The impact of perceived cultural behaviour and attitudes on safeguarding and promoting the welfare of children by Afro-Caribbean nurses and other professionals.

Abstract

Background to Study

The United Nations mandate advocates that no violence against children is justifiable and that all violence against children is preventable, yet studies of violence against children show that such violence exists in every country, class, education, income and ethnic group. (UN 2006)

The UN continues to advocate that there should be an end to adult justification of violence against children in countries where it has been accepted as ‘tradition’, ‘culture’ or ‘discipline’. The UN asserted that there can be no compromise in our challenge to violence against children as their vulnerability and dependent on adults makes it important that they are protected from violence, neglect and abuse. The UN also asserted that to end violence, neglect and abuse against children will require the transformation of ‘mind-set’ of societies and the underlying economic and social conditions associated with violence.

Aim of Study

The purpose of this study was to establish how people from different cultures perceive child maltreatment, its impact on children and what those cultures do, to protect vulnerable children from maltreatment practices.

Methodology

The methodology used in this study included:

A visit to Grenada and Ghana
An interview with key leaders and professionals in Grenada and Ghana
Conversation with members of the community selected at random in both Grenada and Ghana
Telephone discussion with UNICEF

Key Findings

Both countries visited (Grenada and Ghana) had Children Act assented in 1989 with strong emphasis on the UN convention for the rights of the child. In addition to the legislation, Grenada has developed a Child Protection Protocol to support frontline staff in their day to day work with families and children.

Daily public education programmes through the media and monthly public education in schools and in the communities on what is abuse and what to do if you have concerns was positive.

Respondents from both countries indicated that health professionals had minimal involvement in child protection activities despite being first line professionals who some of these children will meet following abuse or harm. Safeguarding children and child protection training for professionals’ was also minimal therefore there was a knowledge gap for professionals on how to safeguard and promote the welfare of children.

There was evidence in both countries to indicate that cultural and traditional practices had impact on parenting. Respondents reported that corporal punishment (beating) was perceived as appropriate and accepted by most people within the communities and made statements such as: ‘I was beaten as a child and nothing happened to me’ ‘that is how we know how to discipline children’, ‘our parents learnt that from the slave masters’, ‘if a child does not hear then they must feel’.

Participants also reported that some mothers will turn a blind eye if their children were being sexually abused and or exploited, forcing children not to press charges against abusers or throw children out of their homes if they complain of being sexually abused by the mothers’ partners as the mothers usually gain financially, or the abusers help to support the families.

Cultural and traditional practices such as female genital mutilation, child marriage and puberty rights (Dipo/Bragoro), ritual enslavement (Trokosi), child labour, child domestic workers, child trafficking internally and across borders, girl child porters (Kayeyei) continues to have detrimental impact on children especially girls.

Key Lessons for the UK

Public education about abuse and what to do if concerned that a child is being abused.
Professionals to develop an understanding of cultural competencies when working with families from minority backgrounds.
Professionals to review and understand their own cultural practices, beliefs and values and how these impact on their work with families from minority backgrounds.
The need to identify positive aspects in other cultural and traditional practices and support families to build on those practices to enable children from minority communities to develop and understand their own cultural and traditional beliefs and values to avoid cultural clash in beliefs, values and behaviours.

Next Steps