regardless of age, race, economic status, gender, religion, sexual orientation, or ethnicity. “The term 'survivor' is preferred to victim as it reects the reality that many abused individuals cope and move on with personal strength, resourcefulness, and determination.”
VICTIM - a person harmed, injured, or killed because of a crime, accident, or other event or action.
VIOLENCE AGAINST WOMXN - The United Nations denes violence against Womxn as “any act of gender-based violence that results in, or is likely to result in, physical, sexual or psychological harm or suffering to Womxn, including threats of such acts, coercion or arbitrary deprivation of liberty, whether occurring in public or in private life” (General Assembly Resolution 48/104 Declaration on the Elimination of Violence against Womxn, 1993).
WOMXN - The term womxn is an alternative spelling of the English word woman It is used, particularly by intersectional feminists, to avoid perceived sexism in the standard spelling and to explicitly include or foreground transgender and nonbinary people
GLOSSARY OF TERMS NEED TO KNOW
PART I: AN OVERVIEW OF THE MASIBAMBISANE MODEL
A toolkit for community activists to support a comprehensive approach to addressing gender-based violence at community-level.
The objective of this toolkit is to strengthen the participants' capacity to reduce GBV prevalence rates, respond to individual incidents of GBV, and advocate for the rights of victims and survivors in communities.
Introduction
The toolkit is organised into two parts. The rst section provides is a brief overview of the Masibambisane Model and the relevance of community-centric approaches that intend to prevent Gender-Based Violence and Femicide (GBVF) and increase safety in communities. At the core of the model lies awareness-raising and advocacy interventions driven by community activists through establishing and/or revitalising community structures. Hence, the second section consists of nine session plans that guide the analysis and coordinated community-based responses.
The objectives of the toolkit are to: (i) strengthen the community's response to incidents of GBVF, (ii) enhance multi stakeholder accountability at a local level where GBVF occurs, (iii) empower young men and young women in schools and communities to be ambassadors that advocate against GBVF, (iv) and create a climate at community level for GBVF Free Zones using innovative techniques like branding, visible signage, clubs etc.
The Context of GBV
GBV has been recognised, globally and nationally as a major human rights violation. Historically, South Africa has a pervasive and profound problem with GBV with it being entrenched in culture, institutions and traditions practiced. Whilst the true extent of the scourge remains unknown, various statistics estimate that at least one womxn is raped every eight hours. However, it is widely acknowledged that this is likely a huge underrepresentation as most cases remain unreported. More recently, the South African Police Services (SAPS) released the 2017/2018 crime statistics which revealed that, of the 20 000 people murdered in the country, approximately one-third were womxn. Moreover, the Medical Research Council conducted two studies (2009 & 2011) which show that South Africa has amongst the highest rates of intimate femicide (which refers to the killing of women and girls on account of their gender) in the world. Additionally, one study found that 46% of sexual offence complainants are children (Machise et al 2017). Other statistics include:
Intimate partner violence is the most common form of violence against womxn in South Africa. For example, 37.7% of womxn in Gauteng Province have experienced physical violence and 46.2% have experienced economic or emotional abuse.
Between 19% to 33% of womxn have experienced physical partner violence, but in some population subgroups this may be as high as 50%.
Men are the most reported perpetrators, and population-based studies have reported this among 40% - 50% of men. More than half of womxn murdered (56%) were killed by an intimate partner
South Africa's female homicide is 5 times the global average
The SAPS 2016/2017 annual report documented 23 488 sexual offences against children.
A community-based survey in the Eastern Cape found that 38% of young womxn and 17% of young men had their rst experience of sexual violence before age of 18.
When contextualising this violence in South Africa, it is important to keep in mind the legislative and political positioning of womxn, with the backdrop of the 1927 Native Administration Act of South Africa, which rendered women perpetual minors. This combined with socialised gendered norms, general apartheid policies and poverty, the turn of democracy meant that the actions taken by the democratic 1994 government had to address this violence with a multi-faceted approach. With the help and recommendations of activists, legislators, NGOs and community forums, the government set about introducing legislation, policy, and programmes to better address this problem.
Since 1994, there have been major developments in the ght against GBV. Some of the most notable being the establishment of the Victim Empowerment Programme by the Department of Social Development, 16 Days of Activism campaigns, and intruding amended and new legislation including the Criminal Law (Sexual Offences and Related Matters) Amendment Act, the Domestic Violence Act (and subsequent amendments) and the Protection Against Harassment Act. These interventions were critical in not just allowing for education and advocacy to happen around this issue, but also provided the justice system with a legislative framework enabling greater accountability for perpetrators of violence.
Beyond the role of government, civil society organizations have been imperative The existence and operation of organizations such as People Opposing Women Abuse, Shukumisa Campaign, Sonke Gender Justice and the Centre for the Study of Violence and Reconciliation allowed for further research to be gathered, policies drafted, and programmes suggested which, in turn, allowed for greater education, mobilisation, and advocacy to take place
Violence in South Africa with respect to womxn cannot be separated from other contextual factors including the impact of the migrant labour system, the prevalence of women headed households and the impact of HIV and AIDS. This means that addressing GBVF in South Africa requires an uprooting of the impact of problematic apartheid legislation that is unique to us while still responding to the general plight of womxn.
The Foundation for Human Rights (FHR) has supported many of these initiatives while also advocating against homophobia, xenophobia, transphobia, and other broader categories of violence. More specically, through the Masibambisane GBVF Project, the Foundation promotes a community-centric model that seeks to create safe spaces through collective behavioural change and effective institutional practices that, for example, promote policy implementation with the intention to live in a violent free society.
Masibambisane is a collective responsibility towards creatingZonesGBVF-Free
The Community-Centric Model
Interventions use multiple approaches to address GBVF, including economic empowerment programs, women-centred support services, legal reforms or other system-wide approaches, multi-sectoral strategies, community-based interventions, awareness-raising campaigns, and group-based training, among others. There is growing evidence to the effectiveness of community-based interventions that involve multi-sectoral stakeholder collaboration in an integrated manner to coordinate comprehensive prevention and response interventions against GBVF The Masibambisane Model continues in this tradition towards violence free communities underpinned by the understanding that violence against women and girls (VAWG) is a result of multiple causal layers, and that, while GBV affects men and boys, the majority of perpetrators of GBVF are adult males. Evidence has shown that no single sector or organisation can adequately address all elements of GBV prevention and response. As such, the Multi-Stakeholder Model for addressing GBV represents a holistic and coordinated approach aimed at working at different levels of society, and with multiple actors, to prevent and respond to GBVF It focuses on promoting the participation of all stakeholders and collaboration across key sectors, including (but not limited to) health, psychosocial, legal/justice and safety/security. Moreover, a coordinated community response model helps to create a network of support for victims and their families that is both available and accessible. A coordinated response also ensures that the police, civil society, health care providers, educators, childcare and protection services, local businesses, media, traditional leaders and faith leaders actively work together This improves the implementation of existing laws, policies and services that relate to GBV
For a community responsive approach, an ecological framework assists in the mapping of the varying layers of the drivers of violence and assessing opportunities for change. The ecological model was introduced as a framework for understanding some of the key factors that contribute to womxn and girls' risk of intimate partner violence, but it has been adapted to examine other types of violence affecting womxn. The model is organised in terms of four levels of risk: individual, relationship, community, and society The ecological model underscores the fact that, to develop strategies for reducing and/or eliminating risk through broad-based prevention programming, it is critical to understand the complex interplay of biological, psychological, social, cultural, economic, and political factors that increase womxn and girl's likelihood for experiencing violence as well as men's likelihood for perpetrating violence.
Broad factors such as service provision and government ini a ves.
Personal rela onships such as family, friends, in mate partners, and peers.
Social rela onships, such as schools, neighbourhoods and workplaces.
Personal history and biological factors
Ecological Model on Risk Factors of GBVF
The Masibambisane Model theory of change (see Appendix) considers the ecological model. It begins rst by detailing some of the most important factors that need to be considered when designing a program aimed at reducing violence and provides an overview of how the approach seeks to inuence these factors at multiple levels. It then describes the initial, intermediate, and long-term outcomes of the program, as well as the nal impact Masibambisane seeks to achieve
The theory of change begins by noting some of the most important risk factors for VAWG that should be considered when implementing the program. These include sociodemographic factors (e.g., sex, age, income, education, employment, religion, residence) and sociocultural factors (e.g., family characteristics, social support, and alcohol use). For example, education correlates negatively with the likelihood of experiencing VAWG. As such, Masibambisane partners may work to increase the safety of girls at school, as well as to advocate for family and community acceptance of the value of girls' education. Each of these interventions may increase girls' educational attainment and subsequently reduce their risk of experiencing VAWG.
Additionally, these factors may provide contextual knowledge that help improve program delivery. An example of this would be to use information about primary employment sources or income-generating activities to inform decisions about how programme activities are implemented (e.g., where and when to hold activities and which key community leaders or other informal sector employees to engage).
The theory of change then presents a visual of the ecological model approach that informs the Masibambisane program, describing the different levels that the methodology seeks to impact. As can be seen in the model, the Masibambisane methodology addresses various interlinked drivers of violence by working with community activists to change gender norms among various groups. The initial outcomes expected from the program include increased knowledge of community members (male and female) of the types and consequences of VAWG and the linkages between violence and HIV
The program also expects to increase community awareness of the root causes of VAWG and build consensus that it is possible to achieve change within a community. It also hopes to promote critical thinking, dialogue, and the development of community activists who can facilitate further community-level change among men, women, girls, and boys The initial outcomes give way to intermediate outcomes that take longer to develop This includes building skills on appropriately responding to womxn and girls who experience violence, holding men and boys accountable for their actions, and promoting a balance of power. In addition, changes in individual and community behaviours will begin to occur, along with changes in attitudes on concepts such as power, gender, and human rights. Parallel to these achievements, the program will continue to strengthen and build its community activist network that drives these changes within the community
These intermediate outcomes lead to long-term outcomes, including increased capacity that support longer-term behaviour change and sustained action to reduce VAWG At this level, there will be improved individual and collective capacity to prevent and respond to incidents of violence within the community. Behaviour change will also continue at the community level (e.g., increased community activism) and individual levels (reduced risk behaviours, balanced power, improved partner communications). In addition, larger societal and community-level transformations will take place to provide a more supportive environment for women and girls (e.g., improved policies, transformed institutions, and community groups). Together, these initial, intermediate, and longer-term outcomes will facilitate several expected program impacts As detailed in the above model, these include (i) reducing the social acceptance of gender inequality, and the sexual abuse of girls; (ii) decreasing experiences of/perpetration of GBVF and the sexual abuse of girls; (iii) increasing girls' freedom and feelings of safety; and (iv) decreasing sexual and reproductive health and human immunodeciency virus (HIV) risk behaviours. This model will guide program and evaluation design for the Masibambisane program.
As a community centric model, Masibambisane centres on the establishment of Community Stakeholder Forums and School Youth Clubs (high schools) or through the Community Youth Desk to also include out of school unemployed youth. The drivers of these forums are activists within organisations (or from a single organisation) that use human rights and social justice frameworks. There they will also be GBVF monitors within these structures and the broader community
The gure below illustrates the Phases of Community Mobilisation for promoting change at the community level.
Community Mapping / Situational Analysis: Phase 1
Consolidating Efforts: Phase V Building Networks and Integration: Phase III & IV
Raising Awareness: Phase II
Phase I: Community Mapping or Situational Analysis
Gather information, knowledge, attitudes, skills, and practices around GBV, HIV and AIDS which is used to clarify the training & empowerment needs of each site, and to compare against similar data collected over time This includes mapping stakeholders operating within each community including state services, such as SAPS, FCS Units, Courts, Clinics / TCCs, and Community Policing Forums, and civil society organisations providing services within the community. Additionally, the analysis should include the identication of 'hotspots' for crimes, such as shebeens, to ascertain risks, and opportunities, such as abandoned sporting facilities or open elds. See Appendix II for Community Mapping Tool.
10. Adapted from Michau, L. (2005) Good practice in designing a community-based approach to prevent domestic violence. https://www.un.org/womenwatch/daw/egm/vaw-gp-2005/docs/experts/michau.community.pdf
Phase II: Raising Awareness
Targeted training of the core team of activists who will implement the Masibambisane programme, which will further be extended to the Community Stakeholder and School Forums
What is a Masibambisane Community Response Team (CRT)?
A Masibambisane Community Response Team is a group which coordinates a community response model to help create a network of support for survivors and their families that is both available and accessible. The CRT coordinates a response that ensures that the police, civil society, health care providers, educators, childcare and protection services, local businesses, media, traditional and faith leaders actively work together. The CRT thus improves the implementation of the existing laws, policies and services that relate to GBV.
What is CRT trying to achieve?
Lead initiatives in the community aimed at heightening awareness on GBV.
Enhance the knowledge base of community structures to be able to effectively address GBV in the community.
Set up Community Stakeholder Forums and facilitate engagement between relevant stakeholders
Ensure a coordinated and consistent response to GBV within the community.
Monitor parties responsible for responding to the incidents of GBV reported in their community Promote safety and foster an enabling environment to hold perpetrators accountable.
Phase III: Building Networks
Based on the data from the community mapping, identify activists, community leaders i.e., church formations, party leaders, and collective formations such as stokvels, while being mindful of gender balance and participation. In the absence of a community stakeholder entity, the trained activists (Masibambisane CRT) will facilitate the establishment of a Community Stakeholder Forum for the purpose of promoting community ownership and meaningful participation in anti-GBV initiatives. Should a community
stakeholder forum already exist, the trained activists will join the entity.
Establish Youth Forums through schools and NGO/Community Youth Desk: Identify an NGO and a Life Orientation teacher to support the school level youth-driven initiatives through the Boys and Girl's Clubs or other forums.
Encourage and support general community members and various professional sectors to begin considering action and changes that uphold women's right to safety
Phase IV: Integrating Action
The established structures will conduct advocacy initiatives to create visibility of the Masibambisane Projects and campaigns at the community and school levels
Phase V: Consolidating Efforts
Sustained interventions that include periodical data gathering, case tracing and monitoring.
The phases of mobilisations are guided by a primary prevention approach that assumes it is not enough to provide services to women experiencing violence nor to promote an end to violence without challenging communities to examine the attitudes, beliefs and behaviours that perpetuate violence. As such, primary prevention involves addressing the root causes of violence against women by introducing a genderbased analysis. This means recognising women's low status, the imbalance of power, and rigid gender roles as some of the root causes of domestic violence.
Such an approach uses the broader framework of human rights to create a legitimate channel for discussing women's needs and priorities and holds the community accountable for treating women as valuable and equal human beings. It challenges community members to examine and assess their value system and empowers them to make meaningful and sustainable change Without this foundation, projects tend to appeal to the goodwill or benevolence of others to keep women safe.
Furthermore, achieving social change takes time. As such, community members need to be engaged with regular and mutually reinforcing messages from a variety of sources over a sustained period. The Masibambisane methodology takes an incremental approach and phases in ideas over time in order to facilitate a process of social change Repeated exposure to ideas from a variety of sources over a sustained period is used to reinforce the climate of intolerance to violence and build momentum for change.
SESSION PLANS PART II:
This section details nine session plans in two categories to guide the work of the Masibambisane Community Response Teams. The rst ve session plans are knowledge-oriented centering on the language, understanding and manifestation of the varied elements of GBV The remaining four session plans provide practical mechanisms for community responses to GBVF prevention and survivor support.
The purpose of the session plans in this toolkit is to build the capacity of community activists and the multi-stakeholder team to prevent and respond to GBV. The intention is to build individual knowledge, understanding, and skills while building a sense of teamwork and collaboration. Post the nine sessions, participants should be able to:
Dene gender-based violence and identify the types of violence that would be considered GBV
Describe the relationship between gender, power, and GBV
Identify the causes and perpetuating factors of GBV
Describe the recommended standards for interagency, multisectoral prevention and response to GBV
Identify strengths, gaps, and needs in the community for prevention and response to GBV
Develop a plan of action to implement GBV prevention and response activities in the community
SESSION 1: UNDERSTANDING GBV
Overview: The session denes GBV, identies the various types of violence that would be considered GBV and unpacks some of the myths surrounding GBV.
Purpose: To provide clarity in understanding what is and is not considered GBV.
Learning objectives: by the end of the session, participants should be able to (i) dene GBV; (ii) identify different types of abuse that would be considered GBV; and (iii) and distinguish between overlapping terms such as GBV and violence against womxn, and intimate partner violence and domestic violence.
DEFINITIONS AND TYPES OF GBV
Gender-based violence can broadly be dened as “the general term used to capture violence that occurs because of the normative role expectations associated with each gender along with the unequal power relationships between genders, within the context of specic society.” (Bloom, 2008).
Other denitions include: “Any harm that is perpetrated against a person's will that has a negative impact on their physical or psychological health, development, and identity of the person, because of their gender.”
GBV has its roots in the gendered power inequities that exploit distinctions between males and females, among males and among females. These gendered power inequities which are usually tipped in favour of males. GBV is learned through socialization on social norms and expectations around masculinity and femininity, sex and sexuality, and male entitlement.
Gender-based violence can take many different forms:
Physical violence involves use of physical force and includes hitting, slapping, burning, kicking, biting, pushing, punching, choking and some traditional practices that are harmful to women such as female genital mutilation. Can also include the use of weapon (guns, knives) or any other object.
Sexual violence in any kind of unwanted sexual contact (either direct or indirect) and includes rape, sexual assault, sexual harassment and other non-contact sexual experiences. Each of these acts occurs without the victim's consent, including situations where the victim is unable to consent due to incapacitation (e.g. intoxicated, unconscious, underage, person with mental disabilities).
Rape: This includes completed or attempted, forced or alcohol/drug-facilitated unwanted vaginal, anal or oral penetration by any object. Perpetrators may use physical force against the victim, threats of harm to the victim or someone else or other forms of coercion or misuse of authority.
Unwanted sexual contact (i.e. sexual assault): This includes intentional touching of the victim, either directly or through the clothing, on the genitalia, anus, groin, breast, inner thigh, or buttocks without the victim's consent.
The victim was made to penetrate or touch someone else. This includes completed or attempted, forced or alcohol/drug-facilitated incidents when the victim was made to sexually penetrate or touch a perpetrator or someone else without the victim's consent.
Non-contact unwanted sexual experiences. This includes unwanted sexual events that are not of a physical nature that occur without the victim's consent. Examples include unwanted exposure to sexual situations (e.g., pornography); verbal or behavioural sexual harassment; threats of sexual violence to accomplish some other end; and /or unwanted lming, taking, or disseminating photographs of a sexual nature of another person (CDC, 2016).
Psychological violence: Emotional, or mental abuse characterized by a person subjecting or exposing another to behaviour that may result in harm, such as isolation, verbal abuse, threats, shouting, intimidation, controlling, insults, humiliation (privately or publicly), excessive jealousy and possessiveness, etc. May also include restricting the victim's movements outside the home and/or preventing them from going to school or work.
Stalking: A pattern of repeated, unwanted, attention and contact that causes fear or concern for one's own safety or of someone else (e.g., family member or friend). Some examples include repeated, unwanted phone calls, emails, or texts; leaving cards, letters, owers, or other items when the victim does not want them; watching or following from a distance; spying; approaching or showing up in places when the victim does not want to see them; sneaking into the victim's home or car; damaging the victim's personal property; harming or threatening the victim's pet; and making threats to physically harm the victim (CDC, 2016). Economic violence: Includes abandonment, withholding of household nancial resources/ support, as well as preventing a partner from working outside the home or owning assets/ property, forcing her to leave a job, forcing her to hand over wages, refusing a partner's participation in decision-making, or selling shared or jointly owned property without the consent of the other partner.
Other forms of GBV include child marriage, sex-selective abortion, sexual exploitation, and sex trafcking.
GENDER-BASED VIOLENCE (GBV) vs VIOLENCE AGAINST WOMEN & GIRLS (VAWG)
It is necessary to make a distinction between GBV and VAWG as they are separate but related concepts. Violence against women and girls is a subset of gender-based violence, however it is possible for men to also experience GBV in the form of sexual violence. However, women and girls primarily are the primary victims of gendered forms of discrimination, prejudice, and violence due to inequitable power relations and the effect of these power imbalances that devalues women and girls and subjects them to violence
DOMESTIC VIOLENCE vs INTIMATE PARTNER VIOLENCE
While there is some overlap between these two types of violence, it is important to understand the distinctions between them. Domestic Violence is violence that takes place within a household and can be between any two people within that household. As such, domestic violence can occur between a parent and child, siblings, or even roommates. Whereas Intimate Partner Violence (IPV) can only occur between romantic partners who may or may not be living together in the same household.
Here are examples for discussion:
Violence between romantic partners living in the same residence would be considered BOTH Domestic Violence and Intimate Partner Violence
Violence between romantic partners living in different residences would be considered Intimate Partner Violence but not Domestic Violence
Violence between siblings in the same residence would be considered Domestic Violence, but not Intimate Partner Violence
Discuss the Centres for Disease Control and Prevention Video on IPV, its consequences and possible responses:
SESSION 2: UNPACKING SEX AND GENDER
Overview: The session unpacks the differences in sex, gender, and other gender relations. The intention is to explore social and cultural expectations of males and females and illustrate the difference between those based on sex and gender. Moreover, the session introduces gender relations beyond the contradictory positioning of male-female/masculine-feminine that privilege heterosexuality
Purpose: A focus on primary prevention of GBV involves introducing a gender analysis to address the root causes of violence and challenge the assumptions and community norms that perpetuate violence.
Learning objectives: By the end of the session, participants would be able to: (i) Describe the systematic construction of gender; (ii) Explain the distinctions between sex, gender, gender identity, gender expression and sexual orientation; (iii) Describe inequitable gender norms and their consequences for women, men, and their families (including GBV and other adverse effects); (iv) Describe how men and other community members can be allies in promoting gender equitable norms, thus alleviating GBV
SEX
'Sex' is a biological concept that refers to the body's physical characteristics or physiological attributes that identify a person as male, female or intersexed. The attributes include external and internal sexual organs (vagina, ovaries, and uterus for females; penis, testes, and sperm vesicles for males), hormone differences (progesterone and oestrogen for females; testosterone for males) which cause different external appearances (breasts, soft voice, widened hips for females; facial hair, deep voice, widened shoulders for males). Intersex is where both the sexual organs and hormone production are ambiguous
GENDER
'Gender' is a social construct consisting of societal expectations on someone based on their sex (masculine / feminine). As such, gender is determined by social factors including history, culture, tradition, societal norms, and religion. Gender in any given society involves the socialisation for boys and girls, men and women that determines roles, responsibilities, opportunities, privileges, limitations, and expectations. Transgender is where a person's gender expression does not match their sex. For example, a person is biologically male, but expresses as female or vis a versa. Cisgender is where a person's biological sex matches their gender expression.
The diagram below illustrates a spectrum of gender, sex, and sexuality as means to emphasise diversity; however, differences are often used against those perceived to be deviating from expected gender roles and expressions
Source: Simms (2020)
GENDER NORMS
In all societies, either women or men typically undertake tasks and responsibilities. For example, women care for children while men do manual labour. This allocation of activities based on sex is known as the sexual division of labour and is learned and clearly understood by all members of a given society, as are the circumstances under which the typical practices can be varied, and the limitations of this variation. Change usually takes place when the society is under some form of stress, for example when a community migrates to nd work. The sexual division of labour is perhaps the most signicant social structure governing gender relations. The expression “gender roles and responsibilities” is used synonymously with sexual division of labour.
On the other hand, gender relations are simultaneously relations of co-operation, connection, and mutual support as well as of conict, separation, and competition, of difference and inequality Gender relations are concerned with how power is distributed between the sexes They create and reproduce systematic differences in men's and women's positions in each society They dene how responsibilities and claims are allocated and how each is given value The term “gender relations” also refers to the relationships between people and their broader community, if these relationships vary with the sex of the people concerned. For example, the relationship between members of a village community and their local government entity is a gender relationship if men and women experience different benets and controls from it.
Socially prescribed 'gender roles' or 'gender norms' shape how people act and relate to others (e.g., 'boys ght, girls cook'). However, many of these differences are constructed by society and are not part of our nature or biological make-up. Society's denitions of masculinity and femininity often play a role in perpetuating violence in communities against men and women who don't conform to those gender roles. It is important for everyone, both men and women, to understand the role that inequitable gender norms play in perpetuating violence and to understand their role in addressing these norms.
GBV can be conceptualised as 'Relational Vulnerability', reecting women's subordinate status within hierarchical gender relations and the dependencies associated with it.
GENDER EQUALITY & EQUITY
Gender equality is a social condition where men and women (and girls and boys) experience a balance of power, opportunities, and rewards In this way, they equally have the same prospects for realizing their human rights and potential to contribute and benet from all spheres of society (economic, political, social, and cultural). Gender equality does not mean that men and women will or should be the same, but rather that they should have the same opportunities, rights, and access to resources and services
Gender equity is the process of being fair to men and women to achieve gender equality or to address gender inequalities For example, an afrmative action policy that promotes increased enrolment of girls in educational institutions may be gender-equitable because it leads to ensuring equal rights among men and women. Gender equity is also related to the idea that people should be free to decide how they want to express their identity, without feeling obliged to reproduce narrow, limited visions of 'masculinity' and 'femininity'.
Key Discussion Points
For each language, nd a way to describe the concept of gender in ways that can be understood, not simply use the English word “gender.” It is useful to ask a few participants to translate “sex” and “gender” into local languages. Try to get the group to agree to use these translated denitions when talking about gender Emphasize that inserting the English word “gender” into discussions in other languages is not an effective way to teach the concept of gender.
Activity: Unpack gender roles and stereotypes and how they contribute to GBV. Facilitator draws two columns on ipchart paper. Label one column "men" and the other "women". Ask the group to come up with the various societal expectations that rest on men and women solely based on their gender. Encourage participants to think about concepts like emotions, strength, expectations in terms of careers, religious expectations and cultural norms Discuss the consequences of gender roles and stereotypes: Where do these stereotypes come from? Who benets from them? Who do they disadvantage? How do they limit what we allow ourselves to do? How do they contribute to gender-based violence?
Discuss the consequences of a lack of gender equality and/or gender equity (e.g inequitable access, participation, and lack of safety).
Gendered vulnerabilities can put ANYONE - men, women, boys, and girls - at heightened risk for violence How can different forms of violence be gendered?
Understanding that the contexts, causes, and consequences of violence against women and girls/men and boys are different. Risk analyses that take gender into account are critical to inform programming.
SESSION 3: EXPLORING POWER AND GBV
Overview: The session is designed to introduce the concept of power by exploring existing ideas of power, generating a common denition of power, considering different kinds of and sources of power, and understanding GBV as an abuse of power.
Purpose: Power is crucial to movement building and social change, yet we often nd talking about it uncomfortable, confusing, or causing negative feelings To create change, we need to develop the ability to think clearly about power, how it affects us in different ways and begin exploring how we also have power
Learning objectives: (i) Identify the relationship between abuse of power and GBV; (ii) understand that the term “violence” in the context of GBV means using some type of force, which may or may not include physical force; (iii) Understand the meaning of “informed consent” and its relationship to GBV violence in this context involves the use of some type of force, real or implied – and this is a key element in dening what we mean when we say GBV; and (iv) identify groups particularly vulnerable to GBV
POWER
To begin, it is good to get existing ideas and fears about power out on the table and to generate a common language and a basic understanding of power
Power can be real or perceived. It can be understood as the degree of control over material, human, intellectual, nancial and/or natural resources, exercised by different sections of society or individuals It is exercised in the social, economic and political relations between individuals and groups It is perpetuated through social divisions such as gender, class, age, ethnicity, caste, race and location, and through institutions such as the family, religion, education, media, the law and government.
Power is also relational in how the social divisions of inequality through institutions like the family, media, and legislation produce less powerful and marginalised people in a society. It is the power imbalances that reproduce womxn as human beings with a lesser status or ability to make decisions about any aspect of their lives including their bodies, what to wear, how to sit, and consenting to sexual intimacy. In essence, GBV is the abuse of power. Whether that power is real or perceived, the victim of the abuse believes the power is real.
Power is a concept that has come to possess numerous meanings for different individuals. Power is multifaceted and takes various forms, but it is not something we always have all the time. We are constantly moving in and out of situations and relationships where we have more or less power. We often feel positive and in control when we are feeling powerful and have negative feelings when we are feeling less powerful. Power also relates to agency (i.e. our ability to inuence and act in a situation based on the authority and freedom to express oneself uncaptured by others). Different types of power indicate how power can be exercised, and how the agency can be cultivated through the awareness of how power shifts.
There are multiple sources and expressions of power:
Power Over: is to have control over somebody or a situation in a negative way, usually associated with repression, force, corruption, discrimination, and abuse In these situations, power is taken from someone else and used to compel, dominate, oppress, control resources, enforce demands, and prevent others from taking it.
Power With: is to have power based on collective strength, to have power with people or groups, to nd a common ground among different interests, and to build a common goal to benet all those in the relationship This power multiplies individual talents and knowledge and is based on support, solidarity, and collaboration. This kind of power is seen as an innite resource: the more you share power equally among all, the more power there is to share.
Power To: this kind of power refers to the ability to be able to shape and inuence one's life. It refers to having the ideas, knowledge, skills, money, the ability of people to pursue personal and/or collective goals and to develop their capacities. In situations where there are lots of people with this kind of power, we create a 'power with' situation. 'Power to' can be either used selshly, to block outsiders from power, or generously, to make more power for all.
Power Within: this kind of power is related to a person's feeling of self-worth and self-knowledge It is related to the ability a person must imagine a better life for themselves and to have hope and the sense that they can change or contribute to the world through meaningful participation. It involves having a sense of self-condence and a feeling that they have value because they exist.
Power From: is the ability to resist coercion and unwanted commands/demands
VIOLENCE
Violence involves of the use of physical force or other means of coercion such as threat, inducement, or promise of a benet to obtain something, from a weaker or more vulnerable person.
“Force” might be physical, emotional, social, or economic. It may also involve coercion or pressure. Force also includes intimidation, threats, persecution, or other forms of psychological or social pressure. The target of such violence is compelled to behave as expected or to do what is being requested, for fear of real and harmful consequences to themselves or others
A key feature of all forms of GBV, specically sexual violence, is a lack of consent.
Consent means saying “yes” – agreeing to something. Informed consent means making an informed choice freely and voluntarily by persons in an equal power relationship
Acts of gender-based violence occur without informed consent. Even if she says “yes,” consent is invalid if it was said under duress— i.e. the perpetrator(s) used some kind of force, intimidation or threat of harm to get her to say yes
Consent is also invalid if the person is asleep, unconscious, in an altered state of consciousness, including under the inuence of medicine, alcohol or drugs to the extent that the victim's consciousness or judgement is adversely impaired, has a mental disability or is under the legal age of consent (see below).
Note that the legal age for consent in South Africa is 16 (even though a minor is anyone under 18). As such, it is illegal for an adult
(over 18) to have sexual relations with anyone under 16. There are some exceptions when both parties are between 12 and 16:
o if both partners are between the ages of 12 and 16 they won't be criminally charged.
o it is not criminal for a child between 12 and 16 to have sex with a partner who is less than 2 years older than they are.
o Provide examples for discussions: A person aged 12 can consent to sex with someone who is 14 years old, but not someone who is 16 and older. So, if two minors (over the age of 12 and under the age of 16) consent to sex, then in the eyes of the law this would not be considered statutory rape However, a teenager below the age of 16 having sex with someone who is below the age of 12 would be charged with statutory rape. Perpetrators are often a family member, someone known to the family (i.e. family friend, neighbour) or someone in a trusted position of authority (i.e. church leaders, teachers, coaches
VULNERABLE GROUPS AND GBV
LGBTQIA+ Communities: Violence against LGBTQIA+ individuals constitute GBV when it is driven by a desire to punish those seen as defying gender norms that privilege the heterosexual life of a man and a woman as the “acceptable” couple type in society In South Africa, these would also be classied as a Hate Crime driven by prejudice from your family such as the experience of being disowned, prejudice at work that limits development, and its extreme forms of rape and murder Homosexual men and transgender women can be at particular risk of violence because they are seeing be defying gender norms Moreover, LGBTQIA+ survivors also often have limited ability to access support (i.e., LGBTQIA+ inclusive shelters, gender-sensitive HIV testing, and VEP programmes services) due to stigma and/or prejudice.
Provide examples for discussions: The work of the Joint Working Group, the National LGBTQIA+ Task Team, the changes in the naming from 'corrective rape' to 'hate crimes, and 'gang rape'.
Sex Workers: Sex Work is one of the oldest professions yet remains illegal in South Africa and many parts of the world, which makes this group of people vulnerable to unlawful arrests, harassment from police, and sexual violence by clients. Most sex workers are womxn, at the crux of this work lies the practice of bodily autonomy, in a sense the use of the body as a site of labour through sex (commodication thereof). In a context of power imbalances, sex is read as something that men demand and deserve which is possible through women's bodies as a service of men's needs.
Provide examples for discussions: The work of sex workers movement in South Africa and the continent, the proposal to decriminalise during the 2010 World Cup moment.
Another category is people in vulnerable situations such as 'sex for grades' in institutions of higher learning, 'sex for jobs' for those seeking to secure employment, and 'sex and politics' in the form of the sexual exploitation of young women in conferences and movements by senior activists and leaders
Activity: Who has power?
Using a ipchart to document their responses, ask participants to consider the different levels of power held by different people in society. Draw a line down the middle of a sheet of paper and ask the group: Who has power in your community? (write responses on the left). Who does not have power in your community? (write the responses on the right).
Try to contrast what seems to be opposites, for example men vs women, Christians vs Muslims, taxi drivers vs commuters, and so on. If the group does not specically mention sexual orientation and disability, prompt them to think about these categories of people.
Perpetrators' power can be “real” or “perceived”. Discuss various sources of power:
o Social—peer pressure, bullying
o Economic—the perpetrator controls money or access to goods/services/money/favours, sometimes husband or father
o Political—elected leaders, discriminatory laws, and institutionalised discriminatory practices
o Physical—strength, size, use of weapons, controlling access or security, robbers, gangs
o Authority – soldiers, police, teachers, pastors, parents, leaders
o Gender-based (social)—males are usually in a more powerful position than females
o Age-related—often, the young and elderly people have the least power.
Power is directly related to the ability to choose. The more power one has, there are more choices available. The less power one has, the fewer choices are available. Unempowered people have fewer choices and are therefore more vulnerable to abuse. Discuss the relationship between GBV and power. (GBV involves the abuse of power. Unequal power relationships are exploited or abused.)
Do all people with power abuse their power? (No.)
Discuss consent / informed consent. Give examples where consent may be technically present, but still invalid.
Expand on the categories of Vulnerable Groups and GBV (e.g. persons with disabilities, undocumented persons).
THE CYCLE OF VIOLENCE
Tension Building Phase
Stress and strain begin to build between the couple. The victims will know that there’s a strong possibility that their behaviour could ‘trigger’ an abusive reaction at this stage, and so the victim may try to alter their behaviour to try to prevent their partner from becoming violent.
Reconciliation
/ Calm Phase
The abuser apologies (or may even try to blame the victim) and promises it will never happen again. The abuser may be overly attentive or affectionate, showering the victim with gifts. They are likely to appear remorseful, repentant and sad. Some abusers may threaten suicide to stop the victim from leaving
Explosion Phase
The abuser will commit an act(s) of domestic abuse
The cycle usually will repeat until the conict is stopped, usually by the victim abandoning the relationship or some form of intervention. The cycle can occur hundreds of times in an abusive relationship, with the total cycle taking anywhere from a few hours to a year or more to complete However, the length of the cycle usually diminishes over time so that the "reconciliation / calm" stage may disappear and the cycles become more frequent. Additionally, the nature of the violence becomes more intense over time and may even result in the victim being killed (i.e. femicide).
Femicide is generally understood to involve the intentional murder of women because they are women, but broader denitions include any killings of women or girls There are different types of femicides, consider these three examples:
(i) Intimate femicide: murder committed by a current or former husband or boyfriend is known as intimate femicide or intimate partner homicide,
(ii) Honour-related murders involve a girl or woman being killed by a maleor female family member for an actual or assumed sexual or behavioural transgression, including adultery, sexual intercourse or pregnancy outside marriage – or even for being raped, and
(iii) Femicide committed by someone without an intimate relationship with the victim is known as non-intimate femicide, and femicide
CHARACTERISTICS OF AN ABUSED WOMAN
Accepts blame for her abuse: The abuser works hard to convince the victim the abuse is their fault. Blaming escalates until victim 'can do nothing right', and often begin to believe they actually cause the abusive behaviour
Lowered self-esteem: This occurs through constant devaluing and shaming by the abusive partner. The victim eventually comes to believe their partner is right – that they are inadequate in almost every aspect of their lives.
Guilt: When a victim experiences a sense of almost constant failure and is not allowed to express their feelings or frustrations, their inability to express themselves leads to anger. If there is no place for the victim to express their feelings, especially anger, they usually turn it on themselves. This often becomes guilt, and they feel guilty for almost any behaviour. Some abused womxn turn the anger back toward the abuser or to other family members.
Feelings of hopelessness and passivity: Over time people who are blamed, constantly belittled, and not allowed to express their feelings, become hopeless and passive. They may even be unable to act, make decisions, or think through problems. What appears to be complete docility is, in effect, a survival strategy which includes denial, attentiveness to the abuser's wants, fondness mixed with fear (for the abuser), fear of interference by authorities, and adoption of the abuser's perspective
Denial and minimizing the abuse: The victim may “turn off” their feelings to cope with everyday life and use denial to cope Such denial may include assuming the abuser is a good person whose actions stem from problems the victim can help the abuser solve; denying the abuse occurred, denying the batterer is responsible for the abuse, saying external forces always cause it; believing the victim is the reason for the abuse and deserves the punishment and denying they could survive without the abuser
Physical health Consequences
Physical injury
HIV/AIDS & STIs
Unwanted pregnancies
Unsafe abortions
Psychological Health Consequences
Depression & Suicidal thoughts/actions
Fearfulness
Self-blame & Shame
Mental illness: Anxiety, Panic attacks and Post-Traumatic Stress Disorders
Death Consequences of child molestation has the potential to groom adult perpetrators through the learned and normalised sexual violence
Social & Economic Consequences
Victim-blaming
Stigmatisation & Secondary
Victimisation due to poor service provision for survivors
Isolation
Decreased earning productivity/capacity/contribution
The cycle of poverty & the risk of re-victimisation
https://apps.who.int/iris/bitstream/handle/10665/77421/WHO_RHR_12.38_eng.pdf
Key Discussion Points
How understanding the cycle of abuse informs why womxn stay in abusive relationships?
SESSION 5: UNDERSTANDING TRAUMA AND IMPACTS OF TRAUMA
Overview: The session provides an overview of trauma, the impacts of trauma and how to reduce possible secondary victimisation when engaging with GBV victims
Purpose: To equip CBOs/NGOs to engage directly with GBV victims without unintentionally causing further secondary trauma.
Learning objectives: By the end of session, participants should be able to (i) dene trauma; (ii) understand the impacts of trauma; and (iii) engage responsibly with GBV victims.
TRAUMA DEFINITION
Trauma is broadly dened as 'a deeply distressing or disturbing experience'. Traumatic events produce profound and lasting changes in emotion, cognition and memory. Trauma can lead to feelings of intense fear, helplessness, loss of control, threat of annihilation. Other common reactions to trauma include: denial, shock, feeling overwhelmed, feeling vulnerable, guilt, shame, embarrassment, and anger. See Tree of Violence below for other direct and indirect indicators of violence
Tree of Violence
Direct Indicators of Violence
Isola on
Lack of self confidence
Withdrawal from ac vi es
Visible physical injuries
Making excuses for physical injuries
Sadness
Loss of energy
Increased health problems
Facilita ngFactors
Poverty
Alcoholandsubstanceabuse
Unemployment
Infidelity
Indirect Indicators of Violence
Sleeping problems or nightmares
Performance decline in school
Fear of darkness
Clinging to the mother or siblings
Increased violent behaviour
Difficulty ge ng along with others
Withdrawal from usual ac vi es
Shyness
Root Causes
Power
Control
MINIMISING SECONDARY TRAUMA
When engaging with GBV victims or any victims of trauma:
Don't:
Look at your computer, your phone, read paperwork while the victim is talking with you. This conveys dismissal and disrespect.
Blame the victim. Statements such as you shouldn't have annoyed him, or you shouldn't have been wearing that dress.
Do:
Empathize. Empathy is the ability to understand and share the feelings of another. Be mindful of the victim's feelings Regulate your own emotions. Practical ways of doing this: grounding through breathing, periodically drinking water, interrupting eye contact momentarily
Use active listening skills. Lean forward, nod in agreement and repeat or paraphrase what the person has said. Use paraphrasing. Paraphrasing involves restating what you have heard the survivor saying, but in a shortened manner. Always clarify with the survivor if they accept or reject the summary. You can use expressions like, “It sounds like…”; “What I hear you saying is...” This allows the victim to feel heard.
Use both open-ended and closed questions. Open-ended questions provide the individual the opportunity to share more details. Open ended questioning can elicit someone to begin sharing their story, for example, what happened last night? Closed-ended questions elicit a yes, no or maybe response. Closed-ended questions result in short answers and do not encourage the survivor to continue their dialogue. However, closed questions clarify information directly. For example, did he hit you with his sts last night?
SESSION 6: SUPPORTING GBV VICTIMS AND SURVIVORS
Overview: The session provides an overview of how CBOs/NGOs can support GBV victims and survivors including an overview of available legal remedies and key role players
Purpose: To equip CBOs/NGOs to provide basic support to GBV victims either in-house or via referral to another organisation or stakeholder.
Learning objectives: by the end of session, participants should be able to (i) Identify the primary sources of support for GBV victims; (ii) Understand the various legal remedies available in GBV cases and when each applies.
There is a need for service providers to be able to respond better to cases of violence, and to help identify people experiencing violence and refer them to specialised services Some people experiencing intimate partner violence will present at primary care, while others experiencing serious injuries may present at hospitals Either way, it is important in these situations to identify victims of abuse as this may improve diagnosis, treatment, and recovery.
In cases of sexual violence, even if the victim decides to not do a full forensic examination, which should be at their discretion, it is important that ofcials record the event properly and document any injuries and any other non-verbal or non-physical aspects. It is an important feature in any subsequent legal process and it's very important to do this early. Accessing institutions can be limited by several factors such as the availability of a rape kit at the local clinic, the availability of a VEP at the local SAPS station, and the case monitoring and management at an institutional level.
While at the individual level, psychosocial support is crucial, but depression, anxiety, memory-loss, shame, and self-blame may prevent individuals from attending counselling sessions. At the community level, attitudes of service providers may be a stumble block. Nonetheless, the mapping of social services and the availability of staff and resources are key in supporting survivors. The Community Response Team should, for example, be able to support victims to nd crisis accommodation by having a pre-existing relationship with available shelters in and/or around the community
SOURCES OF SUPPORT FOR GBV VICTIMS / SURVIVORS
4. Advise on Available Legal Options.
1.Ensure the victim has access to therapy or counseling (either in-house or by referring to another NGO)
Depending on the nature of the abuse, a GBV victim can apply for a protection order (civil remedy) and/or open a criminal case (criminal remedy). It is important to note that, in cases of domestic violence, a victim can either apply for a protection order or open a criminal case or do both. They do not need to have a protection order in place before they can open a criminal case.
Unless the matter involves a child victim (in which case mandatory reporting laws would apply), it is important that one just present the available legal remedies without pressuring a victim to pursue a particular course of action.
PROTECTION ORDERS
What is a protection order?
A protection order is a Court Order under the Domestic Violence Act 116 of 1998 which can order the abuser not to:
Commit act of domestic violence
Ask others to abuse the victim
Come to where the victim lives (if not a shared residence) or works
Enter particular parts of the house (if a shared residence)
Note that it is possible to have a protection order in place while remaining in the relationship and/or continuing to share the same residence In such instances, the order would just require that the abuser not commit any further acts of domestic violence
You can also apply for a protection order under the Protection Against Harassment Act, depending on the situation and the relationship between the parties (see below).
How do you apply for a protection order?
Assist the victim to obtain adequate shelter (provide names and contact details, contact shelter on behalf of victim and assist in arranging transport)
Assist the victim to obtain medical treatment
Advise that the victim has a right to apply for a protection order and/or lay a criminal charge
Keep records of all domestic violence incidents reported to the police, regardless of whether a criminal charge was laid.
Criminal Cases of GBV
Depending on the nature of the GBV, various criminal charges can be laid including, but not limited to:
Common Assault
Assault with Intent to Cause Grievous Bodily Harm ('Assault GBH')
Attempted Murder
Malicious Damage to Property
Rape / Attempted Rape
Sexual Assault
Key Discussion Points
South African Legal Framework of GBV
Understanding the implications of the legal and policy framework in relation to the coordination of service provision, holding accountability service providers, following-up on state commitments.
Refer to Smythe's (2019) concern with the question of police discretion and how its exercise shapes the criminal justice response to rape in South Africa.
SESSION 7: HARNESSING COLLECTIVE POWER THROUGH
Overview: The session offers a practical, action-oriented focus that engages GBV experiences in the community By now, the participants can use a gendered power analysis to craft actionable responses and prevention interventions
Purpose: To illustrate how Collective Power can be mobilised through stakeholder engagement and collaboration.
Learning objectives: By the end of this session, participants should be able to (i) identify and map key stakeholders; (ii) create a basic plan for engagements with diverse stakeholders; and (iii) establish community-based structures as a platform for collaborative efforts considering the institutional, policy and community (activists, representatives, and leaders) levels of interventions
STAKEHOLDER MAPPING & ENGAGEMENT
When implementing a community-based intervention, it is important to identify and map key stakeholders. A stakeholder is broadly dened as a person/entity with an interest or concern in something. As such, key stakeholders would include state actors who assist GBV victims and NGOs/CBOs who provide victim support and/or address GBV via awareness raising or advocacy initiatives. However, it may also include businesses, churches, schools, etc.
Stakeholder mapping can be done through a combination of desktop research and face-to-face interviews. This process enables an organisation to identify who their key stakeholders are, understand the relationship they have with the community and be aware of what services they provide
You could use a template similar to the one below to compile the data which you will later analyse
Name of Stakeholder Services Provided Challengs in Addressig GBV Level of Inuence Level of Interest Working Hours and Days Contact Details
Stakeholder engagement is important as it offers those affected or will be affected by the outcomes of the project a chance to voice their opinions It also facilitates a discussion for clarity and a shared vision amongst key stakeholders You can share skills, knowledge, experience, and expertise to bring about solutions to addressing GBV and establish collaborations and new relationships that enhance the work and strengthen the impact in communities.
SETTING UP COMMUNITY STRUCTURES
The Masibambisane Community Model is driven by a Community Response Team or community-based organisation (CBO) working within the community. The CRT / CBO either joins and revives (as needed) an existing community structure or establishes a new community structure (referred to as a Local Stakeholder Committee (LSC). See training materials on establishing a LSC for details.
Once the community structure is established, the rst task is a situational analysis which geographical maps out the community to identify the spectrum or safety, threats to safety, and potentially violent spaces i.e., hotspots. (See the Community Mapping Tool in Appendix II).
The LSC will work together to develop an advocacy plan that focuses on prevention, response and management of GBV incidences (care and support). The ndings from the situational analysis would also inform quarterly advocacy initiatives for the LSC.
Part of the advocacy plan can include follow up / creating accountability for government initiatives including:
Establishment of a Sexual Offences and Community Affairs (SOCA) unit within the NPA
Nationwide roll-out of hospital-based one-stop Thuthuzela Care Centres (TCCs)
Rollout of specialised Sexual Offences Courts (SOCs)
Introduction of the Victims' Charter for promoting justice for victims of crime
GBV PREVENTION AND PROTECTION
Prevention and protection are at the core of the Masibambisane model with an emphasis on addressing the root and underlying causes of GBV to reduce prevalence rates in the community A specic focus will therefore be placed on transforming attitudes, practices, and behaviours among community members This will involve actions across different environments that target a range of groups, including local communities and schools, as well as working with individuals, particularly men and boys
A GBV Response refers to a comprehensive and integrated system that will provide consistent, coordinated, and timely support services to women and children who have been victims of violence. Emergency physical and mental health care, safe accommodation, counselling, and access to justice are all essential to enable survivors to escape and recover from violence.
Lastly, Care and Support approaches aim to prioritise the safety, well-being and long-term empowerment of women and children, while ensuring the accountability and rehabilitation of perpetrators to reduce re-offending.
All the three pillars can also be used to inform data gathering tools that consolidate information in a manner that enriches advocacy interventions from the understanding of the lived experiences within a community-See table below. Domain
Information Sessions General Pre & Post exercises or scorecards
Girls Safe Spaces (Schools) Quarterly Focus Group Discussions
Participant Feedback Form
Awareness
Prevention
Safety Audits
Women and Girls Assessment Forms
Men and Boys Assessment Form
Key Informant Interviews
Focus Group Discussion with Community Members
Response Case Monitoring Client Feedback/Follow-up
Core Competencies- Knowledge and Skills Test
Core Competencies- Attitudes and Perception Tests
Capacity Development
GBV Case Management Staff (CRT)
Case Management Observation Tool
Safe Space Action Plan Form
Activity Monitoring Report
SESSION 8: SCHOOL-BASED INTERVENTIONS
Overview: The session details various school-based interventions that could be implemented either as a stand-alone intervention or in combination.
Purpose: To provide practical guidance on mobilising learners around increasing school safety
Learning objectives: by the end of session, participants should be able to (i) secure approval to implement a school-based intervention; and (ii) design and implement a school-based intervention consisting of multiple components.
VIOLENCE IN SCHOOLS
School violence is rife in South Africa, with the national School Violence Study of 2008 showing that 15% of young people have experienced violence at school. In 2012, the School Violence Study found 20.2% of secondary-school learners to have been the victims of threats of violence, assault, sexual assault, including rape, and robbery. While classroom safety is a foregone conclusion for parents, classrooms were identied as the most common sites for violence in national studies conducted in both 2008 and 2012. Much of the violence occurring in schools is perpetrated by other learners, who are either classmates of the victims or other pupils at the schools.
Educators are increasingly reporting losing control of classes and learners, as they are often not aware of alternatives to corporal punishment or are not equipped to implement these alternative disciplinary methods.
Experience and exposure to violence in any environment at a young age increase the risk of later victimisation, as well as perpetration of violence and other antisocial behaviour Schools, if considered holistically, are environments where children not only acquire scholastic knowledge, but also where they learn to know, to be, to do and to live together Violence in schools impacts negatively on all these processes and instead create a place where children learn fear and distrust, develop distorted perceptions of identity, self and worth, and acquire negative social capital. Thus, school safety is a fundamental precondition for learning
PARTNERING WITH SCHOOLS
The rst step would be to identify a secondary school. In smaller communities, several primary schools would channel learners into one secondary school. In other communities, there may be several secondary schools. Secondary schools are targeted largely due to the potential threats of violence through bullying, including homophobic bullying, the culture of 'after schools is after school' physical ghts amongst learners, threats of violence by learners against teachers, teenage pregnancy amongst learners, the predatory behaviour and sexual violence perpetuated by teachers against learners, substance abuse, child pornography and the challenge of dropouts
While some schools may require that you rst obtain clearance from the relevant District ofcials from the Department of Education before implementing an intervention at the school, other schools may allow an intervention after obtaining approval from the principal and school governing body (SGB). In either case, it will be critical for the CBO to work closely with the Life Orientation teacher or a contact appointed by the SGB to support the learner initiative
Grade 8 to 10 learners could be targeted which would allow for the observation of behavioural change within one cohort for a period of at least two years with.
For each intervention below (or a combination), the nal activity at the end of the year will focus on: 1) recruiting learners to be ambassadors of change by taking an oath of Zero-Tolerance Safe Schools drafted by the Masibambisane CBO, that commits to speaking out as witnesses and allies against GBV at school, and 2) installing a GBV-Free School board. Ideally, the CBO can take an incremental approach of adopting additional secondary schools each year. From the second year onwards, the learners active in structures would gather at an annual conference for peer-to-peer learning and to share the journey and techniques of maintaining antiGBV initiatives at schools. Such collective spaces would further embed the structures such that when the grade 8 learners are in grade 10, they exit the structures as active members but continue to participate in school activities through on-going visibility and holding the SMT accountable.
TYPES OF SCHOOL-BASED INTERVENTIONS
1. Facilitate Workshops during Life Orientation
A short term (or even once-off) intervention could be implemented by facilitating sessions during the Life Orientation class period. As the Life Orientation curriculum already includes topics related to GBV, it is possible to work with the Life Orientation teacher to align the sessions with the relevant curriculum topics Another benet to this intervention is that it eliminates the need to recruit learners However, one drawback is that the intervention may not have signicant impact as it is limited in duration and scope.
2. Provide Capacity-Building Sessions for School Management Team, Educators and Support Staff
As learner interventions will include encouraging learners to disclose any abuse, it is important that school management, educators and support staff are trained on how to handle any disclosure responsibly This includes reporting procedures as mandated by the Department of Education as well as mandatory reporting requirements imposed on educators (and others) by various pieces of legislation including the Children's Act. One challenge is that educators and other school ofcials often claim to be too busy for such workshops.
3. Partner with existing GEM/BEM Clubs or establish a club with learners
The Girls / Boys Education Movement (GEM/BEM) was launched by the Department of Education it as a national programme in 2003. At present the GEM/BEM clubs are run in many schools nationally and focus on different social problems such as violence, sexual abuse, learner pregnancy, HIV & AIDS and other problems related to human rights abuse To start a GEM or BEM club at your school, the following steps are suggested. The steps may be different in different schools, depending on the local context.
Step 1: Do your research. Do some research in the school to identify some of the issues that concern learners, so that you can list some of these issues as topics that you will need information on, to inform your discussions in your clubs
Step 2: Announce your plans to start a GEM/BEM to learners in your school. Once you have done the initial research, obtain initial approval from principal and SGB for GEM/BEM club.
Step 3: Recruit Members. The CBO would present the club to learners at the school assembly, possibly advertise posters inviting learners, with support from the school to mobilise learner participation. The call to participate centres on two questions, that could either be discussed in a focus group dialogue or through the submission of letters by the interested learners. The learners would describe (i) the need for a girl's club or why they would want to participate in one and (ii) name three matters they would like to see change at school. The CBO would also require written consent from learner's parents to participate in the club.
Try to include a good mix in terms of grades, especially including learners from the lower grades, so that they can make sure the club continues when the older learners graduate and leave the school. Make sure that you register all your members, capturing names, contact details and date of joining the club
Step 4: Meet Regularly. Be sure to meet regularly (depending on what you have agreed as a group). The clubs can be used to develop and implement advocacy campaigns to promote safety in schools
Step 5: Evaluate Progress. At least once a year, review your progress and how your club activities are affecting peers in your school. When you check your progress, also look at what you have achieved, what have been the challenges in your activities, how to overcome the challenges in your future activities and any changes that you may need to make This process will help you identify your successes and learn from previous challenges, as well as monitoring if you are moving towards reaching your club goals and vision. When you do your annual reviews, you need to write a progress report, documenting all your successes, challenges, and recommendation for improving your activities.
Step 6: Keep your club vibrant. As some learners leave the club (for example, because they graduate, move schools, or lose interest), keep getting more to join. Remember to use the transparent criteria to select members When members leave, this should not get the club to give up what the members who have left were doing
4. Implement a Whole-School Approach under the National School Safety Framework (NSSF)
A whole-school approach to safety involves using multiple strategies that have a unifying purpose and reect a common set of values This requires the continuous support and dedication of school administrators, principals, educators, support staff, learners, caregivers, and school structures such as provincial-based safety teams and district-based safety teams, as well as a range of other community actors It requires that all the components of the system work together to create a safe and supportive school climate where people feel they belong and where violence of any kind is not tolerated.
Source: DBE NSSF (2016)
The NSSF provides an important instrument through which minimum standards for safety at school can be established, implemented and monitored, and for which schools, districts and provinces can be held accountable. The Framework is premised on the assumption that each person in the school experiences safety in different ways, and has different safety needs, and it provides schools with the tools to identify what these experiences are, and the steps that need to be taken to address individual needs At the same time, the Framework provides a systematic approach to ensuring that each member in the school body plays their role in creating and maintaining safe school spaces
Operationalising the National School Safety Framework
Step 1 (Orientation and Tools): The CBO will (i) familiarise themselves with the Safety Framework, using the available documents, covering the background, goal, objectives and the four pillars of NSSF, (ii) familiarise themselves with the eight indicators of NSSF, the four building blocks and the nine implementation stages, and (iii) adapt these considering the NSSF M&E Tools for the advocacy activities
Step 2 (Building up through Information Sharing): In the rst quarter, the CBO will facilitate information sharing sessions with learners i.e., Sessions covering the causes, effects, and the identication of abusive behaviour, along with the responses and reporting mechanisms. Towards the end of the quarter, the CBO will return to the school situational analysis ndings, request learners to identify safety challenges on their way to and from the school and on the school premises, and to prioritise the most pressing three for the initial advocacy initiative.
Once these challenges are drawn up, the learners are requested to read the school policy and identify which aspects to strengthen considering their challenges or what other action should be taken to address the challenges.
Step 3 (Process Action): Learners, with support of the CBO and school representative, arrange to present the document to all learners at the assembly to invite input on the document. After this, the amended submission would be presented to the SGB and principal suggesting activities towards change i.e., (1) the fencing in schools to minimises outsider access to learners and teacher during school hours, or (2) settingup reporting structures including the identication of a mentor or contact person for any cases of violence or threat thereof such as bullying in class, threats to ght 'after school'- off the school premises or suspected sexual harassment either by learner or teacher
Step 4 (Observable Changes): This varies depending on the nature of the intervention. For example, this could result in an updated overall School Policy on safety matters or changes to existing infrastructure Learners could also create posters and infographics to be displayed throughout the school with contact details of the school mentor
**These four steps could be repeated each quarter, focusing on one issue thereby creating sustained visibility and dialogue with the various education stakeholders, targeting both learners and teachers. For example, the second quarter could focus on the retention of pregnant learners (if the numbers are high resulting in drop-outs due to stigma and lack of support), by holding the school accountable following the Learner Pregnancy Policy. The focus could also be negotiating discipline in a context of outlawed corporal punishment.
Throughout the process, the CBOs document the ndings, monitor progress and support learner driven initiatives while mobilising resources i.e., engaging other stakeholders i.e., school presentation by nurses and police on Victim Empowerment Programmes, or Substance Dependency by Social Workers. Such that in the different stages there is sustained engagement with all stakeholders.
Key Discussion Points
Identify Barriers along with Mitigating Factors
Understanding of the education system and its policies, being mindful not to disrupt teaching and learning with GBV interventions
Plan around the school calendar
Consider lunch packs, safety of learners returning late from the initiatives, parent approval, and support Use of interactive and multi-dimensional information sharing sessions
Use of age-appropriate language and teaching materials
20. https://www.education.gov.za/Portals/0/Documents/Publications/School%20Safety% 20Framework%202016.pdf?ver=2016-02-19-133421-363
SESSION 9: POWER IN ACTION - ADVOCACY
Overview: The session details what constitutes advocacy, its different types, practical steps to consider when designing advocacy plans, planning a demonstration and engaging with media.
Purpose: To provide practical guidance on advocacy initiatives at community level.
Learning objectives: By the end of the session, participants should be able to: (i) develop an advocacy plan; (ii) plan and execute a successful public demonstration or event; and (iii) effectively engage with the media to advance advocacy objectives.
UNDERSTANDING ADVOCACY
Advocacy means to “give a voice to people”. Advocacy can be understood as a system of actions aimed at changing attitudes, policies and practices Advocacy activities include:
Awareness-raising
Capacity development (internal and external to own organisation)
Networking with relevant government and non-governmental partners
TYPES OF ADVOCACY
Self-Advocacy refers to an individual's ability to effectively communicate their own interests, desires, needs and rights. It recognises that people are experts by experience and involves them in speaking out for themselves about the things that are important to them. The goal of self-advocacy is for people to decide what they want and to carry out plans to help them get it.
Group Advocacy involves people with shared experiences, positions or values coming together in groups to talk and listen to each other and speak up collectively about issues that are important to them. Representatives of local groups are often included on planning committees and involved in the commissioning and monitoring of services
Peer Advocacy involves taking action to represent the rights and interests of someone other than yourself. It can refer to one-to-one support provided by advocates with a similar challenge or experience to a person using services Trained and supported volunteers often provide peer advocacy as part of a coordinated project.
Citizen Advocacy aims to involve people in their local community by enabling them to have a voice and to make decisions about the things that affect their lives. Citizen advocacy partnerships are long term, not time-limited, and last for as long as the citizen advocate and the individual want them to. Citizen advocates are ordinary members of the local community. They are unpaid and usually operate with support from a coordinated process.
Systems Advocacy is about changing policies, laws or rules that impact how someone lives their life. These efforts can be targeted at a local or government agency. The focus can be changing laws, or simply written or unwritten policy.
Legal Advocacy – also known as advocacy through the courts – uses the judicial system to advance social change goals. This is often done through bringing forward a legal case in court that focuses on improving a situation for a particular group of people
Lobbying is the practice of advocacy with the goal of inuencing a governing body, to ensure that an individual's or organisation's point of view is represented in the government, and that legislation is drafted and implemented accordingly In many countries, lobbying is regulated to prevent political manipulation and corruption.
Campaigning is the sum of actions and activities that an organisation plans or executes to inuence policy and to raise awareness on a specic issue. The aim is not only to inuence policies, but also to raise public support. A successful campaign should have a simple and strong message that appeals to people's emotions. Typical campaigning activities include public events such as marches or vigils, the setting up of an exhibition, or the distribution of pamphlets and posters.
Lobbying key decision-makers 21. h ps://www.educa on.gov.za/Portals/0/Documents/Publica ons/School%20Safety%20Framework%202016. pdf?ver=2016-02-19-133421-363
KEY INTERVENTIONS
Once the community structure is established and data is gathered i.e., through the situational analysis, the CBO would develop and implement advocacy initiatives under the Masibambisane three-pronged approach of (i) prevention and protection, (ii) response and (iii) care and support for survivors In particular, advocacy initiatives would support the following objectives:
1. Prevent GBVF from occurring through a sustained strategy for transforming attitudes, practices, and behaviours.
2. Respond to violence in an integrated and coordinated manner by ensuring a comprehensive package of services to affected women and children.
3. Ensure provision of long-term care, support and empowerment of survivors of violence.
4. Ensure provision of reintegration and rehabilitation services for perpetrators of violence
5. Strengthen the system at all levels that prevent and respond to violence to ensure accountable and coordinated action across sectors.
Public Demonstrations / Events
If your demonstration is to go smoothly and to accomplish its purpose, you'll need to organize it carefully
Planning. The demonstration must have a coordinator and a group of organizers who work together before, during, and after the event to plan and carry it out. They need to decide what the demonstration will be like, and to anticipate potential problems and plan for them as well.
Decide what you want to accomplish. What is (are) the exact goal(s) of the demonstration? It's important to decide whether you're advocating for or supporting a position, protesting something, or planning a specic action. Your purpose will help to determine the tone and shape of the demonstration. If advocacy is your goal, the demonstration might be upbeat, singing the praises of whatever you're advocating for. If your purpose is protest, or righting a wrong, then its tone will be different. Tone is important because what you accomplish might depend on how the demonstration is viewed.
It's important to confer with the authorities beforehand about use of space, to obtain the proper permits, and to work out with police and other ofcials how things will be handled, so that there are no misunderstandings. Make sure that those who are likely to attend the demonstration know what to expect and what you expect of them. If people understand that violence is unacceptable, or that it's important that everyone follow a certain route, they're more likely to behave accordingly.
Decide who you're trying to reach with the demonstration's message, and who you want to attend. Contact other organizations, coalitions, etc. long before and get them to endorse (and attend) the demonstration.
General public: If you're aiming your message at the public, then you might want a very large demonstration, or one that's particularly unusual or interesting, staged in a public place at a busy time, so that it will attract both onlookers and media attention. It's even better if there's a draw, in the form of entertainment and/or celebrities And the demonstration should be advertised publicly, through yers and posters in neighbourhoods, public service announcements on radio and TV, clubs, and churches, etc.
Target population: If you're trying to publicize an initiative with those you hope will take advantage of it, it should be in their neighbourhood, and in their language as well. It might help if children and families are encouraged to come, and if familiar gures from the target group itself are part of the program. Presentations should be aimed at providing practical information and helping people understand the issue and how it relates to them.
Marches or other movement of demonstrators can show the extent of support for your issue and can dramatize--by the route chosen-where a problem is located, and who should be involved in a solution. They can also help to build group spirit, to expose large numbers of people to the existence of the issue, and to attract media attention.
Entertainment. Music may energize people, address their emotions, and help to develop group spirit. It's usually geared to the subject of the rally, with songs written for the occasion, for instance
A symbolic activity, such as each person lighting a candle, group song or chanting of slogans, the display of a picture or document, prayer, etc. can be a powerful way to communicate a message, solidify a group, and gain public attention. It can also be seen as nothing more than an attention-grabbing device This kind of activity must make sense for your issue and demonstration.
Work out the logistics. Each demonstration presents its own logistical questions, but some important ones are:
Do you need, how will you pay for, who will oversee, and where will you get:
Toilets?
Medical facilities and personnel in case of emergency?
Parking?
Trash disposal?
Signs or banners?
A way of getting speakers or performers to and from the demonstration and the platform?
How do people in general get to and from the demonstration, and in and out of the space?
Is there a need for crowd control (i.e., a potential for violence, or for horrendous trafc problems), before during, and/or after the demonstration?
Is clean-up needed? Who cleans up, and how?
What are the plans for meeting with the media before, during and after the event?
Try to think of every possible thing that can go wrong that you haven't already addressed and gure out what to do about it. Where are you going to get toilets if the ones you ordered aren't delivered? What if there's a counter-demonstration? What if only a few people show up? What if the media doesn't show, or leaves too soon? Anything you can anticipate and plan for is another crisis you don't have to worry about: you'll know what to do.
Develop a plan for publicizing the demonstration. The coordinator would be the point person in informing supporters, the desired audience, and the public about the demonstration. Depending upon whom you were trying to reach, the coordinator could make up and assign the distribution of yers; send out one or more large mailings from the computer list of supporters and relevant organizations; prepare and distribute press releases, news stories, and/or print, radio, and TV ads; post to an email list; activate the phone tree; and facilitate anything else necessary to get the word out. The coordinator doesn't have to do everything himself; but it's important that there be one place where the publicity and communication buck stops.
Orchestrate media coverage of the event. One good way to guarantee accurate coverage before the event is to write your own stories about it, either as press releases, or, if you have a good relationship with media representatives, in some other form.
Follow-up. First, it's important to go over the demonstration with organizers and others who were involved, to assess how things went, and to evaluate the event. It is also important to follow up with the intended audience of the demonstration (legislators, for example) by continuing to bring up the issue and referring to the demonstration as evidence of support for it. Follow up with your own constituents (target population, supporters, etc.), using the energy generated by the demonstration to get them involved in keeping the issue before the public.
Publicize your success. Use your contacts with the media to publicize how big and powerful your demonstration was. Try to get the media to do a series of stories on the issue. Organize other events to address the issue.
Use Media Effectively
Develop a media list.This list will include:
Media in your local area that you might want to target.
Journalists who regularly cover issues relevant to or related to violence against Womxn.
Media who reach your target audience
Media who are leaders on this issue.
*Update your media list regularly as information goes out of date quickly.
Understand the media outlet's audience. Target your story or media release to this audience. Media like to be treated as individuals and receive tailored stories and news angles, so it is rarely productive to send the same media release or story to all your media contacts.
Build relationships with the decision makers. Where possible, get to know producers and editors as well as journalists Inform them of what your organisation has to offer in terms of both advocates and expertise around GBV Aim to build relationships that will make your organisation a 'go-to source' on GBV and its prevention and response
Provide feedback. If you notice good quality, responsible reporting on GBV, get in touch and let the journalist know Tell them what you thought was good about their article and how they demonstrated responsible reporting. Let them know about the Our Watch national media awards scheme and encourage them to apply and be recognised for their work. Consider writing a letter to their editor or producer thanking them as well. Similarly, if you see inaccurate or irresponsible reporting on GBV or reporting that does not contribute to the development of community attitudes that are helpful in stopping violence, get in touch and let the journalist know. Provide constructive feedback that addresses the concerns you have.
Make the journalist's job easier. Write media releases as though they are news stories, provide all the information required, such as up-to-date and accurate statistics and data and supporting materials, provide times, dates, locations and directions, link journalists to experts and other people for them to contact for other comments or angles. Ensure that you are succinct and relevant. Journalists are time poor and cannot wade through pages of material. One page is sufcient, or a succinct email is best. You can provide links to further information.
Be reliable and responsive. Deliver what you promise, know your material, be a good source, be available, be accurate and be prompt. Most importantly, meet deadlines!
Do your homework. Be prepared, know your message and your material, know what you can say yes to and when you will say no Consider photo opportunities and let journalists know about them. Stories with a photo are not only more likely to be picked up and reported on, but they are also more likely to get a better position in a publication or broadcast. Always consider your advocates and their safety before offering photo opportunities
Key Discussion Points
Identify Barriers along with Mitigating Factors
Understand the rules and regulations for demonstrations. Identify key messages for continued visibility and presence.
Community Mapping Tool Appendix:
Introduction
A community map is an excellent tool for collecting qualitative data, especially in cultures that have a strong visual tradition. Maps can be created on paper with coloured pens or in the dirt/sand using natural materials such as sticks and pebbles. This exercise would show the Community Response Team (CRT) the potential spaces for advocacy intervention (i.e., hotpots), and where existing GBV responses along with existing and potential stakeholders, problems, and opportunities are located; the dimension and scope of issues – social, cultural, economic; and their relationships to GBV. It also helps in understanding the boundaries and characteristics of the community involved or targeted for GBV community response.
Step 1: Participants
A team comprising the core CRT, local community representatives, and government representatives should undertake this exercise The various representatives bring different but complementary ideas to the process
The facilitation team should include both men and women with a mixture of expertise Their primary role would be to observe and take notes of the mapping processes, the community discussions and the analysis of each feature placed on the map They should be able to ask follow-up questions to the communities about anything the team feels are not discussed sufciently, as well as possible opportunities to resolve current problems
Step 2: How to Implement
Similar to calling a public meeting, the CRTs can organise the community mapping workshop in a variety of ways. The core team will need to carefully identify participants to invite and determine a venue. It is important that the meeting location is neutral, and the timing is acceptable to most invitees. The team starts the meeting by introducing themselves and informing the community of the planned GBV work. Each representative is then asked to introduce him or herself and to describe the activities of his/her association briey, clarify their roles and identify their resources base. The CRTs then present its motivations, explains to the stakeholders why this is an important meeting for them, states clearly what the objectives are, and explains what the exercise is all about and what they would like to achieve.
Request that a participant draw a map of the general area or site. (Have materials – sticks, stones, or other potential drawing materials – ready in case participants do not naturally reach for something.)
As the map is taking shape, other participants are likely to provide input or to get involved. Give plenty of time and space. Wait until participants have nished before you begin asking questions. Then use the below questions to help you understand risk factors and services for women and girls. After each question, give participants time to consider and indicate their responses on the map.
Where do people in the community go if they need medical treatment?
Where do people in the community go if they want to express a concern about safety?
Is there a place where women can go to discuss problems together?
Are there places on the map that are not safe for women and girls during the day?
Are there places on the map that are not safe for women and girls during the night?
Where might a woman go for help if she is the victim of violence?
Where might a girl go for help if she is the victim of violence?
Record any visual output from this process, whether it is drawn on the ground or on paper. Be accurate and include identifying information (place names and the date the map was created).
Step 3: Drawing Conclusions and Recommendations
It is these discussions and topics from community representatives that will indicate what people consider socially, economic and environmentally important. The direction of the discussions is signicant; even if opinions are sometimes given as facts that cannot be quantied as statistically accurate, they may still show how the community views their situation. The very process of discussing the map items -- location, impact on infrastructure, services, and other social ills -will bring out important resource management issues and challenges that will help to prepare
During a GBV-specic assessment, this approach can be incorporated into focus group discussions as a means of better assessing the community's knowledge of services available to women and girls (e.g. number, location and quality of medical and psychosocial care), challenges women and girls may face in accessing services (e.g privacy, distance, safety), and the community's perception of areas that present high risks to women and girls (e.g. public or remote areas where sexual assaults or harassment are likely to take place).
Sample: Youth Focus Group Discussions
The following questions can be administered in focus group discussions (FGD) with community members and/or youth and will help to gather more information on youth community safety. These questions can be adapted for single-sex programs and should be edited for the literacy level and cultural context in which you are working.
What places are considered acceptable for adolescent youth to go to?
Where are youth permitted to go? Do they have to be accompanied to these places?
Are there restrictions on the time of day when youth may go to certain places?
Who within the family decides whether, when, and where youth may go?
How do youth move around the community (e.g., by foot or bus)?
Are youth subject to harassment, teasing, or verbal abuse while traveling?
Do youth in this community belong to any organised group (e.g., a savings club, work group, youth centre, etc.)?
Questions on mobility mapping can also serve as a guide in helping to gather critical information about safety and selecting anti-GBV safe spaces in the community The table and focus group discussions are designed to help collect data about the mobility of women and girls in a community and will aid in identifying a safe space for the program intervention. The table below was designed specically to understand girl's mobility, but it can be tailored to also gather information about boy's mobility. However, the sample focus group discussion questions are tailored for co-ed programs for boys and girls.
DESTINATION Have you been to these places in the last month? (y/n) If needed, do you have permissi on to go? (y/n)
Relatives' House
Local Market
Clothes Store/Tailor
Health Center
Youth/Community Center
Religious Sites
Recreational/sports venue
Entertainment sites (cinema, theatre, music venue)
Alone With Female Friends With Family Members Only With Male Relatives Only Other
C O N T A C T S
SAPS - 10111
GBVF Command center - 0800 428 428
ChildlineToll Free Crisis Line - 0800 055 555
National 24hrToll-Free Shelter Helpline - 0800 001 005 and/or Whatsapp or Please Call Me to 082 057 8600 / 082 058 2215 / 072 230 7147, or infohelpline@womenscentre.co.za
011 484 0390 info@fhr.org.za www.fhr.org.za/masibambisane
FHRights @FHRRights Foundation_for_human_rights
September 2023
