Kid Protection and Child Abuse

0
0
2533 days ago, 981 views
PowerPoint PPT Presentation
Youngster Insurance and Tyke Misuse. Conventions for School Division Staff 2004. SCHOOLS SUPPORTING Kids Needing Insurance. Obligation to report Definitions Record continuing Reporting Conversing with Kids about Tyke Misuse Pointers of Kid Manhandle and Ambush

Presentation Transcript

Slide 1

Tyke Protection and Child Abuse Protocols for School Division Staff 2004

Slide 2

SCHOOLS SUPPORTING CHILDREN IN NEED OF PROTECTION Responsibility to report Definitions Record continuing Reporting Talking to Children about Child Abuse Indicators of Child Abuse and Assault Child Abuse Prevention

Slide 3

"Opening the Window of Opportunity" RESPONSIBILITY TO REPORT Reasonable doubt of present or past manhandle, or that youngster needs assurance or may need security, is adequate for detailing Every school division staff must report, or cause to be accounted for, any instance of suspected kid mishandle identifying with a kid going to the school (Section 17, CFS Act 1999) Benefits of Reporting: Shows you think about the kid - to the tyke, to the parent Early intercession chance to diminish potential damage Helps parent get help/bolster/instruction in child rearing and constructive relationship-building

Slide 4

DEFINITIONS A Child in Need of Protection: is without sufficient care, supervision, or control is in the care, care, control or charge of a man -not able/unwilling to give satisfactory care, supervision, or control -whose lead jeopardizes or may imperil the prosperity of the tyke -who dismisses or rejects suggested therapeutic or medicinal care is manhandled or is in threat of being mishandled is probably going to endure mischief or harm because of their condition

Slide 5

DEFINITIONS A Child in Need of Protection (cont'd): is probably going to endure damage or damage in the home condition is liable to hostility of inappropriate behavior being less than 12 years old, is left unattended and without sensible arrangement for supervision and wellbeing is subject, or is going to end up distinctly subject to an unlawful selection

Slide 6

DEFINITIONS Child Abuse: is a demonstration or exclusion by any individual where the demonstration or oversight brings about any of: a) physical damage to the tyke (physical mishandle) b) passionate incapacity of a lasting sort in the kid or is probably going to bring about such a handicap (psychological mistreatment) c) sexual misuse of the kid with or without the tyke's assent (sexual mishandle)

Slide 7

RECORD-KEEPING Date and time of passage Full name and birth date of kid alluded to in passage Signature of individual making section Any of the accompanying target information:

Slide 8

RECORD-KEEPING Description of harm Drastic changes or perpetual issues with kid's wellbeing or conduct Direct quotes from kid/parent/grown-up Acting out, direct quotes, unequivocal drawings concerning insurance or manhandle issue

Slide 9

RECORD-KEEPING

Slide 10

1. Ring CFS. Announcing 2. Request the laborer for kid assurance examinations. Record the name of the laborer, the season of your call and the date. 3. Give the data recorded on your Child Protection/Suspicion of Abuse Report 4. Demonstrate your conclusion on the direness of the circumstance as far as the kid's security.

Slide 11

5. Demonstrate the normal time of expulsion from school and whether a parent is relied upon to get the tyke. Announcing 6. Give your name, proficient address and its telephone number, and your expert obligations in connection to the kid. 7. Present your Written Report in view of school division convention.

Slide 12

WHEN YOU'RE NOT SURE whether a report is required… … . Revealing Trust your senses. Your faltering recommends there might be a security concern. Counsel CFS to examine your worries. In view of their experience, they can prompt you about the need to report and to whom. Record the date, time and name of the specialist with whom you counseled if the choice is made to not report.

Slide 13

RESULTS OF FAILURE TO REPORT when a report is required… … . Detailing The tyke may not get the assurance required as well as may maintain additionally manhandle The family circumstance may keep on deteriorating, putting the youngster (and any kin) at further hazard The teacher (or other grown-up in a place of expert) could confront both lawful and expert punishments The instructor (or other grown-up in a place of specialist) could confront issues identified with regret

Slide 14

REMEMBER: REPORTING Not all grown-ups in the school building may have had preparing in the signs and indications of kid strike or tyke mishandle. On the off chance that preparation has not yet happened: Custodians, office bolster staff, instructive collaborators, curators, lunch directors and numerous different grown-ups may require your direction and support in detailing presumed ambushes or mishandle.

Slide 15

Generally, kids show their circumstances through play, work of art, or revelation at school since they feel safe. Conversing with A CHILD ABOUT ABUSE AND PROTECTION NEEDS During a divulgence, take after these rules: listen pass on a feeling of support and conviction don't "favor one side" report the exposure

Slide 16

Clarify the kid's correspondence TALKING TO A CHILD ABOUT ABUSE AND PROTECTION NEEDS Following a revelation: Reassure the kid that you trust him/her Inform the kid that you will help Remember: CFS, the police and therapeutic youngster mishandle units are prepared in meeting about asserted or conceivable manhandle or strike.

Slide 17

Caveat: No single rundown applies to a wide range of mishandle or to all reactions to manhandle. Markers ought to be utilized as rules as it were. Markers OF CHILD ABUSE AND ASSAULT Activity: (ten minutes) In little gatherings, conceptualize and list signs and side effects that you accept are compelling pointers of mishandle or ambush.

Slide 18

Caveat: No single rundown applies to a wide range of mishandle or to all reactions to manhandle. Pointers ought to be utilized as rules as it were. Pointers OF CHILD ABUSE AND ASSAULT Activity Feedback: (ten minutes) extensive gathering sharing of regular markers See circulated sheets from the Child Protection and Child Abuse Manual(s) to affirm normal pointers

Slide 19

School atmosphere Classroom/school rules Relationship building Programs Counseling Team arranging Open correspondence CHILD ABUSE and ASSAULT PREVENTION

Slide 20

The rule that guide anticipation and early counteractive action activities are: CHILD ABUSE and ASSAULT PREVENTION Build limits of people, families and groups to advance sound connections Enable individuals to take control of their wellbeing and social prosperity Focus on fundamental elements and conditions that influence wellbeing and social prosperity Develop arrangements and practices that bolster prosperity and security of all youngsters

Slide 21

The rule that guide aversion and early avoidance activities depend on: CHILD ABUSE and ASSAULT PREVENTION Problem-illuminating and no more quick levels of mediation through conference, joint effort and private data sharing Increased mindfulness frequently brings expanded backing, association and obligation taking The school is one a player in a bigger group: powerful preventive projects exist past the school Cultural and etymological legacy must be regarded in all intercessions

Slide 22

Table exchange DIVISION PROTOCOL

Slide 23

Because we give it a second thought... We work with youngsters. It is difficult. We frequently work with hurt, untrusting, vigilant youngsters with similarly hurt, untrusting parent(s). As experts, we have to perceive our responses and sentiments related with our own stories and separate them from our expert obligation to report a presumed kid mishandle or tyke security concern.

Slide 24

Because we give it a second thought... We are more disposed to reject our own particular sentiments. Keep in mind: When we have emotions lopsided to the occasion (pity, outrage, dissatisfaction, vulnerability, unworthiness), our own particular adolescence recollections and fears might be stirred - look for the support of associates. As a partner, offer help unequivocally. We stress that by revealing, the circumstance may intensify. Keep in mind: No one can foresee what's to come. We should concentrate on enhancing the current circumstance.

Slide 25

RESOURCES for kids Crary, E. My name is not sham. Seattle, WA: Parenting Press. Daigle, M. You are not the supervisor of me. Ontario: Outreach Child Abuse Prevention. Jessie. It would be ideal if you Tell! A youngster's tale about sexual mishandle. Early Steps. Kehoe, P. Something happened and I'm frightened to tell. Seattle, WA: Parenting Press. Satulla, J. It happens to young men as well… Rape Crisis Center of Bershire County, Inc.

Slide 26

RESOURCES for youngsters Booklets National Clearing House on Family Violence, Health Canada Sexual Abuse Counseling: A guide for guardians and kids When Children Act Out Sexually: A guide for guardians and educators When Boys Have Been Sexually Abused: A guide for young men When Teenage Boys Have Been Sexually Abused: A guide for adolescents Sexual Abuse - What Happens When You Tell: A guide for kids

Slide 27

CONTACTS School Support Unit Coordinator of SSU: Joanna Blais: 945-7922/jblais@edu.gov.mb.ca Help for: Student Services Administrators: Allan Hawkins: 945-2757 ahawkins@gov.mb.ca Social Workers: School Psychologists: Donna Martin: 945-5294 Connie Boutet: 945-6761 donmartin@edu.gov.mb.ca cboutet@edu.gov.mb.ca School Counsellors: Resource Teachers: Lorna Martin: 945-7964 Roland Marion: 945-5563 lormartin@edu.gov.mb.ca romarion@edu.gov.mb.ca

SPONSORS