Care International Burundi, DRC and Rwanda
Preventing Sexual Exploitation and Abuse
Staff Training Facilitator Guide October 2011
Di Paolo & Associates Preventing Sexual Exploitation and Abuse Staff Training
TABLE OF CONTENTS
Acknowledgments...... 3
Workshop Objectives...... 4
Training Outline...... 6
Module 1: Opening Remarks and Introductions...... 7
Module 2: Power Walk Exercise...... 8
Module 3: DVD: To Serve With Pride...... 12
Module 4: The Context for SEA and Definitions...... 13
Module 5: CARE’s Code of Conduct...... 16
Module 6: Reporting, Investigating and Supporting Victims...... 18
Module 7: Applying Theory to Practice...... 19
Module 8: Wrap Up and Evaluation...... 20
Handout 1: GBV Global Statistics...... 21
Handout 2.1: SGB...... 24
Handout 3: Definitions...... 31
Handout 4: Sexual Conduct Guidelines...... 32
Handout 5: Case Studies...... 37
References...... 42
Front Cover Photo: ©Mary Lou Di Paolo, 2009 -The front cover photo is representative of a person that CARE's policies are intended to protect. No other inferences should be made. For use in this document only.
Di Paolo & Associates – 10/2011 Preventing Sexual Exploitation and Abuse Staff Training
Acknowledgments
I am very grateful for the support provided by Jaqueline Carlson and Christine Bendel of the UNDP who generously provided their time and permission to use the UNDP materials for this program.
In developing this guide, I have drawn inspiration from training materials developed by the UNDP as well as Oxfam, UNICEF, the Inter-Agency Standing Committee and the Building Safer Organisations/Humanitarian Accountability Partnership International. Details regarding these sources are listed in the References section of this guide.
Di Paolo & Associates – 10/2011 3 Preventing Sexual Exploitation and Abuse Staff Training
Workshop Objectives:
By the end of the training, participants will:
1. Explain what sexual exploitation is/is not
Define SEA, SH, GBV
2. Know how to prevent sexual exploitation
Knowledge of CARE’s Code of Conduct
Understand responsibilities as staff
3. Help prevent SEA by feeling confident to raise issues and report suspected incidents
Understand the consequences of breaking rules or not fulfilling their responsibilities
Di Paolo & Associates – 10/2011 4 Preventing Sexual Exploitation and Abuse Staff Training
Note to the facilitator on using this guide for training:
Leadership Support:
It is recommended that a senior official attend the start of this session and send a strong message underlining the importance of this subject for all CARE staff, partners and project participants.
Co-Facilitation:
This is a subject that should be taught by a two-person team ideally consisting of a male and a female facilitator to encourage questions and participation from both male and female participants.
Preparation:
Sexual conduct, sexual exploitation and abuse usually raise more questions than they answer. Although the debates that occur are always stimulating, it’s important to remember that during this workshop people may feel strong emotions when their beliefs and values are challenged. As a result, make sure to read all the supplementary information and “answer keys” to the exercises so that you can be comfortable defending the positions taken.
Key Message:
Please remember to tell participants that the reason we conduct these sessions is because we know that many project participants are forced into sexual relations with humanitarian workers in order to get food, goods or essential services for themselves and their families. CARE finds this intolerable and will do everything that it can to prevent it from happening. CARE staff found sexually exploiting or abusing project participants will (given due process) be terminated for gross misconduct.
Managing the training environment:
The discussions during the day will raise many important questions, but it’s important to move the session along and delay questions until an appropriate time for them to be answered.
Keep track of the time and be prepared to chair the workshop firmly. Remember that not every question can be answered within one day.
Post a “Parking Lot” flipchart to capture all the questions. This is an important tool to acknowledge participants’ questions which can either be addressed during the relevant module or passed on to the appropriate CARE leaders for an official response at a later time. Make sure that you clearly communicate how this will be done (by email for example) and approximately by when.
In order to maintain the pace and energy of the session, provide clear instructions and timeframes. For example, if you allot ten minutes for an exercise make sure that you remind participants of the amount of time by saying “5 minutes remain” and then at the end of the exercise: “you have one minute left”. You will find that groups often produce better results if they have a specific deadline to work towards.
Di Paolo & Associates – 10/2011 5 Preventing Sexual Exploitation and Abuse Staff Training
Training Outline Half-day training (4 hours) Time Module/Topic
25 min Module 1: Opening Remarks and Introductions 1.1 Opening (CARE Leader and example of a SEA story) 1.2 Background and Participant Intros/Expectations 1.3 Agenda and Expectations
35 min Module 2: Power Walk Exercise 2.1 High Level Overview of the CARE Code of Conduct 2.1 Management Code of Conduct Responsibilities
40 min Module 3: The Context and Purpose for SEA 3.1 DVD: To Serve with Pride 3.2 DVD: Debrief
15 min BREAK
30 min Module 4: The Context for SEA and Definitions 4.1 Context for the problem of sexual exploitation and abuse 4.2 Overview of the Secretary-General’s Bulletin 4.3 Definitions
40 min Module 5: CARE’s Code of Conduct – Sexual Conduct Guidelines 5.1 Code of Conduct – Introductory Questions 5.2 Exercise: CARE’s Guidelines on Sexual Conduct
25 min Module 6: SEA Mechanisms 6.2 Exercise: SEA Country Specific Mechanism 6.3 Debrief Exercise: (10 min)
55 min Module 7: Applying Theory to Practice 7.1 Case Studies
10 min Module 8: Wrap Up and Evaluation 8.1 Evaluation, Review and Summary
Di Paolo & Associates – 10/2011 6 Preventing Sexual Exploitation and Abuse Staff Training
Module 1: Opening Remarks and Introductions Total Time: 30 min
Objective: By the end of this module, participants will know: the workshop objectives and who is in the room CARE International’s commitment and perspective on “why” this topic is important and why now
Key Points (What to do/say) Resources
1.1 Opening (from a CO Leader) (10 min) Explain why this is important and the risks involved organizationally (public image) Introduce your hopes and expectations for this course as a CARE leader Share a story briefly (2 minutes) to personalize this topic and make it concrete for everyone – a case that you were either involved in personally or that you heard of and create link to this training and how it will help with similar situations Introduce facilitator(s)
1.2 Background and Participant Introductions (10 min) Name Cards Option: If the CO Leader does not share a story then share one of your own for opening this part of the introduction. If you don’t have one, then share this story:
Example of an actual situation: An NGO Project Officer in charge of an Education Programme was found guilty of raping not only teachers but also students. He was instantly terminated, with no notice period and no end-of-contract benefits.
Ask the participants if they have a similar story to share.
The key message to impart after sharing the story is that CARE does not tolerate this behaviour among its own staff – there is a “zero tolerance” policy.
Ask participants to introduce themselves briefly by telling the group their name, job title and the country or region where they work. Remind them that PPT# 3 they only have a few minutes for this entire introduction.
1.3 Agenda, Expectations & Ground Rules (10 min) PPT#4-6 Introduce course objectives - PPT# 4 Review agenda and point out what will not be covered in this session to manage expectations - PPT# 5 Introduce the idea of a “Parking Lot”, where you will write up questions that cannot be answered right away. Make sure to follow-up after the session is over by directing the questions to those who can answer the questions. Once you have the answers share them with the participants Suggestion: You may also want to share questions that arise from these workshops with the other trainers and establish a FAQ (Frequently Asked Questions) that you share with your TOT colleagues in the Great Lakes. Share Ground Rules for working together and ask participants if there’s anything else they would like to add - PPT# 6
Di Paolo & Associates – 10/2011 7 Preventing Sexual Exploitation and Abuse Staff Training
Module 2: Power Walk Exercise Total Time: 35 min
Objective: By the end of this module, participants will: explore the concepts of power, vulnerability and their relationship to sexual exploitation and abuse.
Key Points (What to do/say) Resources
*Note to the Facilitator:
1. This module is designed for participants who are not very familiar with the concepts of gender and GBV(gender based violence) and/or who would benefit from a refresher. The steps in this module provide context for SEA and CARE’s expectations regarding sexual conduct.
2. It is not necessary to cover all the basic concepts in this module if participants are experienced in gender and GBV. Therefore, the facilitator should discern the usefulness of this module for more advanced audiences.
3. For audiences with limited knowledge about GBV, go ahead and distribute the Power Walk characters in the order written below, because even with a small group this ensures a distribution of different types of characters.
4. In addition to Handout 1.1 on GBV statistics, you may want to condense the Handout 1.1 amount of statistics provided and/or add statistics on GBV specific to your (country) situation if these have been prepared.
5. Please feel free to modify the characters and statements for this exercise to reflect the regional/local context. (Handout 1.2 – Index Cards)
2.1 Power Walk Exercise Instructions: (5 min)
1. Say: “In a moment we will explore basic concepts related to sexual exploitation and abuse”.
2. Without further explanation, bring the participants to a large space (empty conference room or outdoor space) where they can stand side by side in a line and have room to take 25 large steps forward.
3. Give each participant an index card with one of the Power Walk characters Handout 1.2 written on it (Handout 1.2 – Index Cards) See list below for details. Ask the Index Cards participants not to let anyone else know the character that they are representing.
4. Tell participants that they will hear a series of statements. For every statement to which the character they are representing could answer “yes”, they should take one large step forward. If a statement does not apply to their character, they should just stay where they are. Sometimes they may not be sure whether a statement applies to them and should just take their best guess.
Di Paolo & Associates – 10/2011 8 Preventing Sexual Exploitation and Abuse Staff Training
2.2 Power Walk Exercise: (15 min)
Possible Characters: (32)
District Chief Unemployed boy, aged 17 Village Health Worker (male) Demobilized boy soldier, aged 15 Traditional Birth Attendant (female) Girl looking after her sick mother School Teacher (female) and younger siblings, aged 17 Ward Agricultural Officer (male) International humanitarian worker Leader of a youth group (male) Adult male soldier Orphaned boy, aged 13 Country Director Orphaned girl, aged 13 Police Officer (male) Grandmother, caretaker of orphans NGO leader (female) Uncle, caretaker of orphans Religious leader (male) Primary school boy, aged 12 Community leader (female) Primary school girl, aged 12 UN national staff member Girl with physical disability, aged 12 Male Peacekeeper Girl in prostitution, aged 16 Village elder (male) Married girl, aged 16 Village elder (female) Woman whose husband died of Village chairperson AIDS, aged 30 Village shopkeeper
Statements:
1. I can influence decisions made at community level. 2. I get to meet visiting government officials. 3. I get new clothes on religious holidays. 4. I can read newspapers regularly. 5. I have time and access to listen to the radio. 6. I would never have to queue at the dispensary. 7. I have my own bank account. 8. I can speak in extended family meetings. 9. I can afford to boil drinking water. 10. I can buy condoms. 11. I can negotiate condom use with my partner. 12. I only have sex when I want to. 13. I went to secondary or I expect to go to secondary school. 14. I can pay for treatment at a hospital if necessary. 15. I can speak at a village meeting. 16. I eat at least two full meals a day. 17. I sometimes attend workshops and seminars. 18. I have access to plenty of information about HIV. 19. I am not afraid of walking on my own at night. 20. I can question expenditure of household funds. 21. I am not afraid of violence in my home. 22. I have never had to line up or beg for food.
Di Paolo & Associates – 10/2011 9 Preventing Sexual Exploitation and Abuse Staff Training
2.3 Power Walk Debrief : (15 min)
1. Conduct a debriefing:
1. At the end of the statements, the participants will be fairly spread out. Ask them to stay exactly where they are and in character for a debriefing.
2. Starting in the back, ask each person to say his or her character.
Everyone states his or her character.
3. Ask a few people at the back of the room: “How did you feel? What was it like to be at the back of the room?”
4. Ask a few people at the front: How did you feel? What was it like to be in the front of room?
5. You may also ask a few people in the middle how they feel.
6. Invite the rest of the group to also comment on what has happened.
People may mention power or vulnerability Say: “All of these statements are about power or access to power. What do we mean by POWER?” Elicit: Power is the ability to influence or control. It includes access to decision-making processes.
7. Sometimes, some characters end up much further in front or remain much further behind than expected for their character. Ask the person concerned or the group to comment on the position that the character reached; e.g. if the 12-year old girl with a disability is near the front, invite some discussion about this to correct any mistaken ideas that such a person ordinarily wields a lot of power and influence. Ask: “In [country], are these the people [indicate the people at the front] that have power? Who else has power?” Brainstorm: Government, men, adults, police, military, etc…
8. Additional questions to ask and key messages to elicit or impart:
“Those who felt strong or powerful, why did you feel powerful?” “Those who did not, why not. For those in the back, why do you think you were in that position?” “What things give people power”? money, position, authority, gender “What things contribute to abuse based on power inequalities? vulnerability, poverty, breakdown in social structures (such as during displacement, lack of legal protection, impunity for perpetrators, culture, gender beliefs. “Is power always bad?” No. Power can be used in positive ways but the potential for abuse is there. Those who have less power in relationships are always more vulnerable to abuse.
Di Paolo & Associates – 10/2011 10 Preventing Sexual Exploitation and Abuse Staff Training
9. Reinforce key messages:
While participants are still standing, ask: “How do you think this exercise is related to SEA?”
Explain that the purpose of this Power Walk exercise:
“The reason we start with this exercise is because, violence and exploitation are almost always linked to power. Those who have more power can exploit and abuse others. Those who have the least power – and very often they are women and children, especially girls – are most likely to be exploited and abused.”
“Today we are talking specifically about abuses committed by NGOs, IGOs (inter-governmental organizations) and the UN. However, it is important to remember the context in which this occurs and to realize that this is part of a much larger problem of gender-based violence.”
10. Segue to Module 3: PPT#8-9
Next, move to PPT Slide #8-9 and ask the following questions:
What percentage of the world’s poor are women?
What percentage of the world’s illiterate do women represent?
What percentage of elected global parliamentary seats do women hold?
What percentage of the world’s land do women own?
Say:
Today we will continue to explore the role that each one of us has to eradicate SEA. Let’s continue to explore the concepts of SEA right now by viewing a DVD called “To Serve with Pride”
Di Paolo & Associates – 10/2011 11 Preventing Sexual Exploitation and Abuse Staff Training
Module 3: DVD: To Serve With Pride Total Time: 40 min
Objective: By the end of this module, participants will explore their own attitudes and perceptions about PSEA and begin to explore their responsibilities as staff to prevent sexual exploitation and abuse of CARE project participants.
Key Points (What to do/say) Resources
3.1 DVD: To Serve With Pride (25 min) PPT# 11
Provide context for the DVD by saying: “This DVD was developed by the UN DVD: To Serve With for both UN and NGO’s in 2006. Because it’s five years old you will notice that Pride some participants in the film are no longer in their positions – for example it features the previous UN Secretary-General. Nevertheless, the message is still very relevant today. You will also see that the film is focused on sub- Saharan African countries and peace keeping missions. SEA can happen anywhere in the world. When watching the DVD please make a note of how you think SEA might happen in the context of the work that you do at CARE. ”
3.2 Large Group Debrief (10 min)
At the end of the DVD, ask some of the following questions to generate dialogue:
o What images from the DVD are still with you? o What words or phrases caught your attention? o Is anything surprising? Confusing? Unclear? o What were some of the key points made that stood out to you? o What came through to you as very important? o What did you get out of it? Did you learn anything new? What was helpful? o Does the DVD raise any questions, concerns, doubts?
Say: “After the morning break we will come back to explore some of the terms and definitions raised by this DVD. We will also briefly review the UN’s Secretary-General’s Bulletin (SGB) and then explore some other important concepts such as sexual exploitation, sexual abuse, sexual harassment and the expectations CARE has for you.”
BREAK (15 min)
Di Paolo & Associates – 10/2011 12 Preventing Sexual Exploitation and Abuse Staff Training
Module 4: The Context for SEA and Definitions Total Time: 30 min
Objective: By the end of this module, participants will: have an overview of the problem of abuse, and the work that CARE and others have done so far to address it.
Key Points (What to do/say) Resources
4.1 Context for the problem of sexual abuse and exploitation (5 min) Ask: Does anyone know about the scandal of sexual abuse committed by humanitarian workers in refugee camps in the Mano River region (Guinea, Liberia and Sierra Leone) in 2001-02?
If there is no response to the above question, then provide the following context. PPT #13 Decide how much detail below to share based on the group’s knowledge and needs. Make sure to review this quickly for context – no more than 5 minutes. It was found in the Mano River region, almost by accident, that abuses of refugees by humanitarian workers were taking place on a very large scale. Typically sexual demands were being demanded of (and accepted from) project participants in return for goods or services that were controlled by humanitarian workers – as we saw earlier in the DVD, “To Serve With Pride”. More than 40 NGO’s, both national and international, were implicated by name. The scandal prompted all agencies to take the problem seriously, and the aid community began work to prevent it. One of the tools that has been used by many NGO’s is a Code of Conduct. We will be discussing this shortly.
In 2001 the media obtained reliable information that UNHCR staff and project partners were committing abuses against Bhutanese women and children in refugee camps in Nepal. The abuses included trafficking women and organizing and profiting from prostitution. UNHCR and possibly many others had known about this for some time. When the scandal became public UNHCR admitted some degree of liability. Good work has been done to prevent a recurrence of the abuses.
In 2003 the UN system began to investigate allegations of abuse and exploitation by its peace-keeping force (MONUC) in DRC. There was clear evidence of the widespread and severe abuse. Over 130 UN personnel – both military and civilian are pending. CARE assembled a Task Force to investigate allegations of sexual exploitation of program project participants by Humanitarian Aid workers. Although no CARE employees were involved in this case, it was recognized that the potential was there and needed to be addressed by creating mechanisms to prevent all types of exploitation and abuse of benefiaries.1
Key Message: These abuses really do happen in the aid profession. Many staff have been terminated on these grounds, but many more cases have not been dealt with. There’s an expectation from CARE that these issues will be addressed from now on.
1 Source: SCHR Peer Review – CARE International Self-Assessment Memo January 2006
Di Paolo & Associates – 10/2011 13 Preventing Sexual Exploitation and Abuse Staff Training
4.2 Overview of the Secretary-General’s Bulletin (SGB) (5 min)
Say: Raise your hand if you have heard or read the Secretary General Bulletin. Handout 2 The bulletin was published in 2003 because of the investigations into sexual exploitation of refugees by aid workers in the Mano River region (West Africa) as previously discussed.
Provide a very brief overview of what the SGB includes:
A zero-tolerance policy for SEA and outlines what it considers unacceptable behaviour by United Nations staff, NGO’s and IGO’s. Procedures are also included for preventing and for punishing sexual exploitation and abuse to support the most vulnerable – women and children.
In 2006 there was a “Statement of Commitment on Eliminating Sexual Exploitation and Abuse by UN and Non-UN Personnel” that was issued. CARE International was one of twenty-four non-UN entities to endorse the Statement of Commitment on eliminating SEA.
CARE, as a key UN implementing partner in many parts of the world is obligated to uphold the standards in the Secretary-General’s Bulletin (SGB) on measures to prevent and respond to SEA. Failure to do so can result in termination of the contract. PPT# 14 Key Messages: 1. Sexual exploitation and abuse are unacceptable 2. It’s your responsibility to protect the vulnerable 3. Stop the abuse and support the victims by reporting suspicions and concerns
Segue to the next topic by saying: “The SGB also defines a number of terms including sexual abuse, sexual exploitation that are addressed in CARE’s Code of Conduct. We will discuss what this means to you as a staff member of CARE. For now let’s go over the some key definitions.”
4.3 Definitions (15 min)
Begin by engaging participants begin with a broad question such as: “The question I will ask you now may sound unusual but please bear with me here. PPT# 15 Which of the four terms does not “fit in” with the other three?” Make sure you have the PPT to serve as a visual.
The response you are looking for from participants is “GBV” because it is an umbrella term that encompasses all three as well as other forms of GBV. (i.e. rape, attempted rape, trafficking, prostitution, emotional abuse, pornography, harmful traditional practices (FGM), early/forced marriage, denial of food, clothing to girls/women because of their gender).
Next, review the definitions for sexual exploitation, sexual abuse and sexual Handout 3 harassment one at a time. Ask participants to read the definitions (5 minutes).
Di Paolo & Associates – 10/2011 14 Preventing Sexual Exploitation and Abuse Staff Training
Cont’d: Definitions
Following this individual reflection exercise, ask everyone to stand up and form a horizontal line based on their understanding of sexual exploitation. Provide clear markers by placing masking tape on the floor for where understanding of the definition is “clear” at one end of the room and at the other end understanding is unclear. The middle ground is 50/50 understanding. (another option is to point to three parts of the room so that you end up with three groups – one that is clear, one that is unclear and the third – 50/50 understanding of the definition)
While standing debrief in plenary until clarity is achieved. Try to engage those who understand in providing the explanations.
Repeat this process for sexual abuse and then for sexual harassment.
It is also important to note that the definitions as described in the SGB are legally binding for CARE staff because it is recognized as an international law that supersedes national laws regarding sexual conduct.
Please note optional slide for your use: SGB Definitions of Sexual Exploitation and Sexual Abuse (PPT 16-17)
Di Paolo & Associates – 10/2011 15 Preventing Sexual Exploitation and Abuse Staff Training
Module 5: CARE’s Code of Conduct Total Time: 40 min
Objective: By the end of this module, participants will: identify what the Code of Conduct does and does not permit CARE staff to do.
Key Points (What to do/say) Resources
PPT# 19 5.1 CARE’s Code of Conduct: Introductory Questions (5 min)
Say: Raise your hand if you are familiar with the Code of Conduct. Ask: What is in the Code of Conduct? A brief summary of the behaviour that CARE expects of all staff A list of all the other policies that you should read and be aware of Rules on the sexual conduct that CARE expects from staff
Ask: To whom does the CARE Code of Conduct apply? To all staff members and volunteers throughout the world
Ask: Does CARE tolerate abuse of power? No. There will always be those who have more power than others, but this power should not be abused. It should not be used to make people do things that are against CARE’s values and beliefs
5.2 Exercise: CARE’s Guidelines on Sexual Conduct (25 min) PPT# 20
Read the following instructions for this exercise on the PPT and/or flipchart.
Form groups of 4 or 5
Read Handout 4.1 and discuss it with your group
After 10 minutes, go to the flipcharts posted around the room and add your group’s comments.
When you have commented on all the questions you may sit down
Time: 20 minutes
Ask 3 participants to post a flipchart on the wall in separate areas of the meeting room and read them aloud one after the other. Each of the flipcharts have a question as summarized below:
Di Paolo & Associates – 10/2011 16 Preventing Sexual Exploitation and Abuse Staff Training
Flipchart #1 Are these guidelines what you expected from CARE? Did anything surprise you?
Flipchart #2 What will be the most difficult part of the guidelines for you to implement?
Flipchart #3 Do you feel confident that CARE would support you if you had to raise issues and report incidences? If not, what would need to happen for you to be comfortable reporting?
Divide participants into groups of 4 or 5 Handout 4.1 Set a time limit of 20 minutes Give out Handout 4.1- Guidelines for Sexual Conduct. Tell participants that they have 10 minutes to read and discuss it. Explain that once they have read it, they will be asked to respond to each of the questions as a group. It doesn’t matter which question they start with as long as the answer all of them
Optional: Handout 4.2 is CARE International’s Policy on Prevention and Response to Sexual Exploitation and Abuse. This handout has more details Handout 4.2 regarding “Employee Standards” that you may want to reference. Alternatively (optional) you may substitute this information for your country’s sexual conduct guidelines. Participants will need to stand up and move around the room to write or post comments on each flipchart Post-it notes Participants will respond to the following three questions:
5.3 Debrief Exercise: (10 min)
Bring the group back together
Ask one participant to read out loud from one flipchart the original questions and the group’s responses. Ask participants what they think of the comments and answers. Is everybody in agreement? Repeat this for each of the flipcharts
If questions come up that cannot be answered, reassure the participants that the unresolved or difficult issues will be referred back to the appropriate country leaders for a response (i.e. Human Resources, Focal Point, Country Director) either by the end of the training or post-training.
Di Paolo & Associates – 10/2011 17 Preventing Sexual Exploitation and Abuse Staff Training
Module 6: Reporting, Investigating and Supporting Victims Total Time: 25 min
Objective: By the end of this module, participants will: have a basic understanding of how the reporting process works, what to expect regarding investigations, as well as, what the responsibilities are for assisting victims.
Key Points (What to do/say) Resources
*Note to the Facilitator: Please provide information on the country specific mechanisms for reporting and investigating. This will help staff understand what to do should there be a need to report an incident of sexual misconduct.
6.1 Exercise: SEA Country Specific Mechanism (15 min)
Read the instructions for this exercise on the PPT# 22 slide and/or flipchart. PPT# 22
Ask if there are any questions to ensure clarity Handout country- specific mechanism Ask participants to work in triads. Assign one of the two questions to half of for reporting the group o One half the triads in the room will list three things that they know about the SEA mechanism for reporting and investigating complaints o The other half of the triads in the room will identify three things that they don’t know or are unclear about the SEA mechanism.
Set a time limit of 10 minutes.
Circulate around the meeting room to make sure everyone is clear on what to do
If triads finish early, encourage them to share their discussion with others
Give a 5-minute warning followed by a 2 minute warning before the end of the exercise
6.2 Debrief Exercise: (10 min)
Bring the group back together Ask each triad to report one example of a clear or unclear Write these on separate flipchart sheets Tell the participants that the unclear instructions will be shared with the appropriate country leaders for further clarification either by the end of the training or post-training.
Di Paolo & Associates – 10/2011 18 Preventing Sexual Exploitation and Abuse Staff Training
Module 7: Applying Theory to Practice Total Time: 55 min
Objective: By the end of this module, participants will use the knowledge from this session to discuss decisions and judgments that need to be made in the assigned case studies.
Key Points (What to do/say) Resources
*Note to the Facilitator: Make sure to read the answers to the case studies a few times. (see Handouts 5.1 and 5.2) Note that it is not always possible to give a definitive answer to the questions that are asked. Your role as facilitator is to encourage open dialogue Handout 5.1 and to ensure that everyone has an opportunity to speak. At the end of the Handout 5.2 discussion you may choose to add a correction, but it is not your role to “give the answer”. Also, please note that the answers are provided to help your own understanding as a facilitator and are not to be given to the participants as a handout.
7.1 Small Group Work Set-Up for Case Studies (35 min)
Say: “In a moment you will have an opportunity to work in groups on case studies. Each group will work on a case study. After reading the case discuss the questions with the group and record your response on a flipchart. Select a spokesperson to report back your group’s answers to the questions.”
Uncover the flipchart and/or PPT# 24 slide with the following exercise PPT# 24 instructions: Your group will be assigned ____ case studies Handout 5.1 Read it carefully and answer the questions Write down answers ready to share them when all the groups have completed them in plenary If you finish before 30 minutes, you may continue working on any other case study of your choice. Time: 20 minutes
Ask participants to form groups of 4 or 5 Give a copy of the handout to each participant Assign one or two case studies per group (given the available time) Circulate, answer or ask questions to help the groups move forward with the exercise Remind participants that they have 10 minutes left then 5 minutes and then one
7.2 Large Group Debrief: (20 min)
Ask the groups to report back on their discussions If more than one group has worked on a case study, choose one group to present and make sure to ask the second group for their thoughts as well. There will be plenty of dialogue generated from this feedback session. Allow it to happen while also ensuring that all the items on the “answer sheet” are covered and that the contributions to the debate are aligned to the central theme.
Di Paolo & Associates – 10/2011 19 Preventing Sexual Exploitation and Abuse Staff Training
Module 8: Wrap Up and Evaluation Time: 10 min
Objective: By the end of this module, participants will
Key Points (What to do/say) Resources
Tips for facilitators:
Review the following suggestions and determine which ones are best suited to implement based on the time left for the session. For example you may decide to forego 9.1 altogether and just focus on 9.2 and 9.3
8.1 Post two evaluation flipcharts up on the wall. Ask participants to mark an “X” on the flipchart to indicate the extent to which they agree with the statement:
1. How well do you understand what is meant by “unacceptable behaviour”: Well…………………………………………………………………Not Well
2. How well do you think you know what actions you should take if your friends or colleagues are behaving unacceptably? Well…………………………………………………………………Not Well
Briefly debrief this and provide some clarity on the responses if needed.
8.2.Time permitting review the questions that may have been already listed on the “Parking Lot” and answer them. For those that you can’t answer reiterate that you will track down the answers and provide them by _____ a certain date that you believe is realistic and do-able. The key point here is to make sure that you manage expectations about unanswered questions during the training and provide appropriate follow-up support.
8.3 Ask participants to complete the written evaluation and thank them for their participation.
Di Paolo & Associates – 10/2011 20 Preventing Sexual Exploitation and Abuse Staff Training
Handout 1.1: GBV Global Statistics2 Key Messages: GBV can occur throughout a woman’s lifecycle, starting with infanticide, early childhood marriage and genital mutilation, and further, sexual abuse, domestic violence, legal discrimination and exploitation of widows.2 The risks of GBV increase in conflict-affected settings, particularly for women and girls. Men and boys can also be at risk of GBV. In a study conducted by Baelani and Dunser, of the 23 registered acute care hospitals in Goma, DRC, only four cared for victims of sexual violence during a 22 month period. Of those four, the needed resources were only consistently available at one, a non-governmental organization run hospital. The other three faced constant, comprehensive shortages.10 The multisectoral programming model forms the “best practice” for prevention of and response to GBV in humanitarian settings. This model includes full engagement of the affected community, interdisciplinary and interorganizational cooperation and collaboration and coordination among health, psychological, legal and security services when responding to the needs of survivors of GBV.11 Africa A 2008 study in the Democratic Republic of Congo found that rape was the cause of 70.8 percent of a total of 4,005 total reported urogenital fistulas, and only 29.2 percent occurred during childbirth.11 A 2007 study in Sierra Leone to explore refugee/IDP family planning needs before, during, and after conflict found that services for survivors of sexual violence were delayed and both providers and women lacked knowledge of EC. The only way women could receive EC was if they went to the health facility for care after an assault—which was unlikely because of reticence to file police reports, fears about stigma from their community or poor treatment from providers.12 As of 2004, a Darfurian NGO estimated 9,300 cases of rape during the conflict in Sudan13 although other observers on the ground have argued that the number of rapes is closer to double that figure. Due to systematic and exceptionally violent gang rape, doctors in the Democratic Republic of Congo now classify vaginal destruction as a war crime. Thousands of Congolese girls and women suffer from vaginal fistula— tissue tears in the vagina, bladder and rectum—after surviving brutal rapes in which guns, branches and broken bottles were used to violate them.14 A 2005 survey of rape survivors in South Kivu region revealed that 91 percent suffered from one or several rape-related illnesses.15 In the Democratic Republic of Congo, UNFPA reported 15,996 new cases of sexual violence in 2008. In North Kivu alone, of the 4,820 reported cases of sexual violence, 65 percent were committed against children.16 A retrospective chart review (review of patient medical records) was done at the HEAL Africa hospital of Goma, Democratic Republic of the Congo for
2 Reproductive Health Response in Crises Consortium ~ www.rhrc.org/rhr_basics/gbvfacts.html
Di Paolo & Associates – 10/2011 21 Preventing Sexual Exploitation and Abuse Staff Training
the time period between 2006 and 2008 to evaluate presenting cases of gender based violence. In the study time period, 440 pediatric patients were identified as being sexually assaulted. Among the reported cases 74 percent were perpetrated by someone that was known to the victim. In addition, the number of reported military pediatric rapes did not proportionally decrease in the same time frame. The study indicates that there is a high level of domestic sexual violence in the Democratic Republic of the Congo and recommends that programs for sexual assault victims need to address domestic as well as military perpetrations of sexual violence. 17 According to Human Rights Watch, as many as 3,000 women in Central Kivu in the Democratic Republic of the Congo were raped between 1999 and mid-2001, demonstrating the extent to which rape is used as a method of warfare in the Congo’s ongoing conflict.18 19 percent of 1,575 Burundian women surveyed by UNFPA in 2004 had been raped; 40 percent had heard about or had witnessed the rape of a minor.19 A psychiatric epidemiological survey of young survivors (8-19) of the 1994 Rwandan Genocide measuring traumatic exposures using an inventory of possible war time experiences and post-traumatic stress reactions reported that among respondents, 30 percent witnessed rape or sexual mutilation.20 An analysis of data on women from Rwanda found that women who had experienced sexual and/or emotional abuse from an intimate partner were approximately 3-5 times more likely to test positive for HIV than those who have not experienced abuse.21 According to a 2003 study, one in three women in rural Uganda is subject to verbal or physical threats from their partners, while fifty percent of those women who have been threatened subsequently receive injuries.27 Beating a female partner was viewed as justifiable in certain circumstances by seventy percent of the male respondents and ninety percent of the female respondents, according to a study in rural Uganda.28 Reproductive health assessments in northern Uganda and Jordan revealed that emergency contraception is not provided in a consistent manner for unwanted pregnancies, including victims of sexual violence.29 According to a study conducted in the Central African Republic (CAR) by Potts et. al., rape was the most frequently reported incident within the sample, with 181 reports among women and girls. This allows for a national estimate of 31,416 rapes occurring each year in the recall period.30 Girls as young as eight years old in the Central African Republic (CAR) were raped. Sources in CAR report that some child combatants, who were among the suspected perpetrators of rape and other abuses, appeared to be under 10 years old.31 Refugees International estimates that up to 40 percent of women were raped during Liberia’s 14-year civil war.33
Di Paolo & Associates – 10/2011 22 Preventing Sexual Exploitation and Abuse Staff Training
Handout 1.2: Index Cards
District Chief Unemployed boy, aged 17 Village Health Worker (male) Demobilized boy soldier,
aged 15 Traditional Birth Attendant (female) Girl looking after her sick mother and
younger siblings, aged 17 School Teacher (female) International humanitarian worker Ward Agricultural Officer (male) Adult male soldier Leader of a youth group (male) Country Director Orphaned boy, aged 13 Police Officer (male) Orphaned girl, aged 13 NGO leader (female) Grandmother, caretaker of orphans Religious leader (male) Uncle, caretaker of orphans Community leader (female) Primary school boy, aged 12 UN national staff member Primary school girl, aged 12 Male Peacekeeper Girl with physical disability, Village elder (male) aged 12 Girl in prostitution, aged 16 Village elder (female) Married girl, aged 16 Village chairperson Woman whose husband died of AIDS, Village shopkeeper aged 30
Di Paolo & Associates – 10/2011 23 Preventing Sexual Exploitation and Abuse Staff Training
Handout 2.1: SGB (FR)
Di Paolo & Associates – 10/2011 24 Preventing Sexual Exploitation and Abuse Staff Training
Di Paolo & Associates – 10/2011 25 Preventing Sexual Exploitation and Abuse Staff Training
Di Paolo & Associates – 10/2011 26 Preventing Sexual Exploitation and Abuse Staff Training
Di Paolo & Associates – 10/2011 27 Preventing Sexual Exploitation and Abuse Staff Training
Handout 2.1: SGB (EN)
Di Paolo & Associates – 10/2011 28 Preventing Sexual Exploitation and Abuse Staff Training
Di Paolo & Associates – 10/2011 29 Preventing Sexual Exploitation and Abuse Staff Training
Di Paolo & Associates – 10/2011 30 Preventing Sexual Exploitation and Abuse Staff Training
Handout 3: Definitions
What is “sexual exploitation”?
The SGB defines the term “sexual exploitation” as any actual or attempted abuse of a position of vulnerability, differential power, or trust for sexual purposes including, but not limited to, profiting monetarily, socially or politically, from the sexual exploitation of another. An example of this is engaging in sex with prostitutes.
What is “sexual abuse”?
The SGB defines the term “sexual abuse” as the actual or threatened physical intrusion of a sexual nature, whether by force or under unequal or coercive conditions. An example of this is rape or attempted rape.ST/SGB/2003/13
What is “sexual harassment”?
The SGB defines “sexual harassment” as any unwelcome sexual advance, request for sexual favour, verbal or physical conduct or gesture of a sexual nature, or any other behaviour of a sexual nature that might reasonably be expected or be perceived to cause offence or humiliation to another, when such conduct interferes with work, is made a condition of employment or creates an intimidating, hostile or offensive work environment. Examples of this include, jokes or remarks with sexual content; propositioning for dates at working place, comments on one’s appearance or clothing.
What is the difference between “sexual harassment” and “sexual exploitation and sexual abuse”?
Sexual harassment is defined as any unwelcome sexual advance, request for sexual favours or other verbal or physical conduct of a sexual nature, when it interferes with work, is made a condition of employment or creates an intimidating, hostile or offensive work environment. It is particularly serious when behaviour of this kind is engaged in by any official who is in a position to influence the career or employment conditions (including hiring, assignment, contract renewal, performance evaluation or promotion) of the recipient of such attentions.
Not all sexual harassment involves an abuse of a position of vulnerability, differential power, trust or the actual or threatened physical intrusion of a sexual nature. If it does, it also constitutes sexual exploitation or sexual abuse. Sexual harassment and sexual exploitation and abuse are all considered serious misconduct. All three should be reported. The person reporting does not have to specify into which of these categories the conduct falls. ST/SGB/2003/13
What is “sexual and gender-based violence” (SGBV)?
GBV is an umbrella term for violence that is directed against a person on the basis of gender or sex. It includes acts that inflict physical, mental, or sexual harm or suffering, threats of such acts, coercion and other deprivations of liberty. While women, men, boys, and girls can be victims of gender-based violence, women and girls are the main victims.
Di Paolo & Associates – 10/2011 31 Preventing Sexual Exploitation and Abuse Staff Training
Handout 4.1: Sexual Conduct Guidelines Abbreviated Version
CARE International’s capacity to achieve its vision and mission depends upon each and every member of the CARE family, individually and collectively. To this end, all employees of CARE must uphold and promote the highest standards of ethical and professional conduct and abide by CARE’s policies. This PSEA Policy sets the minimum standards to be followed by all CARE employees. Each CI member or affiliate is encouraged to strive for more effective standards and define their own strategies and procedures to uphold this PSEA Policy and the Core Principles on which it is based.
The need for this Policy flows from a recognition that our work often puts CARE employees in positions of power in relation to the communities we work with, especially vulnerable women and children. We have an obligation to use our power respectfully and must not abuse the power and influence we have over the lives and well-being of the participants of our programs and others in the communities where CARE works. Below is an executive summary of non-negotiable sexual conduct principles for all staff:
Principle 1: No exploitation or relationships that are exploitative as a result of your position within CARE
Principle 2: No actions that bring the organization into disrepute.
What this means:
No sexual conduct at all with anybody under the age of 18
No sexual conduct at all with project participants
Your responsibility:
You must not demand or accept sex or sexual contact in exchange for goods or services from you or CARE.
It is your duty and responsibility to report via the existing systems, behaviour that you feel is not in accordance with all of the above requirements.
Di Paolo & Associates – 10/2011 32 Preventing Sexual Exploitation and Abuse Staff Training
Handout 4.2: Sexual Conduct Guidelines Final Version approved by the CI Board Executive Committee 08/2009
CARE International Policy on Prevention and Response to Sexual Exploitation and Abuse
CARE International places human dignity at the centre of its relief and development work. CI takes seriously all concerns about sexual exploitation and abuse and complaints about them brought to our attention. CI initiates rigorous investigation of complaints that indicate a possible violation of this Policy on Prevention and Response to Sexual Exploitation and Abuse (“PSEA Policy” or Policy”) and takes appropriate disciplinary action, as warranted. This policy applies to complaints of sexual exploitation and abuse involving CARE Employees and Related-Personnel. 3
Background
We publicly affirmed the determination of all members of the CARE family (CARE International and all members or affiliates of the CI Federation and their country offices, collectively referred to as “CARE”) to prevent acts of sexual exploitation and abuse by CARE Employees and Related- Personnel when we signed the Statement of Commitment on Eliminating Sexual Exploitation and Abuse by UN and Non-UN personnel in December 2006. On the same occasion, we reaffirmed our goal of achieving full implementation of the six core principles adopted in 2002 by the Inter- Agency Standing Committee Task Force on Prevention and Response to Sexual Exploitation and Abuse.
Core Principles
The Core Principles provide that:
Sexual exploitation and abuse by humanitarian workers are acts of gross misconduct and are therefore grounds for termination of employment.
Sexual activity with children (persons under the age of 18) is prohibited regardless of the local age of consent, i.e. the local or national laws of the country you are working in. Ignorance or mistaken belief in the age of the child is not a defence.
Exchange of money, employment, goods or services for sex, including sexual favours or other forms of humiliating, degrading or exploitative behaviour by CARE Employees and Related Personnel is prohibited. This includes the exchange of assistance that is due to participants.
Sexual relationships between CARE employees and participants of CARE’s programs are strongly discouraged since they are based on inherently unequal power dynamics. Such relationships undermine the credibility and integrity of CARE’s relief and development work.
When a CARE employee develops concerns or suspicions regarding sexual exploitation or abuse by a CARE Employee or Related-Personnel s/he must report such concerns via the established reporting procedures of the appropriate CARE entity.
3 We define “CARE Employees and Related Personnel” broadly to include all employees of CI, CI Members or affiliates and their country offices, and board members, volunteers, interns, international and local consultants as well as individual and corporate contractors of these entities and related personnel, such as non-CARE entities, and their employees, and individuals who have entered into partnership, subgrant or subrecepient agreements with CARE.
Di Paolo & Associates – 10/2011 33 Preventing Sexual Exploitation and Abuse Staff Training
CARE employees are obliged to create and maintain an environment that prevents sexual exploitation and abuse and promotes the implementation of this Policy. CARE Managers at all levels have particular responsibilities to support and develop systems that maintain this environment.
Commitments (Managers and Supervisors)
Managers and supervisors must ensure that all CARE Employees and Related-Personnel understand and comply with this Policy and its Core Principles. To aid in implementing this Policy and in educating CARE Employees and Related-Personnel, CARE International and its managers and supervisors commit to:
1. Develop organization-specific strategies to prevent and respond to sexual exploitation and abuse.
2. Incorporate our standards on sexual exploitation and abuse in induction materials and training courses for our employees and in other relevant organizational codes of conduct.
3. Incorporate appropriate job responsibilities (such as staff training, complaints and response mechanisms, coordinating high-level oversight and progress reports) in specific staff positions to support and ensure effective implementation of organizational strategies to prevent and respond to sexual exploitation and abuse.
4. In compliance with applicable laws and to the best of our abilities, prevent perpetrators of sexual exploitation and abuse from being rehired or redeployed by CARE. This could include use of background and criminal reference checks.
5. Establish and ensure that complaint mechanisms for reporting sexual exploitation and abuse are accessible, particularly to participants of CARE programs, and that CARE focal points for receiving complaints understand how to discharge their duties.
6. Take appropriate action to the best of our abilities to protect persons from retaliation when allegations of sexual exploitation and abuse are made in good faith.
7. Investigate allegations of sexual exploitation and abuse involving CARE Employees in a timely and professional manner, and to the best of our ability encourage Related Personnel to do the same. This includes the use of appropriate interviewing practices with complainants and witnesses, particularly with children. Engage professional investigators or secure investigative expertise as appropriate.
8. Take swift and appropriate action, including legal action when required, against CARE Employees and Related-Personnel who commit sexual exploitation and abuse. This may include administrative or disciplinary action, and/or referral to the relevant authorities for appropriate action, including criminal prosecution, in the abuser’s country of origin as well as the host country.
9. Provide basic emergency assistance (medical, legal) and basic psychosocial support as appropriate and feasible to complainants of sexual exploitation and abuse.
10. Create and maintain mechanisms to systematically educate CARE Employees and Related-Personnel and the communities we serve on measures taken to prevent and respond to sexual exploitation and abuse.
11. Ensure that when engaging in partnership, subgrant or subrecepient agreements, these agreements a) incorporate this Policy as an attachment; b) include the appropriate language requiring such contracting entities and individuals, and their employees and
Di Paolo & Associates – 10/2011 34 Preventing Sexual Exploitation and Abuse Staff Training
volunteers to comply with this Policy; and c) expressly state that the failure of those entities or individuals, as appropriate, to take preventive measures against sexual exploitation and abuse, to investigate allegations thereof, or to take corrective actions when sexual exploitation or abuse has occurred, shall constitute grounds for CARE to terminate such agreements.
12. Ensure high level oversight and information systems on SEA reports received and actions taken in order to monitor effectiveness, report progress and improve efforts to prevent and respond to sexual exploitation and abuse.
13. Engage the support of communities and governments to prevent and respond to sexual exploitation and abuse.
14. Undertake a review of CARE International’s policy to prevent and respond to sexual exploitation and abuse at least every five years.
Employee Standards
CARE International’s capacity to achieve its vision and mission depends upon each and every one of us in the CARE family, individually and collectively. To this end, all employees of CARE must uphold and promote the highest standards of ethical and professional conduct and abide by CARE’s policies. This PSEA Policy sets the minimum standards to be followed by all CARE employees. Each CI member or affiliate is encouraged to strive for more effective standards and define their own strategies and procedures to uphold this PSEA Policy and the Core Principles on which it is based.
The need for this Policy flows from a recognition that our work often puts CARE employees in positions of power in relation to the communities we work with, especially vulnerable women and children. We have an obligation to use our power respectfully and must not abuse the power and influence we have over the lives and well-being of the participants of our programs and others in the communities where CARE works.
These Standards apply to all CARE Employees and are intended to provide an illustrative guide for employees to make ethical decisions in their professional and personal lives. Any violation of these Standards is serious a concern and may result in disciplinary action, up to and including dismissal, in accordance with disciplinary procedures of each CARE International member or affiliate and applicable laws.
1. Employees will not request any service or sexual favour from participants of CARE programs, children or others in the communities in which CARE works in return for protection or assistance, and will not engage in sexually exploitative relationships. 2. Employees will not exchange money, employment, goods or services for sex, including sexual favours or other forms of humiliating, degrading or exploitative behaviour. This prohibition against exchange of money for sex means CARE employees may not engage the services of sex workers while on CARE business, including on CARE premises or accommodation, or while travelling to/from or attending workshops, meetings and trainings, regardless of the local or national law concerning sex work or prostitution in the country. 3. Employees are strongly discouraged from having sex or engaging in sexual activities with program participants because there is an inherent conflict of interest and potential for abuse of power in such a relationship. If an employee engages in sex or sexual activities with a program participant, the employee must disclose this conduct to his /her supervisor for appropriate guidance. Failure to report such conduct may lead to disciplinary action pursuant to CARE’s policies and procedures.
Di Paolo & Associates – 10/2011 35 Preventing Sexual Exploitation and Abuse Staff Training
4. Employees must refrain from sexual activity with any person under the age of 18, regardless of the local age of consent, i.e. the local or national laws of the country in which the employee works. Ignorance or mistaken belief of the child’s age is not a defense. Failure to report such a relationship may lead to disciplinary action pursuant to CARE’s policies and procedures. 5. Employees will not support or take part in any form of sexual exploitative or abusive activities, including, for example, child pornography or trafficking of human beings. 6. Employees must report any concerns or suspicions they have regarding possible violations of this SEA Policy via CARE’s reporting mechanism.4 Employees must report any such concerns via CARE established reporting procedures even when the person who may be in violation of this Policy is Related Personnel, as previously defined, and not a CARE employee. 7. Sensitive information related to incidents of sexual exploitation and abuse whether involving colleagues, program participants or others in the communities in which CARE works shall be shared only with enforcement authorities and CARE agents and employees of the appropriate seniority or function who have a need to know such information. 8. Employees must undertake to create and maintain an environment that promotes implementation of this Policy. 9. Managers and supervisors at all levels have particular responsibilities to support and develop systems that maintain an environment that facilitates implementation of this Policy and which is free of exploitation and abuse.
4 Every office of CARE International is required to establish appropriate reporting mechanisms and disseminate the same to its entire staff. For example, CARE USA encourages its employees to report wrongful conduct of an employee to a supervisor, manager at a higher level, Internal Audit, or the Office of General Counsel. In addition to that, CARE USA has established an additional reporting mechanism for employees called the reporting hotline.
Di Paolo & Associates – 10/2011 36 Preventing Sexual Exploitation and Abuse Staff Training
Handout 5.1: Case Studies
1. Improper Gifts When NGO staff conducted their field visits to a certain village, it was custom for the chiefs to offer the young girls of the village (many of whom were under 18) as gifts to the visitors as a way of thanking them for their aid. This practice continued for many years until a CARE staff member reported it to senior management.
Questions for Discussion 1. What is improper about this situation? 2. How should staff respond to this type of situation?
2. School Tuition Claudine is a 16-year-old girl who lives in a small village with her five younger brothers and sisters. Her parent’s meager financial resources made it a constant struggle to pay for food, clothing and education for all of the children. The family had talked about Claudine dropping out of school to help her mother work at the local market. Claudine’s parents were very relieved when Claudine met Alfred a CARE relief worker and began a sexual relationship with him. Alfred promised to pay for her school fees and help to pay for her brothers and sisters to continue with their education. Claudine’s parents are encouraging her to maintain the relationship because it has made it possible for all the children to continue in school and lifted the financial burden from the family.
Questions for Discussion 1. Has misconduct occurred? If so what kind of misconduct? 2. What is the most likely result of Alfred 's actions?
3. Extra Food Albert is one of the food-distribution staff who works for CARE in one of the relief camps. He has become fond of an adolescent girl named Gloria and offers to give her extra food during the distributions if she will be his “friend”. They begin a consensual sexual relationship and neither of them thinks there is anything wrong. Gloria hopes that the relationship will be her passport to a better life out of the camp, and Albert does nothing to discourage these hopes.
Questions for Discussion 1. What is wrong with this situation? 2. What is the most likely result in this situation?
4.Taken for a Ride
Di Paolo & Associates – 10/2011 37 Preventing Sexual Exploitation and Abuse Staff Training
Faustin is a local driver who works for CARE transporting relief items from the warehouse to the camps for distribution. While making a delivery, he offers a ride back to the camp to Diane, a 16-year-old girl who he often sees walking along the side of the road. A friendship develops, and Faustin frequently offers to drive her wherever she is going and occasionally offers her small items from the relief packages on his truck for her to give to her family. Faustin really likes the girl, and was delighted that when he drove her home she invited him in to meet her family. The family was pleased that Diane has made friends with Faustin, and is very supportive of them starting a relationship because of Faustin’s ability to help the family.
Questions for Discussion 1. What if anything is wrong with this situation? 2. What consequences might occur as a result of his actions?
5. Pickup Spot Following a brutal internal conflict a tentative peace agreement is in place, but the area where you are stationed remains tense and full of impoverished, desperate, displaced people.
One of the few safe and available recreational opportunities is meeting with colleagues and other international staff at a local bar near the office after work. Many young girls from rural areas with no family support or other income are driven to prostitution. These girls frequent the bar because they are “in demand” due to the erroneous local belief that a sex with young girls carries no risk of contracting HIV. You are shocked to see an international staff member from another reputable NGO leaving with one of the young girls in his car.
Questions for Discussion 1. What should you do after witnessing this act? 2. How would your answer be different if the employee is a member of the local community?
Di Paolo & Associates – 10/2011 38 Preventing Sexual Exploitation and Abuse Staff Training
Handout 5.2: Case Studies (Answers)
1. Improper Gifts
1. The Code of Conduct prohibits the acceptance of gifts, goods or services in exchange for aid. Eligible project participants are entitled to aid without having to pay in any way. Staff members accepting gifts in exchange for aid are subject to disciplinary action.
The Code of Conduct also forbids sexual activity with persons under the age of 18 because they are still considered to be children. Even if the local laws and customs differ, sexual activity with anyone under the age of 18 will likely result in immediate dismissal. Mistaken belief in the age of a child is not a defense. 2. Staff should simply thank the chiefs for their kind “gifts” and emphatically state that no payment or gifts or any kind can be accepted and that aid is given without any expectation of payment.
2. School Tuition
1. This constitutes an act of sexual exploitation and abuse because: . … engaged in sexual activity with a person under the age of 18 which is prohibited, regardless of the local age of consent . … failed to create and maintain an environment that prevents sexual exploitation and abuse by exchanging money for sex. . abused a position of vulnerability, differential power, and trust, for sexual purposes and had sex under unequal or coercive conditions. 2. This act is a gross misconduct in contravention of CARE’s Code of Conduct and Alfred will almost certainly lose his job.
3. Extra Food
1. This constitutes an act of sexual exploitation and abuse because: . Albert:engaged in sexual activity with a person under the age of 18 which is prohibited, regardless of the local age of consent . Albert: failed to create and maintain an environment that prevents sexual exploitation and abuse by exchanging goods for sex. . Albert: abused a position of vulnerability, differential power, and trust, for sexual purposes and had sex under unequal or coercive conditions. . Although it is beyond the scope of this exercise: Albert: misused CARE property by giving it away as gifts which also constitutes misconduct. 2. Albert has committed an act of gross misconduct in contravention of CARE’s Code of Conduct and Alfred will almost certainly lose his job.
Note: Sexual relationships between CARE staff and project participants of assistance are strongly discouraged because of the inherently unequal power dynamics and the risk of sexual exploitation and abuse occurring. Staff must exercise good judgment to avoid any appearance of impropriety that could undermine the credibility and reputation of CARE.
Di Paolo & Associates – 10/2011 39 Preventing Sexual Exploitation and Abuse Staff Training
Di Paolo & Associates – 10/2011 40 Preventing Sexual Exploitation and Abuse Staff Training
4. Taken For A Ride
1. There are several reasons for concern . If Faustin has sex with Diane it constitutes an act of sexual exploitation and abuse because: a. Sexual activity with anyone under 18, regardless of the local age of consent is prohibited under the Code of Conduct. b. Exchanging goods for sex is a violation of the Code of Conduct. c. Having sex under unequal or coercive conditions is abuse of a position of vulnerability, differential power, or trust is prohibited under the Code of Conduct. . Although it is beyond the scope of this exercise, misuse of CARE property, including use of a vehicle for carrying unauthorized passengers constitutes misconduct. 2. If Faustin had sex with Diane he will certainly lose his job. Otherwise he will be subject to disciplinary action for misuse of care property.
Note: Even if Diane were not under 18, sexual relationships between CARE staff and project participants of assistance are strongly discouraged because of the inherently unequal power dynamics and the risk of sexual exploitation and abuse occurring. Staff must exercise good judgment to avoid any appearance of impropriety that could undermine the credibility and reputation of CARE.
5. Pickup Spot
1. The CARE staff member who witnessed this act should provide a written report of what he witnessed to the in-country head of the NGO concerned. The letter should be copied to the CARE Country Director.
The most senior CARE manager in the location is duty-bound to ensure that the incident is considered and addressed by the senior manager of the `accused' organization. If one member of an organization is doing something very wrong, we all have a duty to inform a senior manager so that the case can be dealt with. 2. All staff must abide by the Code of Conduct regardless of their country of origin.
Di Paolo & Associates – 10/2011 41 Preventing Sexual Exploitation and Abuse Staff Training
References
BSO Facilitator’s Guide (International Council of Voluntary Agencies – (ICVA) http://www.hapinternational.org/pool/files/bso-handbook.pdf
UNDP Victim Assistance Guide and other PSEA training materials http://www.google.ca/search?sourceid=chrome&ie=UTF8&q=victim+assistance+guide+
Oxfam’s Pick-Up-and-Go PSEA Training for Senior Managers and Staff
UNICEF TOT on Gender-Based Violence
Other Website Resources:
UNDP PSEA Training Program Materials: http://www.un.org/en/pseataskforce/tools.shtml
IASC: http://www.humanitarianinfo.org/iasc/
HAP: http://www.hapinternational.org/
The Sphere project: www.sphereproject.org/
MONUSCO http://monusco.unmissions.org/LinkClick.aspx?fileticket=G58IEd8POw4%3d&tabid=2587&mid=3051
MINUSTAH http://minustah.org/?page_id=7863
Your Focal Point at the UNDP
Jaqueline Carleson UNDP/Bureau of Management/Office of Human Resources Staff Well Being [email protected] Phone: +1 212 906 6238 1 United Nations Plaza, DC1-1851 New York, NY 10017 United States www.undp.org
Di Paolo & Associates – 10/2011 42