child protection policy responsibility recognise respond record and report prevention
TRANSCRIPT
Ground Rules
Be aware that this material may result in some emotional reactions.
Consider the well-being of yourself and others during discussions.
Make a commitment to participate and contribute.
Respect the opinions of others. Maintain confidentiality. Sign registration sheet.
Outcomes of the Child Protection Session
Know Your Responsibilities re Child Protection
Respond to Harm and Maltreatment
Help Prevent Harm and Maltreatment.
Ice Breaker
Throw a numbered ball across the room
Open the Number You’ve Retrieved.
Join and Share all you know about Child Protection Policy with your group.
Goals Section 1
Revised key policy terms and definitions.
Determine roles and responsibilities And define what is qualified privilege
Revised Policy Themes
Terminology of ‘maltreatment’ vs ‘abuse’. Although WA has no legislated mandatory reporting,
There is policy mandated reporting for DET employees. The importance of prevention and health promotion, as
well as responding effectively. Importance of staff being mindful of their own conduct
and the conduct of others towards children in their care. Greater emphasis on the context and responsibility of
the whole community in the care and protection of children.
Legal Definitions
The criminal code defines a child as:
Any boy or girl under the age of 18 years. In the absence of positive evidence as to age, any
boy or girl apparently under the age of 18 years. Age of consent is considered to be 16 years of age. Age of consent of 16 years is not a reasonable
excuse when the person is in authority to a child. It is considered misconduct for an DET employee to
have a sexual relationship with a student.
Definitions Child Maltreatment and Neglect
Maltreatment refers to when a child or young person has been subjected to physical, sexual, emotional or psychological maltreatment and/ or neglect, the severity and/or persistence of which has resulted in, or is likely to result in significant harm.
(Statutory Child Protection, Department of Community Development, 2004; p3)
Key Sections from Policya) Child Protection Concern
A concern may arise from an action or inaction which is inconsistent with the care and protection needs of a child.
This may include neglect, physical, emotional or sexual maltreatment of a child and it may be the result of a single incident or repeated incidents.
b) Shared Responsibilities
Everyone working in a school is responsible for the care and protection of children and reporting information about child maltreatment concerns, such as neglect and physical, sexual or emotional maltreatment.
Shared Responsibilities Involves
Have knowledge and understanding of maltreatment.
Understand their responsibilities: Child Protection Policy.
Provide all necessary documentation to show their fitness to work with children.
What is Qualified Privilege
Where a staff member makes a bona- fide statement to the Principal or other authorities in relation to a situation that they suspect exists, and which they consider may be harmful to a child, a valid defence exists under common law.
Quiz Who is responsible for the child’s safety? Terminology What is the word used instead of
‘abuse’? Age of consent is…except when? WA has legislated mandatory reporting? True/False Inaction refers to … What is an indicator? Name 4 forms of maltreatment. What is Qualified Privilege?
2: Recognising Maltreatment
Goals Section 2
Be aware of responsibility sharing.
Be aware of your role and others.
Recognising Maltreatment
Be aware of the different forms of maltreatment.
Be aware of the indicators of maltreatment.
TYPE Some concern Strong concern
EmotionalMaltreatment
Neglect
PhysicalMaltreatment
SexualMaltreatment
“For you to be concerned about a young person in the age group that you teach, what would you have to see as an indicator?” (Group Activity 2a- Handout 2 and 3)
Definitions Emotional Maltreatment
• It can include rejection or refusal to accept a child, terrorising, bullying, isolation, continued belittlement and exposure to chronic or serious domestic violence
• Emotional maltreatment may be evidenced through disturbed behaviour or the impairment of the child’s emotional, intellectual or social development.
A constant attitude or behaviour by a person towards a child that causes emotional harm
Indicators of Emotional Maltreatment
Physical Indicators: depression eating disorders lethargy or fatigue symptoms of stress; evidence of drug abuse or dependence; wetting, soiling; and psychosomatic complaints
Indicators of Emotional Maltreatment
Behavioural Indicators: Aggressive or delinquent behaviour; Attempted suicide and self harm; Excessively compliant or passive behaviour Excessive shyness or withdrawal Low self-esteem Fire setting Truancy or school avoidance Deliberate harming of animals Poor peer relationships
DefinitionsPhysical Maltreatment
• It includes injuries such as cuts, bruises, burns and fractures caused by a range of acts including beating, shaking, illicit administration of alcohol and other drugs, attempted suffocation or excessive discipline.
• Female genital mutilation is included in this definition.
Persistent and/or severe physical harm caused to a child.
Indicators of Physical Maltreatment
Physical Indicators:
bruises; burns; hair missing in tufts; missing or loosened teeth; self-mutilation; welts; and lacerations & abrasions (especially to the
eyes, lips, gums & mouth).
Indicators of Physical Maltreatment
Behavioural Indicators: fear of adults frequent absences, with or without explanations
from parents/caregivers; guarded or evasive answers to questions about
the causes of obvious injury; injuries that are not consistent with a child’s
explanation of them; disclosure of maltreatment directly or indirectly
through a friend; and fear of going home.
DefinitionsSexual Maltreatment
These behaviours include:• observation or involvement with inappropriate
fondling of a child, • making a child touch an adult’s genitalia, • showing pornographic material to a child, and • sexual penetration of a child.
A wide range of behaviours or activities that expose or subject a child to sexual activity that is illegal and/or inappropriate to his/her developmental level.
Indicators of Sexual Maltreatment
Behavioural Indicators:
• disclosure of involvement in sexual activity directly to an adult, indirectly to a friend or in a disguised way; e.g. ‘I know a person who…’;
• Inappropriate:• expressions of affection; • interest in sexual matters; • clothing• use of sexual language for child’s age
• evidence of sexual themes in artwork, stories or play; • possession of pornographic materials;
Indicators of Sexual Maltreatment
Behavioural Indicators:
promiscuity, exposure or sexual behaviour towards others;
reluctance to change clothes in front of others; fear states, eg. anxiety, depression, obsessively
neat, socially withdrawn, or overly compliant behaviour;
poor peer relationships; and inability to concentrate in school.
DefinitionsNeglect
This includes the provision of:• adequate supervision• healthy food, • suitable clothing• medical care• emotional security.
Failure of a parent/caregiver to provide a child with the basic necessities of life such that his/her development is, or is likely to be significantly damaged or injury to occur.
Indicators of Neglect
Physical Indicators: Abandonment; Poor hygiene; Lack of adequate or suitable clothing; Inadequate nutrition; Lack of medical or dental care Constant fatigue Developmental delays Untreated sore, boils or lice; and Lack of adequate supervision
Issues to remember Indicators of Maltreatment
Refer to handout and/or policy for a copy of the indicators.
Indicators are just that – indicators, not definitive.
The context of the indicator is important – age, culture, medical history, developmental level, etc
Generally any single indicator is not definitive as maltreatment, view within clusters.
Group Activity 2b
Given a scenario, determine: Is this maltreatment or concern? Type (e.g. physical, emotional, etc)?
Discuss and debrief
3: Responding to Maltreatment
Goal: Participants will
Be aware of appropriate responses to students who have been maltreated
Be aware of helpful ways to respond to students seeking help or making a disclosure including ‘protective interrupting’
Factors influencing a student disclosure
Factors Appropriate InappropriateOpportunity Teacher
interviewClass
brainstormAtmosphere Supportive &
attentivePressed for
timePhysical
surroundings
Quiet & private Noisy and distracting
Company With a close friend
In a group of students
Mood Calm Angry or upsetOther Talking in third
personTrivialising
issue
Activity 3A
In pairs discuss what did you do on the weekend.
Discuss your favorite hobby. Discuss….
Debrief
Activity 3B:Emotional responses
Brainstorm in your group:
“What possible emotional responses would a young person who is being maltreated have:
When they haven’t disclosed? After they make the decision to tell someone? After they have disclosed or interventions
have begun regarding the maltreatment?”
Use handout to record group responses
Responses to a disclosure: Supportive responses
Stay calm Establish clear limits on confidentiality. Make no promises not to tell. Listen, be supportive, understanding, non-judgmental and
empathetic Acknowledge the difficulty of disclosing. Reassure it was right to tell
and that you believe they are not to blame Believe Don’t interrogate Lay no blame Make a written record Use protective interrupting if necessary Take action
School staff must support students who have disclosed or about whom there is a concern.
Protective Interrupting
It is essential that staff are able to stop a child from disclosing maltreatment information in a public setting.
The aim of protective interrupting is not to prevent a disclosure but to facilitate it happening is a safer and private setting.
Protective interrupting is a strategy used to stop someone from disclosing sensitive information in a context that could increase victimisation.
Activity 4:Protective Interrupting
Your class is discussing safety issues for children in the community when Jeremy blurts out “What if someone you know does those things to someone in your family?” The other students in the classroom are looking at Jeremy closely…
In pairs, come up with two scripts you could use to protectively interrupt Jeremy from disclosing more information in this environment.
Staff must be mindful that they DO NOT:
Push for details or conduct an investigation. Other agencies have this responsibility
Express judgment Get angry, upset or show shock Blame students Put words in the student’s mouth or interrogate Promise not to tell when there are clear limits on confidentiality Give a lecture about right and wrong Say ‘forget it’, ‘you’ll get over it’ or other such minimising statements Give excessive pity Engage in general staff room discussion about the disclosure Ħ
Responses to a disclosure: Things not to do
Section 4: Recording and ReportingMaltreatment
Goals Participants will understand the recording
and reporting requirements for student disclosures or for strong concerns about possible maltreatment.
Recording
Staff must document information about all maltreatment concerns:
Record the source of the information. Record accurately and objectively. Record facts rather than personal opinion. Record information concisely and so it can be
clearly understood – use simple language. Sign and date all documents.
Recording
Record Verbatim wherever possible. Ginger Bread drawing recording physical
indicators. Confidentiality. Observations and opinions that are not related to
the case should not be recorded (eg. rumour). Principal is responsible for maintaining and
transferring this information.
Activity 5:Recording and Reporting
Groups to examine a scenario
In your group respond to the questions:
What are your main concerns? Is this a child protection issue? Discuss and write on the “School
Reporting Proforma” the details you would record.
ReportingSequence of Responses
Handout 7 “School Response Sequence to a student disclosure”
Handout 8 “Sequence of Response Informing Others”
School Response Sequence Student Disclosure
SCHOOL RESPONSE SEQUENCE TO A STUDENT DISCLOSURE
TEACHERSListen to student
Record informatio
n ‘word for word’
Report matter to school principal
Seek further advice from
student services if
needed
Principal reports matter to DCD or police
Store information in secure location
NON TEACHING STAFF
Listen to student
Record information ‘word for
word’
Inform principal and
class teacher/s of
matter
Principal reports matter
to DCD or police
Store information
in secure location
School Response Sequence Suspected Maltreatment
Store information in secure
location
TEACHERS
Record what is
observed using
recording proforma
Important that
information is
factual and dated
Inform principal of your
concerns
Seek further advice from
student services if
needed
Principal reports
matter to DCD or police
NON TEACHING
STAFF
Record what is
observed using
recording proforma
Important that
information is
factual and dated
Inform principal and class teacher/s of matter
Seek further advice from
student services if
needed
Principal reports
matter to DCD or police
Store informatio
n in secure
location
ReportingReporting to Parents
Principals will report all strong concerns and disclosures of maltreatment and neglect to parents/caregivers only on the advice of Police or officers of DCD.
Section 5: Prevention of Maltreatment
Goals Participants will be aware of what it is
understood by resiliency and
the preventative programs that are available to support secondary schools.
Resiliency
The capacity for recovery following stressful life experiences, and even becoming stronger as a result of overcoming them.
The ability of an individual to successfully recover from, or adapt to, adversity and to develop social/emotional competence despite exposure to life’s problems.
Levels of Intervention
Universal
Selective
Indicated
Individual Case Work
Partnerships & services
School organisation
Curriculum, teaching and learning
Adapted from Pathways to Health and Wellbeing in Schools 12 , and Dwyer and Osher6.
Prevention Programs
Program Target Group
General information
‘ACE’ 13 – 15 years
Early intervention program targeting 13-15 year olds, which builds resilience and increases positive coping in young people using cognitive behavioural and interpersonal skills
‘Growing and Developing Healthy Relationships’
High School
Health and well-being program, including sexual health and healthy relationships
‘PASH’ 15 – 19 years
Sexual health, Family Planning
Protective Behaviours
Protective Behaviours Australia, DCD, Family Planning’s ‘People First’ program
Resourceful Adolescent Program (RAP)
12 – 14 years
Universal early intervention program for depression in adolescents which teaches explicit skills to provide resistance to depression.