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