IFMSA-México IFMSA-El Salvador
A campaign against maltreatment, harassment and sexual abuse in children Authors: Ana Karem Mayllen Sanchez Blas Jasiel Cabrera Raga Claudia Mayela Torres Romero Angela Lourdes Cárcamo Marcia Johanna Lizeth Saenz Santibañez December 2013
IFMSA Project Proposal Form
INDEX
1. Name of the project or event: 2. Name of the responsible National Member Organization(s) 3. Name and address of the local and international Organizing Committee(s) and Project Coordinator(s) 4. Details of any additional participating 5. Executive Summary 6. Background and Justification 7. Goals and Objectives of the Project 8. Comprehensive plan of action detailing how these goals and objectives will be achieved 9. How the project or event aims to interact with IFMSA 10. Tasks of the Organizing Committee/Project Coordinator 11. Expected Outcomes 12. Annual Budget 13. Evaluation procedures 14.
Duration of the project
15.
Annexes
1. Name of the project or event:
IFMSA Project Proposal Form
“My Body is Mine”, a campaign against maltreatment, harassment and sexual abuse in children.
2. Name
of
the
IFMSA-México IFMSA-El Salvador IFMSA-Perú
responsible
National
Member
Organization(s)
IFMSA-Chile ODEM (Dominican Republic) Associa-Med
APEMH-Perú IFMSAArgentina
3. Name and address of the local and international Organizing Committee(s) and Project Coordinator(s) Organising Committees IFMSA-México IFMSA-El Salvador General Project Coordinators: Claudia Mayela Torres Romero, NORA, IFMSA-México Johanna Lizeth Saenz Santibañez, DDSP, IFMSA-México Jasiel Cabrera Raga, Coordinador Nacional de proyecto en IFMSA-México Maria Paula Bueno Gutierrez, LPO, AEMUM, IFMSA-México Mabel Johana Ortíz De Leo, NORA-Ass, IFMSA-México Ángela Cárcamo Marcia, NORA IFMSA-El Salvador Jose Luis Vallejos Gamboa, NORA IFMSA-Perú Silvia Delgado Garcia, Tesorera deIFMSA-Perú Romina Del Pilar Reyes Bustamante, NORA, APEMH-Perú Melissa Raquel Monja Tumba, NORA, APEMH-Perú Paula Escobedo Aedo, NORA, IFMSA-Chile Marangely Pérez Hidalgo, NORA, ODEM-República Dominicana Jessica Bottentuit Rocha, NORA, ODEM-República Dominicana Ángel Gastón Ayarde, NORA,IFMSA-Argentina Salma Ben Hamadi, NORA, Associa-Med Local Project Coordinators: El Salvador: Xavier Cerritos (ASEMED-UEES), Laura Escoto (ASESMED- UJMD), Brenda Agreda (ASEMEDU- UNASA) México: SOCIEMUVEM Kevin Enríquez, AMEXA Jonathan Pérez, CEFMUV Mabel Ortiz/Marcia Ríos, SINESP Llibran Hagen/Monica Sosa, AEMUM Jasiel Cabrera, CEREMUG Daniel Monterrubio/Mayela Torres, IFMSA-BUAP Getzabel Bonilla, FEDEM Alejandro Dea, CEMUADY Carlos González, EMUVCO Omar Centurion, SAMHUAZ Óscar Correa, ASEMCJ Eric Guerrero, EMPIAC Ignacio Manuel, AMEP Levi de la Rosa, SAFADI Alejandra Mazier/Valeria Herrera, CECSQROO Manuel Burgos, SEMUACH Manuel Hernández, AEM UJED Leticia Alva, AEMUAS Adrian Medina/Cristhel Báez, AEMUC Melissa Ramírez.
IFMSA Project Proposal Form
Autors:
Ana Karem Mayllen Sanchez MPSS Escuela Nacional de Medicina y Homeopatía del Instituto Politécnico Nacional Mexico City Personal E-mail address: diagon25_nena@hotmail.com Jasiel Cabrera Raga LORA of AEMUM Local Committee and National Coordinator of the Project “ My Body is Mine” 2013-2014, IFMSA-México Official E-mail Address: lora_aemum_mx@yahoo.com.mx Claudia Mayela Torres Romero NORA of IFMSA-México Official E-mail Address: nora_ifmsa_mx@yahoo.com.mx Angela Lourdes Cárcamo Marcia NORA of IFMSA-El Salvador Official E-mail Address: nora@ifmsaelsalvador.org Johanna Lizeth Saenz Santibañez Director of the Projects Support Division of IFMSA-México Official E-mail Address: director.proyectos@yahoo.com.mx Translators:
Mabel Johana Ortíz De Leo, NORA-Ass, IFMSA-México Oscar Correa García, NORA-Ass, IFMSA-México María Paula Bueno Gutiérrez, LPO, AEMUM, IFMSA-México
4. Details of any additional participating organizations At this moment there is no other associations supporting this project external to the IFMSA, though with the last creation of the recent protocol we are looking for an endorsement of the UNICEF from several NMOs such as Chile, Peru, Mexico and El Salvador, hoping to count with it soon. We recommend look for the permanent collaboration with national governmental institutions, such as the Integral Development for the family, Desarrollo Integral para la Familia (DIF) in case of Mexico and its equivalent in other countries. It hopes that while the project obtains force by the appliance in the next years, alliances can be made with governmental and non-governmental organizations in order that it could extend the participation and the scope of the project.
IFMSA Project Proposal Form 5. Executive Summary According to the WHO, child abuse is defined as the abuse and neglect that occurs against children under 18, and includes all types of physical or psychological abuse, sexual abuse, neglect, negligence and commercial exploitation or other type of exploitation that causes or can cause damage to health, development or dignity of the child, or endanger its survival, in the context of a relationship of responsibility, trust or power. Exposure to intimate partner violence is also included as a form of child maltreatment. Under the umbrella of child maltreatment, we can find sexual abuse, consisting of the participation of a child in a sexual activity that he or she does not fully understand: one that he or her isn’t capable of giving consent, or in which, by its development, is not prepared for and cannot express his/her consent, or else, that violates laws or social taboos. Children sexual abuse occurs when this activity takes place between a child and an adult, or between a child and another child or even between a child and a teenager that, by their age or development, has a responsibility-kind of relationship, trust or power. This activity aims for the satisfaction of the needs of the other person. Sexual abuse is a difficult issue to talk about, though not a new one. It touches many sensitive fibers between the families and is vastly related to each culture. About the project Through this project we aim to bring children to an environment of prevention of harassment and sexual abuse, by the concept that their body is a treasure, and as any other treasure, is not shareable: is unique and special. Sadly the harassment and sexual abuse are big problems that our society must face day to day, and talk about this is not an easy task. Through my body is mine can tackle this problem in an easy, fun, interactive and comprehensible way that impressed the children of life, teaching them to fully enjoy their childhood while playing, enjoying health, have access to education and they are loved by the society that surrounds them.
6. Background and Justification Background Human Rights "The child, by reason of his physical and mental immaturity, needs special protection and care, including appropriate legal protection, before and after birth as well"-Declaration of the Rights of the Child adopted by the General Assembly on November 20, 1959. On December 26, 1924, the League of Nations (SDN) adopted the first Declaration on the Rights of the Child, written first by the Save the Children Fund in 1923. This statement was called Geneva Declaration, which is the first international text on the history of Human Rights that specifically addresses the rights of children, emphasizing the duties of adults towards children instead of their own rights. Later based on the Geneva Declaration of the Rights of the Child adopted by the General Assembly on November 20, 1959 , and recognized in the Universal Declaration of Human Rights, the International Covenant on Civil and Political Rights was made ( in particular articles 23 and 24) , the International Covenant on Economic , Social and Cultural Rights ( in particular in article 10) and in the statutes and relevant instruments of specialized agencies and international organizations concerned in child welfare. This explains the fundamental rights of children, which include the right to protection from economic exploitation and harmful work, care from all forms of sexual exploitation, abuse and physical and mental violence, making sure that these children won't be separated from their families against their will. [http://www2.ohchr.org/spanish/law/crc.htm]
IFMSA Project Proposal Form Commercial sexual exploitation At Stockholm in 1996, was defined the declaration of the World Congress against commercial sexual exploitation of children , where the commercial sexual exploitation of children is mentioned or child prostitution as a fundamental violation of children's rights, accompanied by compensation for the child, or a third party or parties , in cash or otherwise . The child is treated as a sex object and a commodity. Commercial sexual exploitation of children constitutes a form of coercion and violence against children, and this contributes to forced labor and contemporary forms of slavery. It also mentions that poverty cannot be used as an excuse for commercial sexual exploitation of children, but this situation is quite conductive. The commitments made in Stockholm were reaffirmed in Yokohama, Japan, in 2001, during the Second World Congress. [HYPERLINK www.oit.org.pe/ipec/documentos/decla_estocolmo.pdp HYPERLINK unicef.org/lac/1.conceptosbasicos.pdf] The protection of children, the MDGs and the Millennium Declaration. “Protecting children from violence, abuse and exploitation strengthens development" The Millennium Declaration specifically refers to the protection of children. A detailed map of the Millennium Development Goals analysis indicates that it is impossible to reach any of them unless the child protection forms an integral part of the programming strategies and plans. If protection is not provided to children from hazards such as violence in schools, child labor, harmful traditional practices, lack of care for mothers and fathers and sexual exploitation, one of the most precious resources of the world would be wasted. By the provision of services to the most vulnerable and isolated part of our population, will help to ensure good health and general welfare of the community, which is essential to fulfilling these objectives. If the deficiencies are not resolved in the area of child protection, it is simply impossible to conquer almost all the Millennium Development Goals. Sexual exploitation causes that: the children don't go to school, the spread of sexually transmitted diseases, including HIV / AIDS. Increase of the number of early and unwanted pregnancies, which generates a high rate of maternal mortality. All these factors impede the fulfillment of development goals, including MDG 1 that is to eradicate extreme poverty and hunger MDG 2 which is universal primary education, MDG 5 to improve maternal health and MDG 5 which is halt and reverse the spread of HIV / AIDS. [http://www.unicef.org/spanish/protection/files/FactSheet_mdg_sp.pdf ] Work from IFMSA. This project was born in Mexico in February 2010 and was presented at the national project fair (FENAPRO) in the National Assembly of February 2011, in Torreón, Coahuila Mexico by its author Karem Mayllen, the then LORA of the Local Committee AMEP, and in April of the same year was applied in 3 local committees of IFMSA Mexico. In 2011, IFMSA, Mexico shared this project with the NMO IFMSA-El Salvador, which began to work on these issues and activities that assist and promote education in children, and greatly diminish the risk of child abuse and its terrible consequences. Mutual collaboration in the existing protocol is updated.
IFMSA Project Proposal Form
Justification We currently live in an environment that is full of violence, and, unfortunately, children cannot escape from this situation. Child abuse has become a problem that increases by leaps and bounds, and their presence is becoming more and more apparent. According to the World Health Organization, abuse includes the following types: psychological, physical, sexual, neglect and commercial exploitation or any other type. This may cause harm to the health, development or dignity of the child, or threaten their survival. Sexual abuse is a global problem with serious consequences that can last a lifetime. Approximately 20% of women and 5-10% of men report having been sexually abused in childhood, while a 25 to 50% of children of both sexes refer physical abuse. [5]
Sexual Abuse Consequences According to the World Health Organization the consequences of abuse and sexual harassment include physical and mental health problems for life, and negative effects for industry and society. Combining this, the organization Prevent Child Abuse America provides direct and indirect costs for countries , which include those associated with crime, mental illness , substance abuse and domestic violence, costs related to the loss of productivity due to unemployment or underemployment , the cost of special education and the frequent use of medical services. According to the World Health Organization the consequences brought by the sexual abuse have implications for the future, with a high risk of forming citizens who are not productive for society: citizens who are immersed in excessive consumption of alcohol and drug abuse (which also, according to a report from the National Institute on Drug Abuse, at least two-thirds of individuals receiving treatment for drug abuse reported being abused during childhood), depression, obesity, sexual risk behavior, unwanted pregnancies, all these can retard economic and social development of countries, even causing that, those who were injured during their childhood, can get to follow the steps of their aggressors when they grow, making the problem even worse. Through this behavioral and mental health consequences, abuse can contribute to heart disease, cancer, suicide and sexually transmitted infections. Beyond the social and health impact, sexual abuse has a huge economic impact that covers the costs of hospitalization, treatment for reasons of mental health, social services for children and costs of long-term
7. Goals and Objectives of the Project General Objectives: Give children between four to twelve years-old, the tools to detect and prevent harassment and sexual abuse by stimulating their ability to recognize risk situations for their physical, social and mental integrity. Specific Objectives: Empower the child about his/her body, by promoting self-care and self-esteem that allows him/her to have a tendency towards health. Encourage the child to learn the anatomical names and the basic functions of his/her body parts, as well as the difference between body areas of physical social contact and intimate areas. Stimulate the child’s ability to identify and prevent risk situations in which sexual violence may occur. Informing children about their rights and how to exercise them; By knowing who they can seek for help in case their rights are not being respected, and also make of their knowledge, the right authorities to look towards to in case of being in a situation of sexual abuse. Educate parents and teachers, so they can identify child harassment and sexual abuse situations, so they can approach them early and correctly, protecting the kid and exposing the victimizer. Provide a vial of rescue for the children that already are victims of sexual abuse, through an early detection and direction towards a specialized team in the subject.
IFMSA Project Proposal Form
8.
Comprehensive plan of action detailing how these goals and objectives will be achieved
Methodology The coordination of the project in each Local Committee (LC) will be under the responsibility of each Local Officer on Reproductive Health including AIDS (LORA) and will be working with the local officers of the other Standing Committee (SC) such as Public Health, Medical Education and Human Rights and peace (LPO, LOME, LORP respectively) to achieve the project holistically. The suggested month for the realization of this project is in November, on the score of the Universal Children’s Day. The UN celebrates that festivity the 20th of November, in commemoration of the approval of the Children’s Rights Declaration in 1989. Knowing that in each country is celebrated in different dates, the margin is open for the project to be executed in the dates that the Children Day is celebrated nationally and by it, the work month will be that one.
Image 8.1 - Conceptual map of the suggested organizational work hierarchization Development and Planning. Place: Elementary School. Date: November 20th on the score of the Children’s Rights Declaration and Universal Children’s day. Suggested: Performing it on the National Children’s Day date. Estimated time: SCORA: 45 minutes SCORP: 30 minutes SCOME: 1 hour and 15 minutes SCOPH: 1 hour and 15 minutes In total: 3 hours with 45 minutes. Suggested: The option is presented for the protocol to be applied simultaneously. Action Plan: 1.- Create a working group with each Local Committee to unify the Standing Committee and define the amount of people that will be working on the project. 2.- The goals of the project according to the specific objectives are broken down as follows (activities will be developed in the following): SCORA Will make the activity of My body is mine SCOPH Parental Education SCOME Education for the teachers of the children between 4 to 12 years SCORP Puppet theater / a play about Children rights 3.- Brainstorm ideas for each one of the activities. 4.- Make a budget. 5.- Seek financial funds. 6.- Carry out planned activities and take pictures of each one of them. 7.- At the end of the project, get feedback from the same team to make a post-event evaluation. 8.- Thank each of the members who contributed in the development of the project including our sponsors. 9.- Perform the activity report and submit it to the National Officer from SCORA (NORA).
Development of the project:
IFMSA Project Proposal Form
Having defined the above, specific activities for each of the sectors of the population are described:
Children (4-12 years old)
SCORA - MY BODY IS MINE ACTIVITY 1.-Make an Ice Breaker with the children, for example: everybody says their names and favorite color. Suggestion: 1.1 A yarn ball or a ball can be used, and this can be passed through each one that is being presented. Estimated time: 10 minutes 2.1- The Project starts with the practical teaching of the body parts, by naming each, and specifying which parts of the body are for social contact and which one are intimate.Its recommended to make an allegory of a treasure chest, in which is going to be told to the kid that inside of it are the most precious parts of their body and only they can touch it, because is their own treasure and they have to take care and be away from any harm. 2.2- To reinforce the above, a puzzle is given to the kids or images of the parts of the body that can be colored according to the social and intimate parts of their body. For example: arms, legs, ankles and head can be in green, the chest and the thighs in yellow, genitals and breast in red color. This would make them remember which parts of their body can be touched by others and which not. 3. - To finish, the kids can repeat the phrase “My body is mine” as a feedback of what they have learnt. This sets a solid answer in their minds of what to do in a risk situation and achieving the empowerment of their bodies. Estimated time: 35 minutes Suggestions: 1. Handle a presentation with cartoons for the children. 2. In a big piece of paper have the drawing of the bodies of a boy and a girl to then show the parts of each one, so it can be easier to mention the main function of each part. 3. The group can be splitted in boys and girls, and explain the parts of their body to each, simultaneously in different rooms. 4. Trimmings of images the parts of the body can be taken as well, and then the kid can choose which one of them are their intimates, so that, at the end they can keep them in their treasure chest. 5. Take an image of the body of a kid for them to draw. 6. Give candies or stickers with the logo of the project to the children as a prize for their attention and the making of the activities. SCORP - PUPPET THEATER AND CHILDREN’S RIGHTS EXPLANATION. 1.- A puppet theater (or a play) is made in which the story of a girl situated in a dangerous situation with a stranger or a familiar is developed. In a cautious way is indicated that she is being harassed and the harasser tells her not to tell anybody about it. Interactively we can ask to the kids their opinions based of what they have learnt and the actions the girl should take against the abuser during the play and why so. During the play the girl is scared, but at the end, by hearing the opinions of the children she gets the courage to tell the situation to a trusted adult. 2.- After the play, a medical student goes to the front and teaches them about the children’s rights and obligations, emphasizing the importance of several values like respect towards others, self-respect and self-esteem. In this way the activity previously made by SCORA “My body is mine” can be reinforced. Estimated time: 30 minutes
IFMSA Project Proposal Form Suggestions: 1. The girl in the play can be named Valentina (As in spanish, Valentina sounds like Bravery/Courage, referring to the courage that is needed to leave the fear of the victimary aside and protect your body as a treasure) 2. The personification can be made for the students and not only by puppets. 3. Candies or stickers can be given to the kids as a prize for their attention. 4. The suggested script is in the annexes of this protocol 5. The rights and obligations of the children are in the annexes of this protocol
To the parents.
SCOPH - INTERACTIVE SPEECH 1- The parents are taken to a meeting-workshop through the school where the project is done. 2- Is requested to the school the right facilities, for example a classroom with an available projector for the transmission of the material that was previously made. 3-Parents are welcomed with the explanation of the protocol, as well as the specific and general objectives and the activities that are made with their children are also shared. 4- An ice breaker is made in which they can introduce themselves and tell in which grade their child is. 5- A presentation with slides is projected, in which it can be shown: The definition of sexual abuse and rape. Worldwide or national statistics of sexual abuse and rape among children. Statistically, the abuser is a person close to the kid’s family or a family member (uncle, cousin, or the parents or even a stranger.) Talk about the behavioral changes that children present when he or she is being abused (being afraid of the adults, bedwetting, decrease of the communication with people and of their academic performance) so that, they can be able to detect it. Give them suggestions on how to approach the child if he/she is being abused, and how to tell them that nothing is going to happen to them if they tell the situation. (Common threat to the children that are being abused). Give them the contact numbers of institutions involved in preventing sexual abuse and helping children with these problems, so that, they can approach them if necessary. Estimated time: 1 hour with 15 minutes Suggestions: 1. Contact a paidopsychiatrist ( psychiatrist specialized in children) or a psychologist to give the right orientation of the information that has to be transmitted or to tell the parents the optimum way to approach their children if there is a suspect of a sexual abuse case. 2. During the talk is important to generate a feedback between the attendees, for example: Do you know anyone that has been in a sexual abuse situation? , What would you do if your son is being abused? , How you would approach your son, if he is being abused? , How do you think a child could feel if he is being abused?. The previous to make them part of the process of the talk and make them be interested on it. (andragogical technique). 3. At the end of the talk, ask if there are any doubts or if somebody wants to give an opinion. 4. Give them a triptych with an abstract of the talk and with several contact numbers of institutions. 5. Share some brochures of the institutions that help children in case of sexual abuse and rape.
IFMSA Project Proposal Form 
To the teachers
SCOME - INTERACTIVE SPEECH 1.- Teachers of children between 4- 12 years old are called through the principal’s office of the school. 2.- Is requested to the school the right facilities, for example a classroom with an available projector for the transmission of the material that was previously made. 3.- Teachers are welcomed with the explanation of the protocol, as well as the specific and general objectives and you can explain the activities that are made with their students. 4.- An ice breaker is made where the teachers introduce themselves, telling the grade of school they are teaching, and sharing what they love more of being a teacher. 5.- As an opening, they are asked, if they have had students that were victims of sexual abuse or rape, in case of being an affirmative answer, they can share it with the rest of the group. 6.- A presentation is projected with the following: 6.1.- The definition of sexual abuse and rape. 6.2.- Worldwide or national statistics of sexual abuse and rape among children. 6.3.- Typically the abuser is a person close to the kid’s family or a family member (uncle, cousin, or the parents) or it can be a stranger. 6.4.- Talk about the behavior changes in the classroom that present the children that are sexually abused (being afraid of adults, a decrease in the communication between their classmates, notice that he is sad or distracted, a decrease in their academic performance, etc.) 7. - Give them suggestions on how to approach the child if he/she is being abused, and how to tell them that nothing is going to happen their relatives if they tell the situation. (Common threat to the children that are being abused). 8. - Suggest to redirect them to the school psychologist, so the situation can be informed to the parents in a professional way. 9. - Give them the contact numbers of institutions involved in preventing sexual abuse and helping children with this problems, so that, they can approach if there is a case of confirmed abuse in the kid. Estimated time: 1 hour with 15 minutes Suggestions: 1.1 Contact a paidopsychiatrist (psychiatrist specialized in children) or a psychologist to give the right orientation of the information that has to be transmitted or to tell them the best way to approach the parents and tell them this delicate situation. 2. During the talk is important to generate a feedback between the attendees, for example: Do you know anyone that has been in a sexual abuse situation? , What would you do if your student is being abused? , How you would approach your student, if he is being abused? , How do you think a child could feel if he is being abused? Which would you think is going to be the reaction of the parents? The previous to make them part of the process of the talk and make them are interested on it. (andragogical technique). 3. At the end of the talk, ask if there are any doubts or if somebody wants to give an opinion. 4. Give them a triptych with an abstract of the talk and with several contact numbers of institutions. 5. Share some brochures of the institutions that help children in case of sexual abuse and rape.
IFMSA Project Proposal Form
9.
How the project or event aims to interact with IFMSA
My body is Mine is a project that is intimately related to SCORA, based principally on its goals of creating awareness about sexuality and this is achieved in the children through empowering the children on their own body by making of their knowledge the parts of his/her body that are intimate, and by giving them the tools to take action when they find themselves in a situation of sexual harassment and abuse, by teaching them about their sexual and reproductive rights and how to respect their own body. This project helps to generate a multi-disciplinary [or multi-committee] focus on the problem, because, either Standing Committee (Public Health, Medical Education, Human Rights and Peace) can intervene in generating a project that can be of more impact and that really has an incidence over the actual numbers on sexual harassment and sexual abuse in children. SCORP plays an essential role, because it intervenes with the children explaining their rights, and transmitting the love that we have to have for ourselves and that every SCORPion plays a role as a companion of the child that is going through a difficult situation. SCOPH, through its experience giving speeches about different issues directed to the whole society, supports this project by the contact with the parents, educating them and creating awareness on the care for their children and also on how to look for behavioral changes in their children that will lead them to suspect a problem of harassment and abuse, making them feel that they are not alone and that will get professional help. SCOME has a major impact in capacitating the teachers, by giving them the right information (with the right bases) so that they can make early detections, supporting the child as well as making the denunciation of the aggressor. As future physicians and members of this Federation our labor is to encourage a culture of prevention through education, teaching the value of our body and the way it should be loved and respected, teaching the correct anatomical names and the information on what to do in case of abuse. My body is mine is a project that allows us to help the most vulnerable populations, it lets us know the epidemiology of sexual abuse and the suffering that the children goes through when it's abused or molested. This project opens the door for us, so we can do something and fight to stop abuse and give this world, happy children, free from sexual violence. It is a project that helps the interaction between the Standing Committees, making it holistic and helpful, besides that it is an interesting issue that still goes on throughout the world. 10. Tasks
of the Organizing Committee/Project Coordinator
The process covers three principal stages: Pre-event: Find a school that allows the making of the activities, the realization of the planning according to each Standing Committee (SC), delegate activities and make and economic budget to do the project. Event: Each SC would make the activities in a simultaneous way or individually, depending of the availability of members from each committee. SCORA: First will make the activity “My body is mine�. SCORP: Will make the play and exposition about the children rights. SCOPH: Will give the talk to the parents. SCOME: Will give the talk to the teachers. Post- event: Make an evaluation of the project with the team with a feedback, the realization of the activities report and sending them to the National Officers, education authorities or sponsors (in case of being) Estimated time: SCORA 45 minutes SCORP 30 minutes SCOME 1 hour 15 minutes SCOPH 1 hour 15 minutes Total: 3 hours 45 minutes SCORA and SCORP work together. SCOME and SCOPH will work in classrooms simultaneously.
IFMSA Project Proposal Form 11.
Expected Outcomes
Decrease the rates of child sexual abuse, by the correct application of a protocol of transnational reach. Children That 70 % of the children recognize the correct name of his/her private parts That 85 % of the children identifies and prevents a situation of sexual abuse That 95 % of the children knows his/her rights and learn to take empowerment of his/her body Parents That parents can acquire tools that can help them identify signs of abuse in the infants, and that they can reinforce at home what the kids have learnt at school, doing emphasis in the ways in which they can approach to them to improve and / or to create a confidence environment. At the same time, give parents orientation on the correct proceeding of disciplining their children, focusing that any type of punishment won’t turn into mistreatment. Teachers The teachers can cooperate with us to integrate our job with the children and also be a connection between the children’s parents and us. The teachers can help us with the project through the application of instruments for evaluation and follow-up, and, if necessary, generate in their school Modules of Attention to the Infantile Mistreatment (MAIMs) when identifying signs of mistreatment and sexual abuse that the children may present as consequence of this type of situations in their home. In this way, teachers will know the correct way to proceed that can redirect the children with specialized personnel to denounce their aggressors.
IFMSA Project Proposal Form 12. Annual
Budget (Needed human resources and annual budget)
Human resources: Every member of IFMSA that is involved or want to be involved in the project is welcome. In hand with the students that are to be involved we have the teachers that are going to open the doors of their classrooms for us, so we can work together for the benefit of their kids. Also, the parents are to be involved, so this information can be reinforced at home. As we are managing the project more and more, experience will be gained on the members of the team; also, a letter of recommendation for the project will be requested to the college principal, fact that is going to extend many possibilities and the reach of our work. Financial resources: The annual budget of this project depends on each committee, considering the quantity and material type that is used for the manufacture of the puppets, the design of the scene, and some other objects that will be used in the project. Also every committee is free to request the support of public institutions (such as the government) and / or private companies and nongovernmental organizations to support the expenses and materials of the project; such as toys shops, candy shops, which help us with the economic part or in its defect, with material sponsorship, such as prizes. Budget The budget assigned to this project has not resulted in the last applications of the project, to be bigger than USD $40.00 or its equivalent, making of this, the recommended budget. It has been observed that there is no need of expensive materials to reach the same goals. However, we emphasize in investing in the quality of the materials in order for them to be used more of once in different interventions. The budget reached by sponsorships: We can request support from private companies such as toy and candy shops, helping us with the economic part or in its defect, with material sponsorships, such as prizes. Budget reached by concessions: This has been reached in previous interventions by the school’s health department of same institution where the project is applied and the local health department, which finance of the cost of the materials. Other routes of financing of the project: It is possible to involve the parents in the project by asking an economic cooperation in order to cover exclusively the materials and prizes given in the event.
13. Evaluation procedures
IFMSA Project Proposal Form
Pre-execution evaluation: Procedure: During the event planification for the project implementation, a list of minimal needs (that are to be filled) for the project execution will be elaborated (Including: calendarization and budget; pertinent transactions (such as permits, sponsor agreements, etc.); technical, human and material resources; minimal population expected for the event; marketing and advertising. This list will be “the checklist” of goals to be achieved, in which, every point will be a specific goal. Indicators and interpretation: The indicators of a correct planification will be evaluated according to the achieving of the goals (where each point of the checklist was described before as “need”). A completed checklist will indicate that we can proceed to the next step of the process, that will be the execution of the event, where the project is to be approached. Until this point, a risk analysis is pertinent, based on the goals that weren’t achieved and can be turned into an opportunity for the planification of the event, so posteriorly it can be executed successfully (for each identified goal at risk, alternatives need to be generated for the solution of each, and also need to be included in the planification process); in this area, the process of analyzing the checklist is repeated until a 100% of the proposed goals are achieved: then having a planification that can be evaluated as satisfactory, with this evidence. Suggestion: When the planification is already established and as a complement to the checklist mentioned above, an elaboration of a SWOT analysis (Strengths, Weaknesses, Opportunities, Threats) would be ideal to identify the risks. The CAME matrix (Correct the weaknesses, Afront the threats, Maintaining the Strengths and Exploit the opportunities) can be a guide for the action plan and strategies for the threats that are being presented (if help is needed in this rubrum, assessment can be asked to the Loca Support Division) Midway-through-execution evaluation: Monitoring the execution. Procedure: When doing the planification of the event and its execution, the whole process needs to be monitored according to what has been planned, to safeguard the impact of the project and its quality. The monitoring method will help the general coordinator to take control over the project and its quality (that, in case of a conflict, the coordinator can make the necessary arrangements that will maintain the stability of the event). The method in itself (inside of the organizational structure) will be the report of results by the members implicated in the team, given to the coordinator in three occasions: before the event, during the event (with extra reports if a problem arises unexpectedly) and after the event. Indicators and interpretation: The indicators of a correct execution will be the results given by each member of the team, and the general coordinator of the event will be the one that decide if the report is taken as satisfactory or not; for this, all the pre-event reports are put together and its verified that everything is running correctly, repeating this task for the event and post-event reports. In case of not having satisfactory reports, the problems are to be fixed right away (for example, if the coordinator of infrastructure doesn’t have a satisfactory pre-event report, the general coordinator needs to solve this problem before continuing with the following part of the execution process) It is needed to mention that this last part (fixing the problems) applies only to the pre-event and during-the-event reports.
IFMSA Project Proposal Form
Post-execution Evaluation: Evaluating the planification
Procedure: The post-event report of each one of the Standing Committees involved should include a special section destined to the evaluation of the impact of the project, including the sociodemographic characteristics of the beneficiaries (such as Gender, Age, and Academic Degree) and the corresponding percentages according to what is stipulated in the indicators of the table below. At the end, a Holistic Evaluation will be emitted from the general coordinator to the international coordinator, in which all the data given by the outcome reports (specified in the Mid-way-through evaluation) will be included. The Local participating Standing Committees just report percentages, and their general coordinator will be the one that evaluates the level of the impact of each one of the six indicators of this project (and reports them). The global outcome report (as a Holistic Evaluation) should include: 1. Information about the general coordinator, work team and NMO. 2. Target population and geographic coverage. 3. Organizational Structure and delegacy of the activities. 4. Resources (calendarization, budget, human resources, technical capital, material capital). 5. Linkage achieved: (endorsements, sponsors, social media, disciplines involved, social sectors involved) 6. Development of the event itself (brief and with relevant and target information) 7. Evaluation of the global impact (by: (1) composing the target population (in the same way it is described in the procedure of this paragraph; (2) indicators and the level of impact in each one of them) 8. Extra interventions that were made (highlighting: investigation, linking, fundraising and training of Active Members in the NMO).
TABLE OF INDICATORS Objetivo Empower the child about his/her body, by promoting self-care and self-esteem that allows him/her to have a tendency towards health. Encourage the child to learn the anatomical names and the basic functions of his/her body parts, as well as the difference between body areas of physical social contact and intimate areas. Stimulate the child’s ability to identify and prevent risk situations in which sexual violence may occur. Informing children about their rights and how to exercise them; By knowing who they can seek for help in case their rights are not being respected, and also make of their knowledge, the right authorities to look towards to in case of being in a situation of sexual abuse.
Educate parents and teachers, so they can identify child harassment and sexual abuse situations, so they can approach them early and correctly, protecting the kid and exposing the victimizer.
Provide a vial of rescue for the children that already are victims of sexual abuse, through an early detection and direction towards a specialized team in the subject.
IFMSA Project Proposal Form Indicador Percentage of the children with an attitude of self-care and selfesteem. Percentage of children that identifies the correct anatomical name and function of his/her body parts with the differentiation between the body parts that are made for social interaction and those that are intimate. Percentage of children that can identify and prevent risk situations for sexual violence Percentage of children that know their rights and obligations, and that has the ability of denunciation of the sexual violence attacks and is able to ask for help.
Percentage of teachers and parents that can identify sexual harassment and violence and know how to react in such case.
Percentage of children who were sexually harassed and hurt, are directed to the corresponding authorities to seek for holistic medical attention for this cause.
Método de medición RESPONSIBLE: SCORA A game of questions at the end of the intervention “My body is mine” where the knowledge of the children (about their bodies, his/her capacity of identifying, avoidance and denouncing risk situations for sexual violence) is evaluated.
RESPONSIBLE: SCORP A game of questions at the end of the intervention “Puppet show/play and explanation of the children’s rights” where the children’s knowledge is evaluated about their rights and obligations, as well as their ability of denunciation of the sexual violence attacks and ability of asking for help in sexual violence and harassment situations. RESPONSIBLE: SCOPH – the collection of the personal data of the parents. SCOME – the collection of the personal data of the teachers. A practical quiz at the end of their respective speech, in which the ability of parents and teachers (about identifying and reacting to a situation of sexual harassment and violence towards the children population) will be tested. RESPONSIBLE: SCORA A list of the children that were directed, corresponding authority that will give the medical attention and the person who is in responsability for the follow up in each case. Note: This indicator is not taken under the impact evaluation of the event, because of its circumstantiality.
IFMSA Project Proposal Form
INTERPRETATION: Indicador
Percentage of children with an attitude of self-care and self-esteem. Percentage of children that identifies the correct anatomical name and function of his/her body parts with the differentiation between the body parts that are made for social interaction and those that are intimate. Percentage of children that can identify and prevent risk situations for sexual violence. Percentage of children that know their rights and obligations, and that has the ability of denunciation of the sexual violence attacks and is able to ask for help. Percentage of teachers and parents that can identify sexual harassment and violence and know how to react in such case. Percentage of children who were sexually harassed and hurt, are directed to the corresponding authorities to seek for holistic medical attention for this cause.
Impacto alto 100-75%
Impacto intermedio 75-50%
Impacto bajo Menor del 50%
100-75%
75-50%
Menor del 50%
100-75%
75-50%
Menor del 50%
100-75%
75-50%
Menor del 50%
100-75%
75-50%
Menor del 50%
100-75%
75-50%
Menor del 50%
Recommendations: For the follow-up of this project, when it has been evaluated as effective or not, the options for optimization can be presented in case that the project had deficiencies or of replica in case it was completely satisfactory (considering to give a broader reach to the event, for example, linking to external organizers or planifying the event for a bigger population, etc.) 14. Duration
of the project
This project lasts for a specific month, having at least the several stages of the project. Whether it’s through simultaneous work (which is the method where the best results have been found) or with different interventions for population groups. The whole project is suggested to be applied during the month of November, because it’ the month where the Universal Day of the Children was proposed by the United Nations* and therefore we will be emphasizing this stage of life and giving it the importance it needs. However, the option remains for the event to be held on the children's day of each country. This project is preferably performed in public, private schools or any other institutions such as churches, day cares, summer school events (holidays), medical brigades,etc. where the development of a collaborative relationship between parents, teachers and medical students, can be made. The project starts when the first pre-event evaluation is applied by a through an appropriate instrument that addresses the topics of interest of children, parents and teachers, and finishes with the post-event evaluation and analysis of statistical results which have to be delivered to the community that has been studied. * NOTE : The United Nations* celebrates the Universal Children's Day on November 20 , commemorating the adoption of the Declaration of the Rights of the Child in 1959 and the Convention on the Rights of the Child in 1989.
IFMSA Project Proposal Form 15. Annexes Annex 1. Script for the play of the Theatrical Presentation or Puppet Theater. “AN EVENING FULL OF GAMES… LET’S PLAY SAFE” Characters: Valentina (GIRL), Malin Maloso (STRANGE WOLF) Parents (MOM AND DAD) Review: The story is based on the fairy tale of Little Red Riding Hood and the Wolf, Little Red Riding Hood in this case is called Valentina and the stranger named Malin Maloso. One day, Valentina was playing at home… Valentina: (singing), today I will go to the park with my parents yes, yes wiii wii Mom: (somebody does the voice or a female interacts with the puppet) saying: Valentina, darling I need to go out for because I have to go to my job, and your daddy will arrive later so, you will stay alone in the house for a while. Promise me that you will lock the door and if somebody knocks you will not open or you are not going to go out to play. Valentina: Yes mommy, (sad tone of voice)… but you promise to go to the park… Mom: Yes my love, but I have an urgent situation and your aunt Sofia couldn’t come to take care of you, and you are 8 years old, so you can take care of yourself, do not open to nobody. (Mom leaves) Valentina: (sighs) for a while and says, what would happen if I go to the park in front of my house? , do you think that something could happen? (Asks to the children) I will go out only for a while… la, la, la she is at the park and suddenly MALIN MALOSO appears. MALIN MALOSO: Singing, stares at Valentina and says mmm…. That girl is alone?? I will tell her to play together, Malin approaches her and says: Hi girl, how are you? What is your name? Valentina: Turns her head to see him, but continues playing with her doll Malin: Did the mice eat your tongue? Valentina: Sees him and smiles at him saying: No but I am supposed not to talk with strangers. Malin: I am not a stranger, I am your neighbor Valentina: but I don’t know you, I haven’t seen you around here Malin: laughs nervously ja ja ja, is that ehmm I am new at the hood, but tell me, how old are you? And what is your name? Valentina: interacts with the children, should I tell him my name and age? Why he wants to know it? My mom has told me that I should be polite, so I will tell him: Hi! I am Valentina and I am 8 years old. Malin: Smiles with perversion and says perfect Valentina and… you are alone? Valentina: (interacts with the children always asking them what to do or how she should behave) and tells Malin yes, I am alone, but just for a while. Malin: AHHHHH! (excited) so, let’s play together, come next to me I will give you a hug. Valentina: mmmmm (doubting), (we can wait for the children; they have to say NO, if not, Valentina will ask them if it is ok to let Malin hug her. After she says to Malin NO! because I don’t have to be with strangers or let the touch me because my body is a treasure and I have rights (some rights can be mentioned like: children have the right of freedom and to share their points of view with others, they have the right to let the others know their opinions). Malin: No, baby I won’t do anything to harm you, I will give you only a hug (JAJA perversion laugh) Valentina: asks the audience: why he wants to hug me? Suddenly her parents arrive and Malin quickly hides. Parents: Valentina! What are you doing outside the house? What I told you about it? (mom) Go inside the house! With whom you were talking? Valentina: It was a stranger wolf and he wanted to play together At the end her parents, explain the girl that she must not play with strangers or being alone with adults, she has to be always with her parents or tutors. And that she has several rights (SCORP can contribute by letting the children know more rights)
IFMSA Project Proposal Form ANEX 2- Declaration of the rights of the Children. The Declaration of the Rights of the Child is an international treaty adopted on 20 December 1959 unanimously by all 78 member states that conformed in that time the United Nations. This is based on the Geneva Declaration of the Rights of child of 1924, and includes 10 principles. Following this declaration, signed in 1989 at the convention on the Rights of the Child, with 54 articles. A part of the extension, the main differences between them is that the fulfillment of a convention is required and, secondly, the 1989 shifts the focus, considering children as subjects of protection and not only as objects of the same. This statement recognizes the boy and girl as “a human being capable of physical, mental, social, moral and spiritual development with freedom and dignity." The 10 articles make reference to the following rights: 1. The right to equality, regardless of race, religion, language, nationality, sex, political opinion... 2. The right to special protection for physical, mental and social development. 3. The right to a name and nationality from birth. 4. The right to food, shelter and adequate medical care. 5. The right to an education and special treatment for children who suffer from a mental or physical disability. 6. The right to understanding and love of parents and society. 7. The right to recreational activities and a free education. 8. The right to be among the first to be helped in all circumstances. 9. The right to protection against all forms of neglect, cruelty and exploitation. 10. The right to be brought up in a spirit of understanding, tolerance, friendship among people and universal brotherhood. http://www.prodiversitas.bioetica.org/doc99.htm &http://www.humanium.org/es/declaracion-1959/ ANEX 3. Guide of the panamerican health organization on child sexual abuse. It is strongly recommended to use the following guide for teachers: http://www.opsecu.org/jspui/bitstream/123456789/132/1/132.pdf (In Spanish)
Bibliography: [1][http://www2.ohchr.org/spanish/law/crc.htm ] [2] [http://white.oit.org.pe/ipec/documentos/decla_estocolmo.pdf [3]http://www.unicef.org/lac/1.conceptosbasicos.pdf] [4] http://www.unicef.org/spanish/protection/files/FactSheet_mdg_sp.pdf [5] http://www.who.int/mediacentre/factsheets/fs150/es/ [6] V. J. Felitti y otros, “Relationship of childhood abuse and household dysfunction to many o the leading causes of death in adults. The adverse Childhood Experiences (ACE) Study”, American Journal of Preventive Medicine, vol. 14 (1998), págs. 245 a 258. [7] Centros para el Control y la Prevención de Enfermedades. Adverse Childhood Experiences Study (Atlanta, National Centers for Injury Prevention and Control, Centros para el Control y la Prevención de Enfermedades, 2006). Disponible en http://www.cdc.gov/NCCDPHP/ACE. [8] Véase la nota anterior. Véase igualmente: Panel on Research on Child Abuse and Neglect, Commission on Behavioral and Social Sciences and Education. National Research Council, Understanding Child Abuse and Neglect (Washington, D.C., National Academy Press, 1999).