Managing Editor and Coordinator Kirthi Jayakumar Contributors Belinda-Rose Young Federica Busiello Renee Grozelle Designer Kirthi Jayakumar By: Belinda-Rose Young
Sexual assault, also known as sexual violence, is defined as any form of unwanted physical or verbal abuse. This includes unwanted sexual contact (e.g., physical touching, rape) and non- contact. The latter includes verbal sexual coercion and sexually suggestive jokes. Some individuals see non-contact sexual assault as non-threatening and thus not important (Koss et al., 1985; Straus, 2004).
However, any form of sexual assault can leave emotional and mental scars. April has been declared as Sexual Assault Awareness Month. It is imperative to bring about awareness as sexual assault is an international epidemic. In 2002, one in four women experienced some sort of sexual assault (Jewkes, Sen, & Garcia-Moreno, 2002). That number has now increased to 35% of all women globally (World Health Organization [WHO], 2013). It is important to also note that men and boys also suffer from sexual assault. Though it is a global problem, there is a dearth of information on the subject and thus international statistics are not available (WHO, 2012).
Although these numbers are shocking, research shows that they are do not reflect the actual incidence of sexual assault (Centers for Disease Control and Prevention, 2014); as most cases are unreported. Part of the reason may be because sexual assault is often committed by someone the victim knows. So what can we do? How can we make a difference? Use your voice. Speak up and speak out.
General Tips: Anyone that is neither the perpetrator(s) nor the victim(s) is a bystander. Be vigilant. If you see something that looks suspicious, then alert the appropriate authorities. Sexual Assault Awareness and Prevention www.deltawomen.org ereed@deltawomen.org 1 May 2014 If you hear sexist comments or people laughing about/discussing sexual assault, then say something. Your voice carries weight. Lastly, if someone discloses that they have been a victim of sexual assault, listen to and believe them. Never blame the victim for the crime (e.g., commenting on the way they were dressed).
Tips for Students: Irrespective of where you are in your educational tenure, you deserve the opportunity to learn in an environment that is conducive. Unfortunately, sometimes students are surrounded by individuals who do not respect the personal space of others. Due to this, students must be vigilant wherever they are. If you are at the legal age to drink alcohol and consume it, always pour it yourself from the manufactured bottle. If you experience sexual harassment, do not ignore it. Tell an authority figure who you trust and can help you deal with the situation. Your welfare is important and you deserve the right to learn in a safe environment.
Tips for Parents:/Guardians: It may be hard to envision sexual assault happening to someone that you love. It is even harder to cope with the fact that victims more often than not know their perpetrators. Ensure that you speak to your child about sexual assault and why it is wrong. If a child tells you that they feel uncomfortable around someone, even a family member, listen to them objectively and let them know that you care by acknowledging their feelings. Discuss why they feel uncomfortable or frightened and, if necessary, alert the proper authorities.
Tips for those in Leadership Positions: Ensure that those whom you lead understand what sexual assault is and that it is not tolerated. Allow people to feel as if you are approachable, in case they have any questions or need to disclose an incident. References Centers for Disease Control and Prevention. (2014). April is Sexual Assault Awareness Month. Retrieved from http://www.cdc.gov/features/sexualviolence/ Koss, M., Leonard, K., Beezley, D., & Oros, C. (1985). Nonstranger sexual aggression: A discriminant analysis of the psychological characteristics of undetected offenders. Sex Roles, 12, 981992. doi: 10.1007/BF00288099 Straus, M. (2004). Cross-cultural reliability and validity of the revised conflict tactics scales: A study of university student dating couples in 17 nations. Cross-Cultural Research, 38 (4), 407 432. doi: 10.1177/1069397104269543 World Health Organization. (2012).Understanding and addressing violence against women. Retrieved from http://apps.who.int/iris/bitstream/10665/77434/ 1/WHO_RHR_12.37_eng.pdf?ua=1 World Health Organization. (2013).Global and regional estimates of violence against women: Prevalence and health effects of intimate partner violence and non-partner sexual violence. Retrieved from http://apps.who.int/iris/bitstream/10665/85239/ 1/9789241564625_eng.pdf www.deltawomen.org ereed@deltawomen.org 2 By Federica Busiello
The WHO Clinical and Policy Guidelines on Responding to Intimate Partner Violence and Sexual Violence Against Women (2013) define sexual assault as a subcategory of sexual violence, usually including the use of physical or other force to obtain or attempt sexual penetration; it includes rape. Sexual violence is, more generally, any sexual act, attempt to obtain a sexual act, unwanted sexual comments or advances, or acts to traffic, or otherwise directed against a persons sexuality, using coercion.
The guidelines, published in 2013, are targeted to health care providers, and are aimed to better equip them to efficiently respond to survivors needs. The guidelines provide evidence-based guidance on appropriate care, clinical interventions and emotional support, and include a service delivery and a programme-guidance component. Among other areas of responses, WHO highlights immediate Clinical Care for Survivors of Sexual Assault as a key response area, and identifies effective interventions that should be carried out during the first five days following the assault. These are: first line support, including providing practical care and offering information and support; provision of emergency contraception, HIV and other sexually transmitted infections post-exposure prophylaxis; and psychological support.
How are these recommendations applied in Nigeria? The Nigerian Government published a National Reproductive Health Policy and Strategy to Achieve Quality Reproductive and Sexual Health for all Nigerians (2001), as well as a National Gender Policy and Strategic Framework (2008- 2013).
Immediate Clinical Care Responses to Sexual Violence Both documents identify Gender-based Violence as a prevalent harmful practice in the country, and point out the scarceness of appropriate health services.
The Reproductive Health policy outlines several Health Care objectives, including ensuring adequate training for health care providers, and provision of appropriate care, support and counseling. The Gender Policy aims at implementing a coordinated response on sexual and gender based violence and women rights abuses, which includes National Guidelines (later drafted with WHOs support), health care professionals training, and establishment of a pilot SGBV Recovery Centre for women and children survivors of sexual abuse, providing medical and psychosocial care within the National Hospital in Abuja.
While I did not manage to retrieve any evidence of the existence or effectiveness of the centre in Abuja, I did come across another promising programme, the Sexual Assault Referral Centre (SARC), opened in 2013 in Lagos, within the Lagos State University Teaching Hospital (LASUTH). This is a one stop service centre for victims of sexual abuse, and provides them with immediate emergency medical treatment, forensic medical examination by specially trained doctors and nurses, and crisis support by specially trained counselors. The centre is run by a civil society organization.
Despite promising policies and strategies, according to Amnesty International (2012), the authorities consistently fail to prevent and address sexual violence. While gender based violence is widespread (one third of Nigerian women have been a victim of some form of violence, WHO 2002), responses, whether immediate clinical care, longer term care, or judiciary interventions, are not yet developed enough to efficiently respond to survivors needs. www.deltawomen.org ereed@deltawomen.org 3 By Renee Grozelle
Sexual assault can occur in a number of different areas and virtually anyone can be targeted (Lena & Lena, 1992). However, some individuals have a higher risk of being victimized. Those who have been noted as being the most at risk are women and young girls (Gellert, 2010). Both violence against women and gender discrimination is a global phenomenon that has existed throughout history (Osakue, 2006). Gender discrimination is a pervasive problem throughout the world, which causes gender inequality taking different forms within different cultures and countries (Emakhu, 2013). Women and girls are affected by this issue regardless of location, age, class, or race (Otive-Igbuzor, 2003; Kwaja, 2009). The World Health Organization (2002) reports that approximately one third of all women in Nigeria have been a victim of violence at least once in some way or another (Krug, et. al., 2002).
Violence and discrimination based on an individuals gender has caused large gaps within numerous countries, resulting in dramatic consequences for women ecologically, socially, as well as other areas (Cotter, 2004). Often institutional environments foster discrimination and violence instead of challenging it.
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Nevertheless, The Sexual Assault Referral Centre (SARC) in Lagos is a good start and similar centres should be available in all hospitals around the country, so that women victims of sexual violence can find the support they need to empower themselves and become survivors.
Sources: WHO (2013) Responding to intimate partner violence and sexual violence against women Clinical and policy guidelines Federal Republic of Nigeria, Federal Ministry of Health (2001) National Reproductive Health Policy and Strategy to Achieve Quality Reproductive and Sexual Health for all Nigerians http://www.youth- policy.com/Policies/Nigeria%20National%20Repr oductive%20Health%20Policy%20and%20Strateg y.pdf Federal Republic of Nigeria (2008) National Gender Policy and Strategic Framework (Implementation Plan) 2008-2013 http://cewhin.org/pdf/STRATEGIC%20DEVELOP MENT%20RESULTS%20FRAMEWORK.pdf WHO Regional Office for Africa Family and Reproductive Health http://www.afro.who.int/en/nigeria/country- programmes/maternal-and-child-health.html Justice for All J4A - The Mirabel Centre: A Sexual Assault Referral Centre http://www.j4a- nigeria.org/index.php?option=com_content&vie w=article&id=303:j4a- sarc&catid=43:component-four\&Itemid=89 WHO, (2002). Prevention of Violence A. Public Health Priority, Resolution, WHO, 49025 World Report on Violence and Health, in: Gender Based Violence against Women and Its Implication on the Girl Child Education in Nigeria International Journal of Academic Research in Progressive Education and Development January 2013, Vol. 2, No. 1 http://www.hrmars.com/admin/pics/1558.pdf
Immediate Clinical Care Responses to Sexual Violence Moreover, within the school environment, girls come across sexualised attacks (Kwaja, 2009; Balogun, Ahmed, Iyekolo & Ayorinde, 2013). Although the constitution guarantees everyone equal access to education, Nigerian women and girls still face numerous obstacles (Okoroafor, Umoh & Ojinma, 2014). Domestic violence is on the rise within Nigeria (Krug, et. al., 2002). Girls who are living in poverty or have a long distance to travel to get to school, places them at additional risk of being victimized (Kwaja, 2009).
In Nigeria, a large majority of students, non- teaching, and teaching staff are males (Okoroafor, Umoh & Ojinma, 2014). This leaves female students more likely to experience harassment of peers and faculty. Statistics provided by the Population Reference Bureau in 1998 showed that females in Nigerias secondary schools represent only 15% compared to 80.25% of males (Haupt & Kane, 1998). The lack of female students, staff, and faculty members significantly impacts the marginalization experienced by women in an educational setting (Ladebo, 2004). As a result, 38.1% of women reported that they were less likely to participate in campus activities and 39.5% were less likely to seek academic guidance from peers and instructors (Okeke, 2011). It is suggested that women who have experienced these types of behaviours were less likely to report incidents in fear of future punishment or attacks (Okoroafor, Umoh & Ojinma, 2014).
Although Nigerian universities and colleges have been eager to foster and promote the rights of women, they are often silent when it comes to addressing male peers and faculty members dishonourable behaviours toward female students (Ladebo, 2004). Women in higher education may be affected by problems that are gender related and sexual harassment which mutually discourages womens progress (Adedokun, 2004; Ladebo, 2004). www.deltawomen.org ereed@deltawomen.org 4
Unequal power relations that exist between women and men are based on norms that are imposed by social institutions, such as work, legal system, and schools (Otive-Igbuzor, 2003; Lena & Lena, 1992; Osakue, 2006; Wingood & Diclemente, 2000). Overall, when looking at reducing violence and discrimination against women, an important question remains, how can this be done?
Women are frequently subjected to discrimination at both the social and institutional level (Cotter, 2004). Gendered stereotypes that are embedded within culture at the individual level are often reflective of the institutional policies that are in place (Sweetman, 1998). Therefore, intervention should be taken at the institutional level in order to prevent violence and discrimination against women within society (Yusuf, 2012). Although the education system can be used as a proactive tool in combating violence against women, gender violations are often produced and maintained within (Simmons, 2011). It has been suggested that in order to address violence against women and girls efforts should be made within schools to educate boys and girls on this issue (Uwameiye & Iserameiya, 2013). In other words, in order to stop the acts of violence against women, they must be taught with education, promoting empowerment and providing them with information about their legal rights (Skaine, 1996).
Education System Within an educational setting, sexual harassment has been noted as a collective problem throughout the world (Okeke, 2011; Simmons, 2011). Violence against women and girls in school can take multiple forms such as harassment, threats, teasing, intimidation, and more (Skaine, 1996). References Balogun, A. O., Ahmed, S., Iyekolo, A. O., & Ayorinde, A. S. (2013). Lecturers Perception of Causes and Consequences Of Sexual Assault In Tertiary Institutions Of Kwara State, Nigeria. Research on Humanities and Social Sciences, 3(20), 82-86. Cotter, A. M. M. (2004). Gender Injustice: An International Comparative Analysis of Equality in Employment. Ashgate Publishing, Ltd. Emakhu, I. S. (2013). The Nature and Prevalence of Violence against Women in Nigeria. European Scientific Journal, 9(19). Gellert, G. (2010). Confronting Violence: Answering Questions about the Epidemic Destroying America's Homes and Communities. American Public Health Association. Haupt, A., & Kane, T. T. (1998). Population Handbook. Population reference bureau. Krug, E., Dahlberg, L., Mercy, J., Zwi, A., & Lozano, R. (2002). World Report on Violence and Health. Geneva, World Health Organization. Kwaja, M. A. (2009). Violence Against Women in Nigeria: How the Millennium Development Goals Addresses the Challenge by. Ladebo, O. J. (2004). Sexual Harassment in Academia in Nigeria: How Real?. African Sociological Review/Revue Africaine de Sociologie, 7(1), 117-130. Lena, D., & Lena, M. H. (1992). Defend: Preventing Date Rape and Other Sexual Assaults. Spi Books. Okeke Sr, C. M. A. (2011). Impact of Sexual Harassment on Women Undergraduates' Educational Experience in Anambra State of Nigeria. Okoroafor, P. E. N., Umoh, S. I., & Ojinma, C. C. (2014). Gender Based Violence in Nigeria: The Case of Sexual Harassment in Tertiary Institutions. Osakue, G. (2006). Exchange: on HIV/AIDS, Sexuality and Gender. Exchange, Summer, 1-4. Otive-Igbuzor, E. (n.d.). Sexuality, Violence and HIV/AIDS in Nigeria. Retrieved from http://www.gamji.com/article6000/NEWS6820.htm Simmons, W. P. (2011). Human Rights Law and the Marginalized Other. Cambridge University Press. Skaine, R. (1996). Power and Gender: Issues in Sexual Dominance and Harassment. McFarland. Sweetman, C. (Ed.). (1998). Violence against Women. Oxfam. Uwameiye, B., & Iserameiya, F. (2013). Gender Based Violence against Women and its Implication on the Girl Child Education in Nigeria. International Journal of Academic Research in Progressive Education and Development, 2(1), 219-226. Yusuf, B. (2012, February 22). Of Mini-Skirts and Morals: Social Control in Nigeria . Retrieved from http://www.opendemocracy.net/5050/bibi-bakare- yusuf/of-mini-skirts-and-morals-social-control-in-nigeria www.deltawomen.org ereed@deltawomen.org 4 Female students are often more focused on maintaining safety, instead of academics (Okoroafor, Umoh & Ojinma, 2014). This is due to the sexual harassment they encounter from male peers and faculty members (Ladebo, 2004). A study conducted by Okeke (2011), found that 3 out of every 5 women undergraduates (64.6%) in Nigeria, Anambra State, are purposely disqualified from social and academic activities due to their gender.
Due to emergence of issues of discrimination and violence against women interest has been directed toward implementing numerous global strategies that are focused on the emancipation and empowerment of women (Osakue, 2006). Primarily, a large number of countries have sought to improve access to resources, employment, and education for women (Emakhu, 2013). As previously shown by previous studies, a hostile learning environment impedes the progress made by women in higher education (Balogun, Ahmed, Iyekolo & Ayorinde, 2013). Creating and employing programmes that are gender-sensitive will allow individuals to understand and respond effectively to the different needs of victims (Wingood & Diclemente, 2000). Other ways to provide girls and women with equal opportunity within education is by developing a curriculum, activities, and training programs for staff that systematically addresses issues of gender equality (Kwaja, 2009). Staff should be challenging gender role stereotypes within the classroom and ensuring that discrimination does not occur in order to provide equal treatment of boys and girls (Osakue, 2006). Furthermore, there is need for the establishment of systems which allow girls to file complaints confidentially, through such means as providing female counsellors or calling in to the school (Emakhu, 2013). If you educate a man you educate an individual; but if you educate a woman you educate a family (nation). Dr. James Kwegyir-Aggrey (1875-1927)
DELTA WOMEN DRUMBEAT BEGINS! Delta Women Drumbeat, our very own Magazine went live! It was launched in Nigeria with Elsie Ijorogu-Reed, our CEO and Founder being in the Delta State for the official launch. Four people namely Anthonia Oguah, Olutosin Adebowale, Gabrielle Ijorogu and Rita Okoye received awards for their selfless service to people. The colourful unveiling of Drumbeat, attracted many personalities such as: Orodje of Okpe kingdom, His Royal Majesty, Major General Mujakperuo (RTD), Chief Mrs. Onokpasa, Chief Dominic Oneya, Otunba Dino Melaye, Lanre Ogunkoya, Pastor S. A. Olatunji, Barr. Emuobenuvie Majemite representing Olorogun (Barr.) Fred Majemite and Prof. Ayo Aruya. Actors Guild of Nigeria (AGN) factional Chairman Lagos, Don Pedro Aganbi graced the occasion with three of his executives namely: Thelma Okhaz, Mike Okon, Chi White. www.deltawomen.org ereed@deltawomen.org 6