Abstract
M.A.
The study aimed to investigate the subjective experiences of sexually abused children
who testify in criminal courts in South Africa. As few research studies have addressed
this problem, particularly from a qualitative perspective, the researcher identified a need
to explore the issue further. In addition, it was believed that it would be useful to
examine the topic from a both-and perspective. In other words, to investigate the positive
and the negative aspects of the experience. The impact of other systems, such as
courtroom preparation programmes, and individuals on the research participants was also
addressed by the study. The researcher's intention was to honour the four participant's
individual narratives. Thus, working from a social constructionist framework was
appropriate, as such a framework highlights the existence of multiple realities. Although
there are similarities across the four narratives, each one represents a unique reality as
experienced by the respective participants.
The following points reflect some of the most salient findings of the research:
• There appears to be a strong link between receiving positive support and coping with
the task of testifying.
• Attending a courtroom preparation programme seems to impact very favourably on a
child's ability to testify in criminal court.
• Testifying in sexual abuse cases can be both traumatic or stressful, for example,
having to see and identify the alleged perpetrator, and healing or empowering, for
example, being able to put an end to the abuse by speaking out.
• Courtroom reforms have gone a long way towards improving conditions for child
witnesses. Nevertheless, the current situation is still far from ideal as many
inconsistencies and obstacles characterize the legal domain as it relates to child
witnesses.
• The participants emphasized that they have a right to be respected and heard. In order
to respect and satisfy the rights and needs of child witnesses, further research needs to
be undertaken to ascertain their actual needs. Children need to become active
participants in the reform process.