KAP FinalReport 2011f

CHILD PROTECTION CHILD PROTECTION
KNOWLEDGE, ATTITUDES, AND PRACTICES

IN CENTRAL AND WESTERN LIBERIA
FINAL REPORT SEPTEMBER 2011
MNICA RUIZ-CASARES, PH.D.
MCGILL UNIVERSITY &CSSSDE LA MONTAGNE
Child Protection Knowledge, Attitudes, and Practices in Central and Western
Liberia. Study Funded by USAID/ Displaced Children and Orphans Fund (DCOF) &
Save the Children
h d d bl b h f h A l h h h This study is made possible by the generous support of the American people through the
United States Agency for International Development (USAID). The contents are the
responsibility of Save the Children and do not necessarily reflect the views of USAID or
the United States Government.
C h i l u P i o t e c t i o n K A P S u i v e y
ii

TABLEOFCONTENTS
List of Figures, Graphs and Tables ........................................................................................ v
Abbreviations and Acronyms ............................................................................................. viii
Acknowledgements .................................................................................................................. x
Executive Summary ................................................................................................................ xi
Map of Liberia Highlighting Study Area ............................................................................... i
1 BACKGROUND .............................................................................................................. 2
1.1 Introduction ................................................................................................................. 2
1.2 Liberia Profile and Development Context .................................................................. 2
1.3 Liberia Child Protection: Legal & policy framework ................................................. 3
1.4 Rationale for the survey .............................................................................................. 5
1.5 Goals and objectives .................................................................................................... 6
2 METHODS ....................................................................................................................... 7
2.1 Introduction ................................................................................................................. 7
2.2 Study population and area ........................................................................................... 7
2.3 Household Survey ....................................................................................................... 8
2.3.1 Sample Design and Implementation .................................................................... 9
2.3.2 Data collection and Analysis ............................................................................. 11
2.4 Qualitative research activities ................................................................................... 15
2.4.1 Desk review of existing data and documents ..................................................... 15
2.4.2 Key informant interviews .................................................................................. 15
2.4.3 Focus group discussions .................................................................................... 16
2.4.4 Fieldwork and Data Analysis ............................................................................. 17
2.5 Ethics ......................................................................................................................... 18
2.5.1 Ethical review .................................................................................................... 18
2.5.2 Ethics, safeguarding, and consent procedures ................................................... 18
2.6 Limitations ................................................................................................................ 19
3 SOCIO-DEMOGRAPHIC CHARACTERISTICS OF SURVEY RESPONDENTS
& HOUSEHOLDS ................................................................................................................. 20
3.1 Caregiver Survey ....................................................................................................... 20
3.1.1 Children who are not living at home .................................................................. 24
3.2 Child Survey .............................................................................................................. 25
iii

4 DEFINITION OF CHILD ............................................................................................. 28
5 KNOWLEDGE .............................................................................................................. 29
5.1 Awareness of Risk and Protection in the Community .............................................. 29
5.1.1 Children Risk ..................................................................................................... 29
5.1.2 Protection ........................................................................................................... 31
5.2 Children without parental care .................................................................................. 32
5.3 Systems of Child Care and Protection ....................................................................... 35
5.3.1 Liberian Laws on Child Care and Protection ..................................................... 36
5.3.2 Places of Safety & Support ................................................................................ 36
5.3.3 Child Welfare Committees ................................................................................ 37
6 ATTITUDES .................................................................................................................. 37
6.1 Children without parental care .................................................................................. 37
6.2 Child beating: Caregivers perspectives .................................................................... 38
6.3 Differential treatment of children .............................................................................. 40
6.4 Kinship care & willingness to foster ......................................................................... 41
6.5 Reunification of children living in the streets ........................................................... 42
7 PRACTICES .................................................................................................................. 43
7.1 Perceived Prevalence of Risk & Protection Practices, including children without
parental care ......................................................................................................................... 43
7.2 Child discipline & child beating: Childrens experiences ......................................... 45
7.3 Reporting abuse ......................................................................................................... 47
7.4 Enabling environment ............................................................................................... 48
7.4.1 Children health status & healthcare treatment seeking behaviour ..................... 48
7.4.2 School attendance & absenteeism ...................................................................... 49
7.4.3 Daily routine ...................................................................................................... 50
7.4.4 Social relationships ............................................................................................ 50
7.5 Sources of information about child care and safety .................................................. 52
8 CHILDREN RIGHTS AND PROTECTION .............................................................. 52
9 CONCLUSION .............................................................................................................. 54
9.1 Recommendations ..................................................................................................... 55
9.1.1 Strengthening the legal & policy system ........................................................... 55
9.1.2 Raising awareness to create a supportive environment ..................................... 55
9.1.3 Supporting parents and promoting dialogue ...................................................... 56
iv

9.1.4 Mobilizing and strengthening community-based responses .............................. 56
9.1.5 Strengthening the capacity of families to protect and care for children ............ 57
9.1.6 Expanding research and monitoring intervention .............................................. 57
10 BIBLIOGRAPHY .......................................................................................................... 58
APPENDICES ........................................................................................................................ 61
A.1 Persons and institutions involved in the KAP Survey directly or indirectly ............. 61
A.2 Ethics forms ............................................................................................................... 64
A.3 Household Survey Questionnaires ............................................................................ 70
A.4 FGD protocols ......................................................................................................... 102
A.5 Photographs from the KAP study............................................................................ 120
A.6 Household Survey Results: Tables .......................................................................... 121
A.7 Variance estimates for selected child protection indicators .................................... 164
A.8 Child Risk Factors by Type of Residence and Respondent .................................... 165
A.9 Child Protective Factors by Type of Residence and Respondent ........................... 171
A.10 Services available in selected communities by location and categories of children
according to key informants ............................................................................................... 177
v

LISTOFFIGURES,GRAPHSANDTABLES

List of figures
Figure 1 International and Regional Human Rights Instruments into Liberian legal system .... 4
Figure 2 Reasons why children are not living with their parents and who cares for them ...... 35
Figure 3 Situations that make parents or caregivers vexed & their reactions .......................... 46
List of graphs
Figure 1 Situations that put children in danger according to caregivers by residence ............ 30
Figure 2 Children who identify risks in their communities by sex of respondent ................... 31
Figure 3 Problems when children are not living with their parents according to caregivers ... 32
Figure 4 True or false statements on alternative care according to caregivers ........................ 33
Figure 5 Problems that can happen when children are not living with their parents according
to children by sex of respondent .............................................................................................. 34
Figure 6 Places where children can go if abused according to caregivers ............................... 36
Figure 7 Situation of children who are not living with their parents according to caregivers . 38
Figure 8 Situations in which it is justified to beat a child according to caregivers ................. 39
Figure 9 Services needed to bring children living in the streets back with their families
according to caregivers ............................................................................................................ 42
Figure 10 Prevalence of child protection issues in the community according to caregivers ... 43
Figure 11 Prevalence of child care issues in the community according to caregivers ............ 44
Figure 12 Reasons for not reporting abuse according to children by sex of respondent ......... 47
Figure 13 Caregivers' reasons not to take child for treatment by residence ............................ 48
Figure 14 Reasons not to go to school according to children by sex of respondent ................ 49
Figure 15 Parenting practices according to caregivers ............................................................ 50
List of tables
Table 1 Household population of target districts, 2008 ............................................................. 8
Table 2 Sample allocation of clusters by county and residence .............................................. 10
Table 3 Distribution of caregivers by background characteristics ........................................... 21
Table 4 Background characteristics of caregivers' households by residence .......................... 23
Table 5 Households with at least one child not living in the house anymore by residence ..... 25
Table 6 Distribution of children by background characteristics .............................................. 26
Table 7 Background characteristics of childrens households by residence ............................ 28
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Table 8 Child protection risks in the community according to caregivers by sex and residence
................................................................................................................................................ 121
Table 9 Child protection risks in the community according to children by sex of respondent
................................................................................................................................................ 122
Table 10 Caregivers' knowledge on alternative care by sex and residence ........................... 123
Table 11 Caregivers who know problems that occur when children are not living with their
parents by sex and residence .................................................................................................. 125
Table 12 Children who know problems that occur when children are not living with their
parents by sex of respondent .................................................................................................. 126
Table 13 Caregivers' knowledge of laws in Liberia about the care and safety of children by
sex and residence ................................................................................................................... 127
Table 14 Children knowledge of laws in Liberia about the care and safety of children by sex
of respondent .......................................................................................................................... 128
Table 15 Caregivers knowledge of places in the community where children can go if they
are abused by their parents or if they run away from home by sex and residence ................ 129
Table 16 Percentage of children who can identify place(s) of safety in the community by sex
of respondent .......................................................................................................................... 130
Table 17 Caregivers' knowledge of Child Welfare Committees in the community by sex and
residence ................................................................................................................................ 131
Table 18 Childrens knowledge of Child Welfare Committees in the community by sex of
respondent .............................................................................................................................. 132
Table 19 Caregivers' attitudes towards selected situations of alternative care by sex and
residence ................................................................................................................................ 133
Table 20 Childrens attitudes towards selected situations of alternative care by sex of
respondent .............................................................................................................................. 135
Table 21 Caregivers attitudes towards child beating in selected circumstances by sex and
residence ................................................................................................................................ 136
Table 22 Caregivers' attitudes on child care and fostering by sex and residence .................. 138
Table 23 Children's attitudes on child care and fostering by sex of respondent .................... 140
Table 24 Childrens assessment of child treatment within households by sex of respondent
................................................................................................................................................ 141
Table 25 Caregivers' attitudes towards reunification of children living in the streets by sex
and residence .......................................................................................................................... 142
Table 26 Childrens attitudes towards reunification of children living in the streets by sex of
respondent .............................................................................................................................. 143
Table 27 Prevalence of child protection risks in the community according to caregivers by
Table 28 Prevalence of child protection risks in the community according to children by sex
of respondent .......................................................................................................................... 146
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Table 29 Caregivers estimated prevalence of child care issues in their communities by sex
and residence .......................................................................................................................... 147
Table 30 Childrens estimated prevalence of child care issues in their communities by sex 149
Table 31 Beating practices in the community according to children by sex of respondent .. 150
Table 32 Caregivers' reactions to child abuse at home or in the community by sex and
residence ................................................................................................................................ 151
Table 33 Childrens reactions to child abuse at home or in the community by sex of
respondent .............................................................................................................................. 152
Table 34 Children health status and healthcare seeking behavior according to caregivers by
Table 35 Children health status and healthcare seeking behavior by sex of respondent ....... 154
Table 36 School attendance in caregivers households according to caregivers by sex and
residence ................................................................................................................................ 155
Table 37 Child respondents school attendance by sex of respondent .................................. 156
Table 38 Children's daily activities by sex of respondent ..................................................... 156
Table 39 Caregivers parenting practices by sex and residence ............................................ 157
Table 40 Childrens engagement in parent-child practices by sex of respondent ................. 159
Table 41 Caregivers' sources of support for serious problem with children by sex and
residence ................................................................................................................................ 160
Table 42 Children's source of support by type of assistance and sex of respondent ............. 161
Table 43 Caregivers' preferred media for child protection by sex and residence
a
................ 162
Table 44 Childrens sources of information on child care and safety by sex of respondent 163
viii

ABBREVIATIONSANDACRONYMS

ACRWC African Charter on the Rights and Welfare of the Child
AIDS Acquired Immunodeficiency Syndrome
CBO Community-Based Organization
CCF Cluster Control Form
CEDAW Convention on the Elimination of Discrimination against Women
CSO Civil Society Organisation
CRC United Nations Convention on the Rights of the Child
CSSS Centre de Sant et de Services Sociaux
DBH Don Bosco Homes
DCOF Displaced Children and Orphans Fund
DK Do(es) not Know
DWA Do(es) not Want to Answer
EA Enumeration Area
ENA Emergency Nutrition Assessment
ECD Early Childhood Development
FBO Faith Based Organisation
FGD Focus Group Discussion
GBV Gender-Based Violence
GIS Geographic Information System
GM Greater Monrovia
GOL Government of Liberia
GPS Global Positioning System
HIV Human Immunodeficiency Virus
HS Household Survey
IA Informed Assent
IC Informed Consent
IDP Internally Displaced Person
KAP Knowledge, Attitudes and Practices
KI Key Informant
LDHS Liberia Demographic and Health Survey
LD Liberian Dollar
LISGIS Liberia Institute of Statistics and Geo-Informational Services
ix

LNP Liberia National Police
M&E Monitoring and Evaluation
MOE Ministry of Education
MOGD Ministry of Gender and Development
MOHSW Ministry of Health and Social Welfare
MOJ Ministry of Justice
n.d. No data [available]
NGO Non-Governmental Organization
OPPEI Orphans and Vulnerable Children Policy Planning and Effort Index
OVC Orphans and Vulnerable Children
PAA Proposed Adoption Act
PPPS Probability Proportional to Population Size
PSEA Prevention and Response to Sexual Exploitation and Abuse
PSU Primary Sampling Unit
PTA Parent-Teacher Association
RFP Request For Proposals
RUM Rural/Urban/Metropolitan (survey domains)
SC Save the Children
SEA Sexual Exploitation and Abuse
SGBV Sexual and Gender Based Violence
SPSS Statistical Package for the Social Sciences
TTM Trained Traditional Midwife
UN United Nations
UNDP United Nations Development Program
UNICEF United Nations Childrens Fund
UNMIL United Nations Mission in Liberia
USD United States Dollars
USDS United States Department of State
USA United States of America
USAID United States Agency for International Development
WACPS Women and Children Protection Section [of the Liberian National Police]
WHO World Health Organization
WL World Learning
x

ACKNOWLEDGEMENTS
Many individuals, institutions, and groups have assisted and provided input in carrying out
this child protection Knowledge, Attitudes and Practices (KAP) study and without their
support the study would not have been possible. Thank you to all individuals and
organizations who agreed to be consulted for the study for their time and openness. Special
thanks are extended to the hundreds of children and adults who made the time to talk to the
research team and shared their beliefs and experiences on the care and protection of children.
Grateful acknowledgment to the staff and representatives of the following organizations for
their useful contributions during design, ethics review, data collection, and/or feedback of an
earlier draft of this report (in alphabetical order): Centre de Sant et de Services Sociaux de la
Montagne, Don Bosco Homes, Liberia Institute of Statistics and Geo-Informational Services,
Ministry of Health and Social Welfare, Ministry of Gender and Development, Mother Pattern
College of Health Sciences, National Traditional Council of Liberia, National Union of
orphanages of Liberia, United Nations Childrens Fund, United States Agency for
International Development, and World Learning. Apologies for any inadvertent errors or
omissions of contributors to the study. Also, many thanks to the interviewers for their hard
work. The Advisory Committee and Research Team members are listed in Appendix A.1.
The author also wishes to thank the Save the Children staff in Liberia and the UK for their
invaluable support and insights throughout the study.

xi

EXECUTIVESUMMARY
OVERVIEW
This report provides the initial findings of a Child Protection Knowledge, Attitudes, and
Practices (KAP) Study commissioned by Save the Children (SC) as part of the project
Educating and Protecting Vulnerable Children in Family Settings in Liberia (2010-2014).
With funding from the United States Agency for International Development/Displaced
Children and Orphans Fund (USAID/DOCF) and management from World Learning (WL)
and SC, this project aims to enhance protection systems for vulnerable children in Liberia
with a focus on children without adequate parental care. The project focuses in 12 districts
from 6 counties in Central and Western Liberia, including Greater Monrovia (i.e., Grand
Cape Mount, Bomi, Margibi, Gbarpolu, Bong, and parts of Montserrado).
The two objectives of the KAP survey are:
To establish a baseline on current levels of community (children and duty bearers)
knowledge, attitudes, and practices with regards to selected issues in child protection,
particularly children without adequate parental care, in Save the Childrens
operational communities in Liberia; and
To identify resources for vulnerable children and major underserved communities in
the target counties and barriers or enabling factors that may contribute to violations of
childrens right to protection and childrens access and willingness to use prevention
and response services.
Ultimately, the purpose is to assist SC in planning a public communications campaign and
other child protection programs in the target districts and to monitor and evaluate these
interventions.
METHODS
Data collection involved both quantitative and qualitative data collection techniques, as well
as an ample review of secondary materials. Qualitative methods were used before and after
the survey. Early on, to develop and refine the survey instrument. At the end, to triangulate
results and help interpret survey findings. A total of 55 Key Informant interviews were
conducted at the national, county, district, and local levels with representatives from the
Government of Liberia, and representatives from UN, I/NGOs, and donor agencies. Twenty-
one focus group discussions were conducted with 195 male and female caregivers (n = 52)
and children 7-11 and 12-17 years (n = 147), in family- and institutional-based care in urban
and rural settings. Two additional FGDs were conducted to inform the development of the
survey questionnaire. Six facilitators/note-takers were trained for this task. Qualitative data
was coded inductively using open and thematic coding techniques.
The household survey was a three-stage stratified probability survey covering the targeted
twelve districts (38% of the national population). The 2008 National Population and Housing
Census (NPHC) was used as sampling frame. Three sampling stages were used in rural,
urban, and metropolitan strata. In each stratum, an equal number of enumeration areas were
selected Proportional to Population Size at first stage, 21 households at the second stage
(Random walk and LISGIS boundary maps for random selection of starting points), and 21
caregivers (18) and 7 children (12-17 years) at the third using a Kish table. The sample was
self-weighting within each domain but the selection probabilities for each domain were very
different as the population is very unevenly distributed. Sampling and post-stratification
weights were calculated and are used for analysis. A total of 1160 caregivers (774 women
xii

and 386 men) and 387 children (224 girls and 163 boys) were successfully interviewed, with
an overall response rate of 92.9 percent for adults and 93.6 percent for children. Interviewing
took place between May and June 2011. Informed consent and assent was obtained from all
participants prior to the interview. Surveys were pretested and administered in
English/Liberian English face-to-face by 12 trained interviewers. Six-day training included
lecturing as well as practice, both in-class and in the field. Two field-testing sessions were
carried out. Several procedures were used to control data quality throughout the process,
including survey monitoring, manual checks, double-entry, plausibility checks, and
triangulation. The Liberia Ministry of Health and Social Welfare (MOHSW), who chaired the
studys Advisory Committee, granted permission for the study. The Research Ethics
Committee of the Health and Social Service Centre (CSSS) de la Montagne, affiliated with
McGill University in Montreal (Canada) granted ethical approval.
FINDINGS
KNOWLEDGE
Seventy-eight percent of caregivers and 66 percent of children are able to list at least
three situations that put children in danger in their communities. Major risks identified
by both caregivers and children are stealing, drugs or liquor, peer pressure, men and
women business or prostitution, and basic needs not met. Overall, 18 percent of
caregivers and 14 percent of children list separation or abandonment by parent or
guardian among risks to children. Child adoption is a concern for 3 percent of
caregivers.
Common misconceptions about alternative care include thinking that (a) if parents give
their child up for adoption out of the country, parents may be able to go to the US (48
percent); (b) most children in orphanage homes do not have living parents (41 percent);
(c) when a child is sent to an orphanage home, the parents do not have any more rights
and obligations with that child (37 percent); and (d) when parents cannot care for
children, the law in Liberia says that children should be sent to orphanage homes
(35percent).
Sixty-three percent of caregivers and 43 percent of children are able to list at least three
problems that can happen when children are not living with their parents. Major risks
identified by both caregivers and children are forcing children to work during school
hours and treating children worse than other children in the family. Others include,
being abused by caregivers; sickness, disability, and/or basic needs not met; and
children entering in conflict with the law (e.g., stealing).
Twenty-nine percent of caregivers and 11 percent of children are able to name two or
more laws in Liberia about the care and safety of children. Human rights legislation and
the Rape Act are the best known ones.
Sixty-nine percent of caregivers and 75 percent of children are aware of at least one
place in or near their community where children can go if they are abused by their
parents or if they run away from home. The Women and Children Protection Section of
the Liberian National Police (WACPS/LNP) and the Chief, Community chairperson, or
Camp Master are the most frequently mentioned. Less than one in ten know of a Child
Welfare Committee (CWC) in their community.
Caregivers & children identify protective beliefs & practices, including shared
supervision of young children (a child is everyones child); sending all children to
school, particularly girls; parents encouraging children to attend religious services;
xiii

parents reading or playing with children; and youth involvement in child mobilization
their community. Involving children in decision making, reporting of child abuse,
support networks, positive discipline and parent-child communication are also
mentioned.
ATTITUDES
Ninety-five percent of caregivers and 83 percent of children agree that children should
only be sent to orphanage homes if there is no family to care for them.
More than half of caregivers agree with at least three reasons for beating. The main
reasons that justify beating a child are if the child (a) steals, (b) takes drugs or liquor, or
(c) talks back to the parent/caregiver. Qualitative data reveals that other harsh forms of
punishment are used (e.g., food refusal or locking children up).
Seventy percent of children indicate that not all children are treated the same.
Biological children are given better/more clothes, food, school, sleeping place, and time
to play or study. They are also sent to school while other children work.
Twenty-one percent of caregivers would send a child to live in an orphanage home.
Caregivers willingness to foster was high for relatives, non-relatives, children from a
different ethnic group, and children with disabilities.
Ninety-eight percent of caregivers and 96 percent of children think that it is possible to
bring children who are living in the streets back with their families. According to
respondents, counseling of children and/or parents, schooling, material assistance, and
vocational/skills training and opportunity for income generation would be needed to
ensure that reunification was successful.
PRACTICES
Schooling and financial constraints are the main reasons children are not living with
their parents.
Teenage pregnancy, sending children to work in a farm or mine or to sell on the street
during school hours, and adults beating children are common practices.
About two-in-three caregivers and three-in-four children (would) report if they see or
hear of children experiencing abuse at home or in the community. The WACPS/LNP
and the Chief, Community chairperson or Camp Master are most frequently
approached.
Most caregivers bring sick children for health care treatment. Health facilities and drug
shops are the main providers of healthcare. Not knowing where to get services does not
seem to be a reason not to seek healthcare by either caregivers or children.
Seventy-four percent of households with all children in school-going age have all
children in school. Lack of funds for school fees, uniform, books, or transportation is
the main reason for absenteeism. Pregnancy or nursing is a reason for girls too.
Practically all teenagers have someone to turn to for information and advice, emotional
support, and material assistance. Family (i.e., parents, aunts/uncles, siblings, and
grandparents) is the main source of all three types of support across gender. Outside of
the family, friends and neighbors are important providers of material and emotional
support.
xiv

RECOMMENDATIONS
The KAP study revealed that there are some gaps in knowledge, both positive and negative
attitudes towards child protection, and conflicting practices. As a result, the following
interventions are recommended to translate the study findings into action:
1. Strengthening the legal & policy system
Continued advocacy is needed for implementation and enforcement of the Childrens Law
and other related laws and policies to address the determinants of child abuse and neglect
(e.g., to restrict the opening of video clubs to non-school hours) and unsafe adoption.
Training and public education on the applicable child care and protection legal framework is
needed with adults and children at the community, county, and national levels. This should
include clarification of basic terminology on alternative care. Public legal education should
be done in collaboration with community groups and leaders, and may include a child
friendly translation of the law. To help implement the Childrens Law, the GOL and its
partners may develop child protection guidelines for professionals in family courts, child
services agencies, orphanage homes, and the general public.
2. Raising awareness to create a supportive environment
Use of KAP data in public communication is recommended to change public attitudes and
promote better practices, including keeping families together (e.g., by combating the myth
that inter-country adoption facilitates immigration to the US). Media communication and
public education should focus on prevention and consequences for children of family
separation with a focus on clarifying misconceptions about alternative care (particularly
adoption and residential care); and child protection risks which exist in the target
communities. Employ a diversity of media channels identified by the KAP survey. Involve
the GOL, the UN, other NGOs, local authorities, faith-based organizations, and special
interest groups (e.g., CWCs, Childrens Clubs, etc) in planning specific community
campaigns (e.g., use KAP findings on factors affecting child protection and care for
discussion in community meetings or in capacity building programs for caregivers, children,
and other stakeholders).
3. Supporting parents and promoting dialogue
To protect children, strengthening parental legitimacy broadly speaking is important. In
consequence, messages regarding children rights should focus as much on children duties;
local norms and understandings of what constitutes good parenting should be explored and
open discussion about culture and acceptable types of discipline and initiation should be
promoted with caregivers and children.
4. Mobilizing and strengthening community-based responses
Alternative options to institutionalization require community-based systems to monitor and
promote child wellbeing and protection. Strengthening or supporting communities work to
establish CWCs, child-to-child clubs, and other special interest groups are needed, starting
with the particular locations where the project will be implemented. Collaboration with the
WACPS, local chiefs, and religious leaders is crucial to ensure sustainable change as they are
often trusted when reporting child abuse (the former two) or when caregivers have serious
problems with their children (the latter). Help build networks of support and enhance the
legitimacy and efficiency of these groups by providing training and facilitating coordination.
Beyond opportunities for training, strengthening the logistical capacity of key actors and
xv

agencies (e.g., WACPS, MOHSW, and Union of orphanages) to respond to their mandates
will be needed.
5. Strengthening the capacity of families to protect and care for children
Improving the livelihood opportunities for children and their families is essential to prevent
family separation, facilitate a successful family reunification, and reduce school absenteeism.
It may also contribute to increasing equity in child treatment within the household.
6. Expanding research and monitoring intervention
It is recommended that the study is replicated in other parts of the country and that the
perspectives of caregivers in institutional settings and younger children are elicited too.
Priority should be given to a few core indicators rather than the investigation of a wide range
of topics. A system of data collection should be developed, including quantitative and
qualitative indicators disaggregated by gender, age, and RUM areas, and these data are used
periodically for monitoring the effective implementation of the program. Particular attention
should be paid to documenting child reunifications. This KAP baseline survey should be
followed by an endline KAP survey to measure changes in peoples knowledge, attitudes and
practices in response to the interventions. In the future, a shorter questionnaire, larger sample
size and number of PSUs, yet fewer interviews conducted in each one of them, are
recommended.
i

MAPOFLIBERIAHIGHLIGHTINGSTUDYAREA

2

1 BACKGROUND
1.1 Introduction
This document describes the process and findings of a Child Protection Knowledge,
Attitudes, and Practices (KAP) Study commissioned by Save the Children-United Kingdom
(SC) as part of the project Educating and Protecting Vulnerable Children in Family Settings
in Liberia (2010-2014). With funding from the United States Agency for International
Development/Displaced Children and Orphans Fund (USAID/DOCF) and management from
World Learning (WL) and, this project aims to enhance protection systems for vulnerable
children in Liberia with a focus on those without adequate parental care. In order to inform
the interventions, a KAP survey was conducted to look at the current perceptions, practices,
laws, and policies relevant to child rights and child protection in targeted areas of the country.
The project focuses in 12 districts from 6 counties in Central and Western Liberia (i.e., Grand
Cape Mount, Bomi, Margibi, Gbarpolu, Bong, and parts of Montserrado). The KAP survey
will inform the design of an information and communication strategy and serve as a tool for
monitoring and evaluation (M&E) over the four year project period. This report describes the
results, analysis of findings and conclusions from a desk review, household survey, and
individual and group interviews. It presents recommendations for program development and
assessment and for enhanced practices.
1.2 Liberia Profile and Development Context
Ranking 162/169 in the Human Development Index (2010), Liberia is one of the poorest
countries in the world. Although the ranking has improved gradually in the last five years, 84
per cent of the population live below $1.25 PPP per day and inequalities are high as
evidenced by scores in the Gender Inequality Index (0.766) and uneven access to services
such as water and sanitation, healthcare, and education
1,2
With a national annual growth rate
of 2.7, the population has been rising steadily and reached an estimated 3.8 million in July
2011
3
. A large proportion of the population has less than 15 years of age (42.7%)
4
. The
population is spread throughout the country in 15 major administrative areas or counties,
and each county divided into several districts. The last Census estimated population density
of 93 people per square mile, yet this figure hides an uneven distribution of the population
across the territory
2
. Most notably, the largest urban agglomeration, the national capital city
of Monrovia, displays a density of 1,500 persons per square mile and the County where it
sits, Montserrado, is home to 32.2 percent of the population of the country. Monrovia is also
the business capital of Liberia, offering educational, employment, and social opportunities
unrivalled by the rest of the country. Infrastructures for communication and transportation as
well as public services are also more developed. At the same time, informal settlements with
poor sanitation and housing conditions, overcrowding, and crime rates are common. The lack
of qualified child protection professionals in most areas outside Monrovia interfere with case
management and data collection. Although urban areas keep growing at twice a higher rate,
53 percent of the population still lives in the rural areas
2
.
The six counties in this survey are home to 38 percent of the population of the country and
present diverse demographic profiles. As mentioned earlier, Montserrado is very densely
populated (1530 persons per sq. mile) and offers services and opportunities not found
elsewhere in the country. Margibi and Bomi are relatively small in size yet have high
population (200 and 112 persons per sq.mile, respectively) due to access to transport and
communication, fertile land and employment opportunities in international mining and
agricultural companies or through trade with neighbouring countries. Bong and Grand Cape
Mount occupy vast territories and are highly populated (98 and 68 persons per sq. mile,
3

respectively) given diamond and gold mining, fertile land, and local trade. Gbarpolu has the
lowest population density in the country (22 persons per sq. mile), is difficult to access, and
offers few social services and employment opportunities
5
. Two districts in each one of those
counties participate in the Educating and Protecting Vulnerable Children in Family Settings
in Liberia project, and consequently the KAP study was conducted in these districts only.
1.3 Liberia Child Protection: Legal & policy framework
Characteristic of the child protection sector in Liberia are limited human resource capacity as
well as fragmentation of responsibilities across several government institutions. The
Executive Law of 1972 provides a legal mandate to the MOHSW to develop and manage a
social welfare system for Liberia. Among other groups, the MOHSW has a mandate to
respond to children and adolescents who are vulnerable, in conflict with the law, in contact
with the law, and/or with special education needs.
6
However, the Department of Social
Welfare (both in GM and in the participating counties) is understaffed and under funded.
Besides the MOHSW, the Ministry of Gender and Development (MOGD) has a mandate to
advocate for and mainstream issues of gender and childrens rights into the national
development agenda. This includes reporting on progress made in the implementation of the
United Nations Convention on the Rights of the Child (CRC). The Ministry of Justice (MOJ)
and the judiciary oversee the delivery of legal services to juveniles in conflict with the law,
while the Probate Court has oversight for all domestic and international adoptions
6
. The
Ministry of Youth and Sports provides training and skills development to youth in a variety
of areas. Other agencies involved in the provision of social welfare services include a
number of non-state partners like United Nations organisations, as well as non-governmental
organisations such as Save the Children, Child Fund, Don Bosco Homes (DBH), Handicap
International (HI), Orphan Relief and Rescue (ORR), World Learning, and the Liberian
Union of Orphanages. The Women and Children Protection Section was established in 2005
as part of the Liberian National Police. The section is responsible for the protection of women
and children and has responsibility for investigating cases of trafficking in persons as well as
sexual assault, sexual exploitation, domestic violence, child abuse and other related offences.
Currently, there were 52 LNP Women and Children Protection Section (WACPS) offices
across the country
7
. In several communities, there are also Child Welfare Committees
(CWCs); these were largely established during the war to monitor child protection at the local
level.
There are several domestic, regional, and international legal instruments and policies in
Liberia relevant to child protection issues, particularly regarding children without adequate
parental care. Although the Childrens Bill was awaiting approval by the Senate at the time
this study was conducted, at the time of reporting the Bill has been passed by the Senate and
awaits signing into law by the President and subsequent printing into handbill. In
consequence, SC requested that some adjustments were made to the final report to reflect this
major event. The Bill is listed below as the Childrens Law.
Childrens Law (2011).
8
Many of its provisions bring domestic legislation in line with the
principles and provisions of the CRC. The principle of the best interest of the child and other
complementary principles (e.g., non-discrimination and evolving capacities and
responsibilities of the child) (Art.2) frame the rest of the document, which contains a Bill of
rights and governmental duties (Art. 3), parental duties and obligations (Art. 4), community
and governmental support to parents (Art. 5), and children responsibilities, culture, and
tradition (Art. 6). The Bill constitutes a (new) attempt to develop and implement minimum
standards for child protection practitioners and organizations (Art. 8), juvenile justice (Art.
9), and alternative care (Art. 10). The Bill acknowledges the right to alternative care for
4

children in need, gives priority care to biological parents and relatives, and requires care
agreements and periodic review of placements. The Bill clearly states the position of the
GOL regarding the institutional care of children, which should be a last resort and only take
place in child care institutions that are registered and meet government standards of practice.
Passed by the House of Representatives in June 2010, the Bill was blocked in the Senate for
over a year primarily under assertions of objectionable Western influence in relation to
cultural practices (e.g., FGM/C, corporal punishment, and child labour).
Domestic Relations Law (1956, 1973). Provides comprehensive legislation governing
marriage, divorce, and custody of children. The law recognizes the responsibility of the
parents and guardians for the care and welfare of their children. It defines and regulates the
relationship within marriage and provides for custody, guardianship, and domestic adoption
of children. No provisions are made for inter-country adoption.
Rape Law (2005). Broadens the definition of rape to cover penetration with any object and
raises the age of consent to 18 years so that a person under 18 years of age is automatically
deemed not to have given consent. The law also regulates gang rape and stipulates a penalty
of life imprisonment for rape involving serious injuries.
Public Health Law (1975). Contains specific regulations for children institutions and schools
with over 50 students.
The National Social Welfare Policy and the Act to Amend Subchapter C of the Domestic
Relations Act (aka Proposed Adoption Act) which have not been finalized yet, will further
contribute to setting the framework and standards for child care and protection for this
population. The National Social Welfare Policy highlights the family as the basic unit for the
development, care and protection of children and strong communities as supports to families
in that task. The Proposed Adoption Act, an Act to amend Liberias current law concerning
adoption (Subchapter C on Adoption of the Domestic Relations Law) will strengthen
standards for licensing adoption agencies and conducting investigations and court
proceedings; regulate inter-country adoption; and establish a preference for keeping a child
with his/her family and in Liberia when possible
9
. Principles like the best interest of the child
and the importance of parental informed consent, as well as adoption effects like the childs
new name and birth certificate and the permanency of the adoptive parents parental rights
will remain unchanged. The final Adoption Order will continue to be issued by the probate
court.
International and regional human rights instruments that are part of the national legal system
and are relevant for child protection are listed on Error! Reference source not found..
Liberia is not party to the 1993 Hague Convention on Protection of Children and Co-
operation in Respect of Intercountry Adoption, nor the 1980 Hague Convention on the Civil
Aspects of International Child Abduction.
Figure 1 International and Regional Human Rights Instruments into Liberian legal Figure 1 International and Regional Human Rights Instruments into Liberian legal
system

International Covenant on Economic, Social, and Cultural Rights (Ratified on 22-Sep-04)
Convention on the Rights of the Child (Ratified on 04-Jun-93)
Optional Protocol to the Convention on the Rights of the Child on the Involvement of Children in
Armed Conflicts (Signed on 22-Sep-04)
Convention concerning the Prohibition and Immediate Action for the Elimination of the Worst
5

Forms of Child Labour (Ratified on 02-Jun-03)
Optional Protocol to the Convention on the Rights of the Child on the sale of children, child
prostitution, and pornography (Signed on 22-Sep-04)
Convention on Consent to Marriage, Minimum Age for Marriage and Registration of
Marriages (Accession on 16-Sep-05)
Convention on the Elimination of All Forms of Discrimination Against Women (Ratified on 17-
Jul-84)
Optional Protocol to the Convention on the Elimination of Discrimination against Women
(Signed on 22-Sep-04)
United Nations Convention against Transnational Organized Crime (Accession on 22-Sep-04)
Protocol to Prevent, Suppress and Punish Trafficking in Persons, Especially Women and
Children, supplementing the United Nations Convention against Transnational Organized Crime
(Accession on 22-Sep-04)
Convention on the Protection of the Rights of All Migrant Workers and Members of Their
Families (Signed on 22-Sep-04)
Convention for the Suppression of the Traffic in Persons and of the Exploitation of the
Prostitution of Others (Signed on 21-Mar-50)
Convention on the Rights of Persons with Disabilities (Signed on 30-Mar-07).
Convention concerning Forced or Compulsory Labour (Ratified on 01-May-31)
ILO Convention No. 187 concerning the Worst Forms of Child Labour (Ratified on 02-Jun-03)
African Charter on Human and Peoples Rights (Ratified on 04-Aug-02)
Protocol to the African Charter on Human and Peoples' Rights on the Rights of Women in Africa
(Ratified on 14-Dec-07)
African Charter on the Rights and Welfare of the Child (Ratified on 01-Aug-07)

1.4 Rationale for the survey
A KAP survey is a representative study of a specific population to collect information on
what is known, believed and done in relation to a particular topic in this case, child
protection, particularly children without parental care
10
. The purpose of the survey is to
generate information on target audiences KAP to facilitate development of targeted and
effective interventions as well as to evaluate and monitor changes over time. By knowing
what people understand about a certain topic, how they feel about it (including preconceived
ideas they may have towards it), and how they behave, resources can be better allocated and
interventions tailored for different groups of the population. At the end of the intervention,
repeating the KAP study allows to measure impact. For the last fifty years KAP surveys have
gained popularity in health-related fields (e.g., family planning, water and sanitation, etc) due
to their cost-effectiveness and focused scope. Each KAP study is designed for a particular
setting and covers only a specific topic
11
.
The focus of this study are children without adequate parental careto explore the beliefs,
attitudes, and behaviors that act as barriers or enabling factors to their protection and care.
Children without parental care is the term used in this survey to cover all children not
living with their parents or guardians, for whatever reason and in whatever circumstances.
6

When a childs own family or guardian are unable, even with appropriate support, to provide
adequate care for the child, or abandons or relinquishes the child, children may end up living
in the streets or in alternative care. The latter includes living situations that are family-based
(e.g., kinship or foster care) as well as residential care (e.g., orphanage homes). Separate
attention is given to peoples understanding of the consequences of adoption as well as their
willingness to be part of it. In line with the CRC, the GOL supports that family based care
options should be promoted whenever a childs own family is unable or unwilling to provide
adequate care for the child, and thus advocates for interventions that promote positive
parenting, family preservation, and reunification
6
. Institutionalization should be a last resort
12,13
.
After 14 years of civil war and in the eve of the second round of national democratic
elections, Liberia is working to reduce the number of children with inadequate parental care,
including children in residential care. The war resulted in the separation of many children
from their parents and families, thus disrupting the transfer of parenting knowledge and
skills. Still to this day, family separation or informal adoption is common practice as
parents in the interior send their children to live with relatives or friends in Monrovia or other
larger cities to pursue their education and/or to benefit from living with more economically-
able guardians. In some instances, however, children are forced to perform some services in
return for their care (e.g., working as street vendors or domestic servants), which may
interfere with their education or healthy development. Some children run away from home
because of either violence or neglect. Former combatants, internally displaced persons
(IDPs), and children are found living on the streets in Monrovia and other major urban
centers. Child prostitution, sexual exploitation and abuse (SEA), and human trafficking
both within the country's borders and across borders, abound
3,14-17
. Some children are forced
into exchanging sex for money, food, and school fees
18
. Others move in search for
employment (e.g., rubber tapping or mining)
19
. Harmful traditional practices such as FGM/C
and corrective measures such as corporal punishment are frequent
20
.
Until 1989, there were only ten orphanages registered in Liberia; in 1991, the number grew to
121 and, in 2006, there were about 114 almost half of which were not accredited by the
MOHSW
21-23
. The tendency towards the institutionalization of children continued beyond
the civil war. Accumulating research evidence shows that institutional care has negative
consequences for child development and attachment
24
. This is compounded by concerns over
lack of parental informed consent and fabricated field reports to render children eligible for
inter-country adoption, poor standards within orphanages, and the fact that a large proportion
of children in orphanages are actually not orphans
20,25
. In 2009, it was estimated that around
3000 children in orphanages had living parents
20
. At present, the MOHSW estimates that of
the 4,300 children currently living in orphanages across the country, about 88% has at least
one parent alive
6
.
1
Concerns of mismanagement and lack of respect for the principle of best
interest of the child led to the imposition of a moratorium on inter-country adoptions in
January 2009
26
. As of June 2011, the adoption moratorium remained in place.
1.5 Goals and objectives
The first objective of the Educating and Protecting Vulnerable Children in Family Settings
in Liberia project is the implementation of informed programming through identification
and analysis of commonly held beliefs and practices related, positively or negatively, to child

1
Of the 4,582 people enumerated in orphanages in the 2008 census, 201 lived in Bomi, 408 in Bong, 4 in
Gbarpolu, 83 in Grand Cape Mount, 516 in Margibi, and 2,362 in Montserrado (LISGIS, 2008).
7

protection and wellbeing (Objective 1a). Existing information on the present knowledge,
attitudes and behaviors with regards to child protection and child abuse in Liberia is
insufficient and inadequate to provide input to child protection programming and the
development of a communications campaign. An exploratory Child Protection Knowledge
Attitudes and Practices (KAP) Survey was conducted to respond to this need in the focus 12
districts.
The specific objectives of the KAP survey are:
To establish a baseline on current levels of community (children and duty bearers)
knowledge, attitudes, and practices with regards to selected issues in child protection,
particularly children without adequate parental care, in Save the Childrens
operational communities in Liberia; and
To identify resources for vulnerable children and major underserved communities in
the target counties and barriers or enabling factors that may contribute to violations of
childrens right to protection and childrens access and willingness to use prevention
and response services.

The findings from the KAP study will assist SC in planning a public communications
campaign and other child protection programs in the target counties and to monitor and
evaluate these interventions. This report is also intended to inform decision makers in SC,
the MOHSW, USAID Liberia, other donors and local partners for future child protection
programmes in Liberia.
2 METHODS
2.1 Introduction
In the child protection KAP study, quantitative and qualitative data were combined to obtain
a more complete picture of child protection issues in SC operational areas. The need to
identify child protection trends in the 12 target districts required a research design that
allowed generalizing to the population of the area where the interventions will take place and
to assess change at the end of the project. A KAP survey design was most suitable for
obtaining population-based data on specific child protection issues in a way that was
representative and cost-effective. An in-depth understanding of stakeholders settings and
perspectives required, however, the use of qualitative approaches. Their voices were heard
through focus group discussions (FGDs) and key informant interviews (KIIs), as well as the
review of documentation; these provided the context in which people live, thus informing the
development of the household survey instrument and, later on, the interpretation of its
findings. By collecting and analyzing complementary data on the same topic, a triangulation
mixed methods design allows for the validation of results and drawing meaningful
conclusions to inform program planning and evaluation.
This section provides an overview of the study methods. A description of the study
population and area is presented first. The major features of survey design, implementation,
and analysis are then explained, followed by a description of qualitative research activities.
2.2 Study population and area
The target population of the KAP study was the private household population (caregivers and
children) of 12 districts in six counties in Central and Western Liberia, plus Monrovia. A
household was defined as a person or group of persons, related or unrelated, who live
together and eat from the same pot. Caregivers comprise any person over the age of 18
(unless child head of household) who provides direct care for children regardless of type of
8

ties (e.g., biological and step-parents, grandparents, etc). Institutional and homeless
populations were not included in the household survey. Children in orphanages and safe
homes, however, participated in six FGDs. Due to financial, time, and human resources
constraints, only a few staff from institutional settings were interviewed in the study. Future
research documenting the perspectives of caregivers in these settings is likely to enrich the
discussion and inform dialogue.
The selection of priority counties for intervention was conducted by USAID in preparation
for the Request for Proposals (RFP) issued in April 2010 and in response to which this
project was developed. At the time of commencement of this consultancy, SC had already
identified two districts per county, one primarily rural and another one mostly urban. Specific
communities for intervention within this geographical area had not been selected in every
district yet. Considering the unequal distribution of the population across the target districts
(17 percent rural and 10 percent urban, and 73 percent GM) and the differing access to
services and resources in those, geographical units were grouped into three larger strata or
domains, namely rural, urban (except GM), and the national capital region (GM). Table 1
reflects 2008 Census data for the household population of the target districts. The total
population is provided as well as the adult and adolescent population, as these were the two
age groups participating in the survey.
Table 1 Household population of target districts, 2008
County/District
Total
Population
18 12-17 years
Total Female Male Total Female Male
Bomi
Senjeh 30,027 15,591 7,976 7,615 3,175 1,515 1,660
Suehn Mecca 17,507 8,383 4,282 4,101 2,001 870 1,131
Bong
Jorquelleh 79,129 39,557 18,267 21,290 10,076 4,916 5,160
Kpaai 25,949 13,241 6,227 7,014 3,035 1,378 1,657
Gbarpolu
Bopolu 17,719 9,621 5,228 4,393 1,557 683 874
Gbarma 15,851 8,382 4,886 3,496 1,857 814 1,043
Grand Cape Mount
Commonwealth 6,547 3,098 1,502 1,596 776 341 435
Tewor 26,988 13,479 6,167 7,312 2,724 1,306 1,418
Margibi
Gibi 14,250 7,893 3,980 3,913 1,613 727 886
Kakata 88,704 45,883 23,007 22,876 10,134 4,951 5,183
Montserrado
Careysburg 29,712 14,553 7,255 7,298 3,735 1,788 1,947
Greater
Monrovia 970,347 521,243 261,335 259,908 145,242 78,376 66,866
Total 1,322,730 700,924 350,112 350,812 185,925 97,665 88,260
Source: 2008 NHPC

2.3 Household Survey
9

2.3.1 Sample Design and Implementation
2.3.1.1 Sampling frame
The most recent national population census (2008) was used as sampling frame. The 2008
National Population and Housing Census (NPHC) had already been used as a sampling frame
for household-based sample surveys. A list of 2,916 enumeration areas (EAs) corresponding
to the target districts and counties was obtained from the Liberia Institute of Statistics and
Geo-Information Services (LISGIS). Because the NPHC geographic frame was developed
using modern technologies in Geographic Information System (GIS) and Global Positioning
System (GPS), cartographic information and maps for the selected EAs could be used to plan
and manage the fieldwork. EA maps were used to plan and implement the survey (e.g., locate
clusters/areas of assignments, plan the best route of travel, and identify starting points for
data collection). Unfortunately, not all EAs were delineated with the same level of precision,
including some cases of conflicting boundaries. The lack of or inaccuracy in the demarcation
of identifiable physical features required collaboration with local authorities and often
delayed fieldwork.
2.3.1.2 Target sample size and choice of domains
Sample size for the household survey was determined in order to disaggregate at the
rural/urban/metropolitan (RUM) levels (a.k.a. strata or domains) and to measure changes of
/+ 15 percent in key indicators with 95 percent significance and 80 percent power levels at
endline
27
. Due to limited resources, it was decided that sample size would be calculated for
adult caregivers whereas the childrens KAP survey may not yield that level of precision by
domain. Additionally, existing differences in levels of KAP and access to services across
RUM populations justified a sampling design that provided similar levels of precision by
domain. A decision was thus made to distribute the sample by domain because a proportional
allocation between counties or districts would not provide enough interviews for small areas
and reasonable precision for most of the indicators would have required too large a number of
interviews. Instead, oversampling of rural and urban areas other than Monrovia would allow
to compare RUM populations. With equal samples size necessary for domains, 12 districts
would have required 12 times the required sample size, so a smaller number of domains (3)
were identified to satisfy program needs instead. Total interviews conducted were 1160 with
caregivers (includes 3 partially completed) and 387 with children.
2.3.1.3 Sample procedure and allocation
The sample for the KAP survey was a stratified cluster sample selected in three stages where
the first stage units were geographical areas designated as clusters or Primary Sampling Units
(PSUs), the second stage units were the households, and respondents were randomly selected
within households at last stage. The first stage units were selected from the sampling frame
using probability proportional to population size coupled with stratification. Stratification
was achieved by separating every district into urban and rural areas using NPHC
classification; the national capital region (Greater Monrovia) constitutes a third, separate
domain. Samples were selected independently in every stratum, with a predetermined number
of Enumeration Areas (EAs) to be selected (i.e., 18 plus 2 reserve clusters per domain). Due
to remoteness and isolation, three rural clusters could not be accessed thus requiring that all
replacement clusters (6) were used. Table 2 shows the sample allocation of clusters by county
and residence (RUM) taking into account the total number of assigned clusters.
In the second stage, a fixed number of 21 households were randomly selected (Random
Walk method) from each cluster using Enumeration Area maps provided by LISGIS. Within
10

each cluster, starting points were randomly selected among 5 10 features spread out across
the area (i.e., covering both the boundaries and the inside of the geographical area),
previously identified with assistance of local authorities and knowledgeable residents
28
.
Two-to-four starting points were selected per cluster; households were then selected
systematically from those points. The Modified EPI Method was used for selecting starting
points within small villages or rural communities selected from a boundary map covering a
sparsely populated area
29,30
. A decision was made not to use census list of households as
frame at second stage as it was already three years old and updating or making a fresh list of
households was time consuming and not feasible. No replacements of selected households
were allowed in the implementing stages in order to prevent bias.
In the final stage of sampling, we used a Kish table to randomly select a respondent
from all eligible individuals in each sampled household
31
. Eligible individuals were parents
or caregivers of children who were aged 18 years, were members of the household (i.e.,
eating from the same pot), and stayed or would be at home later on the day of the survey.
This restrictive definition (e.g., survey teams spent one day in the cluster, often needing to
leave before dark for safe travel) partly explains the higher presence of females among
respondents and some non-response due to absence. In the case of child-headed households,
the eldest child was to be invited to participate using the caregiver questionnaire. Children
eligible for the child survey were those aged 12 17 years who were members of the
household (i.e., eating from the same pot) and stayed or would be at home later on the day
of the survey. Twenty-one caregivers and seven children were invited to participate in every
cluster.

Table 2 Sample allocation of clusters by county and residence
County/Residence
Allocation of clusters
Urban Rural Metro Total
Bomi 2 3 0 5
Bong 8 6 0 14
Gbarpolu 2 2 0 4
Grand Cape Mount 1 2 0 3
Margibi 5 6 0 11
Montserrado 2 1 20 23
Total 20 20 20 60
Note: Only two districts per county are included in this survey. Table includes two
reserve clusters per type of residence.
2.3.1.4 Estimation
In order to render the observations at the survey sites representative of the population of
the 12 districts the data was raised from sample level to totals using the sample weights.
Sample weights will be required for any analysis using the data to ensure the actual
representativity of the sample. Sample weights were calculated based on the probabilities of
selection at each stage. Post-stratification weights for sex and age were calculated for
caregivers using NHPC data. These weights were normalized at the total population level.
WesVar Complex Samples was used to calculate variance estimates and 95 percent
11

confidence intervals for selected variables of interest for caregivers and children (Appendix
A.7).
2.3.1.5 Survey Tools
Two sets of survey tools (one for caregivers and one for children aged 12 17) and their
corresponding Informed Consent (IC) and Assent (IA) Forms were developed for data
collection in the survey (Appendix A.3). The caregiver questionnaire collected individual
demographics and structured items to assess knowledge and practices of respondents on key
child protection issues relevant to lack of adequate parental care (e.g., positive and negative
discipline, fostering, adoption, etc), as well as an attitude scale to identify the attitude level of
respondents on several of these same issues. The caregiver questionnaire also included
household information such as household composition, access to services, and living/housing
conditions. The children questionnaire was designed to parallel as much as possible the
caregiver questionnaire while adding a few items on issues of specific relevance for children
(e.g., daily routine and psychological wellbeing). By numbering both questionnaires in a
correlated way, household and housing questions were avoided for children.
The caregiver and the child KAP surveys consisted of 48 questions each. To facilitate coding,
a set of pre-designed potential answers was provided for every question (i.e., close-ended).
Nonetheless, an open-ended option (i.e., other) was included often as a valid choice to
capture unexpected answers. There were single- and multiple-choice questions as well as
categorical (e.g., sex), numerical (e.g., age), and rating questions. Matrices and ratings, Likert
scales in particular, were used to measure the frequency of behaviors or attitudes
32
.
Response choices were listed from the low to high frequency such as from Never to
Always or from Strongly Disagree to Strongly Agree. As a result of pretesting, up to
four-points were set in rating scales for adults while three-points were the highest level of
discrimination easily understood by adolescents. Branching or skip logic was indicated
graphically and in the text. Instructions were provided for interviewers to skip one or several
questions whenever they did not apply to a respondent.
Both questionnaires were pre-tested separately to determine the acceptability of the survey,
the usefulness of the data being collected, and to identify questions that should be deleted,
added, or modified before finalizing the survey instruments. Pretesting was done together by
the consultant and one of the supervisors in two different settings (rural and urban); during
that period, modifications were performed and re-tested regularly to ensure that questions
were understood by respondents and to shorten the length of the interview. Additional
amendments to the questionnaires were made during the training of survey interviewers, and
as a result of two days of field-testing combined with practice interviews. The instrument was
developed and administered in English/Liberian English by trained interviewers.
Interviewer and Supervisor Guidelines were compiled to define key survey concepts and to
explain survey objectives, how to conduct the survey interview, how to handle difficult
situations, role of the interviewer/supervisor, and survey logistics. Cluster Control Forms
(CCFs) and Day Program forms were developed to document aggregate daily statistics
necessary for the calculation of weights (the former) and fieldwork process (the latter).
2.3.2 Data collection and Analysis
2.3.2.1 Survey Team Selection and Training
SC recruited field researchers (interviewers and supervisors) who were able to communicate
in the local languages, had completed secondary or higher levels of education and represented
a balanced number of men and women. Seventeen people were thus trained in data collection
12

techniques by the consultant and the SC Child Protection Training Specialist. During the 6-
day training session, they were briefed on the survey objectives, how to identify the
appropriate respondents at various levels and how best to complete the questionnaires.
Special attention was given to ethical research principles and behaviour (e.g., voluntary
participation, informed consent, etc) and age-appropriate interviewing. The training included
lecturing as well as practice, both in-class and in the field. Two field-testing sessions were
carried out in Unification Town (GM) [2 days]. This also served to further refine the
instrument. Daily quizzes and observation were administered, graded, and reviewed to assess
participants learning. At the end, the SC Child Protection Program Manager and the trainers
selected nine interviewers and three supervisors and decided on their final assignment to
teams taking into account command of local dialects, assignment of at least one woman per
team, and not more than five people per team (and vehicle). One session was held with team
supervisors immediately before deployment. Map reading and use, strategies for supporting
interviewers, trouble-shooting problems that arise in the field, and procedures for assessing
and maintaining the quality of data collection were discussed. Data entry clerks received 1-
day training on the use of the program, the overall objectives and design of the KAP survey,
the survey instrument, and ethical conduct of research.
2.3.2.2 Data Collection & Management
Fieldwork took place between May 16 and June 13, 2011. A total of 3 teamseach
comprising one supervisor, three interviewers, and one drivercovered one cluster each per
day. Field organization of the survey consisted of one field team operating within GM for the
duration of the survey and two teams covering three counties each in such a way that the
number of clusters covered was the same across teams. Logistics for data collection included
provision of four 4x4 vehicles with two-way radio, materials, equipment and supplies to the
field staff. The first activity in the field was to introduce the team to the local authorities so as
obtain permission to conduct the survey and to solicit the communitys cooperation. An
introductory letter from SC which explained the objectives of the study, as well as the permit
issued by the MOHSW was given to community leaders. Team members wore caps and vests
with USAID-Save the Children logos in order to gain cooperation of the public. Councillors,
chiefs, and headmen played a key role in the identification of cluster boundaries and features,
as well as in informing their constituents.
A need to expedite data collection due to the rainy season (spans May to October) and to
respond to the resources available required that supervisors conducted half of the interview
load of interviewers (i.e., 4 interviews per cluster). Initially, data collection was scheduled to
be conducted during the dry season, however due to delay in acquisition of NHPC data
necessary for survey design and implementation, the fieldwork was conducted during the
rainy season. Despite poor road infrastructure and some bad weather, fieldwork was
undertaken over the period of three weeks as planned. Impossibility to access to three
communities required the use of replacement clusters.
Difficulties were found in the use of some of the EA maps provided by LISGIS due to errors
and/or lack of precision in the location and/or identification or borders and features.
Cooperation from local authorities was high, providing crucial information about their
communities. This allowed the teams to rectify and/or complete the original maps, and then
proceed to the random selection of starting points. Overall, data collection was smooth.
Refusal rates were very low and respondents cooperation was high. Nonetheless, rare
occurrences of rejection occurred. One of the interviewers in GM noted: the criminals in this
EA attempted to attack me on three different occasions while finding my way from house to
house. I was even blocked from passing by one of them who was communicating with a
13

friend to quickly come so that they could take whatever I had on me. I was rescued by a lady
who helped me to enter her room and waited for a while before taking my way out. No other
such incidents were reported.
Generally, respondents were welcoming and cooperative. Overall, 10 adults and 1 child
refused to participate, mostly out of frustration with previous surveys which had not resulted
in direct benefit for their families and/or communities. In order to complete the interviews,
one out of every four households had to be visited more than once (2 4 times). Interviews,
which were conducted one-on-one, lasted on average 40 43 minutes. The large majority of
interviews were conducted in English/Liberian English (94.4 percent of interviews with
caregivers and 97.7 percent with children). The remaining ones were mostly conducted in
Kpelle (5.1 percent with caregivers and 2.1 percent with children) and other languages (0.6
percent with caregivers and 0.3 percent with children).
2.3.2.3 Coverage and response rate
The response rates are lower in the rural than metropolitan and urban sample. The lower
response rates for men reflect their more frequent and longer absence from the households.
2.3.2.3.1 Primary sampling units
The following facts about the PSU coverage should be noted.
In Gibi District it was not possible to interview two PSUs because of inaccessibility of roads.
In Kpaai District one PSU could not be interviewed because of a broken bridge and lack of
alternative roads. A decision was then made to use all the replacement clusters, which had
been randomly selected early on using the Emergency Nutrition Assessment (ENA) software.
Overall, 57 PSUs were covered.
2.3.2.3.2 Household response rate (Caregiver survey)
Total number of households in the survey 1260
Number of respondent households 1157
Response rate 93 percent
Non-respondent households 7 percent
Refusals 0.8 percent
Non-contacts 0.9 percent
Incomplete data 0.2 percent
Other reason to non-response 5 percent
2.3.2.3.3 Household response rate (Children survey)
Total number of households in the survey 420
Number of respondent households 387
Response rate 94 percent
Non-respondent households 6 percent
Refusals 0.2 percent
Non-contacts 1 percent
Incomplete data 0 percent
Other reason to non-response 5 percent
2.3.2.4 Quality control, data input and analysis
Several procedures were used to control data quality throughout the process, including survey
monitoring, manual checks, double-entry, plausibility checks, and triangulation. While the
14

survey teams were in the field collecting data, arrangements for data entry and analysis were
finalized at the central office. Members of the SC Project Management Team worked closely
with the consultant to make sure that the survey ran as smoothly as possible and that the
teams received guidance and timely feedback. The latter was done through daily
communications over phone and radio with the Supervisors (except in isolated areas without
coverage). A case movement system was established with the teams outside of Monrovia to
facilitate the early reception of completed questionnaires for quality control as well as to
speed the data entry process which was done at the SC central office in the national capital.
One of the most important elements of the data collection process is quality control led by the
field supervisors with support from the central office. Supervisors sat in interviews of all
team members to observe how the interviewer conducted the interview and provided
feedback. Before leaving each community, supervisors had to check for completeness of all
questionnaires and the accuracy of the information obtained as well as to check that data was
properly entered onto the forms. If questions about the validity of an interview arose (e.g.,
contradictions or missing information), supervisors were to send the interviewer to re-contact
the respondent. Survey teams met at the end of every day to share experiences and submit
completed questionnaires and CCFs to the supervisors. These procedures were more closely
followed in rural and urban areas as evidenced by the completed forms received in the central
office. Each supervisor was given the opportunity to review questionnaires from his areas of
operation before data entry.
2.3.2.4.1 Data processing
Data processing began approximately one week after the fieldwork started and was
completed in mid-July 2011. The questionnaires were received periodically from the field in
the SC Central office, where they were manually registered and checked for by the consultant
and two data entry clerks previously and trained by the consultant. Some basic checks were
carried out to ensure that each PSU number was valid and that every caregiver and child
questionnaire was unique and had its corresponding IC/IA form attached. IC/IA and CCFs
were counted and stored separately in a secure space. About a third of all questionnaires were
carefully edited to catch inconsistent responses or items for which interviewers had selected
conflicting answers, incorrect skip patterns, blank questions, and unreadable marks on the
questionnaires. Feedback was provided to the teams through the daily communication with
the supervisors to correct mistakes and erroneous patterns observed.
The questionnaires were entered into the computer using an online interface (SurveyGizmo),
designed specifically for this survey. Through a series of simple and user-friendly screens,
data entry clerks were led through each questionnaire in a way that facilitated entry (e.g.,
formatting similar to hard copy and requiring minimal typing) while incorporating quality
checks (e.g., branching or skip logic incorporated). This served to reduce mistakes in data
entry such as recording values out of range, inconsistencies between questions,
inconsistencies in skips, etc. It also allowed real-time archiving and reporting of data entered,
which was accessible worldwide (this was particularly important as the data was largely
entered while the consultant was no longer in the country). Unfortunately, the internet
connection was not always reliable, slowing data entry at times and requiring re-entry. The
latter, however, served as a good quality check with many questionnaires being double
entered. Interviewer and Supervisor CCFs were entered in Microsoft Excel and later
transferred to the final database for analysis.
2.3.2.4.2 Data cleaning
15

While data was being entered, two database templates (one for the caregiver survey and
another one for the child survey) were created with the Statistical Package for the Social
Sciences (SPSS) so that it would be available for use as data entry was completed. Data
cleaning involved several steps:
Verification: To ensure that the data from caregiver and child questionnaires as well as
from the CCFs were consistently recorded. Comparison of data obtained by the interviewers
with that obtained by the supervisors as well as across items within the same questionnaire
also provided important information to input missing values. All unexplainable data entries
identified were checked with the entries on the questionnaires and erroneous data in the
database were then replaced by correct data obtained from the questionnaires or, if not
available, the information was excluded.
Logical and Consistency Checks: Various variables within and across caregiver and child
questionnaires were compared and/or checked for consistency. Missing values and extreme
values were carefully checked and contrasted with the original forms.
Coding: All open-ended response choices were systematically coded into existing or
newly-created categories or grouped with unified wording to facilitate analysis.
2.3.2.4.3 Tabulation
Survey data were cleaned, analyzed, and prepared for reporting using SPSS and Excel.
Descriptive statistics and cross-tabulations of relevant variables were generated. Frequency
tables, descriptive statistics, graphs and charts are used in the presentation of the findings
(Appendix A.6). No imputation for missing values was performed for the analysis reported in
this report. Only 0.5 percent of caregiver questionnaires and 1.8 of children questionnaires
had more than 5 unanswered questions.
2.4 Qualitative research activities
In addition to the information collected through the HS, additional research was conducted
before and after the survey in order to better design the survey and to complement the data
collected through it. Desk review of documentation and individual and group interviews were
used to achieve these ends.
2.4.1 Desk review of existing data and documents
Early on in this project, the consultant reviewed relevant literature (including child rights
situation analysis, research reports, assessments and evaluations, etc) and policies facilitated
by SC and obtained through hand searches in the academic and grey literature. This
information provided the necessary background for the development of the draft survey
instrument and the identification of key child protection areas to focus the study. Further
refining of the key indicators needed for survey design (both instrument development and
sampling) was done in dialogue with the SC Program Manager and with input of KIs.
Throughout the fieldwork, additional published resources were gathered (e.g., statistics from
different institutions, draft legislation, etc) and later reviewed to further contextualize the
study with the child protection situation in Liberia.
2.4.2 Key informant interviews
Structured and semi-structured interviews were conducted with 55 key informants (31 and
24, respectively) at national and regional levels. Key informants included principals of
schools, religious leaders, International/Non-Governmental Organizations (I/NGOs)
personnel, County administrators (Superintendent and others), staff from several Ministries,
Police, and United Nations (UN) officials. Globally, interviewees represented Government
16

(GOL) (32), Community-Based and Non-Governmental Organizations (CBO/NGO) (14),
I/NGOs (7), and UN and international donor agencies (2). This represents a major effort on
the part of the research team, as the original plan was to conduct 10 12 KI interviews only.
The purpose of these interviews was diverse. On the one hand, the first few semi-structured
interviews provided input towards the identification of key child protection areas to
concentrate on for this study and helped refine/validate the survey instruments and sampling
strategy. On the other, they provided information on reasons why certain key beliefs,
attitudes, and practices occur, and the socio-cultural and socio-economic factors influencing
these. They also served to validate the information obtained through other means and further
discussed child protection issues in their communities. Finally, it helped network in the target
districts and give more visibility to the study.
Individual interviews in the Counties were conducted by one of the Supervisors or one of the
FGD facilitators using a structured topic guide (AppendixA.4). Some interviews were
conducted in GM using this same instrument too. Individual interviews explored their
personal opinions and experiences regarding child protection issues and situation of children
in the community. Individual interviews can be more useful than focus groups for getting
information on sensitive topics, policy, and social processes, and to identify additional
background resources. All semi-structured interviews were conducted by the consultant with
officials and staff of organizations at the national and international-level. These lasted for at
least an hour each and were sometimes conducted in pairs or small groups involving KIs
from the same institution. Written consent was obtained from all interviewees before the
interview. All interviews were conducted in person except one which was conducted over the
phone/Skype by the consultant. Notes were taken throughout the interviews and completed
immediately afterwards.
2.4.3 Focus group discussions
Twenty-one focus group discussions (with 7 12 participants each) were conducted to
explore the participants opinions and experiences on the key child protection issues covered
in the KAP survey. In contrast to the HS, this method allows for dynamic group interaction
and exchange of perspectives among peers. Once again, the original plan of conducting 4 5
FGDs with adults and children seemed insufficient to capture a diversity of perspectives and
settings. Because at least two groups are advisable for each variable considered relevant to
the topic area, a decision was made to prioritize type of residence (RUM) and age groups
(adults, 7 11 years, and 12 17 years). FGDs in urban areas combined men and women by
request/with agreement of participants; in rural areas, adults were segregated by sex in order
to obtain more accurate information. Six FGDs were conducted with children and adolescents
in institutional settings; the rest involved all people living in family settings. Overall, FGDs
involved 195 participants including 52 adults (25 men and 27 women), 88 adolescents (40
males and 44 females), and 59 children (28 boys and 31 girls). Additionally, two focus group
discussions (one with adult caregivers and another one with adolescents) were held prior to
the implementation of the survey to inform the development of the research instruments.
Different Moderators Topic Guides were developed for these groups; namely, one for adults,
one for 12 17 year-olds in family-based care, one for 12 17 year-olds in institutional care,
one for 7 11 year-olds in family-based care, and another one for 7 11 year-olds in
institutional care (Appendix A.3). Whereas the first three followed a more traditional Q&A
format, with open questions within a set structure, the perspectives of younger children were
mostly elicited through the use of photographs. FGDs covered child wellbeing and protection
broadly speaking, later focusing on the circumstances leading to and the care situation of
17

children without parental care. Screening questionnaires for family-based and institutional
settings were also developed to facilitate recruitment of a diverse group of FGD participants.
2.4.4 Fieldwork and Data Analysis
2.4.4.1 Selection and training of FGD moderators
The FGD research team was recruited by SC and it included three SC and DBH staff and
three staff from the MOHSW. The team included three men and three women with different
levels of experience in group facilitation and/or work with children/in child protection, as
well as command of local languages. Ultimately, all discussions were held in English though.
A 2 -day training provided an introduction to qualitative methods, and followed the FGD
process from development and use of the topic guide, recruitment and setting up, to group
discussion techniques (particularly probing), note-taking and digital recording. An overview
of the different objectives and components of the KAP study and an in-depth discussion of
ethical requirements preceded all other modules. Discussion during training served to further
refine the instruments and to ensure cultural sensitivity and age appropriateness.
2.4.4.2 Data Collection & Management
The FGDs took place approximately during the first two weeks in June 2011. The KI
interviews were conducted all throughout the design and implementation of the project. The
FGD research team worked in pairs and groups of three depending on the location, rotating in
group composition throughout the data collection. Careful recruitment of participants
followed guidelines provided during training and tried to maximize diversity of perspectives
while avoiding major power imbalances. Upon arrival into a community, they met with the
chief/local authority to gain permission to work in the community, starting with the
recruitment of children and/or adults to participate in group discussions. Recruitment tried to
maximize diversity of opinions by not selecting more than one participant from the same
household, covering different areas of town, and striving for a variety of family compositions
and religious affiliations. Priority was given to homes with different types of children in the
house, homes with children who are not living there anymore, and homes in which some
children may not be going to school. For groups with children, priority was given to family
children or other children (that is, not biological children). This was difficult in practice as
caretakers providing prior consent often preferred their own biological children to attend
(probably in the hope of drawing some material benefit from it). Care was put to avoid
mixing in the same group respondents from very different social class/socio-economic status
as this might interfere with effective participation. Similarly, attention was paid not to recruit
members of Child Welfare Committees (CWCs) or Childrens Clubs (or else not have more
than one per group). In mixed-groups, efforts were made to recruit an equal number of boys
and girls, or men and women. Many FGDs took place in the evening or on weekends to
facilitate wider participation. Each FGD was facilitated by one person while 1-2 other
members of the team took notes. FGDs were also digitally recorded; prior agreement from
participants was obtained, reassuring them that recording was for research purposes only and
it would not be broadcasted by radio or otherwise disseminated. Notes from FGDs and KI
interviews were typed into an Excel and Word documents for data archival and easy retrieval
of information.
2.4.4.3 Data analysis
Thematic analysis of qualitative data was conducted before and after the survey. Early on, an
exploration of the literature and interviews with adults and children were aimed at refining
the survey instrument. At the end, qualitative findings are discussed in the context of the
18

quantitative outcomes, helping explain converging and diverging information, and
contributing to the validation of results. Individual and group interview data was coded
inductively using open and thematic coding techniques. Interview notes were analyzed to
identify common trends, themes, and patterns for each of the issues covered in the KAP
study. Content analysis was also used to flag diverging views and opposite trends. Special
attention was paid to variations in perspectives across age groups, type of residence, and care
arrangements. Interviewees were assigned aliases for confidentiality. Quantitative and
qualitative data and information was cross-examined, using triangulation to enhance quality
of work. Quotes selected for inclusion in this report have been proofread.
2.5 Ethics
2.5.1 Ethical review
A written permit to undertake this study was obtained from the Liberia Ministry of Health
and Social Welfare (MOHSW) by SC. The protocol was submitted for scientific and ethical
review to the Health and Social Service Centre (CSSS) de la Montagne, affiliated with
McGill University in Montreal (Quebec, Canada). Approval was obtained from the Research
Ethics Committee (REC) of the CSSS de la Montagne for all components of the study.
In order to better reflect the local social context and laws, an Advisory Committee (AC) was
created in Monrovia. Chaired by the MOHSW, the AC brought together representatives from
the MOHSW, MOGD, UNICEF, SC, DBH, and World Learning (WL) (Appendix A.1). The
AC advised on the ethical, legal, and socio-cultural aspects of the data collection strategy,
and provided input on the questionnaires and IC/IA forms.
2.5.2 Ethics, safeguarding, and consent procedures
Several measures were taken to protect confidentiality, observe informed consent, and to
reduce any potential adverse consequence to the participants. Confidentiality was explained,
and permission was gathered from interviewees to record (for FGDs only). All household
interviews were conducted in a private space to guarantee confidentiality; interviews with
children were also conducted one-on-one yet always on sight of family and/or the
community. Consent forms which adhere to the CSSS/McGill guidelines were developed and
revised for local understanding (Appendix A.2). In almost all cases, these forms were
summarized orally to respondents in a simple way to ensure that respondents were clear about
what they were engaging into. All respondents either signed or thumb printed the IC/IA form.
Even if focus group participants self-identified by their names, an ID was assigned to each
case in all analyses. All data is stored securely in a locked closet and cabinet and electronic
data text and audio files with ID-identified cases are maintained in password protected
computers. All nominal information will be destroyed upon completion of the study.
Efforts were made to word the questions in such a way that respondents did not feel
threatened. The SC Child Safeguarding Policy including procedures for reporting suspected
abuse and ensuring safe child participation was implemented in the study. Referrals to Social
Workers from relevant ministries and other agencies would be made. Cases involving SC
staff would first be brought to the attention of SC Field Manager or Country Director.The SC
National Focal Point for Child Safeguarding provided training for all members of the
research team and obtained signed commitment from each one as part of their contract.
In addition, other ethical principles such as voluntary participation were emphasized
throughout all trainings. Careful explanation of survey procedures to the Community Chief
was done so that the neighbors would understand and that households were selected
randomly and less expectations of assistance would be created. Nonetheless, interviewers
19

often reported high expectations from respondents despite their efforts to explain that there
was no monetary compensation. In FGDs, the invitation to stay/leave extended during the
introduction was to be followed by brief pause so that people could leave without feeling any
pressure. In order to show respect for participants and to maximize response rates,
interviewers tried to accommodate respondents schedules (e.g., if they had to go to the farm
or office, or may be cooking meals in the evening).
In order to minimize the level of risk of participating in the study, careful explanations of the
purpose and method of the study was necessary to avoid retaliation against selected
respondents, particularly if male head of household was not selected. In some instances,
interviewers had to get approval of male head before interviewing wife and always from a
caretaker before talking to children. Similarly, for FGDs, parents and caretakers of children
were provided with a detailed account of the purpose and use of the study and their
permission was obtained for children to participate so that children would not be punished
later.
2.6 Limitations
Some caveats are in order when interpreting the results of this study. First, the area covered
by the KAP survey comprises twelve districts in Central and Western Liberia plus the
national capital, Monrovia. By weighing the data from the HS, we are able to generalize to
the population of this area. However, even if the results from this study prove informative of
child protection issues broadly speaking, conclusions cannot be drawn for other Districts or
Counties in the country. Similarly, the results of the survey represent the adult and adolescent
(12 17 years) householdbased population of the target districts and cannot be generalized
to the entire population that includes younger children. Information was collected from
children aged 7 11 years (male and female) through group discussions only. Furthermore,
the perspectives of children younger than 7 years were not elicited and, therefore, the findings
may not apply to this age group. Nonetheless, because young children may have different
levels of knowledge, attitudes, and behaviors on child protection issues, their views should be
explored to inform future interventions. Inaccessible roads prevented interviewing three rural
PSUs and led to replacement with others that were accessible. It is likely that child protection
issues in those areas differ from what was found in less isolated communities, most notably
access to services (e.g., healthcare treatment or institutions where to report abuse),
information, and sources of support.
The design of this KAP survey allows examining association of population characteristics,
but not causality. While drawing conclusions, caution should be exercised as sample size and
number of clusters set limits to the precision of estimates, particularly for caregivers, with
some coefficients of variation being in the range of 16.6 percent to 33.3 percent and even
higher. The statistics that may be obtained at the District level are only indicative at best due
to sample size at that level.
The use of NHPC data imposes several limitations on the study. As indicated earlier, PSUs
were selected with probability proportionate to size. Being already three years old, an update
of household listings would have been recommended before sample selection. Limited
resources and pressure to start fieldwork before the rains prevented this. Areas that have
grown significantly since 2008 may, in consequence, be under-represented thus affecting
survey results. Additionally, identification of cluster boundaries and starting points for the
selection of households encountered difficulties in some areas as a result of erroneous
drawing of cluster boundaries and insufficient detail in the features. This may have resulted
in some undercoverage of spatially isolated households, which may differ in KAP on child
protection issues, as well as on access to social services. The use of GPS receivers (and
20

remote sensing if available) in the future could improve the collection of household survey
data, including quality control of area coverage
33
. Good training of enumerators and careful
consideration of ethical issues would be needed.
Although interviewers were careful to explain the voluntary nature of participation in the
survey, respondents may have exaggerated or underestimated responses if they believed it
would benefit them. This may have resulted in increased (e.g., access to food, clothing, or
school if financial assistance was expected) or decreased (e.g., socially desirable parenting
practices) estimated prevalence for those indicators. Indeed, high expectations of assistance
were documented by the interviewers. Other circumstances such as ethnicity, sex,
unfamiliarity of the interviewers, and length of interview may also have affected the openness
of respondents and thus may have resulted in some distortion of estimates. In open questions
(e.g., whenever respondents were asked to generate a list of possible responses), respondents
ability to recall may have resulted in underreporting of situations they are actually aware of.
This is particularly important in a KAP survey given the interest in assessing levels of
awareness and behaviour. The fieldwork schedule also set some constraints by limiting
availability of certain types of respondents (e.g., those who were out of town for work during
the day the team was in the cluster, mostly men) and number of call back visits to each
household. Finally, the need for supervisors to conduct some interviews per cluster
sometimes limited their availability for reviewing all questionnaires before departure from
the cluster.
3 SOCIODEMOGRAPHICCHARACTERISTICSOFSURVEY
RESPONDENTS&HOUSEHOLDS
This section covers the social demographic context of the survey in terms of respondent and
household characteristics. Both the caregiver and child questionnaires collected basic
demographic and socioeconomic information (e.g., age, sex, and educational attainment) for
respondents as well as, in the case of caregivers, some characteristics of other members of the
household and information on housing facilities (e.g., number of rooms for sleeping and type
of material used for flooring). These results from the KAP survey outline the profile of the
caregiver (18 years) and adolescent (12 17 years) population in the study area.
3.1 Caregiver Survey
Information about the caregiver respondents and their households is presented on Table 3.
Eligible respondents were men and women 18 years and above (unless child-headed
household) who had their own children or care for other children. Out of 1160 caregiver
interviews, 386 were conducted with men and 774 with women. The weighted percent
reflects the population distribution for the target districts, namely 47 percent men and 53
percent women. Ranging in age between 16 and 90 years, the mean age of respondents was
38 years. Only one respondent was under 18 years of age (child-headed household).
More than two-thirds of respondents had completed some education. The large number of
caregivers who had never attended school helps to understand the longer duration in
administering some of the questionnaires. More than two-thirds of respondents were married
or living together in a relationship. About one in ten had never been married. Eighty-two
percent identified as Christian; the rest being mostly Muslim, and a few without religion or
with traditional religion. In terms of ethnicity, the largest group was Kpelle, followed by
Bassa, Gola, Lorma, Vai, and at least fifteen others.
21

Table 3 Distribution of caregivers by background characteristics
Unweighted Weighted percent
Sex
Man 386 47%
Woman 774 53%
Age (years)
<18
a
1 0%
18 - 29 358 50%
30 - 39 354 21%
40 - 49 256 15%
50 - 59 102 8%
60+ 88 7%
Education
b
Never attended school 370 17%
Primary 249 21%
Junior High 170 13%
Senior High 249 37%
University 87 10%
Vocational 15 1%
Adult literacy 13 0%
Other 6 0%
Relationship to the head of the household
Self 659 51%
Husband/wife or boyfriend/girlfriend 311 24%
Son/daughter 61 11%
Brother/sister 28 5%
Parent 16 2%
Step-child 2 2%
Sister/brother-in-law 18 2%
Other/missing 65 3%
Marital status
Married monogamy 469 38%
Married polygamy 42 2%
Living together (boyfriend/girlfriend) 282 30%
In a relationship but not living together 116 11%
Divorced/Separated 38 2%
Single (never married) 122 13%
Widow/Widower 88 6%
Religion
Christian 954 84%
Muslim 185 15%
Traditional 2 0%
No religion 11 1%
Other religion 1 0%
Residence
Rural 349 17%
Urban 417 10%
Metropolitan 394 73%
22

District
Bopolu 42 1%
Careysburg 59 2%
Commonwealth 21 0%
Gbarma 42 1%
Gibi 20 1%
Greater Monrovia 394 73%
Jorquelleh 230 10%
Kakata 188 7%
Kpaii 21 0%
Senjeh 83 2%
Swehn Mecca 19 1%
Tewor 41 4%
Ethnicity ('tribe')
Bassa 108 8%
Belle 1 0%
Dey 0 0%
Fula 12 1%
Gbandi 31 2%
Gio 35 3%
Gola 85 6%
Grebo 52 8%
Kpelle 497 26%
Krahn 12 1%
Kru 50 9%
Lorma 69 9%
Mandingo 39 4%
Mano 19 1%
Mende 16 1%
Kissi 50 12%
Vai 69 6%
Other 15 1%
Note:
a
One child head of household interviewed;
b
Education categories refer to the highest level of education
completed. Percentages may not add up to 100% due to rounding.

Over half of the respondents were heads of the household. Most others were their
husband/wife or boyfriend/girlfriend. Respondents households were located in rural, urban,
and metropolitan settings, with distribution of about a third each. By application of sampling
weights, these three residence areas came to represent the actual distribution of the population
in the target area, namely 17 percent rural, 10 percent urban, and 73 percent metropolitan.
The distribution of respondents across the target Districts follows the distribution of the
population. As a result, some of them received much larger coverage than others, thus
limiting disaggregation at that level.
Table 4 presents characteristics of the participating households (weighted). Almost three in
four households are headed by men. Cement and concrete are largely used in urban areas
including GM, whereas mud, earth, and sand are more prevalent in rural areas. The average
number of rooms per household is two. Living conditions were not assessed but for material
23

used for floor and number of rooms for sleeping yet observation by researchers as well as
comments noted by HS interviewers indicate some extreme poverty in many cases. For
example, one interviewer noted All the children I met in this home were sick as the result of
the water that entered their rooms. This comment was noted in several cases.
Table 4 Background characteristics of caregivers' households by residence
Total
Residence
Rural Urban Metropolitan
Sex of the head of the household

Man 74% 79% 67% 74%
Woman 26% 21% 34% 26%
Type of floor of housing unit
Cement/concrete 67% 25% 60% 78%
Ceramic tiles 5% 0% 2% 6%
Wood 0% 0% 0% 0%
Mud/earth/sand 24% 75% 36% 11%
Floor mat/linoleum/vinyl 4% 0% 3% 5%
Other 0% 0% 0% 0%
Number of rooms household used for sleeping
One 41% 44% 42% 41%
Two 25% 29% 25% 24%
Three or more 34% 27% 33% 35%
Number of times a day children eat

One 27% 45% 51% 19%
Two 65% 46% 44% 73%
Three or more 8% 9% 5% 8%
Children have clothes for occasions

No 19% 38% 24% 14%
Some do and some dont 23% 15% 10% 26%
Yes, all have clothes for occasions 59% 47% 66% 61%
Main source of income
Farming 10% 47% 16% 1%
Fishing 1% 4% 0% 0%
Hunting 0% 1% 0% 0%
Wages and salaries 18% 16% 19% 18%
Pension 3% 0% 0% 4%
Business activities (non-farming) 59% 25% 53% 68%
Money transfer/cash remittance 5% 2% 7% 5%
Mining 1% 3% 2% 0%
Other 3% 2% 2% 3%
Nothing 1% 0% 1% 1%
Children work outside of the household
a

Yes, work for pay 4% 9% 7% 2%
Yes, work NOT for pay 7% 13% 13% 5%
Yes, but dont know if child received pay 1% 3% 3% 0%
No 89% 76% 77% 93%
Note:
a
Includes only children 14 years or younger. Percentages may not add up to 100% due to rounding.

The average household size is seven, which suggests some over-reporting, probably in
expectation of assistance. On average, there are two biological children and 1 2 family
children per household. In almost 60 percent of the households, all children have clothes for
24

occasions and in about two-thirds, children have two meals at home per day. Less than one in
ten children eat at home three or more times a day. The main source of income are business
activities (59 percent) and, to a lesser extent, wages and salaries (18 percent), farming, and
other occupations. Farming is the main source of income in rural areas. Twelve percent of
households had at least one child aged 14 years or younger who had worked outside of the
house, for pay or not for pay, in the week prior to the survey. HS interviewers in Paynesville
Joe Bar (GM) noted for example how children from this community go in the rock hill to
either crack rocks or do contract for pay. Excessive and/or dangerous child work was
described repeatedly in FGDs, particularly in the context of children not living with their
parents.
3.1.1 Children who are not living at home
Besides children living at home, about half of the households have at least one child who
used to live there but is not living in the house anymore, mostly in GM. The majority of these
children go to live with their biological parents (58 percent) or with a relative (27 percent). A
sizeable number relocate with husband/wife or boyfriend/girlfriend (19 percent). A much
smaller number move to live with a non-relative (6 percent). Adoption by a family inside or
outside of Liberia is very rare (Table 5).
The main reasons for moving out are schooling (48 percent), going to live with husband/wife,
boyfriend/girlfriend (23 percent) or biological parents (11 percent), helping family or friends
(18 percent), and lack of basic needs at home such as food or clothing (15 percent). Schooling
is also the main reason for relocation in GM even if educational institutions are more readily
available in the national capital than in other parts of the study area. The proportion of
children running away or leaving home in search for more autonomy is higher in GM while
relocation due to employment is higher in rural areas. The fact that respondents could select
multiple choices makes the interpretation of results more difficult by suggesting several cases
per household and/or a complexity of circumstances leading to this outcome. No information
is available on the profile of these children, so differential treatment of children (e.g., whether
children who run away are biological or non-biological children of the head of the household)
cannot be tested with these data.
According to the KIs interviewed, children are not living with their parents mostly due to
financial constraints (poverty, unemployment), single parenthood, lack of education and basic
skills that could enable some parents to get income. Economic reason is the main issue; no
one will be cruel to his family but no hand, said a KI in GM. In contrast, some parents are
said to just don't care about their children. Some parents do not care for their children
claiming that those children are undisciplined and do not take orders from their parents. A
similar idea was further developed in another County by a KI working with children and
women: most of the time families who cannot care for their children attribute it to poverty
and some of them it's because the children living with them are from different families and
they are not children of their own. Also mentioned were lack of empowerment of
vulnerable parents, and family conflict and separation. Especially when there is divorce,
said a KI from Tewor Country, the children suffer for a place whether to be with the mother
or the father so they are cut up in the middle". Conflictual relations with step-parents were
also described in the interviews with KIs and in the communities.
25

Table 5 Households with at least one child not living in the house anymore by residence
Total
Residence
Rural Urban Metropolitan
Any child not living at home anymore
No 48% 54% 54% 46%
Yes 52% 47% 46% 54%
If yes, where
Biological parent(s) 58% 27% 46% 65%
Relative 27% 55% 48% 18%
Non-relative 6% 7% 7% 6%
Orphanage home 0% 0% 0% 0%
Husband/wife, boy/girlfriend 19% 11% 18% 20%
Adopted by family outside of Liberia 0% 0% 0% 0%
Adopted by family in Liberia 0% 0% 0% 0%
Living in the street 1% 1% 1% 2%
Away on vacation (temporary) 1% 4% 1% 0%
Don't know 0% 0% 1% 0%
Other 4% 11% 3% 3%
Reason children not living with respondent
Moved out for schooling 48% 57% 50% 46%
Moved to help family or friends 17% 17% 24% 16%
Lack of basic needs at home (food, clothing) 15% 8% 11% 17%
Lack of services for child disability 0% 0% 0% 0%
Went to live with biological parent(s) 11% 12% 23% 9%
Child moved to work 4% 10% 2% 4%
Child adopted 0% 0% 0% 0%
Child run away from home 3% 1% 1% 3%
Child wanted more autonomy 5% 1% 4% 6%
Went to live with husband/wife,
boyfriend/girlfriend
23% 23% 19% 23%
Other 2% 3% 4% 1%
Note: Percentages may not add up to 100% due to rounding.

3.2 Child Survey
Table 6 and Table 7 present the distribution of the child sample and the weighted population
of children 12 17 years by individual and household characteristics. A total of 387 children
were interviewed, including 163 males and 224 females. The mean age of the sample was 14
years. The highest level of education completed by the majority of the sample was Primary,
and Junior or Senior High for the rest. Less than two percent had never attended school.
The vast majority of child respondents had never been married nor had their own children.
Three-quarters lived with one or both of their parents, and about 17 percent were single or
double orphans. Respondents lived mostly with their parents although some lived with other
relatives (aunts/uncles, siblings, grandparents) and very few, in households headed by non-
relatives. About two-thirds of the households were headed by men.
26

Table 6 Distribution of children by background characteristics
Sex of child
Boy 163 48%
Girl 224 52%
Age (years)
12 69 13%
13 72 19%
14 86 22%
15 55 19%
16 60 15%
17 45 13%
Education
c

Never attended school 9 2%
Primary 291 71%
Junior High 77 23%
Senior High 9 5%
University 0 0%
Vocational 1 0%
Adult literacy 0 0%
Orphanhood
Father dead 39 12%
Mother dead 9 3%
Both parents dead 7 2%
Both parents alive 320 83%
Living with parents
a

No 88 27%
Living with one 114 32%
Living with both 178 42%
Relationship to the head of the household
a

Child-headed household 0 0%
Husband/wife or boyfriend/girlfriend 4 1%
Son/daughter 244 60%
Brother/sister 25 9%
Niece/nephew 55 15%
Step-child 12 3%
Grandson/granddaughter 31 10%
Not family-related 7 1%
Other 2 1%
Marital status
a

Married monogamy 1 0%
Married polygamy 0 0%
Living together (boyfriend/girlfriend) 6 1%
In a relationship but not living together 16 4%
Single (never married) 362 94%
27

Have own children
a

No 368 96%
Yes 16 4%
Meals a day at home
a

One 189 35%
Two 171 56%
Three or more 26 10%
Work outside of the household
b

Yes, work for pay 29 11%
Yes, work NOT for pay 33 14%
No 159 75%
Child has clothes for occasions
a

No 151 34%
Yes 220 66%
Residence
Rural 113 17%
Urban 138 10%
Metropolitan 136 73%
District
Bopolu 14 1%
Careysburg 18 1%
Commonwealth 7 1%
Gbarma 14 1%
Gibi 7 1%
Greater Monrovia 136 73%
Jorquelleh 77 8%
Kakata 62 6%
Kpaii 7 0%
Senjeh 27 5%
Swehn Mecca 5 0%
Tewor 13 2%
Total 12-17 387 100.0%
Note:
a
Excludes a small number of cases with missing values.
b
Includes only children 14 years or younger.
c

Education categories refer to the highest level of education completed. Percentages may not add up to 100% due
to rounding.
In the previous week, respondents ate at home two times a day on average. Less than one-in-
ten children had three or more meals a day. More than half, however, indicated having
clothes for occasions (e.g., religious service, Independence day, etc). Of those aged 14 years
and younger, about one-in-four had worked outside of the household for or without pay on
the week prior to the survey.
28

Table 7 Background characteristics of childrens households by residence

Sex of the head of the household
a

Man 247 70%
Woman 138 30%
Type of floor of housing unit
Cement/concrete 214 67%
Ceramic tiles 14 7%
Wood 1 0%
Mud/earth/sand 140 23%
Floor mat/linoleum/vinyl 11 3%
Number of rooms household used for sleeping
a

One 133 31%
Two 114 30%
Three or more 134 39%
Main source of income
a

Farming 81 10%
Fishing 5 1%
Hunting 0 0%
Wages and salaries 77 23%
Pension 8 4%
Business activities (non-farming) 181 56%
Money transfer/cash remittance 19 3%
Mining 6 1%
Other 6 2%
Nothing 2 1%
Note:
a
Excludes a small number of cases with missing values. Percentages may not add up to 100% due to
rounding.
4 DEFINITIONOFCHILD
Any discussion about child protection needs to be preceded by a definition of what
constitutes a child in the specific context of study. Not only do definitions vary across
countries and jurisdictions, but different laws often set different ages of protection. Generally,
according to the statutory definition of child in Liberia majority is attained at 18 years.
Differences exist between statutory law and customary law, which generally regard a person
as mature upon attaining puberty, especially with regard to girls.
20
In the context of the KAP study, FGD participants were asked for their definition of child and
the age boundaries for engaging in certain daily activities. For children (7 11 years), a child
is a small person, someone who is innocent, under age (below 18) or under restriction,
and who cannot do [man and] woman business. For adolescents (12 17 years), a child is
someone who depends on his parents for support, cannot support him/herself, is living
with his/her parents, obeys older people, has not reached 18 years, and cannot do what
men and women can do. Finally, adults defined a child as a person who doesn't have a
thinking faculty and does not know about life,, cannot make his own decision, depends
on other[s] for help, someone who is staying with his/her parents, does not make
decisions by themselves, and is below the age of 18 years. References to children as a
little one, one who is innocent or one who is just born were also heard from caregivers.
29

Although some FGD participants used the 18-years age boundary in their definitions of what
constitutes a child, many did not set any age limits or, if they did, they set very variable ones
such as 15 down (adult), between 5 12 (adolescent), or 14 yrs (child).
Nonetheless, FGD facilitators probed participants for the ages at which boys became men and
girls became women. Age limits provided varied enormously across and within groups.
Overall, age limits for boys ranged from 7 16 (on the lower end) to 30 46 (on the upper
end) and for girls, 12 15 (on the lower end) to 26 36 (on the upper end). Further probing
by specific tasks children regularly engage in and which require increasing agency (e.g.,
cooking, walking alone to the market, or earning money) yielded similarly wide ranges.
5 KNOWLEDGE
5.1 Awareness of Risk and Protection in the Community
Adults and childrens awareness of child protection risks and strengths were assessed by
means of closed- and open-ended questions in the household survey as well as through FGDs
and KI interviews. Although closed-ended questions (such as the one inquiring about dangers
when children are not living with their parents, and consisting of a list of situations which is
read to the respondent who then estimates their frequency) may also be interpreted as a
measure of awareness, this report includes them on the Practices Section as they were
primarily designed to measure the prevalence of these practices/situations in the study area.
5.1.1 Children Risk
On average, 78 percent of caregivers are able to list at least three situations that put
children in danger in their communities. This assessment may respond in part to the
relative level of safety in each community; however, it also serves to measure the individual
level of awareness of child protection issues and the degree of openness in the discussion of
these issues with strangers.
In order of prevalence, the situations that put children in danger identified by caregivers are:
drugs or liquor (59 percent), stealing (58 percent), peer pressure (56 percent), men and
women business (30 percent), teenage pregnancy (29 percent), basic needs not met (28
percent), and the stubbornness of children (or bad behaviors children) (24 percent)
(Table 8). It is not clear, though, whether stealing is considered dangerous because it (a) is a
delinquent behaviour that confronts the child with law enforcement agencies; (b) strains
family reputation and social networks; or (c) reflects weak moral principles, peer pressure,
and/or outright poverty and insecurity. Giving children to others, illicit adoption, or children
traveling alone are rarely identified as a source of danger for children in the community (all
1 percent). Gambling, play station, and video club was also not identified as important, in
contrast with narratives from KII and FGDs. Under-recording may be partly explained
because this category was created through coding of open-responses. As reflected on Figure
1, the types of issues raised in rural, urban, and metropolitan areas differ. For example, lack
of access to services (e.g., schools, healthcare or daycare centers) is higher in rural areas and
peer pressure and substance use seem more of a concern to caregivers in GM.
30

Figure 1 Situations that put children in danger according to caregivers by residence

Two-thirds of children (66 percent) are able to identify three or more key child
protection concerns in their communities. From childrens perspective, major risks are
stealing (75 percent), substance use (53 percent), peer pressure (43 percent), men and women
business or prostitution
2
(25 percent), and lack of basic necessities (25 percent). Teenage
pregnancy is a concern to about one in five adolescents, particularly girls (Table 9 and Figure
2).
Adolescents and adults participating in FGD agreed, in most cases, that children having
children was common in their communities. Furthermore, a group of adolescents in Kakata
explained how some parents send their extended family children in the street to find money
to support the family and some parents most times encourage it [teenage pregnancy].
Abortion (Some of them take operation for it), complications for mother and/or child
(Sometime the child will not live or the mother can even die in the process), and giving the
child to a relative occur sometimes as a result. Most frequently, the consequence is that
children (mostly girls) drop out from school. Although there are those who feel fine [about
teenage pregnancy] because God allow it to happen, these reasons made the majority of
participants feel bad about it. Parents advising children (to take their learning seriously and
forget about man business and to explain the dangers involved), and increasing access to
family planning/condoms were proposed. A GOL official interviewed indicated that there is

2
Although acknowledging that not all children involved in sexual activity engage in prostitution, these two risk
factors were combined in the household survey in order to render the very long list of potential dangers
manageable for interviewers. In consequence, no separate estimates can be provided.
31

a need for health personnel to talk to children between [the ages or] 14 17 [years] about the
negative impact of pregnancy" too.
Figure 2 Children who identify risks in their communities by sex of respondent

Note: Only risks mentioned by more than 5 percent of respondents are presented.

Separation or abandonment by parent or guardian is listed by 18 percent of caregivers
and 14 percent of adolescents only. Overall, responses to this question in the HS should
also be interpreted taking into account the level of prevalence of these issues in Liberia. For
example, the fact that only 2 percent of caregivers and 4 percent of adolescents indicate
FGM/C as a risk when its prevalence has been estimated at 58 percent and, according to the
most recent LDHS results, 45 percent of women who belong to the Sande society think that it
should stop, raises questions about the general assessment of this practice and the
appropriateness of discussing it with strangers
2
. Similarly, only 5 percent of caregivers and 4
percent of adolescents indicate dangerous child labor when it is not an uncommon
phenomenon in the country
14
. Another caveat to consider in the interpretation of results
include memory recall. Although open questions like this one seek to determine what is
salient on the respondents mind, it is possible that people did not remember other child
protection issues at the time the question was asked.
FGD participants across all age groups and locations provided many examples of dangerous
beliefs and practices in their communities. A summary of ideas generated in these discussions
is presented on Appendix A.8.
5.1.2 Protection
Appendix A.9 summarizes all the input on protective beliefs and practices obtained through
group and individual interviews. Protective practices identified by KIs and FGD participants
include, among others, (a) community monitoring of child wellbeing and shared supervision
of young children (a child is everyones child); (b) sending all children to school,
particularly girls; parents encouraging children to attend religious services; (c) parents
reading o
mobilizat
to make r
child mu
Other pro
discipline
5.2 Ch
Table 10
read a lis
false. Som
parents g
(48 perce
should be
have livin
parents d
Overall, 8
children
protectio
more ofte
children w
percent),
may also
distress (
(Table 11
Children
responde
were take
the street
was hear
Figure 3
caregive
or playing w
tion. Involvi
rules for the
st also be inv
otective prac
e and parent
hildren with
and Figure
st of statemen
me common
give their chi
ent); (b) whe
e sent to orp
ng parents (4
do not have a
85 percent o
are not livi
on concerns
en heard of i
worse than o
and sicknes
o enter in con
(17 percent),
1). These las
being adopt
ents who des
en to Monro
ts, as well as
d since).
Problems w
rs
ith children;
ing children
house or pr
volved in th
ctices such a
t-child comm
hout parenta
4 reflect car
nts and aske
n misconcept
ild up for ad
en parents ca
hanage hom
41 percent);
any more rig
of caregiver
ing with the
s of children
include forci
other childre
ss, disability
nflict with th
, and be kidn
st two risks a
ted is a conc
cribed recru
ovia for scho
s relatives b
when childr
; and (d) you
in decision
epare meal t
e decision m
as reporting o
munication a
al care
regivers kno
ed whether to
tions include
option out o
annot care fo
mes (35 perce
and (d) whe
ghts and obli
rs have hear
eir parents a
n in out-of-h
ing children
en in the fam
, and/or basi
he law (e g, s
napped/traffi
are mentione
cern for 3 per
uitment of ch
oling. They
babies given
ren are not l
uth involvem
making was
the child mu
making of the
of child abus
re discussed
owledge on a
o the best of
e almost half
of the country
or children, t
ent); (c) mos
en a child is
gations with
rd of any pr
and 63 perce
home care. T
to work dur
mily (63 perc
ic needs not
stealing) (24
icked (16 pe
ed as concern
rcent of care
hildren by th
also noted th
up for adopt
living with t
ment in comm
s also praised
ust also make
e home.
se, support n
d in the Pract
alternative c
f their knowl
f of caregive
y, they may
the law in Li
st children in
sent to an or
h that child (
roblems tha
ent are able
The problem
ring school h
cent), being a
met (31 perc
4 percent), ex
rcent) or eve
ns in GM ye
egivers. Inter
eir church in
heir own chi
tion (and no
their parent
munity child
d: whether p
e a saying in
networks, po
tices Section
are. Respon
ledge, they w
ers who think
be able to go
iberia says th
n orphanage
rphanage ho
37 percent).
at can happe
e to identify
ms that careg
hours (65 per
abused by ca
cent) (Figure
xperience em
en murdered
et not in othe
rviewers enc
n their comm
ildren runnin
o more news
ts according
3
d
parents want
n it [] The
ositive
n.
dents were
were true or
k that (a) if
o to the US
hat children
homes do no
me, the
en when
three key
ivers have
rcent), treati
aregivers (48
e 3). Childre
motional
d (12 percent
er areas.
countered
munity; they
ng away into
s about them
g to

32
t
ot
ing
8
en
t)
o
m
33

Figure 4 True or false statements on alternative care according to caregivers

When parents cannot care for children, the law in
Liberia says that children should be sent to
orphanage homes

Most children in orphanage homes do not have
living parents

When they go to an orphanage home, children may
have their name changed

When a child is sent to an orphanage home, the
parents do not have any more rights and
obligations with that child

If parents give their child up for adoption out of
the country, they may be able to go to the US

When a child is given up for adoption, the birth
parents do not have any more rights and
obligations with that child

All orphanage homes in Liberia are licensed with
the Government

Leaving young children home alone is not a
problem if it is only for some time
True Not true DK DWA
Eighty p
living wi
concerns
include d
school ho
by caregi
percent)
Figure 5
accordin

This was
responde
particular
dangerou
The circu
further il
interview
sand, wo
video clu
in exchan
money. T
garden to
participan
the differ
percent of ch
ith their par
s of children
differential tr
ours (51 perc
ivers (35 per
(Table 12 an
5 Problems t
ng to childre
s one of the f
ents did not l
r moment an
us, or prevale
umstances co
lustrated wit
wee eloquent
rk at cook sh
ubs. The girl
nge for mone
They provide
o supply the
nts and KIs
rent arrangem
hildren kno
rents and 43
n in out-of-h
reatment in t
cent); sickne
rcent), and c
nd Figure 5)
that can hap
en by sex of
free-recall qu
list other/mo
nd not becau
ent among c
onfronted by
th informatio
tly described
hop for food
s go into ear
ey]. The boy
e food, sleep
home. Figu
regarding th
ments in wh
w any prob
3 percent ar
home care.
the family (6
ess, disability
children ente
.
ppen when
f respondent
uestions in th
ore problems
use they do n
hildren not l
y children wh
on from the
d, [Children
d (boys and g
rly adulthood
ys help truck
ping place an
ure 2 summa
he reasons w
ich these chi
blems that ca
re able to id
The problem
66 percent);
y, and/or bas
ring in confl
children ar
t
he instrumen
s because the
not consider
living with th
ho are not li
individual a
n not living w
girls). They (
d by going to
k driver to pa
nd send some
arizes the inf
hy children
ildren live.
an happen w
dentify three
ms that more
forcing child
sic needs no
flict with the
e not living
nt; in conseq
ey did not th
these situati
heir parents.
ving with th
and group int
with their pa
(girls) have
o the gold m
ack good and
e to school.
formation pr
are not livin
when childr
e key protec
children hav
dren to work
ot met (40 pe
law (e.g., st
with their p
quence, it is
hink of them
ions as abusi
.
heir parents m
terviews. As
arents] wash
sex with boy
mine for mon
d unpack the
The older ch
rovided by F
ng with their
3
ren are not
ction
ve heard of
k during
ercent); abus
tealing) (23
parents
possible that
at that
ive,
may be
s one
dishes, haul
ys working a
ney [i.e., sex
eir truck for
hildren make
FGD
parents and
34
e

t
l
at
e
35

Figure 2 Reasons why children are not living with their parents and who cares for them

5.3 Systems of Child Care and Protection
The semi-structured KI interviews and the HS asked you about the systems that exist for the
care and safety of children in Liberia and in the target Districts. KIs at the National level were
knowledgeable of the legal and policy framework on child protection, particularly as it relates
to children without adequate parental care, as well as agencies mandated to implement them.
The HS included several questions to assess caregivers knowledge of legal instruments and
agencies relevant to child protection.
36

5.3.1 Liberian Laws on Child Care and Protection
Eighty-three percent of caregivers know any laws in Liberia about the care and safety
of children, however less than one third of them (29 percent) are able to name two or
more of these laws. Caregivers are mostly familiar with human rights legislation such as the
CRC (75 percent). To a much lesser extent, they know the Rape Act (38 percent) and the
Childrens Bill (15 percent). Awareness of other laws (4 percent), the Act to Ban Trafficking
(3 percent), the Domestic Relations Act (1 percent), and the proposed Adoption Bill (1
percent) is negligible (Table 13). A larger proportion of men indicate knowing at least one
(93 percent vs. 75 percent women) or two (48 percent vs. 13 percent women) of these laws;
the difference is particularly marked regarding the Childrens Bill. Even KIs were not always
able to name any national laws to protect children.
Among children, 58 percent know any laws in Liberia about the care and safety of
children, yet only 11 percent are able to name two or more of these laws. Similar to
adults, human rights legislation (91 percent) and the Rape Act (21 percent) are the better
known sets of legislation (Table 14).
5.3.2 Places of Safety & Support
Over two-thirds of caregivers are aware of at least one place in or near their community
where children can go if they are abused by their parents or if they run away from
home (69 percent). However, only 23 percent can name two or more places of safety in
their community. Fewer caregivers in rural areas seem to know any such places; this may
reveal lack of awareness or access to services. For caregivers in towns and cities, the main
place of safety for abused children is the Women and Children Protection Section of the
Liberian National Police (WACPS/LNP). In contrast, the Chief, Community chairperson, or
Camp Master is approached more often in rural areas (Table 15 and Figure 6).
Figure 6 Places where children can go if abused according to caregivers

37

A larger proportion of children (75 percent) can identify at least one place of safety in
the community yet only 17 percent can name two or more of those. Children can go to the
WACPS/LNP (72 percent), a community members house (22 percent), or the Chief,
Community chairperson, or Camp Master (17 percent) (Table 16).
5.3.3 Child Welfare Committees
Child Welfare Committees (CWCs) consist of several adults who address child protection
issues in their community, reporting cases to the WACPS and making referrals to a variety of
governmental and non-governmental agencies. Overall, only 7 percent of caregivers or
children have heard of a Child Welfare Committee in their community. Although about 1
percent of those caregivers do not have a CWC in their community, the overall low level of
knowledge may reflect lack of awareness as much as unavailability of such groups in many
communities, particularly in GM. Raising awareness on childrens rights and giving advice to
parents, children, and other community members are the main two roles of CWCs according
to caregivers. For children, raising awareness on childrens rights and monitoring child
protection in the community/identify vulnerable children. Only one in four caregivers or
children considers the CWC to be very effective (Table 17and Table 18).
6 ATTITUDES
Behaviour can be affected by a number of factors such as social influence, perception of
oneself, and economic factors. There is accumulating evidence that attitudes can also
influence our behaviors or be influenced by behaviors
34
. In the field of public health, for
example, Prislin and colleagues found that parents beliefs about childhood immunization
predicted their attitude towards it and, as a result, the immunization status of their children
35
.
In the context of child protection, this KAP survey measured beliefs and attitudes towards
certain key issues directly or indirectly related to children not living with their parents.
Attitudes were measured with a 4-point scale for caregivers and a binary choice for children.
6.1 Children without parental care
One question assessed the level of agreement of respondents with a list of statements on care
arrangements for children who are not living with their parents. The overall distribution of
caregivers responses is quite balanced along the scale for statements such as [children]
should take part in the religious and cultural practices of their new caregivers or should be
sent to orphanage homes if they have disabilities or special learning needs. In contrast, other
issues generate more polarized attitudes. For example, 94 percent of caregivers consider that
children who are not living with their parents should be cared by the government and only 6
percent disagree to some extent with that statement (Table 19 and Figure 7). Like adults,
most children agree that children who are not living with their parents should be cared by the
government (92 percent) (Table 20).
38

Figure 7 Situation of children who are not living with their parents according to
caregivers

A strong preference for family care is revealed by 95 percent of caregivers and 83
percent of children who agree that children should only be sent to orphanage homes if
there is no family to care for them. A certain paradox exists, though, with about one third
of caregivers (mostly outside of GM) and children considering that children who are not
living with their parents are better cared in orphanage homes than in a family. This position
was also described by a Chief elder in a rural community, who insisted that children should
[also] be send to an orphanage home for care and protection. Whether this contradiction
reveals duality on this issue on the part of respondents or a misunderstanding of the question
is unclear. Awareness of the risk of abuse by caregivers is high (93 percent of caregivers and
81 percent of children) and so it is a positive attitude towards asking children where they
want to live (82 percent of caregivers and 86 percent of children).
6.2 Child beating: Caregivers perspectives
In the context of childrens right to protection from all forms of violence, the Committee on
the Rights of the Child has consistently interpreted the CRC as requiring prohibition and
elimination of corporal punishment and other cruel or degrading forms of punishment of
children
36
. By ratifying the CRC as well as the African Charter on the Rights and Welfare of
the Child (ACRWC), Liberia is called to ensure that all discipline used by parents, teachers,
and other caregivers respects the childs dignity, avoiding all inhuman or degrading treatment
37
. In contrast, the Biblical proverb Spare the rod, spoil the child (meaning that if you do
not discipline the child, you will spoil the child) is frequently used by many parents, teachers,
and other caregivers in Liberia. Supporters of this position consider physical forms of
punishment (e.g., beating with a belt or putting ground hot peppers in the childs orifices) and
harsh verbal reprimands to be necessary to bring up good citizens and consider it an indicator
39

of good parenting
38
. This position was described by one of the KIs interviewed, who said:
They [people who cannot read and write] always say "I will handle my child with strong
hand so that he/she will be a good child for tomorrow." This attitude does not seem to be
limited to illiterate people, though.
Although corporal punishment is not a hidden practice in Liberia, measures were taken to
ensure the validity of the data and the security of respondents and interviewers when
inquiring about this issue. Not only were interviews conducted in a private space but, more
importantly, this question was worded in a way that would not be threatening for respondents.
In the case of caregivers, they were asked whether, in their view, parents are right to beat
their children in a predetermined list of situations. By measuring attitude rather than
behaviour, respondents were less likely to modify their answers to protect themselves or
please the interviewer. As for children, they were not asked about practices at home but
rather in their community. Because for children this was a behaviour rather than an attitude
question, their responses are provided in the Practices Section.
The question was worded as follows: Sometimes, when parents or the people who take care
of children are vexed (i.e., annoyed) by things that children do, they will beat children (hard).
In your view, are parents right to beat their children in the following situations? Please tell
me whether you agree or disagree and how strongly you feel that they can do this. Two-
thirds of caregivers agree with at least three reasons for beating (78 percent in rural, 68
percent in urban, and 55 percent in GM). Overall, according to caregivers, the main reasons
that justify beating a child are if the child steals (73 percent), takes drugs or liquor (60
percent), or talks back to the parent/caregiver (50 percent). Most disagreement with the use of
this type of discipline is shown in situations in which children do not care for brothers and
sisters (83 percent), runs away from home (80 percent), or wets the bed (78 percent). More
than half of respondents do not think that it is justified to beat a child in all circumstances
listed except for stealing, using substances, and talking back to the parent. Agreement with all
acceptable reasons to beat children is higher in rural areas (Table 21 and Figure 8).
Figure 8 Situations in which it is justified to beat a child according to caregivers

40

6.3 Differential treatment of children
The large majority of adults and adolescents disagree that it is better to send ones own
children to school than to send other children in the house (95 percent caregivers and 92
percent children) or to send able children to school than to send disabled children (96 percent
caregivers and 94 percent children) (Table 22 and Table 23). According to children, it is not
better to send boys than girls to school either (97 percent). However, results from another HS
question and the interviews largely contradict this in practice.
Children were asked whether, from what they see and hear around them, all children in the
house (i.e., biological children of the head of the household, family children, and other
children who are just living there) are treated the same way. Seventy percent of children
respond no to this question, and all of them indicate that biological children are the ones
who are treated better (Table 24). Better treatment translates into better/more clothes (76
percent), food (64 percent), schools (46 percent), sleeping place (8 percent), and time for
themselves (e g , to play or study) (24 percent). They are also sent to school while other
children work (54 percent). These results were all confirmed through the individual and
group interviews.
A KI from Kakata indicated that most parents have multiple homes and will only care for
the children of the home they cherish and turn their back on the other children. Many
references to differential treatment of children vis--vis adults as well as among different
types of relations within the household were made in FGDs. Children being secondary to
adults was illustrated by adolescent when saying that Some parents don't provide balanced
meals for their family especially the children [] Some give us farina
3
for our whole day
food. More attention was paid, however, to inequitable treatment of children across
relationships in the household. Numerous examples were provided of some children
(biological children, able children, etc) receiving preferential care including better/more food,
clothing, or sleeping conditions; opportunities for better education and health care; and more
time to play or study while other children carry out work. Following are some quotes from
FGD participants classified by theme:
Schooling When some parents have more children they send only few to school and leave
[the] majority of them at home.
In some places parents and caretakers are in the habit of sending their children
to private school and sending the family or other children to government
school.
Some of them [parents/caregivers] send the children they like to school, and
don't send the ones they hate to school.
[Some parents] only send the ones that are clever to school and leave the ones
that are not clever.
Free time Some parents/caretakers will give you, the child, more work to do so that you,
the child, will have no time to go to your friends to play.

3
Farina as known in Liberia is referred to as gari in other parts of West Africa. It is a fine to coarse granular
flour of varying texture made from cassava tubers (also called cassava roots) which are cleaned after harvesting,
grated, water and starch squeezed out of it, left to ferment and then fried either in palm oil or without palm oil
and serves as a quick meal while the family is waiting for the main food to cook. It is commonly consumed
either by being soaked in cold water with sugar, milk, groundnuts or palm oil.
41

Food A few parents and caretakers are still letting children, especially those of
family members and other people, cook their own food with less ingredients;
[] they and their own children eat the good food.
Some parents [are] in the habit of giving more and better food to their own
children and not giving enough food to other peoples children that are living
with them, [] Some [parents] even don't make sure to give other peoples
children food on time.
Clothing Some parents don't buy the same quality of clothes for the children in the
house, [] They will buy expensive clothes for their own children and buy
used clothes for the other children. It makes the other children feel bad and less
important.
Sleeping
conditions
Some parents/caretakers let their own children sleep on beds with mattresses
while family or other children sleep on the floor; [] the children catch cold
and get sick from the cold floor.
Parent-
child
relations
If they [parents] have 6 8 children they will always curse/insult some of them
[] the ones they don't love.
[Some parents] celebrate their own childrens birthday and leave other children
out.
6.4 Kinship care & willingness to foster
Fostering, in the broadest sense used in the study, refers to the informal practice of nurturing
or providing family-based care to children other than biological children.
4
In the study
sample, caregivers reported that 89 percent of the households had at least one biological
child, 57 percent housed at least one family child, and 7 percent included other children. A
common practice in the target area, 73 percent of caregivers would send a child to live with a
relative (Table 22). Fewer positive attitudes towards sending a child to live with a non-
relative (35 percent) or in an orphanage home (21 percent) suggest more concerns about these
arrangements. Caregivers in rural areas seem more supportive of all these practices.
Willingness to foster was assessed through a series of five statements. Each statement
focused on a different group of children. Almost all caregivers would foster or take a child
who is a relative (99 percent), a child from a different ethnic group (92 percent), or a non-
relative (91 percent). Eighty-two percent would foster a child who has a disability and over
half of them would foster a child who is HIV positive (55 percent); this attitude seems more
extended among caregivers in GM. Several key informants described a common practice of
bringing children from rural areas into the cities to do domestic work; certain stereotypes
exist as of what ethnic groups are more docile and hard working and, in consequence, the
practice of taking a child in who does not belong to the same ethnic group as the head of the
household is common. Without an appraisal of this practice, it is not possible to know the
extent to which caregivers generally positive attitude towards fostering across ethnicity
comes from the customary practice of caring for children in the community or from a need to
have domestic assistance at home.

4
This informal arrangement differs from formal foster care in which children are placed by a competent
authority for the purpose of alternative care in the domestic environment of a family other than the childrens
own family, that has been selected, qualified, approved and supervised for providing such care (Guidelines for
the Alternative Care of Children). The new Child Law gives priority to the childs extended family to provide
foster care (Section 70-76).
42

The parallel question for children reveals that 80 percent of adolescents would not have a
problem going to live with someone from their family, whereas only one in three would feel
that way about moving with a non-relative and one in four would not mind going to live in an
orphanage home (Table 23).
6.5 Reunification of children living in the streets
The majority of caregivers (98 percent) and children (96 percent) think that it is possible to
bring children who are living in the streets back with their families (Table 25 and Table 26).
All caregivers in GM believe so whereas 10 percent of those in rural areas doubt it to be
possible. In order to facilitate the reunification, caregivers identify types of services that
would help to bring these children back so that they stay. These include mostly counseling or
psycho-social support for children and/or parents (84 percent), schooling (75 percent),
material assistance (39 percent), and vocational/skills training and opportunity for income
generation (33 percent) (Figure 9). Children prioritize the same resources, plus
recreation/safe playgrounds or football field (10 percent).Table 25 and Table 26 provide
caregivers and children estimates for a list of services.
Figure 9 Services needed to bring children living in the streets back with their families
according to caregivers

Reunification of children living in the streets was also the object of group discussion with
children and adults. Two positions were put forward. The majority of participants thought
that it was possible and good for children living in the streets to go back to their families.
However, there were some conditions for success. First, the child needs to be ready and
manifest an interest him/herself. In the words of some boys in transition out of the streets:
they can only go back when they decide [] Some are used to the street life so they do not
want to go home [] When they realize their wrong and want people to talk for them to go
home [] Talking will not change them but they will change themselves. Second, it is
important to offer them better services than what they get from the streets. This includes
43

good care at home as well as training programs and opportunities to keep them busy with
support from I/NGOs, the GOL, etc (e.g., to build a learning center for them). Third,
counseling, encouragement, spiritual intervention (including praying for the child and taking
the child to church), and love. Finally, restricting their movement when they come back home
and sending the police on the child when necessary. A few participants did not think that
children could be brought back from the streets either because the child does not want to go
back, or the community does not accept him/her (e.g., armed robbers), or because some have
been in the street so long that they can no longer live with others.
7 PRACTICES
7.1 Perceived Prevalence of Risk & Protection Practices, including children without
parental care
In order to assess prevalence of selected issues that children can face in different
communities, two questions were asked. First, interviewers read, one by one, a list of child
protection issues and asked respondents to please indicate whether they happened in their
community and, if they did happen, whether they happened always or just sometimes. As
throughout the questionnaire, references to parents included also other adults who care for
children in the house. Abuse of children with disabilities or special needs and children joining
Sande or Poro societies are the most infrequent issues, with 64 and 57 percent of caregivers
indicating they do not happen in their communities respectively (Table 27 and Figure 10).
Teenage pregnancy has the largest prevalence as per caregivers assessment (95 percent
indicate it occurs in their community). This contrasts with responses to the open-ended
question described earlier, thus suggesting that not everyone considers this practice to be
harmful. FGD participants, for the most part, shared concern about it too. Sending children to
work in a farm or mine or to sell on the street during school hours and adults beating children
are widespread in the target districts too (89 and 85 percent respectively). Differences by type
of residence exist. For example, Childrens Clubs are less common outside of GM whereas
children joining Sande and Poro societies is less prevalent in GM.
Figure 10 Prevalence of child protection issues in the community according to
caregivers

44

Like adults, children indicate teenage pregnancy (92 percent), child beating by adults (89
percent), and sending children to work in a farm, mine or street during school hours (88
percent) as the most common of the situations listed (Table 28). Forcing children to do hard
and dangerous work (71 percent), physical or sexual abuse at home (65 percent), and unsafe
migration (59 percent) are also frequent. A sizeable proportion of children dont know or
refuse to estimate the prevalence of several of the situations listed, mostly parents sending
children to have boy/girlfriend (34 percent), children being forced to love to teachers (31
percent), and children joining Sande or Poro societies (24 percent) (Table 28).
The second question focused on practices related to children who are not living with at least
one of their parents for whatever reason. Again, interviewers read a list of situations and
asked respondents to assess whether these did not happen, happened sometimes, or
happened a lot in their communities. At least three out of every four adults consider that
children from orphanage homes are always well accepted back in the community (80 percent)
and that parents never send children with physical or learning disabilities to orphanage homes
(76 percent) (Table 29 and Figure 11). The other practices vary more across communities,
although sending children to live with relatives and other people (98 percent) and leaving
children home alone while parents go to work are reported to happen in most of them (95
percent), and differential treatment of children within the household is also common (85
percent). Over one-third of adults indicate that registration of children to go to orphanages
occurs sometimes or always in their communities (39 percent); this, inter-country adoption,
and children running into the streets are reported less frequently in rural areas. Although not a
common practice, the fact that 21 58 percent of respondents (rural and GM respectively)
indicate that children in their communities are sometimes or always given up for inter-
country adoption further suggests failure to recall in the previous question.

Figure 11 Prevalence of child care issues in the community according to caregivers

45

In the view of children, parents leaving children home alone while they go to work and
sending children to live with relatives or other people are the most common of the practices
listed (95 percent each) (Table 30). Differential treatment of children (86 percent), children
running away from home (81 percent), and stepparents refusal to take children in (73
percent) also happen sometimes or a lot in these communities. Low prevalence and
substantial proportion of children not knowing or wanting to answer questions about
orphanage homes such as registration of children (37 percent), parents sending children with
disabilities (40 percent), or children from orphanage homes not being well accepted back in
the community (58 percent) may partly suggest lack of familiarity with residential care,
particularly outside of urbanized areas. Results from the FGDs supports this interpretation.
Whereas some adult and adolescent FGD participants in family-based care agreed that it was
possible to bring children back from orphanages into their families, several pointed out that
it is possible but not too easy, it requires a lot of time, or clearly indicated that it was not
possible because it is not easy to cooperate with the family at the house and/or because it
is good for orphans to stay in the orphanage because the community is loose. The former
statement, voiced in a group discussion (versus the more representative assessment provided
by the household survey) nonetheless raises an issue requiring further exploration, namely to
what extent do orphanage homes provide increased supervision and protection from dangers
in the community as compared to family-based settings. Calls were made for the GOL to
support their schooling and to build an institution for those who do not have a family; for
parents to revisit the orphanage homes and say that they can now cater for their children so
they can join them; and for NGOs and other good people to help those without relatives.
7.2 Child discipline & child beating: Childrens experiences
Sometimes, when parents or the people who take care of children are vexed (i.e., annoyed) by
things that children do, they may beat children (hard). Children were asked to indicate how
often (never, sometimes, or always) parents beat children in their community in preset
situations. As shown on Table 31, stealing (96 percent) and taking drugs or liquor (82
percent) are the two reasons that more consistently take that punishment although other
behaviors, mainly disobedience (93 percent) and talking back to the parent (93 percent), are
sometimes or always linked to beating too.
The HS asked about child beating in the context of parent/caregiver-child relations, yet some
KIs and FGD participants commented on the use of physical punishment by other individuals
in a position of authority. One member of a town elders' group indicated, for example, that
there is a need for ways for teachers to stop beating on children students. Discussions with
children and caregivers revealed that many other forms of discipline and punishment are used
and that the diversity of situations which can trigger their use is wide too. Figure 3 lists
circumstances that can make parents/caregivers vexed as well as the reactions they may have.
Whether a particular behaviour led to a certain reaction varies across individuals and
situations. Direct, causal link should, thus, not be drawn as listed; rather, this table provides a
broad picture of types of discipline used and the situations which may prompt them.
46

Figure 3 Situations that make parents or caregivers vexed & their reactions
Situations

Parents/caregivers reactions
Positive Negative
Disrespecting parents or shouting at parents (e.g.,
when parent talks, child talks back to parent)
Talk to/counsel the child
(e.g., take child for a
walk and talk to him
or her about what
dissatisfies you)
Not give the child food for
the whole day /reduce
childs food for two days
(nobody should give
child food)
Disobedience (e.g., mother tells child not to go
out/to a certain place and s/he goes or child
refuses to come to parents call)
Child does not want to do work for parents (e.g.,
parents tell child to wake up and make hot
water for them to take bath and child refuses
to get up)
Tell child it is wrong to
disrespect parents
Lock the child up in the
room/house
Refusing/forgetting to help with household
chores
Tell children you love
them and you would
love them better
when they change
Beat child (and some time
break some part of
childs body)
When your parents tell you to do something and
you begin to murmur
Refusing to go to school Make the child to pump tire
(squatting and standing
up without stopping (up
and down motion)
Not doing your assignment/ Refusing to study but
go out to play
Not listening to advice/doing the right thing
Acting like you are the mother in the home Make child wash all the
children`s clothes or
sweep for one week.
Fighting and abusing friends/in the yard
Peer pressure (e.g., following bad friends or
going against parents because of peer pressure
If child can't take the
advice, you punish child
from playing with
friends
Stealing (e.g., picking over food that is not yours,
stealing parents money or from people in the
community)
Make the child squat or
stand on one leg for a
long period of time.
Gambling
Lying (e.g., when parent asks child about
something s/he has done and child denies it)
Tell the child to leave the
yard or house
Running away from home If you are not their own
child, they will plan to
sell you
When your mother tells you to move from the
street and you end up in the police station

Coming in the house late at night Child to sit flat on the floor
with hands up and fly
airplane
Child gets pregnant
Going after boys who cannot help you Call child animal names
(dog, cat, rat) or stupid
When people take your complaint to your mother
When child can't tell parent any reason for doing
what he did
Clean blackboard with
tongue, licking (teacher
at school)

47

7.3 Reporting abuse
Over two-thirds of caregivers say they report if they see or hear of children experiencing
abuse at home or in the community (68 percent) (Table 32). Caregivers normally report to
the WACPS/LNP (84 percent); the Chief, Community chairperson or Camp Master (55
percent); and to a lesser degree, to family and friends (17 percent). The fact that few reports
are made to the Courts (9 percent), Social or health workers from the MOHSW or the MOGD
(5 percent), NGO workers (3 percent), and CWCs (1 percent) may be largely explained by
the lack of such individuals and institutions in many communities. Analysis by type of
residence also suggests this to be a plausible reason.
Caregivers who do not report abuse, generally confront the perpetrator (22 percent). A few
comfort the child (3 percent) or do nothing (6 percent). The main reason not to report is to
caution the perpetrator first (21 percent). Other reasons include fear of retaliation/being
victimized, service provider not accessible, or caregivers not caring or believing that it is not
their business (5 percent each). Familiarity with the perpetrator (1 percent), the perpetrator
being respected in the community (1 percent), or not knowing where or who to report to (<
1percent) are rarely reasons not to report.
In order of prevalence, more caregivers report child abuse in urban areas (72 percent) than in
rural areas (69 percent), and GM (67 percent). Reporting to family members or friends is rare
in GM in contrast with other areas (8 percent vs. 40 percent urban and 38 percent rural). Most
reporting in GM (92 percent) and urban areas (79 percent) is done to the WACPS/LNP
whereas Chiefs, Community Chairpersons, or Camp Masters are the ones more often
approached in rural areas (81 percent). NGOs play a significant role in urban areas (13
percent), and so too the Courts in rural and urban areas (23 and 24 percent respectively).
Childrens question is worded to rather measure intention to report, yet results are presented
here to facilitate analysis. More than three in four children would report if they saw or heard
that one of their friends or another child was abused at home or in the community. Children
would report to the WACPS/LNP (72 percent), a family member or close friend (51 percent),
or to the Chief, Community chairperson, or Camp Master (27 percent) (Table 33 ). Although
some variation exists between boys and girls, in general, fear of retaliation or being
victimized or punished (67 percent), respect for big/old people (27 percent), and not knowing
where or who to report to (15 percent) are the main reasons why almost one out of every four
children would not report child abuse (Figure 12).
Figure 12 Reasons for not reporting abuse according to children by sex of respondent

48

7.4 Enabling environment
7.4.1 Children health status & healthcare treatment seeking behaviour
Table 34 and Table 35 present an overview of the reported childrens health status and
healthcare seeking behaviour for caregivers and children. The results show that at least one
child has been sick or injured in most households since the beginning of the year (82
percent), with a marked difference by type of residence. Fewer caregivers in GM report any
child in their care being sick or injured during that period (79 percent vs. 89 and 91 percent in
rural and urban areas, respectively). In 98 percent of cases, caregivers go for health care
treatment. Treatment is primarily sought in health facility/clinics (96 percent) or drug shops
(13 percent) in all areas, with drug shops being used more frequently in urban areas.
Residents outside of GM (particularly rural areas) also resort to blackbag doctors,
herbalists/country doctors and, to a much lesser extent, Trained Traditional Midwives
(TTMs).
For the very few caregivers who do not go for treatment, the main reasons are lack of money
to buy medicine (88 percent) or for transportation (4 percent) and knowing how to treat the
child at home (16 percent). No time to bring the child to clinic is only heard in urban areas (6
percent) (Figure 13). The overall assessment of children health status and healthcare seeking
behaviour does not vary by sex of respondent. However, lack of money seems more of a
reason for females not to seek care while knowing how to treat the child at home is more
frequently mentioned by men.
Over half of children 12 17 years have been sick since the beginning of the year (57
percent) (Table 35). The vast majority of them went for healthcare treatment (90 percent),
with no difference by sex. As caregivers report, most treatment is received at health facilities
(75 percent) (particularly by girls) and drug shops (31 percent), although children report
larger use of the latter. Like caregivers too, children who did not go for healthcare indicate
home treatment (52 percent), lack of money for medicines (30 percent) and no time to go to
the clinic (18 percent) as the main reasons not to seek care. Not knowing where to get
services does not seem to be a reason not to seek healthcare treatment by either caregivers or
children.
Figure 13 Caregivers' reasons not to take child for treatment by residence

7.4.2 S
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50

7.4.3 Daily routine
As shown on
Table 38Going to school/studying (81 percent), helping to do housework (74 percent), and
playing or getting together with friends (23 percent) take most of childrens daytime (Table
38). Girls seem to spend more time taking care of young children or helping with housework
while boys work in a (brick) factory/garage or rock mine or get together with friends to play.
7.4.4 Social relationships
Parent-child relations are at the core of family life, the development of human bonding, the
understanding of child behaviour, and the adjustment of children to their community and their
environment
39
. Children and youth need a sense of belonging to their families and
communities. Extensive research shows that social networks play a key role in enhancing or
obstructing social integration and wellbeing by facilitating, hindering, or directing the flow of
social and material resources. Social connectedness and support are also widely recognized as
protective factors for children
40,41
.
7.4.4.1 Parental monitoring & parent-child communication
There is accumulating evidence that positive parenting practices such as quality parent-child
communication, and parental monitoring and supervision, play a protective role on child
development and adjustment
42,43
. Respondents were provided with a list of situations
regarding parent-child relations and asked whether these ever happened in their homes, and if
so how frequently (Table 39, Table 40, and Figure 15). Although this list of practices
incorporates input from caregivers and children through initial FGDs, a closer look at local
understandings of support, autonomy, and parental control is needed in the future as
insufficient attention is often paid to culturally distinct dimensions of parenting and parent-
child relationships
44
.
Figure 15 Parenting practices according to caregivers

51

Parental monitoring: according to caregivers, when children are not at home, they
sometimes (58 percent) or always (35 percent) know who they are with. A similar description
is provided by child respondents. According to both caregivers (82 percent) and children (87
percent), when parents need to go out and leave the children home alone, bad things never
happen. This seems to be mostly the case in GM. Information from the KIs and FGDs
corroborate some of these findings. For example, several references were made to the
practice of leaving children left home alone while their parents go to the farm or to the
market. Kids are left alone while parents go fetch, said an interviewee from Kakata. No
details were provided as to the presence of others (e.g., siblings or neighbours) to supervise
children in those situations.
Verbal Parent-Child Communication:
ParentChildCommunicationondailylife
Several statements were used to assess different traits of parent-child communications. Most
caregivers sometimes (54 percent) or always (33 percent) ask children about school, work,
and friends yet 14 percent never asks. Also, about three out of every four caregivers discuss
with children their plans for the future and/or give them advice when they need to make
important decisions. Men report being sought for advice more often. The prevalence of these
practices is consistent with childrens reports too. There is nonetheless a sizeable proportion
(23 27 percent) of caregivers who never communicates on these matters with the children in
their care. Non-verbal forms of communication were not assessed. FGD participants
identified parents encouraging and giving advice to children as a protective practice.
Validation&transmissionofamoralorder
In most cases, if children misbehave, caregivers sometimes or always explain the reason why
what they did was wrong (97 percent of both caregivers and children). Similarly, they praise
children when they do something right (97 percent of caregivers and 98 percent of children).
These practices are said to happen consistently in about one-third of cases. This is in contrast
with findings from the FGDs, in which these behaviors were either rarely described (the
former) or complains about parents not praising children for their efforts and hard work was
voiced by children. Input from the FGDs reflects childrens appreciation when parents treat
them with respect. For example one adolescent said If my parents are harsh in sending me, I
will not feel good. But if my parents say please, I will go about doing it.
Communicationaroundsensitiveissues:sexualintimacy
Approximately half of caregivers never discuss how to avoid getting HIV/AIDS (54 percent)
or getting pregnant (47 percent) with the children in their care. This is particularly so outside
of GM. More children indicate never discussing with their parents how to avoid getting
HIV/AIDS (60 percent) or getting pregnant (50 percent). Certain over reporting by caregivers
and diverse practices by sex of child (e.g. fewer boys than girls discuss with their parents how
to avoid getting pregnant (56 vs. 45 percent respectively) may be part of the explanation.
7.4.4.2 External sources of support
Besides family separation as a result of the war or migration (e.g., for work or other reasons),
parents are used to relying on extended family and community members to support raising
children
45
. When they have a serious problem with the children in the house, caregivers
usually turn to their family of birth (67 percent); their husband/wife, boyfriend/girlfriend, or
the parent of the child (49 percent); friends or neighbours (25 percent), and to a lesser degree,
to a religious leader (8 percent), a community chief or elder (7 percent), and to the husbands
52

or wifes family (8 percent). Teachers or health workers are rarely approached, particularly in
GM. These support networks are similar for men and women, although men seem to turn
more to friends/neighbours in these situations. Residents of urban and rural areas more
frequently mention not having anybody to turn to (20 and 18 percent urban and rural
respectively vs. 8 percent in GM) (Table 41).
Different types of relationships provide different kinds of support
46
. From family, children
can learn continuity, interconnectedness, and a sense of moral order, whereas peers,
neighbours, and teachers can expose them to new information and a diversity of attitudes and
behaviors
47
. There is also evidence that relationships with siblings and grandparents may
play protective and support functions, particularly in times of family transition or crisis
48
.
Questions for children explored different types of support. Practically all children have
someone to turn to information and advice, emotional support, and material assistance.
Family members are the main sources of all three types of support--parents, aunts/uncles,
siblings, and grandparents. Friends/neighbours are also approached, particularly for material
support. Other community members, particularly those in a position of authority (e.g., chiefs,
teachers, and religious leaders), are rarely approached for any of these three types of support
(Table 42).
7.5 Sources of information about child care and safety
In order to plan a communications campaign on child protection, it is important to know by
what means people obtain this type of information. Access to information is needed in order
to increase peoples knowledge and ultimately influence their attitudes and behaviors. In the
words of one of the KI interviewed, there is a need to continue to discuss about the
importance of good care for their children on the radio and public places. In the survey, both
adult and child respondents were asked where they get information on child care and safety.
Table 43 and Table 44 show the percentage of caregivers and children listing different types
of media used to obtain information on child care and protection. For caregivers, the radio
(75 percent), and family, friends, neighbours, and colleagues (54 percent) are the main
sources of information across all residence areas. Other lesser sources are newspapers and
magazines (23 percent), community groups (e.g., CWCs or Children's Clubs) (16 percent),
billboards (14 percent), the TV (13 percent), and CBOs/NGOs (12 percent). Larger diversity
of media used in GM is consistent with existing information on ownership of amenities and
access to mass media, which are markedly different between rural and urban areas
2,5
. In
contradiction, however, there is a the relatively large use of cell phones for the purpose of
getting information on child protection in rural (20 percent) and urban (13 percent) areas yet
not in GM (< 1 percent). This category was created from coding open responses; lack of
consistent recording of those by some interviewers may have contributed to this discrepancy.
Larger use of printed media by men than women are consistent with lower literacy rates and
access to mass media for females in Liberia
2
. Children get information about child care and
safety largely through family, friends, neighbours and colleagues (63 percent); radio (57
percent); schools, teachers, and Parent-Teacher Associations (PTAs) (42 percent); and the TV
(18 percent).
8 CHILDRENRIGHTSANDPROTECTION
When asked about child rights and protection, polarized opinions emerge in almost every
setting. In fact, resistance to change certain customary practices (e.g., FGM/C) delayed the
passing of the Childrens Law (the prohibition of this practice was ultimately removed
following discussion in the Legislature) and it is still cause of disagreement at the Senate
20
.
Whereas some are very supportive, many believe human rights spoil our children and yet
53

others show confusion about what child rights mean and their applications. According to
adolescents, parents feel bad about child rights because they feel that all their rights have
been taken away and child rights make children to go against their family. One adolescent
girl shared her parents words on this regard: When I am beating you and child right comes,
I will jump on them. Indeed, a rights-based argument is often put forward in the context of
child discipline; to the extent that one adult FGD participant defined child rights as when
children are fighting among themselves and you stop them. Indeed, arguments often heard
from those who are against child rights include because when you want to discipline your
child you are afraid of the law or because it makes our children loose. In the words of an
adult, child right made when we send our children to do something and they refused and we
want to beat them, child right will tell you that it is his/her right. Others, however, approve
of child rights. They consider it a good thing yet they add that rights should go along with
responsibilities, and most children [are] not listening to their parents. They are aware that
the way the children understand it is different. Several KIs interviewed shared these latter
assessments by FGD participants. Many community members do not believe in children
rights. According to them, it is Western idea.
As a result, many community leaders called for the GOL, SC, and other agencies to come
and teach us human rights and tell the children what obligation they have to us as parents
and to create awareness for parents to know their limitation. An elder leader in GM
suggested that both parents and children need to attend a workshop because the issue of
human/child rights and responsibilities is being misunderstood. Several of the KI interviewed
underlined that there is a need for parent to be trained on how take care of children. I think
some parents don't know how to talk or treat their children that leads to some moving in the
street, explained a retired GOL official. Similarly, children should be trained to help them
understand how to respect us the parents.Awareness-raising should extend to a variety of
community members and utilize different media. Action is also needed in the legal front. As
expressed by study participants:
We need intensive awareness in communities, schools and with families.
Need to bring parents and children together to explain these rights.
There is a need to work with the religious leaders to raise awareness.
To raise the awareness and sensitization profile, get the local authority involvement
in the development of key messages.
Child to child education (peer education) Train and encourage peer education of
youth. SC to support the establishment of children clubs at community and district
levels.
The only thing I think we can do is to create/raise more awareness and especially by
using the different structures like women/youth groups in the communities and also
the community policing forum will play a key role in this.
Awareness messages and media:
Awareness messages to communities about child protection should be very clear ()
[and] in local dialects for those that are not educated.
Drama displaying child protection messages in various communities, through
community outreach, radio talk should to give parents the opportunity to express their
view on the law.
Intervention and assessment:
54

The protection activities design should consider the involvement of community
people.
We need coordination and collaborated efforts from our international and local
partners who are in the field of child protection. The Police need the NGOs to support
us with shelter, food and clothing for vulnerable children whom we come in contact
with.
Organize program to appreciate parents who are properly catering to their children as
a means of encouraging other parents to provide proper support and care to their
children.
Training of parents in child protection mechanism and properly monitor the
community.
Legal action:
We need strong laws and policy on child caring.
There is a need for law that will compel parents to stop ill-treating children.
9 CONCLUSION
In line with the purpose and objectives of the KAP study, this report has established a
baseline picture of the survey population. This study formally captured the perspectives and
experiences of almost 1,800 people, including children 7 17 years and adults. It
documented protective beliefs and practices such as shared monitoring of child wellbeing (a
child is everyones child), sending children to school, reporting of child abuse, positive
discipline and parent-child communication, support networks, and youth involvement in
community child mobilization. Caregivers and children also showed awareness of a number
of child protection risks in their communities, including children in conflict with the law
(e.g., stealing), substance abuse, teenage pregnancy, basic needs not met, and men and `
legislation and CWCs) as well as in the translation of child protection knowledge into
practice. For example, misconceptions exist around adoption and residential care
regulations, orphanhood status of children in residential care, and opportunity to migrate
following inter-country adoption. Widespread use of harsh physical punishment and other
practices among caregivers suggests that customary beliefs and attitudes mediate awareness
on certain sensitive issues, thus calling for a closer study of cultural norms and active
dialogue across age groups and ethno-cultural communities. Open discussion and media
coverage (mostly radio) could contribute to dispelling the myths surrounding orphanage
homes and adoption, and educate the public about child protection, alternative care, and
stakeholders rights and obligations (including those of children, parents/guardians, the GOL,
etc).
According to findings in this study, there is a strong preference for family care in the project
target areas. Unfortunately, parental and kinship care are not always synonymous of good
care. Common risks in this regard are forcing children to work during school hours,
differential treatment of children in the household, abuse by caregivers, and sickness,
disability, and basic needs not met. To prevent family separation and facilitate reunification, a
protective environment must be built for children at different levels. A clear legal framework
is essential to protect children from unnecessary separation from their parents and to protect
those away from their parents from abuse and discrimination. Initiatives that help parents and
caregivers provide for their families (e.g., through the creation of employment opportunities,
skills training, and daycare) and access basic services such as healthcare and education must
be part of any intervention. Children migrating to pursue education or employment and lack
55

of food, clothing, and adequate housing were mentioned in this study as reasons for children
to leave their parental home as well as for failure to reunify children who are living in the
streets.
Positive attitudes towards non-discrimination in sending children to school or in fostering
including children from a different ethnic group or with disabilities, could facilitate finding a
family environment for children who cannot be cared for by their families. Nonetheless,
contradictions with practice were often heard. This serves as a reminder of the need to extend
support and training to foster-caregivers and to children, and to monitor foster care closely.
Indeed, regular data collection and analysis on the situation of children without parental care
is needed to increase accountability and ensure effective child protection.
9.1 Recommendations
The KAP study revealed that there are some gaps in knowledge, both positive and negative
attitudes towards child protection, and conflicting practices. As a result, the following
interventions are recommended to translate the study findings into action:
9.1.1 Strengthening the legal & policy system
This KAP study compiled a significant amount of information useful to support continued
advocacy for implementation and enforcement of the Childrens Law. This comprehensive
law defines and regulates the rights and responsibilities of all major stakeholders for the
wellbeing and protection of children in Liberia, including alternative care. The Childrens
Law brings domestic legislation in line with the principles and provisions of the CRC and
clarifies key concepts (e.g., child and alternative care). Caregivers very limited
knowledge of the applicable legal framework calls for training and public education of adults
and children at the community, county, and national levels. The results of this study can help
the GOL and its partners to implement the Childrens Law through evidence-based planning
(e.g., prioritizing most common misconceptions on alternative care or the role of CWCs).
This may be done partly through the development of child protection guidelines for
professionals in family courts, child services agencies, orphanage homes, and the general
public. Public legal education should focus on the Liberian statutory legal framework that
applies to parent-child relations and to child care and protection more broadly. The study also
documented great confusion on basic terminology regarding alternative care among children
and adults, including caregivers and representatives from governmental and non-
governmental organizations. Public education should be done in collaboration with
community groups and local leaders, and may include a child friendly translation of the law.
The study also documented other policies and legislation to address the determinants of child
abuse and neglect, such as laws that restrict the opening of video clubs to non-school hours,
laws setting age limits to the purchase and consumption of alcohol, or banning the Bush
school in certain geographic location (e.g., Gbarma) and/or while schools are in session.
9.1.2 Raising awareness to create a supportive environment
The use of these data in communication is recommended to change public attitudes and
promote better practices. Raising awareness is an important step towards keeping families
together (e.g., combating the misunderstanding that inter-country adoption may facilitate
migration to the US). Analysis of the data suggests that education and media communications
should cover prevention and consequences for children of family separation with a focus on
clarifying misconceptions about alternative care (particularly adoption and residential care);
and child protection risks which exist in the target communities despite failure of respondents
to name them. For example, SC and partners may include KAP findings in information
materials for political, religious, and other community leaders and mass media to show
56

knowledge gaps and identify especially vulnerable populations (e.g., children who run away
from home); develop educational materials to encourage and illustrate both positive
discipline and childrens respect for their parents; and identify factors affecting child
protection and care for discussion in community meetings or in capacity building programs
for caregivers, children in schools, and other stakeholders.
A mass media communications campaign should be accompanied by workshops and trainings
with different groups of children and adults. It is also advisable to employ the media channels
that the KAP survey identifies to be the most accessible and preferred by children and adults,
diversifying as much as possible communication channels. For example, child-to-child
approaches may be utilized with adolescents (primarily males) as the study identified friends
as important sources of information and advice. Involve communities in planning specific
campaigns to better target advertisements and effectively reach the target population and to
make the best selection of relevant information (e.g., identify local places of safety and
support). For example, when planning and conducting awareness campaigns, work closely
with the GOL, the UN, other NGOs, local authorities, faith-based organizations, and special
interest groups (e.g., CWCs, Childrens Clubs, etc) and consider using role models,
celebrities, community leaders, and religious fora.
9.1.3 Supporting parents and promoting dialogue
The widespread perception that childrens rights undermine parental authority should not be
ignored. To protect children, strengthening parental legitimacy broadly speaking is important.
In consequence, messages regarding children rights should focus as much on children duties;
local norms and understandings of what constitutes good parenting should be explored and
open discussion about culture and acceptable types of discipline
48
and initiation should be
promoted. Children have been directly involved in developing positive alternatives to
corporal punishment. There is evidence that a harshly punitive environment may have long-
term detrimental effects on children
49-51
. Build on customary norms that protect children.
This KAP study revealed forms of discipline other than beating which can have even more
harmful consequences for children such as refusal of food and shelter. Further reflection on
those issues locally are needed to avoid shifting forms of discipline that inadvertently gives
light to other problems (e.g., children running away from home) if not replaced by positive
practices
52
.
9.1.4 Mobilizing and strengthening community-based responses
Findings from this study show that there is very low awareness or, more likely, few
communities that have local groups of children or adults to create awareness, monitor, and
adequately respond to child wellbeing and protection at the community level; and that those
in existence are often weak and not very effective. Yet, alternative options to
institutionalization require setting up/strengthening community-based systems to monitor and
promote child wellbeing and protection. Efforts to strengthen or support communities work
to establish CWCs, child-to-child clubs, and other special interest groups are needed, starting
with the particular locations where the project will be implemented. Upon arrival in the
community, an assessment of available resources and key individuals for child protection
should be developed. This will allow to identify potential partners. Community members
awareness and ownership of their CWC(s) is crucial for their effectiveness and utilization.
Indeed, collaboration with local chiefs, religious leaders, and other community groups is
crucial to ensure sustainable change. For example, religious leaders emerge as the main
source of support outside of the family when caregivers have serious problems with their
children. Similarly, when reporting cases of abuse, local leaders (rural) and WACPS are
approached often; collaborating with them to offer protection and support to those who report
57

(notably children) is advised. Help build networks of support and enhance the legitimacy and
efficiency of these groups by providing training and facilitating coordination.
Similarly, it is necessary to strengthen the logistical capacity of key agencies to respond to
their mandates. For example, to allow the WACPS/LNP to conduct regular awareness-raising
visits to rural communities; the Department of Social Welfare (MOHSW) to implement the
necessary visits to childrens communities of origin to carry out proper investigation on
pending (adoption) cases; and the Union of Orphanages to be able to carry out periodic visits
to create awareness among its constituency and facilitate the implementation and monitoring
of official standards of care.
9.1.5 Strengthening the capacity of families to protect and care for children
Improving the livelihood opportunities for children and their families is essential to prevent
family separation as well as to facilitate a successful family reunification. Additional
resources may also contribute to increasing equity in how different types of children are
treated within the household. An assessment of the specific needs and opportunities of each
community where the project is implemented should be carried out. Some interventions
indicated in this study include the provision of vocational training as well as income
generation opportunities for families at community level. Cash transfers and other models of
family support could also be considered to reduce school absenteeism as the cost of fees,
uniform, and materials was indicated as a major reason for school non-attendance.
9.1.6 Expanding research and monitoring intervention
This KAP survey provides baseline information on selected child protection issues in 12
districts from 6 counties in Central and Western Liberia, including Greater Monrovia (i.e.,
Grand Cape Mount, Bomi, Margibi, Gbarpolu, Bong, and parts of Montserrado). It is
recommended that the study is replicated in other counties and districts in the country.
Besides widening the geographic scope of the study, it would be advisable to elicit the
perspectives of caregivers in institutional settings as well as children across all age groups,
including those younger than 7 years. Although acknowledging the need for information on a
range of child protection issues, caution should be paid not to widen the focus so that in-
depth understanding of core areas of interest is not compromised in exchange for a more
superficial coverage of a larger number of topics.
This KAP study should serve as a baseline to monitor the quality of the intervention in the
twelve target districts. A system of data collection should be developed, including indicators
disaggregated by gender, age, and RUM areas, and these data should be used periodically for
monitoring the effective implementation of the program. Qualitative and quantitative data on
selected project outcomes should be collected during the intervention to better understand the
mechanisms influencing the outcomes as well as how the intervention varied across sites.
Carefully designed procedures to document child reunifications are particularly needed and
would allow for the development of in-depth case studies to understand what makes a
successful reunification. Collaboration and exchange of information with other stakeholders
(e.g., schools) will also be important to assess childrens access to services. Additionally, this
KAP baseline survey should be followed by an endline KAP survey to measure changes in
peoples knowledge, attitudes and practices in response to specific interventions, such as
outreach or education. A shorten questionnaire, larger sample size and number of PSUs, yet
fewer interviews conducted in each one of them, will increase reliability of estimates.
Lessons learned from this exercise as well as the capacity built throughout the process should
facilitate considerably the implementation of future surveys.
58

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para. 2; and 37, inter alia) CRC/C/GC/8: United Nations; 2007.
37. Global Initiative to End All Corporal Punishment of Children, The African Child
Policy Forum. Developing a Strategic Plan to accelerate the prohibition and
elimination of all corporal punishment of children across Africa. Paper presented at:
Strategic consultation on ending corporal punishment across Africa; February 28 and
March 1, 2011; Ouagadougou, Burkina Faso.
60

38. BRYCS. Liberian Refugees: Cultural Considerations for Social Service Providers.
Baltimore, MD and Washington, DC: Bridging Refugee Youth and Children's
Services; 2005.
39. Bronfenbrenner U. The ecology of human development: experiments by nature and
design. Cambridge, MA: Harvard University Press; 1979.
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intervention: a guide for health and social scientists. Oxford: Oxford University
Press; 2000.
41. Sandler I, N, Miller P, Short J, Wolchik SA. Social support as a protective factor for
children in stress. In: Belle D, ed. Children's social networks and social supports.
New York, NY: John Wiley & Sons; 1989:277-307.
42. DeVore ER, Ginsburg KR. The protective effects of good parenting on adolescents.
Current Opinion in Pediatrics. 2005;17(4):460-465.
43. Marjorie S. Good parenting: Making a difference. Early Human Development.
2010;86(11):689-693.
44. Russell ST, Crockett LJ, Chao RK. Conclusions: The Role of Asian American Culture
in Parenting and Parent-Adolescent Relationships. In: Russell ST, Crockett LJ, Chao
RK, eds. Asian American Parenting and Parent-Adolescent Relationships: Advancing
Responsible Adolescent Development: Springer Science+Business Media; 2010:117-
128.
45. BRYCS. Liberian Refugees: Cultural Considerations for Social Service Providers.
Baltimore, MD adn Washington, DC: Bridging Refugee Youth and Children's
Services; 2055.
46. Ruiz-Casares M. Kin and Youth in the Social Networks of Youth-Headed Households
in Namibia. Journal of Marriage and Family. October 2010 2010;72(5):1408-1425.
47. Cochran M, Larner M, Riley D, Gunnarsson L, Henderson CR. Extending families:
the social networks of parents and their children. Cambridge, MA: Cambridge
University Press; 1990.
48. Renteln AD. Corporal Punishment and the Cultural Defense. Law and Contemporary
Problems. 2010;73(2):253-279.
49. Gershof ET. Corporal punishment by parents and associated child behaviors and
experiences. Psychological Bulletin. 2002 128(4):539 -557.
50. Rohner RP, Kean KJ, Cournoyer DE. Effects of Corporal Punishment, Perceived
Caretaker Warmth, and Cultural Beliefs on the Psychological Adjustment of Children
in St. Kitts, West Indies. Journal of Marriage and Family. 1991;53(3):681-693.
51. Talwar V, Carlson SM, Lee K. Effects of a Punitive Environment on Children's
Executive Functioning: A Natural Experiment. Social Development. 26 July 2011.
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the Children Sweden Southeast Asia and the Pacific; 2007.
.
61

APPENDICES
A.1 Persons and institutions involved in the KAP Survey directly or indirectly

ADVISORY COMMITTEE
Mrs. Bendu Tulay - MOHSW
Ms. Ina W. Christensen - MOHSW
Dr. Maima Fahnbullah - MOHSW
Ms. Lydia M. Sherman - MOHSW
Mrs. Miatta Abdullai Clarke - UNICEF
Mr. Geoffrey Oyat Save the Children
Mr. Philip Bemah World Learning
Mr. David S. Konneh Don Bosco Homes
Mr. Robert Taylor MOGD

PROJECT MANAGEMENT Save the Children
Mr. Geoffrey Oyat
Mr. A. Victor Tweh
Mr. Joeta W. Morlu,Sr.
Mr. Rashid Bangurah
Ms. Celestine W. Browne

ADMINISTRATIVE TEAM - Save the Children
Mr. Prince S. Bawoh
Mrs. Zinnah D. Cargeor
Mrs. Yanka B. Roberts
Finance Team
Mr Alebie Cassie
Ms. Deaman Thomson
Mr. Gurley Chea
Ms. Hawa O Sana

Logistic Department
Mr. Arben Cako
Mr. Odartey Karmu
Mr. Prince Tornor
Mr. Sam Endee
Child Protection Programme - Team in the counties
Bong County
Mr. Jerry S. Jimmy (team leader)
Ms. Florence Tumbay

Margibi County
Mr. Washington Zeah (team leader)
Mrs. Beatrice Nanon

Montserrado County
Lovely W. Sie (team leader)
62

Lydia D. Moore
Team Leader
Dr. Mnica Ruiz-Casares
Supervisors of KAP Survey
Mr. Rashid Bangurah
Mr. Jerry S. Jimmy
Mr. J. Kenneth Martu

Interviewers
Mr. Jusu Bolay
Mr. E. Friday Crusor
Ms. Wokie Hinneh
Mr. Andrew Abass Kabia
Ms. Beatrice S. Nanon
Mr. James Miller
Ms. Lydia D. Moore
Mr. Samuel R. Outland
Ms. Roseline Wilson

Drivers
Mr. Julius Kilby
Mr. Moses Stephen
Mr. Israel Tyler
Mr. Dexter Wilson

FGD facilitators/note takers of KAP Survey
Mr. Joeta W. Morlu.Sr.
Ms. Lydia V. Kimber
Ms. M. Nowah Garkpor
Mr. Nathaniel Roberts
Mr. Foley Kromah
DATA PROCESSING STAFF
Dr. Monica Ruiz-Casares
Mr. Dragan Kljujic
Data Entry Clerks
Mr. Weamie Tahn
Ms. Gertrude Weah
Mrs. Evelyn Dolo Seward
Mr. Joeta W. Morlu,Sr.

Coders

63

CARTOGRAPHIC STAFF
Mr. Andy Tugbal, LISGIS

INSTITUTIONS
o USAID Liberia
o World Learning - Liberia Grants Solicitation and Management
o Department of Social Welfare of the Ministry of Health and Social Welfare.
o UNICEF
o Don Bosco Homes
o CSSS de la Montagne, especially the Ethics Review Board
o GIS/LIGIS
o Mother Pattern College of Health Sciences
o National Traditional Council of Liberia
o National Union of orphanages of Liberia

INTERNATIONAL CONSULTANTS
64
Child Protection Knowledge, Attitudes, and Behaviors Survey
Save the Children-UK, Liberia
1. Informed Consent (Survey)
Hello, my name is <name> and I am working with Save the Children. We have been working in
Liberia for the last 20 years. I am part of a team that is looking at ways to support children and
families in your district, including issues related to child care and children living outside of a family
setting. We are conducting this study in 6 counties, including Bomi, Bong, Gbarpolu, Grand Cape
Mount, Margibi, and Montserrado. The information we collect will help Save the Children to plan their
programs.
Your household was selected for the study. If you want to be in the study, I will ask you some
questions and I will write down your answers. The questions will be about your experience caring for
children in your family and your community as well as your ideas about how to help families to care
for their children. The interview will take about __ minutes.
I assure you that everything you tell me will be kept confidential and will not be shared with
anyone other than my supervisor, and s/he would only visit to make sure that I conducted the
interview properly. When we are finished with this study we will write a report about what was learned.
This report will not include your name or that you were in the study.
You can decide whether you wish to take part in the interview or to answer any or all of my
questions. If you decide not to take part, it will not affect your situation with Save the Children. If you
agree to talk with me, you may refuse to answer any question you don't want to answer or you can
stop the interview at any time. As far as the research team is aware, there are no risks for you to
participate. You will not be given money or anything else to participate in this study, but it is
opportunity to help Save the Children better understand the issues facing children and families in this
community.
You can ask questions about this study at any time during the interview. If you have additional
questions about this study, you can contact the research team at <contact information>. Do you have
any questions now?
May I proceed with the interview?
Yes 1
No 2
Person Obtaining Consent:
I have discussed this study with the participant and answered all the participants questions in a
language s/he understands. I believe the participant understood this explanation and voluntarily
agreed to participate in this study.
_________________________________________________ ________________
Printed Name of Participant Date
_________________________________________________
Signature of Person Obtaining Consent
_________________________________________________
Printed Name of Person Obtaining Consent
Version Date: April 5, 2011
A.2 Ethics forms
65

2. Informed Assent (Survey)
Hello, my name is <name> and I am working with Save the Children. We have been working in
Liberia for the last 20 years. I am part of a team that is looking at ways to support children and
families in your community. The study is not limited only to your village. It is being carried out in
villages and towns in 6 counties: Bomi, Bong, Gbarpolu, Grand Cape Mount, Margibi, and
Montserrado.
If you want to be in the study, I will ask you some questions and I will write down your answers.
The questions will be about your experience growing up in your family and your community. I will also
ask for your ideas on how to help families to care for their children. You may feel embarrassed or sad
when we ask you some questions but remember that you do not have to answer any question that
you dont want to answer and that what you tell me will be kept private. I will only share your answers
with my supervisor, and particularly if you tell me information that indicate that you are in danger.
When we are finished with this study we will write a report about what was learned. This report will not
include your name or that you were in the study.
The interview should take no longer than ___ minutes, but if you decide at any time not to finish,
you may stop whenever you want and no one will be mad at you. Remember, these questions are
only about what you think or what you have observed around you.
You will not be given money or anything else to take part in this study. Being in this study may
not help you directly but you may feel good knowing that what we find out from this study may help
other children in Liberia.
You can ask questions about this study at any time during the interview. Afterwards, you can talk
to your parents, guardian or anyone on the research team. You can contact the research team at
<contact>.
Child Authorization:
Your mom or dad (or guardian) has given permission for you to be in this study if you decide you
want to participate. If you would like to be in the study, you just have to tell me and I will write it down.
Do you have any questions for me at this time?
Do you want to participate?
Yes 1
No 2
Person Obtaining Assent:
I have discussed this study with the child and answered all the childs questions in a language
s/he understands. I have told the participant that s/he can stop and ask questions at any time. I
believe the participant understood this explanation and assented to participate in this study.
_________________________________________________ ________________
Printed Name of Child Participant Date
_________________________________________________
_________________________________________________
Printed Name of Person Obtaining Consent Version Date: April 5,
2011
66
3. Informed Consent (Focus Groups)
Hello, and thank you for coming today. My name is <name moderator> and this is <name note
taker> and we are working with Save the Children. We have been working in Liberia for the last 20
years. We are part of a team that is looking at ways to support children and families in your
community, including issues related to child care and children living outside of a family setting. The
study is being carried out in 6 counties, including Bomi, Bong, Gbarpolu, Grand Cape Mount, Margibi,
and Montserrado.
Group discussions are helpful in understanding how people feel about certain issues. We are
here to learn about your experience bringing up children in this community as well as the kinds of
support and care that are available for children and families. Some of these issues may be difficult to
discuss in public, but it is really important for us to hear your opinions and ideas. There are no right or
wrong answers so as long as we talk in order, you may agree or disagree with each others opinions.
All comments and responses are confidential. That means that your responses here today will
not be linked to your names in any way. We will be writing down your views and opinions, but we will
not use your name and no one but the researchers will know who said what. The information you give
us today will be compiled with other similar discussions that are taking place across the other
counties.
The discussion will take about 1-1/2 hours and will involve different activities. You will not be
given money or anything else to take part in this discussion. However, Save the Children will use what
we learn today to plan programs to support children and families.
We are very interested to know about your views, but if you do not want to talk to us you do not
have to. If you decide to leave, this will not have any negative consequences in your relation to Save
the Children. You can also leave at any time if you decide you dont want to stay or you may not
answer any question that you dont want to answer. If you would like to participate, you just have to
stay and sign name/thumb print the attendance list. Do you have any questions for me at this time?
Does everyone want to stay and talk with us?
I have discussed this study with the participants and answered all the participants questions in a
language they understand. I believe the participants understood this explanation and voluntarily
_________________________________________________ ________________
Signature of Person Obtaining Consent Date
_________________________________________________

_________________________________________________ ________________
Signature of Witness/Note Taker Date
_________________________________________________
Printed Name of Witness/Note Taker
67
4. Informed Assent (Focus Group)
Hello, and thank you for coming today. My name is <name moderator> and this is <name note
taker> and we are working with Save the Children. We have been working in Liberia for the last 20
years. We are part of a team that is looking at ways to support children and families in your
community. The research is not limited only to your village. It is being carried out in villages and towns
in 6 counties, including Bomi, Bong, Gbarpolu, Grand Cape Mount, Margibi, and Montserrado.
We are here to learn about your experience growing up in this community as well as the kinds of
support and care that are available for children and families. Some of these issues may be difficult to
discuss in public, but it is really important for us to hear your opinions and ideas. There are no right or
wrong answers so as long as we talk in order, you may agree or disagree with each others opinions.
All comments and responses are confidential. That means that your responses here today will
not be linked to your names in any way. We will be writing down your views and opinions, but we will
not use your name and no one but the researchers will know who said what. The information you give
us today will be compiled with other similar discussions that are taking place across the other
counties.
The discussion will take about 1-1/2 hours and will involve different activities. You will not be
given money or anything else to take part in this discussion. However, Save the Children will use what
we learn today to plan programs to support children and families.
Your parents (or guardians) have given permission for you to participate if you decide you want
to. We are very interested to know about your views, but if you do not want to talk to us you do not
have to. If you decide to leave, this will not have any negative consequences in your relation to Save
the Children. You can also leave at any time if you decide you dont want to stay or you may not
answer any question that you dont want to answer. If you would like to participate, you just have to
stay. Do you have any questions for me at this time? Does everyone want to stay and talk with us?
Person Obtaining Assent:
I have discussed this study with the participants and answered all the participants questions in a
language they understand. I believe the participants understood this explanation and voluntarily
_________________________________________________ ________________
_________________________________________________

_________________________________________________ ________________
Signature of Witness/Note Taker Date
_________________________________________________
Printed Name of Witness/Note Taker
68
5. Informed Parental/Guardian Consent
Hello, my name is <name> and I am doing a study with Save the Children. We have been
working in Liberia for the last 20 years. I am part of a team that is looking at ways to support children
and families in your community. The study is being carried out in 6 counties, including Bomi, Bong,
Gbarpolu, Grand Cape Mount, Margibi, and Montserrado.
Your child has been identified to participate in this study because s/he will be able to represent
other childrens views about the situation of children in your community. The interview will take about
___ minutes and your child will be able to ask questions at any time. His/her responses will be kept
confidential and s/he will not have to answer any question that s/he does not want to answer. I will
only share the childs answers with my supervisor, who makes sure that I conduct the interview
properly. I will tell him/her if I think the child is in danger.
As far as we are aware, participating in this study will not cause any damage to you, your
community or your child. It will not bring any material benefit to you either. However, we hope that this
study will help improve the situation of children in Liberia. When we are finished with this study we will
write a report about the situation of children in Liberia, including adults and children perspectives. We
will share these results with other agencies and government interested in child protection. This report
will not include your childs name or any other information that would help to identify you. We will
explain the same to your child, and invite him/her to participate.
Do you have any questions for me? If you have any questions about the study later, you can
contact the research team at <contact>.
Do you agree to your child to participate?
Yes 1
No 2
I have discussed this study with the respondent and answered all his/her questions in a language
s/he understands. I believe the respondent understood this explanation and agreed to the child to
participate in this study.
_________________________________________________ __________________
Printed Name of Child Participant Age
_________________________________________________ __________________
Signature/Thumb print of Carer Date
_________________________________________________ __________________
Printed Name of Carer Father/mother/ extended family
member/customary carer
_________________________________________________ __________________
_________________________________________________
69
6. Informed Consent (Key Informant)
My name is <name>, and I am working with Save the Children in the development of a study on
child protection in Liberia. This study will establish a baseline on adults and childrens current levels
of knowledge, beliefs, and practices with regards to child protection, particularly children without
adequate family care in 6 counties, including Bomi, Bong, Gbarpolu, Grand Cape Mount, Margibi, and
Montserrado. SAVE THE CHILDREN will use this information to plan programs and a public
communications campaign as well as for monitoring and evaluation.
We have identified you for interview because of your position and your knowledge of child
protection issues and the local situation in Liberia. Today, I am seeking your permission to participate
in an interview that will take approximately __ minutes.
There will be no direct benefit to you if you agree to be interviewed today, but participating in this
study is an opportunity to help improve the services that are offered to families in Liberia/your
community. As far as the research team is aware, there are no risks for you.
You can decide whether you wish to take part in the interview or to answer any or all of my
questions. Everything you say will be kept confidential. If the results from this study are published or
presented in public, we will never link your name to any statements, unless you give me explicit
permission to do it.
I hope this will be a dialogue. As we go along, if you have any questions, please do not hesitate
to ask them. If you have additional questions about this study, please contact <SC program
manager> at <contact information>. Do you have any questions now?
May I proceed with the interview?
Yes 1
No 2
I have discussed this study with the participant and answered all the participants questions in a
language s/he understands. I believe the participant understood this explanation and voluntarily
_________________________________________________ ________________
Printed Name of Participant Date
_________________________________________________
_________________________________________________

70
C h i l d P r o t e c t i o n K n o w l e d g e A t t i t u d e s a n d P r a c t i c e s ( K A P ) S u r v e y
Caregi ver Questi onnai re

1. Questionnaire Number

After all questionnaires for the household have been completed, fill in the following information:

2. District
1 Bopolu 5 Gibi 9 Kpaii
2 Careysburg 6 Greater Monrovia 10
Senjeh
3 Commonwealth 7 Jorquelleh 11
Swehn Mecca
4 Gbarma 8 Kakata 12 Tewor

3. Clan __________________________________________

4. Cluster Number ____________

5. Date of interview (DD/MM/YYYY): ___ ___ / ___ ___ / 20___ ___

6. Start Time: ____:____ Finish Time: ____:____

7. Number of caregiver questionnaires completed in this house: ______

8. Number of child questionnaires completed in this house: ______
9. Total number of visits to this house: ____________

10. Result of caregiver interview:
1 Fully completed 4 Entire household absent for extended period of time
2 Partially completed 5 Refused
3 Caregiver absent at time of visit(s) 6 Other (specify)
11. Language of interview
1 English 4 Bassa 7 Kru
2 Liberian English 5 Grebo 8 Mano
3 Kpelle 6 Gio 9 Other (specify):

12. Type of floor of housing unit
1 Cement/concrete 3 Wood 5 Floor mat/linoleum/vinyl
2 Ceramic tiles 4 Mud/earth/sand 6 Other (specify):

13. Interviewer Name: ________________________________ Interviewer Code: ___________

14. Supervisor Name: _________________________________ Supervisor Code: ___________

15. Office Editor/Coder Name: ____________________________ Date: ___ ___ / ___ ___ / 20__ __

16. Entry Clerk Name: ________________________ Date completed: ___ ___ / ___ ___ / 20__ __
A.3 Household Survey Questionnaires

71
S E C T I O N 1 . R A N D O M S E L E C T I O N O F H O U S E H O L D &
R E S P O N D E N T
Hello. My name is ___________. I am working with Save the Children. We are conducting a survey
on child issues in six counties. We wish to interview a person from this house. To choose this
person, I need to ask you a few questions about the people living in this house. Can we begin?
1 Yes If YES, continue with random selection of household & respondent
2 No If NO, end interview and discuss this result with your supervisor

H
O
U
S
E
H
O
L
D
How many families live in this house? I mean people who live here and eat from the
same pot? No families _______

If there is more than one household, you select the household for interview based on Table A
(below).
HH
HH
Household 1: Household 6:

17. Household # for selected household: _________. May I speak with someone from
[selected household]?

R
E
S
P
O
N
D
E
N
T
Once you have selected a household, ask a respondent from that household:
1. How many people in this house have their own children or care for other
children? Please tell me only those who are now at home, or will be at home later
today. ________
2. Of those, how many are18 years or older including yourself? _______

Write the ages down in the following table:
Age Man/Woman
Respondent 1: Of these, who is the oldest person [18 years and above]?
Respondent 2: Who is the next oldest? [age]

If there is more than one household member who is a parent or caregiver and aged 18
years and above in the household, as per the above table, you select the respondent for
interview based on the following table:

72

TABLEA
Total Number of Eligible Households/Respondents in the Household
Last digit of questionnaire
number
1 2 3 4 5 6 7 8+
0 1 2 2 4 3 6 5 4
1 1 1 3 1 4 1 6 5
2 1 2 1 2 5 2 7 6
3 1 1 2 3 1 3 1 7
4 1 2 3 4 2 4 2 8
5 1 1 1 1 3 5 3 1
6 1 2 2 2 4 6 4 2
7 1 1 3 3 5 1 5 3
8 1 2 1 4 1 2 6 4
9 1 1 2 1 2 3 7 5

18. Respondent # for selected respondent: __________. May I speak with [selected respondent]?

If respondent not at home, find out when s/he will be back and make a note (and announce) that you
will come back later.

S E C T I O N 2 . R E S P O N D E N T C O N S E N T

* Make sure that the Informed Consent form is signed before proceeding*

If child interview is to be conducted in this house too, ask: Does any child between 12-17 years live
in this house? I mean children who eat from the same pot. I am referring only to those who are
now at home, or will be at home later today.
If YES, complete Sections 1 & 2 of Child Questionnaire now. Ask if someone can go and get
the child while you complete caregiver interview. If child in school/not available until later, find
out when s/he will be back and make a note (and announce) that you will come back later.
If NO, complete Q8 in cover of this questionnaire and take note in your Control Form.

S E C T I O N 3 . D E MO G R A P H I C & H O U S E H O L D
I N F O R MA T I O N

* Write down start time on Q6 before proceeding*
First, I would like to ask you some questions about yourself and the people you live with.

19. Sex of respondent Mark without asking the respondent
1 Man
2 Woman

20. What is your age? If respondent cannot give precise information, ask for an estimate

Age (years)
&
Month

__ __
Year

__ __ __ __

73
21. Have you ever been to school? If yes, what is the highest education/grade you have
completed?
Do not read aloud. Select only one
1 Never attended school
2 Pre-primary or some primary education (grades 1-5)
3 Primary education completed (grade 6)
4 Some junior secondary education (grades 7-8)
5 Junior High School (grade 9) completed
6 Some senior secondary education (grades 10-11)
7 Senior High School (grade 12) completed
8 Some university education
9 University education completed
10 Vocational education
11 Adult literacy
12 Other (specify)

22. Are you married (with ring or kola) or living with your boy/girlfriend or fianc(e)?
If married, ask Do you have more than one wife (men) or apart from yourself, does your
husband have any other wives? (women). If not married, ask Are you divorced, separated, or
you have never been married?
1 Married monogamy Skip to Q24
2 Married polygamy Go to Q23
3 Living together (boyfriend/girlfriend) Skip to Q24
4 In a relationship but not living together Skip to Q24
5 Divorced/Separated Skip to Q24
6 Single (never married) Skip to Q24
7 Widow/Widower Skip to Q24

23. [If living in a polygamous marriage] How many wives are there? (counting
respondent) _______ [Dont know: 97]

24. What is your ethnicity (tribe)?
1 Bassa 7 Grebo 13 Mano
2 Belle 8 Kpelle 14 Mende
3 Dey 9 Krahn 15 Kissi
4 Gbandi 10 Kru 16 Sapo
5 Gio 11 Lorma 17 Vai
6 Gola 12 Mandingo 18 Other (specify):

25. What is your religion? Do not read aloud. Select only one
1 Christian
2 Muslim
3 Traditional
4 No religion
5 Other religion (specify):

74
26. What is the main activity that you and your family do to get income/money?
1 Farming
2 Fishing
3 Hunting
4 Wages and salaries
5 Pension
6 Business activities (non-farming)
7 Money transfer/cash remittance
8 Other (specify):

27. How many rooms does your household use for sleeping in this house?
1 One
2 Two
3 Three or more

Now, I would like to ask you some questions about the people who are living here with you,
especially children.

28. Are you the head of the household? (This is the person making the important decisions for this home)
1 Yes Skip to Q31
2 No Go to Q29

29. What is your relationship to the head of the household?
1 Husband/wife or boyfriend/girlfriend
2 Son/daughter
3 Brother/sister
4 Parent
5 Step-child
6 Sister/brother-in-law
7 Other (specify)

30. Who is the head of this household? Is it a man or a woman?
1 Man
2 Woman
31. How many of the following people eat from the same pot in your home? When I say child, I
am talking about a person under 18 years of age.
Read list and write down how many people in each category
Relation How many
a. Biological children (from the same papa)
b. Family children
c. Other children (just living with you)
d. Husband/wife or boyfriend/girlfriend
e. Other big people apart from you (& husband/wife)
f. Total number of persons including yourself

75

32. Are there other children who used to live with you but are not living with you here now?
1 Yes Go to Q33
2 No Skip to Q35

33. Where did they go?
Do not read aloud. Circle all that apply. Note number of children in each category
How many
children
a. Living with biological parent(s) a.
b. Living with relative b.
c. Living with non-relative c.
d. Orphanage home d.
e. Living with husband/wife, boy/girlfriend e.
f. Adopted by family outside of Liberia f.
g. Adopted by family in Liberia g.
h. Living in the street h.
i. Away on vacation (temporary) i.
j. Dont know j.
k. Other (specify) k.
34. Why are they not living with you?
Do not read aloud. Circle all that apply
a. Moved out for schooling
b. Moved to help family or friends
c. Lack of basic needs at home (food, clothing)
d. Lack of services for child disability
e. Lack of recreation services
f. Went to live with husband/wife, boyfriend/girlfriend
g. Went to live with biological parent(s)
h. Child moved to work
i. Child adopted
j. Child run away from home
k. Child wanted more autonomy
l. Dont know
m. Other (specify)

S E C T I O N 4 . R A I S I N G C H I L D R E N : E N A B L I N G
E N V I R O N ME N T
Now, I would now like to ask you some questions about access to care, education, and other
services and things for the children in the house.

76
35. Since the beginning of the year, have any of the children in your care been sick or injured?
1 Yes Go to Q36
2 No Skip to Q39
97 Dont know/not sure Skip to Q39

36. At that time, did you go for health care treatment?
1 Yes Skip to Q38
2 No Go to Q37

37. [If NO,] Why didnt you go for treatment?
Do not read aloud. Circle all that apply. Probe once: Anything else?
a. No money for transportation
b. No money to buy medicine
c. No time to bring child to clinic (e.g., work full time)
d. Did not know where to go
e. Knew how to treat child myself/at home
f. Other (specify):

38. [If YES,] Where did you get treatment? Do not read aloud. Circle all
that apply
a. Health center/clinic
b. Drug shop
c. Herbalist/country doctor
d. Trained Traditional Midwife (TTMs)
e. Blackbag doctor
f. Other (specify):

39. In the last week, how many times a day did the children in your care eat?
1 One
2 Two
3 Three or more
96 Not applicable
98 DWA

40. Do children in your care have clothes for occasions?
1 No
2 Some do and some dont
3 Yes, all have clothes for occasions
96 Not applicable
98 DWA

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41. Since the beginning of the school year, have all the children in your care been going to school?
1 Yes Skip to Q43
2 No Go to Q42
96 Not applicable Skip to Q43
42. [If NO,] Why arent they going to school when it is not vacation or holidays?
a. The child(ren) was sick
b. The child had to care for a sick relative
c. The child had to work
d. The child had to go and stay with family/friends in another area
e. The child is mistreated in school
f. No money for fees, uniform, books, or transportation
g. The child was pregnant
h. The child did not want to go
i. The school is too far
j. The child(ren) has not reached school-going age
k. School not open
l. Other (specify):

43. Last week, did any of the children in your care work outside of the household? I am
interested only on children 14 years and younger. If yes, did they work for pay?
1 Yes, work for pay
2 Yes, work NOT for pay
3 Yes, but I dont know if child received pay
4 No
96 Not applicable
The next few questions are about the people that you can go to for help, and the children who
live with you. Remember that these persons will never know what you said, so you can say the
truth.
44. When you have a serious problem with the children in the house, who do you go to?
Do not read list. Circle up to 3. Probe once: Anybody else?
a. Husband/wife, boyfriend/girlfriend g. Teacher or health worker
b. Birth family h. Herbalist/country doctor
c. Husband/wifes family i. Police
d. Friends/neighbors j. Nobody
e. Community elder/chief k. I dont need assistance
f. Religious leader (Imam, Karmoh,
Pastor, Priest, Weyongarar)
l. Other (specify):
m. Dont know

78
45. Do the following ever happen in your home? Tell me whether these happen never,
sometimes, or always.
Read list and select frequency for each statement. If respondent says yes, remember to ask if
this happens sometimes or always.
Never Sometimes Always DK DWA
a. When children are not at home, you know who they are
with
1 2 3 97 98
b. When you need to go out and leave the children home
alone, bad things happen
1 2 3 97 98
c. You ask children about school, work, and friends 1 2 3 97 98
d. They ask you for advice when they need to make
important decisions
1 2 3 97 98
e. You discuss with them their plans for the future 1 2 3 97 98
f. You praise them when they do something the right way 1 2 3 97 98
g. If they misbehave, you explain why, what they did was
wrong
1 2 3 97 98
h. You argue a lot with your children 1 2 3 97 98
i. You discuss how to avoid getting HIV/AIDS 1 2 3 97 98
j. You discuss how to avoid getting pregnant 1 2 3 97 98

46. Sometimes, when parents or the people who take care of children are vexed by things that
children do, they will beat children (hard). In your view, are parents right to beat their
children in the following situations? Please tell me whether you agree or disagree and
how strongly you feel that they can do this.
Read list and select level of agreement for each statement
Strongly
disagree
Disagree Agree
Strongly
agree
DK DWA
a. if the child is disobedient 1 2 3 4 97 98
b. if the child talks back to the parent 1 2 3 4 97 98
c. if the child runs away from home 1 2 3 4 97 98
d. if the child does not want to go to school 1 2 3 4 97 98
e. if the child does not care for brothers and sisters 1 2 3 4 97 98
f. if the child is doing man and woman business 1 2 3 4 97 98
g. if the child wets bed 1 2 3 4 97 98
h. if the child steals 1 2 3 4 97 98
i. if the child takes drugs or liquor 1 2 3 4 97 98

S E C T I O N 5 . K N O WL E D G E O F C H I L D P R O T E C T I O N
I am now going to ask you some questions about children and some issues that children face,
and I would like you to think about those in your community.

79

47. What are some of the situations that put children in danger in your community?
Do not read out. Circle all that are mentioned. Probe twice: Anything else?
a. Basic needs not met (food, shelter,
clothing)
l. Dangerous child labour
b. No access to school or to health care m. Drugs or liquor
c. Domestic violence n. Children living in the streets
d. Teenage pregnancy o. Giving children to other people
e. Abuse and exploitation of children p. Illicit adoption
f. Forced or under-age marriage q. Ritualistic killing of children/witchcraft
g. Discipline r. Stealing
h. Unsafe migration (e.g., child goes away to
work)
s. Stubbornness of children (or bad
behaviours children)
i. Men and women business or prostitution t. Peer pressure
j. FGM/C and/or initiation u. Dont know
k. Abandonment by parent or guardian v. Other (specify)

48. I will read some issues that children can face in different communities. Please tell me
whether they happen in your community and, if they do happen, whether they happen
always or just sometimes. Again, when I say parent, I am referring also to big people
who care for children in the house.
Read aloud and mark frequency for each statement. If respondent says yes, remember to
ask if this happens sometimes or always.

a. Children take part in Childrens Clubs/groups 1 2 3 97 98
b. Children travel alone for work in other towns,
farms, or mines
1 2 3 97 98
c. Children join Sande or Poro societies 1 2 3 97 98
d. Parents send children to have boy/girlfriend 1 2 3 97 98
e. Children are married before the age of 18 years 1 2 3 97 98
f. Children are sent to work in a farm or mine or to
sell on the street during school hours
1 2 3 97 98
g. Teenage pregnancy or pregnancy of young girls 1 2 3 97 98
h. Physical or sexual abuse at home 1 2 3 97 98
i. Children are forced to love to teachers 1 2 3 97 98
j. Beating of children by big people 1 2 3 97 98
k. Forcing children to do hard and dangerous work 1 2 3 97 98
l. Abuse of children because of their disabilities or
special needs
1 2 3 97 98

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Now, I would like to ask you questions about children who are not living with at least one of
their parents for whatever reason.

49. Do any of these issues happen in your community? Please tell me whether they do not
happen, happen sometimes, or happen a lot.
Read aloud and mark frequency for each statement. If respondent says yes, remember to ask if
this happens sometimes or always.
Never Sometimes A lot DK DWA
a. Children sent to live with relatives or other people 1 2 3 97 98
b. Children are registered to go to orphanage homes 1 2 3 97 98
c. Parents send children with physical or learning
disabilities to orphanage homes
1 2 3 97 98
d. Children are given up for adoption to families in the US
or other countries
1 2 3 97 98
e. Parents leave children home alone while they go to work 1 2 3 97 98
f. Stepparent does not want to take children in
1 2 3 97 98
g. Parents treat their own children better than other children
in the house
1 2 3 97 98
h. Children run away from home into the streets 1 2 3 97 98
i. Children from orphanage homes are not well accepted
back in the community
1 2 3 97 98
j. Children who have lived in the streets are not well
accepted back in the community
1 2 3 97 98
k. Property of dead husband is taken away from the widow
and children by the husbands family
1 2 3 97 98

50. Have you heard of any problems that can happen when children are not living with their
parents?
1 Yes Go to Q51
2 No Skip to Q52

51. [If YES,] What problems have you heard of?
Do not read aloud. Circle all that mentioned
a. Forced to work during school hours
b. Abused by caregivers
c. Abused by employers
d. Treated worse than other children in the family
e. Sickness and/or basic needs not met
f. Emotional distress
g. Adopted
h. Murdered
i. Kidnapped or trafficked
j. Children in the street are abused by strangers
k. Children in the street are abused by the police
l. Children enter in conflict with the law (e.g., stealing)
m. Other (specify)

81
52. As far as you know, are the following statements true or not true?
True Not true DK DWA
a. When parents cannot care for children, the law in Liberia
says that children should be sent to orphanage homes
1 2 97 98
b. Most children in orphanage homes do not have living
parents
1 2 97 98
c. When they go to an orphanage home, children may have
their name changed
1 2 97 98
d. When a child is sent to an orphanage home, the parents do
not have any more rights and obligations with that child
1 2 97 98
e. If parents give their child up for adoption out of the country,
they may be able to go to the US
1 2 97 98
f. When a child is given up for adoption, the birth parents do
not have any more rights and obligations with that child
1 2 97 98
g. All orphanage homes in Liberia are licensed with the
Government
1 2 97 98
h. Leaving young children home alone is not a problem if it is
only for some time
1 2 97 98

S E C T I O N 6 . A T T I T U D E S

53. Please tell me whether you agree or disagree with the following statements and how
strongly you feel about that: Children who are not living with their parents
Read aloud and let respondent indicate whether s/he agrees or not. Then probe for strength of
dis/agreement. Repeat the leading sentence before each statement.

Strongly
disagree
Disagree Agree
Strongly
agree
DK DWA
a. Are better cared in orphanage homes
than in a family
1 2 3 4 97 98
b. Can be easily abused by the new
caregivers
1 2 3 4 97 98
c. Should take part in the religious and
cultural practices of their new
caregivers
1 2 3 4 97 98
d. Should be sent to orphanage homes if
they have disabilities or special learning
needs
1 2 3 4 97 98
e. Should be asked where they want to live
1 2 3 4 97 98
f. Should be cared by the government
1 2 3 4 97 98
g. Should only be sent to orphanage
homes if there is no family to care for
them
1 2 3 4 97 98

82
54. Again, please tell me whether you agree or disagree with the following statements, and
how strongly you feel about that:
Read aloud and let respondent indicate whether s/he agrees or not. Then probe for strength
of dis/agreement.
Strongly
disagree
No/
Disagree
Yes/
Agree
Strongly
agree
DK DWA
a. It is better to send ones own children to
school than to send other children in the
house
1 2 3 4 97 98
b. It is better to send able children to school
than to send disabled children
1 2 3 4 97 98
c. I would send a child to live with a relative 1 2 3 4 97 98
d. I would send a child to live with a non-
relative
1 2 3 4 97 98
e. I would send a child to live in an orphanage
home
1 2 3 4 97 98
f. I would foster/take a child who is a relative
1 2 3 4 97 98
g. I would foster/take a child who is not a
relative
1 2 3 4 97 98
h. I would foster/take a child from a different
ethnic group
1 2 3 4 97 98
i. I would foster a child who is HIV positive
1 2 3 4 97 98
j. I would foster a child who has a disability 1 2 3 4 97 98

S E C T I O N 7 . S Y S T E MS O F C H I L D C A R E & P R O T E C T I O N

Now, I am going to ask you about the systems that exist for the care and safety of children.
55. Do you know of any laws in Liberia about the care and safety of children?
1 Yes Go to Q56
2 No Skip to Q57

56. [If YES] Which laws?
Do not read aloud. Circle all responses given
a. Domestic Relations Act
b. Adoption Bill (proposed)
c. Childrens Bill
d. Act to Ban Trafficking
e. Rape Act
f. Human Rights Legislation (e.g., CRC)
g. Cannot name specific act
h. Other (specify)

83
57. Is there any place in or near this community where children can go if they are abused by
their parents or if they run away from home?
1 Yes Go to Q58
2 No Skip to Q59

58. [If YES,] Where?
a. A community members house (e.g., CWC)
b. Chief
c. Social worker (from MOHSW or MGD)
d. Church/Mosque
e. LNP/Womens & Childrens Protection Section
f. NGO/CBO (includes safe homes)
g. Orphanage home
h. Cannot name specific place/not sure
i. Other (specify)

59. What do you do when you see or hear of children experiencing abuse at home or in the
community?
1 I report Go to Q60
2 I confront the perpetrator Skip to Q61
3 I comfort the child Skip to Q61
4 I keep quiet/do nothing Skip to Q61
5 Other (specify) Skip to Q61
60. [If you report these incidents,] Whom do you normally report to? Do not read
aloud. Circle all that mentioned. If family member mentioned, probe: what if it
that person was the one doing you harm?
a. Family member/close friend
b. Chief/Community chairperson
c. CWC
d. Religious leader
e. Zoe/Sande or Poro societies
f. School/PTA Skip to Q62
g. Social or health worker (MOHSW/MGD)
h. LNP/Womens & Childrens Protection Section
i. Court
j. NGO workers
k. Other (specify)

61. [If you do not report,] What are the reasons for not reporting?
Do not read aloud. Circle all that mentioned.
a. Dont know where or who to report to f. I know the perpetrator
b. No action is likely to be taken g. Fear of retaliation/being victimized
c. I dont care/its not my business h. Service provider not accessible
d. It is normal for these things to happen here i. I want to caution perpetrator first
e. Perpetrator is respected in my community j. Other (specify)
62. Have you heard of Child Welfare Committees (CWCs) in your community?

84
1 Yes Go to Q63
2 No Skip to Q65

63. [If YES,] What do you think is the role of Child Welfare Committees?
Do not read aloud. Circle all that mentioned. Probe once: Anything else?
a. Raise awareness on child rights
b. Monitor child protection in the community/identify vulnerable children
c. Give advice to children, parents, and other community members
d. Report cases to LNP/Womens & Childrens Protection Section
e. Refer cases to social workers
f. Other (specify)
g. Dont know

64. In general, how effective are the Child Welfare Committees in protecting
children in your community? Are they very effective, somewhat effective, or
not very effective.
1 Very effective
2 Somewhat effective
3 Not very effective
4 No CWC in my community
97 Do not know/not certain

65. Do you think it is possible to bring children who are living in the streets back with their
families?
1 Yes Go to Q66
2 No Skip to Q67

66. [If YES,] What types of services would help to bring these children back so that
they stay?
a. Material assistance (reintegration incentive)
b. Opportunity for income generation
c. School
d. Day care centers
e. Clinic/hospital
f. Counselling/psycho-social support for children and/or parents
g. Parenting courses/meetings with other families
h. Mediation and conciliation services
i. Substance abuse treatment for adults and youth
j. Services for parents and children with disabilities
k. Recreation/Safe playgrounds or football field
l. Child-rights awareness in the community (< stigma)
m. Dont know
n. Other(specify)

85
S E C T I O N 8 . E X P O S U R E T O I N T E R V E N T I O N S
Before we end, I would now like to ask you a question about the ways you get information on
the issues we have been discussing today.
67. Where do people like you get information on child care and safety?
a. Radio i. Teachers/Schools/PTAs
b. TV j. Social/health workers (MOHSW, MGD)
c. Newspapers and magazines k. CBOs/NGOs
d. Brochures, posters and other printed
materials
l. Community groups (e.g., CWC or
childrens clubs)
e. Billboards m. Town crier
f. Family, friends, neighbours and colleagues n. LNP
g. Chiefs/community elders o. Other (specify)
h. Religious leaders p. Dont know

THANK YOU VERY MUCH FOR YOUR TIME AND COOPERATION!

Thank the respondent for his/her help and reassure him/her about the confidentiality of his/her
answers. Move on to your next interview. Record finish time & other information on cover page. If
there are any responses that you think are unreliable, write under "comments" which questions and
why you think that they are unreliable.

Interviewers comments

Supervisors comments

Interviewer assessment of interview
1 Reliable
2 Unreliable

Supervisor Check of Missing Values, print name: ___________________ Date: __ __ / __ __ / 20__ __
# of missing values/mistakes found by Supervisor: _________
# of unexpected missing values: resolved: __________ unresolved: _________
Interviewer Review of Missing Values, print name: __________________Date: __ __ / __ __ / 20__ __
When questionnaire is complete/in its best state, sign below and send to central office:
Interviewers Signature: _______________________________

Supervisors Signature: ________________________________

C h i l d P r o t e c t i o n K n o w l e d g e A t t i t u d e s a n d P r a c t i c e s ( K A P ) S u r v e y
Chi l d Questi onnai re

68. Questionnaire Number

1
__

Copy caregiver questionnaire number

69. Date of interview (DD/MM/YYYY): ___ ___ / ___ ___ / 20___ ___

70. Start Time: ____:____ Finish Time: ____:____

71. Result of child interview:
1 Fully completed
2 Partially completed
3 Child absent at time of visit(s)
4 Refused
72. Language of interview
1 English 4 Bassa 7 Kru
2 Liberian English 5 Grebo 8 Mano
3 Kpelle 6 Gio 9 Other (specify):

73. Interviewer Name: _______________________________ Interviewer Code: ___________

74. Supervisor Name: _________________________________ Supervisor Code: ___________

75. Office Editor/Coder Name: ____________________________ Date: ___ ___ / ___ ___ / 20__ __

76. Entry Clerk Name: ________________________ Date completed: ___ ___ / ___ ___ / 20__ __

87
S E C T I O N 9 . R A N D O M S E L E C T I O N O F R E S P O N D E N T

C
H
I
L
D
R
E
S
P
O
N
D
E
N
T
Ask adult respondent from that household:
How many children live in this house aged 12-17 years? I mean children who live
here and eat from the same pot? Please tell me only those who are now at home, or
will be at home later today. ________

Write the ages down in the following table:
Age Boy/Girl
Child 1: Of these, who is the oldest child [12-17 years]?
Child 2: Who is the next oldest? [age]

If there is more than one household member who is a parent or caregiver and aged 18
years and above in the household, as per the above table, you select the respondent for
interview based on the following table:
TABLEA
Total Number of Eligible Households/Respondents in the Household
Last digit of
questionnaire number
1 2 3 4 5 6 7 8+
0 1 2 2 4 3 6 5 4
1 1 1 3 1 4 1 6 5
2 1 2 1 2 5 2 7 6
3 1 1 2 3 1 3 1 7
4 1 2 3 4 2 4 2 8
5 1 1 1 1 3 5 3 1
6 1 2 2 2 4 6 4 2
7 1 1 3 3 5 1 5 3
8 1 2 1 4 1 2 6 4
9 1 1 2 1 2 3 7 5

77. Respondent # for selected child: __________. I would like to request your permission
to speak with [selected child].

S E C T I O N 1 0 . R E S P O N D E N T C O N S E N T / A S S E N T
* Make sure that the Informed Parental/Guardian Consent AND Informed
Assent forms are signed before proceeding*

If assent not obtained, end the interview by thanking the respondent for his/her cooperation.
Gather together all questionnaires for this household and complete information on the cover page.

88
S E C T I O N 1 1 . D E MO G R A P H I C & H O U S E H O L D
I N F O R MA T I O N

* Write down start time on Q3 before proceeding*
First, I would like to ask you some questions about yourself.

78. Sex of child Mark without asking the respondent
1 Boy
2 Girl

79. What is your age? If respondent cannot give precise information, ask for an estimate
Age (years)
&
Month

__ __
Year

__ __ __ __

80. Have you ever been to school? If yes, what is the highest grade you have completed?
1 Never attended school ------------------------------------ Skip to Q16
2 Pre-primary or some primary education (grades 1-5)
3 Primary education completed (grade 6)
4 Some junior secondary education (grades 7-8)
5 Junior High School (grade 9) completed
6 Some senior secondary education (grades 10-11)
7 Senior High School (grade 12) completed
8 Some university education
9 University education completed
10 Vocational education
11 Other (specify)

81. Since the beginning of the school year have you been going to school?
1 No Go to Q15
2 Yes Skip to Q16

82. [If NO,] Why didnt you go to school when it was not vacation or holidays?
Do not read aloud. Circle all that apply Probe once: Anything else?
a. I was sick
b. I had to care for a sick relative
c. I had to work
d. I had to go and stay with family/friends in another area
e. I am mistreated in school
f. No money for fees, uniform, books, or transportation
g. I was pregnant
h. I did not want to go
i. The school is too far
j. School not open
k. Other (specify):

89

83. Are you married?
If married woman, ask Apart from yourself, does your husband have any other wives?
1 Married monogamy
2 Married polygamy
3 Living together (boyfriend/girlfriend)
4 In a relationship but not living together
5 Single (never married)

84. Do you have any children of your own? (children may be living elsewhere)
1 Yes
2 No
Now, I would like to ask you some questions about the people who live here with you,
particularly children.

85. What is your relationship to the head of the householdthat is, the main person
making decisions in this house?
1 I am the head of the household (child-headed household)
2 Husband/wife or boyfriend/girlfriend
3 Son/daughter
4 Brother/sister
5 Niece/nephew
6 Step-child
7 Grandson/granddaughter
8 Not family-related
9 Other (specify)
86. Are you living with your papa and your mama?
1 Yes, living with both parents Skip to Q21
2 No, living with one parent Go to Q20
3 Not living with either parent Go to Q20

87. [If child not living with both biological parents,] are your biological parents
alive?
1 Father dead/think dead
2 Mother dead/think dead
3 Both parents dead/think dead
4 Both parents alive/think both alive
97 Dont know
98 DWA

S E C T I O N 1 2 . R A I S I N G C H I L D R E N : E N A B L I N G
E N V I R O N ME N T
Now, I would now like to ask you some questions about access to treatment, school, and
other things.

90
88. Since the beginning of the year, have you been sick or injured?
1 Yes Go to Q22
2 No Skip to Q25
97 DK/not sure Skip to Q25
89. At that time, did you go for health care treatment?
1 Yes Skip to Q24
2 No Go to Q23
97 DK/not sure Skip to Q25

90. [If NO,] Why didnt you go for treatment?
Do not read aloud. Circle all that apply. Probe once: Anything else?
g. No money for transportation
h. No money to buy medicine
i. No time to bring child to clinic (e.g., work full time)
j. Did not know where to go
k. Knew how to treat child at home
l. Other (specify):
91. [If YES,] Where did you get treatment?
Do not read aloud. Circle all that apply.
g. Health center/clinic
h. Drug shop
i. Herbalist/country doctor
j. Trained Traditional Midwife (TTMs)
k. Blackbag doctor
l. Other (specify):
92. In the last week, how many times a day did you eat at home? Do not read aloud. Select only one
1 One
2 Two
3 Three or more
98 DWA

93. Do you have clothes for occasions? Do not read aloud. Select only one
1 No
2 Yes
98 DWA

94. What do you normally do in the daytime? Do not read aloud. Circle all that apply. Probe
once: Anything else?
k. Go to school g. Work in the factory/garages
b. Take care of brothers and sisters h. Work as street vendor
c. Help my mama to do housework i. Play/get together with friends
d. Help my papa in the farm/in his trade outside j. Do nothing
e. Work as domestic worker k. Other (specify):
f. Work in other peoples farm for money

91
95. [If child is 14 years or younger] Last week, did you work outside of the household? If
yes, did you work for pay? What did you get?
Do not read aloud. Select one
1 Yes, work for pay
2 Yes, work NOT for pay
3 No
96 Not applicable

96. In many houses, there are different childrenthe biological children (of the head of
the household), family children, and other children who are just living there. From
what you see and hear around you, are all children in the house treated the same way?
1 Yes Skip to Q32
2 No Go to Q30
3 It depends Go to Q30
97 Dont know Skip to Q32

97. [If NO/DEPENDS,] What children are treated better?
Do not read aloud. Select only one.
1 Biological children
2 Family children
3 Other children
97 Dont know
98 DWA

98. How are they treated better?
a. Get more/better food
b. Get more/better clothes
c. Sent to better schools
d. Sent to school while other children work
e. Disciplined less harshly
f. Get more time for themselves (e.g., to play or study)
g. Get better sleeping place
h. Other (specify)
i. Dont know
j. DWA
The next questions are about the people that you can go to for help, and the people who live
with you. Remember that these persons will never know what you said, so you can say the
truth.

92
99. When you need advice or information, who do you go to?
a. Father/mother j. Employer
b. Aunt/Uncle k. Teacher or health worker
c. Grandparent l. Social worker or community worker
d. Sister/brother m. Herbalist/country doctor
e. Other relative n. Nobody
f. Friends/neighbors o. I dont need assistance
g. Boy/girlfriend or lover p. Other (specify):
h. Community elder/chief q. Dont know
i. Religious leader (Imam, Karmoh, Pastor,
Priest, Weyongarar)

100. If you need food, clothes, or some money, who do you go to?
i. Religious leader

101. If you want to talk about something that nobody knows about or something that you
know you were not supposed to do, who do you talk to?
i. Religious leader

93
102. I am now going to read about the relations between parents and children. When I
say parent, I am also referring to big people who take care of you at home. Tell me if
these situations ever happen in your home and, if they do, whether these happen
sometimes or always.
Read list and select frequency for each statement
a. When you are not at home, your parents know
who you are with
1 2 3 97 98
b. When your parents go out and leave you and
the children home alone, bad things happen
1 2 3 97 98
c. Your parents ask you about school, work, and
friends
1 2 3 97 98
d. You ask your parents for advice when you need
to make important decisions
1 2 3 97 98
e. You discuss your plans for the future with your
parents
1 2 3 97 98
f. They praise you when you do something the
right way
1 2 3 97 98
g. If you do something wrong, they explain why,
what you did was wrong
1 2 3 97 98
h. You argue a lot with your parents 1 2 3 97 98
i. You discuss how to avoid getting HIV/AIDS 1 2 3 97 98
j. You discuss how to avoid getting pregnant 1 2 3 97 98

103. Sometimes, when parents or the people who take care of children are vexed by
things that children do, they will beat children (hard). Tell me how often do parents
beat children in your community in the following situations. Tell me whether these
happen never, sometimes, or always.
Read list and select level of frequency for each statement
j. if the child is disobedient
1 2 3 97 98
k. if the child talks back to the parent
1 2 3 97 98
l. if the child runs away from home 1 2 3 97 98
m. if the child does not want to go to school
1 2 3 97 98
n. if the child does not care for brothers and
sisters
1 2 3 97 98
o. if the child is doing man and woman
business
1 2 3 97 98
p. if the child wets bed
1 2 4 97 98
q. if the child steals 1 2 3 97 98
r. if the child takes drugs or liquor
1 2 3 97 98

94
S E C T I O N 1 3 . K N O WL E D G E O F C H I L D P R O T E C T I O N
I am now going to ask you some questions about children and some issues that children face,
and I would like you to think about those in your community.

104. What situations put children in danger in your community?
Do not read out. Circle all that are mentioned. Probe twice: Anything else?
b. Basic needs not met (food, shelter,
clothing)
m. Dangerous child labour
c. No access to school or to health care n. Drugs or liquor
d. Domestic violence o. Children living in the streets
e. Teenage pregnancy p. Giving children to other people
f. Abuse and exploitation of children q. Illicit adoption
g. Forced or under-age marriage r. Ritualistic killing of
children/witchcraft
h. Discipline s. Stealing
i. Unsafe migration (e.g., child goes away to
work)
t. Stubbornness of children (or bad
behaviours children)
j. Men and women business or prostitution u. Peer pressure
k. FGM/C and/or initiation v. Dont know
l. Abandonment by parent or guardian w. Other (specify)

105. I will read some issues that children can face in different communities. Tell me
whether they happen in your community and, if they do happen, whether they happen
a lot or just sometimes. Again, when I say parent, I am referring also to big people
who care for children in the house. If you do not understand anything I say, please ask
me and I will explain, OK?
Read aloud and mark frequency for each statement.

m. Children take part in Childrens Clubs/groups 1 2 3 97 98
n. Children travel alone for work in other towns, farms, or
mines
1 2 3 97 98
o. Children join Sande or Poro societies 1 2 3 97 98
p. Parents send children to have boyfriend/girlfriend 1 2 3 97 98
q. Children are married before the age of 18 years 1 2 3 97 98
r. Children are sent to work in a farm or mine or to sell on
the street during school hours
1 2 3 97 98
s. Teenage pregnancy or pregnancy of young girls 1 2 3 97 98
t. Physical or sexual abuse at home 1 2 3 97 98
u. Children are forced to love to teachers 1 2 3 97 98
v. Beating of children by big people 1 2 3 97 98
w. Forcing children to do hard and dangerous work 1 2 3 97 98
x. Abuse of children because of their disabilities or special
learning needs
1 2 3 97 98

95
Now, I would like to ask you questions about children who are not living with at least one of
their parents for whatever reason.

106. Do any of these issues happen in your community? Again, tell me whether they do
not happen, happen sometimes, or happen a lot.
Read aloud and mark frequency for each statement.
l. Children sent to live with relatives or other people 1 2 3 97 98
m. Children are registered to go to orphanage homes 1 2 3 97 98
n. Children with physical or learning disabilities are
sent to orphanage homes
1 2 3 97 98
o. Children are given up for adoption to families in
the US or other countries
1 2 3 97 98
p. Parents leave children home alone while they go
to work
1 2 3 97 98
q. Stepparent does not want to take children in 1 2 3 97 98
r. Parents treat their own children better than other
children in the house
1 2 3 97 98
s. Children run away from home into the streets 1 2 3 97 98
t. Children from orphanage homes are not well
1 2 3 97 98
u. Children who have lived in the streets are not well
1 2 3 97 98
v. Property of dead husband is taken away from the
widow and children by the husbands family
1 2 3 97 98
107. Have you heard of any problems that can happen when children are not living with
their parents?
1 Yes Go to Q41
2 No Skip to Q42

108. [If YES,] What problems have you heard of? Do not read aloud. Circle all mentioned
n. Forced to work during school hours
o. Abused by caregivers
p. Abused by employers
q. Treated worse than other children in the family
r. Sickness and/or basic needs not met
s. Emotional distress
t. Adopted
u. Murdered
v. Kidnapped or trafficked
w. Children in the street are abused by strangers
x. Children in the street are abused by the police
y. Children enter in conflict with the law (e.g., stealing)
z. Other (specify)

96
S E C T I O N 1 4 . A T T I T U D E S

109. Please tell me whether you agree or not with the following statements. Again, let me
know without fear if anything I say is not clear and I will explain, OK?: Children who
are not living with their parents
Read aloud and let child indicate whether s/he agrees or not. Repeat the leading
sentence before each statement.
Disagree Agree DK DWA
h. Are better cared in orphanage homes than in a family
1 2 97 98
i. Can be easily abused by their new caregivers
1 2 97 98
j. Should take part in the religious and cultural practices
of their new caregivers
1 2 97 98
k. Should be sent to orphanage homes if they have
disabilities or special learning needs
1 2 97 98
l. Should be asked where they want to live
1 2 97 98
m. Should be cared by the government
1 2 97 98
n. Should only be sent to orphanage homes if there is no
family to care for them
1 2 97 98

110. Again, please tell me whether you agree or disagree with the following statements:
Read aloud and let respondent indicate whether s/he agrees or not.

Disagree Agree DK DWA
a. It is better to send your own children to school than
to send other children in the house
1 2 97 98
b. It is better to send able children to school than to
send disabled children
1 2 97 98
c. It is better to send boys to school than to send girls
1 2 97 98
d. I would not have a problem going to live with
someone from my family
1 2 97 98
e. I would not have a problem going to live with
someone who is not from my family
1 2 97 98
f. I would not have a problem going to live in an
orphanage home
1 2 97 98

97
S E C T I O N 1 5 . S Y S T E MS O F C H I L D C A R E &
P R O T E C T I O N
111. Do you know of any laws in Liberia about the care and safety of children?
1 Yes Go to Q45
2 No Skip to Q46

112. [If YES] Which laws?
Do not read aloud. Circle all responses given
i. Domestic Relations Ac
j. Adoption Bill (proposed)
k. Childrens Bill
l. Act to Ban Trafficking
m. Rape Act
n. Human Rights Legislation (e.g., CRC)
o. Cannot name specific act
p. Other (specify)

113. Is there any place in or near this community where children can go if they are
abused by their parents or if they run away from home?
1 Yes Go to Q47
2 No Skip to Q48

114. [If YES,] Where?
j. A community members house (e.g., CWC)
k. Chief
l. Social worker (from MOHSW or MGD)
m. Church/Mosque
n. LNP/Womens & Childrens Protection Section
o. NGO/CBO (includes safe homes)
p. Orphanage home
q. Cannot name specific place/not sure
r. Other (specify)

98
115. What would you do if you saw or heard that one of your friends or another child
was abused at home or in the community?

1 I report Go to Q49
2 I confront the perpetrator Skip to Q50
3 I comfort the child Skip to Q50
4 I keep quiet/do nothing Skip to Q50
5 Other (specify) Skip to Q50
116. [If would report,] Who would you report to?

Do not read aloud. Circle all that mentioned. If family member mentioned,
probe: what if it that person was the one doing you harm?
l. Family member/close friend
m. Chief/Community chairperson
n. CWC
o. Religious leader
p. Zoe/Sande or Poro societies
q. School/PTA Skip to Q51
r. Social or health worker (MOHSW/MGD)
s. LNP/Womens & Childrens Protection Section
t. Court
u. NGO workers
v. Other (specify)

117. [If would NOT report,] Why wouldnt you report?
b. Dont know where or who to report to
c. No action is likely to be taken
d. I dont care/its not my business
e. It is normal in my community for these things to
happen
f. Perpetrator is respected in my community
g. I know the perpetrator
h. Fear of retaliation/being victimized
i. Service provider not accessible
j. Respect for big/old people
k. Other (specify)

99
118. Have you heard of Child Welfare Committees (CWCs) in your community?
1 Yes Go to Q52
2 No Skip to Q54

119. [If YES,] What do you think is the role of the Child Welfare
Committees?
h. Raise awareness on child rights
i. Monitor child protection in the community/identify vulnerable children
j. Give advice to children, parents, and other community members
k. Report cases to LNP/Womens & Childrens Protection Section
l. Refer cases to social workers
m. Other (specify)
n. Dont know

120. In general, how effective are the Child Welfare Committees in
protecting children in your community? Are they very effective, somewhat
effective, or not very effective.
1 Very effective
2 Somewhat effective
3 Not very effective
4 No CWC in my community
97 Do not know/not certain

121. Do you think it is possible to bring children who are living in the streets back with
their families?
1 Yes Go to Q55
2 No Skip to Q56

122. [If YES,] What types of services would help to bring these children back so
that they stay?
o. Material assistance (reintegration incentive)
p. Opportunity for income generation
q. School
r. Day care centers
s. Clinic/hospital
t. Counselling/psycho-social support for children and/or parents
u. Parenting courses/meetings with other families
v. Mediation and conciliation services
w. Substance abuse treatment for adults and youth
x. Services for parents and children with disabilities
y. Recreation/Safe playgrounds or football field
z. Child-rights awareness in the community (< stigma)
aa. Dont know
bb. Other(specify)

100

S E C T I O N 1 6 . E X P O S U R E T O I N T E R V E N T I O N S
Now, I would now like to ask you a question about the ways you get information on child
care and safety.
123. Where do you or people like you get information on child care and safety?
i. Radio q. Teachers/Schools/PTAs
j. TV r. Social/health workers (MOHSW, MGD)
k. Newspapers and magazines s. CBOs/NGOs
l. Brochures, posters and other printed
materials
t. Community groups (e.g., CWC or
childrens clubs)
m. Billboards u. Town crier
n. Family, friends, neighbours and colleagues v. LNP
o. Chiefs/community elders w. Other (specify)
p. Religious leaders x. Dont know

S E C T I O N 1 7 . P S Y C H O - S O C I A L WE L L B E I N G

Before we end, I would like to ask you some questions about how you feel about some
aspects of life.

124. Please tell me whether you feel not happy at all, somewhat happy, or very
happy. How do you feel about your
Not happy at
all
Somewhat
happy
Very happy N/A
a. School 1 2 3 96
b. Housework 1 2 3 96
c. Family 1 2 3 96
d. Friends 1 2 3 96
e. The way you look 1 2 3 96
f. Your whole life 1 2 3 96

125. In the last month, have you been feeling
Obtain first a Yes/No answer; if YES, probe if child has felt that way sometimes or
always.
Never Sometimes Always DK
a. Sad 1 2 3 97
b. Worried 1 2 3 97
c. Vexed 1 2 3 97
d. Tired 1 2 3 97
e. Strong 1 2 3 97
f. Full of energy 1 2 3 97
g. Happy 1 2 3 97
h. Helpful 1 2 3 97

101

126. Have these feelings changed your activities or the way you relate to people? Would
you say a lot, a little, or not at all?
1 A lot
2 A little
3 Not at all
97 Dont know/not sure
98 DWA

THANK YOU VERY MUCH FOR YOUR TIME AND COOPERATION!

Thank the child for his/her help and reassure him/her about the confidentiality of his/her answers.
Move on to your next interview. Record finish time & other information on cover page. If there
are any responses that you think are unreliable, write under "comments" which questions and
why you think that they are unreliable.
Interviewers comments

Supervisors comments

Interviewer assessment of interview
1 Reliable
2 Unreliable

Supervisor Check of Missing Values, print name: _________________ Date: __ __ / __ __ / 20__ __
# of missing values/mistakes found by Supervisor: _________
# of unexpected missing values: resolved: __________ unresolved: _________
Interviewer Review of Missing Values, print name: ________________Date: __ __ / __ __ / 20__ __
When questionnaire is complete/in its best state, sign below and send to central office:
Interviewers Signature: _______________________________

Supervisors Signature: ________________________________
102
C h i l d P r o t e c t i o n K n o w l e d g e A t t i t u d e s a n d P r a c t i c e s S u r v e y
Gr o u p Di s c u s s i o n Gu i d e
FGD DATE, TIME &
LOCATION
Date (DD/MM/YYYY): ___ ___/ ___ ___/ 2011
Start Time: ____: ____ Finish Time: ____: ____
Total Time: ___________
Location:
NUMBER OF PARTICIPANTS _____Boys_____Girls
NAME OF FACILITATOR
NAME OF NOTE-TAKER (S)
TARGET GROUP Children 7-11 years old (family-based care)
PLEASE PROBE THROUGHOUT FOR STORIES AND EXAMPLES
P A R T I . O B J E C T I V E O F T H E D I S C U S S I O N & A S S E N T ( 5
m i n s )
MODERATORMake sure that Parental/Guardian Consent and Informed Assent is obtained before
starting the discussion. Make a pause to allow for children who do not want to stay to leave
unnoticed.
P A R T I I . P A R T I C I P A N T S I N T R O D U C T I O N ( 5 m i n s )
Begin with a song or culturally appropriate way
To start with, we will go around the circle and introduce ourselves to the group. Please tell us:
x Your name
x How many people eat from the same pot in your house
o How many are children from the same papa
o How many are family children
o How many are other children (just living with you)
Note taker should assign each participant a unique identifying letter to facilitate documentation.
P A R T I I I . P E R S P E C T I V E S O N C H I L D WE L L B E I N G A N D
P R O T E C T I O N ( 5 0 m i n s )
1. Let me start by asking you something: To you, what is a child?
a. At what age do you think a boy becomes a man?
b. At what age do you think a girl becomes a woman?
c. At what age do you think that children can start doing the following things:
Draw water or tote wood
Cook
Walk alone to school
Walk alone to the market
Care for brothers and sisters [when there are no big people around]
Cut grass
A.4 FGD Protocols
103
Expected to earn money to buy their own things

Expected to contribute money to the family
2. First, lets talk about what you do every (week) day:
a. What do you do when you wake up in the morning? (Probe for time)
b. What else do you do in the house? (Probe for housework)
c. What time do you go to bed? Where do you sleep/who do you sleep with? (Probe
for differential sleeping arrangements)
d. What time do you eat? What sort of food do you eat? (Probe for all meals)
e. Do you go to school? What time do you go to school? How do you get there?
f. Where do you play? What sort of games do you play?
g. Do you belong to any clubs? (Probe for information on these groups)
3. We are now going to play with some photos and pictures we have brought. Look at all of
them and chose two:
x one that you like and makes you feel good and safe; and
x one that you do not like or makes you feel bad and unsafe.
When all children have taken two pictures, tell them: Now, we are going to put all the pictures of the
things you like in one group and the pictures of the things they dont like in another group. Lightly
glue those to two large boards or sheets of paper so they may stay during the discussion. You may
draw a smiley/sad face on them to distinguish the two groups. Then, one by one, probe about each
picture (Check for dis/agreement):
"Tell a story" about each of the photos you chose (What happens to these children?)
How do you feel about this picture? (What do you like/dislike about it?) Why? Why
not?
Does this happen in your community? How could it be better?
- What could these children do?
- Where/who could they go for help?
- Would they feel safe asking for help?
Neutral probes
- Tell me more
- Please give me an example?
- What do others think?
- How does that work?
- Can you tell me more about
that?
- What else?
- Why? Why not?
- What happens next?
- Please explain
- What do you mean?
Probe especially for child protection focus areas, as highlighted during training (see table below).
Note taker should identify each picture to facilitate analysis of discussion. At the end of the meeting,
label, fold, and securely store large sheets/boards with attached pictures.
*MODERATORTake 5 minutes break for toilet*
104
P A R T I V . C H I L D R E N WI T H O U T P A R E N T A L C A R E ( 2 0 m i n s )
Begin with a brief song or energizer
4. Not all children live with their parents. Do you know children who live without their parents?
Probe particularly for:
children sent away to live with relatives
children registered to go to orphanage homes
children given up for adoption overseas
children run away/live in the street
Ask the following questions about each group:
Tell me a story about it
- Why are they living on their own? Any other reason?
- Who cares for them?
- How do they care for them? (Probe for quality of care and childrens
satisfaction with care)
- Where/who can they go to for help?
What would help them?
P A R T V . C L O S U R E ( 5 m i n s )
5. Where do you or children like you get news on how to stay safe?
6. Before we finish, is there anything else you would like to tell us about the way you live in
this community, or do you have any questions for us?
Thank you for your time and your ideas! Lets share some refreshments.
Child Protection Focus Areas
These are some of the child protection areas in which you should probe to gain a deeper
understanding as they may influence the separation of children from their parents:
Child abuse (Physical, sexual, psychological, severe neglect)
Domestic/School violence
Child discipline
Child exploitation (child labour, child trafficking)
Discrimination on the basis of disability
Access to basic education & health care (including mental health)
Harmful cultural practices (child marriage, FGM/C, discrimination)
Family/community supports
Parenting skills and knowledge of child development
105
At the end of the group discussion:

a. Record any comments you have about this session, including whether participants seemed open and actively
engaged, whether the group seemed to be dominated by one person, whether there was anyone else present in
the room, whether there were interruptions or some people arrived late and how were those handled, etc. Any
incidents and decisions made in response to those should be clearly described.
b. Collect all the cards, photos, flip-chart paper, etc. Make sure that each sheet, card, and photo is properly labelled
and number them. Staple the sheets together, then fold them together and label the outside with the following
information:
Target group
Location:
Date:
Facilitator:
Note taker(s):
c. Place all of these materials in an envelope and label the envelope with the same information.
d. Take a few hours as soon as possible following the group discussion to fill out your notes and ensure that you
have captured all the necessary information. You must have completed your notes on the same day that the
group discussion took place. You will also be asked to type your notes into a Microsoft Word document as soon
as you are back in town.
106
Gr o up Di s c us s i o n Gui de
FGD DATE, TIME &
LOCATION
Date (DD/MM/YYYY): ___ ___/ ___ ___/ 2011
Total Time: ___________
Location:
NUMBER OF
PARTICIPANTS
_____Men/Boys_____Women/Girls
NAME OF FACILITATOR
TARGET GROUP _____ Adults _____ Children 12-17 years (family-based care)
P A R T V I . O B J E C T I V E O F T H E D I S C U S S I O N & A S S E N T
( 7 m i n s )
MODERATORMake sure that Informed Consent (or Parental/Guardian Consent and Informed
Assent) are obtained before starting the discussion. Make a pause to allow for respondents who do
not want to stay to leave unnoticed.
P A R T V I I . P A R T I C I P A N T S I N T R O D U C T I O N ( 5 m i n s )
Begin with a song or culturally appropriate way. You may also do an icebreaker exercise to make
people more relaxed and open.
x Your name
x How many people eat from the same pot in your house
o How many are children from the same papa
o How many are family children
o How many are other children (just living with you)
Note taker should assign each participant a unique identifying letter or number to facilitate
documentation.
P A R T V I I I . P E R S P E C T I V E S O N C H I L D WE L L B E I N G A N D
1. To start our discussion today, I would like first to ask you: To you, what is a child? (Probe
for distinction childyouthadult)
a. At what age do you think a boy becomes a man?
b. At what age do you think a girl becomes a woman?
107
c. At what age do you think that children can start doing the following things:
Cook
Care for brothers and sisters [when there are no big people
around]
Cut grass
2. Now, I would like you to think of families in your community, and the way that children
are living here.
a. What are some of the factors that make children feel bad and unsafe. The note-taker or a
pre-identified group recorder will write or draw these on index cards.
9 Probe for situations put children in danger in this community. Consider our
focus child protection areas (parenting, harmful beliefs and practices, lack of
services, law enforcement, etc).
9 Probe for factors at home [or in orphanage home] AND in the community.
9 Probe for differences across religion, boys and girls, able and disabled children,
orphan and non-orphan, economic status.
b. Is there something else that should be considered?
c. Now, lets rank all of the answers in order of importance along this line/ribbon that we
have created on the ground (see below). Please discuss among yourselves why you think
things should be ranked one way or another. Remember that you are encouraged to voice
your opinion, particularly if you disagree with what others are saying. (Give participants
time to discuss among themselves)
Very important ___________ ____________ _____________ ____________ Less important
d. Once the ranking has been finalized ask the group to explain why this ranking was agreed
upon and highlight areas of doubt or where disagreement could not be resolved.
9 Probe for customary laws and practices that make children un/safe in this
community.
9 Probe for the role of chiefs, religious leaders, and community groups.
e. Repeat steps (1 to 4) to answer the question of: what makes children feel good and safe?
MODERATOR Ask the following questions if these issues have not been discussed already
108
3. Now, I would like for us to talk about raising children. Sometimes, children can make
parents vexed. What are some of the things that children can do that make parents really
vexed? What can parents do with that child?
a. Probe for types of discipline/punishment needed to raise a child/depending on the
circumstances
b. Probe for agreement/disagreement.
4. Some children are having children. Does this happen in your community? How do you feel
about it?
a. If a problem, what can be done about it?
*MODERATORIf necessary, take 5 minutes break or do a brief energizer*
P A R T I X . C H I L D R E N WI T H O U T P A R E N T A L C A R E ( 2 0
m i n s )
Not all children live with their parents. Think about the children you know and children and
families living in this community
5. Why do some children not live with their parents?
9 Probe for benefits to the child, the sending family, and the receiving family
6. Who cares for them? List all options, then, one by one, ask why and how frequently does
this happen in your community?
a. Why are children sent to live with relatives?
b. Why are children sent to orphanage homes? (Probe for difference between
orphanage homes and mission schools). How often do they see their families?
Why?
c. Why are children living in the streets? (Probe: Customary laws (e.g., property
dispossession after parental death)
d. Why are children given up for adoption overseas or here in Liberia?
e. To you, what is the governments role in caring for (any of) these children?
7. How are children living with _____? Do they provide good care?
Have you heard of any problems that happen when children live away from their
parents?
Probe for differential treatment across types of children in the house: Sleeping
arrangements, food, clothing, school, work, etc
8. What would help them?
109
P A R T X . S E R V I C E S N E E D E D & A V A I L A B L E ( 2 5 m i n )
I am now going to read a short story about a child having a problem. As you listen to this story, I
would like you to think about what might happen to this child if this happened in your community.
Read aloud the story. The story should also be written or drawn on a flip chart that is visible to all
participants. Make sure that everyone has understood the story well. You may even ask a
participant to retell the story. Then ask the group the following questions:
9. If this happened in your community
1. What could this child do?
9 Probe about the process for dealing with such issues in the community
(reporting, referring, family mediation, etc)
2. Where/who could this child go for help? Would she feel safe asking for help?
a. Probe for individuals, groups or organizations, and types of services available
within/outside the community
3. Who else should be involved in the process? What could be changed so that they
become involved in the future?
a. Probe for people in the community or outside the community
4. How would the problem be resolved of the final outcome? What would happen in the
end to the child/perpetrator/mother, etc?
5. Is the risk that the harm will re-occur still present? If so, what could be done to
minimize this risk?
6. Do you think it is possible to get children who are living in the streets back with
their parents/in their communities? Why? or Why not?
a. If yes, how could this be done so that it works/it is successful?
9 Probe for barriers at the level of community, family, and child;
differences by sex, differently-able, etc
7. What about children living in orphanage homes? Do you think that it is possible to
bring them back with their parents? Why? or Why not?
a. If yes, how could this be done so that it works/it is successful?
This is a story about a 13-year old girl living with her family. Her mother is often away at the
market, where she has a small business. Sometimes she has to travel out of town for her work.
For the last several months, whenever she is away, her husband has been harassing the girl.
This happens mostly when he comes back from the video club or if he has been out drinking
with friends. The girl is having trouble sleeping and is always afraid of being at home when her
mother is not around. She tells her mother what is going on but her mother dismisses her fears.
One day, the girl runs away from home
110
P A R T X I . C L O S U R E ( 1 0 m i n )
Before we end, I would like to ask you a couple of questions about what people think about
child protection and how can you and other people in your community learn more about it.
10. When you hear child protection, what comes to mind? How do people in your community
feel about child protection? Let the group respond to these questions before asking the
next.
a. What about child rights? How do people in your community feel about child
rights?
11. Where do you or other people in this community get information on child protection?
Thank you for your time and your ideas!
e. Record any comments you have about this session, including whether participants seemed open and actively
f. Collect all the cards, photos, flip-chart paper, etc. Make sure that each sheet, card, and photo is properly
labelled and number them. Staple the sheets together, then fold them together and label the outside with the
following information:
Target group
Location:
Date:
Facilitator:
Note taker(s):
g. Place all of these materials in an envelope and label the envelope with the same information.
h. Take a few hours as soon as possible following the group discussion to fill out your notes and ensure that
you have captured all the necessary information. You must have completed your notes on the same day that
the group discussion took place. You will also be asked to type your notes into a Microsoft Word document
as soon as you are back in town.
111
Gr o u p Di s c u s s i o n Gu i d e
FGD DATE, TIME &
LOCATION
Date (DD/MM/YYYY): ___ ___/ ___ ___/ 2011
Total Time: ___________
Location:
NUMBER OF PARTICIPANTS _____Boys_____Girls
NAME OF FACILITATOR
TARGET GROUP Children 7-11 years in institutional care
P A R T X I I . O B J E C T I V E O F T H E D I S C U S S I O N & A S S E N T ( 5
m i n s )
MODERATORMake sure that Parental/Guardian Consent and Informed Assent is obtained before
starting the discussion. Make a pause to allow for children who do not want to stay to leave
unnoticed.
P A R T X I I I . P A R T I C I P A N T S I N T R O D U C T I O N ( 5 m i n s )
Begin with a song or culturally appropriate way
x Your name
x Where do you come from?
x How long have you lived here?
Note taker should assign each participant a unique identifying letter to facilitate documentation.
P A R T X I V . P E R S P E C T I V E S O N C H I L D WE L L B E I N G A N D
7. Let me start by asking you something: To you, what is a child?
d. At what age do you think a boy becomes a man?
e. At what age do you think a girl becomes a woman?
f. At what age do you think that children can start doing the following things:
Cook
Cut grass
112

h. What do you do when you wake up in the morning? (Probe for time)
i. What else do you do in the house? (Probe for housework)
j. What time do you go to bed? Where do you sleep/who do you sleep with? (Probe
for differential sleeping arrangements)
k. What time do you eat? What sort of food do you eat? (Probe for all meals)
l. Do you go to school? What time do you go to school? How do you get there?
m. Where do you play? What sort of games do you play?
n. Do you belong to any clubs? (Probe for information on these groups)
o. Family bonds
Do you have brothers or sisters? Where are they? How often do you see
them?
Do you have adult relatives or guardian? How often do you see them?
Who made the decision for you to stay at <Orphanage homes name>?
9. We are now going to play with some photos and pictures we have brought. Look at all of
them and chose two:
x one that you like and makes you feel good and safe; and
x one that you do not like or makes you feel bad and unsafe.
When all children have taken two pictures, tell them: Now, we are going to put all the pictures of the
things you like in one group and the pictures of the things they dont like in another group. Lightly
glue those to two large boards or sheets of paper so they may stay during the discussion. You may
draw a smiley/sad face on them to distinguish the two groups. Then, one by one, probe about each
picture (Check for dis/agreement):
"Tell a story" about each of the photos you chose (What happens to these children?)
How do you feel about this picture? (What do you like/dislike about it?) Why? Why
not?
Does this happen in your community? How could it be better?
- What could these children do?
- Where/who could they go for help?
- Would they feel safe asking for help?
Neutral probes
- Tell me more
- Please give me an example?
- What do others think?
- How does that work?
- Can you tell me more about
that?
- What else?
- Why? Why not?
- What happens next?
- Please explain
- What do you mean?
Probe especially for child protection focus areas, as highlighted during training (see table below).
113
Note taker should identify each picture to facilitate analysis of discussion. At the end of the meeting,
label, fold, and securely store large sheets/boards with attached pictures.
*MODERATORTake 5 minutes break for toilet*
P A R T X V . C H I L D R E N WI T H O U T P A R E N T A L C A R E ( 2 0 m i n s )
Begin with a brief song or energizer
10. Not all children live with their parents. Do you know children who live without their parents?
Probe particularly for:
children sent away to live with relatives
children registered to go to orphanage homes
children given up for adoption overseas
children run away/live in the street
Ask the following questions about each group:
Tell me a story about it
- Why are they living on their own? Any other reason?
- Who cares for them?
- How do they care for them? (Probe for quality of care and childrens
satisfaction with care)
- Where/who can they go to for help?
What would help them?
P A R T X V I . C L O S U R E ( 5 m i n s )
11. Where do you or children like you get news on how to stay safe?
Thank you for your time and your ideas! Lets share some refreshments.
Child Protection Focus Areas
These are some of the child protection areas in which you should probe to gain a
deeper understanding as they may influence the separation of children from their
parents:
Child abuse (Physical, sexual, psychological, severe neglect)
Domestic/School violence
Child discipline
Child exploitation (child labour, child trafficking)
Discrimination on the basis of disability
Access to basic education & health care (including mental health)
Harmful cultural practices (child marriage, FGM/C, discrimination)
Family/community supports
Parenting skills and knowledge of child development
114

i. Record any comments you have about this session, including whether participants seemed open and actively
j. Collect all the cards, photos, flip-chart paper, etc. Make sure that each sheet, card, and photo is properly labelled
and number them. Staple the sheets together, then fold them together and label the outside with the following
information:
Target group
Location:
Date:
Facilitator:
Note taker(s):
k. Place all of these materials in an envelope and label the envelope with the same information.
l. Take a few hours as soon as possible following the group discussion to fill out your notes and ensure that you
have captured all the necessary information. You must have completed your notes on the same day that the
group discussion took place. You will also be asked to type your notes into a Microsoft Word document as soon
as you are back in town.
115
Gr o up Di s c us s i o n Gui de
FGD DATE, TIME &
LOCATION
Date (DD/MM/YYYY): ___ ___/ ___ ___/ 2011
Total Time: ___________
Location:
NUMBER OF
PARTICIPANTS
_____Boys_____Girls
NAME OF FACILITATOR
TARGET GROUP Children 12-17 years in institutional care
P A R T X V I I . O B J E C T I V E O F T H E D I S C U S S I O N &
A S S E N T ( 7 m i n s )
MODERATORMake sure that Informed Consent (or Parental/Guardian Consent and Informed
Assent) are obtained before starting the discussion. Make a pause to allow for respondents who do
not want to stay to leave unnoticed.
P A R T X V I I I . P A R T I C I P A N T S I N T R O D U C T I O N ( 5 m i n s )
Begin with a song or culturally appropriate way. You may also do an icebreaker exercise to make
people more relaxed and open.
x Your name
x Where do you come from?
x How long have you lived here?
Note taker should assign each participant a unique identifying letter or number to facilitate
documentation.
P A R T X I X . P E R S P E C T I V E S O N C H I L D WE L L B E I N G A N D
3. To start our discussion today, I would like first to ask you: To you, what is a child? (Probe
for distinction childyouthadult)
d. At what age do you think a boy becomes a man?
e. At what age do you think a girl becomes a woman?
f. At what age do you think that children can start doing the following things:
116

Cook
Cut grass
p. What do you do when you wake up in the morning? (Probe for time)
q. What else do you do in the house? (Probe for housework)
r. What time do you go to bed? Where do you sleep/who do you sleep with?
(Probe for differential sleeping arrangements)
s. What time do you eat? What sort of food do you eat? (Probe for all meals)
t. Do you go to school every day? What time do you go to school? How do you
get there?
u. Where do you play? What sort of games do you play?
v. Do you belong to any clubs? (Probe for information on these groups)
w. Family bonds
Do you have brothers or sisters? Where are they? How often do you see
them?
Do you have adult relatives or guardian? How often do you see them?
Who made the decision for you to stay at <Orphanage homes name>?
5. Now, I would like you to think of families in your community, and the way that children
are living here.
f. What are some of the factors that make children feel bad and unsafe. The note-taker or a
pre-identified group recorder will write or draw these on index cards.
9 Probe for situations put children in danger in this community. Consider our
focus child protection areas (parenting, harmful beliefs and practices, lack of
services, law enforcement, etc).
9 Probe for differences across religion, boys and girls, able and disabled children,
orphan and non-orphan, economic status.
g. Is there something else that should be considered?
h. Now, lets rank all of the answers in order of importance along this line/ribbon that we
have created on the ground (see below). Please discuss among yourselves why you think
things should be ranked one way or another. Remember that you are encouraged to voice
117
your opinion, particularly if you disagree with what others are saying. (Give participants
time to discuss among themselves)
Very important ___________ ____________ _____________ ____________ Less important
i. Once the ranking has been finalized ask the group to explain why this ranking was agreed
upon and highlight areas of doubt or where disagreement could not be resolved.
9 Probe for customary laws and practices that make children un/safe in this
community.
9 Probe for the role of chiefs, religious leaders, and community groups.
j. Repeat steps (1 to 4) to answer the question of: what makes children feel good and safe?
MODERATOR Ask the following questions if these issues have not been discussed already
13. Now, I would like for us to talk about raising children. Sometimes, children can make
parents vexed. What are some of the things that children can do that make parents really
vexed? What can parents do with that child?
a. Probe for types of discipline/punishment needed to raise a child/depending on the
circumstances
b. Probe for agreement/disagreement.
14. Some children are having children. Does this happen in your community? How do you feel
about it?
a. If a problem, what can be done about it?
*MODERATORIf necessary, take 5 minutes break or do a brief energizer*
P A R T X X . C H I L D R E N WI T H O U T P A R E N T A L C A R E ( 2 5
m i n s )
Not all children live with their parents. Think about the children you know and children and
families living in this community
15. Why do some children not live with their parents?
9 Probe for benefits to the child, the sending family, and the receiving family
16. Who cares for them? List all options, then, one by one, ask why and how frequently does
this happen in your community?
f. Why are children sent to live with relatives?
g. Why are children sent to orphanage homes? (Probe for difference between
orphanage homes and mission schools). How often do they see their families?
Why?
118
h. Why are children living in the streets? (Probe: Customary laws (e.g., property
dispossession after parental death)
i. Why are children given up for adoption overseas or here in Liberia?
j. To you, what is the governments role in caring for (any of) these children?
17. How are children living with _____? Do they provide good care?
Have you heard of any problems that happen when children live away from their
parents?
Probe for differential treatment across types of children in the house: Sleeping
arrangements, food, clothing, school, work, etc
18. What would help them?
Who/where can they go to when they need help? (Probe for help with feelings,
material needs, information)
How are problems resolved? (Probe for orphanage home)
19. Do you think it is possible to get children who are not living with their parents back to
their families/communities? Why? or Why not? (children in streets & orphanage homes)
b. If yes, how could this be done so that it works/it is successful?
P A R T X X I . C L O S U R E ( 1 0 m i n )
Before we end, I would like to ask you a couple of questions about what people think about
child protection and how can you and other people in your community learn more about it.
20. When you hear child protection, what comes to mind? How do people in your community
feel about child protection? Let the group respond to these questions before asking the
next.
a. What about child rights? How do people in your community feel about child
rights?
21. Where do you or other people in this community get information on child protection?
Thank you for your time and your ideas!
119

m. Record any comments you have about this session, including whether participants seemed open and actively
n. Collect all the cards, photos, flip-chart paper, etc. Make sure that each sheet, card, and photo is properly
labelled and number them. Staple the sheets together, then fold them together and label the outside with the
following information:
Target group
Location:
Date:
Facilitator:
Note taker(s):
o. Place all of these materials in an envelope and label the envelope with the same information.
p. Take a few hours as soon as possible following the group discussion to fill out your notes and ensure that
you have captured all the necessary information. You must have completed your notes on the same day that
the group discussion took place. You will also be asked to type your notes into a Microsoft Word document
as soon as you are back in town.
HS Training
A.5 W<W
FGD Training
Things that make children feel sad and
unsafe from FGD with 7-11 year olds
Interviewer recording answers during KI
interview
120
SC Child Protection Staff with HS Research Teams preparing to leave for the field, May 2011
HS Supervisor working with community leaders to
identify cluster borders & features
,^Zd
121
HS Research Team members randomly selecting starting direction and numbering selected households
HS Research Team member conducting HS interview
Locked storage for
KAP study
information
KAP Study Research Team final
reflection session
122
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122

Table 9 Child protection risks in the community according to children by sex of respondent
Total
Sex of child
Boy Girl
Basic needs not met (food, shelter, clothing) 25% 16% 33%
No access to daycare, school or to health care 7% 7% 7%
Domestic violence 6% 4% 7%
Teenage pregnancy 19% 16% 22%
Abuse and exploitation of children 4% 2% 5%
Forced or under-age marriage 1% 1% 2%
Discipline 6% 4% 7%
Unsafe migration (e g , child goes away to work) 1% 1% 0%
Men and women business or prostitution 25% 25% 25%
FGM/C and/or initiation 4% 3% 4%
Separation/abandonment by parent or guardian 14% 16% 13%
Dangerous child labour 4% 6% 2%
Drugs or liquor 53% 62% 45%
Children living in the streets 2% 3% 2%
Giving children to other people 1% 0% 2%
Illicit adoption 0% 0% 0%
Ritualistic killing of children/witchcraft 2% 3% 1%
Stealing 75% 79% 71%
"Stubbornness of children" (or "bad behaviours children") 26% 30% 23%
Peer pressure 43% 39% 48%
Don't know 4% 4% 5%
Other 7% 8% 6%
Note:

Multiple response choices allowed.

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M
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W
h
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6
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8
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6
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W
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a

c
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h
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l
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3
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4
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%

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4
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0
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I
f

p
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U
S

4
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3
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3
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W
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a

c
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6
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4
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7
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7
%

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2
%

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2
%

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%

A
l
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G
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m
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t

2
9
%

4
2
%

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8
%

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%
2
8
%

5
0
%

2
1
%

1
%

3
0
%

3
4
%

3
4
%

2
%

L
e
a
v
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n
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y
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3
3
%

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6
%

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%

0
%
3
5
%

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4
%

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%

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%

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%

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4

R
e
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y

R
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M
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%

M
o
s
t

c
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5
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%
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5
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%
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%
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%

W
h
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n

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g
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d

5
3
%
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%
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7
%
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%
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%

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%
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7
%
2
2
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1
%
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%

W
h
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a

c
h
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l
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s

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t

c
h
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l
d

2
8
%
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%
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1
%
2
%
4
4
%

4
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%
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4
%
1
%
3
8
%
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2
%
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0
%
0
%

I
f

p
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r
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n
t
s

g
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v
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U
S

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%
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%
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6
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4
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%
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9
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7
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%

W
h
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n

a

c
h
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l
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s

g
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t
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a
t

c
h
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l
d

3
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%
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8
%
3
2
%
1
%
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9
%

3
2
%
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8
%
2
%
7
4
%
1
6
%
1
0
%
0
%

A
l
l

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r
p
h
a
n
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g
e

h
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m
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s

i
n

L
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b
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a

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c
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d

w
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h

t
h
e

G
o
v
e
r
n
m
e
n
t

4
0
%
1
6
%
3
9
%
4
%
4
4
%

2
3
%
3
1
%
2
%
2
4
%
5
0
%
2
5
%
1
%

L
e
a
v
i
n
g

y
o
u
n
g

c
h
i
l
d
r
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n

h
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m
e

a
l
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n
e

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s

n
o
t

a

p
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o
b
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m

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f

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t

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s

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n
l
y

f
o
r

s
o
m
e

t
i
m
e

4
8
%
4
7
%
5
%
0
%
3
6
%

6
3
%
0
%
0
%
2
8
%
7
1
%
1
%
0
%

N
o
t
e
:

P
e
r
c
e
n
t
a
g
e
s

m
a
y

n
o
t

a
d
d

u
p

t
o

1
0
0
%

d
u
e

t
o

r
o
u
n
d
i
n
g
.
1
2
5

T
a
b
l
e

1
1

C
a
r
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g
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v
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r
s

w
h
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k
n
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w

p
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b
l
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m
s

t
h
a
t

o
c
c
u
r

w
h
e
n

c
h
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l
d
r
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n

a
r
e

n
o
t

l
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v
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n
g

w
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t
h

t
h
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r

p
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r
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s

b
y

s
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n
d

r
e
s
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d
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n
c
e

T
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t
a
l

S
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x

R
e
s
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d
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n
c
e

M
a
n

W
o
m
a
n

R
u
r
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l

U
r
b
a
n

M
e
t
r
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p
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l
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t
a
n

H
a
s

c
a
r
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g
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r

h
e
a
r
d

o
f

a
n
y

p
r
o
b
l
e
m
s

N
o

1
3
%
1
0
%
1
4
%
2
3
%
1
3
%
1
0
%
Y
e
s

8
5
%
8
7
%
8
2
%
7
3
%
8
6
%
8
7
%
D
o
n
t

k
n
o
w
/
n
o
t

s
u
r
e

3
%
2
%
3
%
4
%
2
%
3
%
I
f

y
e
s
,

w
h
a
t

p
r
o
b
l
e
m
s

a

F
o
r
c
e
d

t
o

w
o
r
k

d
u
r
i
n
g

s
c
h
o
o
l

h
o
u
r
s

6
5
%
6
2
%
6
8
%
4
9
%
6
9
%
6
8
%
A
b
u
s
e
d

b
y

c
a
r
e
g
i
v
e
r
s

4
8
%
3
9
%
5
7
%
4
0
%
4
2
%
5
1
%
A
b
u
s
e
d

b
y

e
m
p
l
o
y
e
r
s

1
%
0
%
2
%
2
%
0
%
1
%
T
r
e
a
t
e
d

w
o
r
s
e

t
h
a
n

o
t
h
e
r

c
h
i
l
d
r
e
n

i
n

t
h
e

f
a
m
i
l
y

6
3
%
5
8
%
6
8
%
7
6
%
8
1
%
5
9
%
S
i
c
k
n
e
s
s
,

d
i
s
a
b
i
l
i
t
y
,

a
n
d
/
o
r

b
a
s
i
c

n
e
e
d
s

n
o
t

m
e
t

3
1
%
3
4
%
2
9
%
4
0
%
4
8
%
2
7
%
E
m
o
t
i
o
n
a
l

d
i
s
t
r
e
s
s

1
7
%
2
4
%
1
1
%
2
1
%
2
9
%
1
4
%
A
d
o
p
t
e
d

3
%
5
%
2
%
1
%
0
%
4
%
M
u
r
d
e
r
e
d

1
2
%
1
1
%
1
3
%
5
%
3
%
1
5
%
K
i
d
n
a
p
p
e
d

o
r

t
r
a
f
f
i
c
k
e
d

1
6
%
1
6
%
1
5
%
7
%
6
%
1
9
%
C
h
i
l
d
r
e
n

i
n

t
h
e

s
t
r
e
e
t

a
r
e

a
b
u
s
e
d

b
y

s
t
r
a
n
g
e
r
s

6
%
7
%
6
%
7
%
1
2
%
6
%
C
h
i
l
d
r
e
n

i
n

t
h
e

s
t
r
e
e
t

a
r
e

a
b
u
s
e
d

b
y

t
h
e

p
o
l
i
c
e

1
%
2
%
1
%
1
%
2
%
1
%
C
h
i
l
d
r
e
n

e
n
t
e
r

i
n

c
o
n
f
l
i
c
t

w
i
t
h

t
h
e

l
a
w

2
4
%
2
8
%
2
1
%
2
2
%
2
0
%
2
5
%
D
o

h
a
r
d
/
d
a
n
g
e
r
o
u
s

w
o
r
k

1
%
2
%
0
%
1
%
1
%
1
%
S
e
n
t

t
o

s
e
l
l

i
n

t
h
e

s
t
r
e
e
t

3
%
3
%
2
%
0
%
0
%
4
%
O
t
h
e
r

1
6
%
1
2
%
2
0
%
6
%
7
%
1
9
%
N
o
t
e
:

a

M
u
l
t
i
p
l
e

r
e
s
p
o
n
s
e

c
h
o
i
c
e
s

a
l
l
o
w
e
d
.

126

Table 12 Children who know problems that occur when children are not living with their parents by sex
of respondent

Total
Sex of child
Boy Girl
Knows problems that can happen when children are not
living with their parents

No 20% 23% 17%
Yes 80% 78% 83%
If yes, what problems knows
a

Forced to work during school hours 52% 54% 49%
Abused by caregivers 35% 30% 40%
Abused by employers 2% 1% 2%
Treated worse than other children in the family 66% 70% 62%
Sickness, disability, and/or basic needs not met 41% 35% 45%
Emotional distress 7% 6% 8%
Adopted 0% 0% 1%
Murdered 15% 11% 18%
Kidnapped or trafficked 7% 3% 10%
Children in the street are abused by strangers 8% 6% 10%
Children in the street are abused by the police 1% 1% 1%
Children enter in conflict with the law 23% 26% 21%
Do hard/dangerous work 0% 0% 0%
Sent to sell in the street 3% 2% 4%
Other 8% 6% 10%
Note:
a
Multiple response choices allowed
1
2
7

T
a
b
l
e

1
3

C
a
r
e
g
i
v
e
r
s
'

k
n
o
w
l
e
d
g
e

o
f

l
a
w
s

i
n

L
i
b
e
r
i
a

a
b
o
u
t

t
h
e

c
a
r
e

a
n
d

s
a
f
e
t
y

o
f

c
h
i
l
d
r
e
n

b
y

s
e
x

a
n
d

r
e
s
i
d
e
n
c
e

T
o
t
a
l

S
e
x

R
e
s
i
d
e
n
c
e

M
a
n

W
o
m
a
n

R
u
r
a
l

U
r
b
a
n

M
e
t
r
o
p
o
l
i
t
a
n

K
n
o
w
s

a
n
y

c
h
i
l
d

p
r
o
t
e
c
t
i
o
n

l
a
w
s

a
n
d

p
o
l
i
c
i
e
s

N
o

1
7
%
7
%
2
5
%
1
2
%
9
%
1
9
%
Y
e
s

8
3
%
9
3
%
7
5
%
8
8
%
9
1
%
8
1
%
I
f

y
e
s
,

w
h
i
c
h

a

D
o
m
e
s
t
i
c

R
e
l
a
t
i
o
n
s

A
c
t

1
%
1
%
1
%
0
%
3
%
1
%
A
d
o
p
t
i
o
n

B
i
l
l

(
p
r
o
p
o
s
e
d
)

1
%
0
%
1
%
0
%
3
%
0
%
C
h
i
l
d
r
e
n
'
s

B
i
l
l

1
5
%
2
5
%
3
%
2
%
6
%
1
9
%
A
c
t

t
o

B
a
n

T
r
a
f
f
i
c
k
i
n
g

3
%
5
%
2
%
4
%
2
%
4
%
R
a
p
e

A
c
t

3
8
%
5
3
%
2
3
%
3
8
%
4
0
%
3
8
%
H
u
m
a
n

R
i
g
h
t
s

L
e
g
i
s
l
a
t
i
o
n

7
5
%
6
9
%
8
1
%
9
1
%
9
1
%
6
8
%
C
a
n
n
o
t

n
a
m
e

s
p
e
c
i
f
i
c

a
c
t

8
%
7
%
8
%
7
%
9
%
8
%
O
t
h
e
r

4
%
2
%
5
%
0
%
0
%
5
%
N
o
t
e
:

a

M
u
l
t
i
p
l
e

r
e
s
p
o
n
s
e

c
h
o
i
c
e
s

a
l
l
o
w
e
d

1
2
8

T
a
b
l
e

1
4

C
h
i
l
d
r
e
n

k
n
o
w
l
e
d
g
e

o
f

l
a
w
s

i
n

L
i
b
e
r
i
a

a
b
o
u
t

t
h
e

c
a
r
e

a
n
d

s
a
f
e
t
y

o
f

c
h
i
l
d
r
e
n

b
y

s
e
x

o
f

r
e
s
p
o
n
d
e
n
t

T
o
t
a
l

S
e
x

o
f

c
h
i
l
d

B
o
y

G
i
r
l

K
n
o
w
s

a
n
y

c
h
i
l
d

p
r
o
t
e
c
t
i
o
n

l
a
w
s

a
n
d

p
o
l
i
c
i
e
s

N
o

4
1
%
4
2
%
4
1
%
Y
e
s

5
8
%
5
7
%
5
8
%
D
o
n
t

k
n
o
w
/
n
o
t

s
u
r
e

1
%
1
%
1
%
I
f

y
e
s
,

w
h
i
c
h

a

D
o
m
e
s
t
i
c

R
e
l
a
t
i
o
n
s

A
c
t

0
%
0
%
0
%
A
d
o
p
t
i
o
n

B
i
l
l

(
p
r
o
p
o
s
e
d
)

0
%
0
%
0
%
C
h
i
l
d
r
e
n
'
s

B
i
l
l

2
%
3
%
1
%
A
c
t

t
o

B
a
n

T
r
a
f
f
i
c
k
i
n
g

2
%
4
%
0
%
R
a
p
e

A
c
t

2
1
%
2
1
%
2
2
%
H
u
m
a
n

R
i
g
h
t
s

L
e
g
i
s
l
a
t
i
o
n

9
1
%
9
3
%
8
9
%
C
a
n
n
o
t

n
a
m
e

s
p
e
c
i
f
i
c

a
c
t

5
%
4
%
5
%
O
t
h
e
r
/
M
i
s
s
i
n
g

0
%
0
%
0
%
N
o
t
e
:

a

M
u
l
t
i
p
l
e

r
e
s
p
o
n
s
e

c
h
o
i
c
e
s

a
l
l
o
w
e
d
.

1
2
9

T
a
b
l
e

1
5

C
a
r
e
g
i
v
e
r
s

k
n
o
w
l
e
d
g
e

o
f

p
l
a
c
e
s

i
n

t
h
e

c
o
m
m
u
n
i
t
y

w
h
e
r
e

c
h
i
l
d
r
e
n

c
a
n

g
o

i
f

t
h
e
y

a
r
e

a
b
u
s
e
d

b
y

t
h
e
i
r

p
a
r
e
n
t
s

o
r

i
f

t
h
e
y

r
u
n

a
w
a
y

f
r
o
m

h
o
m
e

b
y

s
e
x

a
n
d

r
e
s
i
d
e
n
c
e

T
o
t
a
l

S
e
x

R
e
s
i
d
e
n
c
e

M
a
n

W
o
m
a
n

R
u
r
a
l

U
r
b
a
n

M
e
t
r
o
p
o
l
i
t
a
n

K
n
o
w
s

p
l
a
c
e
(
s
)

o
f

s
a
f
e
t
y

i
n

t
h
e

c
o
m
m
u
n
i
t
y

N
o

3
1
%
3
0
%
3
2
%

4
6
%
2
3
%
2
9
%
Y
e
s

6
9
%
7
0
%
6
8
%

5
4
%
7
7
%
7
1
%
I
f

y
e
s
,

w
h
e
r
e

a

A

c
o
m
m
u
n
i
t
y

m
e
m
b
e
r
'
s

h
o
u
s
e

1
7
%
1
0
%
2
4
%

2
7
%
2
3
%
1
4
%
C
h
i
e
f
/
C
o
m
m
u
n
i
t
y

c
h
a
i
r
p
e
r
s
o
n
/
C
a
m
p

M
a
s
t
e
r

2
7
%
3
3
%
2
1
%

7
4
%
4
3
%
1
6
%
S
o
c
i
a
l

w
o
r
k
e
r

(
M
O
H
S
W
/
M
O
G
D
)

4
%
5
%
3
%

2
%
1
1
%
3
%
C
h
u
r
c
h
/
M
o
s
q
u
e

0
%
0
%
0
%

1
%
0
%
0
%
L
N
P
/
W
o
m
e
n
'
s

&

C
h
i
l
d
r
e
n
'
s

P
r
o
t
e
c
t
i
o
n

S
e
c
t
i
o
n

8
2
%
8
7
%
7
7
%

4
2
%
8
2
%
8
9
%
N
G
O
/
C
B
O

(
i
n
c
l
u
d
e
s

s
a
f
e

h
o
m
e
s
)

5
%
6
%
4
%

9
%
1
5
%
3
%
O
r
p
h
a
n
a
g
e

h
o
m
e

0
%
0
%
0
%

0
%
0
%
0
%
C
a
n
n
o
t

n
a
m
e

s
p
e
c
i
f
i
c

p
l
a
c
e
/
n
o
t

s
u
r
e

0
%
0
%
0
%

0
%
0
%
0
%
C
o
u
r
t

1
%
1
%
1
%

4
%
1
%
0
%
F
r
i
e
n
d

1
%
0
%
1
%

2
%
1
%
0
%
O
t
h
e
r

3
%
4
%
3
%

1
5
%
5
%
1
%
N
o
t
e
:

a

M
u
l
t
i
p
l
e

r
e
s
p
o
n
s
e

c
h
o
i
c
e
s

a
l
l
o
w
e
d

1
3
0

T
a
b
l
e

1
6

P
e
r
c
e
n
t
a
g
e

o
f

c
h
i
l
d
r
e
n

w
h
o

c
a
n

i
d
e
n
t
i
f
y

p
l
a
c
e
(
s
)

o
f

s
a
f
e
t
y

i
n

t
h
e

c
o
m
m
u
n
i
t
y

b
y

s
e
x

o
f

r
e
s
p
o
n
d
e
n
t

T
o
t
a
l

S
e
x

o
f

c
h
i
l
d

B
o
y

G
i
r
l

K
n
o
w
s

p
l
a
c
e
(
s
)

o
f

s
a
f
e
t
y

i
n

t
h
e

c
o
m
m
u
n
i
t
y

N
o

2
5
%
2
3
%
2
7
%
Y
e
s

7
5
%
7
7
%
7
3
%
I
f

y
e
s
,

w
h
e
r
e

a

A

c
o
m
m
u
n
i
t
y

m
e
m
b
e
r
'
s

h
o
u
s
e

2
2
%
1
9
%
2
4
%
C
h
i
e
f
/
C
o
m
m
u
n
i
t
y

c
h
a
i
r
p
e
r
s
o
n
/
C
a
m
p

M
a
s
t
e
r

1
7
%
1
7
%
1
7
%
S
o
c
i
a
l

w
o
r
k
e
r

(
M
O
H
S
W
/
M
G
D
)

2
%
2
%
2
%
C
h
u
r
c
h
/
M
o
s
q
u
e

1
%
1
%
1
%
L
N
P
/
W
o
m
e
n
'
s

&

C
h
i
l
d
r
e
n
'
s

P
r
o
t
e
c
t
i
o
n

S
e
c
t
i
o
n

7
2
%
7
8
%
6
7
%
N
G
O
/
C
B
O

(
i
n
c
l
u
d
e
s

s
a
f
e

h
o
m
e
s
)

7
%
4
%
9
%
O
r
p
h
a
n
a
g
e

h
o
m
e

0
%
0
%
0
%
C
a
n
n
o
t

n
a
m
e

s
p
e
c
i
f
i
c

p
l
a
c
e
/
n
o
t

s
u
r
e

1
%
0
%
1
%
O
t
h
e
r
/
M
i
s
s
i
n
g

6
%
2
%
9
%
N
o
t
e
:

a

M
u
l
t
i
p
l
e

r
e
s
p
o
n
s
e

c
h
o
i
c
e
s

a
l
l
o
w
e
d

1
3
1

T
a
b
l
e

1
7

C
a
r
e
g
i
v
e
r
s
'

k
n
o
w
l
e
d
g
e

o
f

C
h
i
l
d

W
e
l
f
a
r
e

C
o
m
m
i
t
t
e
e
s

i
n

t
h
e

c
o
m
m
u
n
i
t
y

b
y

s
e
x

a
n
d

r
e
s
i
d
e
n
c
e

T
o
t
a
l

S
e
x

R
e
s
i
d
e
n
c
e

M
a
n

W
o
m
a
n

R
u
r
a
l

U
r
b
a
n

M
e
t
r
o
p
o
l
i
t
a
n

H
a
s

h
e
a
r
d

o
f

C
h
i
l
d

W
e
l
f
a
r
e

C
o
m
m
i
t
t
e
e
s

(
'
C
W
C
s
'
)

i
n

t
h
e

c
o
m
m
u
n
i
t
y

N
o

9
3
%
9
4
%
9
2
%
8
7
%

8
5
%
9
6
%
Y
e
s

7
%
6
%
8
%
1
3
%

1
5
%
4
%
I
f

y
e
s
,

w
h
a
t

r
o
l
e

R
a
i
s
e

a
w
a
r
e
n
e
s
s

o
n

c
h
i
l
d

r
i
g
h
t
s

7
2
%
7
8
%
6
7
%
8
1
%

5
6
%
7
3
%
M
o
n
i
t
o
r

c
h
i
l
d

p
r
o
t
e
c
t
i
o
n

i
n

t
h
e

c
o
m
m
u
n
i
t
y
/
i
d
e
n
t
i
f
y

v
u
l
n
e
r
a
b
l
e

c
h
i
l
d
r
e
n

4
7
%
5
8
%
3
7
%
2
9
%

5
2
%
6
1
%
G
i
v
e

a
d
v
i
c
e

t
o

c
h
i
l
d
r
e
n
,

p
a
r
e
n
t
s
,

a
n
d

o
t
h
e
r

c
o
m
m
u
n
i
t
y

m
e
m
b
e
r
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1
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R
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C
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6
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S
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S
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5
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c
a
r
e

b
y

s
e
x

o
f

r
e
s
p
o
n
d
e
n
t

T
o
t
a
l

S
e
x

B
o
y

G
i
r
l

D
i
s
a
g
r
e
e
A
g
r
e
e

D
K
/
D
W
A
D
i
s
a
g
r
e
e
A
g
r
e
e

D
K
/
D
W
A
D
i
s
a
g
r
e
e
A
g
r
e
e

D
K
/
D
W
A

C
h
i
l
d
r
e
n

w
h
o

a
r
e

n
o
t

l
i
v
i
n
g

w
i
t
h

t
h
e
i
r

p
a
r
e
n
t
s

A
r
e

b
e
t
t
e
r

c
a
r
e
d

i
n

o
r
p
h
a
n
a
g
e

h
o
m
e
s

t
h
a
n

i
n

a

f
a
m
i
l
y

4
5
%
3
7
%
1
8
%
4
0
%
3
5
%
2
5
%
4
9
%
4
0
%
1
2
%

C
a
n

b
e

e
a
s
i
l
y

a
b
u
s
e
d

b
y

t
h
e

n
e
w

c
a
r
e
g
i
v
e
r
s

7
%
8
1
%
1
2
%
8
%
7
0
%
2
2
%
7
%
9
1
%
3
%

S
h
o
u
l
d

t
a
k
e

p
a
r
t

i
n

t
h
e

r
e
l
i
g
i
o
u
s

a
n
d

c
u
l
t
u
r
a
l

p
r
a
c
t
i
c
e
s

o
f

t
h
e
i
r

n
e
w

c
a
r
e
g
i
v
e
r
s

4
9
%
5
0
%
2
%
5
7
%
4
2
%
1
%
4
1
%
5
7
%
2
%

S
h
o
u
l
d

b
e

s
e
n
t

t
o

o
r
p
h
a
n
a
g
e

h
o
m
e
s

i
f

t
h
e
y

h
a
v
e

d
i
s
a
b
i
l
i
t
i
e
s

o
r

s
p
e
c
i
a
l

l
e
a
r
n
i
n
g

n
e
e
d
s

5
4
%
3
4
%
1
3
%
5
7
%
3
1
%
1
2
%
5
1
%
3
7
%
1
3
%

S
h
o
u
l
d

b
e

a
s
k
e
d

w
h
e
r
e

t
h
e
y

w
a
n
t

t
o

l
i
v
e

1
2
%
8
6
%
2
%
7
%
9
0
%
3
%
1
7
%
8
3
%
1
%

S
h
o
u
l
d

b
e

c
a
r
e
d

b
y

t
h
e

g
o
v
e
r
n
m
e
n
t

7
%
9
2
%
0
%
4
%
9
6
%
1
%
1
0
%
9
0
%
0
%

S
h
o
u
l
d

o
n
l
y

b
e

s
e
n
t

t
o

o
r
p
h
a
n
a
g
e

h
o
m
e
s

i
f

t
h
e
r
e

i
s

n
o

f
a
m
i
l
y

t
o

c
a
r
e

f
o
r

t
h
e
m

9
%
8
3
%
8
%
5
%
8
7
%
8
%
1
3
%
8
0
%
7
%

N
o
t
e
:

P
e
r
c
e
n
t
a
g
e
s

m
a
y

n
o
t

a
d
d

u
p

t
o

1
0
0
%

d
u
e

t
o

r
o
u
n
d
i
n
g
.

1
3
6

T
a
b
l
e

2
1

C
a
r
e
g
i
v
e
r
s

a
t
t
i
t
u
d
e
s

t
o
w
a
r
d
s

c
h
i
l
d

b
e
a
t
i
n
g

i
n

s
e
l
e
c
t
e
d

c
i
r
c
u
m
s
t
a
n
c
e
s

b
y

s
e
x

a
n
d

r
e
s
i
d
e
n
c
e

T
o
t
a
l

S
e
x

M
a
n

W
o
m
a
n

S
t
r
o
n
g
l
y

d
i
s
a
g
r
e
e

D
i
s
a
g
r
e
e

A
g
r
e
e

S
t
r
o
n
g
l
y

a
g
r
e
e

S
t
r
o
n
g
l
y

d
i
s
a
g
r
e
e

D
i
s
a
g
r
e
e

A
g
r
e
e

S
t
r
o
n
g
l
y

a
g
r
e
e

S
t
r
o
n
g
l
y

d
i
s
a
g
r
e
e

D
i
s
a
g
r
e
e

A
g
r
e
e

S
t
r
o
n
g
l
y

a
g
r
e
e

R
e
s
p
o
n
d
e
n
t

t
h
i
n
k
s

t
h
a
t

p
a
r
e
n
t
s

a
r
e

r
i
g
h
t

t
o

b
e
a
t

t
h
e
i
r

c
h
i
l
d
r
e
n

i
f

t
h
e

c
h
i
l
d

i
s

d
i
s
o
b
e
d
i
e
n
t

6
%

5
1
%
2
7
%
1
5
%
7
%
5
7
%

2
0
%
1
7
%
6
%
4
6
%
3
4
%
1
4
%

i
f

t
h
e

c
h
i
l
d

t
a
l
k
s

b
a
c
k

t
o

t
h
e

p
a
r
e
n
t

4
%

4
5
%
2
6
%
2
4
%
6
%
4
7
%

2
4
%
2
4
%
3
%
4
4
%
2
8
%
2
5
%

i
f

t
h
e

c
h
i
l
d

r
u
n
s

a
w
a
y

f
r
o
m

h
o
m
e

2
0
%

6
0
%
1
5
%
5
%
2
0
%
6
1
%

1
6
%
3
%
2
0
%
5
9
%
1
5
%
7
%

i
f

t
h
e

c
h
i
l
d

d
o
e
s

n
o
t

w
a
n
t

t
o

g
o

t
o

s
c
h
o
o
l

1
1
%

5
2
%
1
9
%
1
8
%
1
3
%
5
0
%

2
0
%
1
8
%
1
0
%
5
3
%
1
9
%
1
8
%

i
f

t
h
e

c
h
i
l
d

d
o
e
s

n
o
t

c
a
r
e

f
o
r

b
r
o
t
h
e
r
s

a
n
d

s
i
s
t
e
r
s

1
6
%

6
7
%
1
5
%
2
%
1
6
%
7
1
%

1
1
%
2
%
1
6
%
6
4
%
1
8
%
2
%

i
f

t
h
e

c
h
i
l
d

i
s

d
o
i
n
g

m
a
n

a
n
d

w
o
m
a
n

b
u
s
i
n
e
s
s

1
4
%

5
6
%
1
8
%
1
3
%
1
4
%
5
4
%

1
9
%
1
3
%
1
3
%
5
7
%
1
6
%
1
3
%

i
f

t
h
e

c
h
i
l
d

w
e
t
s

b
e
d

1
9
%

5
9
%
1
6
%
7
%
2
0
%
5
9
%

1
5
%
6
%
1
8
%
5
8
%
1
7
%
7
%

i
f

t
h
e

c
h
i
l
d

s
t
e
a
l
s

1
%

2
5
%
2
9
%
4
4
%
2
%
2
8
%

3
0
%
4
0
%
1
%
2
3
%
2
8
%
4
8
%

i
f

t
h
e

c
h
i
l
d

t
a
k
e
s

d
r
u
g
s

o
r

l
i
q
u
o
r

4
%

3
7
%
2
4
%
3
6
%
4
%
3
4
%

3
2
%
3
1
%
3
%
4
0
%
1
7
%
3
9
%

1
3
7

R
e
s
i
d
e
n
c
e

R
u
r
a
l

U
r
b
a
n

M
e
t
r
o
p
o
l
i
t
a
n

S
t
r
o
n
g
l
y

d
i
s
a
g
r
e
e

D
i
s
a
g
r
e
e
A
g
r
e
e

S
t
r
o
n
g
l
y

a
g
r
e
e

S
t
r
o
n
g
l
y

d
i
s
a
g
r
e
e

D
i
s
a
g
r
e
e

A
g
r
e
e

S
t
r
o
n
g
l
y

a
g
r
e
e

S
t
r
o
n
g
l
y

d
i
s
a
g
r
e
e

D
i
s
a
g
r
e
e

A
g
r
e
e

S
t
r
o
n
g
l
y

a
g
r
e
e

R
e
s
p
o
n
d
e
n
t

t
h
i
n
k
s

t
h
a
t

p
a
r
e
n
t
s

a
r
e

r
i
g
h
t

t
o

b
e
a
t

t
h
e
i
r

c
h
i
l
d
r
e
n

i
f

t
h
e

c
h
i
l
d

i
s

d
i
s
o
b
e
d
i
e
n
t

1
0
%

3
5
%
2
6
%
2
8
%
1
1
%
3
9
%

2
8
%
2
2
%
5
%
5
7
%
2
8
%
1
1
%

i
f

t
h
e

c
h
i
l
d

t
a
l
k
s

b
a
c
k

t
o

t
h
e

p
a
r
e
n
t

7
%

3
4
%
2
5
%
3
5
%
1
4
%
3
2
%

3
0
%
2
5
%
2
%
5
0
%
2
6
%
2
2
%

i
f

t
h
e

c
h
i
l
d

r
u
n
s

a
w
a
y

f
r
o
m

h
o
m
e

2
0
%

5
1
%
2
0
%
9
%
2
6
%
4
8
%

1
9
%
7
%
1
9
%
6
3
%
1
4
%
4
%

i
f

t
h
e

c
h
i
l
d

d
o
e
s

n
o
t

w
a
n
t

t
o

g
o

t
o

s
c
h
o
o
l

1
0
%

4
3
%
3
2
%
1
5
%
1
5
%
4
1
%

3
2
%
1
2
%
1
1
%
5
5
%
1
5
%
1
9
%

i
f

t
h
e

c
h
i
l
d

d
o
e
s

n
o
t

c
a
r
e

f
o
r

b
r
o
t
h
e
r
s

a
n
d

s
i
s
t
e
r
s

1
0
%

6
3
%
1
9
%
8
%
2
1
%
5
8
%

1
8
%
4
%
1
7
%
6
9
%
1
3
%
1
%

i
f

t
h
e

c
h
i
l
d

i
s

d
o
i
n
g

m
a
n

a
n
d

w
o
m
a
n

b
u
s
i
n
e
s
s

a

9
%

4
2
%
2
3
%
2
5
%
1
4
%
3
6
%

2
6
%
2
4
%
1
5
%
6
1
%
1
5
%
9
%

i
f

t
h
e

c
h
i
l
d

w
e
t
s

b
e
d

2
1
%

5
2
%
1
4
%
1
4
%
3
3
%
4
3
%

1
8
%
7
%
1
6
%
6
3
%
1
6
%
5
%

i
f

t
h
e

c
h
i
l
d

s
t
e
a
l
s

2
%

1
4
%
2
9
%
5
6
%
4
%
2
0
%

2
8
%
4
9
%
1
%
2
9
%
2
9
%
4
1
%

i
f

t
h
e

c
h
i
l
d

t
a
k
e
s

d
r
u
g
s

o
r

l
i
q
u
o
r

5
%

2
4
%
3
3
%
3
8
%
7
%
3
6
%

2
0
%
3
8
%
3
%
4
0
%
2
2
%
3
5
%

N
o
t
e
:

a

i
n
v
o
l
v
e
m
e
n
t

i
n

s
e
x
u
a
l

a
c
t
i
v
i
t
y
.

P
e
r
c
e
n
t
a
g
e
s

m
a
y

n
o
t

a
d
d

u
p

t
o

1
0
0
%

d
u
e

t
o

r
o
u
n
d
i
n
g
.

1
3
8

T
a
b
l
e

2
2

C
a
r
e
g
i
v
e
r
s
'

a
t
t
i
t
u
d
e
s

o
n

c
h
i
l
d

c
a
r
e

a
n
d

f
o
s
t
e
r
i
n
g

b
y

s
e
x

a
n
d

r
e
s
i
d
e
n
c
e

T
o
t
a
l

S
e
x

M
a
n

W
o
m
a
n

S
t
r
o
n
g
l
y

d
i
s
a
g
r
e
e

D
i
s
a
g
r
e
e

A
g
r
e
e

S
t
r
o
n
g
l
y

a
g
r
e
e

S
t
r
o
n
g
l
y

d
i
s
a
g
r
e
e

D
i
s
a
g
r
e
e

A
g
r
e
e

S
t
r
o
n
g
l
y

a
g
r
e
e

S
t
r
o
n
g
l
y

d
i
s
a
g
r
e
e

D
i
s
a
g
r
e
e
A
g
r
e
e

S
t
r
o
n
g
l
y

a
g
r
e
e

I
t

i
s

b
e
t
t
e
r

t
o

s
e
n
d

o
n
e
'
s

o
w
n

c
h
i
l
d
r
e
n

t
o

s
c
h
o
o
l

t
h
a
n

t
o

s
e
n
d

o
t
h
e
r

c
h
i
l
d
r
e
n

i
n

t
h
e

h
o
u
s
e

8
0
%

1
5
%
1
%
4
%
8
4
%
1
2
%

1
%
3
%
7
6
%
1
8
%
1
%
5
%

I
t

i
s

b
e
t
t
e
r

t
o

s
e
n
d

a
b
l
e

c
h
i
l
d
r
e
n

t
o

s
c
h
o
o
l

t
h
a
n

t
o

s
e
n
d

d
i
s
a
b
l
e
d

c
h
i
l
d
r
e
n

6
6
%

3
0
%
3
%
1
%
7
6
%
1
9
%

4
%
1
%
5
8
%
3
9
%
2
%
1
%

I

w
o
u
l
d

s
e
n
d

a

c
h
i
l
d

t
o

l
i
v
e

w
i
t
h

a

r
e
l
a
t
i
v
e

3
%

2
4
%
5
7
%
1
6
%
3
%
1
7
%

6
2
%
1
8
%
4
%
3
0
%
5
2
%
1
5
%

I

w
o
u
l
d

s
e
n
d

a

c
h
i
l
d

t
o

l
i
v
e

w
i
t
h

a

n
o
n
-
r
e
l
a
t
i
v
e

1
9
%

4
6
%
3
1
%
4
%
1
6
%
3
7
%

4
1
%
6
%
2
1
%
5
4
%
2
2
%
3
%

I

w
o
u
l
d

s
e
n
d

a

c
h
i
l
d

t
o

l
i
v
e

i
n

a
n

o
r
p
h
a
n
a
g
e

h
o
m
e

4
6
%

3
3
%
1
4
%
7
%
5
2
%
3
0
%

1
3
%
6
%
4
1
%
3
6
%
1
5
%
9
%

I

w
o
u
l
d

f
o
s
t
e
r
/
t
a
k
e

a

c
h
i
l
d

w
h
o

i
s

a

r
e
l
a
t
i
v
e

0
%

1
%
5
5
%
4
4
%
0
%
1
%

6
1
%
3
8
%
0
%
2
%
4
9
%
4
9
%

I

w
o
u
l
d

f
o
s
t
e
r
/
t
a
k
e

a

c
h
i
l
d

w
h
o

i
s

n
o
t

a

r
e
l
a
t
i
v
e

1
%

9
%
6
0
%
3
1
%
0
%
1
0
%

6
0
%
2
9
%
1
%
8
%
5
9
%
3
2
%

I

w
o
u
l
d

f
o
s
t
e
r
/
t
a
k
e

a

c
h
i
l
d

f
r
o
m

a

d
i
f
f
e
r
e
n
t

e
t
h
n
i
c

g
r
o
u
p

1
%

7
%
6
4
%
2
8
%
1
%
8
%

6
6
%
2
6
%
1
%
7
%
6
2
%
3
0
%

I

w
o
u
l
d

f
o
s
t
e
r

a

c
h
i
l
d

w
h
o

i
s

H
I
V

p
o
s
i
t
i
v
e

3
2
%

1
4
%
4
8
%
7
%
3
2
%
1
3
%

4
8
%
7
%
3
1
%
1
4
%
4
8
%
7
%

I

w
o
u
l
d

f
o
s
t
e
r

a

c
h
i
l
d

w
h
o

h
a
s

a

d
i
s
a
b
i
l
i
t
y

9
%

8
%
6
8
%
1
4
%
1
1
%
6
%

7
0
%
1
3
%
8
%
1
0
%
6
7
%
1
5
%

.

1
3
9

R
e
s
i
d
e
n
c
e

R
u
r
a
l

U
r
b
a
n

M
e
t
r
o
p
o
l
i
t
a
n

S
t
r
o
n
g
l
y

d
i
s
a
g
r
e
e

D
i
s
a
g
r
e
e

A
g
r
e
e

S
t
r
o
n
g
l
y

a
g
r
e
e

S
t
r
o
n
g
l
y

d
i
s
a
g
r
e
e

D
i
s
a
g
r
e
e

A
g
r
e
e

S
t
r
o
n
g
l
y

a
g
r
e
e

S
t
r
o
n
g
l
y

d
i
s
a
g
r
e
e

D
i
s
a
g
r
e
e

A
g
r
e
e

S
t
r
o
n
g
l
y

a
g
r
e
e

I
t

i
s

b
e
t
t
e
r

t
o

s
e
n
d

o
n
e
'
s

o
w
n

c
h
i
l
d
r
e
n

t
o

s
c
h
o
o
l

t
h
a
n

t
o

s
e
n
d

o
t
h
e
r

c
h
i
l
d
r
e
n

i
n

t
h
e

h
o
u
s
e

7
3
%

2
3
%
3
%
1
%
8
2
%
1
6
%

1
%
0
%
8
1
%
1
3
%
1
%
5
%

I
t

i
s

b
e
t
t
e
r

t
o

s
e
n
d

a
b
l
e

c
h
i
l
d
r
e
n

t
o

s
c
h
o
o
l

t
h
a
n

t
o

s
e
n
d

d
i
s
a
b
l
e
d

c
h
i
l
d
r
e
n

6
4
%

3
1
%
3
%
2
%
6
5
%
3
1
%

2
%
2
%
6
7
%
2
9
%
4
%
1
%

I

w
o
u
l
d

s
e
n
d

a

c
h
i
l
d

t
o

l
i
v
e

w
i
t
h

a

r
e
l
a
t
i
v
e

4
%

1
2
%
5
3
%
3
1
%
7
%
1
9
%

5
2
%
2
2
%
3
%
2
7
%
5
8
%
1
2
%

I

w
o
u
l
d

s
e
n
d

a

c
h
i
l
d

t
o

l
i
v
e

w
i
t
h

a

n
o
n
-
r
e
l
a
t
i
v
e

1
2
%

3
4
%
3
8
%
1
6
%
2
5
%
3
3
%

3
4
%
8
%
1
9
%
5
1
%
2
9
%
1
%

I

w
o
u
l
d

s
e
n
d

a

c
h
i
l
d

t
o

l
i
v
e

i
n

a
n

o
r
p
h
a
n
a
g
e

h
o
m
e

1
9
%

2
8
%
3
8
%
1
5
%
4
5
%
2
6
%

1
9
%
1
0
%
5
2
%
3
5
%
8
%
5
%

I

w
o
u
l
d

f
o
s
t
e
r
/
t
a
k
e

a

c
h
i
l
d

w
h
o

i
s

a

r
e
l
a
t
i
v
e

0
%

2
%
6
3
%
3
4
%
0
%
1
%

5
9
%
4
0
%
0
%
1
%
5
2
%
4
7
%

I

w
o
u
l
d

f
o
s
t
e
r
/
t
a
k
e

a

c
h
i
l
d

w
h
o

i
s

n
o
t

a

r
e
l
a
t
i
v
e

0
%

1
4
%
6
3
%
2
3
%
1
%
1
0
%

6
2
%
2
7
%
1
%
8
%
5
9
%
3
3
%

I

w
o
u
l
d

f
o
s
t
e
r
/
t
a
k
e

a

c
h
i
l
d

f
r
o
m

a

d
i
f
f
e
r
e
n
t

e
t
h
n
i
c

g
r
o
u
p

1
%

1
5
%
5
9
%
2
5
%
5
%
1
0
%

5
9
%
2
6
%
1
%
5
%
6
5
%
2
9
%

I

w
o
u
l
d

f
o
s
t
e
r

a

c
h
i
l
d

w
h
o

i
s

H
I
V

p
o
s
i
t
i
v
e

6
9
%

1
1
%
1
4
%
6
%
5
1
%
9
%

3
7
%
4
%
2
0
%
1
5
%
5
7
%
8
%

I

w
o
u
l
d

f
o
s
t
e
r

a

c
h
i
l
d

w
h
o

h
a
s

a

d
i
s
a
b
i
l
i
t
y

3
5
%

1
5
%

4
3
%
8
%
2
0
%
9
%

6
5
%
6
%
2
%
6
%
7
5
%
1
7
%

N
o
t
e
:

P
e
r
c
e
n
t
a
g
e
s

m
a
y

n
o
t

a
d
d

u
p

t
o

1
0
0
%

d
u
e

t
o

r
o
u
n
d
i
n
g
.

1
4
0

T
a
b
l
e

2
3

C
h
i
l
d
r
e
n
'
s

a
t
t
i
t
u
d
e
s

o
n

c
h
i
l
d

c
a
r
e

a
n
d

f
o
s
t
e
r
i
n
g

b
y

s
e
x

o
f

r
e
s
p
o
n
d
e
n
t

T
o
t
a
l

S
e
x

B
o
y

G
i
r
l

D
i
s
a
g
r
e
e
A
g
r
e
e

D
K
/
D
W
A
D
i
s
a
g
r
e
e
A
g
r
e
e

D
K
/
D
W
A
D
i
s
a
g
r
e
e
A
g
r
e
e

D
K
/
D
W
A

I
t

i
s

b
e
t
t
e
r

t
o

s
e
n
d

y
o
u
r

o
w
n

c
h
i
l
d
r
e
n

t
o

s
c
h
o
o
l

t
h
a
n

t
o

s
e
n
d

o
t
h
e
r

c
h
i
l
d
r
e
n

i
n

t
h
e

h
o
u
s
e

9
2
%
7
%
0
%
9
3
%
6
%
0
%
9
2
%
8
%
0
%

I
t

i
s

b
e
t
t
e
r

t
o

s
e
n
d

a
b
l
e

c
h
i
l
d
r
e
n

t
o

s
c
h
o
o
l

t
h
a
n

t
o

s
e
n
d

d
i
s
a
b
l
e
d

c
h
i
l
d
r
e
n

9
4
%
6
%
0
%
9
5
%
5
%
1
%
9
3
%
7
%
0
%

I
t

i
s

b
e
t
t
e
r

t
o

s
e
n
d

b
o
y
s

t
o

s
c
h
o
o
l

t
h
a
n

t
o

s
e
n
d

g
i
r
l
s

9
7
%
3
%
0
%
9
4
%
6
%
0
%
9
9
%
1
%
0
%

I

w
o
u
l
d

n
o
t

h
a
v
e

a

p
r
o
b
l
e
m

g
o
i
n
g

t
o

l
i
v
e

w
i
t
h

s
o
m
e
o
n
e

f
r
o
m

m
y

f
a
m
i
l
y

2
0
%
8
0
%
0
%
1
0
%
8
9
%
1
%
2
8
%
7
2
%
0
%

I

w
o
u
l
d

n
o
t

h
a
v
e

a

p
r
o
b
l
e
m

g
o
i
n
g

t
o

l
i
v
e

w
i
t
h

s
o
m
e
o
n
e

w
h
o

i
s

n
o
t

f
r
o
m

m
y

f
a
m
i
l
y

6
6
%
3
4
%
0
%
6
6
%
3
4
%
0
%
6
7
%
3
3
%
0
%

I

w
o
u
l
d

n
o
t

h
a
v
e

a

p
r
o
b
l
e
m

g
o
i
n
g

t
o

l
i
v
e

i
n

a
n

o
r
p
h
a
n
a
g
e

h
o
m
e

7
2
%
2
4
%
5
%
7
1
%
2
4
%
5
%
7
2
%
2
5
%
4
%

N
o
t
e
:

P
e
r
c
e
n
t
a
g
e
s

m
a
y

n
o
t

a
d
d

u
p

t
o

1
0
0
%

d
u
e

t
o

r
o
u
n
d
i
n
g
.

1
4
1

T
a
b
l
e

2
4

C
h
i
l
d
r
e
n
s

a
s
s
e
s
s
m
e
n
t

o
f

c
h
i
l
d

t
r
e
a
t
m
e
n
t

w
i
t
h
i
n

h
o
u
s
e
h
o
l
d
s

b
y

s
e
x

o
f

r
e
s
p
o
n
d
e
n
t

T
o
t
a
l

S
e
x

B
o
y

G
i
r
l

A
l
l

c
h
i
l
d
r
e
n

i
n

t
h
e

h
o
u
s
e

t
r
e
a
t
e
d

t
h
e

s
a
m
e

w
a
y

N
o

7
0
%
6
9
%
7
1
%
Y
e
s

3
0
%
3
0
%
2
9
%
I
t

d
e
p
e
n
d
s

1
%
1
%
0
%
W
h
a
t

c
h
i
l
d
r
e
n

a
r
e

t
r
e
a
t
e
d

b
e
t
t
e
r

B
i
o
l
o
g
i
c
a
l

c
h
i
l
d
r
e
n

1
0
0
%
1
0
0
%
1
0
0
%
F
a
m
i
l
y

c
h
i
l
d
r
e
n

0
%
0
%
0
%
O
t
h
e
r

c
h
i
l
d
r
e
n

0
%
0
%
0
%
H
o
w

a
r
e

s
o
m
e

c
h
i
l
d
r
e
n

t
r
e
a
t
e
d

b
e
t
t
e
r

G
e
t

m
o
r
e
/
b
e
t
t
e
r

f
o
o
d

6
4
%
6
7
%
6
1
%
G
e
t

m
o
r
e
/
b
e
t
t
e
r

c
l
o
t
h
e
s

7
6
%
7
6
%
7
5
%
S
e
n
t

t
o

b
e
t
t
e
r

s
c
h
o
o
l
s

4
6
%
4
0
%
5
1
%
S
e
n
t

t
o

s
c
h
o
o
l

w
h
i
l
e

o
t
h
e
r

c
h
i
l
d
r
e
n

w
o
r
k

5
4
%
5
4
%
5
4
%
D
i
s
c
i
p
l
i
n
e
d

l
e
s
s

h
a
r
s
h
l
y

1
3
%
1
3
%
1
3
%
G
e
t

m
o
r
e

t
i
m
e

f
o
r

t
h
e
m
s
e
l
v
e
s

2
4
%
2
8
%
2
0
%
G
e
t

b
e
t
t
e
r

s
l
e
e
p
i
n
g

p
l
a
c
e

8
%
9
%
8
%
D
o
n
'
t

k
n
o
w

0
%
0
%
1
%
O
t
h
e
r
/
M
i
s
s
i
n
g

8
%
5
%
1
0
%
1
4
2

T
a
b
l
e

2
5

C
a
r
e
g
i
v
e
r
s
'

a
t
t
i
t
u
d
e
s

t
o
w
a
r
d
s

r
e
u
n
i
f
i
c
a
t
i
o
n

o
f

c
h
i
l
d
r
e
n

l
i
v
i
n
g

i
n

t
h
e

s
t
r
e
e
t
s

b
y

s
e
x

a
n
d

r
e
s
i
d
e
n
c
e

T
o
t
a
l

S
e
x

R
e
s
i
d
e
n
c
e

M
a
n

W
o
m
a
n

R
u
r
a
l

U
r
b
a
n

M
e
t
r
o
p
o
l
i
t
a
n
T
h
i
n
k
s

i
t

i
s

p
o
s
s
i
b
l
e

t
o

r
e
u
n
i
f
y

c
h
i
l
d
r
e
n

l
i
v
i
n
g

i
n

t
h
e

s
t
r
e
e
t
s

N
o

2
%
3
%
2
%
1
0
%
4
%
0
%
Y
e
s

9
8
%
9
7
%
9
8
%
9
0
%
9
6
%
1
0
0
%
I
f

y
e
s
,

w
h
a
t

s
e
r
v
i
c
e
s

a
r
e

n
e
e
d
e
d

a

M
a
t
e
r
i
a
l

a
s
s
i
s
t
a
n
c
e

3
9
%
4
1
%
3
6
%
6
3
%
7
0
%
3
0
%
V
o
c
a
t
i
o
n
a
l
/
s
k
i
l
l
s

t
r
a
i
n
i
n
g

a
n
d

o
p
p
o
r
t
u
n
i
t
y

f
o
r

i
n
c
o
m
e

g
e
n
e
r
a
t
i
o
n

3
3
%
2
4
%
4
1
%
4
0
%
4
2
%
3
1
%
S
c
h
o
o
l

7
5
%
8
0
%
7
1
%
7
2
%
7
0
%
7
6
%
D
a
y

c
a
r
e

c
e
n
t
e
r
s

4
%
3
%
5
%
1
%
2
%
5
%
C
l
i
n
i
c
/
h
o
s
p
i
t
a
l

5
%
5
%
5
%
1
8
%
1
3
%
2
%
C
o
u
n
s
e
l
l
i
n
g
/
p
s
y
c
h
o
-
s
o
c
i
a
l

s
u
p
p
o
r
t

f
o
r

c
h
i
l
d
r
e
n

a
n
d
/
o
r

p
a
r
e
n
t
s

8
4
%
8
9
%
8
0
%
8
0
%
8
4
%
8
5
%
P
a
r
e
n
t
i
n
g

c
o
u
r
s
e
s
/
m
e
e
t
i
n
g
s

w
i
t
h

o
t
h
e
r

f
a
m
i
l
i
e
s

8
%
9
%
6
%
8
%
8
%
7
%
M
e
d
i
a
t
i
o
n

a
n
d

c
o
n
c
i
l
i
a
t
i
o
n

s
e
r
v
i
c
e
s

3
%
4
%
3
%
6
%
1
0
%
2
%
S
u
b
s
t
a
n
c
e

a
b
u
s
e

t
r
e
a
t
m
e
n
t

f
o
r

a
d
u
l
t
s

a
n
d

y
o
u
t
h

1
%
1
%
1
%
1
%
4
%
0
%
S
e
r
v
i
c
e
s

f
o
r

p
a
r
e
n
t
s

a
n
d

c
h
i
l
d
r
e
n

w
i
t
h

d
i
s
a
b
i
l
i
t
i
e
s

0
%
0
%
0
%
1
%
1
%
0
%
R
e
c
r
e
a
t
i
o
n
/
S
a
f
e

p
l
a
y
g
r
o
u
n
d
s

o
r

f
o
o
t
b
a
l
l

f
i
e
l
d

1
1
%
1
2
%
1
0
%
1
6
%
1
7
%
9
%
C
h
i
l
d
-
r
i
g
h
t
s

a
w
a
r
e
n
e
s
s

i
n

t
h
e

c
o
m
m
u
n
i
t
y

(
<

s
t
i
g
m
a
)

7
%
9
%
5
%
9
%
9
%
6
%
C
o
m
m
u
n
i
c
a
t
i
o
n
,

e
n
c
o
u
r
a
g
e
m
e
n
t
,

a
n
d

a
d
v
i
c
e
/
a
s
k

c
h
i
l
d
r
e
n

w
h
a
t

t
h
e
y

w
a
n
t

4
%
3
%
5
%
1
%
0
%
5
%
L
o
v
e

a
n
d

s
p
e
c
i
a
l

c
a
r
e

5
%
4
%
5
%
0
%
0
%
7
%
P
r
a
y
e
r
/
t
a
k
e

t
o

c
h
u
r
c
h

2
%
1
%
3
%
0
%
0
%
3
%
D
o
n
'
t

k
n
o
w

1
%
0
%
1
%
2
%
1
%
0
%
O
t
h
e
r

1
2
%
8
%
1
6
%
1
%
0
%
1
6
%
N
o
t
e
:

a

M
u
l
t
i
p
l
e

r
e
s
p
o
n
s
e

c
h
o
i
c
e
s

a
l
l
o
w
e
d

143

Table 26 Childrens attitudes towards reunification of children living in the streets by sex of respondent
Total
Sex of child
Boy Girl
Think it is possible to reunify children living in the streets

No 5% 3% 6%
Yes 96% 97% 94%
If yes, what services are needed:
a

Material assistance 37% 45% 30%
Vocational/skills training and opportunity for income generation 16% 19% 13%
School 76% 83% 70%
Day care centers 3% 4% 2%
Clinic/hospital 5% 6% 5%
Counselling/psycho-social support for children and/or parents 76% 73% 80%
Parenting courses/meetings with other families 3% 5% 2%
Mediation and conciliation services 4% 2% 6%
Substance abuse treatment for adults and youth 0% 0% 1%
Services for parents and children with disabilities 1% 1% 1%
Recreation/Safe playgrounds or football field 10% 13% 7%
Child-rights awareness in the community (< stigma) 5% 3% 6%
Communication, encouragement, and advice/ask children what they want 3% 3% 3%
Love and special care 6% 3% 8%
Prayer/take to church 1% 0% 3%
Other 13% 10% 17%
Don't know 5% 3% 6%
Note:
a

1
4
4

T
a
b
l
e

2
7

P
r
e
v
a
l
e
n
c
e

o
f

c
h
i
l
d

p
r
o
t
e
c
t
i
o
n

r
i
s
k
s

i
n

t
h
e

c
o
m
m
u
n
i
t
y

a
c
c
o
r
d
i
n
g

t
o

c
a
r
e
g
i
v
e
r
s

b
y

s
e
x

a
n
d

r
e
s
i
d
e
n
c
e

T
o
t
a
l

S
e
x

M
a
n

W
o
m
a
n

N
e
v
e
r

S
o
m
e
t
i
m
e
s

A
l
w
a
y
s

N
e
v
e
r

S
o
m
e
t
i
m
e
s

A
l
w
a
y
s

N
e
v
e
r

S
o
m
e
t
i
m
e
s

A
l
w
a
y
s

C
h
i
l
d
r
e
n

t
a
k
e

p
a
r
t

i
n

C
h
i
l
d
r
e
n
'
s

C
l
u
b
s
/
g
r
o
u
p
s

3
8
%
5
2
%
1
1
%
4
0
%
4
9
%
1
1
%
3
6
%
5
4
%
1
1
%
C
h
i
l
d
r
e
n

t
r
a
v
e
l

a
l
o
n
e

f
o
r

w
o
r
k

i
n

o
t
h
e
r

t
o
w
n
s
,

f
a
r
m
s
,

o
r

m
i
n
e
s

3
7
%
4
8
%
1
6
%
3
8
%
4
7
%
1
5
%
3
6
%
4
8
%
1
6
%
C
h
i
l
d
r
e
n

j
o
i
n

S
a
n
d
e

o
r

P
o
r
o

s
o
c
i
e
t
i
e
s

5
7
%
3
0
%
1
3
%
5
6
%
2
7
%
1
6
%
5
8
%
3
3
%
1
0
%
P
a
r
e
n
t
s

s
e
n
d

c
h
i
l
d
r
e
n

t
o

h
a
v
e

b
o
y
/
g
i
r
l
f
r
i
e
n
d

4
9
%
3
9
%
1
2
%
5
7
%
2
8
%
1
5
%
4
1
%
4
8
%
1
1
%
C
h
i
l
d
r
e
n

a
r
e

m
a
r
r
i
e
d

b
e
f
o
r
e

t
h
e

a
g
e

o
f

1
8

y
e
a
r
s

2
8
%
3
8
%
3
4
%
3
1
%
3
7
%
3
2
%
2
5
%
3
9
%
3
6
%
C
h
i
l
d
r
e
n

a
r
e

s
e
n
t

t
o

w
o
r
k

i
n

a

f
a
r
m

o
r

m
i
n
e

o
r

t
o

s
e
l
l

o
n

t
h
e

s
t
r
e
e
t

d
u
r
i
n
g

s
c
h
o
o
l

h
o
u
r
s

1
2
%
3
7
%
5
2
%
1
3
%
4
6
%
4
1
%
1
0
%
2
8
%
6
2
%
T
e
e
n
a
g
e

p
r
e
g
n
a
n
c
y

o
r

p
r
e
g
n
a
n
c
y

o
f

y
o
u
n
g

g
i
r
l
s

4
%
3
0
%
6
5
%
6
%
4
0
%
5
5
%
3
%
2
2
%
7
5
%
P
h
y
s
i
c
a
l

o
r

s
e
x
u
a
l

a
b
u
s
e

a
t

h
o
m
e

2
6
%
6
3
%
1
1
%
3
5
%
5
1
%
1
3
%
1
8
%
7
2
%
9
%
C
h
i
l
d
r
e
n

a
r
e

f
o
r
c
e
d

t
o

l
o
v
e

t
o

t
e
a
c
h
e
r
s

3
9
%
5
2
%
9
%
4
6
%
4
7
%
8
%
3
2
%
5
7
%
1
0
%
B
e
a
t
i
n
g

o
f

c
h
i
l
d
r
e
n

b
y

b
i
g

p
e
o
p
l
e

1
5
%
6
6
%
1
9
%
1
5
%
7
3
%
1
2
%
1
5
%
6
0
%
2
5
%
F
o
r
c
i
n
g

c
h
i
l
d
r
e
n

t
o

d
o

h
a
r
d

a
n
d

d
a
n
g
e
r
o
u
s

w
o
r
k

3
1
%
4
7
%
2
2
%
4
1
%
3
7
%
2
3
%
2
4
%
5
5
%
2
1
%
A
b
u
s
e

o
f

c
h
i
l
d
r
e
n

b
e
c
a
u
s
e

o
f

t
h
e
i
r

d
i
s
a
b
i
l
i
t
i
e
s

o
r

s
p
e
c
i
a
l

n
e
e
d
s

6
4
%
3
4
%
3
%
7
0
%
2
9
%
2
%
5
9
%
3
8
%
3
%

1
4
5

R
e
s
i
d
e
n
c
e

R
u
r
a
l

U
r
b
a
n

M
e
t
r
o
p
o
l
i
t
a
n

N
e
v
e
r

S
o
m
e
t
i
m
e
s

A
l
w
a
y
s

N
e
v
e
r

S
o
m
e
t
i
m
e
s

A
l
w
a
y
s

N
e
v
e
r

S
o
m
e
t
i
m
e
s

A
l
w
a
y
s

C
h
i
l
d
r
e
n

t
a
k
e

p
a
r
t

i
n

C
h
i
l
d
r
e
n
'
s

C
l
u
b
s
/
g
r
o
u
p
s

7
0
%
2
8
%
3
%
7
0
%
2
8
%
2
%
2
6
%
6
1
%
1
4
%
C
h
i
l
d
r
e
n

t
r
a
v
e
l

a
l
o
n
e

f
o
r

w
o
r
k

i
n

o
t
h
e
r

t
o
w
n
s
,

f
a
r
m
s
,

o
r

m
i
n
e
s

2
8
%
4
8
%
2
4
%
3
3
%
5
7
%
1
0
%
4
0
%
4
6
%
1
4
%
C
h
i
l
d
r
e
n

j
o
i
n

S
a
n
d
e

o
r

P
o
r
o

s
o
c
i
e
t
i
e
s

2
1
%
5
2
%
2
7
%
3
4
%
4
2
%
2
4
%
7
1
%
2
3
%
7
%
P
a
r
e
n
t
s

s
e
n
d

c
h
i
l
d
r
e
n

t
o

h
a
v
e

b
o
y
/
g
i
r
l
f
r
i
e
n
d

5
6
%
2
9
%
1
5
%
4
0
%
5
0
%
1
0
%
4
8
%
3
9
%
1
2
%
C
h
i
l
d
r
e
n

a
r
e

m
a
r
r
i
e
d

b
e
f
o
r
e

t
h
e

a
g
e

o
f

1
8

y
e
a
r
s

2
4
%
3
7
%
3
9
%
2
2
%
4
3
%
3
5
%
3
0
%
3
7
%
3
3
%
C
h
i
l
d
r
e
n

a
r
e

s
e
n
t

t
o

w
o
r
k

i
n

a

f
a
r
m

o
r

m
i
n
e

o
r

t
o

s
e
l
l

o
n

t
h
e

s
t
r
e
e
t

d
u
r
i
n
g

s
c
h
o
o
l

h
o
u
r
s

3
1
%
4
3
%
2
6
%
2
1
%
4
9
%
3
0
%
6
%
3
3
%
6
1
%
T
e
e
n
a
g
e

p
r
e
g
n
a
n
c
y

o
r

p
r
e
g
n
a
n
c
y

o
f

y
o
u
n
g

g
i
r
l
s

1
2
%
3
4
%
5
4
%
1
0
%
3
1
%
5
9
%
2
%
2
9
%
6
9
%
P
h
y
s
i
c
a
l

o
r

s
e
x
u
a
l

a
b
u
s
e

a
t

h
o
m
e

4
1
%
5
1
%
8
%
3
8
%
5
3
%
9
%
2
1
%
6
7
%
1
2
%
C
h
i
l
d
r
e
n

a
r
e

f
o
r
c
e
d

t
o

l
o
v
e

t
o

t
e
a
c
h
e
r
s

6
5
%
1
9
%
1
6
%
4
0
%
4
4
%
1
6
%
3
3
%
6
1
%
6
%
B
e
a
t
i
n
g

o
f

c
h
i
l
d
r
e
n

b
y

b
i
g

p
e
o
p
l
e

2
1
%
6
2
%
1
7
%
1
5
%
5
8
%
2
7
%
1
4
%
6
8
%
1
8
%
F
o
r
c
i
n
g

c
h
i
l
d
r
e
n

t
o

d
o

h
a
r
d

a
n
d

d
a
n
g
e
r
o
u
s

w
o
r
k

4
3
%
3
4
%
2
2
%
4
2
%
4
2
%
1
6
%
2
7
%
5
1
%
2
3
%
A
b
u
s
e

o
f

c
h
i
l
d
r
e
n

b
e
c
a
u
s
e

o
f

t
h
e
i
r

d
i
s
a
b
i
l
i
t
i
e
s

o
r

s
p
e
c
i
a
l

n
e
e
d
s

7
5
%
2
1
%
4
%
7
6
%
2
1
%
4
%
5
9
%
3
9
%
2
%
N
o
t
e
:

P
e
r
c
e
n
t
a
g
e
s

m
a
y

n
o
t

a
d
d

u
p

t
o

1
0
0
%

d
u
e

t
o

r
o
u
n
d
i
n
g
.
1
4
6

T
a
b
l
e

2
8

P
r
e
v
a
l
e
n
c
e

o
f

c
h
i
l
d

p
r
o
t
e
c
t
i
o
n

r
i
s
k
s

i
n

t
h
e

c
o
m
m
u
n
i
t
y

a
c
c
o
r
d
i
n
g

t
o

c
h
i
l
d
r
e
n

b
y

s
e
x

o
f

r
e
s
p
o
n
d
e
n
t

T
o
t
a
l

S
e
x

B
o
y

G
i
r
l

N
e
v
e
r

S
o
m
e
t
i
m
e
s
A

l
o
t

D
K
/
D
W
A
N
e
v
e
r

S
o
m
e
t
i
m
e
s

A

l
o
t

D
K
/
D
W
A
N
e
v
e
r

S
o
m
e
t
i
m
e
s
A

l
o
t

D
K
/
D
W
A

C
h
i
l
d
r
e
n

t
a
k
e

p
a
r
t

i
n

C
h
i
l
d
r
e
n
'
s

C
l
u
b
s
/
g
r
o
u
p
s

4
1
%

4
7
%
7
%
6
%
3
3
%
5
0
%

8
%
9
%
4
7
%
4
4
%
6
%
3
%

C
h
i
l
d
r
e
n

t
r
a
v
e
l

a
l
o
n
e

f
o
r

w
o
r
k

i
n

o
t
h
e
r

t
o
w
n
s
,

f
a
r
m
s
,

o
r

m
i
n
e
s

2
9
%

4
2
%
1
7
%
1
2
%
3
0
%
3
5
%

1
6
%
1
9
%
2
8
%
4
8
%
1
8
%
6
%

C
h
i
l
d
r
e
n

j
o
i
n

S
a
n
d
e

o
r

P
o
r
o

s
o
c
i
e
t
i
e
s

5
2
%

1
4
%
1
1
%
2
4
%
5
6
%
1
1
%

7
%
2
6
%
4
8
%
1
6
%
1
5
%
2
4
%

P
a
r
e
n
t
s

s
e
n
d

c
h
i
l
d
r
e
n

t
o

h
a
v
e

b
o
y
/
g
i
r
l
f
r
i
e
n
d

3
8
%

2
3
%
5
%
3
4
%
3
4
%
1
7
%

4
%
4
5
%
4
2
%
2
8
%
6
%
2
9
%

C
h
i
l
d
r
e
n

a
r
e

m
a
r
r
i
e
d

b
e
f
o
r
e

t
h
e

a
g
e

o
f

1
8

y
e
a
r
s

2
9
%

3
3
%
2
3
%
1
6
%
2
5
%
3
5
%

1
4
%
2
6
%
3
2
%
3
1
%
3
0
%
1
0
%

C
h
i
l
d
r
e
n

a
r
e

s
e
n
t

t
o

w
o
r
k

i
n

a

f
a
r
m
/
m
i
n
e

o
r

t
o

s
e
l
l

o
n

t
h
e

s
t
r
e
e
t

d
u
r
i
n
g

s
c
h
o
o
l

h
o
u
r
s

1
0
%

3
6
%
5
2
%
3
%
4
%
4
6
%

4
7
%
3
%
1
5
%
2
8
%
5
6
%
5
%

T
e
e
n
a
g
e

p
r
e
g
n
a
n
c
y

o
r

p
r
e
g
n
a
n
c
y

o
f

y
o
u
n
g

g
i
r
l
s

4
%

3
9
%
5
3
%
4
%
5
%
4
6
%

4
4
%
5
%
3
%
3
3
%
6
1
%
6
%

P
h
y
s
i
c
a
l

o
r

s
e
x
u
a
l

a
b
u
s
e

a
t

h
o
m
e

1
3
%

5
5
%
1
0
%
2
2
%
1
0
%
5
5
%

8
%
2
7
%
1
7
%
5
5
%
1
1
%
2
3
%

C
h
i
l
d
r
e
n

a
r
e

f
o
r
c
e
d

t
o

l
o
v
e

t
o

t
e
a
c
h
e
r
s

2
9
%

3
2
%
8
%
3
1
%
2
9
%
2
5
%

4
%
4
3
%
3
0
%
3
8
%
1
2
%
2
0
%

B
e
a
t
i
n
g

o
f

c
h
i
l
d
r
e
n

b
y

b
i
g

p
e
o
p
l
e

1
0
%

6
7
%
2
2
%
2
%
8
%
7
1
%

2
0
%
1
%
1
2
%
6
3
%
2
4
%
2
%

F
o
r
c
i
n
g

c
h
i
l
d
r
e
n

t
o

d
o

h
a
r
d

a
n
d

d
a
n
g
e
r
o
u
s

w
o
r
k

1
9
%

4
9
%
2
2
%
1
0
%
1
5
%
4
6
%

2
0
%
1
9
%
2
3
%
5
1
%
2
4
%
2
%

A
b
u
s
e

o
f

c
h
i
l
d
r
e
n

b
e
c
a
u
s
e

o
f

t
h
e
i
r

d
i
s
a
b
i
l
i
t
i
e
s

o
r

s
p
e
c
i
a
l

n
e
e
d
s

4
4
%

3
0
%
4
%
2
2
%
3
8
%
2
7
%

4
%
3
1
%
4
9
%
3
4
%
3
%
1
5
%

N
o
t
e
:

P
e
r
c
e
n
t
a
g
e
s

m
a
y

n
o
t

a
d
d

u
p

t
o

1
0
0
%

d
u
e

t
o

r
o
u
n
d
i
n
g
.
1
4
7

T
a
b
l
e

2
9

C
a
r
e
g
i
v
e
r
s

e
s
t
i
m
a
t
e
d

p
r
e
v
a
l
e
n
c
e

o
f

c
h
i
l
d

c
a
r
e

i
s
s
u
e
s

i
n

t
h
e
i
r

c
o
m
m
u
n
i
t
i
e
s

b
y

s
e
x

a
n
d

r
e
s
i
d
e
n
c
e

T
o
t
a
l

S
e
x

M
a
n

W
o
m
a
n

N
e
v
e
r

S
o
m
e
t
i
m
e
s

A

l
o
t

N
e
v
e
r

S
o
m
e
t
i
m
e
s
A

l
o
t

N
e
v
e
r

S
o
m
e
t
i
m
e
s
A

l
o
t

C
h
i
l
d
r
e
n

s
e
n
t

t
o

l
i
v
e

w
i
t
h

r
e
l
a
t
i
v
e
s

o
r

o
t
h
e
r

p
e
o
p
l
e

3
%
6
0
%
3
8
%

2
%
6
6
%
3
2
%
4
%
5
4
%
4
2
%

C
h
i
l
d
r
e
n

a
r
e

r
e
g
i
s
t
e
r
e
d

t
o

g
o

t
o

o
r
p
h
a
n
a
g
e

h
o
m
e
s

6
1
%
3
5
%
4
%

6
4
%
3
4
%
2
%
5
9
%
3
6
%
5
%

P
a
r
e
n
t
s

s
e
n
d

c
h
i
l
d
r
e
n

w
i
t
h

p
h
y
s
i
c
a
l

o
r

l
e
a
r
n
i
n
g

d
i
s
a
b
i
l
i
t
i
e
s

t
o

o
r
p
h
a
n
a
g
e

h
o
m
e
s

7
6
%
2
2
%
2
%

8
3
%
1
7
%
0
%
7
1
%
2
6
%
3
%

C
h
i
l
d
r
e
n

a
r
e

g
i
v
e
n

u
p

f
o
r

a
d
o
p
t
i
o
n

t
o

f
a
m
i
l
i
e
s

i
n

t
h
e

U
S

o
r

o
t
h
e
r

c
o
u
n
t
r
i
e
s

4
9
%
4
5
%
6
%

5
3
%
3
9
%
8
%
4
6
%
5
0
%
4
%

P
a
r
e
n
t
s

l
e
a
v
e

c
h
i
l
d
r
e
n

h
o
m
e

a
l
o
n
e

w
h
i
l
e

t
h
e
y

g
o

t
o

w
o
r
k

5
%
4
2
%
5
3
%

6
%
4
6
%
4
8
%
3
%
3
9
%
5
8
%

S
t
e
p
p
a
r
e
n
t

d
o
e
s

n
o
t

w
a
n
t

t
o

t
a
k
e

c
h
i
l
d
r
e
n

i
n

2
7
%
6
4
%
1
0
%

2
8
%
6
3
%
9
%
2
6
%
6
4
%
1
0
%

P
a
r
e
n
t
s

t
r
e
a
t

t
h
e
i
r

o
w
n

c
h
i
l
d
r
e
n

b
e
t
t
e
r

t
h
a
n

o
t
h
e
r

c
h
i
l
d
r
e
n

i
n

t
h
e

h
o
u
s
e

1
5
%
4
8
%
3
7
%

2
0
%
3
9
%
4
2
%
1
2
%
5
5
%
3
3
%

C
h
i
l
d
r
e
n

r
u
n

a
w
a
y

f
r
o
m

h
o
m
e

i
n
t
o

t
h
e

s
t
r
e
e
t
s

1
6
%
5
7
%
2
7
%

1
6
%
6
3
%
2
1
%
1
6
%
5
2
%
3
2
%

C
h
i
l
d
r
e
n

f
r
o
m

o
r
p
h
a
n
a
g
e

h
o
m
e
s

a
r
e

n
o
t

w
e
l
l

a
c
c
e
p
t
e
d

b
a
c
k

i
n

t
h
e

c
o
m
m
u
n
i
t
y

8
0
%
2
0
%
1
%

7
9
%
2
0
%
1
%
8
1
%
1
9
%
0
%

C
h
i
l
d
r
e
n

w
h
o

h
a
v
e

l
i
v
e
d

i
n

t
h
e

s
t
r
e
e
t
s

a
r
e

n
o
t

w
e
l
l

a
c
c
e
p
t
e
d

b
a
c
k

i
n

t
h
e

c
o
m
m
u
n
i
t
y

5
7
%
4
2
%
1
%

5
2
%
4
7
%
1
%
6
1
%
3
8
%
1
%

P
r
o
p
e
r
t
y

o
f

d
e
a
d

h
u
s
b
a
n
d

i
s

t
a
k
e
n

a
w
a
y

f
r
o
m

t
h
e

w
i
d
o
w

a
n
d

c
h
i
l
d
r
e
n

b
y

t
h
e

h
u
s
b
a
n
d
'
s

f
a
m
i
l
y

4
1
%
5
3
%
5
%

5
2
%
4
4
%
4
%
3
3
%
6
1
%
6
%

1
4
8

R
e
s
i
d
e
n
c
e

R
u
r
a
l

U
r
b
a
n

M
e
t
r
o
p
o
l
i
t
a
n

N
e
v
e
r

S
o
m
e
t
i
m
e
s
A

l
o
t

N
e
v
e
r

S
o
m
e
t
i
m
e
s

A

l
o
t

N
e
v
e
r

S
o
m
e
t
i
m
e
s

A

l
o
t

C
h
i
l
d
r
e
n

s
e
n
t

t
o

l
i
v
e

w
i
t
h

r
e
l
a
t
i
v
e
s

o
r

o
t
h
e
r

p
e
o
p
l
e

5
%
4
0
%
5
5
%
1
0
%

5
5
%
3
5
%
1
%
6
5
%
3
4
%

C
h
i
l
d
r
e
n

a
r
e

r
e
g
i
s
t
e
r
e
d

t
o

g
o

t
o

o
r
p
h
a
n
a
g
e

h
o
m
e
s

7
4
%
2
6
%
0
%
6
4
%

3
2
%
4
%
5
8
%
3
8
%
4
%

P
a
r
e
n
t
s

s
e
n
d

c
h
i
l
d
r
e
n

w
i
t
h

p
h
y
s
i
c
a
l

o
r

l
e
a
r
n
i
n
g

d
i
s
a
b
i
l
i
t
i
e
s

t
o

o
r
p
h
a
n
a
g
e

h
o
m
e
s

8
7
%
1
3
%
0
%
7
1
%

2
9
%
1
%
7
5
%
2
4
%
2
%

C
h
i
l
d
r
e
n

a
r
e

g
i
v
e
n

u
p

f
o
r

a
d
o
p
t
i
o
n

t
o

f
a
m
i
l
i
e
s

i
n

t
h
e

U
S

o
r

o
t
h
e
r

c
o
u
n
t
r
i
e
s

8
0
%
1
9
%
2
%
5
9
%

4
0
%
1
%
4
2
%
5
1
%
7
%

P
a
r
e
n
t
s

l
e
a
v
e

c
h
i
l
d
r
e
n

h
o
m
e

a
l
o
n
e

w
h
i
l
e

t
h
e
y

g
o

t
o

w
o
r
k

1
4
%
3
9
%
4
7
%
1
1
%

4
4
%
4
5
%
2
%
4
3
%
5
6
%

S
t
e
p
p
a
r
e
n
t

d
o
e
s

n
o
t

w
a
n
t

t
o

t
a
k
e

c
h
i
l
d
r
e
n

i
n

2
9
%
6
1
%
1
0
%
2
7
%

6
5
%
8
%
2
6
%
6
4
%
1
0
%

P
a
r
e
n
t
s

t
r
e
a
t

t
h
e
i
r

o
w
n

c
h
i
l
d
r
e
n

b
e
t
t
e
r

t
h
a
n

o
t
h
e
r

c
h
i
l
d
r
e
n

i
n

t
h
e

h
o
u
s
e

2
0
%
4
4
%
3
6
%
1
8
%

5
1
%
3
1
%
1
4
%
4
8
%
3
8
%

C
h
i
l
d
r
e
n

r
u
n

a
w
a
y

f
r
o
m

h
o
m
e

i
n
t
o

t
h
e

s
t
r
e
e
t
s

5
4
%
4
2
%
4
%
2
6
%

5
5
%
1
9
%
6
%
6
1
%
3
4
%

C
h
i
l
d
r
e
n

f
r
o
m

o
r
p
h
a
n
a
g
e

h
o
m
e
s

a
r
e

n
o
t

w
e
l
l

a
c
c
e
p
t
e
d

b
a
c
k

i
n

t
h
e

c
o
m
m
u
n
i
t
y

9
1
%
8
%
1
%
8
6
%

1
3
%
1
%
7
6
%
2
4
%
1
%

C
h
i
l
d
r
e
n

w
h
o

h
a
v
e

l
i
v
e
d

i
n

t
h
e

s
t
r
e
e
t
s

a
r
e

n
o
t

w
e
l
l

a
c
c
e
p
t
e
d

b
a
c
k

i
n

t
h
e

c
o
m
m
u
n
i
t
y

7
4
%
2
4
%
2
%
7
4
%

2
3
%
3
%
5
0
%
4
9
%
1
%

P
r
o
p
e
r
t
y

o
f

d
e
a
d

h
u
s
b
a
n
d

i
s

t
a
k
e
n

a
w
a
y

f
r
o
m

t
h
e

w
i
d
o
w

a
n
d

c
h
i
l
d
r
e
n

b
y

t
h
e

h
u
s
b
a
n
d
'
s

f
a
m
i
l
y

6
3
%
3
3
%
5
%
5
1
%

4
2
%
7
%
3
4
%
6
0
%
6
%

N
o
t
e
:

P
e
r
c
e
n
t
a
g
e
s

m
a
y

n
o
t

a
d
d

u
p

t
o

1
0
0
%

d
u
e

t
o

r
o
u
n
d
i
n
g
.

1
4
9

T
a
b
l
e

3
0

C
h
i
l
d
r
e
n
s

e
s
t
i
m
a
t
e
d

p
r
e
v
a
l
e
n
c
e

o
f

c
h
i
l
d

c
a
r
e

i
s
s
u
e
s

i
n

t
h
e
i
r

c
o
m
m
u
n
i
t
i
e
s

b
y

s
e
x

T
o
t
a
l

S
e
x

o
f

t
h
e

c
h
i
l
d

B
o
y

G
i
r
l

N
e
v
e
r

S
o
m
e
t
i
m
e
s
A

l
o
t

D
K
/
D
W
A
N
e
v
e
r

S
o
m
e
t
i
m
e
s
A

l
o
t

D
K
/
D
W
A
N
e
v
e
r

S
o
m
e
t
i
m
e
s
A

l
o
t

D
K
/
D
W
A

C
h
i
l
d
r
e
n

s
e
n
t

t
o

l
i
v
e

w
i
t
h

r
e
l
a
t
i
v
e
s

o
r

o
t
h
e
r

p
e
o
p
l
e

4
%

6
5
%
3
0
%
2
%
2
%
6
9
%
2
7
%
2
%
5
%
6
0
%
3
3
%
1
%

C
h
i
l
d
r
e
n

a
r
e

r
e
g
i
s
t
e
r
e
d

t
o

g
o

t
o

o
r
p
h
a
n
a
g
e

h
o
m
e
s

4
1
%

1
9
%
2
%
3
7
%
3
9
%
1
5
%
4
%
4
3
%
4
4
%
2
3
%
1
%
3
2
%

P
a
r
e
n
t
s

s
e
n
d

c
h
i
l
d
r
e
n

w
i
t
h

p
h
y
s
i
c
a
l

o
r

l
e
a
r
n
i
n
g

d
i
s
a
b
i
l
i
t
i
e
s

t
o

o
r
p
h
a
n
a
g
e

h
o
m
e
s

4
3
%

1
4
%
2
%
4
0
%
3
9
%
1
2
%
4
%
4
6
%
4
6
%
1
7
%
1
%
3
6
%

C
h
i
l
d
r
e
n

a
r
e

g
i
v
e
n

u
p

f
o
r

a
d
o
p
t
i
o
n

t
o

f
a
m
i
l
i
e
s

i
n

t
h
e

U
S

o
r

o
t
h
e
r

c
o
u
n
t
r
i
e
s

3
6
%

3
3
%
4
%
2
8
%
3
1
%
3
0
%
4
%
3
6
%
4
1
%
3
5
%
3
%
2
1
%

P
a
r
e
n
t
s

l
e
a
v
e

c
h
i
l
d
r
e
n

h
o
m
e

a
l
o
n
e

w
h
i
l
e

t
h
e
y

g
o

t
o

w
o
r
k

4
%

4
9
%
4
6
%
1
%
3
%
5
9
%
3
8
%
0
%
5
%
4
0
%
5
3
%
3
%

S
t
e
p
p
a
r
e
n
t

d
o
e
s

n
o
t

w
a
n
t

t
o

t
a
k
e

c
h
i
l
d
r
e
n

i
n

1
3
%

6
6
%
7
%
1
4
%
1
2
%
6
1
%
4
%
2
3
%
1
3
%
7
1
%
1
0
%
6
%

P
a
r
e
n
t
s

t
r
e
a
t

t
h
e
i
r

o
w
n

c
h
i
l
d
r
e
n

b
e
t
t
e
r

t
h
a
n

o
t
h
e
r

c
h
i
l
d
r
e
n

i
n

t
h
e

h
o
u
s
e

8
%

5
2
%
3
4
%
7
%
7
%
5
2
%
3
0
%
1
1
%
8
%
5
2
%
3
6
%
4
%

C
h
i
l
d
r
e
n

r
u
n

a
w
a
y

f
r
o
m

h
o
m
e

i
n
t
o

t
h
e

s
t
r
e
e
t
s

1
2
%

6
1
%
2
0
%
7
%
1
5
%
5
5
%
1
8
%
1
2
%
1
0
%
6
6
%
2
1
%
2
%

C
h
i
l
d
r
e
n

f
r
o
m

o
r
p
h
a
n
a
g
e

h
o
m
e
s

a
r
e

n
o
t

w
e
l
l

a
c
c
e
p
t
e
d

b
a
c
k

i
n

t
h
e

c
o
m
m
u
n
i
t
y

3
5
%

6
%
1
%
5
8
%
3
7
%
5
%
0
%
5
8
%
3
3
%
7
%
3
%
5
8
%

C
h
i
l
d
r
e
n

w
h
o

h
a
v
e

l
i
v
e
d

i
n

t
h
e

s
t
r
e
e
t
s

a
r
e

n
o
t

w
e
l
l

a
c
c
e
p
t
e
d

b
a
c
k

i
n

t
h
e

c
o
m
m
u
n
i
t
y

3
7
%

3
0
%
3
%
3
0
%
4
4
%
2
3
%
3
%
3
0
%
3
0
%
3
7
%
4
%
3
0
%

P
r
o
p
e
r
t
y

o
f

d
e
a
d

h
u
s
b
a
n
d

i
s

t
a
k
e
n

a
w
a
y

f
r
o
m

t
h
e

w
i
d
o
w

a
n
d

c
h
i
l
d
r
e
n

b
y

t
h
e

h
u
s
b
a
n
d
'
s

f
a
m
i
l
y

3
7
%

3
3
%
1
%
3
0
%
3
1
%
2
7
%
0
%
4
2
%
4
3
%
3
9
%
1
%
1
8
%

N
o
t
e
:

P
e
r
c
e
n
t
a
g
e
s

m
a
y

n
o
t

a
d
d

u
p

t
o

1
0
0
%

d
u
e

t
o

r
o
u
n
d
i
n
g
.

1
5
0

T
a
b
l
e

3
1

B
e
a
t
i
n
g

p
r
a
c
t
i
c
e
s

i
n

t
h
e

c
o
m
m
u
n
i
t
y

a
c
c
o
r
d
i
n
g

t
o

c
h
i
l
d
r
e
n

b
y

s
e
x

o
f

r
e
s
p
o
n
d
e
n
t

T
o
t
a
l

S
e
x

o
f

t
h
e

c
h
i
l
d

B
o
y

G
i
r
l

N
e
v
e
r

S
o
m
e
t
i
m
e
s
A
l
w
a
y
s
N
e
v
e
r

S
o
m
e
t
i
m
e
s
A
l
w
a
y
s

N
e
v
e
r

S
o
m
e
t
i
m
e
s
A
l
w
a
y
s

H
o
w

o
f
t
e
n

d
o

p
a
r
e
n
t
s

b
e
a
t

c
h
i
l
d
r
e
n

i
n

t
h
e

f
o
l
l
o
w
i
n
g

s
i
t
u
a
t
i
o
n

i
f

t
h
e

c
h
i
l
d

i
s

d
i
s
o
b
e
d
i
e
n
t

7
%
7
5
%
1
8
%
9
%
7
6
%
1
5
%
6
%
7
3
%
2
1
%
i
f

t
h
e

c
h
i
l
d

t
a
l
k
s

b
a
c
k

t
o

t
h
e

p
a
r
e
n
t

8
%
6
5
%
2
8
%
8
%
6
4
%
2
8
%
7
%
6
5
%
2
8
%
i
f

t
h
e

c
h
i
l
d

r
u
n
s

a
w
a
y

f
r
o
m

h
o
m
e

3
4
%
5
9
%
7
%
3
1
%
6
2
%
7
%
3
7
%
5
5
%
7
%
i
f

t
h
e

c
h
i
l
d

d
o
e
s

n
o
t

w
a
n
t

t
o

g
o

t
o

s
c
h
o
o
l

2
7
%
5
4
%
2
0
%
1
7
%
6
0
%
2
4
%
3
5
%
4
8
%
1
7
%
i
f

t
h
e

c
h
i
l
d

d
o
e
s

n
o
t

c
a
r
e

f
o
r

b
r
o
t
h
e
r
s

a
n
d

s
i
s
t
e
r
s

5
0
%
4
5
%
5
%
4
4
%
5
4
%
2
%
5
4
%
3
8
%
8
%
i
f

t
h
e

c
h
i
l
d

i
s

d
o
i
n
g

m
a
n

a
n
d

w
o
m
a
n

b
u
s
i
n
e
s
s

a

2
9
%
4
9
%
2
2
%
2
8
%
4
9
%
2
3
%
3
0
%
4
9
%
2
1
%
i
f

t
h
e

c
h
i
l
d

w
e
t
s

b
e
d

3
8
%
5
1
%
1
2
%
3
6
%
5
3
%
1
1
%
3
9
%
4
9
%
1
2
%
i
f

t
h
e

c
h
i
l
d

s
t
e
a
l
s

4
%
4
7
%
4
9
%
3
%
4
5
%
5
1
%
5
%
4
9
%
4
6
%
i
f

t
h
e

c
h
i
l
d

t
a
k
e
s

d
r
u
g
s

o
r

l
i
q
u
o
r

1
8
%
4
4
%
3
8
%
1
6
%
4
5
%
4
0
%
2
0
%
4
3
%
3
7
%
N
o
t
e
:

a

i
n
v
o
l
v
e
m
e
n
t

i
n

s
e
x
u
a
l

a
c
t
i
v
i
t
y
.

P
e
r
c
e
n
t
a
g
e
s

m
a
y

n
o
t

a
d
d

u
p

t
o

1
0
0
%

d
u
e

t
o

r
o
u
n
d
i
n
g
.

151

Table 32 Caregivers' reactions to child abuse at home or in the community by sex and residence

Total
Sex Residence
Man Woman Rural Urban Metropolitan
Caregiver reaction to child abuse at home or in the
community

I report 68% 75% 63% 69% 72% 67%
I confront the perpetrator 22% 19% 25% 17% 23% 23%
I comfort the child 3% 2% 4% 4% 1% 3%
I keep quiet/do nothing 6% 4% 8% 9% 4% 6%
Other 1% 1% 1% 1% 0% 1%
Reports abuse to
a

Family member/close friend 17% 15% 18% 38% 40% 8%
Chief/Community chairperson/Camp Master 55% 66% 44% 81% 48% 50%
CWC 1% 1% 1% 3% 1% 0%
Religious leader 1% 2% 1% 2% 2% 1%
Zoe/Sande or Poro societies 0% 0% 1% 1% 2% 0%
School/PTA 0% 0% 0% 0% 1% 0%
Social or health worker (MOHSW/MOGD) 5% 4% 6% 1% 8% 5%
LNP/Women's & Children's Protection Section 84% 89% 79% 53% 79% 92%
Court 9% 10% 8% 24% 23% 3%
NGO workers 3% 3% 3% 3% 13% 2%
Other 0% 0% 0% 1% 0% 0%
Reason not to report
a

Don't know where or who to report to 0% 0% 0% 0% 2% 0%
No action is likely to be taken 2% 2% 2% 4% 2% 1%
I don't care/it's not my business 5% 3% 6% 5% 2% 5%
It is normal for these things to happen here 1% 1% 2% 3% 2% 1%
Perpetrator is respected in my community 1% 0% 2% 1% 1% 1%
I know the perpetrator 1% 1% 1% 1% 5% 0%
Fear of retaliation/being victimized or punished 5% 1% 8% 4% 3% 5%
Service provider not accessible 5% 2% 7% 5% 3% 5%
I want to caution perpetrator first 21% 19% 23% 18% 20% 23%
Other 4% 3% 5% 2% 2% 5%
Note:

a
152

Table 33 Childrens reactions to child abuse at home or in the community by sex of respondent
Total
Sex of child
Boy Girl
Child reaction to child abuse at home or in the community

I report 77% 81% 74%
I confront the perpetrator 8% 5% 11%
I comfort the child 5% 4% 5%
I keep quiet/do nothing 10% 10% 10%
Other 1% 1% 0%
Reports abuse to
a

Family member/close friend 51% 49% 53%
Chief/Community chairperson/Camp Master 27% 25% 29%
CWC 0% 0% 0%
Religious leader 1% 0% 2%
Zoe/Sande or Poro societies 0% 0% 0%
School/PTA 2% 2% 1%
Social or health worker (MOHSW/MGD) 0% 1% 0%
LNP/Women's & Children's Protection Section 72% 78% 67%
Court 1% 1% 1%
NGO workers 3% 4% 2%
Other 1% 1% 1%
Reasons not to report
a

Don't know where or who to report to 15% 18% 12%
No action is likely to be taken 6% 2% 10%
I don't care/it's not my business 4% 6% 2%
It is normal in my community for these things to happen 4% 1% 6%
Perpetrator is respected in my community 8% 14% 2%
I know the perpetrator 6% 1% 10%
Fear of retaliation/being victimized or punished 67% 67% 67%
Service provider not accessible 0% 0% 0%
Respect for big/old people 27% 19% 34%
Other 15% 18% 12%
Note:
a
1
5
3

T
a
b
l
e

3
4

C
h
i
l
d
r
e
n

h
e
a
l
t
h

s
t
a
t
u
s

a
n
d

h
e
a
l
t
h
c
a
r
e

s
e
e
k
i
n
g

b
e
h
a
v
i
o
r

a
c
c
o
r
d
i
n
g

t
o

c
a
r
e
g
i
v
e
r
s

b
y

s
e
x

a
n
d

r
e
s
i
d
e
n
c
e

T
o
t
a
l

S
e
x

o
f

c
a
r
e
g
i
v
e
r

R
e
s
i
d
e
n
c
e

M
a
n

W
o
m
a
n

R
u
r
a
l

U
r
b
a
n

M
e
t
r
o
p
o
l
i
t
a
n

A
n
y

c
h
i
l
d
r
e
n

s
i
c
k

o
r

i
n
j
u
r
e
d

N
o

1
8
%
2
2
%
1
5
%
1
1
%
9
%
2
1
%
Y
e
s

8
2
%
7
8
%
8
5
%
8
9
%
9
1
%
7
9
%
I
f

y
e
s
,

w
e
n
t

f
o
r

h
e
a
l
t
h

c
a
r
e

t
r
e
a
t
m
e
n
t

N
o

3
%
0
%
4
%
1
%
2
%
3
%
Y
e
s

9
8
%
1
0
0
%
9
6
%
9
9
%
9
8
%
9
7
%
I
f

n
o
,

r
e
a
s
o
n

n
o
t

t
o

g
o

f
o
r

t
r
e
a
t
m
e
n
t

a

N
o

m
o
n
e
y

f
o
r

t
r
a
n
s
p
o
r
t
a
t
i
o
n

4
%
0
%
4
%
1
5
%
2
4
%
0
%
N
o

m
o
n
e
y

t
o

b
u
y

m
e
d
i
c
i
n
e

8
8
%
4
6
%
9
0
%
6
9
%
4
6
%
9
7
%
N
o

t
i
m
e

t
o

b
r
i
n
g

c
h
i
l
d

t
o

c
l
i
n
i
c

(
e

g

,

w
o
r
k

f
u
l
l

t
i
m
e
)

1
%
0
%
1
%
0
%
6
%
0
%
D
i
d

n
o
t

k
n
o
w

w
h
e
r
e

t
o

g
o

0
%
0
%
0
%
0
%
0
%
0
%
K
n
e
w

h
o
w

t
o

t
r
e
a
t

c
h
i
l
d

m
y
s
e
l
f
/
a
t

h
o
m
e

1
6
%
5
4
%
1
4
%
7
1
%
4
8
%
4
%
G
o
t

t
r
e
a
t
m
e
n
t

f
r
o
m

a

H
e
a
l
t
h

f
a
c
i
l
i
t
y
/
c
l
i
n
i
c

9
6
%
9
7
%
9
4
%
9
6
%
9
6
%
9
6
%
D
r
u
g

s
h
o
p

1
3
%
1
4
%
1
1
%
2
0
%
3
4
%
7
%
H
e
r
b
a
l
i
s
t
/
c
o
u
n
t
r
y

d
o
c
t
o
r

2
%
1
%
3
%
8
%
4
%
0
%
T
r
a
i
n
e
d

T
r
a
d
i
t
i
o
n
a
l

M
i
d
w
i
f
e

(
T
T
M
s
)

0
%
0
%
0
%
0
%
0
%
0
%
B
l
a
c
k
b
a
g

d
o
c
t
o
r

2
%
2
%
2
%
1
0
%
2
%
0
%
O
t
h
e
r

1
%
1
%
0
%
2
%
0
%
0
%
N
o
t
e
:

a

M
u
l
t
i
p
l
e

r
e
s
p
o
n
s
e

c
h
o
i
c
e
s

a
l
l
o
w
e
d
.

154

Table 35 Children health status and healthcare seeking behavior by sex of respondent
Total
Sex of child

Boy Girl
Sick or injured (since the beginning of the year)
No
43% 40% 45%
Yes
57% 60% 55%
If yes, went for health care treatment
No
10% 9% 10%
Yes
90% 91% 90%
If no, reason not to go for treatment
a

No money for transportation
4% 4% 4%
No money to buy medicine
30% 9% 48%
No time to bring child to clinic (e g , work full time) 18% 14% 21%
Did not know where to go
3% 0% 5%
Knew how to treat child myself/at home
52% 81% 26%
Got treatment from
a

Health facility/clinic
75% 66% 82%
Drug shop
31% 35% 28%
Herbalist/country doctor
1% 1% 1%
Trained Traditional Midwife (TTMs)
0% 1% 0%
Blackbag doctor
5% 8% 2%
Other
1% 1% 1%
Note:
a

1
5
5

T
a
b
l
e

3
6

S
c
h
o
o
l

a
t
t
e
n
d
a
n
c
e

i
n

c
a
r
e
g
i
v
e
r
s

h
o
u
s
e
h
o
l
d
s

a
c
c
o
r
d
i
n
g

t
o

c
a
r
e
g
i
v
e
r
s

b
y

s
e
x

a
n
d

r
e
s
i
d
e
n
c
e

T
o
t
a
l

S
e
x

R
e
s
i
d
e
n
c
e

M
a
n

W
o
m
a
n

R
u
r
a
l

U
r
b
a
n

M
e
t
r
o
p
o
l
i
t
a
n

A
l
l

t
h
e

c
h
i
l
d
r
e
n

a
t
t
e
n
d
i
n
g

s
c
h
o
o
l

s
i
n
c
e

t
h
e

b
e
g
i
n
n
i
n
g

o
f

s
c
h
o
o
l

y
e
a
r

N
o

4
1
%
3
4
%
4
7
%

5
9
%
4
8
%
3
6
%
Y
e
s

5
9
%
6
6
%
5
3
%

4
1
%
5
2
%
6
4
%
I
f

n
o
,

r
e
a
s
o
n
s

n
o
t

t
o

g
o

t
o

s
c
h
o
o
l

a

T
h
e

c
h
i
l
d
(
r
e
n
)

w
a
s

s
i
c
k

2
%
1
%
2
%

1
%
3
%
2
%
T
h
e

c
h
i
l
d

h
a
d

t
o

c
a
r
e

f
o
r

a

s
i
c
k

r
e
l
a
t
i
v
e

1
%
1
%
1
%

1
%
0
%
1
%
T
h
e

c
h
i
l
d

h
a
d

t
o

w
o
r
k

0
%
0
%
0
%

0
%
0
%
0
%
T
h
e

c
h
i
l
d

h
a
d

t
o

g
o

a
n
d

s
t
a
y

w
i
t
h

f
a
m
i
l
y
/
f
r
i
e
n
d
s

i
n

a
n
o
t
h
e
r

a
r
e
a

3
%
2
%
4
%

2
%
1
%
4
%
T
h
e

c
h
i
l
d

i
s

m
i
s
t
r
e
a
t
e
d

i
n

s
c
h
o
o
l

0
%
0
%
0
%

0
%
0
%
0
%
N
o

m
o
n
e
y

f
o
r

f
e
e
s
,

u
n
i
f
o
r
m
,

b
o
o
k
s
,

o
r

t
r
a
n
s
p
o
r
t
a
t
i
o
n

5
0
%
3
5
%
5
9
%

2
5
%
3
0
%
6
3
%
T
h
e

c
h
i
l
d

w
a
s

p
r
e
g
n
a
n
t

1
%
1
%
1
%

2
%
3
%
0
%
T
h
e

c
h
i
l
d

d
i
d

n
o
t

w
a
n
t

t
o

g
o

2
%
2
%
2
%

4
%
3
%
1
%
T
h
e

s
c
h
o
o
l

i
s

t
o
o

f
a
r

4
%
4
%
4
%

7
%
0
%
4
%
T
h
e

c
h
i
l
d
(
r
e
n
)

a
l
r
e
a
d
y

c
o
m
p
l
e
t
e
d

s
e
n
i
o
r

h
i
g
h
-
s
c
h
o
o
l

1
%
1
%
1
%

2
%
2
%
0
%
T
h
e

c
h
i
l
d
(
r
e
n
)

h
a
s

n
o
t

r
e
a
c
h
e
d

s
c
h
o
o
l
-
g
o
i
n
g

a
g
e

6
1
%
6
3
%
5
9
%

7
3
%
6
2
%
5
6
%
S
c
h
o
o
l

n
o
t

o
p
e
n

0
%
0
%
0
%

1
%
0
%
0
%
R
e
c
e
n
t

m
o
v
e
/
s
c
h
o
o
l

i
n

s
e
s
s
i
o
n

1
%
2
%
1
%

1
%
7
%
0
%
O
t
h
e
r

2
%
2
%
2
%

2
%
8
%
1
%
N
o
t
e
:

a

M
u
l
t
i
p
l
e

r
e
s
p
o
n
s
e

c
h
o
i
c
e
s

a
l
l
o
w
e
d

156

Table 37 Child respondents school attendance by sex of respondent
Total
Sex of child
Boy Girl
Attending school since the beginning of the school year

No 18% 18% 18%
Yes 82% 82% 82%
If no, reasons not to go to school
a

I was sick 6% 1% 11%
I had to care for a sick relative 0% 0% 0%
I had to work 0% 0% 0%
I had to go and stay with family/friends in another area 5% 1% 8%
I am mistreated in school 0% 0% 0%
No money for fees, uniform, books, or transportation 56% 82% 32%
I was pregnant or nursing my child 21% 0% 40%
I did not want to go 2% 1% 3%
The school is too far 2% 3% 1%
School not open 0% 0% 0%
Other/Missing 10% 13% 8%
Note:
a
Table 38 Children's daily activities by sex of respondent
Total
Sex of child
Boy Girl
Go to school and/or study 81% 81% 81%
Take care of own child, brothers, and/or sisters 13% 7% 19%
Help to do housework 74% 64% 83%
Help family in the farm/trade outside 2% 3% 1%
Work as domestic worker 5% 5% 6%
Work in other people's farm for money 0% 1% 0%
Work in a factory/garage, rock mine, or making bricks 1% 3% 0%
Work as (street) vendor/carry goods for sale 3% 3% 4%
Play/get together with friends 23% 38% 10%
Do nothing 3% 4% 2%
Note:
a
1
5
7

T
a
b
l
e

3
9

C
a
r
e
g
i
v
e
r
s

p
a
r
e
n
t
i
n
g

p
r
a
c
t
i
c
e
s

b
y

s
e
x

a
n
d

r
e
s
i
d
e
n
c
e

T
o
t
a
l

S
e
x

M
a
n

W
o
m
a
n

N
e
v
e
r

S
o
m
e
t
i
m
e
s
A
l
w
a
y
s

N
e
v
e
r

S
o
m
e
t
i
m
e
s
A
l
w
a
y
s
N
e
v
e
r

S
o
m
e
t
i
m
e
s
A
l
w
a
y
s

W
h
e
n

c
h
i
l
d
r
e
n

a
r
e

n
o
t

a
t

h
o
m
e
,

y
o
u

k
n
o
w

w
h
o

t
h
e
y

a
r
e

w
i
t
h

8
%
5
8
%
3
5
%

6
%
6
1
%
3
4
%
9
%
5
5
%
3
6
%

W
h
e
n

y
o
u

n
e
e
d

t
o

g
o

o
u
t

a
n
d

l
e
a
v
e

t
h
e

c
h
i
l
d
r
e
n

h
o
m
e

a
l
o
n
e
,

b
a
d

t
h
i
n
g
s

h
a
p
p
e
n

8
2
%
1
8
%
1
%

7
9
%
2
0
%
0
%
8
3
%
1
6
%
1
%

Y
o
u

a
s
k

c
h
i
l
d
r
e
n

a
b
o
u
t

s
c
h
o
o
l
,

w
o
r
k
,

a
n
d

f
r
i
e
n
d
s

1
4
%
5
4
%
3
3
%

1
3
%
5
7
%
3
1
%
1
5
%
5
1
%
3
4
%

T
h
e
y

a
s
k

y
o
u

f
o
r

a
d
v
i
c
e

w
h
e
n

t
h
e
y

n
e
e
d

t
o

m
a
k
e

i
m
p
o
r
t
a
n
t

d
e
c
i
s
i
o
n
s

2
7
%
6
3
%
1
0
%

2
0
%
6
9
%
1
1
%
3
3
%
5
7
%
1
0
%

Y
o
u

d
i
s
c
u
s
s

w
i
t
h

t
h
e
m

t
h
e
i
r

p
l
a
n
s

f
o
r

t
h
e

f
u
t
u
r
e

2
3
%
5
4
%
2
3
%

1
6
%
5
6
%
2
8
%
2
8
%
5
3
%
1
9
%

Y
o
u

p
r
a
i
s
e

t
h
e
m

w
h
e
n

t
h
e
y

d
o

s
o
m
e
t
h
i
n
g

t
h
e

r
i
g
h
t

w
a
y

3
%
5
5
%
4
2
%

3
%
5
3
%
4
4
%
3
%
5
6
%
4
1
%

I
f

t
h
e
y

m
i
s
b
e
h
a
v
e
,

y
o
u

e
x
p
l
a
i
n

w
h
y
,

w
h
a
t

t
h
e
y

d
i
d

w
a
s

w
r
o
n
g

4
%
5
7
%
4
0
%

3
%
5
6
%
4
1
%
4
%
5
7
%
3
9
%

Y
o
u

a
r
g
u
e

a

l
o
t

w
i
t
h

y
o
u
r

c
h
i
l
d
r
e
n

7
9
%
1
9
%
2
%

8
7
%
1
1
%
2
%
7
2
%
2
6
%
2
%

Y
o
u

d
i
s
c
u
s
s

h
o
w

t
o

a
v
o
i
d

g
e
t
t
i
n
g

H
I
V
/
A
I
D
S

5
4
%
3
7
%
9
%

5
0
%
4
1
%
8
%
5
6
%
3
4
%
1
0
%

Y
o
u

d
i
s
c
u
s
s

h
o
w

t
o

a
v
o
i
d

g
e
t
t
i
n
g

p
r
e
g
n
a
n
t

4
7
%
3
7
%
1
6
%

4
4
%
3
9
%
1
7
%
4
9
%
3
5
%
1
5
%

1
5
8

R
e
s
i
d
e
n
c
e

R
u
r
a
l

U
r
b
a
n

M
e
t
r
o
p
o
l
i
t
a
n

N
e
v
e
r

S
o
m
e
t
i
m
e
s
A
l
w
a
y
s

N
e
v
e
r

S
o
m
e
t
i
m
e
s
A
l
w
a
y
s
N
e
v
e
r

S
o
m
e
t
i
m
e
s
A
l
w
a
y
s

W
h
e
n

c
h
i
l
d
r
e
n

a
r
e

n
o
t

a
t

h
o
m
e
,

y
o
u

k
n
o
w

w
h
o

t
h
e
y

a
r
e

w
i
t
h

1
3
%
5
5
%
3
2
%

1
3
%
4
7
%
4
0
%
6
%
6
0
%
3
4
%

W
h
e
n

y
o
u

n
e
e
d

t
o

g
o

o
u
t

a
n
d

l
e
a
v
e

t
h
e

c
h
i
l
d
r
e
n

h
o
m
e

a
l
o
n
e
,

b
a
d

t
h
i
n
g
s

h
a
p
p
e
n

7
0
%
2
9
%
1
%

7
4
%
2
5
%
1
%
8
5
%
1
4
%
0
%

Y
o
u

a
s
k

c
h
i
l
d
r
e
n

a
b
o
u
t

s
c
h
o
o
l
,

w
o
r
k
,

a
n
d

f
r
i
e
n
d
s

2
7
%
4
3
%
3
1
%

2
4
%
4
9
%
2
7
%
9
%
5
7
%
3
4
%

T
h
e
y

a
s
k

y
o
u

f
o
r

a
d
v
i
c
e

w
h
e
n

t
h
e
y

n
e
e
d

t
o

m
a
k
e

i
m
p
o
r
t
a
n
t

d
e
c
i
s
i
o
n
s

4
0
%
4
7
%
1
3
%

3
7
%
4
7
%
1
6
%
2
2
%
6
9
%
9
%

Y
o
u

d
i
s
c
u
s
s

w
i
t
h

t
h
e
m

t
h
e
i
r

p
l
a
n
s

f
o
r

t
h
e

f
u
t
u
r
e

3
1
%
4
8
%
2
1
%

3
6
%
4
9
%
1
5
%
1
9
%
5
7
%
2
5
%

Y
o
u

p
r
a
i
s
e

t
h
e
m

w
h
e
n

t
h
e
y

d
o

s
o
m
e
t
h
i
n
g

t
h
e

r
i
g
h
t

w
a
y

7
%
4
7
%
4
6
%

6
%
4
4
%
5
1
%
2
%
5
8
%
4
0
%

I
f

t
h
e
y

m
i
s
b
e
h
a
v
e
,

y
o
u

e
x
p
l
a
i
n

w
h
y
,

w
h
a
t

t
h
e
y

d
i
d

w
a
s

w
r
o
n
g

7
%
4
9
%
4
4
%

6
%
4
9
%
4
4
%
2
%
5
9
%
3
8
%

Y
o
u

a
r
g
u
e

a

l
o
t

w
i
t
h

y
o
u
r

c
h
i
l
d
r
e
n

8
0
%
1
2
%
8
%

7
8
%
1
8
%
4
%
7
8
%
2
1
%
1
%

Y
o
u

d
i
s
c
u
s
s

h
o
w

t
o

a
v
o
i
d

g
e
t
t
i
n
g

H
I
V
/
A
I
D
S

6
9
%
2
1
%
1
0
%

6
8
%
2
4
%
8
%
4
8
%
4
3
%
9
%

Y
o
u

d
i
s
c
u
s
s

h
o
w

t
o

a
v
o
i
d

g
e
t
t
i
n
g

p
r
e
g
n
a
n
t

6
8
%
2
3
%
9
%

6
0
%
2
6
%
1
4
%
4
0
%
4
2
%
1
8
%

N
o
t
e
:

P
e
r
c
e
n
t
a
g
e
s

m
a
y

n
o
t

a
d
d

u
p

t
o

1
0
0
%

d
u
e

t
o

r
o
u
n
d
i
n
g
.

1
5
9

T
a
b
l
e

4
0

C
h
i
l
d
r
e
n
s

e
n
g
a
g
e
m
e
n
t

i
n

p
a
r
e
n
t
-
c
h
i
l
d

p
r
a
c
t
i
c
e
s

b
y

s
e
x

o
f

r
e
s
p
o
n
d
e
n
t

T
o
t
a
l

S
e
x

o
f

c
h
i
l
d

B
o
y

G
i
r
l

N
e
v
e
r

S
o
m
e
t
i
m
e
s
A
l
w
a
y
s

N
e
v
e
r

S
o
m
e
t
i
m
e
s

A
l
w
a
y
s

N
e
v
e
r

S
o
m
e
t
i
m
e
s

A
l
w
a
y
s

W
h
e
n

y
o
u

a
r
e

n
o
t

a
t

h
o
m
e
,

y
o
u
r

p
a
r
e
n
t
s

k
n
o
w

w
h
o

y
o
u

a
r
e

w
i
t
h

1
4
%
5
8
%
2
8
%
1
2
%
6
7
%
2
1
%
1
5
%
5
0
%
3
5
%
W
h
e
n

y
o
u
r

p
a
r
e
n
t
s

g
o

o
u
t

a
n
d

l
e
a
v
e

y
o
u

a
n
d

t
h
e

c
h
i
l
d
r
e
n

h
o
m
e

a
l
o
n
e
,

b
a
d

t
h
i
n
g
s

h
a
p
p
e
n

8
7
%
1
3
%
0
%
8
8
%
1
2
%
0
%
8
6
%
1
4
%
0
%
Y
o
u
r

p
a
r
e
n
t
s

a
s
k

y
o
u

a
b
o
u
t

s
c
h
o
o
l
,

w
o
r
k
,

a
n
d

f
r
i
e
n
d
s

1
5
%
5
5
%
3
0
%
1
3
%
6
3
%
2
4
%
1
7
%
4
8
%
3
5
%
Y
o
u

a
s
k

y
o
u
r

p
a
r
e
n
t
s

f
o
r

a
d
v
i
c
e

w
h
e
n

y
o
u

n
e
e
d

t
o

m
a
k
e

i
m
p
o
r
t
a
n
t

d
e
c
i
s
i
o
n
s

1
8
%
6
7
%
1
5
%
1
8
%
6
6
%
1
6
%
1
9
%
6
8
%
1
3
%
Y
o
u

d
i
s
c
u
s
s

y
o
u
r

p
l
a
n
s

f
o
r

t
h
e

f
u
t
u
r
e

w
i
t
h

y
o
u
r

p
a
r
e
n
t
s

2
6
%
5
9
%
1
5
%
2
5
%
6
1
%
1
4
%
2
8
%
5
7
%
1
5
%
T
h
e
y

p
r
a
i
s
e

y
o
u

w
h
e
n

y
o
u

d
o

s
o
m
e
t
h
i
n
g

t
h
e

r
i
g
h
t

w
a
y

3
%
5
9
%
3
9
%
3
%
6
5
%
3
3
%
2
%
5
3
%
4
4
%
I
f

y
o
u

d
o

s
o
m
e
t
h
i
n
g

w
r
o
n
g
,

t
h
e
y

e
x
p
l
a
i
n

w
h
y
,

w
h
a
t

y
o
u

d
i
d

w
a
s

w
r
o
n
g

3
%
6
3
%
3
4
%
3
%
6
1
%
3
6
%
3
%
6
5
%
3
2
%
Y
o
u

a
r
g
u
e

a

l
o
t

w
i
t
h

y
o
u
r

p
a
r
e
n
t
s

8
9
%
1
0
%
1
%
8
9
%
1
1
%
1
%
9
0
%
9
%
1
%
Y
o
u

d
i
s
c
u
s
s

h
o
w

t
o

a
v
o
i
d

g
e
t
t
i
n
g

H
I
V
/
A
I
D
S

6
0
%
3
3
%
7
%
5
9
%
3
5
%
6
%
6
1
%
3
1
%
8
%
Y
o
u

d
i
s
c
u
s
s

h
o
w

t
o

a
v
o
i
d

g
e
t
t
i
n
g

p
r
e
g
n
a
n
t

5
0
%
3
5
%
1
5
%
5
6
%
3
3
%
1
1
%
4
5
%
3
7
%
1
8
%
N
o
t
e
:

P
e
r
c
e
n
t
a
g
e
s

m
a
y

n
o
t

a
d
d

u
p

t
o

1
0
0
%

d
u
e

t
o

r
o
u
n
d
i
n
g
.

1
6
0

T
a
b
l
e

4
1

C
a
r
e
g
i
v
e
r
s
'

s
o
u
r
c
e
s

o
f

s
u
p
p
o
r
t

f
o
r

s
e
r
i
o
u
s

p
r
o
b
l
e
m

w
i
t
h

c
h
i
l
d
r
e
n

b
y

s
e
x

a
n
d

r
e
s
i
d
e
n
c
e

T
o
t
a
l

S
e
x

R
e
s
i
d
e
n
c
e

M
a
n

W
o
m
a
n

R
u
r
a
l

U
r
b
a
n

M
e
t
r
o
p
o
l
i
t
a
n

H
u
s
b
a
n
d
/
w
i
f
e
,

b
o
y
/
g
i
r
l
f
r
i
e
n
d
,

c
h
i
l
d
'
s

p
a
r
e
n
t

4
9
%
4
7
%
5
2
%
4
8
%

4
9
%
5
0
%
B
i
r
t
h

f
a
m
i
l
y

6
7
%
7
2
%
6
2
%
5
6
%

6
1
%
7
0
%
H
u
s
b
a
n
d
/
w
i
f
e
'
s

f
a
m
i
l
y

8
%
6
%
1
0
%
1
2
%

7
%
7
%
F
r
i
e
n
d
s
/
n
e
i
g
h
b
o
u
r
s

2
5
%
3
4
%
1
7
%
3
3
%

3
0
%
2
2
%
C
o
m
m
u
n
i
t
y

e
l
d
e
r
/
c
h
i
e
f

7
%
6
%
8
%
2
1
%

1
5
%
3
%
R
e
l
i
g
i
o
u
s

l
e
a
d
e
r

8
%
9
%
8
%
1
6
%

1
3
%
6
%
T
e
a
c
h
e
r

o
r

h
e
a
l
t
h

w
o
r
k
e
r

1
%
1
%
1
%
4
%

6
%
0
%
H
e
r
b
a
l
i
s
t
/
c
o
u
n
t
r
y

d
o
c
t
o
r

0
%
0
%
0
%
0
%

0
%
0
%
P
o
l
i
c
e

0
%
0
%
0
%
0
%

0
%
0
%
O
t
h
e
r

1
%
0
%
2
%
2
%

0
%
1
%
N
o
b
o
d
y

1
1
%
1
0
%
1
2
%
1
8
%

2
0
%
8
%
I

d
o
n
'
t

n
e
e
d

a
s
s
i
s
t
a
n
c
e

2
%
1
%
3
%
0
%

0
%
3
%
D
o
n
'
t

k
n
o
w

0
%
0
%
0
%
0
%

1
%
0
%
N
o
t
e
:

a

M
u
l
t
i
p
l
e

r
e
s
p
o
n
s
e

c
h
o
i
c
e
s

a
l
l
o
w
e
d

1
6
1

T
a
b
l
e

4
2

C
h
i
l
d
r
e
n
'
s

s
o
u
r
c
e

o
f

s
u
p
p
o
r
t

b
y

t
y
p
e

o
f

a
s
s
i
s
t
a
n
c
e

a
n
d

s
e
x

o
f

r
e
s
p
o
n
d
e
n
t

A
d
v
i
c
e

o
r

i
n
f
o
r
m
a
t
i
o
n

M
a
t
e
r
i
a
l

s
u
p
p
o
r
t

E
m
o
t
i
o
n
a
l

s
u
p
p
o
r
t

T
o
t
a
l

S
e
x

o
f

t
h
e

c
h
i
l
d

T
o
t
a
l

S
e
x

o
f

t
h
e

c
h
i
l
d

T
o
t
a
l

S
e
x

o
f

t
h
e

c
h
i
l
d

B
o
y

G
i
r
l

B
o
y

G
i
r
l

B
o
y

G
i
r
l

F
a
t
h
e
r
/
m
o
t
h
e
r

6
8
%
6
6
%
6
9
%
7
3
%
7
3
%

7
3
%
4
6
%
4
1
%
5
1
%
A
u
n
t
/
U
n
c
l
e

3
1
%
2
9
%
3
3
%
3
0
%
3
2
%

2
9
%
2
0
%
2
1
%
1
9
%
G
r
a
n
d
p
a
r
e
n
t

1
7
%
2
1
%
1
3
%
1
5
%
2
1
%

1
0
%
8
%
9
%
7
%
S
i
s
t
e
r
/
b
r
o
t
h
e
r

2
1
%
1
9
%
2
3
%
1
5
%
1
9
%

1
2
%
2
8
%
2
7
%
2
9
%
O
t
h
e
r

r
e
l
a
t
i
v
e

3
%
6
%
1
%
3
%
2
%

3
%
2
%
0
%
3
%
F
r
i
e
n
d
s
/
n
e
i
g
h
b
o
r
s

1
9
%
2
7
%
1
1
%
4
%
4
%

4
%
3
7
%
4
5
%
3
0
%
B
o
y
/
g
i
r
l
f
r
i
e
n
d

o
r

l
o
v
e
r

1
%
0
%
1
%
3
%
0
%

6
%
2
%
0
%
3
%
C
o
m
m
u
n
i
t
y

e
l
d
e
r
/
c
h
i
e
f

2
%
2
%
1
%
0
%
1
%

0
%
0
%
1
%
0
%
R
e
l
i
g
i
o
u
s

l
e
a
d
e
r

2
%
3
%
1
%
0
%
0
%

0
%
1
%
3
%
0
%
E
m
p
l
o
y
e
r

0
%
0
%
0
%
0
%
0
%

0
%
0
%
0
%
0
%
T
e
a
c
h
e
r

o
r

h
e
a
l
t
h

w
o
r
k
e
r

1
%
1
%
1
%
0
%
0
%

0
%
1
%
1
%
1
%
S
o
c
i
a
l

w
o
r
k
e
r

o
r

c
o
m
m
u
n
i
t
y

w
o
r
k
e
r

0
%
0
%
0
%
0
%
0
%

0
%
0
%
0
%
0
%
H
e
r
b
a
l
i
s
t
/
c
o
u
n
t
r
y

d
o
c
t
o
r

0
%
0
%
0
%
0
%
0
%

0
%
0
%
0
%
0
%
N
o
b
o
d
y

0
%
0
%
1
%
0
%
0
%

0
%
1
%
1
%
1
%
I

d
o
n
'
t

n
e
e
d

a
s
s
i
s
t
a
n
c
e

0
%
0
%
0
%
0
%
0
%

0
%
0
%
0
%
0
%
O
t
h
e
r
/
m
i
s
s
i
n
g

1
%
2
%
0
%
0
%
0
%

0
%
0
%
0
%
0
%
N
o
t
e
:

M
u
l
t
i
p
l
e

r
e
s
p
o
n
s
e

c
h
o
i
c
e
s

a
l
l
o
w
e
d
.

162

Table 43 Caregivers' preferred media for child protection by sex and residence
a

Total
Sex Residence
Man Woman Rural Urban Metropolitan
Radio 75% 87% 65% 82% 85% 73%
TV 13% 18% 8% 3% 14% 15%
Newspapers and magazines 23% 41% 7% 6% 14% 28%
Brochures, posters and other printed
materials
1% 1% 1% 0% 2% 2%
Billboards 14% 26% 4% 0% 2% 19%
Family, friends, neighbours and
colleagues
54% 43% 63% 45% 58% 55%
Chiefs/community elders 8% 8% 8% 21% 13% 4%
Religious leaders 6% 6% 6% 4% 1% 7%
Teachers/Schools/PTAs 4% 2% 5% 1% 2% 4%
Social/health workers (MOHSW/MOGD) 7% 8% 6% 3% 10% 7%
CBOs/NGOs 12% 17% 8% 13% 16% 12%
Community groups 16% 12% 19% 2% 5% 21%
Town crier 4% 2% 6% 12% 2% 3%
LNP/UNMIL 9% 12% 6% 14% 17% 7%
Cell phone 5% 6% 5% 20% 13% 0%
Children 2% 1% 2% 0% 0% 2%
Street/market 4% 2% 5% 0% 0% 5%
Other 12% 11% 13% 22% 14% 9%
Don't know 2% 0% 3% 1% 1% 2%
Note:

a
163

Table 44 Childrens sources of information on child care and safety by sex of
respondent

Total
Sex of child
Boy Girl
Radio 57% 61% 53%
TV 18% 18% 18%
Newspapers and magazines 5% 5% 5%
Brochures, posters and other printed materials 0% 0% 0%
Billboards 2% 2% 2%
Family, friends, neighbors and colleagues 63% 67% 60%
Chiefs/community elders 7% 9% 6%
Religious leaders 0% 1% 0%
Teachers/Schools/PTAs 42% 45% 39%
Social/health workers (MOHSW, MGD) 4% 2% 5%
CBOs/NGOs 6% 2% 10%
Community groups 8% 9% 8%
Town crier 3% 4% 1%
LNP/UNMIL 6% 5% 8%
Cell phone 1% 0% 1%
Don't know 5% 3% 7%
Note: Multiple response choices allowed.

1
6
4

A
.
7
V
a
r
i
a
n
c
e

e
s
t
i
m
a
t
e
s

f
o
r

s
e
l
e
c
t
e
d

c
h
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l
d

p
r
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e
c
t
i
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n

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n
d
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c
a
t
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r
s

C
o
n
f
i
d
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n
c
e

i
n
t
e
r
v
a
l

I
n
d
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c
a
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r

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s
t
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m
a
t
e

S
t
a
n
d
a
r
d

E
r
r
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r

U
n
w
e
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g
h
e
d

c
a
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s

W
e
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h
e
d

c
a
s
e
s

L
o
w
e
r

U
p
p
e
r

C
a
r
e
g
i
v
e
r
s

%

r
e
s
p
o
n
d
e
n
t
s

a
b
l
e

t
o

i
d
e
n
t
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f
y

3

k
e
y

c
h
i
l
d

p
r
o
t
e
c
t
i
o
n

c
o
n
c
e
r
n
s

i
n

t
h
e
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r

c
o
m
m
u
n
i
t
i
e
s

7
8

2
.
5
5

1
1
5
8

6
9
5
4
5
5

5
6

1
0
0

%

r
e
s
p
o
n
d
e
n
t
s

w
h
o

s
a
y

p
a
r
e
n
t

i
s

j
u
s
t
i
f
i
e
d

t
o

b
e
a
t

c
h
i
l
d

i
n

a
n
y

3

l
i
s
t
e
d

c
i
r
c
u
m
s
t
a
n
c
e
s

6
0

4
.
4
4

1
1
5
8

6
9
5
3
3
7

*
*

*
*

%

r
e
s
p
o
n
d
e
n
t
s

w
h
o

t
h
i
n
k

t
h
a
t

p
a
r
e
n
t
s

a
r
e

r
i
g
h
t

t
o

b
e
a
t

t
h
e
i
r

c
h
i
l
d
r
e
n

i
f

t
h
e

c
h
i
l
d

t
a
k
e
s

d
r
u
g
s

o
r

l
i
q
u
o
r

5
9

2
.
3
2

1
1
4
6

6
8
7
3
1
6

4
8

7
1

%

r
e
s
p
o
n
d
e
n
t
s

w
h
o

t
h
i
n
k

t
h
a
t

p
a
r
e
n
t
s

a
r
e

r
i
g
h
t

t
o

b
e
a
t

t
h
e
i
r

c
h
i
l
d
r
e
n

i
f

t
h
e

c
h
i
l
d

d
o
e
s

n
o
t

w
a
n
t

t
o

g
o

t
o

s
c
h
o
o
l

6
3

2
.
6
4

1
1
5
6

6
9
5
1
2
7

4
5

8
1

%

h
o
u
s
e
h
o
l
d
s

w
i
t
h

a
l
l

s
c
h
o
o
l

a
g
e

c
h
i
l
d
r
e
n

c
u
r
r
e
n
t
l
y

a
t
t
e
n
d
i
n
g

s
c
h
o
o
l
7
4

2
.
9
7
1
1
3
4
6
8
1
8
7
5
4
4
1
0
0
%

r
e
s
p
o
n
d
e
n
t
s

w
h
o

w
o
u
l
d

r
e
p
o
r
t

v
i
o
l
e
n
c
e

a
g
a
i
n
s
t

c
h
i
l
d
r
e
n

a
t

h
o
m
e

o
r

i
n

t
h
e

c
o
m
m
u
n
i
t
y

6
8

5
.
2
6

1
1
5
2

6
9
3
8
5
0

*
*

*
*

%

r
e
s
p
o
n
d
e
n
t
s

w
h
o

h
a
v
e

s
o
m
e
o
n
e

t
o

t
u
r
n

t
o

f
o
r

h
e
l
p

w
i
t
h

s
e
r
i
o
u
s

c
h
i
l
d
-
r
e
l
a
t
e
d

p
r
o
b
l
e
m

1
1

1
.
8
4

1
1
4
4

6
7
6
7
8
9

0

2
5

%

r
e
s
p
o
n
d
e
n
t
s

w
h
o

w
o
u
l
d

f
o
s
t
e
r
/
t
a
k
e

a

c
h
i
l
d

w
h
o

i
s

n
o
t

a

r
e
l
a
t
i
v
e

9
0

2
.
0
5

1
1
5
5

6
9
5
2
3
3

6
8

1
0
0

%

r
e
s
p
o
n
d
e
n
t
s

w
o
u
l
d

f
o
s
t
e
r
/
t
a
k
e

a

c
h
i
l
d

f
r
o
m

a

d
i
f
f
e
r
e
n
t

e
t
h
n
i
c

g
r
o
u
p

9
2

2
.
1
1

1
1
5
4

6
9
5
1
4
6

6
4

1
0
0

C
h
i
l
d
r
e
n

%

r
e
s
p
o
n
d
e
n
t
s

a
b
l
e

t
o

i
d
e
n
t
i
f
y

3

k
e
y

c
h
i
l
d

p
r
o
t
e
c
t
i
o
n

c
o
n
c
e
r
n
s

i
n

t
h
e
i
r

c
o
m
m
u
n
i
t
i
e
s

6
6

3
.
5
7

3
6
2

1
8
2
1
7
8

5
1

8
2

%

r
e
s
p
o
n
d
e
n
t
s

w
h
o

s
a
y

p
a
r
e
n
t
s

b
e
a
t

c
h
i
l
d

i
n

a
n
y

3

l
i
s
t
e
d

c
i
r
c
u
m
s
t
a
n
c
e
s

9
7

0
.
7
6

3
8
4

1
8
2
0
7
7

9
6

9
8

%

r
e
s
p
o
n
d
e
n
t
s

w
h
o

w
o
u
l
d

r
e
p
o
r
t

v
i
o
l
e
n
c
e

a
g
a
i
n
s
t

c
h
i
l
d
r
e
n

a
t

h
o
m
e

o
r

i
n

t
h
e

c
o
m
m
u
n
i
t
y

7
7

2
.
8
1

3
8
4

1
6
6
7
1
4

6
8

8
6

%

r
e
s
p
o
n
d
e
n
t
s

w
h
o

h
a
v
e

s
o
m
e
o
n
e

t
o

t
u
r
n

t
o

f
o
r

i
n
f
o
r
m
a
t
i
o
n
a
l

s
u
p
p
o
r
t

1
0
0

0
.
3
3

3
8
4

1
8
2
1
7
5

9
9

1
0
0

%

r
e
s
p
o
n
d
e
n
t
s

w
h
o

h
a
v
e

s
o
m
e
o
n
e

t
o

t
u
r
n

t
o

f
o
r

m
a
t
e
r
i
a
l

s
u
p
p
o
r
t

9
8

1
.
0
7

3
8
5

1
8
2
2
5
5

9
3

1
0
3

%

r
e
s
p
o
n
d
e
n
t
s

w
h
o

h
a
v
e

s
o
m
e
o
n
e

t
o

t
u
r
n

t
o

f
o
r

e
m
o
t
i
o
n
a
l

s
u
p
p
o
r
t

9
9

0
.
4
4

3
8
3

1
8
1
3
0
3

9
8

1
0
0

N
o
t
e
:

*
*

C
o
e
f
f
i
c
i
e
n
t
s

o
f

v
a
r
i
a
t
i
o
n

i
n

e
x
c
e
s
s

o
f

3
3
.
3
%
.

1
6
5

A
.
8
C
h
i
l
d

R
i
s
k

F
a
c
t
o
r
s

b
y

T
y
p
e

o
f

R
e
s
i
d
e
n
c
e

a
n
d

R
e
s
p
o
n
d
e
n
t

R
e
s
i
d
e
n
c
e

M
e
t
h
o
d
/
R
e
s
p
o
n
d
e
n
t

R
e
s
p
o
n
s
e
s

S
a
m
p
l
e

Q
u
o
t
e
s
/
N
o
t
e
s

R
u
r
a
l

K
I

L
a
c
k

o
f

s
u
p
p
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r
t

f
r
o
m

p
a
r
e
n
t
s
/
g
u
a
r
d
i
a
n
s

&

s
t
e
p
-
p
a
r
e
n
t
s

P
a
r
e
n
t
s

t
a
l
k
i
n
g

t
o

c
h
i
l
d
r
e
n

h
a
r
s
h
l
y

P
a
r
e
n
t
s

p
r
e
s
s
u
r
i
n
g

g
i
r
l
s

t
o

e
n
t
e
r

i
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183

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CHILD PROTECTION CHILD PROTECTION

KNOWLEDGE, ATTITUDES, AND PRACTICES

Child Protection Knowledge, Attitudes, and Behaviors Survey

116. [If would report,] Who would you report to?

Expected to earn money to buy their own things

At the end of the group discussion:

8. First, lets talk about what you do every (week) day:

At the end of the group discussion:

Draw water or tote wood

At the end of the group discussion:

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