Learning Objectives #

By the end of this session, participants will be able to:

• Handle sensitive disclosures of TFGBV with empathy and without judgment.
• Support survivors by providing listening, referrals, and maintaining confidentiality.
• Use the ISCoD anonymous reporting platform step-by-step.
• Identify school and community referral structures for survivors.
• Understand the importance of follow-up and accountability.
• Describe how TFGBV/OCSEA cases are prosecuted in Kenya.

Facilitator Introduction #

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Reporting TFGBV is often the hardest step for survivors, because they fear blame, shame, or not being believed. As mentors and Sister Champions, we must create an environment where survivors feel safe to speak up. Today, we will learn how to listen with empathy, guide survivors to the right support, and understand how reporting systems, including our anonymous platform, work. We will also see what the law says about prosecuting TFGBV cases in Kenya.

Handling Sensitive Disclosures with Empathy #

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Creating a Safe Environment #

Before a Disclosure:

• Ensure privacy and confidentiality
• Remove distractions (phones, other people)
• Maintain calm, non-judgmental body language
• Have tissues and water available
• Know your limitations and referral options

The HEAR Approach #

H – Halt and Listen #

• Stop what you’re doing and give full attention
• Use active listening techniques
• Avoid interrupting or rushing

E – Empathize and Validate #

• I believe you.
• Thank you for trusting me with this.
• This is not your fault.
• You are brave for speaking up

A – Ask Open-Ended Questions #

• Can you tell me more about what happened?
• How are you feeling right now?
• What do you need from me right now?
• Avoid leading questions or demands for details

R – Respond Appropriately #

• Explain confidentiality limits clearly
• Discuss next steps together
• Respect the survivor’s autonomy in decision-making
• Provide immediate safety planning if needed

What NOT to Say or Do #

Avoid These Responses: #

• Are you sure that’s what happened?
• Why didn’t you report it sooner?
• What were you wearing?
• You should have known better
• Making promises you cannot keep
• Taking control of the situation without the survivor’s input

Common Mistakes: #

• Pressuring for immediate action
• Sharing information without consent
• Making assumptions about what the survivor needs
• Minimizing the experience
• Focusing on your own emotional reactions

Supporting a Survivor: The Three Pillars #

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Pillar 1: Listening with Purpose #

Active Listening Techniques: #

• Maintain appropriate eye contact
• Use verbal affirmations (“I understand,” “Go on”)
• Reflect on what you’ve heard
• Ask clarifying questions when appropriate
• Allow for silence and processing time

Trauma-Informed Listening: #

• Understand that trauma affects memory and narrative
• Don’t expect chronological or detailed accounts
• Recognize that survivors may minimize their experiences
• Be patient with emotional responses (crying, anger, numbness)

Pillar 2: Making Appropriate Referrals #

Immediate Safety Assessment: #

• Is the survivor in immediate physical danger?
• Are they at risk of self-harm?
• Do they have a safe place to stay?
• Are there ongoing threats from the perpetrator?

Types of Referrals: #

a) Medical Support:

• Within 72 hours for post-exposure prophylaxis (PEP)
• Emergency contraception if applicable
• Treatment for injuries
• Mental health evaluation if needed

b). Psychosocial Support:

• Trained counselors
• Support groups
• Trauma specialists
• Family counseling services

c) Legal Support:

• Legal aid organizations
• Pro bono lawyers
• Victim advocates
• Court accompaniment services

d) Economic Support:

• Emergency financial assistance
• Scholarship programs
• Vocational training opportunities

Pillar 3: Respecting Confidentiality #

Understanding Confidentiality Limits: #

• Explain what you can and cannot keep confidential
• Discuss mandatory reporting requirements
• Be clear about who else might need to know
• Document only what is necessary

Confidentiality Best Practices: #

• Use “need to know” principles
• Store information securely
• Avoid discussing cases in public spaces
• Respect the survivor’s privacy preferences
• Regular confidentiality training for all staff

The Anonymous GBV Reporting Platform: #

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https://iscodgbvreporting.org

The GIS-Powered Online GBV Cases Reporting System is a user-friendly platform designed to facilitate the reporting, monitoring, analysis, and visualization of GBV cases. Key features include: User-Friendly Interface, Anonymity and privacy of survivors and their information, Comprehensive Reporting, Real-Time Monitoring, Data Analysis and Visualization, Integration with Knowledgebase.

System Use Walkthrough #

• System access via the corresponding link
• System login
• System dashboard
• Case reporting/geolocation
• Case tracking/updating
• Case Filtration
• Case analysis
• Case monitoring
• Case visualization
• Reports generation
• Account settings
• Uses management

School and Community Referral Structures for Survivors #

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Why Referral Structures Matter #

• Survivors of TFGBV often feel alone, ashamed, or fearful.
• Having a clear pathway of support ensures they can get help quickly and safely.
• Referral structures act like a safety net: if one line of support fails, others catch the survivor.

A. Within Schools #

1. Peer Support Clubs / Safe Space Group: Student-led, guided by Sister Champions and Sister Keepers.

• Provide immediate emotional support and peer solidarity.
• Act as a bridge to adults (encouraging survivors to report formally).
• Example: A survivor first shares with a Sister Champion in a peer club before going to the G&C teacher.

2. Guidance and Counselling (G&C) Teachers

• First point of contact in most schools.
• Offer psychosocial support (listening, counselling).
• Keep records confidential but escalate serious cases.
• Link survivors to external professional help when needed.
• Example: A Form 2 student confides in a G&C teacher about sextortion. The teacher provides emotional support and calls a child protection officer.

3. School Administration (Principal, Deputy, Teachers-in-Charge)

• Responsible for policy enforcement (e.g., anti-bullying rules).
• Liaise with parents, Board of Management, and Ministry of Education.
• Provide immediate safety measures (e.g., separating survivor from perpetrator within the school environment).
• Example: A principal ensures that a victim of online bullying is given academic support and arranges a disciplinary hearing for the perpetrators.

B. Community Level #

1. Local Child Protection Officers (CPOs): Government-appointed officers responsible for child rights protection.

• Handle TFGBV reports and link survivors to legal, health, and psychosocial services.
• Example: A CPO helps a survivor access free medical treatment and reports the case to police.

2. Ministry of Education / Ministry of Gender Officers

• Provide oversight to schools and ensure child protection policies are applied.
• Can escalate cases to county and national levels.
• Facilitate awareness programs for schools and parents.
• Example: A Gender Officer works with a school to conduct TFGBV awareness after multiple cases are reported.

3. GBV-focused NGOs and CBOs

• Offer specialized services (counselling, legal aid, safe houses).
• Conduct awareness sessions in schools and communities.
• Provide follow-up support after immediate reporting.
• Example: An NGO partners with a school to provide group therapy for survivors of cyberbullying.

C. National Level #

1. Child Helpline 116 (Free and Toll-Free)

• 24/7 emergency line for children in distress.
• Callers can remain anonymous.
• Trained officers give advice and link to local support (police, hospitals, counsellors).
• Example: A student calls 116 at night after being threatened online; the helpline connects her to a local officer.

2. Police Gender Desks (at Police Stations)

• Trained officers who handle GBV-related cases with sensitivity.
• Record statements, collect evidence, arrest perpetrators.
• Work with the Directorate of Criminal Investigations (DCI) cybercrime unit for online cases.
• Example: Parents take screenshots of abusive WhatsApp chats to the gender desk; police use them as evidence in court.

3. Hospitals / Health Centers (Medical and Psychosocial Care)

• Provide medical attention (treatment, Post Exposure Prophylaxis if sexual violence occurred, mental health care).
• Issue medical reports used in prosecution.
• Offer trauma counselling.
• Example: A girl experiencing online sexual exploitation is taken to a hospital, where doctors provide counselling and prepare a medical report for the case.

Practical Flow (School → Community → National) #

• The survivor confides in peer clubs or G&C teachers.
• The teacher/Champion refers the case to the school admin and/or child protection officer.
• If severe: escalated to police, hospital, NGOs.
• National helpline 116 can be used at any stage.
• Survivor receives ongoing follow-up from both school and community networks.

Follow-up and Accountability #

Why Follow-up Matters #

• Reporting is not the end of the journey for a survivor. Many cases collapse because, after reporting, no one checks if action was taken.
• Survivors may feel forgotten or re-traumatized if follow-up is missing.
• Follow-up ensures that healing, justice, and protection are sustained.

Good Practices for Follow-up #

1. Regular Check-ins with Survivors

• Teachers, mentors, or Sister Champions should check on survivors discreetly (e.g., “How are you coping this week?”).
• Avoid interrogations – make it supportive, not investigative.

2. Ensure Referral Services Were Accessed

• After referral, ask: Did they reach the hospital? Did the counsellor meet them? Did they get legal aid?
• Help troubleshoot barriers (e.g., lack of fare to the hospital, fear of stigma).

3. Track Institutional Action

• In schools, was the bully disciplined? Did the administration implement safety measures?
• In the community: Did the CPO, police, or NGO take steps?
• Survivors should not be left in the same unsafe situation.

Accountability Responsibilities #

1. Schools

• Must enforce disciplinary actions (suspensions, warnings, parental engagement).
• Provide safety measures (seating arrangements, supervision, peer support).
• Avoid victim-blaming – focus accountability on perpetrators.

2. Communities

• Must condemn perpetrators, not survivors.
• Parents, leaders, and religious institutions should reinforce messages of support.
• Community stigma must be addressed through awareness campaigns.

3. CBOs/Mentors

• Monitor progress of reported cases (avoid “case disappearance”).
• Document outcomes and advocate if action stalls.
• Provide survivors with continued psychosocial support.