GENDER-BASED VIIOLENCE is an umbrella term for any harmful act that is perpetrated against a person’s will
and that is based on socially ascribed (i.e. gender) differences between males and females. It includes acts that
inflict physical, sexual or mental harm or suffering, threats of such acts, coercion, and other deprivations of liberty.
These acts can occur in public or in private.
GENDER refers to the social differences between males and females that are learned. Though deeply rooted in
every culture, social differences are changeable over time, and have wide variations both within and between
cultures. “Gender” determines the roles, responsibilities, opportunities, privileges, expectations, and limitations
for males and for females in any culture.
• Assessments for choosing the most
appropriate GBV project for their facility
• Development of planning and monitoring
tools, GBV material and forms
• Setting up of referral mechanisms,
protocols and policies
• Re-routing of clients, continuity of care and
follow-up mechanisms
• Education of staff through sensitisation,
training and supervision
• Expansion of staffing and services
• Education of the community
KEY MESSAGES
4 Always talk to a GBV or child
protection specialist in your country/
context first to understand: (1) what
services are available in your area and
(2) local protocols and procedures.4
4 Do not harm. Do not seek out
child survivors. It is not your job
to investigate or assess if a child/
adolescent is experiencing violence.
Doing so can lead to more violence
and risks for the child/adolescent.
Be approachable if a child/adoles-
cent wants to seek your help.
4 Remember your role. If a child/
adolescent reaches out to you for help,
1. Provide a listening ear, free of
judgment.
2. Support the child/adolescent by
connecting them to an adult that
the child/adolescent identifies as
being safe and trusted. This may
not be their parent, caregiver or a
family member.
3. Do not make decisions for him/
her, including forcing the child/
adolescent’s caregiver or any
other person to be with them
when s/he talks to you.
4 Provide comfort. Allow the
child/adolescent to lead the
conversation, even if this means
providing company in silence. Be at
eye level with open body language
to show the child/adolescent that
they can open up to you if s/he
wants to. Refrain from asking
questions about what happened,
by who and why – instead use
comforting statements and speak in
a manner that they can understand.
Treat every child fairly.
Maintain confidentiality.