The Voices Of Girl Child Soldiers
The Voices of Girl Child Soldiers
Summary
Yvonne E. Keairns, PhD
October 2002
Copyright © October 2002
by Yvonne Keairns, PhD
Quaker United Nations Office
777 UN Plaza
New York, NY 10017
tel: 212.682.2745
fax: 212-983-0034
qunony@afsc.org
www.quno.org
Quaker United Nations Office
13 avenue du Mervelet
CH 1209 Geneva
tel: +41 22 748 4800
fax: +41 22 748 4819
www.quno.org
Coalition to Stop the Use of Child Soldiers
2-12 Pentonville Rd., London, N1 9HF
tel: +44 (0)20 7713 2761
fax: +44 (0)20 7713 2794
info@child-soldiers.org
www.child-soldiers.org
© Cover photograph: this photograph is taken from a docudrama about a child soldier a story
written by Harendra de Silva, Chairman, National Child Protection Authority of Sri Lanka. The
film was funded by funded by the Internatinoal Labor Organization/International Program on
the Elimination of Child Labor (ILO/IPEC). The girl pictured was not interviewed for the study.
The Voices of Girl Child Soldiers
Summary
Yvonne E. Keairns, PhD
October 2002
C O N T E N T S
i
Acknowledgments
1
Introduction
1
Why listen to the voices of the girl soldier?
2
What were the key findings in this study?
5
What are the policy implications?
6
What were the country distinctives?
10
How do we hear their voices?
10
What children participated in the study?
10
What were common characteristics of these child solders?
10
How were the interviews conducted?
11
How were the interviews analyzed?
11
What were the important themes?
14
What can we conclude?
16
What are key risk factors in the choice to become a
child soldier?
17
What does this say about what we do?
18
Recommendations from the themes
19
There were lessons learned from the girl soldiers on the
interview process.
22
A day in the life of a girl child soldier in Sri Lanka
ACKNOWLEDGMENTS
From its inception this project involved many dedicated people who exhibited the highest level of coopera-
tion and concern for girl child soldiers.
This research project would not have been possible without the girl soldiers who so generously described
their experiences of being child soldiers. They offered us knowledge, insights, truth and wisdom – not just
data. They graciously and willingly recalled many painful experiences and events in the retelling of their
story. I remain deeply grateful to each one of them.
The author would like to thank Rachel Brett and Lori Heninger of the Quaker United Nation Office,
Geneva and New York, for the opportunity to conduct this research on behalf of girl soldiers. Rachel Brett,
Quaker United Nations Office Geneva, has made significant contributions to the literature and has taken
considerable action on behalf of child soldiers. It was her hope that additional research would build upon
and continue to advance Quaker work on child soldiers.
This author remains grateful to those who financially supported this project and who had faith in our ability
to carry out this research. They include: the Department for International Development UK (DfID), the
Ministry of Foreign Affairs, Norway, and UNICEF.
The author wishes to express her sincere gratitude to the Advisory Board who provided oversight and
advice from the inception of this project. The members of the Advisory Board included: Rachel Brett,
Quaker United Nations Office, Geneva; Harendra deSilva, Chairman, National Child Protection Authority
of Sri Lanka; Elizabeth Jareg, Redd Barne (Save The Children Norway); Jean Claude Legrand, UNICEF;
Jane Lowicki, Women’s Commission for Refugee Women and Children, New York; Sarah Maguire, DfID;
Carlinda Monteiro, Christian Children’s Fund, Angola. Ex officio members included Lori Heninger, Quaker
United Nations Office, New York, and Dale L Keairns.
The author wishes to extend a very special thank you to Lori Heninger for her enthusiasm in traveling to
the four conflict areas to carry out the training/dialogue. Her strong attributes and abilities to interact and
relate to people made her an outstanding candidate for this work.
The author also wishes to acknowledge the time, dedication, hard work and commitment to high standards
exhibited by each country team in conducting the interviews. This author especially appreciates the kind-
ness, care and sensitivity exhibited toward the girls when conducting the interviews. Those people working
in the four countries include:
Angola: Carlinda Monteiro, Julia Antonio, Julia Grave, Wanda Lara, Penina Chitula and Rosa Batalha
Colombia: Amanda Romero, Erika Paez, Naya Gutierrez, Maria Herminia Rojas, Ursula Mendoza, Maria
delPilar Hernandez, Christian Devenish, Rosita Prieto and Gloria Torres
Philippines: Amihan Abueva and Reggie Florendo
Sri Lanka: Harendra deSilva
The author remains indebted to Dale Keairns for his advice and encouragement, to Carter Keairns a con-
stant source of joy, to many friends for their support, and to the board and staff of Arsenal Family and
Children's Center for the time granted to work on this project.
i
“If only the enemy would listen, it would have been wonderful, and the firing would
stop and we would listen to each other, we would just talk and try not to use guns. I
wish we could end all this violence and we could develop our country.”
— Child Soldier, Philippines
INTRODUCTION
WHY LISTEN TO THE
VOICES OF THE GIRL
Violence against children is unacceptable.
SOLDIER?
Addressing this problem requires the work of gov-
ernments, UN agencies, non-governmental organi-
Many documents have been and are being devel-
zations (NGOs), the private sector and individual
oped to address the concern of violence against
men and women. It also requires that we listen to
children. These are necessary actions to gain under-
the voices of child soldiers to understand their story.
standing and agreement among international parties
This is an important aspect of our work on preven-
to prevent the use of children as soldiers and for
tion, demobilization and reintegration. This study is
rehabilitation. The characteristics of many of these
an effort in listening to the voices of girl soldiers
actions are to call for “providing resources” or
from four conflict areas around the world.
“establishing mechanisms to facilitate activities for
February 12, 2002 represents a major event in the
children” or “ensuring provisions for demobiliza-
efforts to end the use of child soldiers. On this day
tion and reintegration are spelled out.” To accom-
the Optional Protocol to the Convention on the
plish these objectives, we must understand what
Rights of the Child came into force. The enforcement
resources to provide, what activities will meet the
of this international treaty will be important in pre-
child’s need or what provisions need to be spelled
venting children from becoming child soldiers and
out. We can rely on theories, typically Western con-
living through the horrific experiences described by
cepts of treatment, and we can also listen to the
the girls in this study. Under the Optional Protocol
child and try to gain an understanding of what may
governments are charged with ensuring the rehabili-
be most effective in meeting their needs.
tation and reintegration of child soldiers as well as
protecting and not punishing them. Mary Robinson,
United Nations High Commissioner for Human
Rights, stated on February12, 2002 “We are urging
Child soldiers cannot be treated as all
all governments and armed groups to end the mili-
having the same characteristics – even
tary recruitment of children under18 and to release
in the same conflict area.
those children already in service. There can be no
excuse for arming children to fight adult wars.”
The UN Secretary General, Kofi Annan, in his
address before the UN Special Session on Children,
It has often been the case that child soldiers have
May 2002, stated that “the deployment of child sol-
been thought of as a common category of children
diers is a despicable and damaging practice that must
who would possess the same characteristics and
end.” He went on to say “those who practice this
needs. The unique individual features and character-
form of child abuse must be held accountable.” In
istics of the children were often overlooked or
addition, he stated that, “for far too long, the use of
ignored. There was a time when the prevailing opin-
child soldiers has been seen as merely regrettable.
ion was that all child soldiers were boys. We now
We are here to ensure it is recognized as intolerable.”
know that child soldiers include girls as well as boys
T h e V o i c e s o f G i r l C h i l d S o l d i e r s
1
and that demobilization and reintegration programs
sexually intimate relationships between men and
must take into account the unique needs of girls.
women without the consent of the woman and the
approval of a commander to enter into a relation-
The fundamental needs of girls who have been
ship. In some armed groups contraception shots
child soldiers have not been very well documented,
were required and abortions performed even when
understood and addressed. It has only been recently
the girl opposed this action. In all the armed groups
recognized that girls are used in many different
there were power differentials between the men and
ways by the armed groups. Their demobilization
the young girls and many of the girls agreed to a
and reintegration needs are directly related to the
sexually intimate relationship when they recognized
specific ways that they were used.
it brought with it benefits such as more food, better
For example, it has been assumed that most if not all
living conditions, opportunities to ride rather than
girl soldiers were raped and sexually abused by the
walk long distances and other privileges. None of
armed groups of which they were a part. This study
the girls talked about receiving information to pro-
reveals that not all armed groups raped the girls. The
tect against sexually transmitted diseases.
stated position of some of the armed groups forbids
Becoming a child soldier is very dependent on a
WHAT WERE THE KEY FINDINGS IN THIS STUDY?
The key messages include:
Becoming a child soldier
• Becoming a child soldier is very dependent on a combination of the local environment and the
personal circumstances surrounding the girl’s life.
• Living in poverty was an important factor in girls joining a movement or being abducted.
• Girls were not willing to remain at home and live with their family when a member was exploit-
ing them sexually or treating them violently.
• Propaganda provided by the movement was important. (This was not true for girls abducted.)
• If significant others in their life joined, the girls were easily influenced to join. (This was not true
for girls abducted.)
The child soldier experience
• It is incorrect to assume that all girls used as soldiers are sexually abused.
• The mother-daughter relationship was significant for the girls (even when it appeared they did
not have a very positive relationship with their mother) prior to becoming a soldier, during sol-
diering and following escape or capture.
• For two of the four conflict areas, girls felt the armed movement provided them with enhanced
possibilities for their life – they learned valuable skills. If it were not for the violent battles,
many of the girls would have elected to stay in the movement.
The future
• The decision-making process for the girls changed after capture or escape from being a child
soldier.
• Girls from all conflict areas saw education or training as fundamental to their future after being a
child soldier.
• The girls are not searching for ways to retaliate and bring harm to those who had used and mis-
used them. They were looking for ways to make a contribution, to do something meaningful and
productive with their life and to make up for the harm they have delivered upon others.
2
Q u a k e r U n i t e d N a t i o n s O f f i c e
combination of the local environment and the
the propaganda provided by the movement.
personal circumstances surrounding the girl’s
(Propaganda was not a factor for children that were
life. Girls were more readily abducted if they were
abducted.) The movement was seen as a place for
poor and lived near a conflict zone. In addition, if
adventure and excitement. For the most part, they
left at home without the protection of an adult or
were not attracted by the cause. It gave them a
separated from their family, they were an easy tar-
chance to experience some measure of prestige,
get for kidnapping. Girls who volunteered were
exhibit power and gain respect. They saw the uni-
usually influenced to join by a significant person in
form as providing them with a ready made and
their life or because they believed the movement’s
immediate identity. It gave them a sense of cama-
propaganda that promised them a better life. They
raderie and belonging to something that would
saw themselves having food, a uniform that would
bring about significant change. Once in the move-
give them status and a group to which they could
ment they learned about the philosophy and politi-
belong. On a personal level they had either dropped
cal agenda. Frequently the girls felt they were con-
out of school or found going to school problematic,
tributing to a cause that would enable their own
were poor and lived in abusive or separated fami-
family and the masses to have a better, more pro-
lies. They also wanted to participate in the impor-
ductive, life. They went off to the movement for
tant decisions that were going to affect their life.
altruistic reasons because they loved their country
For example, they did not want to accept an
and believed their participation in the movement
arranged marriage planned by their family or be
would usher in a new and better era of social and
hired out as a domestic servant for low pay, cruel
economic and political change.
treatment and separation from the significant people
They also joined because significant others in
in their life. Generally speaking, the girls who vol-
their life had joined the movement and they
unteered had some notion that their life would
wanted to be with them or follow in their foot-
improve by joining.
steps. The significant others who had influence
Living in poverty played a key role in the girls
over the girls were boyfriends, brothers and girl-
joining a movement or being abducted. Most of
friends who influenced them to join. It was not
the girls lived in families where there were many
unusual for the significant other to return to the vil-
siblings. Often there was not enough food for every-
lage and escort the girl to camp or for several of
one. Most of the girls came from villages and their
them to plan to leave together.
family had a small plot of land for growing food or
It is generally assumed that all girl soldiers are
they had a small number of animals that they sold or
sexually abused. This generalization is not sup-
which provided them with food. Providing for the
ported by the results of this study. Many of the
essential survival needs of the family was a constant
girls were sexually abused. The sexual exploitation
source of anxiety and uncertainty.
was different in each conflict area. In Sri Lanka
Girls were not willing to remain at home and live
(with one exception), the girls stated nobody could
with their family when a member of their family
have love affairs or sex. It was considered a major
(parent, sibling, parent’s live-in partner) was
offense and severe disciplinary action was taken if
exploiting them sexually or treating them vio-
discovered. The girls did not say if or how often
lently. Also, the girls who had been marginalized
this rule was broken. The armed group in Angola
by new family configurations (remarriage, step sib-
forced the girls to live with and sexually serve the
lings or siblings born as a result of the new mar-
chief and other men on demand. They were also
riage) preferred to go or were sent to go and live
forced to dance and entertain the men in preparation
with relatives rather than live on the margins of a
for battle. Those girls who refused were severely
punished or killed. In the armed group in the
family where they felt of little or no value. When
Philippines, the stated policy was that men and
living with a relative was not possible, joining the
women were not allowed to be alone together. Men
movement provided a convenient way out.
and women were to be treated equally and have
Another significant factor in the girls joining was
respect for one another. Men and women could each
T h e V o i c e s o f G i r l C h i l d S o l d i e r s
3
approach the other to initiate a sexually intimate
learned to confront and negotiate with others. They
relationship. In order to have the relationship, per-
gained knowledge about self expression. They
mission had to be granted by a higher authority in
learned how to speak in public and teach others.
the armed group. The women in the armed group in
They learned communication skills that would serve
Colombia were the ones to decide if they would
them in their civilian life. If it were not for the
consent to sex. Men would ask to have sex and the
fighting, the girls would have preferred life in the
woman decided. One girl from Colombia reported
armed group over their life as a civilian.
that she had been raped. Women were given contra-
Decision-making took on a different dimension
ceptive interjections. The women were not permit-
following their capture or escape. At the time of
ted to get pregnant. Women were threatened that
their decision to join the movement the girls
they would be killed if they became pregnant. If
believed in their choice and made deliberate and
pregnant, they were forced to have an abortion.
calculated plans for getting away without being
There were some rare exceptions according to the
caught by their families. They paid a great personal
girls. Men were not given contraceptives and the
price for pursuing their choice. After having partici-
burden of responsibility was placed upon the
pated in the armed movement they often regretted,
women. The girls from the Philippines and
in part, the choice they had made for a variety of
Colombia would sometimes agree to a relationship
reasons. When this was the case it made them doubt
because it brought with it special privileges and
subsequent decisions they had to make. It made
benefits (e.g., being able to ride rather than walk
them question their decision-making ability. They
and in general have a less brutal way of life).
began having ambivalent feelings and doubts about
The desire, meaning and importance of the
decisions they had to make regarding their future as
mother-daughter relationship was significant for
they began to reconstruct their lives. Some of the
the girls prior to her becoming a soldier, during
girls expressed anxiety and fear about making the
the time they were soldiers and following their
decision to participate in the interviews for this
escape or capture. The girls longed to be in a sig-
study. They considered the implications their partic-
nificant relationship with their mother. When their
ipation might have for their family and their own
mother was not available, the girl longed for a
self with regard to safety. They struggled with the
meaningful connection with her grandmother, an
future implication of their participation in this
aunt or some other family member. Sometimes the
research project.
girl’s relationship with her mother became
The girls from all four countries saw education
estranged when a new man entered her mother’s
or vocational and skill training as fundamental to
life. Even though their relationship to the mother
their future following their time as a child soldier.
may have been uncertain the girl missed her mother
The girls realized after the fact the importance of
and her family when in the movement.
education and school. Prior to becoming a soldier
What they wanted most was a strong family con-
none of the girls had completed high school. All of
nection especially with their mother. In some
the girls had dropped out of school. The educational
instances they felt like they had abandoned their
process presented them with several problems that
mother. After their escape or capture they wanted to
prevented their continuation in school. Some vil-
be reconciled with their mother and make up for the
lages did not have schools or only a few grades. In
time when they had been away.
some cases the girls’ families did not have enough
money to pay their tuition or purchase the necessary
The girls in the Philippines and Colombia felt
school supplies and clothing to attend school. In
the armed movement provided them with
other situations if the family bought supplies and
enhanced possibilities for their life that they oth-
clothing they did not have enough money for lunch
erwise would never have achieved. The movement
or for the girl to take food from home. Sometimes
served as a family that looked out for them. Their
there was not a village school and the girl had to
basic needs were met. They were respected and
walk long distances because there was not money
given a voice in “criticism” groups where they
for transportation even when transport was avail-
4
Q u a k e r U n i t e d N a t i o n s O f f i c e
able. In other situations the girl had to stay home to
not searching for ways to retaliate and bring
provide for an ailing parent or grandparent. Some
harm to those who had used and misused them.
had to stay home to provide child care for younger
The girls were disillusioned and angry about the
brothers and sisters when their parents were in the
way they had been treated and used in the various
fields working. When the children did manage to get
groups to which they belonged. They were angry
to school they were often humiliated by the teachers
with the enemy who had killed their comrades but
for not having completed homework or were treated
they were not intent on finding ways to injure them.
with great cruelty for not being able to do class
The girls wanted the fighting to stop and the war to
assignments. Attendance was often very inconsis-
end and the killing to be over. They were searching
tent. On the other hand, some of the girls in Sri
for ways to make up for the harm and injury they
Lanka felt intense pressure from their families to
had delivered to others, recognizing they had been
constantly perform at the highest level of achieve-
perpetrators of violence. They sought atonement by
ment. Several of the girls dropped out of school
wanting to find ways to help others and make con-
rather than live with the never-ending pressure and
structive contributions to their lives. They especial-
expectations placed upon them by their parents.
ly wanted to help children and their own mothers.
An important voice from the girls is they were
WHAT ARE THE POLICY IMPLICATIONS?
Key recommendations on demobilization from the girls’ messages include:
• Listen to the girl and her experience and needs – provide basic needs and
safe forums for discussion when she needs help.
• Work to locate some member of her family or significant adult to bring about
some level of reconciliation.
• Provide new experiences that will change her identity from soldier – to
reclaim who she is and to regain faith in her decision-making ability.
• Provide opportunities for education and training – the girls recognize the
value of education and job skills.
A full discussion of the policy implications brought up by the study findings will be elaborated on later in
the section on “What does this say about what we do?” (p. 17).
T h e V o i c e s o f G i r l C h i l d S o l d i e r s
5
WHAT WERE THE COUNTRY DISTINCTIVES?
Some distinctive features from the armed move-
and protect them from the enemy.
ments were identified from the interview material
“The day I was given the cyanide (capsule) I was
that appear to be of critical importance or unique to
very happy because no one would catch me alive -
each country. This is not to suggest that these were
abuse or harass me. This was for my safety. I felt
the only distinct features but rather they were the
good to carry this around my neck. One day another
ones reported by the girls.
leader didn’t have her capsule. I don’t know what
happened; she didn’t explain. She said that she
SRI LANKA
wanted to use mine. That day, I never ever thought I
The girls were issued a “dummy gun.” This gun
will be caught, so I gave mine to her. I was fighting
was to be the girl’s constant companion. She was
in a war. Four soldiers captured me. They surround-
instructed to keep it with her always, even when she
ed me and I gave up. I had no cyanide so it was
slept. She was instructed to become one with the
easy to surrender.”
gun. Once it was judged that she was comfortable
“Our leader was a doctor, she was wounded and she
and at one with the “dummy gun,” which was con-
fell. She ordered us to take the cyanide; I didn’t.
sidered a great achievement, she was presented with
The thought of the others — the way they died
a real gun.
flashed before my eyes and I didn’t want to take
cyanide.”
“Before we were given guns to carry
“I was given one cyanide capsule. As
we had to carry a piece of wood (a
we began this journey we were
dummy). All the while we had to carry
warned - If the enemy catches you,
and after quite some days when we
you will be abused so do not get
were used to it, we were given rifles.
caught if you do get caught take the
The day I got the rifle I was thrilled
capsule.”
and happy.”
— Child soldier, Sri Lanka
— Child soldier, Sri Lanka
“Without the cyanide we don’t go to war. Even now
“As long as you are frightened to handle a rifle you
I don’t like jewelry. I like a black thread round my
won’t get one. You have to wait till you are ready to
neck. I had got used so much to the thread around
get a real rifle. With the ‘dummy’ you have to get
my neck. I feel sad when I think of what happened
used to it. The moment they realize you are not
to me. I had the cyanide and I didn’t take it and
scared and you are keen to handle a rifle you are
when I go back I’ll have to face death.”
given one.”
The ultimate achievement was to be honored at a
The girls who were fighters were issued a cyanide
“Hero’s Welcome.” A hero’s welcome was a special
capsule on a necklace. The necklace was to be worn
honor granted to those who risked and or sacrificed
into battle and swallowed to prevent them being
their life in battle by killing and destroying the
delivered into the hands of the enemy. The girls
enemy. The supreme hero’s welcome was celebrat-
were told their death by cyanide was better and did
ed and took place after the girl’s death. If by some
not compare with the torture they would receive at
chance the girl was not killed in battle and had
the hands of the enemy. It was to assure their safety
escaped capture and had not swallowed the cyanide
6
Q u a k e r U n i t e d N a t i o n s O f f i c e
capsule, her “Hero’s Welcome” might include a
don’t, and when a girl gets a husband they have her
visit from some member of her family.
killed. He sent two men to tie me to a tree and they
beat me with sticks. I was there for an hour; later
When someone goes out for a Hero’s death, they
they untied me. These are the punishments they
are honored. I feel sorry for them. Many die and
inflict when a woman does not accept.”
never come back. Some have come back after per-
forming dangerous missions. They are then promot-
The girls were used to entertain the troops. They
ed and become respected.”
were forced to dance, sing, respond to sexual
demands and keep the men at a high level of excite-
ment 24 hours a day. Cold water was thrown on the
girls to prevent them from sleeping.
“I went out to die a hero’s death - you
have to enter a camp and come back. I
came back victorious. Finally I was
major - nobody is called major, you
“The young girls even sang till mid-
are only given a name and you are
night. Dancing every day, there was
called by that name. The rank is
no sleep.... even if you were tired, if
announced only after one’s death.”
you tried to sit down, they woke you
up or they threw water over you.”
— Child soldier, Sri Lanka
— Child soldier, Angola
ANGOLA
“[T]he older girls washed clothes, cooked and
danced every day: they began dancing from 18.00
The girls were used as “Okulumbuissa.” As soon as
to 7.30. Those who are 30 dance with the oldest of
the girl’s breasts began to form they could be
70/60, those of 20/25 dance with the men whose
impregnated and the men did not have to assume or
hair is turning white; those who are 17/18 also with
claim paternity or any responsibility for them or for
the oldest men; 14 and under, there are some of the
the child. If the girl did not accept the man’s
oldest who dance with them. The young boys dance
advances toward her she could be tied to a tree and
with the youngest girls. After dancing, those who
beaten with sticks.
have a young man/boy go and sleep with him. If
you do not accept, they will take you to a place, and
then kill you. Even if you don’t want to, you are
forced to. The soldiers who want to have sex with
“…he didn’t really want me to be his
the girls sent their servants to fetch a girl: when
wife but only “Okulumbuissa.” It’s a
they wanted to have their way with a girl, they sent
common habit with chiefs in the forest
a servant to call her.”
- when a girl is in your care, you have
“I went to four bases to teach the others to dance
to Okulumbuissa.”
and sing. But whenever we traveled to teach the
— Child soldier, Angola
others we carried the chiefs’ backpacks. During the
time that we spend in the bases we cannot sleep. At
night, after we cook dinner, we dance and sing.
When the day is breaking, we go to the chief’s
They do this with all the girls, as soon as their
house and then we take a nap. About 5 a.m. we
breasts start to grow. After the girl becomes preg-
have to wake up and resume dancing and singing.
nant, the chief orders a house to be built and the girl
They did not let us sleep because they feared that
stays there. Some let them have a husband, others
the government would come and attack during the
T h e V o i c e s o f G i r l C h i l d S o l d i e r s
7
night…And if we were sleeping who would wake
for men to abuse women was not allowed. It wasn’t
us up to carry all the materials and food? That is
even allowed to touch each other, to speak to some-
why they did not let us sleep at night.”
one of the opposite sex alone, especially in dark
places, this was also prohibited. I felt very safe; I
The girls were instructed not to talk about their for-
mer life with their family. They were not permitted
had no fear.”
to recall or talk about their family, use their family
given name, speak about their village, acknowledge
their birth date or age. In essence they were to give
up their former identity. This created a sense of
“The times we would be all together
social isolation. This process led the girl to become
and you could open up all your prob-
socially and emotionally isolated from herself and
lems. And you can speak of your mis-
others.
takes, and of the hurt that you caused
“It was forbidden to talk about fleeing or about
someone.”
your family: it is only talking about them. I didn’t
— Child soldier, Philippines
know where my mother was, I had no one I could
talk to about my family. There was no contact with
the family. You could not talk about what you’d left
behind.”
“When there were times when we didn’t have work
to do, we would relax, there would be lots of jokes
and we would sing together. To everyone, if you are
upset about something or someone, this can be dis-
“At the base you cannot talk about
cussed. Even relationships with women can be dis-
your family, or talk about your village.
cussed. If you want to enter a relationship, then the
They told us: here just forget your
man can approach the woman.”
parents. You’re going to live well
“[I]n the movement, you will be criticized and
here.”
admonished: Why did you not do your task? Why
— Child soldier, Angola
did you not cook? Why did you depend so much on
others? And you must say things frankly. Whether
that person is a commander or a teacher, as long as
that person committed a violation, you can voice out
“It’s not worth thinking about the village you left
your criticism. There’s no place for fearing reprisal
behind. From now on forget your parents, because
in blurting your criticisms because that person is,
you came here to work.”
say, a commander. If a person has done something
wrong, it is necessary that you tell the person that he
PHILIPPINES
has done something wrong. That’s the movement’s
policy. You must not be wary of giving criticisms.
The girls participated in criticism groups that were
You must shed your bourgeois ways that still come
held in the afternoons. The participants confronted
from [traits] outside the movement.”
each other about their behaviors. They reviewed the
ways they related and behaved toward each other.
They were indoctrinated in the philosophy of the
These groups provided them an opportunity to eval-
movement and sent out to politically teach and
uate their own behavior and insights about how oth-
organize the people.
ers perceived them. The prevailing philosophy was
“We had to study about why we were there. To
that men and women were equal. Men were not per-
explain why there is a revolution now, things like
mitted to abuse women.
that. They wanted us to really understand. My com-
“In the seminar, it was made clear that it was
rades were very strict during the period of educa-
absolutely prohibited to take advantage of women,
tion.”
8
Q u a k e r U n i t e d N a t i o n s O f f i c e
“It’s important that before you enter the movement,
“I think this was very painful for the girls, I mean,
they talk to you to understand the reasons why you
imagine that, making someone have an abortion.
want to join. For example, if your reasons for join-
You’re told, from when you join that you can’t get
ing are just for personal interests only, they will
pregnant.”
give you a seminar because that’s not enough good
“[T]hey can’t use pregnant women, because at any
reason to join.”
moment a pregnant woman... they might even kill
“…but in the movement, you have to learn to speak
her. You were given contraceptive injections, they
to large groups. So when you speak to the masses,
had many methods to stop the girls from getting
you really have to use your brains. When you
pregnant. The men weren’t given contraceptives.
speak, you have to speak for your principles.”
They’d say that it’s the woman that has to deal with
the contraception. It was just the women that were
told because the commander said that it was the
women that decided, the men asked to have sex and
“We had to undergo education first.
the women were the ones that decided.”
That’s how it is in the movement, study
“I found out about one girl who got pregnant but
first. They did not give me any task yet
she was made to have an abortion after three or four
until I have undergone some studies.”
months when the commander realized that she was
— Child soldier, Philippines
pregnant. There was a very strong reaction. She
cried, she said that she’d rather they killed her than
have an abortion. She had an abortion, everybody
has to have an abortion.”
COLOMBIA
“[I]f any woman gets pregnant there then they make
her have an abortion. You can’t have the baby, it’s
The girls in Colombia received some form of con-
not allowed. The commander was in charge of birth
traception immediately upon their entry into the
control He was the only one who knew how to give
armed group. The type most frequently used was
the injections. Every six months he gave you an
contraceptive injections, although IUDs and birth
injection. I wouldn’t let them give it to me. My
control pills were sometimes used. Contraception
boyfriend said that it was for the women’s good, it
was as much a part of their life as a soldier as their
wasn’t for them but for the sake of the woman.
combat training. They were given the injection even
Think about it, a woman out there, she gets preg-
when they expressed their strong objection. It was
nant and then she has to have an abortion. I was
reported that condoms were given to men with
given the pill but what’s used most of all is the
AIDS. The girl was held totally responsible for any
injection. The men were given condoms. My
pregnancy. All pregnancies were to end with an
boyfriend said that condoms were for... that they
abortion. The girls reported there were some rare
were for those people with AIDS, that was what
exceptions made to this rule and the girl was per-
condoms were for. The majority of men didn’t use
mitted to have the baby.
them, there were only a few people that used them.”
“…if a girl got pregnant she was
made to have an abortion.”
— Child soldier, Colombia
T h e V o i c e s o f G i r l C h i l d S o l d i e r s
9
HOW DO WE HEAR
WHAT WERE COMMON
THEIR VOICES?
CHARACTERISTICS
OF THESE CHILD
The approach taken for this study was to carry out
in-depth interviews from four conflict areas: Angola,
SOLDIERS?
Colombia, Philippines and Sri Lanka. The objective
was to hear the voices of these girl soldiers. By lis-
The girls interviewed were:
tening to their voice we will more effectively under-
stand their needs and learn lessons from their experi-
• From on-going conflicts (none of the conflicts
ence. Information can be gained by other methods
had ended at the time of the interviews).
(e.g., surveys, questionnaires, etc.). However, this
• Part of an armed movement (not part of a govern-
effort is designed to allow them to tell their story
ment army) that had a long history (i.e., they
and the task is for us to listen, understand and
were not newly formed armed movements).
respond to the messages. We were not limited to
gaining answers to specific questions, but to allow
• In general, from poor or economically disadvan-
their thoughts to emerge during the interviews.
taged families.
• From large families – they all had multiple sib-
WHAT CHILDREN
lings.
PARTICIPATED?
• Either captured by government forces or escaped;
their stories indicate that none received violent
treatment after being captured or escaping. (One
In order to participate in the study the girl soldier
child — in Sri Lanka — was a special exception.
must have served as a soldier before reaching the
Her data has been kept separate as she did not
age of 18 years and be out of the conflict for less
meet the criteria for this study.)
than two years. Given the in-depth interview
methodology, the objective was to obtain interviews
• None had completed high school; most had only
from four to six girls from each conflict area. The
completed early grades of elementary school;
girls were selected by the country team based on
some could not read or write their name.
their accessibility, willingness to be interviewed and
the team’s ability to assure confidentiality and pro-
HOW WERE THE INTER-
vide for their safety. Twenty-three girls met the cri-
teria for this study. There were five girls from
VIEWS CONDUCTED?
Angola, six girls from Colombia, six girls from the
Philippines and six girls from Sri Lanka. A seventh
A project team, led by a representative in the coun-
girl was included from Sri Lanka; she did not meet
try, was developed in each country. These teams car-
the criteria since she had been out of the conflict for
ried out the interview process. A training/dialogue
more than two years. Her data has been included,
session was held in each country prior to the collec-
but kept separate, because of the rich contributions
tion of data. Lori Heninger, Quaker United Nations
of her interview.
Office, New York, and a member of the research
The girl soldiers were from the same armed move-
team, conducted the training/dialogue sessions. Each
ment within each country. This is not to say that
of the sessions was adapted to meet local cultural
there were not other armed movements or govern-
needs. This session included a description of the
ment armies that used child soldiers.
research method developed by Irving Seidman.1 The
head researcher, Yvonne Keairns, developed ethical
1 Irving Seidman, Interviewing as Qualitative Research, Teachers College Press, 1998
10
Q u a k e r U n i t e d N a t i o n s O f f i c e
guidelines, interviewer actions and responsibilities
experiences
and consent forms for the child soldiers. Guidance
- Family relationships
was sought from the country teams on how to meet
- Festivals and Religion
the concerns that may occur from the girls as a
- Education
result of the interviews. Three in-depth interviews
- Play
were held with each girl soldier. The interviews
were conducted in the girl’s native language and
• Their evolution and journey as a child soldier
were (in general) scheduled to last up to two hours
- Reason for joining
and were held three to seven days apart to allow for
- Training and life as a child soldier
a period of reflection between each interview. There
- Reconsideration of the decision
were times when this schedule was altered due to
accessibility and issues of safety. The first interview
• A view of who they are and how they view the
was focused on the girl’s life prior to becoming a
future
soldier, the second on the girl’s life as a child soldier
- Sense of self
and the third on how she saw herself moving into
- Time and the future
the future.
FAMILY RELATIONSHIPS
HOW WERE THE INTER-
VIEWS ANALYZED?
“I have resolved that I will never be
The interviews were transcribed verbatim and trans-
neglectful of my family when I have a
lated into English. A person knowledgeable about
family of my own.”
the local culture reviewed the interviews to provide
— Child Soldier, Philippines
perspective on aspects of the culture that would not
be clear from the message as transcribed. The tran-
scribed interviews use fictitious names for the girls
in order to maintain confidentiality and safety for
All of the girls longed for and still long for a
the girls. Other identifying information was
secure, nurturing relationship with their family.
changed to protect the girls interviewed. To hear the
Many of the girls suffered from abusive family rela-
voice of the girl, the interviews were read and re-
tionships. In spite of this the family bonds and
read in order to appreciate, hear and accept what
attachments were strong, life-saving and enduring.
each girl described and revealed about her life and
All of the girls want to be reconciled to their fami-
her experiences as a child soldier. Common themes
lies. They especially long to have meaningful rela-
from each of the interviews were identified, articu-
tionships with their mothers.
lated, synthesized and elaborated upon in order to
understand the experience of the girl soldier. The
FESTIVALS AND RELIGION
common themes then served as the basis for devel-
The girls enjoyed the festivals celebrated by their
oping conclusions and recommendations.
respective villages and countries. It provided them
with a sense of belonging and enjoyment and hope-
WHAT WERE THE
ful anticipation. Most of the girls had fond memo-
ries of the preparations made by their family mem-
IMPORTANT THEMES?
bers and their own participation in these prepara-
tions that provided them with a meaningful role
Nine themes were selected and they can be grouped
within their family.
into three areas:
The girls fulfilled, when possible, the customs and
• Common characteristics of who they are and their
traditions of their religious heritage. They wanted to
T h e V o i c e s o f G i r l C h i l d S o l d i e r s
11
have faith and trust that God would protect them in
these girls, play may be the universal language of
battle and watch over their families. A number of
hope.
the girls raised questions about the part God plays
in life.
REASONS FOR JOINING
EDUCATION
All of the girls came to realize the importance of
“They found me amongst the rocks,
education and recognized that it provided an avenue
to some degree of self-sufficiency. This was true
pounding maize, and alone. There
even for those girls who had received very little for-
were 15 of them, all with weapons…
mal education. School attendance also gave them
they just take you.… Leave the corn
some relief from social isolation from their peers.
they said.”
Prior to becoming a child soldier the value of going
— Child Soldier, Angola
to school and studying had to be measured against
the need to care for younger siblings, caring for ail-
ing parents or grandparents, working to provide for
The reasons for joining apply to girls who were not
the family’s survival needs and paying for school
abducted, coerced and/or gang pressed into joining.
and its related costs.
According to Brett,2 children are more vulnerable to
The educational environment experienced prior to
recruitment if the children are poor and disadvan-
becoming a child soldier varied widely and often
taged, they inhabit or live near a conflict zone and
focused on punishment when the girls did not per-
are separated from their family. All of these charac-
form well or were weak in a subject, and they felt
teristics apply to the girl soldiers in this study.
humiliated or stupid. The girls frequently felt as
Some factors increased the chances of involuntary
though they were failing their teachers, parents or
joining, such as:
themselves. Encouragement and support for contin-
• being at home for long hours without adult pro-
ued study was in very short supply.
tection, and
• being sent for family supplies in groups of
PLAY
women or girls or going alone and being
All of the girls had vivid memories of play in child-
ambushed.
hood. Even when working with their families in the
fields they found ways to steal a few minutes to
There are additional reasons shared by the girls for
play. One child who was not permitted to play
voluntarily joining armed groups:
found ways to disappear from her mother’s view, to
• not being given a voice in decisions that would
give herself a few minutes to play. Playing enabled
alter their life;
the girls to develop enjoyable relationships and
• being physically and/or emotionally abused by
make connections with other children. Play called
siblings or parents;
upon their creative energies and they were very
• being marginalized in a new family structure that
inventive in crafting dolls and toys from natural
involved step-parents; and
objects. In one of the armed movements, if the girls
• living in poverty.
arrived early in camp they made mud ovens like
ones from their childhood play. As expressed by
2 Rachel Brett, Margaret McCallin and Rhona O’Shea, Children: The Invisible Soldiers, April 1996
12
Q u a k e r U n i t e d N a t i o n s O f f i c e
TRAINING AND LIFE AS A CHILD SOLDIER
RECONSIDERATION OF THE DECISION
“To kill the babies they would hold
“You cannot believe things that you do
them by the feet and bang their heads
not know, but you would believe what
on a tree and the child was dead …
you saw.”
hold another and bang it against
— Child Soldier, Philippines
another tree and it was dead. It was
not worth using up ammunition to kill
the children … that is why they killed
them by banging their heads against
All of the girls recognize the high personal price
the tree.”
they paid for participating in an armed movement.
This was true for the girls, who were abducted,
— Child Soldier, Angola
coerced, gang-pressed or who joined willingly.
They realized in retrospect what it had prevented
them from doing, such as continuing their educa-
Many experienced being in the midst of fierce bat-
tion. They questioned if staying at home and
tles that were terrifying. They all feared that their
accepting decisions that were imposed upon them
life could be ended at any moment. They were
was any worse than being in the movement. They
given weapons and trained to use them to kill. They
reevaluated if their family circumstances, however
all feared being captured because they were taught
abusive, were worse than being in the movement.
the enemy would torture them if they were captured
They felt guilty for not having been able to help
or if they surrendered. Their sense of loss and grief
their families during the period of time they were
was profound and relentless. Many were forced to
with the movement. They realized that their life had
be perpetrators of violence and kill. They were
been changed forever.
pushed to the limits of their physical and emotional
capacity. They were deprived of sleep and proper
SENSE OF SELF
health care. They provided slave labor carrying the
supplies, water, food and ammunition. They served
as cooks and laundresses for the officers and troops.
They were used as the protectors going ahead to
“Who am I now? I have an identity
detonate landmines, detect enemy troops and serve
card, which does not mean anything. I
as bodyguards for the officers. Their memories are
am confused.”
filled with images and sounds of horrific violence.
Their life was of less value than a commander’s, a
— Child Soldier, Sri Lanka
gun or a communication radio.
These girls exhibited a strong sense of self or they
would not have survived. They often felt broken
and alone but ultimately not severed from some
fundamental sense of who they were or who they
could become. Even when stripped of the outward
signs of their identity and forced to participate in
abusive relationships they were able to maintain
some sense of self. They often acted fearless when
terrified, and stood up for themselves in the face of
T h e V o i c e s o f G i r l C h i l d S o l d i e r s
13
brutal treatment and consequences. They lived with
something constructive with their life such as
contradictions and intense feelings of ambivalence
return to school, participate in skill- or vocational
about supporting the movement and being recog-
training or begin a small business that will enable
nized for their accomplishments and at the same
them to be more self-sufficient. They also express a
time being perpetrators of violence. They wanted to
strong desire to make a contribution and help oth-
be someone and they longed to be valued. The girls
ers, primarily children and their own mothers. They
continue to pursue life recognizing that once others
wanted to make amends for the things they had
knew that they had served in armed movements,
done that they knew were wrong. This focused pri-
even when it was against their will, they would be
marily on their participation in village massacres,
viewed as untrustworthy and generally diminished
raids and for being perpetrators of violence.
in the minds of others. They struggled with who
they understood themselves to be and how others
conceived of them. For example, others were afraid
of them when they learned they had been part of an
WHAT CAN WE
armed group.
CONCLUDE?
The girls in the Philippines and Colombia also
gained a stronger sense of self because they learned
how to participate in criticism groups and evaluate
the ways in which the men and women in the
“I begin to think a lot and my heart
movement related to one another. They also learned
seems to become tired”
how to teach and developed skills they could use in
— Child soldier, Angola
civilian life. The girls would have gone back to the
movement if they could avoid the armed struggle.
TIME AND THE FUTURE
THERE ARE COMMON HUMAN NEEDS:
While this study represents a small number of girl
soldiers it gives voice to their experiences in depth.
“A soldier told me in the movement I
These stories and descriptions took place in four
would just die without a future.”
countries and represent three continents. Even
— Child soldier, Philippines
though the geographical distance between the coun-
tries is great and the cultures offer great variation,
the human dimensions revealed are common for the
All of the girls live in fear that members of the
girls studied. This study makes vivid the ways in
armed group in which they served will recognize
which the girls are united in their needs as children.
them and bring harm to them or to their family. In
This unity is much greater than what separates them
spite of this fear they all envision themselves mov-
by virtue of their culture or geographical distance.
ing into the future, even though the future presents
These common human needs include the need to be
them with many uncertainties and fearful thoughts.
They want to be able to define their future and par-
• Valued; to be worthy as a human being
ticipate in the decisions that are going to affect
• Part of a family
their lives. They all want to be in the right relation-
• Respected
ship with at least some member of their family.
• Heard
They want the wars to end and the fighting to stop.
• Able to participate in the decisions that affect
They are not focused on seeking revenge although
their lives
they have angry, raw and unresolved feelings about
their experiences as child soldiers. They want to do
14
Q u a k e r U n i t e d N a t i o n s O f f i c e
WE MUST ALSO ADDRESS THE SPECIFIC
Becoming a child soldier is a process and not an
NEEDS OF THE INDIVIDUAL GIRL
event. This was true of girls who were forced or
volunteered to join an armed group. Five of the
There are two aspects to this consideration: the
girls from Sri Lanka joined “voluntarily” and one
internal conflict that a girl may feel and the variety
was abducted. The five girls from Angola were
of experiences she lived through.
either gang pressed or abducted. All six girls from
The voices of the girls reveal internal conflicting
the Philippines were “voluntary” participants and
feelings that confuse them. Others working with the
the six girls from Colombia volunteered. Voluntary
girls will need to be sensitive to these conflicts as
must be understood in the context of pressures
the girls attempt to address the source of the dis-
placed upon them from friends and external circum-
comfort in their own lives as they go forward. An
stances, as well as internal pressures heightened by
example of the internal conflicting feelings is the
their need to escape from some form of oppression
girls’ longing to return home and their fear of rejec-
in their life at the time they volunteered.
tion by their family or community. A second exam-
In some instances the event of receiving a uniform
ple is their desire to feel comfortable and at peace
gave them an immediate sense of status and belong-
with their own self and their sorrow and guilt over
ing. It did not, however guarantee the philosophical
violent acts committed.
or psychological identity of soldier. Being issued a
The girls also had different experiences as a child
weapon was usually a sign of recognition that the
soldier. Many of the girls served in combat, were
girl had been more fully embraced as being one of
perpetrators of violence, were used as sexual slaves,
the armed group. This recognition further confirmed
danced for the troops before battles, were cooks,
the girl’s identity as a soldier by the armed group.
served as radio communicators, carried supplies,
The girls who received weapons and weapons train-
stole food and supplies from villages, preached to
ing were advanced in their identity as a soldier.
the masses. While there are human needs that are
Their identity as a soldier increased as they were
common to all the girls, the specific needs with
taught the political and philosophical positions of
regard to demobilization and reintegration will vary
the armed group. It was further enhanced in the
based on their unique experiences, the length of
Philippines and Colombia as they went out to
time spent as a child soldier and the situation into
“teach the masses” – a term used by the girls to
which reintegration is taking place.
indicate doing public education with the population.
The ultimate identity as soldier in Sri Lanka would
have been swallowing the cyanide capsule they had
IT IS IMPORTANT TO UNDERSTAND THE
been issued. It both confirmed and ended their iden-
NATURE OF THE EXPERIENCE
tity as soldier. They received the highest “hero’s
welcome” after their death for this final act as a sol-
dier. The identity of soldier for the girls in Angola
was more the identity formed by a person who is a
Becoming a Child Soldier is a
slave and used by others for chores, entertainment,
Process
protection and sex.
Girls were used as soldiers in each conflict area in a
Having the identity of a soldier
great variety of ways. Girls within the same armed
evolved for the girls – it is a process.
group were given different orders and tasks, thus
This was true for girls that were
making each girl’s way of knowing and identifying
forced to join or for those that volun-
herself as a child soldier different. A day in the life
of a girl child soldier was created for each conflict
teered to join an armed group.
area. This day incorporates the different tasks that
were reflected in the girls’ voices. Thus it does not
represent one girls experience. The day in the life of
T h e V o i c e s o f G i r l C h i l d S o l d i e r s
15
a girl in Sri Lanka is presented at the end of this
DROPPING OUT OF SCHOOL
summary as an example.
It is important that we understand the identity of the
child. A child who was used as a sexual slave sees
herself differently from a child who was given a
“The teachers there used to hit us
gun and was sent into combat. The girls who com-
when we didn’t bring our homework. I
municated the politics and philosophy of a move-
went out with my mum and helped her
ment had a different identity than the girls who only
to sell cassava and plantain, other
served as cooks. Girls who were given voices in
days I stayed at home and looked after
decisions had a different identify from those that
my brothers and sisters.”
just took orders.
— Child soldier, Colombia
WHAT ARE KEY RISK
FACTORS IN THE
Girls dropped out of school because the teachers
were often punitive and the girls felt humiliated or
CHOICE TO BECOME
they could not reach the high standards and expec-
A CHILD SOLDIER?
tations set by their parents. They also dropped out
of school to provide for the survival needs of their
family e.g., helping to provide food or being
Three risks have been identified and reviewed:
responsible for a younger sibling or an aging or sick
family member. They often did not have money for
• Poor and disadvantaged
tuition or supplies and had to drop out of school.
• Inhabiting a combat zone
Frequently the school was a great distance from the
• Separated from their family
home village and they had to walk long distances.
These risks were present for the girls studied and
Public transport was very uncertain.
played an important role in their becoming a child
soldier.
NOT HAVING A VOICE IN DECISIONS THAT
A
The girls in these interviews also shared other fac-
FFECT THEIR LIFE
tors that were important in their becoming child sol-
diers. These additional risks include:
• Dropping out of school
“About ten days before the day of the
• Not having a voice in decisions that affect their
marriage, I started to plan to leave the
life
house. I waited, tried to convince my
• Being marginalized in new family structures
parents, they were very adamant and
• Failure to be protected by the family
would not listen to me. They never lis-
tened. The day before the marriage
everything was ready. I ran away. I
ran away to escape a marriage I did-
n’t like.”
— Child soldier, Sri Lanka
Girls were sent, without being included in the deci-
16
Q u a k e r U n i t e d N a t i o n s O f f i c e
sion, to live with relatives or sent off to work as
tasks for the family such as walking long distances
domestic servants. They also were not willing to
to collect salt or working in the field with other
participate in arranged marriages and would flee to
women and girls. They were vulnerable to ambush
the armed group rather than marry at their parents’
by armed groups.
insistence.
BEING MARGINALIZED IN NEW FAMILY
S
WHAT DOES THIS SAY
TRUCTURES
ABOUT WHAT WE DO?
“One of my mother’s men tried to
The demobilization process must move the girls
abuse me when I was younger. He
into a psychological place where they can begin to
tried to abuse me and because I didn’t
claim, in small pieces, who they wish to become
let him he got angry. He used to fight
within the realistic possibilities afforded to them by
their country.
with my mum and he used to fight with
me … so I didn’t want to live with my
We need as a world community to offer a way into
mum anymore.”
the future as well as some continuity with their past.
These girls have been both victim and perpetrator.
— Child soldier, Colombia
We must support them as they move away from the
horrific memories and experiences and stand in sol-
idarity with them as they begin to make their own
When a parent remarried, the girl may have felt
claims on the future. They have claimed and verbal-
rejected by the new step-parent. They were often
ized their desire to care for others, especially chil-
abused or mistreated in the newly created family
dren and their families. They have stated they want
structure by the step-parent as well as their birth
to do something useful with their life. They have
parent. They no longer felt included in the family.
angry feelings about the enemy who killed their
comrades, but they are not seeking revenge as much
FAILURE TO BE PROTECTED BY THE FAMILY
as they are seeking to live a life without constant
fear and fighting.
For these girls to begin to reconstruct their life there
must be some level of mutual reconciliation with
“I was afraid of my mum. When my
their families and their village or the community
mother left she took my other sister
where they are going to return. Demobilization and
and I stayed behind looking after the
reintegration programs must work with the girl, her
children. She left me with my dad, my
family (if they are still alive and can be located or
dad also left and I was left alone in
traced), and the village from which she came.
the house and that was when the guer-
Demobilization and reintegration programs must
rillas appeared.”
also begin to provide the girls with new experiences
that will change their identity from soldier and
— Child soldier, Colombia
begin to build their identity as children worthy of
new life.
Girls were left at home to watch younger siblings
without an adult. The girls were emotionally and
physically exhausted, an easy prey for armed
groups. Girls and women were used to perform
T h e V o i c e s o f G i r l C h i l d S o l d i e r s
17
RECOMMENDATIONS
they should know more and be performing at a
higher level.
FROM THE THEMES
PLAY
The following recommendations should only be
considered in consultation with the girl soldiers.
Provide time for play. Having free time in which to
play provides an opportunity just to be, where the
FAMILY RELATIONSHIPS
demands and expectation of daily life are greatly
reduced. Play can also provide relief from stress.
Aid each girl in trying to locate or trace some mem-
Activities pursued in play should be chosen by the
ber of her family or a relative and work with the
girl with guidelines and limits that keep the play
girl and her family, especially her mother, to bring
from becoming too aggressive.
about some level of reconciliation. When family
reconciliation is not possible, because there may no
REASONS FOR JOINING
longer be a family, work with each girl to help iden-
tify at least one meaningful adult where a signifi-
Work with the girl’s family to try and establish a
cant relationship could be established.
way for the girl to be reconnected to some member
of her family. Assist the girls in establishing mean-
FESTIVALS AND RELIGION
ingful relationships. Girls joined to avoid abusive
family relationships, escape from poverty and to
Festivals and religious observances played a mean-
relieve the pain of social isolation. Listen and
ingful part in the lives of the girls before becoming
encourage the girls to talk and think through their
a child soldier and their reinstitution into the girl’s
values and ideals. Some joined for idealistic reasons
life can provide healing and a meaningful connec-
such as helping the common people and have a bet-
tion to the past, to her family and community. The
ter life, and later learned that what they thought was
girl should be encouraged to identify those festivals
a just cause can be betrayed by violent, warring
and religious observances that are meaningful to
behavior. Help them evaluate other ways of bring-
her.
ing about change.
EDUCATION
TRAINING AND LIFE AS A CHILD SOLDIER
The girls all recognize the value of education or
Provide ways to return to girls their history, their
some form of job or skills training. This could mean
names, memories of their childhood, their families
returning to school or being mentored in how to set
and their villages. Encourage them in reclaiming
up and maintain a small business. Educational and
who they are. Those who joined because they were
training programs will need to be funded, individu-
alized and appropriate to their grade level and/or
looking for a family may wish help in mourning
their ability to read and write.
their loss of belonging. When requested, work with
each girl in her desire and ability to look at the vio-
Obstacles to education will have to be addressed,
lent acts she has committed and the violence that
such as family resistance regarding the girl’s atten-
has been directed toward her.
dance, money to pay for tuition, supplies and
clothes, having to walk or travel prohibitively long
RECONSIDERATION OF THE DECISION
distances and the availability of schools and teach-
ers. Continued participation in education or training
Establish ways for the girls to regain faith in their
will be dependent on the girl being included in the
decision-making ability. They can be given respon-
educational decisions that will affect her. It will also
sibility for a series of small but meaningful deci-
depend on being encouraged and not punished for
sions where there is a high probability of their
failure to achieve as they struggle with elementary
choice leading to a good outcome. Allow them to
concepts when their chronological age suggests
address their sense of loss and disappointment.
18
Q u a k e r U n i t e d N a t i o n s O f f i c e
Enable them to acknowledge the lessons they
Two areas are considered: the consent forms and the
learned and help them put these lessons to good
interview. Most of the information on the interview
use. Encourage them in their continued questioning
process came from the interviews in Sri Lanka,
so they can come to a fuller understanding of how
Philippines and Colombia.
they have gained new insights based on their own
experiences.
AFFIRMATION OF INFORMED CONSENT
S
Many of the girls showed heightened interest in the
ENSE OF SELF
consent form. They took note of every word. They
Provide safe discussion forums, defined by the
often went through the form repeatedly, reading it
girls, where they can begin to build their sense of
in silence. If they could not read, when the consent
trust in their own self and in other people through
form was read to them, they asked for it to be read
frank communication with others around them.
several times. They raised questions about its impli-
Those who have been sexually abused should have
cations for them and for their family. They specifi-
the opportunity to address the ways they were used
cally asked if it would pose any danger now or in
as sexual objects. Provide for their basic needs
the future for them or their family. They were very
(e.g., safety, education, productive activity, food,
interested to know how the material would be used.
shelter, clothing) so they feel worthy of care and
Conclusions based on these observations:
protection. Respect their individual capacities.
• They recognize that what they do may have seri-
T
ous implications for meaningful others in their
IME AND THE FUTURE
life; they now experience themselves in relation-
Offer the girls a safe haven for a period of time but
ship to their family, their community, etc.
do not keep them institutionalized. Provide safe
• They took seriously what they were being asked
centers to which they can return when they recog-
to do and felt responsible for the decision they
nize they need help, where they know they will be
were making in participating in this study; they
listened to and where they will be respected. Work
were being thoughtful and careful about the deci-
with the girls to help them think about the decisions
sion they were in the process of making.
they are making and the implication and meaning of
those decisions. Support them in taking concrete
• They want to participate and take an active part in
steps in implementing some of their future objec-
the decisions that are going to affect their life.
tives such as returning to school, skills training for
• They want their voice to be heard and taken into
establishing a small business, working on behalf of
account .
others, such as caring for children or returning to
their village and family when possible.
Based on these conclusions the following options
and choices are recommended when using consent
THERE WERE LESSONS
forms for research or other purposes.
LEARNED FROM THE
• Consent forms must be used and written at a level
that the girl can understand.
GIRL SOLDIERS ON THE
• If she cannot read, the form must be read to her
INTERVIEW PROCESS
with opportunity for her to have it re-read and for
her to ask questions until she feels comfortable
The interviews provided a broad understanding of
with the document.
the girls’ experience of being child soldiers. They
• She needs to be told of the value of the research,
also provided information on the interview process.
how it will be used, and assured of her right to
Comments by the girls have resulted in an under-
withdraw at any time without suffering any
standing of how they viewed the interview process.
adverse consequences.
T h e V o i c e s o f G i r l C h i l d S o l d i e r s
19
• Care must be taken to fully inform and allow
my future with confidence. In a way this has been
girls to participate in decisions that are going to
useful. I am able to see what I have learned through
affect their life.
all these experiences.”
• Confidentiality must be assured.
Two other girls made the following enlightening
comments to the interviewer: “After talking to you,
• A written summary based on the experience of
lots of thoughts went through my mind. In a way I
girls who have been through the interview
was happy I could talk about all this to both of you.
process could be provided so she could read and
I do not talk much because I cannot trust anyone.
evaluate for herself how the process had helped,
All the time I spend here is either with the machine
hindered and/or had been of value to others.
or with the radio.” And “I have to talk to you. I
have not told my story to anyone else and I must
INTERVIEWS
now see you and talk to you. I wanted to talk to
someone; finally I have got this chance. When I
In the beginning of the interview process the girls
saw you I thought I could tell everything. Now my
described feeling nervous and afraid of the process
burden is a bit less. Thank you.” And finally one of
and about giving correct answers to the questions.
the girls said to the interviewer, “Please listen to
They were reassured that there were no wrong
me; it would be good if you listen to me.”
answers and everything they said would be accept-
ed. Some exhibited curiosity about the laptop com-
C
puter and the cassette recorder. One girl wanted to
ONCLUSIONS BASED ON THESE
review the questions that were going to be asked in
OBSERVATIONS:
advance. Another wanted to know in more depth the
The interviews:
purpose of the interviews. Another asked if she
could pretend the interview was for the media so
• were entered into with some amount of fear
that it would be more entertaining. Most of the girls
• provided many girls the opportunity to tell their
indicated a strong desire to tell their story as they
story
had wanted to do this for some time. They said it
was a relief to go to the memories and be able to
• provided an avenue for beginning a life review
express and master the process of relating to the
• enabled the girls to begin to evaluate the future
happy and sad moments in their life.
• helped the girls to see their self in a broader per-
One girl stated, “I was a bit scared, as I did not
spective
know why you people were coming to meet us but
as you went along it looked not too bad.” They
• increased their capacity to trust another person
thought it would be useless and nothing would
• contributed to an increase in their self-confidence
come out of it and that it would be another waste of
time. They found however that the interviews
• provided the beginning of the integration of past,
brought some clarification to their experience and
present and future
enabled them to look at their life even when that
• provided a space and time for physical and emo-
was difficult for them. For example, “All of us
tional safety
thought that it will be like everybody talking and
talking but nothing happens, they go away and do
• helped them see they could be valued and impor-
not care about us. This has been different. It has
tant to others
helped me in many ways. First of all I went down
• enabled them to realize they were not alone
memory lane and found out why I ran away.”
• helped them recognize that others could treat
Another girl offered the following comment on the
them respectfully
interview process: “As for me I can see myself
clearly this has helped and given me encouragement
Based on these conclusions the following options
to go ahead and improve my life. I can now face
and choices are recommended when interviewing
20
Q u a k e r U n i t e d N a t i o n s O f f i c e
and for demobilization and reintegration programs:
she sees herself moving toward in the future.
• Make available trained sensitive interviewers to
• The interviewer acts with due respect for what the
conduct in-depth individual interview sessions
girl wishes to recall, when she wishes to recall
with each girl soldier who wishes to participate.
information and at what pace.
Participation is voluntary.
• The interviewer allows the depth of the interview
• The interviews should take place in an environ-
to be determined by the girl.
ment that assures physical and emotional safety.
• The interviewer does not focus on the girl’s
• Multiple interview sessions should be offered and
strengths or weaknesses but rather listens intently
the spacing of the interview sessions would be
and hears and listens without judgment.
decided by the girl in dialogue with the inter-
• Confidentiality should be assured.
viewer.
• Resource people should be available if the inter-
• The interview permits the girl to review her life in
viewee feels a need for follow-up to the interview
a broad context where she can take into account
to deal with emotions that may arise from the
where she has been, where she is now and what
interview process.
T h e V o i c e s o f G i r l C h i l d S o l d i e r s
21
A Day in the Life of A Girl Child Soldier in Sri Lanka
The construction of a day in the life is a composite taken from the descriptions of the training, duties and
daily activities taken from all the interviews from the girls in Sri Lanka.
The training offered each young woman was essentially the same. From their descriptions, the training
involved was very rigorous and demanding. There was an initial period of three to five months called basic
training and then a more expansive period of training that lasted for five to six months of more rigorous
training. Superimposed on the training was additional work that involved becoming one with a wooden
“dummy gun.”
There was a specific training schedule that was carried out seven days a week. Very strict brothers and sis-
ters in the movement carried out all the training. Punishment for failure to comply or inability to keep up
and perform at the required level of activity resulted in being forced to do extra “rounds” of the exercises.
If you could not keep up you were given a heavy rifle to hold above your head while performing sitting-to-
standing exercises. At the same time you were randomly hit and kicked. These body blows were instituted
without mercy.
4:00 or 5:00 a.m.
Morning ablutions: Older sisters of the movement oriented the girls and told them
where they should go for morning ablutions. They were under orders to use water
sparingly and to protect the water supplies at all times. The older sisters acted as
guards over them and enforced the policies of the movement.
7:00 to 8:00 a.m.
Breakfast
8:00 to 12:00 noon
Demanding physical exercises that included: weight lifting,jumping, running, crawl-
ing over sharp terrain, karate, rope climbing and practice in climbing heights. (One
short break was permitted for a drink of water.)
12:30 p.m.
Lunch Foods at different times included: soup, marmite, eggs (drink them raw),
bread, lentils, rice and curry, apples, water and, on some special occasions, ice
cream.
1:30 to 4:00 p.m.
Training in special skills that included: map reading, identification of particular geo-
graphical locations, use of the compass, knot tying, use of special codes, use of the
walkie talkie and how to shoot and kill animals. Each girl was also asked to write a
personal report about herself.
4:00 p.m.
Tea
5:00 to 6:00 p.m.
Parade
6:00 p.m.
Gather to say oath
10:00 p.m.
Sent to bed. They slept in small sheds on the ground in sacks (fertilizer bags) with-
out pillows. Sometimes they used their clothes bag for a pillow.
When sick or injured they were taken care of and given medicine. They would be taken to see the doctor
and may even be sent to a camp hospital.
The girls also said that nobody could have love affairs or sex. It was considered a major offense and severe
disciplinary action would be taken if these rules were broken. (They did not indicate if or how often this
rule was transgressed.)
22
Q u a k e r U n i t e d N a t i o n s O f f i c e
Once the girls were in the armed movement they
• how to conduct night raids (often not knowing
were given:
who they were killing)
• clothes that included a clothes bag, two sets of
• how to use real weapons, guns, and grenades
dresses (used to deceive the government soldiers
and other non-military people), a green striped
• how to write detailed reports
uniform, jeans, shirts and shoes
• how to go into the village or enemy territory in
• necessities during days of menstruation
disguise with guns in their trouser leg or dressed
in dresses and jewelry. When the government
• 3 months of basic training
army was checking their identity card they could
• 5 months of rigorous training
shoot them at close range.
• a wooden “dummy gun,” that was always with
• to be the keeper of detailed records and track all
them; it became a constant companion, they were
materials as store keepers. They recorded the
to become one with the gun
number and types of gun, types and quantities of
ammunition (given as used and returned when
• a real gun when it was believed they were not
not used), even cleaning materials
afraid of a gun and if they were perceived as
being ready to go to war. This was viewed and
They were forced or ordered to:
experienced as a major achievement
• kill the enemy or be punished or disabled
• a cyanide capsule necklace on black thread that
• walk long distances without food
had to be worn when going into battle. They were
told to take it before being captured. It made the
• serve as bodyguards and shields to the leaders at
girls feel safe because it was a guarantee that the
camp and in battle to keep them from being killed
enemy could not capture them alive and abuse or
• to continue on a mission even when they were
harass them. If they gave their cyanide necklace
covered with boils or scabs
to anyone they were immediately suspected of
being a traitor
• watch their fellow soldiers convulse after taking
They were taught:
the cyanide capsule and observe them being shot
(by their own side) if they did not take cyanide
• to be loyal to the movement by the leader
before capture so that they would not be able to
• that it was a great honor to die a hero’s death. If
give away the secrets
they died in battle they would be promoted to a
They discovered:
high rank and given a hero’s death. If they
returned alive they would be given special privi-
• how revengeful and filled with rage (at the time it
leges and on some occasions see their family
was happening) they became when they saw their
own fellow comrades killed by the enemy. It
• that if they were captured by the enemy they
made them want to kill the enemy in return.
would be brutally tortured
• they did not want to kill innocent people
• not to kill the enemy if they could take them alive
(although when they were being watched they did
• to take the cyanide capsule just before being cap-
kill innocent people in the massacres) and they
tured
attempted to find ways to overlook civilians espe-
cially children who were hiding from them when
• how to escape if caught
on raids.
• to kill the enemy
• how much they wanted to save ordinary people
• how to enter enemy territory and collect informa-
and found ways to do so when they were sent
tion
into villages.
T h e V o i c e s o f G i r l C h i l d S o l d i e r s
23
For further information, please contact Yvonne Keairns, PhD, at 412-421-1321 or
yekeairns@att.net.
Quaker United Nations Office
Coalition to Stop the Use of Child Soldiers
777 UN Plaza
2-12 Pentonville Rd., London, N1 9HF
New York, NY 10017
tel: +44 (0)20 7713 2761
tel: 212.682.2745
fax: +44 (0)20 7713 2794
fax: 212-983-0034
info@child-soldiers.org
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www.child-soldiers.org
www.quno.org
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tel: +41 22 748 4800
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