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Going home: how do children feel about - and what are the experiences of children - going home? 19 th September, 2012

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Page 1: Going Home Webinar series

Going home: how do children feel about - and what are the experiences of children - going

home?

19th September, 2012

Page 2: Going Home Webinar series

ProgrammeWelcome and introduction.Presentation from Siobhan Miles, Research

Coordinator of the Butterfly Longitudinal Research Project for Chab Dai, Cambodia.

Q&A sessionPresentation from Claire Cody, Oak Fellow at the

Centre for Rural Childhood/ Dr Ranjita Biswas, Research Coordinator Jadavpur University.

Q&A session.Close

Page 3: Going Home Webinar series

Elluminate IntroductionAudio

The first thing you need to do is make sure that the audio on your computer is set up. In order to do this click on the ‘Tools’ heading and then ‘Audio’ and ‘Audio Setup Wizard’ and following the instructions.

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Elluminate IntroductionOn Elluminate only one person can speak at a time. In order to be

heard by the other participants, you must click on the microphone icon in the bottom left hand corner of your screen.

When you’re finished talking, remember to unclick the microphone icon. While your microphone is yellow, no one else will be able to speak!

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Elluminate IntroductionYou will see the

participants list in the upper left hand corner of your screen.

In this window you will also be able to see who is talking as their microphone will be highlighted in yellow.

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Elluminate Introduction Although only one person is allowed to speak at a time there are ways to communicate

while you are not the speaker. This can be achieved through the chat box. If you have any questions that you would like to ask the presenters, we would ask that you

write them in the chat box and they will be asked by the moderator during the question and answer session.

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‘Going home: how do children feel about - and what are the experiences of children - going home?’

Findings from the Longitudinal Butterfly research in Cambodia.

Monti Datta , Heang Sophal, Lim Vanntheary, Glenn & Siobhan Miles, Orng Long Heng, So Dane

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Background and IntroductionChab Dai - Cambodia is a faith based coalition of 50

plus organisations working on issues to do with trafficking and migration.

The Butterfly Longitudinal Research is following 128 participants over a ten year period to find out about their experiences in care and their experiences of reintegration.

The research commenced in 2010.Partnering with 13 organisations (gatekeepers) in

order to gain initial access to potential participants

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Longitudinal Approach• Methodology.

• Mixes methods-quantitative surveys and qualitative interviews and activities.

• Three visits per year.

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Participant Profile: Gender-2011

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Participant Profile: Age-2011

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Participant Profile: Ethnicity-2011

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Participant Context: Context -2011

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Key findings from 2010-2011 to do with anticipation, perceptions and experiences of

returning home

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Anticipations and Perceptions from 2010-2011

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Desire for education and skills training 2011

“We must study to one day have a good job. When we are illiterate we don’t fit into society because we cannot find a good job or make good friends. Poor people always believe the people who cheat them and take advantage of them like the trafficker and the gangster.” (In-depth interview, female in residential programme)

“I want to learn to read Khmer so no one will cheat me anymore.” (Focus group discussion, female in residential programme)

Desire to attend university – males (67%) and females (43%)Desire to do skills training – females (30%) and males (6%)

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Preparing to Leave the Shelter

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Anticipated Worries About the Future (Girls FGD-7/10)

Stigma/ Prejudice/ Shame sexual exploitation associated with dishonour and shame of being poor.

Family debt/ Cycle of povertyPeer pressure/ wrong crowd- influence and being

deceived.Having to forgo educational/skills training opportunities

because families cannot afford it.Can’t afford health care when they get sick.Will be lonely and no one will understand or be able to

comfort them.

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Hope For Their Futures

Sisters and mothers will be “understanding”.Acceptance/Honoured (earned through education/

good employment/ good family)Respectable and adequately paid work.Good friends and familyComplete education/skills training leading to gain

good employment.

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Males Specifically Spoke about the impact of Potential Negative Peer influence

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Preparing to Leave the Shelter

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Strengths/ Protective Influences(Boys FGD – 2/11)

“Good” relationships – family, friends – “a lovely family where there is love and where there is unity, joy, peace – family which love and forgive each other.”

Education/ Skills “An education is good because it leads to getting good job so I can support myself and my family.”

Personal own “good” character: “ We need to take responsibility for our wrong doings.” “I need to respect my elders and obey parents.” “ A boy needs to be kind and do acts of charity to others.

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Challenges/ Potential Harm(Boys FGD- 2/11)

Bad relationships, family and friends:“It’s bad if my family gossip to others about my past.”“He will meet bad friend and persuade him to sniff

glue and he will become an addicted drug person.”“He will skip school with his bad friends and people

will fight him.” Lack of education/ skills:Result in being unable to find good jobs and

therefore unable to support their families.

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Perceptions and Experiences 2011

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Reintegrated – in past year – 2011

Disappointment education compromised.Worry and stress education will be compromised

due to lack of funds and other responsibilities or priorities.

Stigma/gossip by community – for having been away.

Trust and maintaining secrets.Marriage/relationship issues.Migration issues – needing to find work

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Question and Answer Session

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Look at us with Respect

Perceptions and experiences of reintegration: The voices of child survivors of sexual exploitation

and practitioners in West Bengal and Jharkhand

School of Women’s studies, Jadavpur University

Commissioned by the Centre for Rural Childhood, Perth College, University of the Highlands and Islands and funded by the Oak

Foundation

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Background to Research

Commissioned in 2011

Carried out in the two adjoining states of West Bengal and Jharkhand in India

To learn more about reintegration needs and support offered

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Respondents• Interviews with practitioners from NGOs and CBOs

(n=36)• Interviews/FGDs/ group interviews with survivors in

the community (n=33)• FGDs with survivors in shelter homes (n=49)• Interviews with shelter home staff (n=5)• Interviews and FGDs with family members (n=19)• Interviews with government (n=4)• Group interview with community group (n=3)

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ChallengesThe sample• The sample was purposive and convenient with CBOs

acting as gatekeepers• No boys• In Jharkhand - difficult to access survivors

Other challenges• Maintaining confidentiality• Language• Terminology• Explaining the research

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LimitationsLimitations of the research findings

• Not representative of the situation for every child • Bias towards the situation in West Bengal• Only a partial insight into the current

reintegration work and experiences of children affected by trafficking for the purposes of sexual exploitation

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Key Findings• Adjusting• Freedom of movement• Marriage• Education• Livelihoods• Therapeutic support• Participation and decision-making• Training and sensitivity of staff

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AdjustingBoth practitioners and survivors talked about the problems girls faced in adjusting to both a shelter setting and to rural living

One practitioner said:

‘There might not be electricity or sanitary napkins available, for instance. This is not to scare or dishearten her but to give her a reality check....’

One survivor said:

‘I miss watching television and listening to music. Since we don’t have electricity we can’t charge our mobile phone batteries at home. We have to send it to the shop far away where there is electricity. I enjoy dancing and singing which I can’t do here’.

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Freedom of MovementGirls who had returned home spoke of the lack of freedom they had

One survivor explained why she was not able to meet friends:

‘....my father does not allow me to go out...he is scared that I might be lost again or that people will talk bad about me’.

Another survivor explained:

‘There was no one with whom we could talk to about our experiences after we came back home. Our movement inside the community is very restricted’.

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Marriage and the Family’s WishesMarriage – the ultimate achievement

Girls appeared to have little say:

‘...he wants me to get married. ... I have no say because it is my father and brother who decide’.

‘I am getting married soon. My uncle has fixed my marriage’.

Girls feared making another ‘wrong decision’.

‘I’ll do whatever my parents tell me to. I have made a mistake once and will not do it again’.

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Marriage and RespectA survivor who had married on return:

‘No one can say any bad things about her if a girl is self dependent. But I am married; I am dependent on my husband’s income, so I can’t do anything on my own’.

One survivor felt that girls needed to gain respect and independence before entering marriage.

‘Parents want to get their daughter married but we don’t think like that because first she has to fight for lost respect. After she becomes self dependent, she can think about marriage’.

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Education and the Family’s WishesEducation as a way to ‘mainstream’

Girls who had returned home, when asked whether they wanted to study, said:

‘Yes but I cannot go to school. My father will not allow’.

‘Yes, but my uncle will not allow’.

‘....I sat for the annual exams but I will have to leave my studies because my elder brother doesn’t want to me to study, he wants me to get married. ...’.

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Other Barriers to EducationSome girls feared the response of returning to the classroom and questioned the practicalities and benefits of studying:

‘I want to get admitted to class IX in a different school, as my old friends have gone to higher classes and will ask me different questions’.

‘I am 16 years now. Who will take me now? I have read only up to nursery. I don’t like studies’.

‘What will happen if I study? It will not help me to earn. And I will have to study with younger children of my village and they will tease me’.

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Livelihoods: Centrality and Respect‘… But we need to earn money. We had gone away because we were promised work and money. So when we come back, we need that...’.

Earning money equaled earning respect in the community.

As survivors engaged in a livelihood programme said:

‘We will prove ourselves and earn that respect so that no one can say anything’.

‘The work that we will do, we will do it with so much hard work that we will reach great heights and people will look at us with respect’.

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Vocational TrainingProblems included:

1.Not being able to practice enough as the shelters didn’t have enough equipment:

‘There were four machines and we were more than 30 girls, one sir would teach ... we used to gossip among ourselves’.

2.Being unable to complete training courses that they had started because they had to return home when told to:

‘I was studying and undertaking a beautician course in the shelter home, but could not complete the course as I was sent back to the community’.

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Vocational Training

3.Forgetting the skills they learnt in the home.

4.Not feeling confident as not having practiced the skills since leaving the shelter:

‘I remember them. But I am not confident because I have not practiced them for more than a year after I returned home’.

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Vocational Training

5. Not having money to buy the raw materials to make products to sell:

‘Who will give me the money to make things and who will buy them’?

6. Not having buyers for their products.

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Survivors Involved in Family Business

‘What will I do sitting at home…this is all I can do and my family members are also doing this…so I joined them’.

Survivors in the study were involved in:

Beedi binding Unwinding and straightening hairsMaking fireworks Saree printing

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Developing Group and Micro Enterprises in the Community

NGOs reported that developing group enterprises for survivors was challenging.

Difficult to get girls to come to a central location for training and other activities.

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Other Forms of SupportAs one girl said:

‘This dada from the organisation comes regularly. He talks to me and my parents. I like talking to him’.

Another commented:

‘No, nobody came to speak to me. The didis in the Home showed me the bed. They asked me where my house was and what had happened to me. I stayed there for two days and then came back home’.

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The Child’s Participation and Decision-Making

Girls remained marginal in decision-making.Decisions were guided and taken by the frontline

workers, parents or other male members in the family.

There was a general dependence of the girls and their families on the organisations to make decisions.

As one survivor said:

‘I don’t want to take decision for myself. I will leave it on the NGO dadas and my mother’.

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Training and Sensitivity of Staff As one girl in a shelter home said:

‘They stigmatise us by saying that we don’t have any future’.

One practitioner noted:

‘Another problem is that after reintegration the follow up is mostly done by the grass root level local NGOs or CBOs. These local bodies are not free of social values and beliefs that stigmatise the girls and so the girls also become a victim of it as these bodies can often be judgmental of the girl’s habits, lifestyle etc’.

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ConclusionReintegration is a process involving various social and

economic aspects.

Children and young people have different needs and experiences of care and assistance received.

Contradictions and a divergence in views.

Examples of positive work.

Many challenges and gaps that persist.

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For More Information

The full report and summary report will be available soon on www.childrecovery.info.

Contact Dr Ranjita Biswas, Research Coordinator for more information [[email protected]].

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Question and Answer Session

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Working papersRead more about ‘going home’ in our working paper:

‘What do we think we know about…returning home: one option for children affected by sexual exploitation and/or related trafficking?’

http://www.childrecovery.info/index.php?id=175

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Information for the Next WebinarIntegration into a new setting: how do children integrate following their trafficking experience

and what can we learn from work with other populations regarding integration?

Thursday 11th October, 3pm London timeDr Elżbieta M. Goździak: Director of Research at the

Institute for the Study of International Migration (ISIM) at Georgetown University.

Professor Ravi Kohli: Professor of Child Welfare and Head of Department of Applied Social Studies at the University of Bedfordshire.

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While You’re WaitingIf you are interested in learning more about the

recovery and reintegration of children, who have been sexually exploited, you can find out more about interventions and experiences from people working in the field from our bi-monthly e-bulletins.

If you would like to receive the e-bulletins please email [email protected] to register your name.

We have just sent out our latest e-bulletin but we can send you an email with the latest news from www.childrecovery.info.