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Editor In Chief

Elsie Ijorogu Reed


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
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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
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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.
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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).
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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
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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.
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