Bulgaria Archives

Using youth-led peer research to break the silence on adolescent sexuality in Bulgaria by Rutger van Oudenhoven, Kristen Cheney, and Kristina Nenova

3 February 202016 May 2020 5 min read

In Bulgarian schools, the topic of sex education is contentious and often even avoided, leading to a lack of proper knowledge and understanding of sexuality among young people. An innovative research project tried to address this gap by training adolescents as peer researchers to gather information on how young Bulgarians perceived their relationships with others in their community. This led to a study revealing that young Bulgarians felt the need for better sexual education and the creation of ‘safe spaces’ where young people can discuss sex, sexuality, and relationships. The youth peer researchers then became advocates who initiated a number of activities to teach themselves and their peers about healthy relationships.

Introduction

In the last two years, the Bulgarian government has made limited progress in its attempt to implement the Istanbul Convention and its National Strategy for Children 2019-2030. This strategy was developed to improve the support provided to children and families, especially to vulnerable children and women who suffer the effects of domestic violence. However, some conservatives lobbied against the Convention’s implementation based on their interpretation of the concept of ‘gender’ and that Bulgarian NGOs were trying to implement early sexuality education and to promote homosexuality in schools. The Convention’s implementation was thus postponed due to lack of consensus and political power. As a result of such a sensitive situation, new challenges have arisen. It has become more difficult to lobby about sexuality education programs in front of the relevant governmental structures and school representatives.

In response to these challenges, the ‘Adolescents’ Perceptions on Healthy Relationships’ (APHR) project was initiated to prevent sexual abuse and exploitation of adolescents by improving the safety and security of the spaces in which they move and live. Funded by the Oak Foundation, the project focuses on understanding how adolescents in Bulgaria and Tanzania view healthy relationships based on the idea that healthy relationships can prevent sexual abuse and exploitation. APHR utilized participatory processes by training adolescents as peer researchers and advocates. Through those processes, they also developed and disseminated an adolescent-centered Healthy Relationships model for policy-relevant research and advocacy. ISS, in cooperation with partners International Children’s Development Initiatives (ICDI) and Animus Association, trained adolescents in research techniques and solicited their input in developing the research design.

The 40 Bulgarian Youth Peer Researchers (YPRs) aged 14-18 who conducted the research between January 2017 and March 2019 examined various aspects of relationships in different settings, such as in the family, peers/friends, and schools. Through a survey, qualitative interviews, and focus group discussions on topics such as violence, sexuality, and online behaviour, they consulted with 1,200 adolescents aged 11-18, unpacking concepts that adolescents reported as important ingredients for healthy relations—concepts such as trust, respect, equality, and the balancing of dominance. The research definitely reveals a great deal about the world in which young people in Bulgaria navigate and how this affects their relationships. The research showed, for example, that homosexuality, a controversial topic in Bulgaria over the past few years, remains a challenge for youths: only 47% felt comfortable sharing their sexual status with their parents. In addition, 58% of YPRs responded that they think that violence always, often, or sometimes occurs in romantic relationships between teenagers—mostly psychological violence.

A gap in education, a lack of space

“Actually, I’ve read a lot of articles about sex, I took part in a course [not related to the school] dedicated to sexual education. I do not learn anything in my school. I learned a lot from the girls from this group.” –Alexander YPR, 17

In Bulgaria, many schools offer no sexual education at all. Teachers are unwilling to talk about sex and when they do, the curriculum tends to focus on ‘biological’ and negative aspects and risks of sexuality, such as early pregnancy and sexually transmitted diseases. YPRs pointed out that although these findings did not surprise them, they found them very problematic. They and their peers now depend on each other and on the Internet to get information on sex and sexuality. The YPRs also commented that the school does not provide any space for learning or exchange when it comes to these topics. Yet they assert that understanding the role of sex is essential to a healthy relationship, as it is to be open and informative about it. Adolescents therefore need safe spaces and opportunities to discuss it. This, they argue, will greatly contribute to establishing and maintaining healthy (intimate) relationships throughout their lifetimes.

Youths driving action to transform sex education

Following these discussions, youth peer researchers have felt increasingly empowered to take action. First of all, the YPRs have taught themselves what there is to know about sexual education. Through literacy and online research, listening to experts and talking to their peers, they have come to understand what information young people need to have when it comes to sex and sexuality. They have not only informed themselves, but have also become peer educators, helping their classmates to become better informed and feel comfortable when talking about this subject.

Moreover, the YPRs can now confidently indicate what is needed to improve sexual education and information for young people. And they haven’t stopped there: To really make changes, they have devised a policy brief with recommendations for schools to improve sexual education. This policy brief now forms the basis of an advocacy campaign, which will include a website, peer-to-peer sexual education classes, a social media campaign, and the creation of events and spaces where young people can discuss matters of sexuality freely and safely.

Recommendations as set out in the APHR policy brief

Comprehensive sexuality education should become part of the standard high school curriculum in Bulgaria—not as an afterthought, or in a minimalistic manner, leaving it up to teachers if and how they want to address it, but as a standardized, high quality ‘course’ that deserves the same respect and attention as other subjects.

Sexuality and relationships should be discussed in a broader sense in schools. Sex education classes should continue to address the biological aspects of sex (including STDs and preventing unwanted pregnancy). However, the conversation about sexuality and relationships should be expanded and should also include topics like love and romance, sexual pleasure, online pornography, healthy relationships, communication, homosexuality, emotions, dominance and equality, and (preventing) sexual abuse.

Young people should be involved in the design and development of the above-mentioned sexual education programmes.Schools should create more space for meaningful child and youth participation, not only to talk about sexuality and relationships, but about other issues that may concern them. Adolescents expressed a desire to discuss and exchange with their peers and with teachers. They want to be heard and to be taken seriously.

The APHR project results reveal the potential of participatory peer research itself for effecting positive change and promoting healthy relationships from an adolescent-centered perspective. The adult researchers in the project are therefore also advocating their Healthy Relationships Model for working with children and youth in research and development practice.

About the authors:

Rutger van Oudenhoven is Senior Programme Manager at International Children’s Development Initiatives in Leiden, Netherlands. He is adviser to the APHR Bulgaria team.

Kristen Cheney is Associate Professor of Children & Youth Studies at the International Institute of Social Studies (ISS) and leader of the APHR project.

Kristina Nenova is an International Projects and Programs expert at Animus Association in Sofia, Bulgaria. She is the lead local researcher for the APHR Bulgaria team.

Children as experts: rethinking how we produce knowledge by Kristen Cheney

26 September 201829 June 2020 4 min read

Most research on adolescent sexual and reproductive health and rights is adult-led and adult-centred, not only ignoring young voices but denying diversity amongst young people. But a new project co-led by Kristen Cheney of the ISS departs from the premise that young people are the experts of their own lives, giving children and adolescents the chance co-create knowledge. In this article, Cheney details the importance of youth-led participatory research and how this is done through the new project.

It is often assumed that social research is the domain of experts—and that those experts are necessarily adults. Most research on adolescent sexual and reproductive health and rights (ASRHR) is adult-led and adult-centred, not only ignoring young voices but denying diversity amongst young people. Information about young people’s sexuality therefore often remains insulated within their peer groups, preventing innovation in ASRHR programming. This too often leads to a deficit or pathological perspective on adolescence in ASRHR research and intervention.

ISS departs from this premise in our latest youth participatory research project, Adolescents’ Perceptions of Healthy Relationships. The APHR project is funded by the Oak Foundation, with the objective to inform their child abuse prevention programming through greater attention to the broader societal, structural factors that provide an enabling environment for the sexual abuse and exploitation of children. The project is led by ISS’ Kristen Cheney and involves Auma Okwany as East Africa lead researcher.

Instead of embracing prevalent adult-imposed models of adolescence, the APHR project departs from the premise that young people are the experts on their own lives. Indeed, we believe that young people are essential co-creators of knowledge, best suited to conduct research on their own thoughts and experiences. They have the best access to their peer groups where vital information is often kept locked away from adults’ gazes. So whenever possible, we conduct youth-led, participatory research. This way, young people become not mere objects of research but co-producers of knowledge about young people’s lives through greater disclosure of more authentic viewpoints.

Conducting research in Oak’s two main project areas, East Africa and Eastern Europe, ISS leads an international team consisting of partners from International Child Development Initiatives (Netherlands), Animus Association (Bulgaria), and Nascent Research and Development Organization (Tanzania). Together, they support young people in Bulgaria and Tanzania to participate in every step of the research, from designing quantitative and qualitative tools to data collection to analysis, dissemination and advocacy. This Circles of Support youth-centered approach provides training for adolescents as young as twelve years old to act as young peer researchers (YPRs), with support for research activities throughout the project—while always ensuring that young people’s considerations take precedence over adults’ opinions (Figure 1). Despite some adults’ concerns that young people might not be up to the task, we consistently find that young people are not only competent researchers, but also capable self-advocates.

Figure 1. YPRs in Dar Es Salaam discuss important aspects to consider in research on adolescents’ perceptions of healthy relationships (2017). Their input is incorporated into the research design from the start.

Preliminary Findings

Having completed an extensive survey of nearly 2,000 adolescents aged 10-18 across Bulgaria and Tanzania, our approach has proven fruitful for getting at adolescents’ views on what constitutes healthy relationships. We are still collecting qualitative data that will both validate and deepen our understanding of the survey findings, but our preliminary observations from the survey revealed which characteristics and relationships adolescents value most in each setting.

In Bulgaria, responses indicated that adolescents generally value trust and respect most in their relationships. While they reported mostly positive relationships with family—particularly with their mothers—adolescents’ responses indicated that the more problematic relationships were those with peers and others in their school settings.

We are following up the survey to further unpack these results, in order to understand how adolescents define trust and respect, as well as to understand family and school dynamics.

Untitled1 — Figure 2. A YPR in Sofia, Bulgaria, shares her group’s qualitative questions with the group.

In Tanzania, adolescents also reported supportive relationships with their mothers. In addition, they found that religious leaders were important in guiding young people’s behaviour. They indicated that a large part of their understanding of being loved, in various relationships, is someone providing for their needs, both emotional and material. But preliminary survey findings also pointed to widespread abuses toward adolescents—from various people at home, school, or in the community. To some extent, their answers even pointed toward a normalisation of that violence; for example, some pointed out that there were high levels of bullying in school, yet they did not necessarily consider this a bad thing, depending on the circumstances. Some saw excessive discipline from teachers as concern for their learning, while others reported that fighting to defend a friend shows that you are loyal and is therefore ‘healthy.’ The TZ team is currently completing qualitative data collection (Figure 3), which we hope will help us further unpack these responses during analysis.

Figure 3. A YPR in Tanzania interviews a classmate (2018).

Scholar Activism

Our research team has been providing excellent support to our phenomenal young peer researchers (YPRs). Through our Circles of Support approach, the team in each country has been able to tailor training to the YPRs’ needs and abilities. To ensure that young people’s concerns predominate, we have consulted YPRs at every stage, while constantly checking our own tendencies to want to redirect research toward ‘adult’ concerns. As a result, we are seeing exceptional personal growth as well as group cohesion amongst our YPRs.

Untitled3 — Boy and girl YPRs in Magu, Tanzania, come up with research questions together (2017).

For this reason, we consider our participatory approach ‘always already advocacy’. ‘Protection’ is sometimes invoked to deny young people’s participation, but participation can be inherently protective, especially in ASRHR, where knowledge is power. Our training covers basic concepts that help empower kids to know their rights and develop their ASRHR competencies—which they then disseminate to others. Participatory research also fosters more interpersonal communication by modeling healthy relationships within the research process itself (Figure 4).

About the author:

Kristen Cheney is Associate Professor of Children and Youth Studies at ISS. She is author of Crying for Our Elders: African Orphanhood in the Age of HIV and AIDS and co-editor of the forthcoming volume, Disadvantaged Childhoods and Humanitarian Intervention: Processes of Affective Commodification.