The Perception of Children on Child Sexual Abuse:The Case of Children in Some Selected Schools in the Cape Coast Metropolis, Ghana

doi:10.4236/aasoci.2013.36033

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Advances in Applied Sociology

2013. Vol.3, No.6, 246-252

Published Online October 2013 in SciRes (http://www.scirp.org/journal/aasoci) http://dx.doi.org/10.4236/aasoci.2013.36033

246

The Perception of Children on Child Sexual Abuse:

The Case of Children in Some Selected Schools

in the Cape Coast Metropolis, Ghana

Solomon Sika-Bright , Chinyere C. P. Nnor om

Department of Sociolog y & Anthropology , University of Ca p e Coast, Cape Coast, Ghana

Email: sikabright@ yahoo .com, [email protected]

Received July 22nd, 2013; revised August 22nd, 2013; accepted August 29th, 2013

der the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in

any medium, provided the o riginal work is proper ly cited.

Children are mostly the victims of child sexual abuse however, most children have little or no idea about

what child sexual abuse entails and the forms it takes. In addition, the opinions of children have mostly

been neglected in cases of child sexual abuse. The study therefore was carried out to explore how much

children know about child sexual abuse and to suggest ways of publicising the phenomenon among chil-

dren. A proportional sample of 256 children was selected from five public basic schools in the Cape Coast

Metropolis to participate in the study. From interviews with the children, varied ideas were obtained.

Parenting styles, child’s age, child’s educational level and sex of the child were found to influence the

perception of the child on child sexual abuse. The cultural belief of “sex as a secret” was also found to be

integrally related to child’s perception on sexual abuse in Cape Coast. Recommendations are made and

the most important thing that the Ghana Education Service should intensify is sex education in the basic

schools’ curriculum to enable them to identify and report such cases whenever experienced.

Keywords: Abuse; Cape Coast; Child; Sexual; Ghana; Perception

Introduction

Child sexual abuse (CSA) has always been and still is, to a

large extent, a problem for both parents and professionals

world-wide. Children are mostly the victims of child sexual

abuse (UNICEF, 2008; Leach et al., 2003). According to the

World Health Organization, approximately one in every three

children is a victim of CSA (Krug, Dahlberg, Mercy, Zwi, &

Lozano, 2002). However, most children have little or no idea

about child sexual abuse and the forms it takes. Children all

over the world are being subjected to horrific forms of sexual

victimization by adults who are supposed to be protecting them,

and in some cases, by their own parents, siblings and relatives

(Parrot & Cummings, 2008). The effects of CSA on children

are very devastating and have both short and long term conse-

quences. A lot of CSA cases go unreported (Draucker & Mart-

solf, 2006; Finkelhor, 1986) and the phenomenon is still on the

increase (Draucker & Martsolf, 2006). Prevalence rate of sexual

abuse has been difficult to determine for various reasons; esti-

mates have widely varied as a result of different definitions of

the term and the sensitive nature of the phenomenon accompa-

nied by shame and stigma experienced by victims makes it dis-

incentive to report its occurrence (Saewyc, Pettingell, Lara, &

Magee, 2003). World Health Organization (WHO) estimates

that about 223 million children (150 million girls and 73 mil-

lion boys) have experienced forced sexual intercourse or other

forms of sexual violence globally (United Nations on Violence

Against Children [UNVAC], 2006).

Current studies carried out by the United Nations indicate

that sexual abuse within schools is a widespread but largely

unrecognized problem in many countries. The closed nature of

the school environment means that children can be at great risk

of sexual abuse in schools (Leach, Fiscian, Kadzamira, Lemani,

& Machakanja, 2003). The Ghanaian situation is not different.

Studies have shown that child sexual abuse is a problem in

schools (Leach et al., 2003; Brown, 2002). For instance, Brown

(2002), studying public schools, discovered that 11 percent of

the children studied had been victims of either rape or defile-

ment. Leach et al. (2003) revealed in their study that 27 percent

of the female respondents had been propositioned by their

school teacher. Another study conducted in 2003 found out that

6 percent of the girls studied had been victims of sexual black-

mail by teachers over class grades, and 14 percent of rape cases

had been perpetrated by school mates, while 24 percent of the

boys in the survey admitted to having raped a girl or having

taken part in a collective rape (UNICEF, 2008).

All of us have different attitude towards sexuality and how it

should be expressed. We may be negative, positive, possibly

reluctant or embarrassed but never entirely indifferent. Public

perceptions and attitudes concerning child sexual abuse are im-

portant, especially those of children because such perceptions

can affect the reporting of sexual abuse, the prosecution of per-

petrators, and the provision of clinical services (Baron, Burgess,

& Kao, 1991; Dawes, 1988). Besides, empirical research on the

perceptions of children on child sexual abuse has been lacking.

The study fills a gap by undertaking to explore what children

know about CSA.

S. SIKA-BRIGHT, C. C. P. NNOROM

Some Conceptual Definitions

Like several phenomena in the behavioural and social sci-

ences, CSA does not lend itself to a single definition. Defini-

tions of child sexual abuse are usually based on the values and

orientations of the individuals, communities and societies (San-

derson, 2006; Webster, 2001). According to Wurtele and Mil-

ler-Perrin (1992), defining child sexual abuse is confronted

with difficulties due to cultural differences and time bound

nature of the phenomenon. The main focus of some definitions

is the age at which the abuse is committed (Brown & Finkelhor,

1986; Webster, 2000) however, others place much emphasis on

what qualifies as an abuse (Draucker & Martsolf, 2006; San-

derson, 2006; Webster, 2001). Some researchers adopt a con-

servative definition of CSA which focuses on fondling, at-

tempted intercourse, and intercourse (Himelein & McElrath,

1996). Proulx and colleagues (1995), for instance, included in

their definition everything from unwanted kissing of the but-

tocks to insertion of objects into an orifice. Based on differ-

ences as to how researchers operationalise CSA, it appears to

be a daunting task to accurately define CSA. Meanwhile, other

researchers adopt definitions that are very broad in the actions

that constitute sexual abuse. However, this paper adopts San-

derson’s (2006: p. 25) definition of CSA as the “involvement of

dependent children and adolescents in sexual activities with an

adult or any person older or bigger, where there is a difference

in age, size or power, in which the child is used as a sexual

object for the gratification of the older person’s needs, or de-

sires to which the child is unable to give informed consent due

to the imbalance of power or any mental or physical disability”.

The meaning of the term “sexual” is very central to the defi-

nition of CSA. However, sexuality varies across cultures and

individuals (Sanderson, 2006). For example, should “sexual” be

operationally defined as sexual intercourse, it would limit the

number of reported cases of CSA. However, if one expands the

definition to include inappropriate touch such as fondling or

“showing or using a child in the production of pornography”

(Sanderson, 2006: p. 25) the probability of higher prevalence

rates increases (Sanderson, 2006). Falling out of Sanderson’s

definition, sexual abuse often involves direct physical contact,

touching, kissing, fondling, rubbing, oral sex, or penetration of

the vagina or anus. Sometimes a sex offender may receive grat-

ification just by exposing himself to a child, or by observing or

filming a child removing his or her clothes. Offenders often do

not use physical force, but may use play, deception, threats, or

other coercive methods to engage youngsters and maintain their

silence. Let us now consider some effects of child sexual abuse.

Effects of CSA

It has been reported in the literature that children who are

victims of sexual abuse are likely to suffer significant and long-

term psychological distress and dysfunction (Briere, 1992).

Finkelhor (1994) examined prevalence rates of CSA in 19

countries and found that all studies looking at long-term impli-

cations of CSA reported a relationship between histories of

CSA and mental health issues later in life. According to Follette

and Pistorello (1995), survivors of sexual abuse often suffer a

disruption in trust in intimate relationship. Similarly, if the

perpetrator is a relative or acquaintance, victims of child sexual

abuse are less likely to report the offence, or they are likely to

disclose the abuse after a delay (Arata, 1998; DiPetro, 2003;

Hanson et al., 1999; Smith et al., 2000; Wyatt & Newcomb,

1990).

Women survivors have also been found to be less able to

provide adequate parenting and as offering less emotional sup-

port to their male partners (Webster, 2001). According to Briere

(1992) the most common cognitive distortions are viewing one-

self in a negative light, the perception of being helpless and

hopeless, as well as an inability to trust other people. These

changes in cognitions can impact one’s emotions. Feelings of

fear and sadness as well as depression are also noted effects of

CSA (Davis & Petretic-Jackson, 2000; Johnson & Williams-

Keeler, 1998; Sanderson, 2006). Research has also indicated

that female survivors of CSA are at an increased risk of devel-

oping major depression (Kendler, Khun, & Prescott, 2004;

Whiffen, Thompson, & Aube, 2000).

Theoretical Issues

The study is informed by the symbolic interaction perspec-

tive. Karp and Yoels (1993) define symbolic interactionism as

“a theoretical perspective in sociology that focuses attention on

the processes through which persons interpret and give mean-

ings to the objects, events, and situations that make up their

social worlds” (p. 31). In Mind, Self, and Society (1934), Mead

explained how behaviours are constructed from a symbolic

interactionist’s perspective.

The development of the self is central to symbolic interac-

tionism. This happens as an individual imaginatively constructs

the attitudes of others about a particular role, and thus antici-

pates the reaction of the other (Bailey, 2001). It must be noted

however that not all “others” are equally influential in con-

structing the self. Three categories of “others”—the generalized

other, reference groups and significant other—exert various

forms of influences on the construction of the self: the “gener-

alized other”, the widespread cultural norms and values we use

as reference in evaluating ourselves (Macionis, 2000). Media

portrayals of child sexual abuse cases are the generalized others

helping the formation of children’s perception about the prac-

tice.

“Reference groups” are social groups to which people may or

may not belong but use as a standard for evaluating their values,

attitudes, and behaviours (Merton & Rossi, 1950 in Anderson

& Taylor, 2006). “Significant others” are considered actual

influential people with whom an individual interacts.

Perception on child sexual abuse can be framed in symbolic

interaction terms. Individuals in society go through the process

of socialization to form their perception about all forms of be-

haviour in society. Such perceptions, in one way or the other,

shape the individual’s behaviour. When forming these percep-

tions, the individual varies both the relative benefits of the be-

havior and the influences of a key reference groups and/or sig-

nificant others. That is if a child’s family abhors CSA, that

child then has a reference group that may influence how he/she

perceives CSA as a behaviour that must not be tolerated. How-

ever, such a perception could change if a key significant other

supports and encourages CSA. Through this process, percep-

tions about behaviours are formed. Formation of perception,

therefore, is an activity with symbolic importance for most

people.

Subjects and Methods

Study Area

The study was conducted in Cape Coast Metropolis. The

S. SIKA-BRIGHT, C. C. P. NNOROM

248

Cape Coast Metropolitan is bounded on the south by the Gulf

of Guinea, west by the Komenda/Edina/Eguafo/Abrem Munici-

pal, east by the Abura/Asebu/Kwamankese District and north

by the Twifu/Hemang/Lower Denkyira District. The Metropolis

covers an area of 122 square kilometers and is the smallest

Metropolis in the country. The capital, Cape Coast, is also the

capital of the Central Region. The Metropolis is known as the

educational basket of the country as it houses a lot of schools

including a polytechnic and a university. The main economic

activities among the members in the Metropolis are fishing,

trading and farming (Ghana News Agency, 2011). Cape Coast

Metropolis was selected purposely because of its heterogeneous

inhabitants.

Design

The study adopted a descriptive cross sectional survey design.

This design sought to elicit facts and information on children’s

perception on the nature, spread, and reasons for perpetuation

of child sexual abuse among school children in the study area.

Study Populatio n

The population of the study was made up of all basic school

children aged between 12 and 17 years in five basic schools in

the Metropolis. Two of the five basic schools are located in the

university community, namely Amamoma and Akotokyir. The

other three schools were located in Pedu, Brofoyerdru, and Ba-

kaano. This implies that pupils in five Junior High Schools

(JHS) in the metropolis were the target population.

Sampling Procedure

The primary respondents of the study comprised school chil-

dren in Junior High School (JHS) 1, 2, and 3. The study em-

ployed various sampling techniques in selecting the respon-

dents. The five basic schools were purposively selected because

of easy access to information. In each school, quota sampling

was adopted based on the number of pupils in each class. When

the quota for each class was determined, simple random sam-

pling in the form of the lottery method was adopted to select

individual pupils within each class. In all 256 respondents were

selected to participate in the study.

Techniques of Data Collection

The study utilised both primary and secondary methods of

investigation. Primary data were obtained from interviews with

respondents. The interview schedule was designed to collect

primary data from sampled children. The instrument was pre-

tested and redrafted. Permission was sought from heads of the

schools where respondents were selected. The respondents were

assured of confidentiality of disclosures; they were also in-

formed of the purpose of the study and their right to withdraw

from the study at any time. Debriefing was done at the end of

the process. Secondary sources of information for the study

included child sexual abuse studies conducted internationally

and in Ghana. The data was collected over a period of four (4)

weeks. Two research assistants were employed and given a

day’s workshop to familiarise them on how to conduct such

sensitive interviews as child sexual abuse, the import of the

questions in the questionnaire and translation of the questions

from English into the local dialect of the study areas.

Data Analysis

Data collected from the respondents was edited, coded, and

analysed for common themes, patterns and inter-relationships.

The coded data was analysed using Statistical Product for Ser-

vice Solutions (SPSS) version 16 for Microsoft Windows. De-

scriptive statistics were produced and relevant statistical charts

and tables were used to present the data as shown in the results

below.

Results

Socio-Demographic Characteristics of Respondents

The most important socio-demographic variables describing

the children interviewed in this study are summarized in Table

1. Children’s ages ranged from 10 - 17 years with a mean age

of 13.14 years (Table 1). The majority (71.5%) of the children

interviewed were between 10 and 14 years of age, while 73

children representing 28.5% were aged between 15 and 17

years. In addition, most respondents (55.1%) interviewed were

females. This indicates the high level of female enrolment at

the basic level. All the respondents interviewed were at the JHS

level. However, 59.4% were in JHS three compared with ap-

proximately 6% who were in JHS one. Respondents indicated

their ethnicity as shown in Table 1. The findings indicated that

a lot of the respondents (73%) were Akans. Cape Coast is Akan

dominated area and this confirms their preponderance in the

study area. Meanwhile there were 19 (7.4%) Hausas. The ma-

jority of the respondents (67.6%) were staying with their par-

ents, whereas 2.3% were staying with their friends.

The Perception of Children on Child Sexual Abuse

The cardinal objective of this paper was to explore the per-

ceptions of children on child sexual abuse. As such the respon-

dents were asked several questions to elicit response in this

regard. On whether the respondents have heard of child sexual

abuse, their responses show they have heard of it. The study

asked their source of information on child sexual abuse and

their responses are indicated in Table 2. Teachers emerged as

their main sources of information about child sexual abuse as

155 expressed so compared with thirty-six (36) respondents

who reported that their parents were their sources of informa-

tion. When source of information on CSA was cross-tabulated

with sex, age and JHS level, certain trends were realised. Fe-

males were more likely to obtain information on CSA from

parents (17.7%) and teachers (64.5%) than their male counter-

parts (9.6% and 55.7% respectively) (Table 2). However males

were more comfortable in receiving information on CSA from

friends (20.9%) than females (3.5%). Respondents within the

ages of 10 - 14 were also more likely to talk to other adults than

their teachers about CSA. The majority (67.8%) of respondents

in JHS three were more likely to mention their teachers as their

sources of information on CSA.

The respondents expressed diverse knowledge about child

sexual abuse. On whether the respondents were aware that chil-

dren may be sexually abused by family members and friends, as

many as 14% had no idea. However, 43% respondents each

reported yes and no respectivel y.

On whether it is good for anyone to ask a child to undress

and expose his or her genitals, most of the respondents (81.6%)

responded in the negative. However, approximately 15% felt it

S. SIKA-BRIGHT, C. C. P. NNOROM

Table 1.

Socio-demographic charac teristics of chi l dr e n .

Characteristic Frequency (N = 256) Percent

Age

10 - 14 183 71.5

15 - 17 73 28.5

Sex

Male 115 44.9

Female 141 55.1

Class Leve l

JHS One 15 5.9

JHS Two 89 34.8

JHS Three 152 59.4

Ethnicity

Akan 187 73.0

Ewe 29 11.3

Ga/Adangbe 21 8.2

Hausa 19 7.4

People respondents stay with

Parents 173 67.6

Grandparents 45 17.6

Siblings/other family 32 12.5

Friends 6 2.3

Source: Fieldwork, 2012.

Table 2.

Source of CSA information by demographic vari a b le s .

Source of inf ormation about child sex ual abuse

Variable Parents

N = 36

(%)

Grand

parents

N = 19 (%)

Siblings/

other family

N = 17 (%)

Friends

N = 29

(%)

Teacher

N = 155

(%)

Male (9.6) (7.8) (6.1) (20.9)(55.7)

Sex Female (17.7) (7.1) (7.1) (3.5) (64.5)

10 - 14 y (12.0) (7.1) (6.0) (12.6)(62.3)

Age 15 - 19 y (19.2) (8.2) (8.2) (8.2) (56.2)

JHS 1 - (33.3) (33.3) - (33 .3)

JHS 2 (20.2) (10.1) (5.6) (11.2)(52.8)

JHS

level JHS 3 (11.8) (3.3) (4.6) (12.5)(67.8)

Source: Fieldwork, 2012.

was good. The majority (58.6) of respondents reported that it

was not good for an adult to ask you to look at pornographic

pictures or films (Table 3). However the category of respon-

dents who believed it is good for adults to ask you to watch

pornographic pictures or movies was substantial (41.4%). This

indicates that children are more likely to watch pornographic

pictures or films when asked to do so by an adult. This may be

because of the belief that adulthood entails wisdom and so an

advice by an adult may not be considered ill will.

The respondents were also of the view that it is not good for

an adult or an older child to ask them to have sexual intercourse

Table 3.

Knowledge responde n t have about child sexual abuse.

Variable Yes

N(%) No

N(%) Don’t know

N(%) Total

N(%)

That childre n may be

sexually abused by family

friends or family mem bers

110

(43.0) 110

(43.0) 36

(14.0) 256

(100)

To let adult know when

anyone sexua lly abuse you 130

(50.8) 100

(39.1) 26

(10.2) 256

(100)

That it is good for an adult or

an older child to ask yo u t o undress

and show him/her your genitals

(14.8) 209

(81.6) 9

(3.5) 256

(100)

That it is good for an adult or an

older child to ask you to look at

pornographic picture s or films

106

(41.4) 150

(58.6) - 256

(100)

That it is good for an adult or an

older child to ask you to ha ve

sexual intercourse

(26.2) 182

(71.1) 7

(2.7) 256

(100)

That it is good for an adult or an

older child to insert his/her fingers

or other objects into your body

(18.4) 209

(81.6) - 256

(100)

That it is good for an adult or

an older child to fondle,

caress or kiss you

(25) 187

(73) 5

(2.0) 256

(100)

Source: Fieldwork, 2012.

as the majority (71.1%) was in this category. The respondents

also believed that it is not good for an adult to insert his or her

fingers or other objects in to their bodies as 81.6% of the re-

spondents were in this category. On whether it is good for an

adult to fondle, caress or kiss a child, 73% of the respondents

were not in favour, however as many as 64 (25%) respondents

were of the view that it is good to be kissed, caressed and fon-

dled by an adult. This may be interpreted as showing affection

by the respondents which, unknown to them, may lead to sex-

ual abuse

When the respondents were asked what they will do if they

are sexually abused, they were quick to respond that they will

inform their parents (77.3%). Interestingly, only five (5) re-

spondents reported that they will inform their teachers (Table

4). However the same respondents have earlier reported that

teachers were their main sources of child sexual abuse informa-

tion. This indicates that though the respondents get information

from the teachers, they feel uncomfortable to tell their teachers

about their sexual abu se e xpe ri en ces .

Their inability to confide in their teacher could be as a result

of fear or that the teachers might be the culprits. Again as many

as 25 respondents said they would not know what to do if they

are sexually abused. This leaves room for concern as such

number may constitute a problem if not adequately empowered

with sexuality knowledge.

General Beliefs about Child Sexual Abuse

As a result of several studies, some general beliefs have been

formed about child sexual abuse. The study asked the respon-

dents to express their opinions about some of these beliefs.

Their responses are summarised in Table 5. The majority of the

respondents (54.3%) were of the view that people who sexually

abuse children are the members of the child’s family. They also

confirmed the belief that children are sexually abused when

S. SIKA-BRIGHT, C. C. P. NNOROM

250

Table 4.

Who children will report sexual abuse cases t o .

Frequency Percent

Tell my parents 198 77.3

Tell my friends 28 10.9

Tell my teacher 5 2.0

I don't know 25 9.8

Total 256 100.0

Source: Fieldwork, 2012.

Table 5.

Beliefs about child sexual abuse.

Statement Yes

N(%) No

N(%) Total

N(%)

People who sexually abuse children are

family me mbers 139(54.3) 117(45.7)256(100)

Children a re abused when they are alone208(81.2) 48(18.8)256(100)

Children are abused at nig ht 215(84) 41(16) 256(100)

Children are abused when the y are

outside their homes 205(80.1) 51(19.9)256(100)

Only girls are sexually abused 81(31.6) 175(68.4)256(100)

Children from reputable homes a re not

sexually abused 53(20.7) 203(79.3)256(100)

Children who are sexually a bused are

taken serious by guardians 87(34) 169(66)256(100)

Source: Fieldwork, 2012.

they are alone (81.2%), are outside their homes (80.1%) and at

night (84%). On the belief that only girls are abused, the major-

ity (68.4%) expressed that not only girls are sexually abused.

Again, the majority (79.3%) did not agree that children from

reputable homes are not sexually abused. Of the 256 respon-

dents, 66% believed that children who are abused are not taken

serious by their parents or guardians. Meanwhile, 34% were of

the view that children who are sexually abused are taken seri-

ously by guardians.

Follow-up question was asked as to why children are not

taken seriously when they are sexually abused. Those in this

category expressed diverse views, notably among was that guar-

dians see children as liars so when such cases are reported they

will not take it serious. This was indicated by a 12 year old girl

of Amamoma, JHS 1 as follows:

I: Why do you believe guardians will not take it serious when

their children are sexually abused?

R: I think they (guardians) see children as liars, as such they

will not believe it (A 12-year-old girl of Amamoma, JHS 1).

This gives an indication that mistrust between guardians and

their wards could affect how child sexual abuse cases are re-

ported. Respondents were asked whether they feel free to dis-

cuss issues about sex with their parents or guardians. The ma-

jority responded that they are not able to discuss sexual issues

with their guardians. When they were asked why, they ex-

pressed several views. Notable among the expressions empha-

sized was the cultural expression of sex as something secret and

not to be discussed. A 14-year-old female JHS 3 pupil indicated

the response of those in this category.

I: Why is it that you don’t feel free to discuss sex with your

parents?

R: My parents told me sex is bad and should only be dis-

cussed in secret, so I can’t talk to my parents about sex (A 14

year old female, JHS 3).

The respondents were asked if they know any child who had

been sexually abused. Almost all the respondents (93%) readily

expressed that they know a child who had been sexually abused.

This reveals that children have their friends as one of the main

reference groups they share their experiences with.

Discussion

The study was conducted to explore the perceptions of chil-

dren as far as child sexual abuse is concerned. Recent literature

suggests that children worldwide are the category of people

who are mostly affected by CSA (Leach et al., 2003; Brown,

2002; UNICEF, 2008). The children who participated in the

study were asked several questions to find out their perceptions

about child sexual abuse. The respondents agreed that they have

heard about child sexual abuse, however, their main sources of

information about child sexual abuse were teachers and parents

and sometimes the media. Teachers and the media in this sense

could be the generalised other of the children interviewed, as

the symbolic interaction theory explains. These generalised

others help in shaping attitudes of children as far as CSA is

concerned.

The respondents expressed that it is not good to allow family

or friends to have sexual intercourse with you or insert objects

into a child’s body. This is in agreement with Galenson and

Rophie (1974), who also reported similar findings in their stud-

ies.

The respondents were quick to admit that when they are

sexually abused, they will tell their parents. This emphasizes

the role of parents in shaping and forming perceptions about

child sexual abuse. In line with the symbolic interactionist per-

spective that informs this study, parents are significant others of

their children, as such children take directions bordering on

appropriate behaviour from them. It was therefore not surpris-

ing when the children reported that their parents will be in-

formed if they are sexually abuse d .

Several studies had proved that family members do abuse

their wards most of the time (Everson & Boat, 1991). The study

supports this statement as majority of the respondents confirm

that family members of children could also sexually assault

children. The respondents also had the perception that children

are abused when they are alone, at night and outside the home

and that not only girls are sexually abused. This give an indica-

tion of the depth of knowledge the respondents have about CSA.

Though studies on CSA posit that girls are normally the victims,

for instance WHO, (2006) puts the ratio at 150 girls: 73 boys

(UNVAC, 2006), boys also suffer from CSA as respondents in

this study indicated.

The respondents were of the view that parents or guardians

are unlikely to trust them should they get abused by any adult.

This finding emphasizes how much importance we place on

children issues culturally. Culturally, adults are at the centre

stage of affairs. Symbolically adults are reference groups and

significant others of children, as such children are expected to

respect and obey them. No wonder the children reported that

their parents and guardians are unlikely to take them serious

because when it comes to sexual accusation involving children

S. SIKA-BRIGHT, C. C. P. NNOROM

and adults, their parents will trust the adults. This again re-

emphasizes why majority of them would agree to watch porno-

graphic films if recommended by an adult.

The children interviewed also reported that they feel insecure

to discuss their sexual issues with their parents. Culturally sex

and all related issues are viewed as sinful so long as it is ex-

pressed by a child. As such sex has remained a secret act for

children since they don’t want their parents and guardians to

label them as bad. This confirms a study by Bammeke and

Nnorom (2008) and also supports the symbolic interactionist

idea of how symbols are created which influences perception

and behaviour. Sex as a symbol is labelled as secret and sinful

when engaged in at certain ages. As such it has influenced how

children perceive sexual issues and consequently influences

how they behave when sexually abused.

The study also found out that the perception children have

about CSA is an act that is not only limited to children from

poor homes but also those from reputable home. This indicates

that child sexual abuse happens to all children, irrespective of

their social background. The respondents again were quick to

admit that they know other children who had been sexually

abused. Sexual abuse among school children has been brought

to the fore by many studies (see Leach et al., 2003; Brown,

2002) and this study contributes its quota to the discourse.

Summary and Conclusion

The study has so far attempted to explore the perception of

children about child sexual abuse. The study found out among

others that children are aware of child sexual abuse, and their

main sources of information about child sexual abuse were their

teachers and parents. They believed that fondling, kissing, in-

sertion of objects into the body, and having sex with an adult

constituted child sexual abuse. Though they held the belief that

watching of pornographic pictures and movies with an adult

was not good, many of the respondents never saw anything

wrong with it. They also were of the view that people who sex-

ually abuse children are mostly family members and friends,

and they carry out this activity mostly at night, when the child

is alone and when the child is outside the home. They believed

that their parents and guardians will not take them serious when

it comes to complaints about child sexual abuse, and they are

unlikely to talk freely with their parents about sex. The study

concludes that though children have fair knowledge about child

sexual abuse, there is still a lot to be done to really expose chil-

dren with what CSA is and what constitutes CSA.

In line with the discussion above, the study therefore rec-

ommends:

 That the Ministry of Education should stress issues of CSA

in the curriculum of basic schools so as to keep children in-

formed appropriately since the study found teachers to be

one of children’s sources of information on CSA.

 That issues about how to redress injustices should be em-

phasized by the Ministry.

 That parents should discuss sexual issues with their children

and also allow them to talk freely about their sexual con-

cerns. This will enable parents and guardians to identify and

prevent any sexual abuse among their children.

 That further studies should be conducted on a large scale to

not only explore children’s perception but also examine

their sexual activities so as to appreciate what children

really think and go through as far as sexual abuse is con-

cerned.

Acknowledgements

We are grateful to the head teachers and other teachers for

their immense support during the study. Our sincere thanks go

to the pupils of the various schools we visited for the study. We

sincerely thank the staff and research assistants at the Depart-

ment of Soc iol ogy a nd Ant hro polo gy, Un ive rsity of Cape Co ast

for their support.

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