A participant was probed on how people handle matters in light of their differences in South Africa. The participant reflected that ultimately we are all human, culture does not separate peoples lived experiences.
P7: … when it comes to abuse we are all just the same.
4.4.1.7. Media.
As mentioned in previous comments under theme of facilitators of CSA, the power of mass media such as social media cannot be denied. Mass media was reported to encourage disclosure as it normalised experiences and made the survivors realise they are not alone or to blame for the abuse.
P1: Also, the social media. There are advertisements where they encourage the victim to speak out.
P2: … if there is programme on the media that’s where the child knows okay, it not my fault maybe I can report if something happens to me.
P10: …through those programmes or those shows, as well as social media or social networks. ‘Cause children, they are active on social networks… ‘cause, you get to say it’s not just me alone that’s been through this, so you too can share that they, they disclose.
Table 4.3
Research Question Three: Summary of Sub-themes and Main points
Theme Sub-theme Main points
Methods of getting disclosure:
Current methods to get disclosure
Childline guidelines
Play therapy
Talking
Activities
Supervision
Using theory Person centred approach Innovation Learn through experience
Your manner of approach
Children are different Training Attend workshops
4.5.1.1. Childline guidelines.
All participants used guidelines which were provided by Childline. These were seen as the first go-to method which brought results:
P1: I follow Childline guidelines for disclosure with the child.
P9: We use methods given to us by Childline.
P5: It’s just that what we use here…
The guidelines used provide the use of age-related activities, use of play, and anatomically correct dolls.
P8: Luckily and fortunately Childline has some guidelines… anatomical dolls…
there’s a playroom…
P1: … there are different activities for different age groups that we follow.
P2: … what type of toy she is taking or choosing. It can depend on the drawings.
Getting supervision when one did not know how to go forward also aided in disclosure:
P2: … I get my manager or supervisor to help me attend to it…
As it will be later discussed, it was not just age that was important, but also acknowledging that children are different and work at a different pace:
P2: … it depends on the age of the child.
P6: … children are not the same. Some readily disclose…. Some disclose later on.
4.5.1.2. Using theory.
P3 highlighted how theory guides interactions with children:
P3: I’ll use a person-centred approach, just to be open, non-judgmental, create a warm environment… and also empower them that they have taken the first step by calling Childline.
Further to this, staying up to date with current events and amendments to legislation allowed professionals to respond better to queries from most families:
P4: Reading newspapers and listening to community radio stations, Izwi lomzansi FM, Vibe FM helps me a lot, because they frequently address these issues. You even get people who call into the station and that’s how I get extra tips and knowledge.
Many laws get amended over time, for example any child under the age of sixteen is a minor, even if the sexual act was consensual. So, therefore, it is important to stay up to date with such developments in order for me to pass accurate information to whomever I am assisting.
4.5.1.3. Innovation.
Experience was gained both practically and academically. The participants continuously brought out that though the expert may have come in with a work plan for a session, it was ultimately the child who led the session. This called for understanding and patience.
P2: Childline has a method, things like activities, but sometimes you don’t work according to the plan of the company because the session is being led by the child.
P2: Try to understand the child…
P3: … you need to be patient…
P1: Disclosure must be at the pace of a child, not at the pace of the social worker.
When following the pace of the child, one then needed to think on one’s toes and be accommodating. P3 reported on how she had worked out her own way of drawing out a child whilst P7 pointed out that self-awareness was also a key to disclosure.
P5: … you need to approach them in a manner where he or she will feel welcome…
P3: … I go “how, where and when?” It helped me a lot to make sure I probe, thoroughly without intimidating the child
P6: … Don’t judge the child. You see, but accommodate the child. Allow them to feel free so they know you’re listening. Don’t jump to conclusions…
P7: … being aware of your reaction because your reaction can interfere with the child’s disclosure.
Two participants suggested that the methods used needed to relate to the child and to have a lasting impression which would sustain the child:
P9: … when using a storyline, you emphasise the emotions of the character which are similar to that of the abused child. So, you would say, “This child was scared to say this this and that because her father had said…” That makes a victim comfortable, because they are able to relate to the character in the story.
P7: … I try by all means that when I see the child for first time I equip them with enough information so that they can sustain themselves.
4.5.1.4. Training.
Organised training and workshops which were attended by participants were reported to be a source of skills improvement and updated new improvements in the field.
P1: … we also attend the workshops for updated methods and techniques to use in order for use to facilitate disclosure.
P2: … the organisation tries by all means to give us training courses, we need the training, we can’t hold on to like 20 years…
P5: … training on sexual abuse.