SHADOWS OF THE GLOBAL PANDEMIC: A STUDY OF PERCEIVED CHILD RISK FACTORS PREDISPOSING CHILD ABUSE DURING THE COVID-19 IN LUSAKA, ZAMBIA

Forfattere

  • Marien Matafwali Research PhD Candidate Scholar, University of Zambia, Zambia
  • Joseph Mandyata Research Supervisor, Dr., University of Zambia, Zambia
  • Francis Simui Research Supervisor, Professor, University of Zambia, Zambia

DOI:

https://doi.org/10.46827/ejes.v10i12.5150

Nøgleord:

child abuse, risk factors, COVID-19 pandemic, child protection, child safety

Resumé

The study sought to examine the perceived risk factors contributing to child abuse during the COVID-19 pandemic in Zambia. A mixed-method approach supported by a concurrent triangulation research design was used in the study. The sample was 107; involving 92 service providers and 15 parents/caregivers. The participants were selected using expert and homogeneous purposive sampling approaches. A questionnaire involving closed and open-ended questions was employed in the collection of data. In quantitative analysis, the study used Statistical Package for Social Sciences (SPSS) to arrive at primary descriptive statistics and inferential test results. Qualitative data was analysed using a thematic approach. Documentary data analysis was used to arrive at secondary data to supplement primary data. The study revealed that despite a decrease in reported child abuse cases during the pandemic, various risk factors persisted such as: age of the child, gender of the child, lack of parent-child attachment, physical or developmental disabilities, gender disparities, and increasing child vulnerability. It was evident from the study that, pandemic-related child protection services needed targeted strategies that addressed individual, familial, and societal factors, with a focus on prevention, intervention, and support measures to safeguard children. The study, therefore, emphasizes the need for comprehensive child protection interventions, including the creation of safe spaces, community awareness programmes, food security, mental health support, and fast-track court services.

 

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Forfatterbiografier

  • Marien Matafwali, Research PhD Candidate Scholar, University of Zambia, Zambia

    Marien Matafwali, presently serves as a lecturer and researcher at the Zambia Center for Accountancy Studies University within the School of Social Sciences. She has authored numerous articles in local and international journals on child development, education, and counseling. Currently pursuing a PhD in Educational Psychology at the University of Zambia. She holds a master's degree in Educational Psychology, a Bachelor of Art in Education (BAEd) from the University of Zambia and a Diploma in Guidance, Counseling, and Placement. Her research interests encompass: child development, gender-based violence, child protection, guidance and counseling, motivation, and education.

  • Joseph Mandyata, Research Supervisor, Dr., University of Zambia, Zambia

    Dr. Joseph Mandyata is an educationist with vast experience in classroom instruction and assessment, education administration, management, monitoring, and evaluation. He specializes in special education, inclusive education, guidance, and counselling. His research interests are in: education policies, education management, school instructions and assessment with a focus on education of learners with special educational needs; child safety and protection; partnerships in special/inclusive education, disability, education and poverty.

  • Francis Simui, Research Supervisor, Professor, University of Zambia, Zambia

    Professor Francis Simui is an educationist with vast experience working with civil society organizations focused in education in Zambia. His areas of specialization include: (a) Developing and managing an effective Open and Distance Education system; and (b) Developing and managing an effective inclusive education system. Currently, he works at the University of Zambia in the Institute of Distance Education as an Assistant Director - Postgraduate and is an Associate Professor of Inclusive Education.

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Publiceret

2023-12-30

Nummer

Årg. 10 Nr. 12 (2023)

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