Abused No More: Safeguarding Youth and

Empowering Professionals
Feedback from the IARS Youth Advisory Board to the UK Literature Review and
Project Methodology
1. One of the key objectives of the project is to design Public Legal Education Training
for young people from migrant ethnic backgrounds; how do you envision the
training sessions and material? (feedback, thoughts)

Technical concepts such as rights, liberties and and specific UK policy relating to
discrimination, exclusion and abuse should be explained not only in a language that
is familiar to them but also in an accessible English they are familiar with, as many
young people from migrant communities may feel less familiar with their parents
language.

Legal rights against discrimination, exclusion and abuse should be promoted as

fundamental human needs, not an alien concept that is a feature of westernised
culture. The history of rights such as the Human Rights Act should be taught to these
young people to inspire and empower them and give them the confidence to make
the right choice.

Individuals dealing with discrimination, exclusion and abuse relationships must be

reassured that PLE can be used to strengthen familial relationships. They should not
have the misconception that such training is in place to help them defeat their
parents or spouses etc. but rather that it exists to transform them into better people
they can maintain healthy relationships with. This will challenge emotional pressure
that relatives might place on them, which could indirectly prevent them from
upholding their rights.

PLE should not only focus on the young victims. It should be a two way project
involving the family member subjecting them to discrimination, exclusion and abuse.
This will make it easier to reach a common ground. The parents/ spouse should be
taught the importance of respecting basic rights whilst the victim is taught how to
uphold them confidently.

Young people from ethnic minority migrant backgrounds might feel pressurised to
deal with discrimination, exclusion and abuse if it makes them feel closer with their
culture and gives them a sense of belonging. There needs to be an emphasis on

The Abused no more project is co-funded by the Erasmus+ EU Programme under the Agreement
2015-1-UK01-KA205-012555 www.abusednomore.org

differentiating between positive aspects of their culture and the negative aspects.
They need to be reassured that in upholding their basic rights they do not need to
lose touch with their culture, but only the harmful aspects of it.

The feeling of shame that youth minorities encounter when seeking help, can be
dislodged by fostering a pride in doing so. They need to be reassured that their
situation is difficult and that in upholding basic rights there are demonstrating
bravery and resilience. It should feel like an achievement.

The PLE sessions should provide the opportunity for victims to be taught by people
from similar ethnic backgrounds who have themselves overcome similar problems.
This will inspire and motivate them.

2. After reading the methodology section (page 12 onwards) please let us know
whether the case studies (vignettes) that will be given to the interviewees are
relevant taking into consideration their age and experiences. What do you think
about this particular methodological approach?
FGM
This case study is appropriate in that is shows legal capability requires more than just awareness and
knowledge of basic rights. Fatima is aware of her rights but she is not empowered or confident
enough to uphold them appropriately. It supports PLE in that such training not only equips young
people with knowledge and skills, but also the self-confidence and reassurance necessary to put this
knowledge into practice and uphold basic liberties. It also shows the importance of bringing PLE into
the ethnic community. There is too much of a distance between what Fatima is taught about FGM at
school and her mothers words at home. Her enthusiasm to uphold her rights could benefit from
someone from her own community teaching her the importance of challenging such practices.
Domestic Violence
This case is slightly more complex. PLE tries to approach legal capability in a gentle manner from
within the community, taking long term needs into consideration and empowering the victims to
willingly take action themselves. However here we have a case where a womans and her childrens
physical safety is at immediate risk. This calls for immediate legal intervention despite the negative
consequences that may come from taking such a step against Afsanehs will. Her background also
suggests that it would take a while for her to become confident enough to actively take steps to
ensure her safety. PLE seems less appropriate in this situation.
Forced Marriage
This case supports PLE in that Gheetas friend could play a crucial role in improving her situation and
empowering her to challenge her parents decision. If Krittika undertakes PLE training she would be
The Abused no more project is co-funded by the Erasmus+ EU Programme under the Agreement
2015-1-UK01-KA205-012555 www.abusednomore.org

in an excellent position to proactively support Gheeta by both educating her on her rights and
providing the emotional support needed to foster a confidence within her. However Krittika is quite
young and she needs clear guidance herself and her work must be monitored if this approach is to
be successful.
Honour-based violence
This case also upholds the strength of PLE for Bani could be taught to respond in an appropriate
structured way that her parents would be more likely to respect and respond to, rather than acting
out of anger and making the situation worse for herself and not having any constructive dialogue
with her parents. Yet, as with the other case if her physical safety is as severe risk due to the
violence her father is subjecting her to, it suggests a need for formal legal action, although it could
have adverse effects on the young person in the long term if they do not agree to it being initiated.
However the benefit of PLE is that it can train young people on how to cope with these effects if
things go seriously wrong. This would give them the confidence to be more assertive about their
rights and take strong action if they are violated.
3. Feedback on questionnaire:
Potential question to follow question 1: Do you recognise any key similarities and difference
between such cases?
Question 4 reformulated:
How do you ensure your strategies are sensitive to the differences in age, gender and migrant status
of these young women?
Question 6 reformulated:
Can you explain some key barriers that prevent young people of migrant/ ethnic minority
background reaching this ideal legal capacity threshold?
Also, I think question 2 should be placed after question 3, so that it reflects how question 5 precedes
question 6.

YAB Member - Submitted 10.3.2016

1. One of the key objectives of the project is to design Public Legal Education Training
for young people from migrant ethnic backgrounds; how do you envision the
training sessions and material? (feedback, thoughts)
At the start of the session, identify key aims/objectives desired to be the outcome of the
session.

The Abused no more project is co-funded by the Erasmus+ EU Programme under the Agreement
2015-1-UK01-KA205-012555 www.abusednomore.org

Should there be translators on site to accommodate to potential language barriers?

Evaluation methods should be continuous throughout the meeting from the beginning,
during and after the training session in order to indicate if the session has impacted learning
to the desired effect.
Encourage group activities open lines of communication and make it for the young people
to interact with one another and share their experiences.
Lunchtime/Breaks use free time like this to engage and communicate with the young
people.

2. After reading the methodology section (page 12 onwards) please let us know whether
the case studies (vignettes) that will be given to the interviewees are relevant taking into
consideration their age and experiences. What do you think about this particular
methodological approach?
FGM Case Study:
(Is the case study meant to start as Halima, or Fatima?)
The case studies considering ages and experiences will be an effective method of
methodology; the interviewees may be able to relate to the content of the case studies. It
may make them feel more comfortable to speak about their personal experiences knowing
the same has happened to others of similar ages and experiences.
Additionally, I have attached in this email a short questionnaire that will be addressed to key
stakeholders, service providers etc Please read and give us your feedback. Would you add
any questions? Would you rephrase the existing ones?
Short questionnaire addressed to key stakeholders:
Questions seem fine.
YAB Member - Submitted 9.3.2016

1.

One of the key objectives of the project is to design Public Legal Education Training for
young people from migrant ethnic backgrounds; how do you envision the training
sessions and material? (feedback, thoughts)

The training sessions:

The Abused no more project is co-funded by the Erasmus+ EU Programme under the Agreement
2015-1-UK01-KA205-012555 www.abusednomore.org

How to get let people know about the training sessions?

In Schools, Universities, Religious Institutions, Community Centres, Local Events, Highlighted in the
literature when applying for Visas, at hotels/hostels where some asylum seekers are placed whilst
the Home Office processes their claims also gs4, serco and clear springs(companies that house
asylum seekers)
How?
The training sessions would consist of a series of classes ideally in a group and with some one-onone training (although I understand this could be much more time consuming).
The trainees would be taught:

What rights they have and the importance of these rights.

What practices are illegal in the UK- the punishments for breaking them
The benefits of knowing your right- how they hugely affect your everyday life
People and support systems within the community that can help
Ways of reaching out in their own communities in order to educate more people on their
rights.
The importance of respecting different communities/beliefs- remaining impartial, so as not
to deter anyone when they in turn approach others and teach them of their rights

Giving them literature to take home, websites they can look at, films to watch and telephone
numbers they can call for more information/advice.
In the group sessions there could be aspects of role play etc. to educate them on their rights whilst
being more enjoyable and a less intimidating environment. The groups could consist of people of the
same ethnic background/communities (some may only feel comfortable discussing in their own
community) or different (a chance for them to understand the differences and similarities of
different communities). There could also be a separate group for males.
The one-one sessions would be confidential, a chance for more specific questions and also, if they
want, to discuss any particular things affecting them or people they know within their community.

2.

After reading the methodology section (page 12 onwards) please let us know whether the
case studies (vignettes) that will be given to the interviewees are relevant taking into
consideration their age and experiences. What do you think about this particular
methodological approach?

Pros

The Abused no more project is co-funded by the Erasmus+ EU Programme under the Agreement
2015-1-UK01-KA205-012555 www.abusednomore.org

The main benefit of the vignettes is that they are less intrusive methods of enquiry, that they could
induce people to open up more due to the hypothetical nature of them and potentially over come
some of the barriers for people seeking help.

It also allows for every type of violence young ethnic women migrant women could face to be
covered without having to find specific cases of them. Much easier to do.

Vignettes can also be tailored so that they apply to problems which are particularly prevalent within
certain communities. Can also be tailored to make the information given more relatable to younger
age groups eliciting better responses.

Cons
Not real cases may make the person not as empathetic, or take the questions as seriously.
Not a large range of ages- 3 out of 4 between 12-14. More vignettes could apply to people in late
teens. Also a vignettes with a male?

All are based on the parental pressure- could use other figures such as religious pressures, other
members of community or other family members/friends.

Questions for Focus Groups

What are the most common barriers/pressures that stop young ethnic migrant women speaking out
against GBV and suffering in silence?
How often do you encounter GBV with ethnic minority women? Which communities have the
highest prevalence and why?
If they cant speak to their parents/family about issues where is the place they are mostly likely to
turn to after, is there anywhere/one?
Could tailor question 3 or 7 to incorporate the point below.
3/7) Do you know of examples of services/schemes that have been proven to work in other
countries/communities?

YAB Member Sumbitted 3.9.2016

The Abused no more project is co-funded by the Erasmus+ EU Programme under the Agreement
2015-1-UK01-KA205-012555 www.abusednomore.org

The Abused no more project is co-funded by the Erasmus+ EU Programme under the Agreement
2015-1-UK01-KA205-012555 www.abusednomore.org